Performance Assessment: Building a Scale Model Structure
PARTS TECHNICIAN APPRENTICESHIP ASSESSMENT
COURSE PTA3400: MATERIAL HANDLING
Level: First Period Apprenticeship
Prerequisite: PTA3900: Apprenticeship Safety
Description: Students develop knowledge, skills and attitudes in the areas of material handling, receiving, stocking and staging techniques.
Parameters: Access to a materials work centre, complete with basic hand and power tools, and to instruction from an individual with journeyperson certification as a parts technician.
ILM Resources: Supply Chain, Material Handling Terminology and Receiving Documentation 270102a; Receiving: Process and Track Incoming Material 270102b; Stocking and Staging 270102c
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE PTA3400: MATERIAL HANDLING
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|be able to receive incoming material | | | |
|process and track incoming material | | | |
|stock and stage incoming material | | | |
Teacher Signature Date
COURSE PTA3400: MATERIAL HANDLING
Rubric
|Student Name: |Date: |
|Level |
| |
| |
|Criteria |
|1.1 outline the supply chain |I can consistently outline the|I can usually outline the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |supply chain. |supply chain. |outline the supply chain. |outline the supply chain. |evidence of this performance|
| | | | | |task. |
|1.2 define material handling terminology |I can consistently define |I can usually define material|I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |material handling terminology.|handling terminology. |define material handling |define material handling |evidence of this performance|
| | | |terminology. |terminology. |task. |
|1.3 describe the documentation related to|I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|receiving |the documentation related to |documentation related to |describe the documentation |describe the documentation |evidence of this performance|
| |receiving. |receiving. |related to receiving. |related to receiving. |task. |
|process and track incoming material |
|2.1 explain the procedure for processing |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|shipments of materials received |procedure for processing |procedure for processing |explain the procedure for |explain the procedure for |evidence of this performance|
| |shipments of materials |shipments of materials |processing shipments of |processing shipments of |task. |
| |received. |received. |materials received. |materials received. | |
|2.2 describe the importance of paying |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|attention to detail for receiving |the importance of paying |importance of paying |describe the importance of |describe the importance of |evidence of this performance|
|procedure |attention to detail for |attention to detail for |paying attention to detail for|paying attention to detail for|task. |
| |receiving procedure. |receiving procedure. |receiving procedure. |receiving procedure. | |
|2.3 describe quality assurance standards |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|and requirements |quality assurance standards |quality assurance standards |describe quality assurance |describe quality assurance |evidence of this performance|
| |and requirements. |and requirements. |standards and requirements. |standards and requirements. |task. |
|2.4 describe global positioning system |I can consistently describe |I can usually describe global|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|(GPS) and radio frequency identification |global positioning system |positioning system (GPS) and |describe global positioning |describe global positioning |evidence of this performance|
|(RFID) technology |(GPS) and radio frequency |radio frequency |system (GPS) and radio |system (GPS) and radio |task. |
| |identification (RFID) |identification (RFID) |frequency identification |frequency identification | |
| |technology. |technology. |(RFID) technology. |(RFID) technology. | |
|stock and stage incoming material |
|3.1 describe the importance of proper |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|stock identification and locating of |the importance of proper stock|importance of proper stock |describe the importance of |describe the importance of |evidence of this performance|
|materials |identification and locating of|identification and locating |proper stock identification |proper stock identification |task. |
| |materials. |of materials. |and locating of materials. |and locating of materials. | |
|3.2 apply stocking procedures |I can consistently apply |I can usually apply stocking |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |stocking procedures. |procedures. |apply stocking procedures. |apply stocking procedures. |evidence of this performance|
| | | | | |task. |
|Teacher feedback and assessment. | |
PARTS TECHNICIAN APPRENTICESHIP ASSESSMENT
COURSE PTA3405: STORAGE & PACKING
Level: First Period Apprenticeship
Prerequisites: PTA3900: Apprenticeship Safety
PTA3400: Material Handling
Description: Students develop knowledge, skills and attitudes in the areas of material storage; picking and issuing freight; and the proper process for packing goods.
Parameters: Access to a materials work centre, complete with basic hand and power tools, and to instruction from an individual with journeyperson certification as a parts technician.
ILM Resources: Material Storage 270102d; Picking and Issuing 270102e; Packing 270102f
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE PTA3405: STORAGE & PACKING
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|store materials | | | |
|fill and issue orders | | | |
|pack materials | | | |
Teacher Signature Date
COURSE PTA3405: STORAGE & PACKING
Rubric
|Student Name: |Date: |
| |
|Level |
| |
|Criteria |
|1.1 describe considerations for the |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|storage of materials |considerations for the storage|considerations for the |describe considerations for |describe considerations for |evidence of this performance|
| |of materials. |storage of materials. |the storage of materials. |the storage of materials. |task. |
|1.2 identify the benefits of appropriate |I can consistently identify |I can usually identify the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|storage methods |the benefits of appropriate |benefits of appropriate |identify the benefits of |identify the benefits of |evidence of this performance|
| |storage methods. |storage methods. |appropriate storage methods. |appropriate storage methods. |task. |
|1.3 describe legislative and legal |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|requirements relating to the storage of |legislative and legal |legislative and legal |describe legislative and legal|describe legislative and legal|evidence of this performance|
|particular materials |requirements relating to the |requirements relating to the |requirements relating to the |requirements relating to the |task. |
| |storage of particular |storage of particular |storage of particular |storage of particular | |
| |materials. |materials. |materials. |materials. | |
|1.4 describe common storage systems used |I can consistently describe |I can usually describe common|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|on the work site |common storage systems used on|storage systems used on the |describe common storage |describe common storage |evidence of this performance|
| |the work site. |work site. |systems used on the work site.|systems used on the work site.|task. |
|fill and issue orders |
|2.1 explain the order cycle, including |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|authorization and documentation |order cycle, including |order cycle, including |explain the order cycle, |explain the order cycle, |evidence of this performance|
| |authorization and |authorization and |including authorization and |including authorization and |task. |
| |documentation. |documentation. |documentation. |documentation. | |
|2.2 describe picking procedures |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |picking procedures. |picking procedures. |describe picking procedures. |describe picking procedures. |evidence of this performance|
| | | | | |task. |
|2.3 describe issuing procedures |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |issuing procedures. |issuing procedures. |describe issuing procedures. |describe issuing procedures. |evidence of this performance|
| | | | | |task. |
|2.4 identify reasons for product |I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|allocation |reasons for product |reasons for product |identify reasons for product |identify reasons for product |evidence of this performance|
| |allocation. |allocation. |allocation. |allocation. |task. |
|pack materials |
|3.1 describe packing materials |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |packing materials. |packing materials. |describe packing materials. |describe packing materials. |evidence of this performance|
| | | | | |task. |
|3.2 describe packing methods for primary |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|containers, secondary containers and |packing methods for primary |packing methods for primary |describe packing methods for |describe packing methods for |evidence of this performance|
|unitizing loads |containers, secondary |containers, secondary |primary containers, secondary |primary containers, secondary |task. |
| |containers and unitizing |containers and unitizing |containers and unitizing |containers and unitizing | |
| |loads. |loads. |loads. |loads. | |
|Teacher feedback and assessment. | |
PARTS TECHNICIAN APPRENTICESHIP ASSESSMENT
COURSE PTA3410: SHIPPING & RETURNS
Level: First Period Apprenticeship
Prerequisites: PTA3900: Apprenticeship Safety
PTA3400: Material Handling
Description: Students develop knowledge, skills and attitudes in the areas of shipping products, dealing with product returns and ensuring adequate stock maintenance.
Parameters: Access to a materials work centre, complete with basic hand and power tools, and to instruction from an individual with journeyperson certification as a parts technician.
ILM Resources: Shipping 270102g; Product Returns 270102h; Stock Maintenance 270102i
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE PTA3410: SHIPPING & RETURNS
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|ship materials | | | |
|process product returns | | | |
|maintain stock | | | |
Teacher Signature Date
COURSE PTA3410: SHIPPING & RETURNS
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 identify types of shipments |I can consistently identify |I can usually identify types |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |types of shipments. |of shipments. |identify types of shipments. |identify types of shipments. |evidence of this performance|
| | | | | |task. |
|1.2 determine mode of shipping and their |I can consistently determine |I can usually determine mode |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|advantages and disadvantages |mode of shipping and their |of shipping and their |determine mode of shipping and|determine mode of shipping and|evidence of this performance|
| |advantages and disadvantages. |advantages and disadvantages.|their advantages and |their advantages and |task. |
| | | |disadvantages. |disadvantages. | |
|1.3 identify documentation related to |I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|shipping |documentation related to |documentation related to |identify documentation related|identify documentation related|evidence of this performance|
| |shipping. |shipping. |to shipping. |to shipping. |task. |
|process product returns |
|2.1 identify internal and external product|I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|return procedures and related |internal and external product |internal and external product|identify internal and external|identify internal and external|evidence of this performance|
|documentation |return procedures and related |return procedures and related|product return procedures and |product return procedures and |task. |
| |documentation. |documentation. |related documentation. |related documentation. | |
|2.2 outline policies and procedures for |I can consistently outline |I can usually outline |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|maintaining a core/exchange program |policies and procedures for |policies and procedures for |outline policies and |outline policies and |evidence of this performance|
| |maintaining a core/exchange |maintaining a core/exchange |procedures for maintaining a |procedures for maintaining a |task. |
| |program. |program. |core/exchange program. |core/exchange program. | |
|maintain stock |
|3.1 explain stock maintenance procedures |I can consistently explain |I can usually explain stock |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |stock maintenance procedures. |maintenance procedures. |explain stock maintenance |explain stock maintenance |evidence of this performance|
| | | |procedures. |procedures. |task. |
|Teacher feedback and assessment. | |
PARTS TECHNICIAN APPRENTICESHIP ASSESSMENT
COURSE PTA3415: MERCHANDISING
Level: First Period Apprenticeship
Prerequisites: PTA3900: Apprenticeship Safety
PTA3400: Material Handling
PTA3405: Storage & Packing
PTA3410: Shipping & Returns
Description: Students develop knowledge, skills and attitudes in the areas of merchandising, material handling equipment and the use of catalogues.
Parameters: Access to a materials work centre, complete with basic hand and power tools, and to instruction from an individual with journeyperson certification as a parts technician.
ILM Resources: Merchandising 270102j; Material Handling Equipment 270102k; Catalogues 270102l
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE PTA3415: MERCHANDISING
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|implement merchandising strategies | | | |
|describe material handling equipment and safety| | | |
|markings | | | |
|explain the purpose of material catalogues | | | |
Teacher Signature Date
COURSE PTA3415: MERCHANDISING
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 define merchandising and merchandising|I can consistently define |I can usually define |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|programs |merchandising and |merchandising and |define merchandising and |define merchandising and |evidence of this performance|
| |merchandising programs. |merchandising programs. |merchandising programs. |merchandising programs. |task. |
|1.2 describe merchandising related to |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|daily operations |merchandising related to daily|merchandising related to |describe merchandising related|describe merchandising related|evidence of this performance|
| |operations. |daily operations. |to daily operations. |to daily operations. |task. |
|1.3 describe locations and methods for |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|building displays |locations and methods for |locations and methods for |describe locations and methods|describe locations and methods|evidence of this performance|
| |building displays. |building displays. |for building displays. |for building displays. |task. |
|describe material handling equipment and safety markings |
|2.1 identify material handling equipment |I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |material handling equipment. |material handling equipment. |identify material handling |identify material handling |evidence of this performance|
| | | |equipment. |equipment. |task. |
|2.2 identify packaging equipment |I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |packaging equipment. |packaging equipment. |identify packaging equipment. |identify packaging equipment. |evidence of this performance|
| | | | | |task. |
|2.3 identify hazards related to material |I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|handling equipment |hazards related to material |hazards related to material |identify hazards related to |identify hazards related to |evidence of this performance|
| |handling equipment. |handling equipment. |material handling equipment. |material handling equipment. |task. |
|2.4 describe safety markings applied to |I can consistently describe |I can usually describe safety|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|material handling equipment |safety markings applied to |markings applied to material |describe safety markings |describe safety markings |evidence of this performance|
| |material handling equipment. |handling equipment. |applied to material handling |applied to material handling |task. |
| | | |equipment. |equipment. | |
|explain the purpose of material catalogues |
|3.1 describe the function of catalogues |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |the function of catalogues. |function of catalogues. |describe the function of |describe the function of |evidence of this performance|
| | | |catalogues. |catalogues. |task. |
|3.2 describe the structure of catalogues |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |the structure of catalogues. |structure of catalogues. |describe the structure of |describe the structure of |evidence of this performance|
| | | |catalogues. |catalogues. |task. |
|3.3 identify types of catalogues |I can consistently identify |I can usually identify types |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |types of catalogues. |of catalogues. |identify types of catalogues. |identify types of catalogues. |evidence of this performance|
| | | | | |task. |
|3.4 describe the purpose of vehicle |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|identification numbers and serial numbers |the purpose of vehicle |purpose of vehicle |describe the purpose of |describe the purpose of |evidence of this performance|
| |identification numbers and |identification numbers and |vehicle identification numbers|vehicle identification numbers|task. |
| |serial numbers. |serial numbers. |and serial numbers. |and serial numbers. | |
|Teacher feedback and assessment. | |
PARTS TECHNICIAN APPRENTICESHIP ASSESSMENT
COURSE PTA3420: MEASUREMENT & STOCK
Level: First Period Apprenticeship
Prerequisite: PTA3900: Apprenticeship Safety
Description: Students develop knowledge, skills and attitudes in doing measurement calculations and using measuring tools; identifying standard stock items; and identifying consumables.
Parameters: Access to a materials work centre, complete with basic hand and power tools, and to instruction from an individual with journeyperson certification as a parts technician.
ILM Resources: Measuring Calculations 270103a; Measuring Tools 270103b; Standard Stock 270103o; Consumables 270103p
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE PTA3420: MEASUREMENT & STOCK
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|perform calculations related to common | | | |
|measurements | | | |
|use measuring tools | | | |
|identify standard stock items common to the | | | |
|trade | | | |
|identify consumables | | | |
Teacher Signature Date
COURSE PTA3420: MEASUREMENT & STOCK
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 perform calculations related to |I can consistently perform |I can usually perform |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|measurement using imperial and metric |calculations related to |calculations related to |perform calculations related |perform calculations related |evidence of this performance|
|units |measurement using imperial and|measurement using imperial |to measurement using imperial |to measurement using imperial |task. |
| |metric units. |and metric units. |and metric units. |and metric units. | |
|1.2 explain the term torque convert |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|numbers between decimals and fractions |term torque. |term torque. |explain the term torque. |explain the term torque. |evidence of this performance|
| | | | | |task. |
|1.3 convert numbers between decimals and |I can consistently convert |I can usually convert numbers|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|fractions |numbers between decimals and |between decimals and |convert numbers between |convert numbers between |evidence of this performance|
| |fractions. |fractions. |decimals and fractions. |decimals and fractions. |task. |
|1.4 calculate percentages |I can consistently calculate |I can usually calculate |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |percentages. |percentages. |calculate percentages. |calculate percentages. |evidence of this performance|
| | | | | |task. |
|use measuring tools |
|2.1 perform linear measurements in |I can consistently perform |I can usually perform linear |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|imperial and SI units |linear measurements in |measurements in imperial and |perform linear measurements in|perform linear measurements in|evidence of this performance|
| |imperial and SI units. |SI units. |imperial and SI units. |imperial and SI units. |task. |
|2.2 demonstrate use of measuring tools |I can consistently demonstrate|I can usually demonstrate use|I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |use of measuring tools. |of measuring tools. |demonstrate use of measuring |demonstrate use of measuring |evidence of this performance|
| | | |tools. |tools. |task. |
|identify standard stock items common to the trade |
|3.1 identify fastening devices, including |I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|alloys and grades |fastening devices, including |fastening devices, including |identify fastening devices, |identify fastening devices, |evidence of this performance|
| |alloys and grades. |alloys and grades. |including alloys and grades. |including alloys and grades. |task. |
|3.2 identify lines and fittings |I can consistently identify |I can usually identify lines |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |lines and fittings. |and fittings. |identify lines and fittings. |identify lines and fittings. |evidence of this performance|
| | | | | |task. |
|3.3 identify specialty items |I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |specialty items. |specialty items. |identify specialty items. |identify specialty items. |evidence of this performance|
| | | | | |task. |
|identify consumables |
|4.1 identify compounds and mixtures |I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |compounds and mixtures. |compounds and mixtures. |identify compounds and |identify compounds and |evidence of this performance|
| | | |mixtures. |mixtures. |task. |
|4.2 identify shop supplies |I can consistently identify |I can usually identify shop |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |shop supplies. |supplies. |identify shop supplies. |identify shop supplies. |evidence of this performance|
| | | | | |task. |
|4.3 identify hazards related to |I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|repackaging and storing consumables |hazards related to repackaging|hazards related to |identify hazards related to |identify hazards related to |evidence of this performance|
| |and storing consumables. |repackaging and storing |repackaging and storing |repackaging and storing |task. |
| | |consumables. |consumables. |consumables. | |
|Teacher feedback and assessment. | |
PARTS TECHNICIAN APPRENTICESHIP ASSESSMENT
COURSE PTA3425: ELECTRICAL BASICS
Level: First Period Apprenticeship
Prerequisite: PTA3900: Apprenticeship Safety
Description: Students develop knowledge, skills and attitudes around electrical fundamentals, electrical circuits and battery fundamentals.
Parameters: Access to a materials work centre, complete with basic hand and power tools, and to instruction from an individual with journeyperson certification as a parts technician.
ILM Resources: Electrical Fundamentals 270103e; Electrical Circuits 270103f; Battery Fundamentals 270103g
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE PTA3425: ELECTRICAL BASICS
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|explain the fundamentals of electricity | | | |
|explain the fundamentals of electrical circuits| | | |
|describe the operation of the battery and | | | |
|handling procedures | | | |
Teacher Signature Date
COURSE PTA3425: ELECTRICAL BASICS
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 recognize common electrical symbols |I can consistently recognize |I can usually recognize |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|used in the trade |common electrical symbols used|common electrical symbols |recognize common electrical |recognize common electrical |evidence of this performance|
| |in the trade. |used in the trade. |symbols used in the trade. |symbols used in the trade. |task. |
|1.2 explain the physical qualities of |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|insulators, conductors and semiconductors |physical qualities of |physical qualities of |explain the physical qualities|explain the physical qualities|evidence of this performance|
| |insulators, conductors and |insulators, conductors and |of insulators, conductors and |of insulators, conductors and |task. |
| |semiconductors. |semiconductors. |semiconductors. |semiconductors. | |
|1.3 explain magnetism and |I can consistently explain |I can usually explain |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|electromagnetism and their properties |magnetism and electromagnetism|magnetism and |explain magnetism and |explain magnetism and |evidence of this performance|
| |and their properties. |electromagnetism and their |electromagnetism and their |electromagnetism and their |task. |
| | |properties. |properties. |properties. | |
|1.4 explain the measurement of |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|electromotive force, current, resistance |measurement of electromotive |measurement of electromotive |explain the measurement of |explain the measurement of |evidence of this performance|
|and power |force, current, resistance and|force, current, resistance |electromotive force, current, |electromotive force, current, |task. |
| |power. |and power. |resistance and power. |resistance and power. | |
|1.5 describe the purpose of current |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|control devices |the purpose of current control|purpose of current control |describe the purpose of |describe the purpose of |evidence of this performance|
| |devices. |devices. |current control devices. |current control devices. |task. |
|explain the fundamentals of electrical circuits |
|2.1 identify the three basic circuits and |I can consistently identify |I can usually identify the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|their basic properties |the three basic circuits and |three basic circuits and |identify the three basic |identify the three basic |evidence of this performance|
| |their basic properties. |their basic properties. |circuits and their basic |circuits and their basic |task. |
| | | |properties. |properties. | |
|2.2 explain open, short and grounded |I can consistently explain |I can usually explain open, |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|circuits |open, short and grounded |short and grounded circuits. |explain open, short and |explain open, short and |evidence of this performance|
| |circuits. | |grounded circuits. |grounded circuits. |task. |
|2.3 describe how to use a digital |I can consistently describe |I can usually describe how to|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|multimeter |how to use a digital |use a digital multimeter. |describe how to use a digital |describe how to use a digital |evidence of this performance|
| |multimeter. | |multimeter. |multimeter. |task. |
|2.4 explain the operation of diodes, |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|special-purpose diodes and transistors |operation of diodes, |operation of diodes, |explain the operation of |explain the operation of |evidence of this performance|
| |special-purpose diodes and |special-purpose diodes and |diodes, |diodes, |task. |
| |transistors. |transistors. |special-purpose diodes and |special-purpose diodes and | |
| | | |transistors. |transistors. | |
|describe the operation of the battery and handling procedures |
|3.1 describe common batteries and their |I can consistently describe |I can usually describe common|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|advantages and disadvantages |common batteries and their |batteries and their |describe common batteries and |describe common batteries and |evidence of this performance|
| |advantages and disadvantages. |advantages and disadvantages.|their advantages and |their advantages and |task. |
| | | |disadvantages. |disadvantages. | |
|3.2 identify hazards encountered with |I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|lead-acid batteries |hazards encountered with |hazards encountered with |identify hazards encountered |identify hazards encountered |evidence of this performance|
| |lead-acid batteries. |lead-acid batteries. |with lead-acid batteries. |with |task. |
| | | | |lead-acid batteries. | |
|3.3 explain battery construction, sizing |I can consistently explain |I can usually explain battery|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|and capacity |battery construction, sizing |construction, sizing and |explain battery construction, |explain battery construction, |evidence of this performance|
| |and capacity. |capacity. |sizing and capacity. |sizing and capacity. |task. |
|3.4 list precautions and procedures for |I can consistently list |I can usually list |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|boosting batteries |precautions and procedures for|precautions and procedures |list precautions and |list precautions and |evidence of this performance|
| |boosting batteries. |for boosting batteries. |procedures for boosting |procedures for boosting |task. |
| | | |batteries. |batteries. | |
|3.5 list precautions and procedures for |I can consistently list |I can usually list |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|charging batteries |precautions and procedures for|precautions and procedures |list precautions and |list precautions and |evidence of this performance|
| |charging batteries. |for charging batteries. |procedures for charging |procedures for charging |task. |
| | | |batteries. |batteries. | |
|3.6 describe handling, storage and |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|disposal of batteries and electrolyte |handling, storage and disposal|handling, storage and |describe handling, storage and|describe handling, storage and|evidence of this performance|
| |of batteries and electrolyte. |disposal of batteries and |disposal of batteries and |disposal of batteries and |task. |
| | |electrolyte. |electrolyte. |electrolyte. | |
|Teacher feedback and assessment. | |
PARTS TECHNICIAN APPRENTICESHIP ASSESSMENT
COURSE PTA3430: SUSPENSION & WHEELS
Level: First Period Apprenticeship
Prerequisite: PTA3900: Apprenticeship Safety
Description: Students learn about the operation and components of bearings, seals and suspension systems and about wheels, tires and hubs.
Parameters: Access to a materials work centre, complete with basic hand and power tools, and to instruction from an individual who holds certification as a parts technician journeyperson.
ILM Resources: Bearings 270103c; Seals 270103d; Light-Duty Suspension Systems 270103h; Wheels, Tires and Hubs 270103j
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE PTA3430: SUSPENSION & WHEELS
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|describe common bearings | | | |
|describe seals and their functions | | | |
|describe the operation of light-duty steering | | | |
|systems and identify replacement parts | | | |
|describe the design features and purpose of | | | |
|wheels, tires and hubs | | | |
Teacher Signature Date
COURSE PTA3430: SUSPENSION & WHEELS
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 state the functions of bearings, |I can consistently state the |I can usually state the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|showing an understanding of bearing loads |functions of bearings, showing|functions of bearings, |state the functions of |state the functions of |evidence of this performance|
|and classes of bearings |an understanding of bearing |showing an understanding of |bearings, showing an |bearings, showing an |task. |
| |loads and classes of bearings.|bearing loads and classes of |understanding of bearing loads|understanding of bearing loads| |
| | |bearings. |and classes of bearings. |and classes of bearings. | |
|1.2 describe friction bearings |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |friction bearings. |friction bearings. |describe friction bearings. |describe friction bearings. |evidence of this performance|
| | | | | |task. |
|1.3 describe anti-friction bearings |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |anti-friction bearings. |anti-friction bearings. |describe |describe anti-friction |evidence of this performance|
| | | |anti-friction bearings. |bearings. |task. |
|1.4 describe storage methods and methods |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|of supplying bearings |storage methods and methods of|storage methods and methods |describe storage methods and |describe storage methods and |evidence of this performance|
| |supplying bearings. |of supplying bearings. |methods of supplying bearings.|methods of supplying bearings.|task. |
|describe seals and their functions |
|2.1 state the function of seals |I can consistently state the |I can usually state the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |function of seals. |function of seals. |state the function of seals. |state the function of seals. |evidence of this performance|
| | | | | |task. |
|2.2 identify seals and their applications|I can consistently identify |I can usually identify seals |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |seals and their applications. |and their applications. |identify seals and their |identify seals and their |evidence of this performance|
| | | |applications. |applications. |task. |
|2.3 describe information required to |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|supply replacement seals |information required to supply|information required to |describe information required |describe information required |evidence of this performance|
| |replacement seals. |supply replacement seals. |to supply replacement seals. |to supply replacement seals. |task. |
|describe the operation of light-duty steering systems and identify replacement parts |
|3.1 identify steering linkage types and |I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|explain their operation |steering linkage types and |steering linkage types and |identify steering linkage |identify steering linkage |evidence of this performance|
| |explain their operation. |explain their operation. |types and explain their |types and explain their |task. |
| | | |operation. |operation. | |
|3.2 explain the function and lubrication |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|requirements of common light-duty manual |function and lubrication |function and lubrication |explain the function and |explain the function and |evidence of this performance|
|steering gears |requirements of common |requirements of common |lubrication requirements of |lubrication requirements of |task. |
| |light-duty manual steering |light-duty manual steering |common light-duty manual |common light-duty manual | |
| |gears. |gears. |steering gears. |steering gears. | |
|3.3 explain the function of power |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|steering gears |function of power steering |function of power steering |explain the function of power |explain the function of power |evidence of this performance|
| |gears. |gears. |steering gears. |steering gears. |task. |
|3.4 describe the operation of power |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|steering pumps |the operation of power |operation of power steering |describe the operation of |describe the operation of |evidence of this performance|
| |steering pumps. |pumps. |power steering pumps. |power steering pumps. |task. |
|3.5 explain the function and design |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|features of steering column safety |function and design features |function and design features |explain the function and |explain the function and |evidence of this performance|
|features |of steering column safety |of steering column safety |design features of steering |design features of steering |task. |
| |features. |features. |column safety features. |column safety features. | |
|3.6 identify common replacement parts and|I can consistently identify |I can usually identify common|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|related sales opportunities |common replacement parts and |replacement parts and related|identify common replacement |identify common replacement |evidence of this performance|
| |related sales opportunities. |sales opportunities. |parts and related sales |parts and related sales |task. |
| | | |opportunities. |opportunities. | |
|describe the design features and purpose of wheels, tires and hubs |
|4.1 explain the construction, sizing and |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|rating of automotive and light truck tires|construction, sizing and |construction, sizing and |explain the construction, |explain the construction, |evidence of this performance|
|and wheels |rating of automotive and light|rating of automotive and |sizing and rating of |sizing and rating of |task. |
| |truck tires and wheels. |light truck tires and wheels.|automotive and light truck |automotive and light truck | |
| | | |tires and wheels. |tires and wheels. | |
|4.2 explain the construction, sizing and |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|rating of |construction, sizing and |construction, sizing and |explain the construction, |explain the construction, |evidence of this performance|
|heavy-duty truck tires and wheels |rating of heavy-duty truck |rating of heavy-duty truck |sizing and rating of |sizing and rating of |task. |
| |tires and wheels. |tires and wheels. |heavy-duty truck tires and |heavy-duty truck tires and | |
| | | |wheels. |wheels. | |
|4.3 explain the purpose of static and |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|dynamic balancing |purpose of static and dynamic |purpose of static and dynamic|explain the purpose of static |explain the purpose of static |evidence of this performance|
| |balancing. |balancing. |and dynamic balancing. |and dynamic balancing. |task. |
|4.4 describe causes of tire wear and |I can consistently describe |I can usually describe causes|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|common repair methods |causes of tire wear and common|of tire wear and common |describe causes of tire wear |describe causes of tire wear |evidence of this performance|
| |repair methods. |repair methods. |and common repair methods. |and common repair methods. |task. |
|4.5 identify components of a wheel hub |I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|and spindle assembly |components of a wheel hub and |components of a wheel hub and|identify components of a wheel|identify components of a wheel|evidence of this performance|
| |spindle assembly. |spindle assembly. |hub and spindle assembly. |hub and spindle assembly. |task. |
|4.6 identify common replacement parts and|I can consistently identify |I can usually identify common|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|related sales opportunities |common replacement parts and |replacement parts and related|identify common replacement |identify common replacement |evidence of this performance|
| |related sales opportunities. |sales opportunities. |parts and related sales |parts and related sales |task. |
| | | |opportunities. |opportunities. | |
|Teacher feedback and assessment. | |
PARTS TECHNICIAN APPRENTICESHIP ASSESSMENT
COURSE PTA3435: STEERING & BRAKES
Level: First Period Apprenticeship
Prerequisite: PTA3900: Apprenticeship Safety
Description: Students learn about steering systems and hydraulic drum and disc brake systems, electric brakes, and antilock brake systems.
Parameters: Access to a materials work centre, complete with basic hand and power tools, and to instruction from an individual who holds certification as a parts technician journeyperson.
ILM Resources: Light Duty Steering Systems 270103i; Hydraulic Brake System Fundamentals 270103k; Hydraulic Drum Brake Systems 270103l; Hydraulic Disc Brake Systems 270103m; Hydraulic Brake Systems, Power Assist, Electric Brakes and Antilock Brake Systems 270103n
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE PTA3435: STEERING & BRAKES
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|describe the operation of light-duty suspension| | | |
|systems | | | |
|describe the fundamentals of brake systems and | | | |
|identify types of brake fluids | | | |
|describe the operation of hydraulic drum brake | | | |
|systems | | | |
|describe the operation of hydraulic disc brake | | | |
|systems | | | |
|describe the operation and identify supply | | | |
|replacement parts of assisted brake systems, | | | |
|electric brake systems and antilock brake | | | |
|systems | | | |
Teacher Signature Date
COURSE PTA3435: STEERING & BRAKES
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 explain the operation of light-duty |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|suspension systems |operation of |operation of |explain the operation of |explain the operation of |evidence of this performance|
| |light-duty suspension systems.|light-duty suspension |light-duty suspension systems.|light-duty suspension systems.|task. |
| | |systems. | | | |
|1.2 describe springs used in light-duty |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|suspension systems |springs used in light-duty |springs used in |describe springs used in |describe springs used in |evidence of this performance|
| |suspension systems. |light-duty suspension |light-duty suspension systems.|light-duty suspension systems.|task. |
| | |systems. | | | |
|1.3 describe the operation of shock |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|absorbers |the operation of shock |operation of shock absorbers.|describe the operation of |describe the operation of |evidence of this performance|
| |absorbers. | |shock absorbers. |shock absorbers. |task. |
|1.4 describe the operation of suspension |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|components |the operation of suspension |operation of suspension |describe the operation of |describe the operation of |evidence of this performance|
| |components. |components. |suspension components. |suspension components. |task. |
|1.5 describe suspension design |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |suspension design. |suspension design. |describe suspension design. |describe suspension design. |evidence of this performance|
| | | | | |task. |
|1.6 identify common replacement parts and|I can consistently identify |I can usually identify common|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|related sales opportunities |common replacement parts and |replacement parts and related|identify common replacement |identify common replacement |evidence of this performance|
| |related sales opportunities. |sales opportunities. |parts and related sales |parts and related sales |task. |
| | | |opportunities. |opportunities. | |
|describe the fundamentals of brake systems and identify types of brake fluids |
|2.1 explain the principles that apply to |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|brake systems |principles that apply to brake|principles that apply to |explain the principles that |explain the principles that |evidence of this performance|
| |systems. |brake systems. |apply to brake systems. |apply to brake systems. |task. |
|2.2 state Pascal’s law and its |I can consistently state |I can usually state Pascal’s |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|implications for brake systems |Pascal’s law and its |law and its implications for |state Pascal’s law and its |state Pascal’s law and its |evidence of this performance|
| |implications for brake |brake systems. |implications for brake |implications for brake |task. |
| |systems. | |systems. |systems. | |
|2.3 choose the correct brake fluid for a |I can consistently choose the |I can usually choose the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|given application based on purpose, |correct brake fluid for a |correct brake fluid for a |choose the correct brake fluid|choose the correct brake fluid|evidence of this performance|
|function and characteristics of brake |given application based on |given application based on |for a given application based |for a given application based |task. |
|fluids |purpose, function and |purpose, function and |on purpose, function and |on purpose, function and | |
| |characteristics of brake |characteristics of brake |characteristics of brake |characteristics of brake | |
| |fluids. |fluids. |fluids. |fluids. | |
|2.4 explain the operation of common brake|I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|components |operation of common brake |operation of common brake |explain the operation of |explain the operation of |evidence of this performance|
| |components. |components. |common brake components. |common brake components. |task. |
|2.5 describe the operation of hydraulic |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|components when used as a system |the operation of hydraulic |operation of hydraulic |describe the operation of |describe the operation of |evidence of this performance|
| |components when used as a |components when used as a |hydraulic components when used|hydraulic components when used|task. |
| |system. |system. |as a system. |as a system. | |
|2.6 identify common replacement parts for|I can consistently identify |I can usually identify common|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|brake components and related sales |common replacement parts for |replacement parts for brake |identify common replacement |identify common replacement |evidence of this performance|
|opportunities |brake components and related |components and related sales |parts for brake components and|parts for brake components and|task. |
| |sales opportunities. |opportunities. |related sales opportunities. |related sales opportunities. | |
|describe the operation of hydraulic drum brake systems |
|3.1 explain the operation of drum brake |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|system components |operation of drum brake system|operation of drum brake |explain the operation of drum |explain the operation of drum |evidence of this performance|
| |components. |system components. |brake system components. |brake system components. |task. |
|3.2 explain the operation of drum-type |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|parking brake systems |operation of drum-type parking|operation of drum-type |explain the operation of |explain the operation of |evidence of this performance|
| |brake systems. |parking brake systems. |drum-type parking brake |drum-type parking brake |task. |
| | | |systems. |systems. | |
|3.3 identify common replacement parts for|I can consistently identify |I can usually identify common|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|hydraulic drum brake systems and related |common replacement parts for |replacement parts for |identify common replacement |identify common replacement |evidence of this performance|
|sales opportunities |hydraulic drum brake systems |hydraulic drum brake systems |parts for hydraulic drum brake|parts for hydraulic drum brake|task. |
| |and related sales |and related sales |systems and related sales |systems and related sales | |
| |opportunities. |opportunities. |opportunities. |opportunities. | |
|describe the operation of hydraulic disc brake systems |
|4.1 explain the operation of disc brake |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|systems |operation of disc brake |operation of disc brake |explain the operation of disc |explain the operation of disc |evidence of this performance|
| |systems. |systems. |brake systems. |brake systems. |task. |
|4.2 explain the operation of disc-type |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|parking brake systems |operation of disc-type parking|operation of |explain the operation of |explain the operation of |evidence of this performance|
| |brake systems. |disc-type parking brake |disc-type parking brake |disc-type parking brake |task. |
| | |systems. |systems. |systems. | |
|4.3 identify common replacement parts for|I can consistently identify |I can usually identify common|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|hydraulic disc brake systems and related |common replacement parts for |replacement parts for |identify common replacement |identify common replacement |evidence of this performance|
|sales opportunities |hydraulic disc brake systems |hydraulic disc brake systems |parts for hydraulic disc brake|parts for hydraulic disc brake|task. |
| |and related sales |and related sales |systems and related sales |systems and related sales | |
| |opportunities. |opportunities. |opportunities. |opportunities. | |
|describe the operation and identify supply replacement parts of assisted brake systems, electric brake systems and antilock brake systems |
|5.1 describe the operation of |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|vacuum-operated power brake units |the operation of |operation of vacuum-operated |describe the operation of |describe the operation of |evidence of this performance|
| |vacuum-operated power brake |power brake units. |vacuum-operated power brake |vacuum-operated |task. |
| |units. | |units. |power brake units. | |
|5.2 describe the operation of |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|hydraulically operated power brake units |the operation of hydraulically|operation of hydraulically |describe the operation of |describe the operation of |evidence of this performance|
| |operated power brake units. |operated power brake units. |hydraulically operated power |hydraulically operated power |task. |
| | | |brake units. |brake units. | |
|5.3 describe the operation of |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|electro-hydraulic power brake units |the operation of |operation of |describe the operation of |describe the operation of |evidence of this performance|
| |electro-hydraulic power brake |electro-hydraulic power brake|electro-hydraulic power brake |electro-hydraulic power brake |task. |
| |units. |units. |units. |units. | |
|5.4 explain the operation of |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|air-over-hydraulic power brake units |operation of |operation of |explain the operation of |explain the operation of |evidence of this performance|
| |air-over-hydraulic power brake|air-over-hydraulic power |air-over-hydraulic power brake|air-over-hydraulic power brake|task. |
| |units. |brake units. |units. |units. | |
|5.5 explain the operation of electric |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|braking systems |operation of electric braking |operation of electric braking|explain the operation of |explain the operation of |evidence of this performance|
| |systems. |systems. |electric braking systems. |electric braking systems. |task. |
|5.6 explain the operation of an antilock |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|brake system (ABS) |operation of an antilock brake|operation of an antilock |explain the operation of an |explain the operation of an |evidence of this performance|
| |system (ABS). |brake system (ABS). |antilock brake system (ABS). |antilock brake system (ABS). |task. |
|5.7 identify common replacement parts for|I can consistently identify |I can usually identify common|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|assisted brake systems, electric brake |common replacement parts for |replacement parts for |identify common replacement |identify common replacement |evidence of this performance|
|systems and ABS and related sales |assisted brake systems, |assisted brake systems, |parts for assisted brake |parts for assisted brake |task. |
|opportunities |electric brake systems and ABS|electric brake systems and |systems, electric brake |systems, electric brake | |
| |and related sales |ABS and related sales |systems and ABS and related |systems and ABS and related | |
| |opportunities. |opportunities. |sales opportunities. |sales opportunities. | |
|Teacher feedback and assessment. | |
PARTS TECHNICIAN APPRENTICESHIP ASSESSMENT
COURSE PTA3440: COMMUNICATION
Level: First Period Apprenticeship
Prerequisite: PTA3900: Apprenticeship Safety
Description: Students develop knowledge, skills and attitudes in verbal and written communication.
Parameters: Access to a materials work centre, complete with basic hand and power tools, and to instruction from an individual with journeyperson certification as a parts technician.
ILM Resources: Science of Communication 270104a; Verbal Communication 270104b; Written Communication 270104c
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE PTA3440: COMMUNICATION
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|identify effective communication | | | |
|apply verbal communication skills | | | |
|apply written communication skills | | | |
Teacher Signature Date
COURSE PTA3440: COMMUNICATION
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 describe communication (basic |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|psychology and nature) |communication (basic |communication (basic |describe communication (basic |describe communication (basic |evidence of this performance|
| |psychology and nature). |psychology and nature). |psychology and nature). |psychology and nature). |task. |
|1.2 describe communication barriers |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |communication barriers. |communication barriers. |describe communication |describe communication |evidence of this performance|
| | | |barriers. |barriers. |task. |
|1.3 describe what makes communication |I can consistently describe |I can usually describe what |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|work |what makes communication work.|makes communication work. |describe what makes |describe what makes |evidence of this performance|
| | | |communication work. |communication work. |task. |
|1.4 describe modes of communication |I can consistently describe |I can usually describe modes |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |modes of communication. |of communication. |describe modes of |describe modes of |evidence of this performance|
| | | |communication. |communication. |task. |
|apply verbal communication skills |
|2.1 identify verbal communication skills |I can consistently identify |I can usually identify verbal|I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |verbal communication skills. |communication skills. |identify verbal communication |identify verbal communication |evidence of this performance|
| | | |skills. |skills. |task. |
|2.2 identify effective listening skills |I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |effective listening skills. |effective listening skills. |identify effective listening |identify effective listening |evidence of this performance|
| | | |skills. |skills. |task. |
|2.3 describe the relationship between |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|verbal communication and interpersonal or |the relationship between |relationship between verbal |describe the relationship |describe the relationship |evidence of this performance|
|customer relations |verbal communication and |communication and |between verbal communication |between verbal communication |task. |
| |interpersonal or customer |interpersonal or customer |and interpersonal or customer |and interpersonal or customer | |
| |relations. |relations. |relations. |relations. | |
|2.4 use verbal communication skills to |I can consistently use verbal |I can usually use verbal |I sometimes need assistance to|I often need assistance to use|I have not yet provided |
|deliver a presentation |communication skills to |communication skills to |use verbal communication |verbal communication skills to|evidence of this performance|
| |deliver a presentation. |deliver a presentation. |skills to deliver a |deliver a presentation. |task. |
| | | |presentation. | | |
|apply written communication skills |
|3.1 identify when and why a specific form |I can consistently identify |I can usually identify when |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|of written communication is used |when and why a specific form |and why a specific form of |identify when and why a |identify when and why a |evidence of this performance|
| |of written communication is |written communication is |specific form of written |specific form of written |task. |
| |used. |used. |communication is used. |communication is used. | |
|3.2 organize written information |I can consistently organize |I can usually organize |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |written information. |written information. |organize written information. |organize written information. |evidence of this performance|
| | | | | |task. |
|3.3 describe the relationship between |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|written communication and interpersonal or|the relationship between |relationship between written |describe the relationship |describe the relationship |evidence of this performance|
|customer relations |written communication and |communication and |between written communication |between written communication |task. |
| |interpersonal or customer |interpersonal or customer |and interpersonal or customer |and interpersonal or customer | |
| |relations. |relations. |relations. |relations. | |
|Teacher feedback and assessment. | |
PARTS TECHNICIAN APPRENTICESHIP ASSESSMENT
COURSE PTA3445: CUSTOMER SERVICE
Level: First Period Apprenticeship
Prerequisite: PTA3440: Communication
PTA3900: Apprenticeship Safety
Description: Students develop knowledge, skills and attitudes in conflict resolution, customer service and sales techniques.
Parameters: Access to a materials work centre, complete with basic hand and power tools, and to instruction from an individual with journeyperson certification as a parts technician.
ILM Resources: Conflict Resolution 270104d; Customer Service 270104e; Sales Techniques 270104f
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE PTA3445: CUSTOMER SERVICE
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|discuss conflict resolution strategies | | | |
|identify the goals of customer service | | | |
|describe sales techniques | | | |
Teacher Signature Date
COURSE PTA3445: CUSTOMER SERVICE
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 define conflict |I can consistently define |I can usually define |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |conflict. |conflict. |define conflict. |define conflict. |evidence of this performance|
| | | | | |task. |
|1.2 describe conflict resolution |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|strategies |conflict resolution |conflict resolution |describe conflict resolution |describe conflict resolution |evidence of this performance|
| |strategies. |strategies. |strategies. |strategies. |task. |
|1.3 describe the advantages of conflict |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |the advantages of conflict. |advantages of conflict. |describe the advantages of |describe the advantages of |evidence of this performance|
| | | |conflict. |conflict. |task. |
|1.4 describe the disadvantages of |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|conflict |the disadvantages of conflict.|disadvantages of conflict. |describe the disadvantages of |describe the disadvantages of |evidence of this performance|
| | | |conflict. |conflict. |task. |
|identify the goals of customer service |
|2.1 describe approaches used to provide |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|customer service |approaches used to provide |approaches used to provide |describe approaches used to |describe approaches used to |evidence of this performance|
| |customer service. |customer service. |provide customer service. |provide customer service. |task. |
|2.2 discuss customer expectations |I can consistently discuss |I can usually discuss |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |customer expectations. |customer expectations. |discuss customer expectations.|discuss customer expectations.|evidence of this performance|
| | | | | |task. |
|2.3 describe the impact of customer |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|service |the impact of customer |impact of customer service. |describe the impact of |describe the impact of |evidence of this performance|
| |service. | |customer service. |customer service. |task. |
|describe sales techniques |
|3.1 describe the attributes of a |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|salesperson |the attributes of a |attributes of a salesperson. |describe the attributes of a |describe the attributes of a |evidence of this performance|
| |salesperson. | |salesperson. |salesperson. |task. |
|3.2 identify sales methods |I can consistently identify |I can usually identify sales |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |sales methods. |methods. |identify sales methods. |identify sales methods. |evidence of this performance|
| | | | | |task. |
|3.3 describe basic sales psychology |I can consistently describe |I can usually describe basic |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |basic sales psychology. |sales psychology. |describe basic sales |describe basic sales |evidence of this performance|
| | | |psychology. |psychology. |task. |
|3.4 identify sales leads |I can consistently identify |I can usually identify sales |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |sales leads. |leads. |identify sales leads. |identify sales leads. |evidence of this performance|
| | | | | |task. |
|3.5 describe techniques for closing sales|I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |techniques for closing sales. |techniques for closing sales.|describe techniques for |describe techniques for |evidence of this performance|
| | | |closing sales. |closing sales. |task. |
|Teacher feedback and assessment. | |
PARTS TECHNICIAN APPRENTICESHIP ASSESSMENT
COURSE PTA3900: APPRENTICESHIP SAFETY
Level: First Period Apprenticeship
Prerequisite: None
Description: Students develop knowledge, skills and attitudes in the practice of workshop health and safety, communication and career planning.
Parameters: Access to a materials work centre and to instruction from an individual with specialized training in occupational health and safety (and understanding of the parts industry) and/or a parts technician with journeyperson certification.
ILM Resources: Safety Legislation, Regulations and Industry Policy in the Trades 650101a (270101a); Climbing, Lifting, Rigging and Hoisting 650101b (270101b); Hazardous Materials and Fire Protection 650101c (270101c); Environmental Protection 270101d; Communication 090101d
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE PTA3900: APPRENTICESHIP SAFETY
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|describe legislation, regulations and practices| | | |
|intended to ensure a safe workplace in the | | | |
|parts technician apprenticeship trade | | | |
|describe the use of personal protective | | | |
|equipment (PPE) and safe practices for | | | |
|climbing, lifting, rigging and hoisting in the | | | |
|parts technician apprenticeship trade | | | |
|describe the safety practices for hazardous | | | |
|materials and fire protection in the parts | | | |
|technician apprenticeship trade | | | |
|demonstrate communication skills and workshop | | | |
|safety as they pertain to occupational health | | | |
|and safety standards | | | |
|demonstrate an understanding of the parts | | | |
|technician apprenticeship trade and of | | | |
|apprenticeship opportunities that exist by | | | |
|creating a personal career portfolio | | | |
|adhere to environmental protection legislation | | | |
Teacher Signature Date
COURSE PTA3900: APPRENTICESHIP SAFETY
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 demonstrate the ability to apply the |I can consistently demonstrate|I can usually demonstrate |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|Occupational Health and Safety Act, |the ability to apply the |the ability to apply the |demonstrate the ability to |demonstrate the ability to |evidence of this performance|
|Regulation and Code, as well as the changes|Occupational Health and Safety|Occupational Health and |apply the Occupational Health |apply the Occupational Health |task. |
|from Bill C-45 |Act, Regulation and Code, as |Safety Act, Regulation and |and Safety Act, Regulation and|and Safety Act, Regulation and| |
| |well as the changes from Bill |Code, as well as the changes|Code, as well as the changes |Code, as well as the changes | |
| |C-45. |from Bill C-45. |from Bill C-45. |from Bill C-45. | |
|1.2 explain the core requirements |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|applicable to all industries |core requirements applicable |core requirements applicable|explain the core requirements |explain the core requirements |evidence of this performance|
| |to all industries. |to all industries. |applicable to all industries. |applicable to all industries. |task. |
|1.3 demonstrate an understanding of the 26 |I can consistently demonstrate|I can usually demonstrate an|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|parts of the OHS Code requirements |an understanding of the 26 |understanding of the 26 |demonstrate an understanding |demonstrate an understanding |evidence of this performance|
|applicable to all industries |parts of the OHS Code |parts of the OHS Code |of the 26 parts of the OHS |of the 26 parts of the OHS |task. |
| |requirements applicable to all|requirements applicable to |Code requirements applicable |Code requirements applicable | |
| |industries. |all industries. |to all industries. |to all industries. | |
|1.4 demonstrate an understanding of the 12 |I can consistently demonstrate|I can usually demonstrate an|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|parts of the OHS Code requirements |an understanding of the 12 |understanding of the 12 |demonstrate an understanding |demonstrate an understanding |evidence of this performance|
|applicable to specific industries and |parts of the OHS Code |parts of the OHS Code |of the 12 parts of the OHS |of the 12 parts of the OHS |task. |
|activities |requirements applicable to |requirements applicable to |Code requirements applicable |Code requirements applicable | |
| |specific industries and |specific industries and |to specific industries and |to specific industries and | |
| |activities. |activities. |activities. |activities. | |
|1.5 demonstrate an understanding of the 11 |I can consistently demonstrate|I can usually demonstrate an|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|OHS Code Schedules that the Explanation |an understanding of the 11 OHS|understanding of the 11 OHS |demonstrate an understanding |demonstrate an understanding |evidence of this performance|
|Guide does not address |Code Schedules that the |Code Schedules that the |of the 11 OHS Code Schedules |of the 11 OHS Code Schedules |task. |
| |Explanation Guide does not |Explanation Guide does not |that the Explanation Guide |that the Explanation Guide | |
| |address. |address. |does not address. |does not address. | |
|1.6 explain the role of the employer and |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|employee in regard to occupational health |role of the employer and |role of the employer and |explain the role of the |explain the role of the |evidence of this performance|
|and safety legislation |employee in regard to |employee in regard to |employer and employee in |employer and employee in |task. |
| |occupational health and safety|occupational health and |regard to occupational health |regard to occupational health | |
| |legislation. |safety legislation. |and safety legislation. |and safety legislation. | |
|1.7 explain industry practices for hazard |I can consistently explain |I can usually explain |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|assessment and control procedures in four |industry practices for hazard |industry practices for |explain industry practices for|explain industry practices for|evidence of this performance|
|main hazard categories |assessment and control |hazard assessment and |hazard assessment and control |hazard assessment and control |task. |
| |procedures in four main hazard|control procedures in four |procedures in four main hazard|procedures in four main hazard| |
| |categories. |main hazard categories. |categories. |categories. | |
|1.8 identify and describe hazard assessment|I can consistently identify |I can usually identify and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|tools that both employees and employers |and describe hazard assessment|describe hazard assessment |identify and describe hazard |identify and describe hazard |evidence of this performance|
|must use in assessing and controlling |tools that both employees and |tools that both employees |assessment tools that both |assessment tools that both |task. |
|work-site hazards |employers must use in |and employers must use in |employees and employers must |employees and employers must | |
| |assessing and controlling |assessing and controlling |use in assessing and |use in assessing and | |
| |work-site hazards. |work-site hazards. |controlling work-site hazards.|controlling work-site hazards.| |
|1.9 identify and describe engineering |I can consistently identify |I can usually identify and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|controls that provide the highest level of |and describe engineering |describe engineering |identify and describe |identify and describe |evidence of this performance|
|worker protection |controls that provide the |controls that provide the |engineering controls that |engineering controls that |task. |
| |highest level of worker |highest level of worker |provide the highest level of |provide the highest level of | |
| |protection. |protection. |worker protection. |worker protection. | |
|1.10 identify and describe employer |I can consistently identify |I can usually identify and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|administrative controls that limit hazards |and describe employer |describe employer |identify and describe employer|identify and describe employer|evidence of this performance|
|to the lowest level possible |administrative controls that |administrative controls that|administrative controls that |administrative controls that |task. |
| |limit hazards to the lowest |limit hazards to the lowest |limit hazards to the lowest |limit hazards to the lowest | |
| |level possible. |level possible. |level possible. |level possible. | |
|1.11 describe the responsibilities of |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|employees and employers to apply emergency |the responsibilities of |responsibilities of |describe the responsibilities |describe the responsibilities |evidence of this performance|
|procedures |employees and employers to |employees and employers to |of employees and employers to |of employees and employers to |task. |
| |apply emergency procedures. |apply emergency procedures. |apply emergency procedures. |apply emergency procedures. | |
|1.12 describe positive tradesperson |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|attitudes with respect to the legal |positive tradesperson |positive tradesperson |describe positive tradesperson|describe positive tradesperson|evidence of this performance|
|responsibilities for all workers |attitudes with respect to the |attitudes with respect to |attitudes with respect to the |attitudes with respect to the |task. |
| |legal responsibilities for all|the legal responsibilities |legal responsibilities for all|legal responsibilities for all| |
| |workers. |for all workers. |workers. |workers. | |
|1.13 describe the roles and |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|responsibilities of employers and employees|the roles and responsibilities|roles and responsibilities |describe the roles and |describe the roles and |evidence of this performance|
|with respect to the selection and use of |of employers and employees |of employers and employees |responsibilities of employers |responsibilities of employers |task. |
|personal protective equipment (PPE) |with respect to the selection |with respect to the |and employees with respect to |and employees with respect to | |
| |and use of personal protective|selection and use of |the selection and use of |the selection and use of | |
| |equipment (PPE). |personal protective |personal protective equipment |personal protective equipment | |
| | |equipment (PPE). |(PPE). |(PPE). | |
|2. describe the use of personal protective equipment (PPE) and safe practices for climbing, lifting, rigging and hoisting in the parts technician apprenticeship trade |
|2.1 select, use and maintain specialized |I can consistently select, use|I can usually select, use |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|PPE and materials for climbing, lifting |and maintain specialized PPE |and maintain specialized PPE|select, use and maintain |select, use and maintain |evidence of this performance|
|and loading |and materials for climbing, |and materials for climbing, |specialized PPE and materials |specialized PPE and materials |task. |
| |lifting and loading. |lifting and loading. |for climbing, lifting and |for climbing, lifting and | |
| | | |loading. |loading. | |
|2.2 describe manual lifting procedures, |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|including correct body mechanics |manual lifting procedures, |manual lifting procedures, |describe manual lifting |describe manual lifting |evidence of this performance|
| |including correct body |including correct body |procedures, including correct |procedures, including correct |task. |
| |mechanics. |mechanics. |body mechanics. |body mechanics. | |
|2.3 describe rigging hardware and the safe|I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|work load |rigging hardware and the safe |rigging hardware and the |describe rigging hardware and |describe rigging hardware and |evidence of this performance|
| |work load. |safe work load. |the safe work load. |the safe work load. |task. |
|2.4 select the correct equipment for |I can consistently select the |I can usually select the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|rigging typical loads |correct equipment for rigging |correct equipment for |select the correct equipment |select the correct equipment |evidence of this performance|
| |typical loads. |rigging typical loads. |for rigging typical loads. |for rigging typical loads. |task. |
|2.5 describe hoisting and load-moving |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|procedures |hoisting and load-moving |hoisting and |describe hoisting and |describe hoisting and |evidence of this performance|
| |procedures. |load-moving procedures. |load-moving procedures. |load-moving procedures. |task. |
|2.6 explain the most commonly used sling |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|configurations to connect a load to a hook|most commonly used sling |most commonly used sling |explain the most commonly used|explain the most commonly used|evidence of this performance|
| |configurations to connect a |configurations to connect a |sling configurations to |sling configurations to |task. |
| |load to a hook. |load to a hook. |connect a load to a hook. |connect a load to a hook. | |
|2.7 demonstrate the standard movement |I can consistently demonstrate|I can usually demonstrate |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|signals a signaler is required to know to |the standard movement signals |the standard movement |demonstrate the standard |demonstrate the standard |evidence of this performance|
|signal a crane operator |a signaler is required to know|signals a signaler is |movement signals a signaler is|movement signals a signaler is|task. |
| |to signal a crane operator. |required to know to signal a|required to know to signal a |required to know to signal a | |
| | |crane operator. |crane operator. |crane operator. | |
|3. describe the safety practices for hazardous materials and fire protection in the parts technician apprenticeship trade |
|3.1 describe the roles, responsibilities, |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|features and practices related to the |the roles, responsibilities, |roles, responsibilities, |describe the roles, |describe the roles, |evidence of this performance|
|Workplace Hazardous Materials Information |features and practices related|features and practices |responsibilities, features and|responsibilities, features and|task. |
|System (WHMIS) program |to the Workplace Hazardous |related to the Workplace |practices related to the |practices related to the | |
| |Materials Information System |Hazardous Materials |Workplace Hazardous Materials |Workplace Hazardous Materials | |
| |(WHMIS) program. |Information System (WHMIS) |Information System (WHMIS) |Information System (WHMIS) | |
| | |program. |program. |program. | |
|3.2 describe the three key elements of |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|WHMIS |the three key elements of |three key elements of WHMIS.|describe the three key |describe the three key |evidence of this performance|
| |WHMIS. | |elements of WHMIS. |elements of WHMIS. |task. |
|3.3 describe handling, storage and |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|transportation procedures when dealing |handling, storage and |handling, storage and |describe handling, storage and|describe handling, storage and|evidence of this performance|
|with hazardous materials |transportation procedures when|transportation procedures |transportation procedures when|transportation procedures when|task. |
| |dealing with hazardous |when dealing with hazardous |dealing with hazardous |dealing with hazardous | |
| |materials. |materials. |materials. |materials. | |
|3.4 describe safe venting procedures when |I can consistently describe |I can usually describe safe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|working with hazardous materials |safe venting procedures when |venting procedures when |describe safe venting |describe safe venting |evidence of this performance|
| |working with hazardous |working with hazardous |procedures when working with |procedures when working with |task. |
| |materials. |materials. |hazardous materials. |hazardous materials. | |
|3.5 describe fire hazards, classes, |I can consistently describe |I can usually describe fire |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|procedures and equipment related to fire |fire hazards, classes, |hazards, classes, procedures|describe fire hazards, |describe fire hazards, |evidence of this performance|
|protection |procedures and equipment |and equipment related to |classes, procedures and |classes, procedures and |task. |
| |related to fire protection. |fire protection. |equipment related to fire |equipment related to fire | |
| | | |protection. |protection. | |
|4. demonstrate communication skills and workshop safety as they pertain to occupational health and safety standards |
|4.1 use various types of communication to |I can consistently use various|I can usually use various |I sometimes need assistance to|I often need assistance to use|I have not yet provided |
|provide trade-related information, |types of communication to |types of communication to |use various types of |various types of communication|evidence of this performance|
|employing standard terms for components |provide trade-related |provide trade-related |communication to provide |to provide trade-related |task. |
|and operations |information, employing |information, employing |trade-related information, |information, employing | |
| |standard terms for components |standard terms for |employing standard terms for |standard terms for components | |
| |and operations. |components and operations. |components and operations. |and operations. | |
|4.2 identify key areas of responsibility |I can consistently identify |I can usually identify key |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|that an employee has in regards to shop |key areas of responsibility |areas of responsibility that|identify key areas of |identify key areas of |evidence of this performance|
|and trade safety |that an employee has in |an employee has in regards |responsibility that an |responsibility that an |task. |
| |regards to shop and trade |to shop and trade safety. |employee has in regards to |employee has in regards to | |
| |safety. | |shop and trade safety. |shop and trade safety. | |
|4.3 explain the correct use of fire |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|extinguishers and explain fire prevention |correct use of fire |correct use of fire |explain the correct use of |explain the correct use of |evidence of this performance|
|techniques |extinguishers and explain fire|extinguishers and explain |fire extinguishers and explain|fire extinguishers and explain|task. |
| |prevention techniques. |fire prevention techniques. |fire prevention techniques. |fire prevention techniques. | |
|5. demonstrate an understanding of the parts technician apprenticeship trade and of apprenticeship opportunities that exist by creating a personal career portfolio |
|5.1 demonstrate an understanding of the |I can consistently demonstrate|I can usually demonstrate an|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|parts technician apprenticeship trade and |an understanding of the parts |understanding of the parts |demonstrate an understanding |demonstrate an understanding |evidence of this performance|
|related job opportunities |technician apprenticeship |technician apprenticeship |of the parts technician |of the parts technician |task. |
| |trade and related job |trade and related job |apprenticeship trade and |apprenticeship trade and | |
| |opportunities. |opportunities. |related job opportunities. |related job opportunities. | |
|5.2 describe what it means to be an |I can consistently describe |I can usually describe what |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|apprentice and describe requirements for |what it means to be an |it means to be an apprentice|describe what it means to be |describe what it means to be |evidence of this performance|
|the employee and employer |apprentice and describe |and describe requirements |an apprentice and describe |an apprentice and describe |task. |
| |requirements for the employee |for the employee and |requirements for the employee |requirements for the employee | |
| |and employer. |employer. |and employer. |and employer. | |
|5.3 describe Alberta’s apprenticeship and |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|industry training system |Alberta’s apprenticeship and |Alberta’s apprenticeship and|describe Alberta’s |describe Alberta’s |evidence of this performance|
| |industry training system. |industry training system. |apprenticeship and industry |apprenticeship and industry |task. |
| | | |training system. |training system. | |
|5.4 describe the roles and |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|responsibilities of the Alberta |the roles and responsibilities|roles and responsibilities |describe the roles and |describe the roles and |evidence of this performance|
|Apprenticeship and Industry Training |of the Alberta Apprenticeship |of the Alberta |responsibilities of the |responsibilities of the |task. |
|Board, government and post-secondary |and Industry Training Board, |Apprenticeship and Industry |Alberta Apprenticeship and |Alberta Apprenticeship and | |
|institutions |government and post-secondary |Training Board, government |Industry Training Board, |Industry Training Board, | |
| |institutions. |and post-secondary |government and post-secondary |government and post-secondary | |
| | |institutions. |institutions. |institutions. | |
|5.5 describe the roles and |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|responsibilities of the provincial |the roles and responsibilities|roles and responsibilities |describe the roles and |describe the roles and |evidence of this performance|
|apprenticeship committees (PAC), local |of the provincial |of the provincial |responsibilities of the |responsibilities of the |task. |
|apprenticeship committees (LAC) and |apprenticeship committees |apprenticeship committees |provincial apprenticeship |provincial apprenticeship | |
|occupational committees |(PAC), local apprenticeship |(PAC), local apprenticeship |committees (PAC), local |committees (PAC), local | |
| |committees (LAC) and |committees (LAC) and |apprenticeship committees |apprenticeship committees | |
| |occupational committees. |occupational committees. |(LAC) and occupational |(LAC) and occupational | |
| | | |committees. |committees. | |
|5.6 refine and present a personal career |I can consistently refine and |I can usually refine and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|portfolio, showing evidence of strengths |present a personal career |present a personal career |refine and present a personal |refine and present a personal |evidence of this performance|
|and competencies |portfolio, showing evidence of|portfolio, showing evidence |career portfolio, showing |career portfolio, showing |task. |
| |strengths and competencies. |of strengths and |evidence of strengths and |evidence of strengths and | |
| | |competencies. |competencies. |competencies. | |
|5.7 demonstrate knowledge of workplace |I can consistently demonstrate|I can usually demonstrate |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|requirements, rights and responsibilities |knowledge of workplace |knowledge of workplace |demonstrate knowledge of |demonstrate knowledge of |evidence of this performance|
|and relate this knowledge to personal |requirements, rights and |requirements, rights and |workplace requirements, rights|workplace requirements, rights|task. |
|career or employment expectations |responsibilities and relate |responsibilities and relate |and responsibilities and |and responsibilities and | |
| |this knowledge to personal |this knowledge to personal |relate this knowledge to |relate this knowledge to | |
| |career or employment |career or employment |personal career or employment |personal career or employment | |
| |expectations. |expectations. |expectations. |expectations. | |
|5.8 outline the educational requirements |I can consistently outline the|I can usually outline the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|to move into the parts technician |educational requirements to |educational requirements to |outline the educational |outline the educational |evidence of this performance|
|apprenticeship trade |move into the parts technician|move into the parts |requirements to move into the |requirements to move into the |task. |
| |apprenticeship trade. |technician apprenticeship |parts technician |parts technician | |
| | |trade. |apprenticeship trade. |apprenticeship trade. | |
|adhere to environmental protection legislation |
|6.1 describe environmentally sound |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|practices and procedures at the work site |environmentally sound |environmentally sound |describe environmentally sound|describe environmentally sound|evidence of this performance|
| |practices and procedures at |practices and procedures at |practices and procedures at |practices and procedures at |task. |
| |the work site. |the work site. |the work site. |the work site. | |
|6.2 outline the compliance requirements of|I can consistently outline the|I can usually outline the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|current legislation and hazardous waste |compliance requirements of |compliance requirements of |outline the compliance |outline the compliance |evidence of this performance|
|regulations |current legislation and |current legislation and |requirements of current |requirements of current |task. |
| |hazardous waste regulations. |hazardous waste regulations. |legislation and hazardous |legislation and hazardous | |
| | | |waste regulations. |waste regulations. | |
|6.3 describe strategies to reduce waste |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|generated at the work site |strategies to reduce waste |strategies to reduce waste |describe strategies to reduce |describe strategies to reduce |evidence of this performance|
| |generated at the work site. |generated at the work site. |waste generated at the work |waste generated at the work |task. |
| | | |site. |site. | |
|6.4 explain spill prevention and spill |I can consistently explain |I can usually explain spill |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|containment strategies |spill prevention and spill |prevention and spill |explain spill prevention and |explain spill prevention and |evidence of this performance|
| |containment strategies. |containment strategies. |spill containment strategies. |spill containment strategies. |task. |
|6.5 explain release prevention and |I can consistently explain |I can usually explain release|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|containment strategies |release prevention and |prevention and containment |explain release prevention and|explain release prevention and|evidence of this performance|
| |containment strategies. |strategies. |containment strategies. |containment strategies. |task. |
|Teacher feedback and assessment. | |
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