WHMIS

Read WHMIS for Workers (2015). Describe the four key elements of WHMIS

After a tour of the kitchen at STJ …

  1. Identify WHMIS hazard symbols you might see in the STJ kitchen.
  2. Describe the location or placement of a chemical storage area and the proper storage of chemicals in the foods area of STJ.
  3. Describe environmental protections and material handling used in food preparation at STJ.
  4. Describe personal protective equipment (PPE) and practices used in food preparation at STJ.

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Install the Canadian Occupational Healthy and Safety App.

FOD2090: Creative Cold Foods

Prerequisite: FOD1010: Food Basics

Description: Students learn to combine nutrition and creativity in the preparation of salads and sandwiches.

Parameters: Access to a personal or commercial food preparation facility.

Supporting Course: FOD1080: Food & Nutrition Basics

Outcomes: The student will:

    • 1. describe salad and salad dressing ingredients in terms of type, availability, handling, nutritional value and nutritional concerns
      • 1.1 identify the four parts of a typical salad; e.g., base, body, garnish, dressing
      • 1.2 compare various types of salads
      • 1.3 describe salad ingredients, considering:
        • 1.3.1 availability, quality and cost (season)
        • 1.3.2 varying flavours, textures and colours
        • 1.3.3 imported and exotic produce
        • 1.3.4 optional ingredients; e.g., herbs, fruits, floral blossoms
      • 1.4 describe salad dressings, including:
        • 1.4.1 various oils, vinegars and flavouring agents used in dressings
        • 1.4.2 permanent and temporary emulsions
        • 1.4.3 basic French dressing and derivatives
        • 1.4.4 mayonnaise and derivatives
      • 1.5 compare the nutritional value of various types of:
        • 1.5.1 salads
        • 1.5.2 salad dressings; e.g., light, quantity, palatability
    • 2. describe sandwich ingredients in terms of types
      • 2.1 describe baked products used for sandwiches, considering:
        • 2.1.1 the use of various types of breads, including ethnic breads
        • 2.1.2 maintaining freshness
        • 2.1.3 using leftover and stale bread
      • 2.2 describe the importance of spreads in sandwich preparation
      • 2.3 describe sandwich fillings, including:
        • 2.3.1 freshness
        • 2.3.2 safe food handling
        • 2.3.3 portioning of solid and moist fillings
        • 2.3.4 protein alternatives
        • 2.3.5 vegetables
      • 2.4 describe the variety in types of sandwiches and preparation techniques, considering:
        • 2.4.1 management of time and resources
        • 2.4.2 multicultural influences
      • 2.5 compare the nutritional value of various types of salad dressings, considering:
        • 2.5.1 type of fat used in dressings; e.g., saturated, non-saturated, polyunsaturated
        • 2.5.2 quantity of dressing used in various types of salads; e.g., Caesar, potato, pasta, Greek, garden, tossed
        • 2.5.3 palatability
    • 3. identify the principles of design and their application to the preparation and presentation of foods
      • 3.1 explain how attention to the elements of design may enhance food during preparation and presentation in terms of:
        • 3.1.1 arrangement
        • 3.1.2 colour
        • 3.1.3 proportion
        • 3.1.4 balance
        • 3.1.5 harmony
      • 3.2 identify and discuss tools and techniques used in the plating of cold foods
    • 4. demonstrate knowledge and skills in the planning, preparing and evaluating of creative cold foods
      • 4.1 prepare a minimum of five creative cold foods, each of which meets or exceeds accepted food standards, including:
        • 4.1.1 preparing a salad and appropriate dressing from each of the following categories: appetizer, accompaniment, main course and dessert; e.g., Caesar salad, potato salad, fruit salad
        • 4.1.2 preparing a variety of sandwiches and fillings, using various breads and rolls and solid and moist fillings
        • 4.1.3 preparing a platter; e.g., cheese, fruit, meat, canapé
      • 4.2 demonstrate creativity and flair in the assembly, presentation and garnishing of various salads and sandwiches; e.g., colour, flavour, texture
      • 4.3 demonstrate the appropriate use of various tools in creating garnishes for use with cold foods
    • 5. identify and demonstrate safe and sanitary practices
      • 5.1 maintain a clean, sanitary, safe work area
      • 5.2 apply universal precautions related to:
        • 5.2.1 personal protective equipment (PPE); e.g., hair coverings, aprons, gloves
        • 5.2.2 hand-washing techniques
        • 5.2.3 infectious diseases
        • 5.2.4 blood-borne pathogens
        • 5.2.5 bacteria, viruses, molds
        • 5.2.6 safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards
      • 5.3 use all materials, products and implements appropriately
      • 5.4 clean, sanitize and store materials, products and implements correctly
      • 5.5 dispose of waste materials in an environmentally safe manner
    • 6. demonstrate basic competencies
      • 6.1 demonstrate fundamental skills to:
        • 6.1.1 communicate
        • 6.1.2 manage information
        • 6.1.3 use numbers
        • 6.1.4 think and solve problems
      • 6.2 demonstrate personal management skills to:
        • 6.2.1 demonstrate positive attitudes and behaviours
        • 6.2.2 be responsible
        • 6.2.3 be adaptable
        • 6.2.4 learn continuously
        • 6.2.5 work safely
      • 6.3 demonstrate teamwork skills to:
        • 6.3.1 work with others
        • 6.3.2 participate in projects and tasks
  • 7. identify possible life roles related to the skills and content of this cluster
    • 7.1 recognize and then analyze the opportunities and barriers in the immediate environment
    • 7.2 identify potential resources to minimize barriers and maximize opportunities

FOD2070: Soups & Sauces

Prerequisite: FOD1010: Food Basics

Description: Students combine stocks with various thickening agents to produce hearty soups and sauces.

Parameters: Access to a personal or commercial food preparation facility.

Supporting Course: FOD1080: Food & Nutrition Basics

Outcomes: The student will:

    • 1. identify the role of sauces in cuisine
      • 1.1 describe the following foundation/mother sauces:
        • 1.1.1 béchamel
        • 1.1.2 velouté/brown
        • 1.1.3 brown
        • 1.1.4 tomato
        • 1.1.5 hollandaise
      • 1.2 identify the composition of the following thickening agents:
        • 1.2.1 roux
        • 1.2.2 whitewash
        • 1.2.3 cornstarch
      • 1.3 describe the following flavouring agents:
        • 1.3.1 mirepoix
        • 1.3.2 bouquet garni
        • 1.3.3 ready-mixed/instant
      • 1.4 describe methods of preparation
      • 1.5 discuss nutritional value
      • 1.6 explain application for which they are most suited
    • 2. describe the role of soups in cuisine
      • 2.1 identify the following types of soups:
        • 2.1.1 clear soups
        • 2.1.2 thick soups
        • 2.1.3 specialty soups
      • 2.2 discuss the nutritional value of soups prepared from scratch versus commercial product
      • 2.3 describe the key thickening and flavouring agents in the production of soups
      • 2.4 identify methods for presenting soups
    • 3. demonstrate the principles of soup and sauce cookery in the preparation, presentation and evaluation of soup and sauce products
      • 3.1 prepare a minimum of five recipes, including:
        • 3.1.1 two types of sauces—one savory, one sweet
        • 3.1.2 two types of soup prepared from scratch—cream soup, broth soup
        • 3.1.3 one innovative nutritionally enhanced soup based on a commercial product
      • 3.2 compare a commercially prepared sauce to product prepared by student(s)
      • 3.3 compare a commercially prepared soup to product prepared by student(s)
    • 4. identify and demonstrate safe and sanitary practices
      • 4.1 maintain a clean, sanitary, safe work area
      • 4.2 apply universal precautions related to:
        • 4.2.1 personal protective equipment (PPE); e.g., hair coverings, aprons, gloves
        • 4.2.2 hand-washing techniques
        • 4.2.3 infectious diseases
        • 4.2.4 blood-borne pathogens
        • 4.2.5 bacteria, viruses, molds
        • 4.2.6 safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards
      • 4.3 use all materials, products and implements appropriately
      • 4.4 clean, sanitize and store materials, products and implements correctly
      • 4.5 dispose of waste materials in an environmentally safe manner
    • 5. demonstrate basic competencies
      • 5.1 demonstrate fundamental skills to:
        • 5.1.1 communicate
        • 5.1.2 manage information
        • 5.1.3 use numbers
        • 5.1.4 think and solve problems
      • 5.2 demonstrate personal management skills to:
        • 5.2.1 demonstrate positive attitudes and behaviours
        • 5.2.2 be responsible
        • 5.2.3 be adaptable
        • 5.2.4 learn continuously
        • 5.2.5 work safely
      • 5.3 demonstrate teamwork skills to:
        • 5.3.1 work with others
        • 5.3.2 participate in projects and tasks
  • 6. identify possible life roles related to the skills and content of this cluster
    • 6.1 recognize and then analyze the opportunities and barriers in the immediate environment
    • 6.2 identify potential resources to minimize barriers and maximize opportunities

FOD2040: Cake & Pastry

Prerequisite: FOD1010: Food Basics

Description: Students expand their knowledge and skills in the production of a variety of cake and pastry products.

Parameters: Access to a personal or commercial food preparation facility.

Supporting Course: FOD1020: Contemporary Baking

Outcomes: The student will:

    • 1. identify the role of cake and pastry products in Canadian cuisine
      • 1.1 discuss the nutritional value of cakes and pastries, e.g., angel food cake versus shortened cakes, considering:
        • 1.1.1 sugar and fat content
        • 1.1.2 energy value
        • 1.1.3 variances in nutritional value of cakes and pastries
      • 1.2 discuss the role of cakes and pastries for:
        • 1.2.1 social occasions
        • 1.2.2 cultural traditions

 

    • 2. describe the preparation methods for cake and pastry products
      • 2.1 describe the function of key ingredients in the production of cakes and pastries, including:
        • 2.1.1 shortened cakes; e.g., eggs, fats, leavening agents
        • 2.1.2 foam cakes; e.g., cake flour versus all-purpose flour, eggs
        • 2.1.3 short crust pastry; e.g., lard, shortening, oil, liquid
        • 2.1.4 specialty pastries; e.g., choux paste, puff pastry, phyllo pastry
      • 2.2 demonstrate baking skills, including:
        • 2.2.1 accuracy in measurement techniques
        • 2.2.2 correct mixing procedures
        • 2.2.3 correct pan preparation
        • 2.2.4 baking and determining doneness
        • 2.2.5 altering and varying basic recipes; e.g., instructions, nutritional value
        • 2.2.6 identifying quality standards
        • 2.2.7 compensating for failures and defects

 

    • 3. identify contemporary methods for creating cake and pastry products
      • 3.1 identify a pastry product that has been modified; e.g., oil pastry
      • 3.2 discuss the use of commercial products in the production of cake and pastry products; e.g., puff pastry, phyllo pastry, cake mixes

 

    • 4. demonstrate correct preparation methods for the production of a variety of cake and pastry products
      • 4.1 examine the following types of cakes, categorizing them by their characteristics and preparation techniques:
        • 4.1.1 conventional cake
        • 4.1.2 one-bowl cake
        • 4.1.3 two-stage cake
        • 4.1.4 foam cake
      • 4.2 discuss various fillings and icings
      • 4.3 examine the following pastry products, categorizing them by their characteristics and preparation techniques:
        • 4.3.1 short crust pastry
        • 4.3.2 specialty pastry

 

    • 5. demonstrate knowledge and skills in the planning, preparing and evaluating of cakes and pastries
      • 5.1 use accepted recipe language
      • 5.2 prepare a minimum of five products from the following list, each of which meets or exceeds accepted food standards:
        • 5.2.1 shortened cake; e.g., chocolate
        • 5.2.2 foam cake; e.g., angel food, chiffon
        • 5.2.3 decorated cake
        • 5.2.4 short crust pastry; e.g., custard pie, fruit pie, tarts
        • 5.2.5 specialty pastry; e.g., cream puffs, turnovers, strudel
        • 5.2.6 ethnic product; e.g., tourtière, baklava
        • 5.2.7 contemporary baking method; e.g., convenience mix, oil pastry
      • 5.3 alter and vary basic recipes according to instructions
      • 5.4 assess products; e.g., cost, nutrition, preparation time, quality standards
      • 5.5 compensate for failures and defects

 

    • 6. identify and demonstrate safe and sanitary practices
      • 6.1 maintain a clean, sanitary, safe work area
      • 6.2 apply universal precautions related to:
        • 6.2.1 personal protective equipment (PPE); e.g., hair coverings, aprons, gloves
        • 6.2.2 hand-washing techniques
        • 6.2.3 infectious diseases
        • 6.2.4 blood-borne pathogens
        • 6.2.5 bacteria, viruses, molds
        • 6.2.6 safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards
      • 6.3 use all materials, products and implements appropriately
      • 6.4 clean, sanitize and store materials, products and implements correctly
      • 6.5 dispose of waste materials in an environmentally safe manner

 

    • 7. demonstrate basic competencies
      • 7.1 demonstrate fundamental skills to:
        • 7.1.1 communicate
        • 7.1.2 manage information
        • 7.1.3 use numbers
        • 7.1.4 think and solve problems
      • 7.2 demonstrate personal management skills to:
        • 7.2.1 demonstrate positive attitudes and behaviours
        • 7.2.2 be responsible
        • 7.2.3 be adaptable
        • 7.2.4 learn continuously
        • 7.2.5 work safely
      • 7.3 demonstrate teamwork skills to:
        • 7.3.1 work with others
        • 7.3.2 participate in projects and tasks

 

  • 8. identify possible life roles related to the skills and content of this cluster
    • 8.1 recognize and then analyze the opportunities and barriers in the immediate environment
    • 8.2 identify potential resources to minimize barriers and maximize opportunities

FOD1050: Fast & Convenience Foods

Prerequisite: FOD1010: Food Basics

Description: Students consider budget, time, quality of food and food alternatives by making wise choices in the buying, using and preparing of fast foods and convenience foods.

Parameters: Access to personal or commercial food preparation facility.

Outcomes: The student will:

    • 1. identify and compare the variety, availability and nutritional components of fast foods and convenience foods
      • 1.1 examine various commercial fast-food outlets, considering:
        • 1.1.1 commercial food philosophy of “eat with your eyes”
        • 1.1.2 competitive advertising and marketing techniques
        • 1.1.3 nutritional value of fast foods
        • 1.1.4 cost
        • 1.1.5 responses to public pressure, including global marketing considerations, environmental considerations, nutritional considerations, and laws relating to safety, sanitation and food production
      • 1.2 interpret information provided on convenience food packaging related to:
        • 1.2.1 mandatory requirements
        • 1.2.2 voluntary information
      • 1.3 identify methods to nutritionally enhance/fortify fast and convenience foods
      • 1.4 compare a variety of fast and convenience foods with their nutritionally enhanced counterparts, considering:
        • 1.4.1 carbohydrates
        • 1.4.2 proteins
        • 1.4.3 fats
        • 1.4.4 vitamins and minerals

 

    • 2. demonstrate knowledge and skills in the planning, preparing and evaluating of fast foods and simple convenience foods
      • 2.1 prepare a variety of convenience foods from:
        • 2.1.1 mixes; e.g., muffins, cookies, beverages, pizzas, cakes
        • 2.1.2 partially prepared foods; e.g., pizza crusts, burgers or chicken patties, vegetarian burgers, fish sticks, cookie dough
        • 2.1.3 entirely prepared foods; e.g., dinners, perogies, fish and chips, sausage rolls, samosas, doughnuts, croissants
        • 2.1.4 scratch; e.g., fried chicken, pizza roll-ups, chicken nuggets
      • 2.2 evaluate prepared foods; e.g., nutrition, cost, preparation time, palatability

 

    • 3. identify and demonstrate safe and sanitary practices
      • 3.1 maintain a clean, sanitary, safe work area
      • 3.2 apply universal precautions related to:
        • 3.2.1 personal protective equipment (PPE); e.g., hair coverings, aprons, gloves
        • 3.2.2 hand-washing techniques
        • 3.2.3 infectious diseases
        • 3.2.4 blood-borne pathogens
        • 3.2.5 bacteria, viruses, molds
        • 3.2.6 safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards
      • 3.3 use all materials, products and implements appropriately
      • 3.4 clean, sanitize and store materials, products and implements correctly
      • 3.5 dispose of waste materials in an environmentally safe manner

 

    • 4. demonstrate basic competencies
      • 4.1 demonstrate fundamental skills to:
        • 4.1.1 communicate
        • 4.1.2 manage information
        • 4.1.3 use numbers
        • 4.1.4 think and solve problems
      • 4.2 demonstrate personal management skills to:
        • 4.2.1 demonstrate positive attitudes and behaviours
        • 4.2.2 be responsible
        • 4.2.3 be adaptable
        • 4.2.4 learn continuously
        • 4.2.5 work safely
      • 4.3 demonstrate teamwork skills to:
        • 4.3.1 work with others
        • 4.3.2 participate in projects and tasks

 

  • 5. make personal connections to the cluster content and processes to inform possible pathway choices
    • 5.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
    • 5.2 create a connection between a personal inventory and occupational choices

FOD1030: Snacks & Appetizers

Prerequisite: FOD1010: Food Basics

Description: Students apply the importance of snacks and appetizers related to lifestyle, by making nutritious, as well as delicious, snacks and appetizers.

Parameters: Access to personal or commercial food preparation facility.

Outcomes: The student will:

    • 1. describe factors that affect snack choices
      • 1.1 describe what constitutes a snack
      • 1.2 discuss the extent of snacking in a select group, considering:
        • 1.2.1 factors influencing snack choices
        • 1.2.2 frequency of snacking
        • 1.2.3 snacks chosen
      • 1.3 describe the role of snacks and appetizers in socializing, considering:
        • 1.3.1 friendship
        • 1.3.2 activities
        • 1.3.3 hospitality
    • 2. describe snacks and appetizers in relation to the guidelines in Eating Well with Canada’s Food Guide
      • 2.1 describe the positive and negative impacts of snacks on nutrition and wellness
      • 2.2 identify the following nutritional components of snacks and appetizers:
        • 2.2.1 kilocalories
        • 2.2.2 fat
        • 2.2.3 sugar
        • 2.2.4 fibre
        • 2.2.5 sodium
      • 2.3 discuss methods for adjusting recipes for snacks and appetizers to ensure a healthy choice
    • 3. demonstrate knowledge and skills in the planning, preparing and evaluating of various snacks and appetizers
      • 3.1 prepare a minimum of five snacks or appetizers
      • 3.2 evaluate snacks, considering:
        • 3.2.1 nutritional value
        • 3.2.2 cost
        • 3.2.3 time
        • 3.2.4 environmental issues; e.g., packaging
    • 4. identify and demonstrate safe and sanitary practices
      • 4.1 maintain a clean, sanitary, safe work area
      • 4.2 apply universal precautions related to:
        • 4.2.1 personal protective equipment (PPE); e.g., hair coverings, aprons, gloves
        • 4.2.2 hand-washing techniques
        • 4.2.3 infectious diseases
        • 4.2.4 blood-borne pathogens
        • 4.2.5 bacteria, viruses, molds
        • 4.2.6 safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards
      • 4.3 use all materials, products and implements appropriately
      • 4.4 clean, sanitize and store materials, products and implements correctly
      • 4.5 dispose of waste materials in an environmentally safe manner
    • 5. demonstrate basic competencies
      • 5.1 demonstrate fundamental skills to:
        • 5.1.1 communicate
        • 5.1.2 manage information
        • 5.1.3 use numbers
        • 5.1.4 think and solve problems
      • 5.2 demonstrate personal management skills to:
        • 5.2.1 demonstrate positive attitudes and behaviours
        • 5.2.2 be responsible
        • 5.2.3 be adaptable
        • 5.2.4 learn continuously
        • 5.2.5 work safely
      • 5.3 demonstrate teamwork skills to:
        • 5.3.1 work with others
        • 5.3.2 participate in projects and tasks
  • 6. make personal connections to the cluster content and processes to inform possible pathway choices
    • 6.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
    • 6.2 create a connection between a personal inventory and occupational choices

FOD1020: Contemporary Baking

Prerequisite: FOD1010: Food Basics

Description: Students develop and demonstrate an understanding of traditional and contemporary baking focusing on basic measuring techniques, preparation methods, role of ingredients and the proper use of equipment for baked goods.

Parameters: Access to a personal or commercial food preparation facility.

Outcomes: The student will:

    • 1. identify the role of baked goods in the Canadian diet
      • 1.1 discuss the ethnic diversity of baked goods
      • 1.2 describe baked goods in relation to Eating Well with Canada’s Food Guide, considering:
        • 1.2.1 macronutrients
        • 1.2.2 micronutrients
      • 1.3 evaluate personal considerations; e.g., healthy choices, allergies
    • 2. identify and describe the factors involved in the preparation of baked products
      • 2.1 examine the role of key baking ingredients, including:
        • 2.1.1 flours
        • 2.1.2 fats
        • 2.1.3 sugars and sugar substitutes; e.g., white/brown sugar, molasses, sweeteners, honey, applesauce
        • 2.1.4 eggs
        • 2.1.5 chemical leavening agents; e.g., baking soda, baking powder
        • 2.1.6 liquids
        • 2.1.7 flavouring agents
        • 2.1.8 optional ingredients; e.g., raisins, cheese, vegetables, chocolate chips
      • 2.2 identify mixing methods employed in the preparation of baked products
      • 2.3 recognize the need for accuracy in measuring
      • 2.4 demonstrate safe and correct use of tools and equipment in the baking area
    • 3. demonstrate correct preparation methods for the production of a variety of baked goods
      • 3.1 examine quick breads, categorizing them by their characteristics and preparation techniques, including:
        • 3.1.1 muffin method
        • 3.1.2 biscuit method
        • 3.1.3 conventional cake method
      • 3.2 differentiate among the various categories of cookies, including:
        • 3.2.1 dropped
        • 3.2.2 rolled
        • 3.2.3 molded
        • 3.2.4 refrigerator
        • 3.2.5 pressed
        • 3.2.6 bar
      • 3.3 compare the one-bowl method and the creaming method for shortened cakes
      • 3.4 identify the proper use of baking equipment related to:
        • 3.4.1 accuracy in measuring/scaling
        • 3.4.2 correct mixing procedures
        • 3.4.3 appropriate pan preparation
        • 3.4.4 baking and determining doneness
        • 3.4.5 altering and varying recipes according to instructions/wellness
        • 3.4.6 compensating for failures and defects
    • 4. identify contemporary methods of baking that emphasize wellness in baked goods
      • 4.1 discuss the use of fats and alternatives in baking; e.g., applesauce, puréed prunes
      • 4.2 discuss the use of whole grains and fibre in baking
      • 4.3 analyze a baked product that has been modified; e.g., gluten free, low fat
      • 4.4 identify a current nutritional issue related to baked goods; e.g., fat substitutes, food labelling, allergies, obesity, trans fats
    • 5. demonstrate knowledge and skills in the planning, preparing and evaluating of contemporary baked products
      • 5.1 prepare a minimum of five recipes that emphasize:
        • 5.1.1 muffin method
        • 5.1.2 biscuit method
        • 5.1.3 conventional cake method
        • 5.1.4 a baking method focusing on ethnic diversity
        • 5.1.5 a modified recipe to focus on creating a healthier alternative
      • 5.2 alter and vary basic recipes according to instructions
      • 5.3 identify and describe characteristics of quality baked products
      • 5.4 compensate for failures and defects
    • 6. identify and demonstrate safe and sanitary practices
      • 6.1 maintain a clean, sanitary, safe work area
      • 6.2 apply universal precautions related to:
        • 6.2.1 personal protective equipment (PPE); e.g., hair coverings, aprons, gloves
        • 6.2.2 hand-washing techniques
        • 6.2.3 infectious diseases
        • 6.2.4 blood-borne pathogens; e.g., minor cuts, blood spills
        • 6.2.5 bacteria, viruses, fungi
        • 6.2.6 safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards
      • 6.3 use all materials, products and implements appropriately
      • 6.4 clean, sanitize and store materials, products and implements correctly
      • 6.5 dispose of waste materials in an environmentally safe manner
    • 7. demonstrate basic competencies
      • 7.1 demonstrate fundamental skills to:
        • 7.1.1 communicate
        • 7.1.2 manage information
        • 7.1.3 use numbers
        • 7.1.4 think and solve problems
      • 7.2 demonstrate personal management skills to:
        • 7.2.1 demonstrate positive attitudes and behaviours
        • 7.2.2 be responsible
        • 7.2.3 be adaptable
        • 7.2.4 learn continuously
        • 7.2.5 work safely
      • 7.3 demonstrate teamwork skills to:
        • 7.3.1 work with others
        • 7.3.2 participate in projects and tasks
  • 8. make personal connections to the cluster content and processes to inform possible pathway choices
    • 8.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
    • 8.2 create a connection between a personal inventory and occupational choices