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Logistics (LOG) (2009)

© Alberta Education, Canada 
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Program Philosophy & Rationale
Vision

To engage students in learning opportunities through which they discover their interests in practical and purposeful ways.

Introduction

Canadian society experiences continuous social, cultural and economic change, and today’s students must be confident in their ability to respond to change and successfully meet the challenges they face. Whether students enter the work force or continue their education after senior high school, they will be challenged by increased independence and responsibility as they pursue choices and opportunities in their life paths.

Current trends indicate that the majority of new jobs today and in the future will require some form of post-secondary education and that the completion of senior high school will no longer be sufficient. Alberta faces a range of emerging challenges, including the changing nature of work and career paths; the requirement of greater skills and knowledge in many occupations; the introduction of new technologies; changing patterns of education and training; the globalization of the marketplace; labour shortages; and the need for highly skilled, educated and innovative people.

The Career and Technology Studies (CTS) program has been revised and refocused in cooperation with teachers, business and industry representatives, and post-secondary educators to address the emerging trends, challenges and opportunities of today and tomorrow. The result is:

  • a focused program of studies based on credible occupational areas
  • opportunities for all students to explore their abilities, interests and passions and to develop knowledge, skills and attitudes through exploratory courses or a pathways model
  • printed and digital resources that support learning experiences in career fields
  • access to CTS programming through classroom, online, off-campus and other combined approaches to instruction.
Philosophy

The CTS program is designed to develop skills that senior high school students can apply in their daily lives when preparing for entry into the workplace or for further learning opportunities. Through the CTS program, students are provided with opportunities to personalize their learning, identify and explore their interests, manage transitions and build partnerships while developing basic competencies, that is, the attitudes and behaviours that people need to participate and progress in today’s dynamic world of work.

Today’s world of work demands that individuals are able to navigate and build their own career paths while adapting to continual change. This expectation requires a shift in the language used to define “career” as well as a shift in the delivery of career development. Careers are not defined as jobs and occupations, but rather as whole packages of expressed roles, knowledge, choices, passions and experiences. Careers are created by individuals who act upon passions, interests, abilities and other internal factors and combine them with external options and circumstances. Each person’s career path is unique, even though individuals may share common credentials, occupations, work roles, or jobs and experiences.

Ultimately, it is the student who will make his or her own links between school, career development and post-secondary options. Career development requires students to be active in their learning and to develop enthusiasm for lifelong learning that carries them beyond learning in school.

Career development also requires acknowledgement that today’s world is a technological world. Technology affects the environment, one’s standard of living and one’s quality of life. People use technology in the workplace, at home, at school and in sporting and leisure activities. Technology is used to extend possibilities, allowing individuals to intervene in the world through the development of products, systems and environments. Technology is continually changing. It is influenced by and, in turn, influences the cultural, ethical, environmental, political and economic factors of the day, both local and global.

Students in CTS can develop competence and confidence in understanding and using existing technologies and in creating solutions to technological problems. Taking CTS courses contributes to the intellectual and practical development of students, as individuals and as informed members of a technological society.

The CTS program strives to address career development in a way that emphasizes personalized learning, relevance, transitions and partnerships. It does so by:

  • providing opportunities for all students to explore their abilities, interests and passions and to develop knowledge, skills and attitudes so they can be fulfilled, productive citizens
  • providing opportunities for all students to develop the foundations to manage transitions within their learning environment and when moving into further education, training and/or the workplace
  • influencing the growth of a career development culture in schools and communities
  • facilitating the integration and coordination of career development across Kindergarten to Grade 12, advanced education, workplaces and the community.

Students’ interests might lie in working with their hands, working with other people, working in an environment of constantly changing ideas, or working in a career that follows carefully established patterns. All of these areas include a variety of occupations that require more or less education.1

1. “From the Mouths of Middle-Schoolers: Important Changes for High School and College.” Phi Delta Kappan, Vol. 89, No. 03 (November 2007): 189–193. William J. Bushaw. Reprinted with permission of PDK International.

Rationale

CTS courses enable students to make reasoned and effective career decisions and target efforts to meet their goals. Students will have opportunities to expand their knowledge about careers, occupations and job opportunities, as well as the education and/or training requirements involved. Competencies achieved by mastering CTS course outcomes will allow students to make relevant connections with work and/or post-secondary training.

CTS also enables students to develop the confidence they need as they move into adult roles by allowing them to assume increased responsibility for their learning; cultivate their individual talents, interests and abilities; and define and act on their goals. The CTS pathways model includes the following benefits for students, educators and employers.

Benefits for Students

Through the pathways model, students experience:

  • relevant and engaged learning
  • freedom in exploring multiple pathways
  • personally meaningful pathways leading to specialized skills
  • engagement in their interests or passions
  • opportunities to achieve post-secondary credentials while still in senior high school
  • easier transitions from senior high school to post-secondary education or the work force.

Benefits for Educators

Through the pathways model, educators experience:

  • more focused organization of CTS courses
  • a focused and engaged learner
  • greater opportunity for community support.

Benefits for Employers

Through the pathways model, employers experience:

  • employees with specialized skills or post-secondary or industry credentials
  • motivated and engaged employees.
Program Organization
Overview

The CTS Compass above can assist students as they explore and discover their interests and passions.

As students move into the Middle Years, they begin to identify with one or more interest areas: business, communication, resources, technology and/or human service. As students enter senior high school and the CTS program, they begin to identify the occupational cluster or clusters that suit their interests and abilities. As students become more focused, they examine options for occupations based on the National Occupational Classification. With a career goal in mind, students can develop a pathway that leads them directly to an occupation or to post-secondary education.

The organization of the CTS program into clusters provides students, teachers and administrators with opportunities to create exploratory programs, in which students can sample courses of interest, or to use or create focused pathways that lead to specialized skills, external credentials or further education. Career guidance professionals may use this organizational structure to assist students in assessing their educational goals, interests, abilities and skills and to facilitate good matches to the many pathway options possible in the CTS clusters.

CTS Courses

CTS courses are competency-based instructional units defined by learning outcomes that identify what a student is expected to know and be able to do. Courses include outcomes with practical applications, and each course represents approximately 25 hours of access to instruction. CTS courses are weighted at 1 credit each and are divided into three levels of achievement: introductory, intermediate and advanced. Some courses require one or more prerequisites, which are essential for maintaining safety standards, appropriate instructional sequence and articulation with post-secondary programs. CTS courses can be selected by students in an exploratory fashion, or they can be taken as part of an intentional pathway.

For each course, the program of studies lists a general description, the general and specific outcomes, prerequisites and course parameters (e.g., recommendations regarding instructional qualifications, facilities and equipment). The general outcomes are presented in boldface, and the specific outcomes follow immediately in lightface.

Levels of Achievement

Courses are organized into three levels of achievement: introductory, intermediate and advanced. Levels of achievement are not indicators of grade levels. As students progress through the levels, they will be expected to meet higher standards and to demonstrate an increased degree of competence in both the general and specific outcomes.

Introductory level courses help students build daily living skills and form the basis for further learning. Introductory courses prepare students for further experiences in the cluster, pathway or occupational area.

Intermediate level courses build on the competencies developed at the introductory level. They provide a broader perspective, helping students recognize the wide range of related career opportunities available within the cluster.

Advanced level courses refine expertise and help prepare students for entry into the workplace or a related post-secondary program defined within the cluster.

CTS Clusters

A cluster is a group of CTS courses that represents occupations and broad industry commonalities. Clusters in CTS are aligned with the National Occupational Classification (NOC) and function as an organizing tool for the CTS program. (For more information on the NOC, visit the Human Resources and Skills Development Canada Web site at http://www5.hrsdc.gc.ca/NOC/).

The CTS program includes five clusters: Business, Administration, Finance & Information Technology (BIT); Health, Recreation & Human Services (HRH); Media, Design & Communication Arts (MDC); Natural Resources (NAT); and Trades, Manufacturing & Transportation (TMT).

Clusters connect learning outcomes specific to the knowledge, skills and attitudes required for related occupational areas. Clusters:

  • help students choose curriculum and occupational fields for which they have interest and aptitude
  • provide a context for selecting courses specific to a pathway
  • help connect students with exploratory courses of study, allowing students to gain general, transferable skills
  • help students develop specialized skills and knowledge through pathways
  • focus teaching and learning by relating similar knowledge, linking shared skills, guiding career exploration, allowing students to make informed career choices, associating common interests and linking education with relevant real-world experiential activities.

The Five Clusters

Business, Administration, Finance & Information Technology (BIT)
The focus of the BIT cluster is for students to develop and apply important knowledge, skills and attitudes so they can implement efficient systems and strategies of management and marketing and use electronic technologies to collect, structure, manipulate, retrieve and communicate information within individual, family, workplace, community and global contexts.

Health, Recreation & Human Services (HRH)
The focus of the HRH cluster is for students to develop and apply important knowledge, skills and attitudes so they can provide care and services for individuals and groups in a variety of industries, such as health care, recreation, cosmetology, the food industry and the legal system.

Media, Design & Communication Arts (MDC)
The focus of the MDC cluster is for students to develop and apply important knowledge, skills and attitudes so they can provide well designed and aesthetically effective communication solutions.

Natural Resources (NAT)
The focus of the NAT cluster is for students to develop and apply the knowledge, skills and attitudes to work individually and collectively, as private citizens and as members of the work force, toward the conservation and responsible use of energy and natural resources.

Trades, Manufacturing & Transportation (TMT)
The focus of the TMT cluster is for students to develop and apply important knowledge, skills and attitudes relative to the manufacture and assembly of products from individual components and the processing of raw materials into products.

CTS Pathways

Many schools in North America and around the world are now providing students with opportunities to explore their career path through a variety of courses that are organized around common occupational areas. These pathways allow students to follow their natural skills, aptitudes and interests in an organized and progressive way as they work toward goals that may include university, college, apprenticeship training or moving directly into the work force.

Pathways are flexible and they permit students to:

  • explore an occupation or an interest area
  • gain an occupational or a specialized skill set required in the workplace
  • apply relevant learning from academic courses to real-life situations
  • focus their senior high school course plans into a career path.

The pathways model of CTS facilitates making connections between CTS courses and other subjects. Within each CTS cluster, the potential for several pathways exists. These pathways will address the specific skills and knowledge necessary to pursue a full range of career opportunities, including technical and professional career specialties. All pathways, with the exception of credentialed pathways, can be built and modified by students or teachers.

Sample Pathway (BIT): Business Basics

Note: A variety of sample pathways are provided in the Guide to Career and Technology Studies.

Pathways should be designed to prepare students to transition successfully from senior high school to post-secondary education or to employment in an occupational area. Links to post-secondary educational institutions, employers, industry groups and other stakeholders can be included within a pathway.

There are two possible kinds of pathways in the CTS program:

  • 1. Specialized skill pathways provide students with the knowledge, skills and attitudes for employment or further education. These pathways can be customized to meet student, school or community program needs. Courses within such a pathway will prepare students for specific community or job-site skills.

  • 2. Credentialed pathways provide students with post-secondary and/or business and industry credentials or articulation. For students to obtain the desired credential or articulation, all specified course outcomes within the pathway must be met.
Meeting the Diverse Needs of Alberta's Students

Alberta schools include students from a rich variety of backgrounds. These students have a wide range of abilities and needs. Like all school programs, the CTS program has been developed with this diversity in mind. Teachers and instructors should be aware of the individual needs of their students and adapt their instruction and programming accordingly.

First Nations, Métis and Inuit (FNMI) Students

FNMI students in northern and western Canada come from diverse geographic areas with varied cultural and linguistic backgrounds. Teachers and instructors need to understand the diversity of these students’ cultures and experiences. They also need to understand that there are values and cultural traditions shared amongst many Aboriginal Canadians, including the importance of family and the role of Elders in guiding and supporting young people.

FNMI students often have a holistic view of learning—they look for connections through experiential learning. Such connections can be made within the real-world, experiential CTS program. Traditionally, in FNMI cultures, little emphasis was placed upon the written word. Still today, oral communication and practical applications and experiences are important to student learning and understanding. A variety of teaching and assessment strategies can help build upon the diverse knowledge, cultures, communication styles, skills, attitudes, experiences and learning styles of FNMI students.

English as a Second Language or French as a Second Language Students

Immigrants to Alberta come from many different cultural and linguistic backgrounds. Many of these new arrivals become students in Alberta schools, yet their knowledge of English or French may be minimal. Some students who have lived in Canada their entire lives may also be learning to speak English or French as a second (or third) language. The variety of teaching and assessment strategies that can be used in the CTS program may help build upon the diverse knowledge, cultures, communication styles, skills, attitudes, experiences and learning styles of these students.

Students Who Have an Individualized Program Plan (IPP)

Students who have been identified as having special education needs will have an Individualized Program Plan (IPP), which should be used to guide teachers’ planning and instruction. The needs of these students vary greatly from one individual to the next and may range from physical adaptations to the environment or equipment, to arranging for special testing accommodations.

Introductory Courses
LOG1010: Logistics

Level: Introductory

Prerequisite: None

Description: Students identify logistics as a sector in Canada’s economy, by describing related subsectors, users and providers of logistics services. Students also identify current and emerging career paths in logistics.

Parameters: Access to persons knowledgeable about logistics, logistics subsectors and logistics operations.

Outcomes: The student will:

  • 1. create a health and safety plan with special emphasis on conditions and factors related to the specific pathway or series of courses
    • 1.1 research and identify the following eight common elements of a health and safety management system:
      • 1.1.1 management, leadership and organizational commitment including policies, guidelines and responsibilities
      • 1.1.2 hazard identification and assessment
      • 1.1.3 hazard control
      • 1.1.4 worker competency and training including technical competence, safe work practices and procedures, personal protective equipment
      • 1.1.5 work site inspection
      • 1.1.6 incident investigation
      • 1.1.7 emergency response
      • 1.1.8 management system administration including evaluation, records and statistics, maintenance of system
    • 1.2 explain each of the elements reflecting on occupational health and safety implications
    • 1.3 define health and safety elements relevant to the world-of-work
    • 1.4 present a health and safety plan clarifying its relevance to the work world and society in general

  • 2. research common processes and methods of hazard identification, assessment and control specific to the pathway or series of courses
    • 2.1 research and identify common job site hazard identification processes
    • 2.2 research and identify common methods for assessment and control of hazards
    • 2.3 explain and demonstrate appropriate health and safety effective practices
    • 2.4 demonstrate a proactive personal commitment toward improvement of workplace health and safety including concern for others and following instructions, rules and guidelines

  • 3. explain the role and significance of logistics in everyday living
    • 3.1 describe why logistics is seen to be significant in everyday living

  • 4. identify and describe subsectors of logistics:
    • 4.1 define:
      • 4.1.1 logistics
      • 4.1.2 producers
      • 4.1.3 distributors
      • 4.1.4 consumers

  • 5. describe logistics subsectors including:
    • 5.1 warehousing and distribution
    • 5.2 traffic and transportation
    • 5.3 purchasing
    • 5.4 inventory management and control
    • 5.5 production materials movement

  • 6. relationships among logistics subsectors
    • 6.1 identify and distinguish between users and suppliers of logistic services
    • 6.2 list examples of local, provincial, national and international users and suppliers of logistics services
    • 6.3 explain the term third-party logistics and provide an example of third-party logistics users and suppliers

  • 7. explain the role of logistics in the production of a simple item with respect to the item’s availability and use by a satisfied customer
    • 7.1 for a selected item, identify and describe how the logistics sector and subsectors affect the production, distribution and eventual availability and use to consumers
    • 7.2 define the terms customer service and customer satisfaction
    • 7.3 explain the importance of customer service and satisfaction in logistics
    • 7.4 list and describe examples of customer service provided within a logistics operation
    • 7.5 describe strategies and instruments used to assess levels of customer service and satisfaction

  • 8. demonstrate basic competencies
    • 8.1 demonstrate fundamental skills to:
      • 8.1.1 communicate
      • 8.1.2 manage information
      • 8.1.3 use numbers
      • 8.1.4 think and solve problems
    • 8.2 demonstrate personal management skills to:
      • 8.2.1 demonstrate positive attitudes and behaviours
      • 8.2.2 be responsible
      • 8.2.3 be adaptable
      • 8.2.4 learn continuously
      • 8.2.5 work safely
    • 8.3 demonstrate teamwork skills to:
      • 8.3.1 work with others
      • 8.3.2 participate in projects and tasks

  • 9. make personal connections to the cluster content and processes to inform possible pathway choices
    • 9.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
    • 9.2 create a connection between a personal inventory and occupational choices
LOG1020: Warehouse & Distribute 1

Level: Introductory

Prerequisite: LOG1010: Logistics

Description: Students explore warehousing and distribution systems as subsectors of logistics and participate in warehousing, materials handling systems, stock placement and documentation activities.

Parameters: Access to one or more logistics operations.

Outcomes: The student will:

  • 1. identify and describe the roles of warehousing and distribution in logistics
    • 1.1 identify and describe processes involved in:
      • 1.1.1 warehousing operations
      • 1.1.2 distribution operations
    • 1.2 explain the roles of warehousing and distribution in the logistics sector
    • 1.3 distinguish between the purpose of warehousing and the purpose of distribution
    • 1.4 explain the significance between warehousing roles and distribution roles in the logistics process

  • 2. identify, describe and demonstrate materials handling:
    • systems/processes
    • 2.1 identify and describe general and specific safety requirements in warehousing and distribution operations
    • 2.2 identify and demonstrate safe work practices associated with:
      • 2.2.1 flow of materials
      • 2.2.2 movement of equipment
      • 2.2.3 Workplace Hazardous Materials Information System (WHMIS) requirements
      • 2.2.4 wearing of protective clothing/personal protective equipment
    • 2.3 identify and interpret signs and symbols used in warehousing and distribution operations
    • 2.4 identify potential hazards within a warehousing and distribution workplace
    • stock placement
    • 2.5 describe and explain the concept of materials handling
    • 2.6 identify and describe product movement and placement procedures
    • 2.7 demonstrate safe stock handling and moving procedures

  • 3. read, interpret and complete appropriate documentation
    • 3.1 identify and describe the purpose of documentation used in:
      • 3.1.1 warehousing operations
      • 3.1.2 distribution operations
    • 3.2 distinguish among:
      • 3.2.1 packing slips
      • 3.2.2 bills of lading
      • 3.2.3 advance shipment notices
      • 3.2.4 distribution sheets
      • 3.2.5 other available documents
    • 3.3 explain why accuracy and attention to detail are important when completing, reading and interpreting documents
    • 3.4 complete appropriate documentation in:
      • 3.4.1 warehousing situations
      • 3.4.2 distribution situations
    • 3.5 identify and explain the role and impact of technology in the generation of documentation in warehousing and distribution operations
    • 3.6 explain the concept of electronic data interchange

  • 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.
LOG1030: Traffic & Transport 1

Level: Introductory

Prerequisite: LOG1010: Logistics

Description: Students distinguish among modes, vehicles and vessels involved in transportation, identify the advantages and disadvantages of single mode and intermodal usages, and demonstrate basic skills related to map reading, technology, handling equipment and handling dangerous goods.

Parameters: Access to logistics-related traffic and transportation operations. A driver’s licence may be required.

Outcomes: The student will:

  • 1. identify modes of transportation and the vehicles and vessels used in each mode
    • 1.1 identify and describe the role of traffic and transportation in logistics
    • 1.2 distinguish between the concepts of traffic and transportation when used in logistics contexts
    • 1.3 explain the advantages and disadvantages of different vehicles and vessels used in the following modes of transportation:
      • 1.3.1 air; e.g., commercial, charter
      • 1.3.2 rail
      • 1.3.3 surface; e.g., commercial, contract, hotshot
      • 1.3.4 sea
      • 1.3.5 pipeline
    • 1.4 list and describe product-specific transportation equipment available
    • 1.5 for a selection of products, list the:
      • 1.5.1 most appropriate mode of transportation
      • 1.5.2 product-specific requirements; e.g., refrigeration, speed, air ride trailers for delicate equipment
      • 1.5.3 other requirements; e.g., time, temperature, packing

  • 2. differentiate and explain the advantages and disadvantages of single mode usages and intermodal usages
    • 2.1 describe the advantages and disadvantages of using each of the following transportation systems:
      • 2.1.1 single mode
      • 2.1.2 intermodal

  • 3. demonstrate:
    • map reading skills
    • 3.1 demonstrate ability to use a map to:
      • 3.1.1 identify specific locations
      • 3.1.2 trace routes
      • 3.1.3 measure distances
      • 3.1.4 identify key features
    • use of technology
    • 3.2 define and describe electronic data interchange (EDI)
    • 3.3 list examples of information that may be transmitted using EDI and related technology
    • 3.4 use available hardware and software
    • handling dangerous goods
    • 3.5 describe the range of goods identified as dangerous goods
    • 3.6 describe the methods used to identify and label different dangerous goods
    • 3.7 demonstrate safe handling of dangerous goods
    • handling equipment
    • 3.8 identify and describe basic safety procedures, practices and standards that must be followed in each mode and for each vehicle:
      • 3.8.1 on-highway standards
      • 3.8.2 off-highway standards
      • 3.8.3 air/sea freight standards
      • 3.8.4 customer safety standards
    • 3.9 use personal protective equipment

  • 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
LOG1040: Purchasing 1

Level: Introductory

Prerequisite: LOG1010: Logistics

Description: Students identify the role of purchasing, distinguish between public and private purchasing activities, perform expediting activities, and provide service to internal and external customers.

Parameters: Access to a purchasing, warehousing and distributing facility.

Outcomes: The student will:

  • 1. describe the role of purchasing and work performed by purchasers in logistics
    • 1.1 identify and describe the processes involved in the purchasing subsector of logistics
    • 1.2 explain how and where purchasing fits in the logistics process
    • 1.3 compare and contrast the purchasing process for goods and the purchasing process for services
    • 1.4 identify and explain, in chart form, the line of authority for the purchase of:
      • 1.4.1 goods
      • 1.4.2 services
    • 1.5 explain how and why purchasing decisions can add value/profitability to the logistics process

  • 2. distinguish between public and private purchasing activities
    • 2.1 identify differences and similarities between public and private purchasing activities
    • 2.2 identify differences and similarities between centralized purchasing procedures and decentralized purchasing procedures

  • 3. differentiate between internal and external customers

    • 3.1 distinguish between internal and external customers from a purchasing perspective

  • 4. demonstrate basic competencies in:
    • purchasing
    • 4.1 explain why customer satisfaction is an important factor in purchasing decisions
    • 4.2 explain the concept of necessity and how it relates to the purchasing process
    • expediting
    • 4.3 demonstrate basic expediting procedures including:
      • 4.3.1 tracking progress and time of arrival of specific orders
      • 4.3.2 consulting with suppliers
      • 4.3.3 anticipating problems
      • 4.3.4 having a contingency plan
      • 4.3.5 ensuring delivery of goods
    • data handling
    • 4.4 for a given item, explain the production process(es)

  • 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
LOG1910: LOG Project A

Level: Introductory

Prerequisite: None

Description: Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant.

Parameters: Introductory project courses must connect with a minimum of two CTS courses, one of which must be at the introductory level and be in the same occupational area as the project course. The other CTS course(s) can be either at the same level or at the intermediate level from any occupational area.

Project courses cannot be connected to other project courses or practicum courses.

All projects and/or performances, whether teacher- or student-led, must include a course outline or student proposal.

Outcomes:

The teacher/student will:

  • 1. identify the connection between this project course and two or more CTS courses
    • 1.1 identify the outcome(s) from each identified CTS course that support the project and/or performance deliverables
    • 1.2 explain how these outcomes are being connected to the project and/or performance deliverables

  • 2. propose the project and/or performance
    • 2.1 identify the project and/or performance by:
      • 2.1.1 preparing a plan
      • 2.1.2 clarifying the purposes
      • 2.1.3 defining the deliverables
      • 2.1.4 specifying time lines
      • 2.1.5 explaining terminology, tools and processes
      • 2.1.6 defining resources; e.g., materials, costs, staffing
    • 2.2 identify and comply with all related health and safety standards
    • 2.3 define assessment standards (indicators for success)
    • 2.4 present the proposal and obtain necessary approvals

    The student will:

  • 3. meet goals as defined within the plan
    • 3.1 complete the project and/or performance as outlined
    • 3.2 monitor the project and/or performance and make necessary adjustments
    • 3.3 present the project and/or performance, indicating the:
      • 3.3.1 outcomes attained
      • 3.3.2 relationship of outcomes to goals originally set
    • 3.4 evaluate the project and/or performance, indicating the:
      • 3.4.1 processes and strategies used
      • 3.4.2 recommendations on how the project and/or performance could have been improved

  • 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
Intermediate Courses
LOG2010: Warehouse & Distribute 2

Level: Intermediate

Prerequisite: LOG1020: Warehouse & Distribute 1

Description: Students examine types of warehousing and develop basic skills in packaging, packing, documentation and materials handling. Students also explore bonding principles and practices and career opportunities within the warehousing and distribution sector.

Parameters: Access to one or more logistics operations.

Outcomes: The student will:

  • 1. demonstrate an understanding of warehousing types, purposes and functions and of operations of warehouses, locations, organizations, processes and stock locator techniques
    • 1.1 identify various types of warehouses and describe their specific purposes
    • 1.2 identify where different types of warehouses are usually located and explain why
    • 1.3 identify and explain the purpose of and relationship between the following areas:
      • 1.3.1 shipping
      • 1.3.2 receiving
      • 1.3.3 storage
    • 1.4 identify and explain the purpose of different systems of warehousing including:
      • 1.4.1 first in, first out (FIFO)
      • 1.4.2 last in, first out (LIFO)
      • 1.4.3 time-dated systems
      • 1.4.4 non-time dated systems
      • 1.4.5 bulk materials handling systems
      • 1.4.6 general materials handling procedures
    • 1.5 identify and explain the advantages, disadvantages and purposes of using the following stock locator systems:
      • 1.5.1 random
      • 1.5.2 fixed
      • 1.5.3 manual
      • 1.5.4 electronic
    • 1.6 demonstrate basic ability to use stock locator systems

  • 2. identify and explain bonding principles and practices
    • 2.1 explain principles and practices related to bonding including:
      • 2.1.1 purpose
      • 2.1.2 methods
      • 2.1.3 requirements
    • 2.2 list examples of goods that are usually placed in bond
    • 2.3 explain how bonding affects the flow of goods from producers to consumers

  • 3. demonstrate basic skills in shipment preparation including:
    • packaging
    • 3.1 distinguish between packaging and packing systems
    • 3.2 explain the purpose of packaging
    • 3.3 identify and describe types of packaging; e.g., volatile corrosive inhibiting paper, blister packaging, security packaging, styrofoam, popcorn
    • packing
    • 3.4 identify and describe packing standards including:
      • 3.4.1 consumer standards
      • 3.4.2 industrial standards
      • 3.4.3 labelling
    • 3.5 demonstrate ability to pack items to:
      • 3.5.1 minimize damage
      • 3.5.2 meet rigours of shipment
      • 3.5.3 meet regulations and standards
      • 3.5.4 meet modal requirements
      • 3.5.5 meet security needs
    • document selection and completion
    • 3.6 prepare and complete shipping documentation; e.g., manifests, packing slips, bills of lading, Material Safety Data Sheets (MSDS) for Workplace Hazardous Materials Information System (WHMIS) products

  • 4. demonstrate safety, competency and confidence in:
    • handling materials
    • 4.1 demonstrate safe product movement and placement procedures
    • operating equipment and aids
    • 4.2 identify and describe equipment and aids used to handle various materials; e.g., forklifts, power lifts, power jacks, rollers
    • 4.3 demonstrate safety, competency and confidence in operating and handling equipment and aids

  • 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
LOG2020: Traffic & Transport 2

Level: Intermediate

Prerequisite: LOG1030: Traffic & Transport 1

Description: Students develop basic skills in tracking, route planning, scheduling, load planning and other competencies related to handling outgoing shipments, including documentation, customs (import and export), weather and climate conditions, and strategies for preventive maintenance in traffic and transportation.

Parameters: Access to logistics-related traffic and transportation operations. A driver’s licence may be required.

Outcomes: The student will:

  • 1. demonstrate basic skills in:
    • tracking, route planning and scheduling
    • 1.1 explain the purpose of tracking systems
    • 1.2 demonstrate basic ability to use:
      • 1.2.1 tracking systems
      • 1.2.2 two-way communication devices
    • 1.3 demonstrate ability to use a map to plan a route; e.g., traditional format, computerized format
    • 1.4 assist in planning a route
    • 1.5 assist in planning a schedule to meet customer needs and requirements
    • completing and maintaining documentation
    • 1.6 explain the purpose of and the difference between a shipping manifest and a transportation manifest
    • 1.7 describe the purpose of a logbook
    • 1.8 assist in maintaining a logbook
    • 1.9 initiate tracing action on delayed shipments
    • 1.10 initiate claim action on damaged goods
    • load planning, measuring and calculating
    • 1.11 list and explain the procedure for load planning
    • 1.12 describe key factors in load planning; e.g., weight restrictions, product specific needs
    • 1.13 assist in developing a load plan
    • 1.14 assist in identifying potential carriers with respect to service, reliability and rates
    • 1.15 measure and calculate available space in various transportation vehicles or vessels; e.g., cubic capacity, displacement, density
    • 1.16 explain the relationship of the above measurements to load planning
    • 1.17 apply measurement and calculation skills in load planning
    • handling equipment
    • 1.18 demonstrate basic ability to handle, operate and/or use various equipment and aids relating to traffic and transportation
    • preparing outgoing shipments
    • 1.19 demonstrate ability to:
      • 1.19.1 package goods to meet customer requirements and industry standards
      • 1.19.2 pack items to meet shipping standards
      • 1.19.3 label goods and shipments appropriately
      • 1.19.4 complete outgoing documentation
      • 1.19.5 assist in loading outgoing shipments

  • 2. identify and describe the role of:
    • customs, import and export
    • 2.1 identify and explain the purpose of import and export customs documentation
    • 2.2 assist, where appropriate, in the preparation of import and export customs documentation by:
      • 2.2.1 initiating the clearance of incoming shipments
      • 2.2.2 maintaining a register
    • 2.3 assist in maintaining an efficient filing system for all customs documentation
    • safety standards
    • 2.4 demonstrate application of appropriate safety standards including the use of:
      • 2.4.1 wheel checks
      • 2.4.2 reflector kits
      • 2.4.3 fire extinguishers
      • 2.4.4 personal protective equipment
    • 2.5 describe special procedures required to transport dangerous goods in each mode and for each vehicle or vessel
    • 2.6 demonstrate special procedures and safe handling of dangerous goods
    • weather and climate conditions
    • 2.7 explain the potential impact of weather and climate conditions on:
      • 2.7.1 modes of transportation
      • 2.7.2 vehicles and vessels
      • 2.7.3 road closures, bridge/ferry usage, seasonal road bans and weight restrictions
    • 2.8 describe how a logistics operation deals with:
      • 2.8.1 annually occurring conditions
      • 2.8.2 emergency conditions; e.g., contingency planning
    • preventive maintenance
    • 2.9 explain the purpose of preventive maintenance
    • 2.10 identify, describe and demonstrate appropriate types of maintenance activities
    • 2.11 describe defects and initiate corrective procedures

  • 3. demonstrate basic competencies
    • 3.1 demonstrate fundamental skills to:
      • 3.1.1 communicate
      • 3.1.2 manage information
      • 3.1.3 use numbers
      • 3.1.4 think and solve problems
    • 3.2 demonstrate personal management skills to:
      • 3.2.1 demonstrate positive attitudes and behaviours
      • 3.2.2 be responsible
      • 3.2.3 be adaptable
      • 3.2.4 learn continuously
      • 3.2.5 work safely
    • 3.3 demonstrate teamwork skills to:
      • 3.3.1 work with others
      • 3.3.2 participate in projects and tasks

  • 4. identify possible life roles related to the skills and content of this cluster
    • 4.1 recognize and then analyze the opportunities and barriers in the immediate environment
    • 4.2 identify potential resources to minimize barriers and maximize opportunities
LOG2030: Purchasing 2

Level: Intermediate

Prerequisite: LOG1040: Purchasing 1

Description: Students develop an understanding of the principles of locus of control, economies of scale, risk management, surface and hidden costs, tendering and procurement. Students also perform purchasing activities and address related factors, including budgets and inflation, within an organization’s decision-making structure.

Parameters: Access to a purchasing, warehousing and distributing facility.

Outcomes: The student will:

  • 1. demonstrate functional knowledge of key principles of:
    • lines of authority
    • 1.1 define the term locus of control
    • 1.2 explain how the locus of control affects purchasing decisions
    • 1.3 identify and describe the lines of authority for the purchasing section of the organization
    • 1.4 operate efficiently and effectively within the identified lines of authority when assisting with purchasing activities
    • economies of scale
    • 1.5 define the term economy of scale
    • 1.6 explain how the use of the economy of scale principle adds value to a company
    • 1.7 list examples of an economy of scale in one or more purchasing activities
    • risk management
    • 1.8 define the term risk management including:
      • 1.8.1 expense items
      • 1.8.2 capital equipment
      • 1.8.3 production materials
    • 1.9 identify and describe the risks associated with purchasing decisions; e.g., company liability, personal liability or Workers’ Compensation Board (WCB) coverage
    • 1.10 identify and chart lines of authority, responsibility and accountability in the risk management process
    • 1.11 identify and describe basic strategies used to manage and minimize risk when purchasing decisions are made
    • budgeting
    • 1.12 explain the purpose or function of savings, capital and operational accounts
    • 1.13 identify individuals responsible for:
      • 1.13.1 savings
      • 1.13.2 budget centre usage
      • 1.13.3 capital accounts
      • 1.13.4 operational accounts
    • 1.14 demonstrate a basic understanding of cost accounting principles
    • 1.15 explain the effect of inflation on the budget
    • 1.16 explain the effect of the budget on inflation
    • 1.17 identify and describe the process by which spending decisions are made

  • 2. distinguish between surface and hidden costs
    • 2.1 define and provide examples of:
      • 2.1.1 surface and hidden costs
      • 2.1.2 initial and lifetime costs
    • 2.2 explain how total ownership costs and other costs affect purchasing decisions; e.g., insurance, gas, mileage, maintenance

  • 3. demonstrate basic abilities relating to:
    • purchasing
    • 3.1 explain the concept of best buy; e.g., size, quantity, quality, cost
    • decision making
    • 3.2 explain the necessity to balance quality, cost and time in making purchasing decisions
    • tendering
    • 3.3 define the term tendering
    • 3.4 identify and describe the tendering process
    • procurement
    • 3.5 define the term procurement
    • 3.6 explain the purpose of specification writing in purchasing activities

  • 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. identify possible life roles related to the skills and content of this cluster
    • 5.1 recognize and then analyze the opportunities and barriers in the immediate environment
    • 5.2 identify potential resources to minimize barriers and maximize opportunities
LOG2040: Inventory Management 1

Level: Intermediate

Prerequisite: LOG1010: Logistics

Description: Students identify the role of inventory management and control, and participate in and demonstrate basic abilities to manage and control inventory.

Parameters: Access to inventory management and control operations.

Outcomes: The student will:

  • 1. describe the roles of inventory management and control in logistics
    • 1.1 explain the role of inventory management and control in the logistics process
    • 1.2 explain the purpose of and need for inventory management and control in the following contexts:
      • 1.2.1 security
      • 1.2.2 control
      • 1.2.3 reordering

  • 2. describe and distinguish among methods to classify and categorize materials
    • 2.1 list and describe systems available to manage and control inventory including:
      • 2.1.1 manual
      • 2.1.2 electronic
      • 2.1.3 other
    • 2.2 identify and describe commonly used classification systems such as:
      • 2.2.1 Standard Industrial Classification Code
      • 2.2.2 harmonized system
      • 2.2.3 North Atlantic Treaty Organization
      • 2.2.4 military
      • 2.2.5 federal stock number
    • 2.3 describe the purpose of:
      • 2.3.1 warehouse keeper’s records
      • 2.3.2 cycle count sheets
    • 2.4 demonstrate basic ability to use one or more classification systems

  • 3. identify and describe the purpose of key principles of inventory management and control
    • 3.1 list and describe inventory control principles including:
      • 3.1.1 ABC analysis
      • 3.1.2 minimum/maximum systems
      • 3.1.3 economic order quantity
      • 3.1.4 materials requirements planning
      • 3.1.5 consignment inventory
      • 3.1.6 just-in-time
    • 3.2 explain the purpose of quality control systems
    • 3.3 describe quality control systems and procedures used in inventory management and control operations

  • 4. use basic technology, spreadsheets and databases to input, read and interpret inventory management and control
    • 4.1 demonstrate basic ability to:
      • 4.1.1 access inventory information
      • 4.1.2 input inventory information
      • 4.1.3 interpret information from various databases

  • 5. describe and demonstrate product movement and replenishment strategies
    • 5.1 demonstrate basic inventory management and control procedures; e.g., picking, reordering

  • 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
LOG2910: LOG Project B

Level: Intermediate

Prerequisite: None

Description: Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant.

Parameters: Intermediate project courses must connect with a minimum of two CTS courses, one of which must be at the intermediate level and be in the same occupational area as the project course. The other CTS course(s) can be at any level from any occupational area.

Project courses cannot be connected to other project courses or practicum courses.

All projects and/or performances, whether teacher- or student-led, must include a course outline or student proposal.

Outcomes:

The teacher/student will:

  • 1. identify the connection between this project course and two or more CTS courses
    • 1.1 identify the outcome(s) from each identified CTS course that support the project and/or performance deliverables
    • 1.2 explain how these outcomes are being connected to the project and/or performance deliverables

  • 2. propose the project and/or performance
    • 2.1 identify the project and/or performance by:
      • 2.1.1 preparing a plan
      • 2.1.2 clarifying the purposes
      • 2.1.3 defining the deliverables
      • 2.1.4 specifying time lines
      • 2.1.5 explaining terminology, tools and processes
      • 2.1.6 defining resources; e.g., materials, costs, staffing
    • 2.2 identify and comply with all related health and safety standards
    • 2.3 define assessment standards (indicators for success)
    • 2.4 present the proposal and obtain necessary approvals

    The student will:

  • 3. meet goals as defined within the plan
    • 3.1 complete the project and/or performance as outlined
    • 3.2 monitor the project and/or performance and make necessary adjustments
    • 3.3 present the project and/or performance, indicating the:
      • 3.3.1 outcomes attained
      • 3.3.2 relationship of outcomes to goals originally set
    • 3.4 evaluate the project and/or performance, indicating the:
      • 3.4.1 processes and strategies used
      • 3.4.2 recommendations on how the project and/or performance could have been improved

  • 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. identify possible life roles related to the skills and content of this cluster
    • 5.1 recognize and then analyze the opportunities and barriers in the immediate environment
    • 5.2 identify potential resources to minimize barriers and maximize opportunities
LOG2920: LOG Project C

Level: Intermediate

Prerequisite: None

Description: Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant.

Parameters: Intermediate project courses must connect with a minimum of two CTS courses, one of which must be at the intermediate level and be in the same occupational area as the project course. The other CTS course(s) can be at any level from any occupational area.

Project courses cannot be connected to other project courses or practicum courses.

All projects and/or performances, whether teacher- or student-led, must include a course outline or student proposal.

Outcomes:

The teacher/student will:

  • 1. identify the connection between this project course and two or more CTS courses
    • 1.1 identify the outcome(s) from each identified CTS course that support the project and/or performance deliverables
    • 1.2 explain how these outcomes are being connected to the project and/or performance deliverables

  • 2. propose the project and/or performance
    • 2.1 identify the project and/or performance by:
      • 2.1.1 preparing a plan
      • 2.1.2 clarifying the purposes
      • 2.1.3 defining the deliverables
      • 2.1.4 specifying time lines
      • 2.1.5 explaining terminology, tools and processes
      • 2.1.6 defining resources; e.g., materials, costs, staffing
    • 2.2 identify and comply with all related health and safety standards
    • 2.3 define assessment standards (indicators for success)
    • 2.4 present the proposal and obtain necessary approvals

    The student will:

  • 3. meet goals as defined within the plan
    • 3.1 complete the project and/or performance as outlined
    • 3.2 monitor the project and/or performance and make necessary adjustments
    • 3.3 present the project and/or performance, indicating the:
      • 3.3.1 outcomes attained
      • 3.3.2 relationship of outcomes to goals originally set
    • 3.4 evaluate the project and/or performance, indicating the:
      • 3.4.1 processes and strategies used
      • 3.4.2 recommendations on how the project and/or performance could have been improved

  • 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. identify possible life roles related to the skills and content of this cluster
    • 5.1 recognize and then analyze the opportunities and barriers in the immediate environment
    • 5.2 identify potential resources to minimize barriers and maximize opportunities
LOG2950: LOG Intermediate Practicum

Level: Intermediate

Prerequisite: None

Description: Students apply prior learning and demonstrate the attitudes, skills and knowledge required by an external organization to achieve a credential/credentials or an articulation.

Parameters: This practicum course, which may be delivered on- or off-campus, should be accessed only by students continuing to work toward attaining a recognized credential/credentials or an articulation offered by an external organization. This course must be connected to at least one CTS course from the same occupational area and cannot be used in conjunction with any advanced (3XXX) level course. A practicum course cannot be delivered as a stand-alone course, cannot be combined with a CTS project course and cannot be used in conjunction with the Registered Apprenticeship Program or the Green Certificate Program.

Outcomes: The student will:

  • 1. perform assigned tasks and responsibilities, as required by the organization granting the credential(s) or articulation
    • 1.1 identify regulations and regulatory bodies related to the credential(s) or articulation
    • 1.2 describe personal roles and responsibilities, including:
      • 1.2.1 key responsibilities
      • 1.2.2 support functions/responsibilities/expectations
      • 1.2.3 code of ethics and/or conduct
    • 1.3 describe personal work responsibilities and categorize them as:
      • 1.3.1 routine tasks; e.g., daily, weekly, monthly, yearly
      • 1.3.2 non-routine tasks; e.g., emergencies
      • 1.3.3 tasks requiring personal judgement
      • 1.3.4 tasks requiring approval of a supervisor
    • 1.4 demonstrate basic employability skills and perform assigned tasks and responsibilities related to the credential(s) or articulation

  • 2. analyze personal performance in relation to established standards
    • 2.1 evaluate application of the attitudes, skills and knowledge developed in related CTS courses
    • 2.2 evaluate standards of performance in terms of:
      • 2.2.1 quality of work
      • 2.2.2 quantity of work
    • 2.3 evaluate adherence to workplace legislation related to health and safety
    • 2.4 evaluate the performance requirements of an individual who is trained, experienced and employed in a related occupation in terms of:
      • 2.4.1 training and certification
      • 2.4.2 interpersonal skills
      • 2.4.3 technical skills
      • 2.4.4 ethics

  • 3. demonstrate basic competencies
    • 3.1 demonstrate fundamental skills to:
      • 3.1.1 communicate
      • 3.1.2 manage information
      • 3.1.3 use numbers
      • 3.1.4 think and solve problems
    • 3.2 demonstrate personal management skills to:
      • 3.2.1 demonstrate positive attitudes and behaviours
      • 3.2.2 be responsible
      • 3.2.3 be adaptable
      • 3.2.4 learn continuously
      • 3.2.5 work safely
    • 3.3 demonstrate teamwork skills to:
      • 3.3.1 work with others
      • 3.3.2 participate in projects and tasks

  • 4. identify possible life roles related to the skills and content of this cluster
    • 4.1 recognize and then analyze the opportunities and barriers in the immediate environment
    • 4.2 identify potential resources to minimize barriers and maximize opportunities
Advanced Courses
LOG3010: Warehouse & Distribute 3

Level: Advanced

Prerequisite: LOG2010: Warehouse & Distribute 2

Description: Students develop an understanding and competencies relating to stock movement and placement procedures, product tracking and the use of automated warehouse systems. Students also develop competencies in labelling, containerizing and palletizing items.

Parameters: Access to one or more logistics operations.

Outcomes: The student will:

  • 1. demonstrate an understanding of:
    • stock movement and placement procedures and practices
    • 1.1 identify and describe stock movement and placement procedures and practices
    • 1.2 identify and correct errors in documentation
    • 1.3 regularly review stocks and flow
    • 1.4 anticipate product movement issues, develop contingency plans and implement solutions, where appropriate
    • 1.5 demonstrate safe product movement and placement procedures and practices
    • product tracking
    • 1.6 identify and describe product tracking services
    • 1.7 identify and describe various tracking procedures
    • 1.8 demonstrate ability to use tracking technology; e.g., bar codes/reader/scanner, microfiche, CD–ROM, monitors, visual readers, locator systems
    • equipment operations standards
    • 1.9 identify and describe warehouse equipment operations standards; e.g., internal standards (department, company), external standards (governmental, national)
    • automated warehouse systems
    • 1.10 explain the advantages and disadvantages of using automated warehouse systems
    • 1.11 demonstrate ability to safely use automated systems; e.g., conveyor systems, pickers, scaling/weighing devices, storage and retrieval systems

  • 2. demonstrate competencies in:
    • labelling
    • 2.1 identify product and/or shipment labelling needs
    • 2.2 demonstrate ability to read, interpret, select and affix appropriate labels; e.g., shipping instructions, content identification, Workplace Hazardous Materials Information System (WHMIS) needs, quantity, mass, handling instructions; e.g., fragile, this side up
    • containerization
    • 2.3 explain purpose of containerization
    • 2.4 demonstrate ability to safely operate wrapping equipment and materials; e.g., shrink-wrap, nets, nylons
    • 2.5 demonstrate ability to prepare containers for shipment; e.g., label, wrap
    • palletizing
    • 2.6 explain purpose of palletizing items; e.g., warehouse storage, ease of handling (manual, automated), outgoing and incoming shipments

  • 3. demonstrate basic competencies
    • 3.1 demonstrate fundamental skills to:
      • 3.1.1 communicate
      • 3.1.2 manage information
      • 3.1.3 use numbers
      • 3.1.4 think and solve problems
    • 3.2 demonstrate personal management skills to:
      • 3.2.1 demonstrate positive attitudes and behaviours
      • 3.2.2 be responsible
      • 3.2.3 be adaptable
      • 3.2.4 learn continuously
      • 3.2.5 work safely
    • 3.3 demonstrate teamwork skills to:
      • 3.3.1 work with others
      • 3.3.2 participate in projects and tasks

  • 4. create a transitional strategy to accommodate personal changes and build personal values
    • 4.1 identify short-term and long-term goals
    • 4.2 identify steps to achieve goals
LOG3020: Traffic & Transport 3

Level: Advanced

Prerequisite: LOG2020: Traffic & Transport 2

Description: Students explore transport regulations and licensing and develop competency in planning a route and developing contingency plans.

Parameters: Access to logistics-related traffic and transportation operations. A driver’s license may be required.

Outcomes: The student will:

  • 1. demonstrate competency in planning a route and developing contingency plans
    • 1.1 plan a route using a:
      • 1.1.1 traditional map
      • 1.1.2 computerized format
    • 1.2 develop contingency plans, where appropriate

  • 2. demonstrate a basic understanding of:
    • equipment handling certification requirements
    • 2.1 identify licensing or certification requirements for each item of transportation equipment or aid
    • 2.2 initiate procedures to obtain a license or certificate, where appropriate and necessary
    • 2.3 demonstrate consistent ability to safely handle, operate and use various equipment aids relating to traffic and transportation
    • vendor and carrier licensing and training for dangerous goods
    • 2.4 identify and list key:
      • 2.4.1 transportation regulations and licensing requirements
      • 2.4.2 weight restrictions
      • 2.4.3 seasonal restrictions
      • 2.4.4 jurisdictional restrictions and requirements
    • 2.5 list licensing required to operate different vehicles and vessels
    • 2.6 identify and ensure that the vendor and carrier has the necessary licensing and training to handle and transport dangerous goods
    • 2.7 demonstrate consistently the safe handling, storage and transportation of dangerous goods
    • rates and tariffs
    • 2.8 identify and describe transportation rates and tariffs
    • 2.9 demonstrate ability to compare present proposed rates to the previous contract rate
    • 2.10 assist in determining the contracted rate taking into account:
      • 2.10.1 market prices
      • 2.10.2 costs of the supplier
      • 2.10.3 customer needs
    • liabilities
    • 2.11 identify liability assumed by different modes of carriers
    • 2.12 identify and describe:
      • 2.12.1 Workers’ Compensation Board requirements
      • 2.12.2 insurance requirements
    • 2.13 identify damage claimable:
      • 2.13.1 items
      • 2.13.2 procedures
      • 2.13.3 documents
    • 2.14 assist in completing damage claim documents
    • 2.15 identify and report shipment over/shorts
    • 2.16 explain the use of bill of lading and liabilities, and freight on board
    • 2.17 describe applications of freight on board statements; e.g., payment for carriage, selection of courier, limits of liability

  • 3. demonstrate basic competencies
    • 3.1 demonstrate fundamental skills to:
      • 3.1.1 communicate
      • 3.1.2 manage information
      • 3.1.3 use numbers
      • 3.1.4 think and solve problems
    • 3.2 demonstrate personal management skills to:
      • 3.2.1 demonstrate positive attitudes and behaviours
      • 3.2.2 be responsible
      • 3.2.3 be adaptable
      • 3.2.4 learn continuously
      • 3.2.5 work safely
    • 3.3 demonstrate teamwork skills to:
      • 3.3.1 work with others
      • 3.3.2 participate in projects and tasks

  • 4. create a transitional strategy to accommodate personal changes and build personal values
    • 4.1 identify short-term and long-term goals
    • 4.2 identify steps to achieve goals
LOG3030: Purchasing 3

Level: Advanced

Prerequisite: LOG2030: Purchasing 2

Description: Students develop knowledge about contract and business law, supplier quality assurance and performance management. Students also develop negotiation skills and an appreciation for the importance of professional ethics.

Parameters: Access to inventory management and control operations.

Outcomes: The student will:

  • 1. identify and explain key principles of:
    • contract and business law
    • 1.1 identify key principles of contract and business law; e.g., liens, waivers, liability, negligence
    • 1.2 explain the impact of contract and business law on purchasing activities
    • 1.3 identify and describe legislation that affects purchasing activities; e.g., Sales of Goods Act
    • 1.4 identify purchasing activities that are in alignment with contract and business law and relevant legislation
    • supplier quality assurance
    • 1.5 explain the principles of Supplier Quality Assurance (SQA)
    • 1.6 identify and describe the impact of SQA on:
      • 1.6.1 delivery
      • 1.6.2 equality
      • 1.6.3 invoicing
      • 1.6.4 damaged goods
      • 1.6.5 customer service
    • performance management
    • 1.7 explain the principle of performance management
    • 1.8 identify and describe the purpose of performance management in purchasing activities
    • 1.9 identify and describe performance management models; e.g., total quality management, quality teams
    • 1.10 evaluate performance management models employed using appropriate assessment tools and instruments

  • 2. demonstrate basic understanding and skills in professional ethics
    • 2.1 define the term professional ethics
    • 2.2 identify and explain the role of professional ethics in the purchasing process
    • 2.3 define and give examples of conflict of interest
    • 2.4 explain the role of the:
      • 2.4.1 Purchasing Management Association of Canada
      • 2.4.2 National Institute of Governmental Purchasing
      • 2.4.3 International Federation of Purchasing and Materials Management
    • 2.5 identify and describe requirements for designation as a:
      • 2.5.1 Certified Professional Purchaser
      • 2.5.2 Certified Professional Public Buyer
      • 2.5.3 Certified Professional Purchasing Officer

  • 3. demonstrate negotiation skills
    • 3.1 define the term negotiate
    • 3.2 explain the purpose of negotiating in purchasing activities
    • 3.3 demonstrate negotiating skills in purchasing activities

  • 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. create a transitional strategy to accommodate personal changes and build personal values
    • 5.1 identify short-term and long-term goals
    • 5.2 identify steps to achieve goals
LOG3040: Inventory Management 2

Level: Advanced

Prerequisite: LOG2040: Inventory Management 1

Description: Students demonstrate competencies relating to product movement and replenishment strategies, budgeting, internal controls and asset recovery.

Parameters: Access to inventory management and control operations.

Outcomes: The student will:

  • 1. identify, describe and apply key principles of:
    • product movement and replenishment strategies
    • 1.1 explain the purpose of product movement and replenishment strategies
    • 1.2 identify and describe product movement and replenishment strategies; e.g., degree, level, complexity
    • 1.3 demonstrate basic product movement and replenishment strategies in inventory management and control activities
    • budget procedures
    • 1.4 explain the impact of inventory management on the budget procedure
    • 1.5 identify key budget procedures
    • 1.6 explain how inventory management affects:
      • 1.6.1 product quality
      • 1.6.2 cost control
    • internal controls
    • 1.7 explain the purpose of internal inventory controls; e.g., security
    • 1.8 identify and describe the internal inventory controls in effect; e.g., managerial practices, inventory flow, paper trail
    • 1.9 demonstrate basic ability to use and maintain internal inventory controls
    • asset recovery
    • 1.10 explain the concept of asset recovery
    • 1.11 identify and describe strategies for asset recovery; e.g., asset disposition, recycling, reuse, recovery
    • 1.12 assist in asset recovery activities

  • 2. use basic technology to affect inventory management and control
    • 2.1 demonstrate ability to manage and control inventory using:
      • 2.1.1 manual records
      • 2.1.2 microfiche
      • 2.1.3 spreadsheets
      • 2.1.4 database systems
      • 2.1.5 word processors
    • 2.2 demonstrate ability to:
      • 2.2.1 access inventory information
      • 2.2.2 input inventory information
      • 2.2.3 interpret information from various databases

  • 3. demonstrate basic competencies
    • 3.1 demonstrate fundamental skills to:
      • 3.1.1 communicate
      • 3.1.2 manage information
      • 3.1.3 use numbers
      • 3.1.4 think and solve problems
    • 3.2 demonstrate personal management skills to:
      • 3.2.1 demonstrate positive attitudes and behaviours
      • 3.2.2 be responsible
      • 3.2.3 be adaptable
      • 3.2.4 learn continuously
      • 3.2.5 work safely
    • 3.3 demonstrate teamwork skills to:
      • 3.3.1 work with others
      • 3.3.2 participate in projects and tasks

  • 4. create a transitional strategy to accommodate personal changes and build personal values
    • 4.1 identify short-term and long-term goals
    • 4.2 identify steps to achieve goals
LOG3910: LOG Project D

Level: Advanced

Prerequisite: None

Description: Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant.

Parameters: Advanced project courses must connect with a minimum of two CTS courses, one of which must be at the advanced level and be in the same occupational area as the project course. The other CTS course(s) must be at least at the intermediate level from any occupational area.

Project courses cannot be connected to other project courses or practicum courses.

All projects and/or performances, whether teacher- or student-led, must include a course outline or student proposal.

Outcomes:

The teacher/student will:

  • 1. identify the connection between this project course and two or more CTS courses
    • 1.1 identify the outcome(s) from each identified CTS course that support the project and/or performance deliverables
    • 1.2 explain how these outcomes are being connected to the project and/or performance deliverables

  • 2. propose the project and/or performance
    • 2.1 identify the project and/or performance by:
      • 2.1.1 preparing a plan
      • 2.1.2 clarifying the purposes
      • 2.1.3 defining the deliverables
      • 2.1.4 specifying time lines
      • 2.1.5 explaining terminology, tools and processes
      • 2.1.6 defining resources; e.g., materials, costs, staffing
    • 2.2 identify and comply with all related health and safety standards
    • 2.3 define assessment standards (indicators for success)
    • 2.4 present the proposal and obtain necessary approvals

    The student will:

  • 3. meet goals as defined within the plan
    • 3.1 complete the project and/or performance as outlined
    • 3.2 monitor the project and/or performance and make necessary adjustments
    • 3.3 present the project and/or performance, indicating the:
      • 3.3.1 outcomes attained
      • 3.3.2 relationship of outcomes to goals originally set
    • 3.4 evaluate the project and/or performance, indicating the:
      • 3.4.1 processes and strategies used
      • 3.4.2 recommendations on how the project and/or performance could have been improved

  • 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 personal management skills to:
      • 4.3.1 work with others
      • 4.3.2 participate in projects and tasks

  • 5. create a transitional strategy to accommodate personal changes and build personal values
    • 5.1 identify short-term and long-term goals
    • 5.2 identify steps to achieve goals
LOG3920: LOG Project E

Level: Advanced

Prerequisite: None

Description: Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant.

Parameters: Advanced project courses must connect with a minimum of two CTS courses, one of which must be at the advanced level and be in the same occupational area as the project course. The other CTS course(s) must be at least at the intermediate level from any occupational area.

Project courses cannot be connected to other project courses or practicum courses.

All projects and/or performances, whether teacher- or student-led, must include a course outline or student proposal.

Outcomes:

The teacher/student will:

  • 1. identify the connection between this project course and two or more CTS courses
    • 1.1 identify the outcome(s) from each identified CTS course that support the project and/or performance deliverables
    • 1.2 explain how these outcomes are being connected to the project and/or performance deliverables

  • 2. propose the project and/or performance
    • 2.1 identify the project and/or performance by:
      • 2.1.1 preparing a plan
      • 2.1.2 clarifying the purposes
      • 2.1.3 defining the deliverables
      • 2.1.4 specifying time lines
      • 2.1.5 explaining terminology, tools and processes
      • 2.1.6 defining resources; e.g., materials, costs, staffing
    • 2.2 identify and comply with all related health and safety standards
    • 2.3 define assessment standards (indicators for success)
    • 2.4 present the proposal and obtain necessary approvals

    The student will:

  • 3. meet goals as defined within the plan
    • 3.1 complete the project and/or performance as outlined
    • 3.2 monitor the project and/or performance and make necessary adjustments
    • 3.3 present the project and/or performance, indicating the:
      • 3.3.1 outcomes attained
      • 3.3.2 relationship of outcomes to goals originally set
    • 3.4 evaluate the project and/or performance, indicating the:
      • 3.4.1 processes and strategies used
      • 3.4.2 recommendations on how the project and/or performance could have been improved

  • 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 personal management skills to:
      • 4.3.1 work with others
      • 4.3.2 participate in projects and tasks

  • 5. create a transitional strategy to accommodate personal changes and build personal values
    • 5.1 identify short-term and long-term goals
    • 5.2 identify steps to achieve goals
LOG3950: LOG Advanced Practicum

Level: Advanced

Prerequisite: None

Description: Students apply prior learning and demonstrate the attitudes, skills and knowledge required by an external organization to achieve a credential/credentials or an articulation.

Parameters: This practicum course, which may be delivered on- or off-campus, should be accessed only by students continuing to work toward attaining a recognized credential/credentials or an articulation offered by an external organization. This course must be connected to at least one CTS course from the same occupational area and cannot be used in conjunction with any introductory (1XXX) level course. A practicum course cannot be delivered as a stand-alone course, cannot be combined with a CTS project course and cannot be used in conjunction with the Registered Apprenticeship Program or the Green Certificate Program.

Outcomes: The student will:

  • 1. perform assigned tasks and responsibilities, as required by the organization granting the credential(s) or articulation
    • 1.1 identify regulations and regulatory bodies related to the credential(s) or articulation
    • 1.2 describe personal roles and responsibilities, including:
      • 1.2.1 key responsibilities
      • 1.2.2 support functions/responsibilities/expectations
      • 1.2.3 code of ethics and/or conduct
    • 1.3 describe personal work responsibilities and categorize them as:
      • 1.3.1 routine tasks; e.g., daily, weekly, monthly, yearly
      • 1.3.2 non-routine tasks; e.g., emergencies
      • 1.3.3 tasks requiring personal judgement
      • 1.3.4 tasks requiring approval of a supervisor
    • 1.4 demonstrate basic employability skills and perform assigned tasks and responsibilities related to the credential(s) or articulation

  • 2. analyze personal performance in relation to established standards
    • 2.1 evaluate application of the attitudes, skills and knowledge developed in related CTS courses
    • 2.2 evaluate standards of performance in terms of:
      • 2.2.1 quality of work
      • 2.2.2 quantity of work
    • 2.3 evaluate adherence to workplace legislation related to health and safety
    • 2.4 evaluate the performance requirements of an individual who is trained, experienced and employed in a related occupation in terms of:
      • 2.4.1 training and certification
      • 2.4.2 interpersonal skills
      • 2.4.3 technical skills
      • 2.4.4 ethics

  • 3. demonstrate basic competencies
    • 3.1 demonstrate fundamental skills to:
      • 3.1.1 communicate
      • 3.1.2 manage information
      • 3.1.3 use numbers
      • 3.1.4 think and solve problems
    • 3.2 demonstrate personal management skills to:
      • 3.2.1 demonstrate positive attitudes and behaviours
      • 3.2.2 be responsible
      • 3.2.3 be adaptable
      • 3.2.4 learn continuously
      • 3.2.5 work safely
    • 3.3 demonstrate teamwork skills to:
      • 3.3.1 work with others
      • 3.3.2 participate in projects and tasks

  • 4. create a transitional strategy to accommodate personal changes and build personal values
    • 4.1 identify short-term and long-term goals
    • 4.2 identify steps to achieve goals
 





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