Detailed Sample Task:
Stage I

Successful completion of some tasks may require some baseline knowledge and digital skills.

Learners may need to:

• Have keyboarding and typing skills.
• Locate, navigate and use websites.
• Use familiar apps, social media platforms and web pages.
• Read information from a screen.
• Navigate camera and microphone
• Adjust volume on device
• Use videoconferencing technology for online meetings.
  
  

Instructors can:

• Dedicate time to improve digital literacy for learners
• Make and/ or adapt digital materials.
• Introduce websites that are relevant to the task(s).
• Support learners in finding, navigating and using websites.
• Teach reading strategies such as skimming and scanning to find information on websites.
• Introduce tools and apps that can aid learners in coping with communication. barriers, such as translation, pronunciation,
text to speech, speech to text tools and so on.
• Share knowledge and strategies to ensure online safety.
• Refer learners to programs to improve their digital skills.

• Use diverse representations of people in all your learning resources and images, including people who are 2SLGBTQ+, Indigenous, Francophone and of other cultures, and people who have disabilities or who are neurodivergent. Consider this diversity as you choose names for characters in stories you create as well.
• Recognize that people who identify as women may not have had responsibility for sharing the information needed for online ordering. Make sure these learners are aware of their rights in Canada and the resources that are available to them. 
• Some learners may experience changes to gender roles when they come to Canada. For some, this may be a welcome change, but for others it may be challenging. Address their concerns with sensitivity but teach that Canada is equitable and inclusive to people of all genders.

Possible Trauma triggers:

• When teaching about Canada, you may teach about things that are triggering to learners who have experienced trauma. We can’t know what the triggers might be and what seems commonplace to us may have a triggering component for learners. Be aware of this and be prepared to support learners as needed. 
• Discussions of scams, fraud, and theft may be triggering for learners who have experienced trauma, especially those who have lost their homes, possessions, and / or money. Make space for learners to feel safe and recover from the experience of sharing their experiences. 
• Learners may be triggered by feeling like they are in dangerous or risky situations. Consider discussing strategies for safety when shopping online (such as sticking to well known brand websites and checking with a friend or family member before making an online purchase and so on). 
  
  

Strategies:

•  Give learners advance warning of this topic and be aware that there may be learners who require support.
• Learners who have experienced trauma often benefit from having routine. Create a safe and supportive classroom environment by establishing familiar routines, repeated activities, and model friendly and non-evaluative interactions.
• Learners will benefit from positive relationships established in the classroom with the instructor and peers.
• Learners who have experienced trauma benefit from having choices.
  
  
  • Allow learners choice:
    • the choice to work on a different topic
    • the choice to share or not share their own experiences
    • the choice to work alone or to work with others
    • the choice to take care of themselves
    • the choice to step out of the learning environment
• When learners have shared personal distressing or traumatic experiences, make space for learners to feel safe and recover from the experience of sharing their experiences. Follow the activities which may make learners feel vulnerable with routine, predictable and comforting activities.
• Giving learners the knowledge, skills and language to access resources can be empowering.