SpecialiSt HigH SkillS
MajorPolicy and Implementation
Introduction
PageINTRODUCTION i How this Document is Organized i ii About the Specialist High Skills Major (SHSM) iii iii Overview: The Planning and Implementation Process
Step by Step iv
A. POLICYA1 COMPONENTS OF THE SHSM A1-1 A1.1 Overview: Components of an SHSM A1-3 A1.2 Bundled Credits A1-5 A1.3 Certification and Training A1-8 A1.4 Experiential Learning and Career Exploration A1-10 A1.5 Reach Ahead Experiences A1-13 A1.6 Development of Essential Skills and Work Habits A1-14A2 DOCUMENTATION REQUIREMENTS A2-1 A2.1 Recording Student Progress A2-3A3 SECTORS A3-1 AGR Agriculture AGR-1 A&C Arts and Culture A&C-1 A&A Aviation and Aerospace A&A-1 BUS Business BUS-1 CON Construction CON-1
Table of ConTenTs
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ENE Energy ENE-1 ENV Environment ENV-1 FOR Forestry FOR-1 H&W Health and Wellness H&W-1 H&L Horticulture and Landscaping H&L-1 H&T Hospitality and Tourism H&T-1 ICT Information and Communications Technology ICT-1 JCSES Justice, Community Safety, and Emergency Services JCSES-1 MAN Manufacturing MAN-1 MIN Mining MIN-1 NPR Non-Profit NPR-1 SPO Sports SPO-1 TRA Transportation TRA-1
B. IMPLEMENTATIONB1 ORGANIZATION B1-1 B1.1 Establishing an SHSM Plan B1-3 B1.2 Establishing SHSM Advisory Committees B1-4 B1.3 Establishing a School SHSM Team B1-5 B1.4 Selecting Committee and Team Members B1-6B2 PLANNING B2-1 B2.1 Selecting Which SHSM to Offer B2-3 B2.2 Choosing a Delivery Model B2-5 B2.3 Building Supportive Partnerships B2-7 B2.4 Developing SHSM Pathways B2-9B3 SCHOOL CONSIDERATIONS B3-1 B3.1 Developing the School SHSM Action Plan B3-3 B3.2 Timetabling the SHSM B3-4 B3.3 Assessing Student Readiness for the SHSM B3-5 B3.4 Addressing Students with Special Education Needs B3-6 B3.5 Building Awareness of the SHSM B3-7 B3.6 Sustaining and Growing the SHSM B3-9 B3.7 Tracking Student Progress B3-10
C
Introduction
B4 MEASUREMENT B4-1 B4.1 Measuring Program Success B4-3
C. RESOURCESOverview C-3
Part aC.1 Template: CLA C-6C.2 Template: Rubric for Exemplary CLAs C-13
Part bC.3 Template: Representatives on Board and School SHSM Advisory Committees and School SHSM Teams C-15C.4 Checklist: Readiness Checklist for School SHSM Teams C-17C.5 Template: Expanding a Pathways Program into an SHSM C-19C.6 Template: School SHSM Action Plan C-21
TABLE OF CONTENTS Rel 1—2010
Table of Contents
InTRoDUCTIon
ABBREVIATIONS USED IN THIS GUIDE
BEC Business Education CouncilCAD/CAM computer-aided design and computer-aided manufacturingCLA contextualized learning activityCPR cardiopulmonary resuscitationECO Canada Environmental Careers Organization CanadaHRSDC Human Resources and Skills Development CanadaICT information and communications technologyIDC interdisciplinary courseIEP Individual Education PlanILC Independent Learning CentreLDC locally developed courseMISA Managing Information for Student AchievementNGO non-governmental organizationNOC National Occupation CodeOERB Ontario Educational Resource BankOSP Ontario Skills PassportOSR Ontario Student RecordOSSD Ontario Secondary School DiplomaOST Ontario Student TranscriptOYAP Ontario Youth Apprenticeship ProgramP2P Passport to ProsperityPLC professional learning communitySCWI School-College-Work InitiativeSHSM Specialist High Skills MajorTASC The Alliance of Sector CouncilsWHMIS Workplace Hazardous Materials Information SystemWSIB Workplace Safety and Insurance Board
Look for these highlights in the guide for further help, information, and resources.
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fInD IT!For quickly locating more detailed information related to the section you are reading
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InsIGHTUseful background information, ideas, and suggestionsA+
PolICYImportant information about SHSM policy
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sUCCessfUl PRaCTICePractical tips and techniques for schools and boardsA+
Tools anD ResoURCesMore print and electronic information and resources you will find useful
Introduction
InTRoDUCTIon
INTRO
DU
CTION
Page i How this Document is Organized i ii About the Specialist High Skills Major (SHSM) iii iii Overview: The Planning Process Step by Step iv
Specialist High Skills Major
iINTRODUCTION Rel 1—2010
Introduction
The Specialist High Skills Major: Policy and Implementation outlines the policy and includes a guide for planning and implementing a Specialist High Skills Major (SHSM) program.
In schools across Ontario, students are building brighter futures through SHSM programs in many varied and exciting high-demand professions. These innovative programs are an important part of Ontario’s commitment to providing all students with learning choices and opportunities that genuinely meet their needs, interests, and aspirations, and ensuring that Ontario’s education system helps every student achieve his or her highest potential.
This document has been designed to provide the information boards and schools need to develop and implement an SHSM program based on Ministry policy and the experience of educators across the province.
How this Document is Organized The document consists of three parts:
1. Section A details SHSM policy, including information on each of the sectors
2. Section B outlines SHSM implementation, organization and planning considerations
3. Section C includes tools and resources required for both policy and implementation
There is also a collection of resources on the Ministry of Education website with supplementary tools and information on each of the SHSM programs.
Useful Tools and ResourcesYou will also find useful resources on the Web to support the planning and implementation process, including:
• theMinistry’sSHSMwebsite,whichprovidesanelectronicversionofthisdocumentandthe templates found in this guide
• OntarioEducationalResourceBank(OERB),whichprovidesContextualizedLearningActivities (CLAs)
i How this Document is Organized
fInD IT!
sHsM: Policy and Implementation www.edu.gov.on.ca/eng/teachers/ studentsuccess/specialist.html
oeRb: http://resources.elearningontario.ca
sHsM e-Community: http://community.elearningontario.ca
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• theSHSMe-Communitywebsite,apassword-protectedsitethatprovideseducatorswith opportunities to share resources, including those specifically developed to support SHSM programs.
For your convenience, all these tools and resources, and their locations, are summarized in Section C: Resources. Throughout the document, look for the “Tools and Resources” icon. It identifies the tools and resources most relevant to each section of the guide.
We’d Like to Hear from You!We hope you find this document useful and informative, and we welcome your comments and suggestions. As the SHSM programs continue to evolve and grow, we will be providing updates so that you always have the most current information. Please send your suggestions to the ministry SHSM team by contacting the Student Success/Learning to 18 Strategic Policy Branch at [email protected]
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ii About the Specialist High Skills Major (SHSM)
The SHSM is a specialized, ministry-approved program that allows students to focus their learning on a specific economic sector while meeting the requirements of the Ontario Secondary School Diploma (OSSD).
SHSMs assist students in their transition from secondary school to apprenticeship training, college, university, or the workplace.
These programs enable students to gain sector-specific skills and knowledge in engaging, career-related learning environments, and prepare in a focused way for graduation and postsecondary education, training, or employment.
fInD IT!
a.1: Policy describes the five required components common to all SHSM programs.
a.3: sectors provides detailed information specific to each SHSM program, including information about careers, required credits, certifications and training programs, ‘reach ahead’ opportunities and experiential learning.
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seven Key benefits for students
Pursuing an SHSM enables students to:
1. customize their secondary school education to suit their interests and talents
2. develop specialized knowledge and skills that are valued by the sector and postsecondary education institutions
3. earn credits that are recognized by the sector and postsecondary education institutions
4. gain sector-specific and career-relevant certification and training
5. develop Essential Skills and work habits that are valued by the sector, recorded using the tools in the Ontario Skills Passport (OSP)
6. identify, explore, and refine their career goals and make informed decisions about their postsecondary destination
7. remain flexible, with the option to shift between pathways should their goals and plans change.
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iii Overview: The Planning and Implementation Process Step by Step
A number of important steps are involved in planning, developing, and launching an SHSM. This series of guiding questions is designed to give you a snapshot of the process that will aid your understanding of the more detailed sections later in this guide.
Step 1: Familiarization
REVIEW SHSM pOLICYWhat are the key components of all SHSM programs? How are credits structured? What forms of classroom and experiential learning can be offered in an SHSM? What certification delivery models can be considered?
ExpLORE SHSM SECTORSWhat specific ministry-approved SHSMs can be offered? What sector opportunities do they offer students? What postsecondary opportunities might they lead to? What specific components and credits are required in each SHSM?
Step 2: Organization
ESTABLISH AN SHSM pLANWhat key factors must you consider in planning an SHSM? How will you go about identifying the specific program content, delivery model, and pathways that will provide a high-quality learning experience for students that is valued in the sector? Who should be involved in the process?
ESTABLISH SHSM ADVISORY COMMITTEESHow can you ensure that stakeholders value your SHSM? How can you best align students’ experiences with workplace expectations? How will you identify reliable service providers for certification and training? How can you bring all stakeholders together to ensure that your SHSM will provide students with a high-quality learning experience that will support their success in postsecondary education, training, or employment?
ESTABLISH A SCHOOL SHSM TEAMWho will champion the implementation of the SHSM? Which specific school or board staff members will be critical to your success?
fInD IT!
See Section A1: Policy.
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fInD IT!
See Section A3: sectors.
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fInD IT!
See Section B1: organization.
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Step 3: program planning
SELECT WHICH SHSMS TO OFFERWhich SHSMs will be of interest to students in your school and region? What are the economic prospects in the region? Will you be able to secure the supports you need in the economic sector and community? Which SHSM(s) does your school and board support and have the capacity to offer?
CHOOSE A DELIVERY MODELWill the SHSM be best delivered to students in a single school? Could a program be delivered at one school for students from many schools? Could a program be offered entirely or in part at a learning site other than a secondary school? What resources are required and available?
BUILD SUppORTIVE pARTNERSHIpSHow can you build partnerships to ensure that your SHSM will be effective and sustainable? Could you partner with other schools or boards to share resources? What opportunities exist to partner with local colleges, training centres, and universities? What provincial and local sector organizations might support your SHSM and provide opportunities for certification and training, and cooperative education placements?
DEVELOp SHSM pATHWAYSHow can you ensure that students and parents understand the pathways to successful completion of your SHSM, and the choices available to them? Will students and parents clearly understand how to navigate to apprenticeship training, college, university, or the workplace?
OBTAIN MINISTRY AppROVALDoes your SHSM meet ministry guidelines? If your program is approved, what next steps should you take?
fInD IT!
See Section B2: Planning.
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Step 4: program Implementation
DEVELOp AN SHSM ACTION pLANWhat should a detailed implementation plan include? What are the best approaches to timetabling and enrolment? How can you accommodate students with special needs?
BUILD AWARENESS OF YOUR SHSMHow will you build awareness of and enrolment in the SHSM? How will you ensure that students and parents are aware of the benefits of your program? How will you keep postsecondary partners and sector partners aware and informed?
SUSTAIN AND GROW YOUR SHSMHow will you encourage among staff a sense of shared responsibility for the success of the SHSM? How will you build knowledge and skills, and work as a team, to provide a high-quality SHSM for students? Who should be involved in your SHSM professional learning community (PLC)?
Step 5: Measurement
MEASURE STUDENT pROGRESS AND pROGRAM SUCCESSWhat student tracking and reporting processes need to be in place? How will you measure program success? What indicators should be used to measure success? How can data be used to continuously improve the SHSM, and to respond to changes in the needs of students and the economic sector? Who should be consulted in this ongoing evaluation?
fInD IT!
See Section B4: Measurement.
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fInD IT!
See section b: Implementation.
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Introduction
CoMPonenTs of THe sHsMA1 PageA1.1 Overview: Components of an SHSM A1-3 A1.2 Bundled Credits A1-5 A1.3 Certification and Training A1-8 A1.4 Experiential Learning and Career Exploration A1-10 A1.5 Reach Ahead Experiences A1-13 A1.6 Development of Essential Skills and Work Habits A1-14
COM
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Components of the SHSM
A1.1 Overview: Components of an SHSM
Each SHSM consists of five required components:
1. Bundled creditsA defined bundle of credits consisting of eight to 10 Grade 11 and Grade 12 credits, including cooperative education
2. Certification and trainingSector-recognized certifications and training courses and programs
3. Experiential learning and career exploration activitiesExperiential learning and career exploration activities within the sector
4. Reach ahead experiencesLearning experiences connected with the student’s postsecondary plans
5. Essential Skills and work habitsDevelopment of Essential Skills and work habits required in the sector, recorded using the tools in the Ontario Skills Passport (OSP)
In this section of the binder, you will find a comprehensive description of the five required components for all SHSMs.
InsIGHT
The requirements of each SHSM are unique and geared to a specific sector. The design of all SHSMs, however, follows this model and includes all five components. The specific requirements of each SHSM are detailed in section a3: sectors.
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PolICY
• SchoolsmustofferanSHSMinallfourpathways:apprenticeshiptraining,college,universityand workplace.
• StudentsmustsuccessfullycompleteallfiverequiredcomponentstoearntheSHSMdesignationontheir diploma.
• Nosubstitutionsforanyoftherequiredcomponentsarepermitted;however,schoolboardsmayadd to the SHSM’s components to reflect a local emphasis.
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Why five components?The five required components are designed to give students a rich and varied range of curriculum-based and experiential learning experiences, as a foundation for making a successful transition to their chosen post secondary education or training program or occupation in the workplace.
How were the components designed?These components were designed to ensure that each SHSM provides a quality program that postsecondary educational and employer partners value and that opens doors for graduates. The components were developed in consultation with representatives of busi-ness and industry sectors, unions, sector councils and associations, postsecondary and other educational institutions, training organizations, school boards, and other ministries.
What do graduates receive?Students who complete the requirements for the OSSD and for the SHSM will receive an OSSD with a “Specialist High Skills Major” embossed red seal on it. Credits earned towards the SHSM are indicated on the Provincial Report Card, and completion of the SHSM is recorded on the Ontario Student Transcript (OST). In addition, students receive an SHSM Record outlining their achievement in the five required components.
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Introduction
A1.2 Bundled Credits
Each SHSM requires completion of a bundle of eight to 10 Grade 11 and Grade 12 credits.
The bundle consists of:
• fourmajorcredits
• twotofourotherrequiredcredits
• twocooperativeeducationcredits.
How are credits organized?The credits in the bundle provide students with technical knowledge and skills particular to, and valued by, the SHSM sector. Therefore, the required credits for each SHSM will vary, depending on:
• thespecificsectorofeachSHSMprogram
• thestudent’schosenpathwaytooneoffourpostsecondaryoptions–apprenticeshiptraining,college,university,ortheworkplace–withineachSHSM.
Major Credits
EachSHSMincludesfourmajorcredits–twoGrade11coursesandtwoGrade12courses–that enable students to build a foundation of sector-focused knowledge and skills before entering a postsecondary destination.
These credits are specific to the destination and may be:
• Ontariocurriculumcredits
• ministry-approvedlocallydevelopedcredits(LDCs)
• ministry-approvedcreditsforlearningacquiredoutsidetheOntariocurriculum,suchasdual credits.
Components of the SHSM
PolICY
• BoardsandschoolsareabletoofferonlytheSHSMsforwhichtheyhaveministryapproval.
• ThecreditsineachSHSMbundlemustbeapprovedbytheministry.
• Nosubstitutionsforthecreditsinthebundlearepermitted,andtheymustbeatthespecifiedgradelevel.
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Are there opportunities for specialization?AnSHSMcanbedesignedtofocusonaspecificareawithinthegivensector–forexample,theSHSM–Businesscanfocusonentrepreneurship,marketing,accounting,orsomeotherarea of business. This focus is achieved through the selection of the four major credits in the bundle. Depending on local circumstances, boards may elect to offer one or more variants of the SHSM in a given sector, each with a particular area of focus. Where a choice of focus areas is offered, students are able to select one.
Other Required Credits
In addition to the four major credits, each SHSM student must complete two, three, or four other required credits from the Ontario curriculum.
For each of these other required credits, the teachers of these courses incorporate a minimum of six hours of learning that contextualizes the subjects’ curriculum expectations to the SHSM sector.
How do CLAs benefit students?CLAs enable adaptation using sector-specific content, to meet one or more curriculum expectations. CLAs in the other required credits make the course content authentic, relevant, and enable students to connect their learning to their SHSM sector.
How are CLAs delivered?CLAs can be delivered in a wide variety of ways:
• toanentireclass,someofwhichare SHSM students (recommended)
• toanentireclass,allofwhichare SHSM students
• toindividualorsmallgroupsofSHSM students within an existing class
• toindividualSHSMstudents,through e-learning or independent study.
Tools anD ResoURCes
Visit the Ontario SHSM e-Community website at http://community.elearningontario.ca or the OERB website at http://resources.elearning ontario.ca for examples of CLAs created by educators across Ontario.
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sUCCessfUl PRaCTICe
Before the CLA is developed or delivered to the students, it is beneficial to have the teachers of the other required credits familiarize themselves with the sector-specific knowledge and skills of the SHSM major credits.
For example, in a Construction SHSM, the math teacher might visit the courses’ home building site to observe the application of mathematical principles in the calculation of the rise, run, and length of roof rafters.
By contextualizing courses, teachers of the other required credits, such as English or mathematics, gain insight into the relationship between their subject and the sector and can then help the SHSM student make connections between course work and their sector.
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IntroductionComponents of the SHSM
Do CLAs require approval?The CLA’s posted to the OERB and SHSM e-Community websites are reviewed and approved by the ministry prior to posting. A CLA template has been provided in Section C: Resources, to help you develop a CLA to obtain ministry approval. CLA’s developed by teachers for use with their students should follow the same guidelines as those submitted to the ministry for approval.
Cooperative Education Credits
Cooperative education courses provide authentic learning experiences in a workplace setting that enable students to refine, extend, apply, and practise the sector-specific knowledge and skills acquired in the bundle of credits.
How many credits are required?Each SHSM pathway requires that students complete a minimum of two credits in coop-erative education in a work placement in the sector. These credits must be tied back to the courses in the bundle of credits or to the Career Studies or Civics course. The Grade 10 Career Studies course can serve as the related course for the two cooperative education credits required in all SHSM programs. Either the Career Studies or Civics course can serve as the related course for the two cooperative education credits required for the SHSM sectors of Non-profit, Environment, and Justice, Community Safety and Emergency Services. More than two credits are recommended if the student’s timetable permits.
Tools anD ResoURCes
See section C: Resources for:
• theCLAtemplateforministryapproval
• arubricforexemplaryCLAs.
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Tools anD ResoURCes
Depending on local circumstances, students may have to complete their cooperative education credits through continuing/ alternative education (after school, at night school), in the summer, or through virtual cooperative education.
See Cooperative Education and Other Forms of Experiential Learning: Policies and Procedures for Ontario Secondary Schools, 2000, available on the ministry website at www.edu.gov.on.ca/ eng/document/curricul/secondary/coop/cooped.pdf.
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Specialist High Skills Major
All SHSMs require six or seven sector-recognized certifications that have been identified through extensive sector consultations. They include:
• threeorfourcompulsorycertificationsortrainingcourses/programs(e.g.,firstaid,CPR)
• therequirednumberofremainingcertifications,whichareselectedfromalistofelectivecertifications or training courses/programs.
How do students benefit?This component of the SHSM enables students to acquire the knowledge and skills related to safe work habits and sector-specific training. In addition, students with sector-recognized certifications and training have an advantage when entering the workforce.
What delivery criteria should be followed?Certification and training courses/programs must:
• bedeliveredbyacertifiedtrainer–apersonrecognizedbythecertificationprovider or by the sector as an authority (this requirement does not apply to the Workplace Hazardous Materials Information System [WHMIS])
• includeanassessmentandevaluationcomponent
• include,whereverpossible,documentationsuchasacertificateorotherproof of completion for the student’s portfolio and the student’s SHSM Record, which will indicate the title of each certification earned or training course/ program completed
• berecordedandincludedocumentationofthe number of hours involved, and the date the certification/training was completed.
A1.3 Certification and Training
PolICY
The identified certifications and training courses/programs are specific to each SHSM. Boards and schools offering an SHSM may not:
• substituteotherprogramsforthelistedcertificationsandtraining
• reducethenumberofcertificationsandtrainingprograms/courses.
School boards and schools may, however, provide opportunities for students to earn additional certifications and complete additional training. This enables boards and schools to customize their programs to reflect a local focus.
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The requirements for certification and training recognized and recommended by the sector are described for each SHSM in section a3: sectors.
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IntroductionComponents of the SHSM
What forms of delivery might be considered?The following table illustrates the factors schools and boards may want to consider in selecting a certification delivery model.
Certification and Training: Delivery Models
Delivery Model advantages Disadvantages
Industry delivered • Iscurrent
• Issectorrecognized
• Allowsforahands-oncomponent
• Providesexposuretothesector
• Providesauthenticlearning
• Maybeexpensive
• Maypresentaschedulingchallenge
online training • Isaccessible
• Canbecompletedanytime,duringthe day, night, or weekends
• Requireslittlesupervision
• Canbecost-effective
• Lacksahands-oncomponent
• Maynothaveaccommodationsfor learners with special needs
• Maybeexpensive
Co-delivered by industry/education partner and secondary school
• Canbedifferentiatedaccordingtolearner needs
• Fosterspartnerships
• Requirescoordinationandscheduling
Train the Trainer (teacher is certified to deliver the certification or training program)
• Iscost-effective
• Issustainableandbuildscapacity
• Ismoreeasilyembeddedin curriculum delivery
• Allowsforahands-oncomponent
• Iseasytoschedule
• Canbedifferentiatedaccordingtolearner needs
• Lackssectorexposurewhenno sector representative participates in the certification
• Maynotbeperceivedasgenuine or current by students
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Tools anD ResoURCes
The following resources are available on the ministry website:
• Cooperative education: Cooperative Education and Other Forms of Experiential Learning: Policies and Procedures for Ontario Secondary Schools, 2000 – www.edu.gov.on.ca/eng/document/curricul/secondary/coop/cooped.pdf
• Workplace safety coverage: Policy/Program Memorandum No. 76A, September 27, 2000 – www.edu.gov.on.ca/extra/eng/ppm/76a.html
• Minimum age to work in and visit ontario workplaces: SHSM Guide section of the Ministry of Education website – www.edu.gov.on.ca/eng/teachers/studentsuccess/specialist.html
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A1.4 Experiential Learning and Career Exploration
The SHSM experiential learning and career exploration requirement consists of planned learning activities that take place outside the traditional classroom setting. Experiential learning may take a variety of forms, including:
• careerexplorationactivities
• jobshadowing
• jobtwinning
• workexperience
• virtualworkexperience.
How do students benefit?Experiential learning and career exploration activities give students opportunities to explore, observe, participate in, and reflect on a variety of sector-specific experiences and careers. These activities also enable students enrolled in the SHSM to find out about the opportunities available in careers that interest them.
PolICY
Although cooperative education is also a form of experiential learning, students must participate in additional experiential learning and career exploration activities in order to meet the SHSM requirements.
Experiential learning activities cannot also be counted toward hours of community service required for graduation.
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IntroductionComponents of the SHSM
What placement criteria should be followed?Experiential learning placements for students must be arranged by the school and must meet the following requirements if the experience exceeds one day:
• Ateachermustassessaplacementbeforethestudentisassignedtoittoensurethat the placement offers a positive learning environment and a safe workplace.
• ThestudentmusthaveWorkplaceSafetyandInsuranceBoard(WSIB)coveragethroughthe ministry or the workplace.
What forms of experiential learning might be considered?The following table summarizes the forms of experiential learning and related programs you may want to consider:
Forms of Experiential Learning and Career Exploration
experience Description Key Requirements
Career exploration activities
Activities that allow students to explore career opportunities through work-site tours, career conferences or competitions (e.g., Skills Canada), simulation activities (e.g., Junior Achievement), and contact with a career mentor
May be incorporated into any credit course
Count towards the experiential learning component required for an SHSM
Preparation for every activity, including learning expectations, activity protocols, and health and safety
Opportunity for students to reflect on the activity
Completed field-trip form and transportation agreement
sUCCessfUl PRaCTICe
Experiential learning and career exploration activities could include the following:
• participationinatechnologicalskillscompetition
• one-on-oneobservationofacooperativeeducationstudentinaplacementinthesector(exampleofjob twinning)
• aday-longobservationofapersonworkinginthesector(exampleofjobshadowing)
• aone-ortwo-weekworkexperiencewithamemberofanindustryassociationoraprofessionalin the sector (example of work experience)
• acareertalkbyalocalsectorrepresentative
• attendanceatacareerfairoraconferencehostedbythesector
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experience Description Key Requirements
Job shadowing
One-half to one day (in some cases up to three days)
One-on-one observation of a worker at a place of employment
May be incorporated into any credit course
Counts towards the experiential learning component required for an SHSM
Teacher selection of an appropriate placement in a safe work environment
Preparation for the placement, including review of learning expectations, activity protocols, and health and safety
Opportunity for students to reflect on the experience
Completed field-trip form and transportation agreement
WSIB coverage if placement is more than one day
Job twinning
One-half to one day
One-on-one observation of a cooperative education student at his or her placement
May be incorporated into any credit course
Counts towards the experiential learning component required for an SHSM
Pairing of a student with a cooperative education student
Preparation for the placement, including review of learning expectations, activity protocols, and health and safety
Opportunity for students to reflect on the experience
Completed field-trip form and transportation agreement
Work experience/virtual work experience
One to four weeks
A planned learning opportunity that provides students with relatively short-term work experience. Virtual work experience is facilitated through the use of communications technology from the school.
May be incorporated into any credit course
Counts towards the experiential learning component required for an SHSM
Placement assessment
Pre-placement instruction addressing job-readiness skills, placement expectations, and health and safety
Opportunity for students to reflect on the experience
Development of a learning plan
WSIB coverage
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IntroductionComponents of the SHSM
Students pursuing an SHSM must have opportunities for “reach ahead” experiences connected with their postsecondary plans.
What are reach ahead experiences?These experiences enable Grade 11 and 12 students to gain confidence in their ability to be successful, refine skills and work habits, and make informed choices about future careers and next steps. Reach ahead opportunities could include:
• interviewinganemployeeinthefieldofworktheSHSMstudentisconsidering
• visitinganapprovedapprenticeshipdeliveryagenttoinvestigateaprogramofinterestto the SHSM student
• interviewingacollegeoruniversitystudentenrolledinaprogramofinteresttotheSHSM student
• attendinganumberofcollegeoruniversityclassesinthestudent’sareaofinterest
• attendingaconferenceorworkshopheldbythesector
• completingadualcreditcourse,whichcountsforcredittowardsboththeOSSDanda postsecondary certificate, diploma, or degree, or Level 1 apprenticeship (dual credit courses are ministry funded and subject to separate approval policies and procedures).
A1.5 Reach Ahead Experiences
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SHSM programs help students develop the Essential Skills and work habits that will prepare them for lifelong success, using the OSP as a planning and documentation tool.
What is the OSP?The OSP is a free, bilingual, Web-based resource that provides clear descriptions of the Essential Skills and work habits important for work, learning, and daily living.
What are Essential Skills?Essential Skills are the generic skills used in virtually all occupations and many aspects of daily life. They enable people to perform tasks required in their jobs and to participate fully in the workplace and the community. Essential Skills provide the foundation for learning other skills, such as technical skills and job- or workplace-specific skills, and they help people adjust to change. The OSP also includes important work habits such as working safely, working as part of a team, reliability, and initiative.
The Essential Skills and work habits described in the OSP are illustrated in the table below.
The Ontario Skills passport: Essential Skills and Work Habits
essential skills Work Habits
Reading TextWritingDocument UseComputer UseOral Communication
numeracyMoney MathScheduling or Budgeting and AccountingMeasurement and CalculationData AnalysisNumerical Estimation
Thinking skillsJob Task Planning and OrganizingDecision MakingProblem SolvingFinding Information
Working safelyTeamworkReliabilityOrganizationWorking independentlyInitiativeSelf-advocacyCustomer serviceEntrepreneurship
A1.6 Development of Essential Skills and Work Habits
POLICY Rel 1—2010 A1-15
Components of the SHSM
The OSP provides sample tasks for each EssentialSkillandworkhabit–inwork, learning,andeverydaylifecontexts–and details how workers use Essential Skills on the job. The OSP Action Plan for Learners is a planning tool that identifies the key OSP resources to help students build confidence and competence and make connections between their studies at school and their prospective careers.
How is the OSP used in an SHSM?Students use the OSP to learn about Essential Skills and work habits, occupation-related tasks, and careers relevant to the SHSM. Teachers provide students with opportunities to use the OSP to assess, practise, and build their Essential Skills and work habits and gather evidence of their demonstration of them during the SHSM experience.
The OSP in cooperative education programsStudents beginning an SHSM cooperative education program will create an OSP Work Plan related to their goals, interests, and particular SHSM sector. The student’s work placement supervisor is encouraged to assess and record the Essential Skills and work habits demonstrated by the student, using the OSP documentation tools.
InsIGHT
• Sectorrepresentativesconsultedonthe development of the SHSMs emphasized the importance of the Essential Skills and work habits.
• HumanResourcesandSkillsDevelopment Canada (HRSDC) has identified and validated the Essential Skills described in the OSP. The Ministry of Education and the Ministry of Training, Colleges and Universities co-sponsor the OSP.
• EssentialSkillsandworkhabitsare transferable from school to work or to further education or training, as well as from job to job and sector to sector.
A+
Tools anD ResoURCes
Visit the OSP website at http://skills.edu.gov.on.ca to find all the resources described in this section of the binder, including:
• OSPActionPlanforLearners
• OSPWorkPlan
• OSPTracker
• EssentialSkillsandworkhabits reference sheets
• Manyothertoolsandresources.
A+
Rel 1—2010A1-16
Specialist High Skills MajorSpecialist High Skills Major
The OSP in experiential learning and career explorationThe OSP can also be used effectively in conjunction with experiential learning and career exploration activities. For example, students can use the Essential Skills and work habits reference sheets, videos, and occupational profiles and self-assessment tools to learn about Essential Skills and work habits and see how they are used in everyday life and on the job in careers relevant to the SHSM. These activities give students opportunities to explore, observe, participate in, and reflect on a variety of sector-specific experiences and careers. They also enable students to increase their awareness of and develop the Essential Skills and work habits required in the sector. An experiential learning assignment or task could require students to identify examples of how the Essential Skills are applied in specific trades and administrative and management occupations–forexample,theEssentialSkillsused by an agricultural equipment mechanic, greenhouse operator, or veterinarian in an agricultural business.
sUCCessfUl PRaCTICe
A skills-based résumé is beneficial for students in preparation for interviews and meetings with employers. Such a résumé would clearly indicate their attainment of Essential Skills and work habits. Students can also use the OSP Tracker to plan opportunities for skills development during high school and after graduation.
A+
about occupations
Although SHSM programs are sector specific, many different occupations are available within any given sector. Examples of occupations within each specific sector are provided in the SHSM program descriptions in section 7: sectors, sorted by the type of postsecondary education or training the occupation would normally require, and including National Occupation Codes (NOCs). The National Occupational Classification is a system that describes and classifies all occupations in Canada using the four-digit NOCs.
This system and the codes are the authoritative source for occupational information in Canada. Entering one of these four-digit codes in the “Quick Search” box in the left-hand menu on the National Occupational Classification website (www5.hrsdc.gc.ca/NOC-CNP) results in occupational information related to that career.
For more information on occupations:
• gototheOSPwebsiteathttp://skills.edu.gov.on.ca
• clickon“OccupationsandTasks”inthenavigationbar
• select“SortedbyNOC”and“Next”
• clickonthe“SampleWorkplaceTasks”checkmarkforoneoftheoccupationstoviewadescription of the occupation, an overview of the Essential Skills required in the occupation, a list of sample tasks for the occupation, and assessment tools and other career and employment information related to the occupation.
IntroductionD
OCU
MEN
TATION
REQ
UIREM
ENTS
A2.1 Recording Student Progress A2-3
DoCUMenTaTIon ReQUIReMenTsA2
POLICY Rel 1—2010 A2-3
Documentation Requirements
Tracking and documenting are essential to ensure that students’ achievement of the SHSM components are recorded in an accurate and timely manner. Students’ SHSM achievement is recorded in the following official documents:
provincial Report Card: The section of the Provincial Report Card titled “Completion of Requirements for Graduation” records and tracks the required bundle of credits and identifies the sector for the SHSM.
Ontario Secondary School Diploma (OSSD): Students who have successfully completed the requirements for an SHSM and an OSSD will be awarded an OSSD with an embossed red SHSM seal. Returning graduate students are not eligible to obtain a second diploma. For students earning the SHSM designation after graduation, the OST and SHSM Record will document this successful completion.
Ontario Student Transcript (OST): When a student has successfully completed a credit in the SHSM program, the credit is denoted on the student’s OST with an “H” in the “Notes” column. As well, the name of the SHSM(e.g.,“SpecialistHighSkillsMajor– Manufacturing”) will be entered in the box labelled “Specialized Program” in the bottom section of the OST once the student has earned the SHSM.
SHSM Record: Students graduating with an SHSM designation on their diploma will also receive an SHSM Record, which provides details regarding their achievement of the five requiredcomponents–thebundledcredits,certificationsandtrainingcourses/programs,experiential learning and career exploration activities, reach ahead experiences, and use of the OSP to document their demonstration of Essential Skills and work habits. The SHSM Record is given to students upon graduation, and a copy is filed in the student’s Ontario Student Record (OSR).
What happens when a student leaves the program, board, or school?When a student opts out of the SHSM, transfers to another school, or graduates without completing all the components, a copy of the SHSM Record with the notation “partially completed” shows the requirements completed to date. This is filed in the student’s OSR and is forwarded to the new school if applicable. In the event that a student has not achieved all the required components of the SHSM at graduation, the SHSM Record becomes a useful document, as it demonstrates his or her achievement of the SHSM components.
A2.1 Recording Student Progress
Tools anD ResoURCes
See section C: Resources for tracking tools and templates developed by Ontario boards.
A+
Introduction
Page Agriculture AGR-1 Arts and Culture A&C-1 Aviation and Aerospace A&A-1 Business BUS-1 Construction CON-1 Energy ENE-1 Environment ENV-1 Forestry FOR-1 Health and Wellness H&W-1 Horticulture and Landscaping H&L-1 Hospitality and Tourism H&T-1 Information and Communications Technology ICT-1 Justice, Community Safety, and Emergency Services JCSES-1 Manufacturing MAN-1 Mining MIN-1 Non-profit NPR-1 Sports SPO-1 Transportation TRA-1
A3 seCToRs
SECTORS
Introduction
POLICY Rel 1—2010 AGR-1
Agriculture
Required Components for the sHsM–agriculture
1. A bundle of nine Grade 11 and Grade 12 credits that comprises:
• fouragriculturemajorcredits
• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,andachoiceofbusiness studies or science
• twocooperativeeducationcreditstiedtothesector.
2. Six sector-recognized certifications and/or training courses/programs (three compulsory and a choice of three electives)
3. Experiential learning and career exploration activities within the sector
4. Reach ahead experiences connected with the student’s postsecondary plans
5. Development of Essential Skills and work habits required in the sector, and documentation of them using the OSP
profile of the Agriculture Sector
The agriculture sector plays a major role in the Canadian economy. According to Statistics Canada, about 327,000 people were employed in Canadian agriculture in 2008, which was 1.8 per cent of the Canadian labour force. This included farmers and all hired labour 15 years of age and over. In 2008, agricultural production added a net value of $14.9 billion (in current dollars) to Canada’s economy, an increase of $5.4 billion over 2007. As one of the world’s leading agri-food trading nations, Canada continued to export more agri-food products than it imported in 2008. As a result, the nation’s trade surplus in agricultural and fish products rose from $8.9 billion in 2007 to $12.3 billion.1
TheSHSM–Agricultureenablesstudentstobuildafoundationofsector-focusedknowledgeand skills before graduating and entering apprenticeship training, college, university, or an entry-level position in the workplace. Depending on local circumstances, this SHSM may be designedtohaveaparticularfocus–forexample,onagriculturalequipmentoranimalandcrop science. Where a choice of focus areas is offered, students may select one.
agriculture
InsIGHT
The requirements of this SHSM are unique and are geared to the agriculture sector. However, the design of all SHSM programs follows a consistent model, described in section a: Policy.
A+
1 Statistics Canada, VISTA on the Agri-Food Industry and the Farm Community, “Canadian Agriculture in 2008: An Overview of Key Events”, www.statcan.gc.ca/pub/21-004-x/21-004-x2009002-eng.pdf.
Rel 1—2010AGR-2
Specialist High Skills MajorSpecialist High Skills Major
Occupations in the Agriculture Sector
The following table provides examples of occupations in the agriculture sector, with corresponding NOCs, sorted according to the type of postsecondary education or training the occupations would normally require.
apprenticeship Training College
• Arborist2225
• Blacksmith7266
• DairyHerdsperson8253
• FarmEquipmentTechnician7312
• FruitGrower8251
• HorseGroom6483
• PartsPerson1472
• SwineHerdsperson8253
• AgriculturalEquipmentandSuppliesTechnicalSalesperson 6221
• CustomerSupportRepresentative6221
• FarmerandFarmManager8251
• TechnicalSalesSpecialist6221
• VeterinaryEquipmentandSupplies Salesperson 6221
• WineryandViticultureTechnician8251
University Workplace
• AgriculturalChemist2112
• AgriculturalInspector2222
• Agronomist2123
• ChemicalEngineer2134
• MechanicalEngineer2132
• SoilScientist2115
• Veterinarian3114
• GeneralFarmWorker8431
• GreenhouseWorker8432
• HarvestingLabourer8611
• MechanicHelper7612
• PetGroomerandAnimalCareWorker6483
• SpecializedLivestockWorker8253
Note: Some of the names of occupations in this table may differ slightly from the names given in the National Occupation Classification system. The names listed here reflect common usage by institutions and organizations in this sector in Ontario.
fInD IT!
See section a1.6 for more on occupations and NOCs.
A+
POLICY Rel 1—2010 AGR-3
IntroductionAgriculture
postsecondary programs and Training in the Agriculture Sector
The following are examples of programs and training related to careers in the agriculture sector and the accreditations associated with each.
Apprenticeship Training
Arborist Certificate of apprenticeship/ certificate of qualification
Blacksmith Certificate of apprenticeship/ certificate of qualification
Dairy Herdsperson Certificate of apprenticeship/ certificate of qualification
Farm Equipment Mechanic Certificate of apprenticeship/ certificate of qualification
Farm Equipment Technician Certificate of apprenticeship/ certificate of qualification
Heavy Equipment Operator Certificate of apprenticeship/ certificate of qualification
Horse Groom Certificate of apprenticeship/ certificate of qualification
Horse Harness Maker Certificate of apprenticeship/ certificate of qualification
Hydraulics/Pneumatics Mechanic Certificate of apprenticeship/ certificate of qualification
Motive Power Techniques Certificate of apprenticeship/ certificate of qualification
Saddle Maker Certificate of apprenticeship/ certificate of qualification
Swine Herdsperson Certificate of apprenticeship/ certificate of qualification
College
Agriculture Diploma
Agriculture–Equine Diploma
Animal Care Diploma
Blacksmith Diploma
Greenhouse Technician Diploma
Veterinary Assistant Diploma
Veterinary Technology Diploma
Winery and Viticulture Diploma
Rel 1—2010AGR-4
Specialist High Skills MajorSpecialist High Skills Major
University
Agricultural Business/Economics Bachelor’s degree
Agricultural Science/Organic Agriculture Bachelor’s degree
Agronomy Bachelor’s degree
Animal Science/Zoology Bachelor’s degree
Bio-Resource Management Bachelor’s degree
Environmental Economics and Policy Bachelor’s degree
Plant Biology Bachelor’s degree
Veterinary Medicine Bachelor’s degree
Training for the Workplace
Business Management Certificate
Coaching and Horsemanship Certificate
Equine Management Certificate
Welding Techniques Certificate
Required Components for the SHSM–Agriculture
TheSHSM–Agriculturehasthefollowingfiverequiredcomponents:
1. A bundle of nine Grade 11 and Grade 12 creditsThese credits make up the bundle:
• fouragriculturemajorcreditsthatprovidesector-specificknowledgeandskills
• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics, and science or business studies, in which some expectations are met through learning activities contextualized to the agriculture sector
• twocooperativeeducationcreditsthatprovideauthenticlearningexperiencesin a workplace setting, enabling students to refine, extend, apply, and practise sector- specific knowledge and skills.
AnSHSMcanbedesignedtofocusonaspecificareawithinthegivensector–forexample,theSHSM–Agriculturecanfocusonagriculturalequipment,animalandcropscience,orsome other area of agriculture. This focus is achieved through the selection of the four major credits in the bundle. Depending on local circumstances, boards may elect to offer one or more variants of the SHSM in a given sector, each with a particular area of focus.
POLICY Rel 1—2010 AGR-5
IntroductionAgriculture
Credits
apprenticeship Training College University Workplace
Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12
agriculture Major 2 2 2 2 2 2 2 2
includes content delivered in the sector’s context
english 1 1 1 1
Mathematics 1 1 1 1
business studies or science 1 1 1 1
Cooperative education 2 2 2 2
Total number of credits 9 9 9 9
Note: Multiple credits in the Ontario technological education curriculum allow additional instructional time for the practice and refinement of skills needed to develop student performance to the levels required for certification, entry into apprenticeship programs, or participation in school–work transition programs (see The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009, page 17).
2. Six sector-recognized certifications and/or training courses/programsThe SHSM in agriculture requires students to complete six sector-recognized certifications and/or training courses/programs. Of these, three are compulsory and the remaining three are electives that must be chosen from the list in the following table. Note that items in the table that are capitalized are the proper names of specific certifications or training courses/programs that are appropriate for the SHSM. Items that are lowercased are names of the areas or categories within which specific certifications or training courses/programs should be selected by the school or board. The requirements are summarized in the table below.
fInD IT!
See section a1.3 for more on SHSM certifications and training.
A+
Rel 1—2010AGR-6
Specialist High Skills MajorSpecialist High Skills Major
Three compulsory
Cardiopulmonary Resuscitation (CPR) Level A
generic (i.e., not site-specific) instruction about the Workplace Hazardous Materials Information System (WHMIS)
Standard First Aid
Three electives from the list below
chainsaw safety electrics – basic equipment operation safety
fall protection
fundamentals of the combine – Level 1
grain grading hazardous atmospheres and confined spaces
hydraulics – basic
large animal handling lift truck safety livestock medicine lockout/tagging
nutrient management personal protective equipment – agriculture
pesticide handling and safety
safe lifting
small engines maintenance
theory of combine settings and adjustments – Level 2
tractors and other self-propelled equipment
3. Experiential learning and career exploration activitiesExperiential learning and career exploration opportunities relevant to the sector might include:
• one-on-oneobservationofacooperativeeducationstudentat a placement in the agriculture sector (example of job twinning)
• aday-longobservationofaskilledtradespersoninthe agriculture sector (example of job shadowing)
• aone-ortwo-weekworkexperiencewithamemberofanindustryassociationora professional in the sector (example of work experience)
• thegroomingofananimal(e.g.,dog,cow,horse)foracompetition
• thecareandfeedingoffarmanimals
• avisittoafarmers’marketorfarmmachinerysupplier.
fInD IT!
See section a1.4 for more on experiential learning and career exploration activities.
A+
PolICY
Note that volunteer activities in an SHSM cannot be counted towards the hours of community involvement required to earn the OSSD.
A+
POLICY Rel 1—2010 AGR-7
IntroductionAgriculture
4. Reach ahead experiencesStudentsareprovidedoneormorereachaheadexperiences–opportunities to take the next steps along their chosen pathway–asshowninthefollowingexamples:
• Apprenticeship:visitinganapprovedapprenticeshipdeliveryagent in the sector
• College:interviewingacollegestudentenrolledin a sector-specific program
• University:observingauniversityclassinasector- related program
• Workplace:interviewinganemployeeinthesector.
5. Essential Skills and work habits and the OSPStudents will develop Essential Skills and work habits required in the sector and document them using the OSP, a component of the SHSM.
pathways for the SHSM–Agriculture
A table illustrating the four pathways and required credits leading to completion of this SHSM is provide. You will also find tables illustrating sample bundles of credits, and other useful resources, on the ministry’s SHSM website.
Awareness building (Grades 7 and 8)See Section 5.5 for information on building awareness of SHSM programs among students in Grades 7 and 8.
Exploration (Grades 9 and 10)See Section 5.5 for information on providing Grade 9 and 10 students with opportunities for exploration of SHSM programs. In addition, students considering this SHSM can be encouraged to enrol in the following courses to become better informed about careers and postsecondary options in the sector:
• ExploringTechnologies:ThisGrade9courseisrecommendedforallstudentsfollowingSHSM pathways that have a technological education focus. The course provides students with opportunities to explore a variety of technologies, including agriculture technology, by engaging in activities related to them.
• CareerStudies(compulsory)andDiscoveringtheWorkplace:Someoftheexpectations in these Grade 10 courses provide opportunities for students to explore occupations and other postsecondary options in the sector and to participate in experiential learning activities.
fInD IT!
See section a1.6 for more on Essential Skills and work habits.
A+
Tools anD ResoURCes
Visit the ministry’s SHSM website at www.edu.gov.on.ca/eng/teachers/ studentsuccess/specialist.html for:
• samplebundlesofcreditsspecificto this SHSM
• alistoforganizationsandresources specific to this SHSM.
A+
fInD IT!
See section a1.5 for more on reach ahead experiences.
A+
Rel 1—2010AGR-8
Specialist High Skills MajorSpecialist High Skills Major
• TransportationTechnology:ThiscourseisrecommendedforanyGrade10student whoisconsideringenrollinginanSHSM–Agricultureprogramwithafocuson agricultural equipment.
• GreenIndustries:ThiscourseisrecommendedforanyGrade10studentwhoisconsideringenrollinginanSHSM–Agricultureprogramwithafocusoncropscience.
Specialization (Grades 11 and 12)Students acquire the sector-specific knowledge and technical skills required to earn their OSSDwithanSHSM–Agriculturebycompletingitsfiverequiredcomponents.Studentsandtheir parents/guardians are encouraged to consult with guidance counsellors and teachers to select the courses that will enable students to pursue their goals.
Students pursuing an apprenticeship pathway should consider OYAP, which enables them to start an apprenticeship while earning their OSSD.
Students pursuing a university pathway are advised to complete their required cooperative education credits in Grade 11, in order to allow room in their timetables in Grade 12 for credits needed to meet university entrance requirements.
When helping students plan their SHSMs, particularly with respect to the selection of courses to fulfil the requirement for credits in the major, teachers should bear in mind that technological education courses can be offered as single-credit or multiple-credit courses.
POLICY Rel 1—2010 AGR-9
IntroductionAgriculture
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Introduction
POLICY Rel 1—2010 A&C-1
Arts and Culture
Required Components for the sHsM–arts and Culture
1. A bundle of eight Grade 11 and Grade 12 credits that comprises:
• fourartsandculturemajorcredits
• twootherrequiredcreditsfromtheOntariocurriculum,inEnglishandachoiceofbusinessstudiesor Canadian and world studies
• twocooperativeeducationcreditstiedtothesector.
2. Six sector-recognized certifications and/or training courses/programs (three compulsory and a choice of three electives)
3. Experiential learning and career exploration activities within the sector
4. Reach ahead experiences connected with the student’s postsecondary plans
5. Development of Essential Skills and work habits required in the sector, and documentation of them using the OSP
profile of the Arts and Culture Sector
According to the Canada Council for the Arts, arts and culture are essential elements in thenewglobaleconomy–notonlyfortheir entertainment value but also for the skills they develop in individuals.1 For example, an arts education challenges people to think critically andtosolveproblemscreatively–skillsthatare now in high demand. During the 1990s, the culture sector labour force grew by 31 per cent, compared to a growth rate of 20 per cent for Canada’s labour force as a whole.
TheSHSM–ArtsandCultureenablesstudentstobuildafoundationofsector-focusedknowledge and skills before graduating and entering apprenticeship training, college, university, or an entry-level position in the workplace. Depending on local circumstances, thisSHSMmaybedesignedtohaveaparticularfocus–forexample,ondance,dramaticarts management, or technical production. Where a choice of focus areas is offered, students may select one.
arts and Culture
1 Canada Council for the Arts, “Arts and cultural activities are at the heart of communities”, www.canadacouncil.ca/aboutus/Promotion/sb127305898700625000.htm.
InsIGHT
The requirements of this SHSM are unique and are geared to the arts and culture sector. However, the design of all SHSM programs follows a consistent model, described in section a: Policy.
A+
Rel 1—2010A&C-2
Specialist High Skills MajorSpecialist High Skills Major
Occupations in the Arts and Culture Sector
The following table provides examples of occupations in the arts and culture sector, with corresponding NOCs, sorted according to the type of postsecondary education or training the occupations would normally require.
apprenticeship Training College
• EntertainmentIndustryPowerTechnician5225• GemSetter/Goldsmith5243• NativeClothingandCraftsArtisan5244• PainterandDecorator7294• Patternmaker–Textile,Leather,and
Fur Products 5245
• ActororComedian5135• Animator–GraphicDesignandIllustration5241• AnnouncerandOtherBroadcasters5231• ApparelProductionSupervisor9225• ArtisanorCraftsperson5244• BroadcastTechnician5224• FilmorVideoCameraOperator5222• GraphicArtsTechnician5223• GraphicDesignerorIllustrator5241• InteriorDesigner5242• OtherPerformers5232• OtherTechnicalandCoordinatingOccupations
in Motion Pictures, Broadcasting, and the Performing Arts 5226
• Photographer5221• TechnicalOccupationsRelatedtoMuseumsand
Art Galleries 5212• Theatre,Fashion,Exhibit,andOtherCreative
Designers 5243 • VideoRecordingTechnician5225
University Workplace
• AuthororWriter5121• Conductor,Composer,orArranger5132• ConservatororCurator5112• Dancer5134• Painters,Sculptors,andOtherVisualArtists5136• Producer,Director,Choreographer,andRelated
Occupations 5131 • ProfessionalOccupationsinPublicRelationsand
Communications 5124
• Camera,Platemaking,orOtherPre-Press Operations9472
• DesktopPublishingOperatorandRelated Occupations 1423
• Entertainer5232• GraphicArtistorIllustrator5241• MusicianorSinger5133• PhotographicandFilmProcessor9474• SignMaker9498• TextileColourist9443• Weaver,Knitter,andOtherFabric-Making
Occupations9442
Note: Some of the names of occupations in this table may differ slightly from the names given in the National Occupation Classification system. The names listed here reflect common usage by institutions and organizations in this sector in Ontario.
fInD IT!
See section a1.6 for more on occupations and NOCs.
A+
POLICY Rel 1—2010 A&C-3
IntroductionArts and Culture
postsecondary programs and Training in the Arts and Culture Sector
The following are examples of programs and training related to careers in the arts and culture sector and the accreditations associated with each.
Apprenticeship Training
Entertainment Industry Power Technician Certificate of apprenticeship/ certificate of qualification
Gem Setter/Goldsmith Certificate of apprenticeship/ certificate of qualification
Native Clothing and Crafts Artisan Certificate of apprenticeship/ certificate of qualification
Painter and Decorator Certificate of apprenticeship/ certificate of qualification
Patternmaker–Textile,Leather,andFurProducts Certificateofapprenticeship/ certificate of qualification
CollegeDance
Dance History Diploma
Performance Studies Diploma
Theatre/Drama/Performing Arts
Acting for Film, Television, and Theatre Diploma
Audio Production, Recording, and Diploma Engineering Technology
Comedy Writing and Performance Diploma
Entertainment Business Diploma
Musical Theatre Diploma
Performing Arts Administration Diploma
Theatre–DramaticArts/Performance Diploma
Theatre Production and Technical Production Diploma
Music
Applied Music Diploma
Audio Engineering, Recording, Production Diploma
Entertainment/Music Business Management Diploma
Music Diploma
Music Performance Diploma
Sound Design Diploma
Rel 1—2010A&C-4
Specialist High Skills MajorSpecialist High Skills Major
Visual/Media Arts and Design
Advertising Design and Media Sales Diploma
Computer/Digital Animation Diploma
Digital Video Production Diploma
Fashion Arts/Fashion Design Diploma
Fashion Marketing and Merchandising Diploma
Fashion/Video Makeup Design Diploma
Film and Television Technician Diploma
Game Development/Multimedia Development Diploma
GraphicDesign–AdvertisingandPackageDesign Diploma
Interior Design/Decorating Diploma
Internet Graphic Design Diploma
Radio Broadcasting Diploma
Residential Design Diploma
Television Broadcasting Diploma
Visual Merchandising Arts Diploma
Visual, Creative, Design, Digital, and Media Arts Diploma
UniversityDance
Dance Studies Bachelor’s degree
TheatrePerformance–Dance Bachelor’sdegree
Theatre/Drama/Performing Arts
Drama Bachelor’s degree
Drama and Speech Communication Bachelor’s degree
Drama in Education and Community Bachelor’s degree
Drama/TheatreArts/TheatreStudies–Performance Bachelor’sdegree
Theatre/Drama Bachelor’s degree
Music
Music Bachelor’s degree
Music–AdministrativeStudies Bachelor’sdegree
Music Education Bachelor’s degree
Music History, Culture, Theory, and Composition Bachelor’s degree
Music Performance Bachelor’s degree
Music Therapy Bachelor’s degree
POLICY Rel 1—2010 A&C-5
IntroductionArts and Culture
Visual/Media Arts and Design
Animation Bachelor’s degree
AppliedArts–InteriorDesign Bachelor’sdegree
Architectural Studies Bachelor’s degree
Art History Bachelor’s degree
Communication Studies Bachelor’s degree
Creative Advertising Bachelor’s degree
Fashion Communication Bachelor’s degree
Fashion Design Bachelor’s degree
Film Studies Bachelor’s degree
Graphic Design Bachelor’s degree
Illustration Bachelor’s degree
Image Arts Bachelor’s degree
Journalism Bachelor’s degree
Visual Arts Bachelor’s degree
VisualArts–ComputerScience Bachelor’sdegree
Visual Culture Bachelor’s degree
Training for the WorkplaceDance
Commercial Dance Studies Certificate
Dance Performance Preparation Certificate
Dance Studies Certificate
Expressive Arts Certificate
Theatre/Drama/Performing Arts
Introduction to Performing Arts Careers Certificate
Performing Arts Preparation Certificate
Music
AppliedMusic–Preparatory Certificate
Digital Music Design Certificate
Music Media Fundamentals Certificate
Rel 1—2010A&C-6
Specialist High Skills MajorSpecialist High Skills Major
Visual/Media Arts and Design
Advertising Design Certificate
Animation and Rendering Certificate
Architectural Modelling Certificate
Art and Design Foundation Certificate
Computer/Digital Animation Certificate
Computer/Graphic Design/Image Arts Certificate
Desktop Publishing Certificate
Fundamentals of Interior Design Certificate
Visual Arts Literacy and Fundamentals Certificate
Required Components for the SHSM–Arts and Culture
TheSHSM–ArtsandCulturehasthefollowingfiverequiredcomponents:
1. A bundle of eight Grade 11 and Grade 12 creditsThese credits make up the bundle:
• fourartsandculturemajorcreditsthatprovidesector-specificknowledge and skills
• twootherrequiredcreditsfromtheOntariocurriculum,inEnglish and business studies or Canadian and world studies, in which some expectations are met through learning activities contextualized to the arts and culture sector
• twocooperativeeducationcreditsthatprovideauthenticlearningexperiencesinaworkplace setting, enabling students to refine, extend, apply, and practise sector-specific knowledge and skills.
AnSHSMcanbedesignedtofocusonaspecificareawithinthegivensector–forexample,theSHSM–ArtsandCulturecanfocusondance,visualarts,dramaticarts,music,mediaarts,technical production, or some other area of arts and culture. This focus is achieved through the selection of the four major credits in the bundle. Depending on local circumstances, boards may elect to offer one or more variants of the SHSM in a given sector, each with a particular area of focus.
fInD IT!
See section a1.2 for more on SHSM credits.
A+
POLICY Rel 1—2010 A&C-7
IntroductionArts and Culture
Credits
apprenticeship Training College University Workplace
Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12
arts and Culture Major 2 2 2 2 2 2 2 2
includes content delivered in the sector’s context
english 1 1 1 1
business studies or Canadian and World studies
1 1 1 1
Cooperative education 2 2 2 2
Total number of credits 8 8 8 8
Note: Communications technology courses from the Ontario technological education curriculum may be taken as major credits for some Arts and Culture SHSMs (e.g., those focused on technical production). In the technological education curriculum, multiple credits allow additional instructional time for the practice and refinement of skills needed to develop student performance to the levels required for certification, entry into apprenticeship programs, or participation in school–work transition programs (see The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009, page 17).
2. Six sector-recognized certifications and/or training courses/programsThe SHSM in arts and culture requires students to complete six sector-recognized certifications and/or training courses/programs. Of these, three are compulsory and the remaining three are electives that must be chosen from the list in the following table. Note that items in the table that are capitalized are the proper names of specific certifications or training courses/programs that are appropriate for the SHSM. Items that are lowercased are names of the areas or categories within which specific certifications or training courses/programs should be selected by the school or board. The requirements are summarized in the table below.
fInD IT!
See section a1.3 for more on SHSM certifications and training.
A+
Rel 1—2010A&C-8
Specialist High Skills MajorSpecialist High Skills Major
Three compulsory
Cardiopulmonary Resuscitation (CPR) Level A
generic (i.e., not site-specific) instruction about the Workplace Hazardous Materials Information System (WHMIS)
Standard First Aid
Three electives from the list below
curatorial techniques customer service electrical safety elevated work platforms
fall protection framing and matting health and safety – basic instructor certification
lighting and sound equipment maintenance
makeup/cosmetology musical instrument repair portfolio development
proper lifting and carrying techniques
pyrotechnics recording equipment sewing
software – animation software – graphic arts software – photography stage combat
taping for dance performance
technical staging training in an art form (e.g., mime, tap dance, improvisation)
training in a technique (e.g., figure drawing, conducting)
3. Experiential learning and career exploration activitiesExperiential learning and career exploration opportunities relevant to the sector might include:
• one-on-oneobservationofacooperativeeducationstudentat a placement in the arts and culture sector (example of job twinning)
• aday-longobservationofanartist(exampleofjobshadowing)
• aone-ortwo-weekworkexperiencewithamemberofanindustryassociationora professional in the sector (example of work experience)
• participationinalocal,provincial,ornationalcompetitionfocusedononeofthearts
• attendanceatasectortradeshow,conference,symposium,orjobfair
• atourofalocaltheatre,museum,studio,orartgallery.
fInD IT!
See section a1.4 for more on experiential learning and career exploration activities.
A+
PolICY
Note that volunteer activities in an SHSM cannot be counted towards the hours of community involvement required to earn the OSSD.
A+
POLICY Rel 1—2010 A&C-9
IntroductionArts and Culture
4. Reach ahead experiencesStudentsareprovidedoneormorereachaheadexperiences–opportunities to take the next steps along their chosen pathway–asshowninthefollowingexamples:
• Apprenticeship:visitinganapprovedapprenticeshipdeliveryagent in the sector
• College:interviewingacollegestudentenrolledinasector-specificprogram
• University:observingauniversityclassinasector-relatedprogram
• Workplace:interviewinganemployeeinthesector.
5. Essential Skills and work habits and the OSPStudents will develop Essential Skills and work habits required in the sector and document them using the OSP, a component of the SHSM.
pathways for the SHSM–Arts and Culture
A table illustrating the four pathways and required credits leading to completion of this SHSM is provided below. You will also find tables illustrating sample bundles of credits, and other useful resources, on the ministry’s SHSM website.
Awareness building (Grades 7 and 8)See Section 5.5 for information on building awareness of SHSM programs among students in Grades 7 and 8.
Exploration (Grades 9 and 10)See Section 5.5 for information on providing Grade 9 and 10 students with opportunities for exploration of SHSM programs. In addition, students considering this SHSM can be encouraged to enrol in the following courses to become better informed about careers and postsecondary options in the sector:
• AGrade9artscourseorExploringTechnologies:Thesecoursesarerecommended because they allow students to develop skills and acquire knowledge in a particular area of arts and culture and to benefit from doing so at an early age.
• CareerStudies(compulsory)andDiscoveringtheWorkplace:Someoftheexpectations in these Grade 10 courses provide opportunities for students to explore occupations and other postsecondary options in the sector and to participate in experiential learning activities.
fInD IT!
See section a1.6 for more on Essential Skills and work habits.
A+
Tools anD ResoURCes
Visit the ministry’s SHSM website at www.edu.gov.on.ca/eng/teachers/ studentsuccess/specialist.html for:
• samplebundlesofcreditsspecificto this SHSM
• alistoforganizationsandresources specific to this SHSM.
A+
fInD IT!
See section a1.5 for more on reach ahead experiences.
A+
Rel 1—2010A&C-10
Specialist High Skills MajorSpecialist High Skills Major
• AGrade10courseintheartsortechnologicaleducation:ThesecoursesarerecommendedforstudentsconsideringenrollinginanSHSM–ArtsandCultureprogram.Thesecoursesprovide students with opportunities to further explore the area of focus being considered and develop their skills, and to gain a better understanding of the program.
• Schoolsandboardscanalsoprovideopportunitiesforstudentstoexploreoccupationsin the sector through experiential learning. These experiences could include job shadowing, visiting art galleries, and participating in the Ontario Arts Council’s Artist in Education workshops.
Specialization (Grades 11 and 12)Students acquire the sector-specific knowledge and technical skills required to earn their OSSDwithanSHSM–ArtsandCulturebycompletingitsfiverequiredcomponents.Studentsand their parents/guardians are encouraged to consult with guidance counsellors and teachers to select the courses that will enable students to pursue their goals.
Some students may need to earn some of the required credits for the SHSM in arts and culture in the summer or evening, or through e-learning. Co-op placements that focus on cultural activities are often scheduled at those times.
Students in Grade 12 may want to earn the arts and culture major credits required in that grade in the first half of the school year so that they are better prepared for college and university portfolio interviews and performance auditions, which are usually held in January and February. For the same reason, students may also want to complete as many sector- recognized certifications and training courses/programs as they can in the first half of the year. Wherever possible, students should include documentation such as a certificate or proof of completion of these certifications and training courses/programs in their admissions portfolio or résumé. Along with this documentation, students should include proof of their attainment of Essential Skills and work habits identified in the OSP, as recorded in their OSP Work Plans by employers during cooperative education placements.
Students pursuing an apprenticeship pathway should consider OYAP, which enables them to start an apprenticeship while earning their OSSD.
Students pursuing a university pathway are advised to complete their required cooperative education credits in Grade 11, in order to allow room in their timetables in Grade 12 for credits needed to meet university entrance requirements.
When helping students plan their SHSMs, particularly with respect to the selection of courses to fulfil the requirement for credits in the major, teachers should bear in mind that technological education courses can be offered as single-credit or multiple-credit courses.
POLICY Rel 1—2010 A&C-11
IntroductionArts and Culture
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Introduction
POLICY Rel 1—2010 A&A-1
Aviation and Aerospace
Required Components for the sHsM–aviation and aerospace
1. A bundle of nine Grade 11 and Grade 12 credits that comprises:
• fouraviationandaerospacemajorcredits
• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,andachoiceofbusiness studies, Canadian and world studies or science
• twocooperativeeducationcreditstiedtothesector.
2. Seven sector-recognized certifications and/or training courses/programs (three compulsory and a choice of four electives)
3. Experiential learning and career exploration activities within the sector
4. Reach ahead experiences connected with the student’s postsecondary plans
5. Development of Essential Skills and work habits required in the sector, and documentation of them using the OSP
profile of the Aviation and Aerospace Sector
The aviation and aerospace industry plays an important role in the Canadian economy, affecting and drawing on many other sectors and providing critical services to Canadian citizens, businesses, and communities, as well as Canada’s armed forces.
The Canadian aviation and aerospace industry comprises more than 400 companies located in every region of the country. It employs 83,000 Canadians and had sales of $23.8 billion in 2008. Over 80 per cent of the industry’s output is exported. Canadian aerospace companies are global leaders, with a significant market share in regional aircraft, avionics, business jets, commercial helicopters, aircraft engines, flight simulation, landing gear, and space systems.
The industry is backed by strong investment in research and development ($1.3 billion in 2008), and a highly skilled workforce.1 In 2004, approximately 12,000 engineers and scientists and 20,000 technicians and technologists were working in the aviation and aerospace industry. In that year, Ontario’s aviation and aerospace industry, the second largest industry in Canada, accounted for about 25 per cent of industry sales and employment.2
aviation and aerospace
InsIGHT
The requirements of this SHSM are unique and are geared to the aviation and aerospace sector. However, the design of all SHSM programs follows a consistent model, described in section a: Policy.
A+
1 Aerospace Industries Association of Canada, Industry Statistics, www.aiac.ca/resources-and-publications/industry-statistics; Aerospace Industries Association of Canada, Canadian Aerospace Industry: Performance 2008 (June 2009). 2 Ontario Aerospace Council, Ontario Aerospace, November 2006.
Rel 1—2010A&A-2
Specialist High Skills MajorSpecialist High Skills Major
The ever-changing nature of aviation and aerospace, the complexity of supply chain dynamics, and the accelerated pace of change in the aerospace sector provide ample career opportunities for Ontario students.
Core industries in this sector include:
• maintenance,repair,andoverhaulservicesforaircraft,engines,avionics,systems, and equipment
• designandmanufacturingofcommercialaircraft,engines,systems,avionics,equipment,and components
• flightoperations(e.g.,pilottraining,airportservices,airtrafficcontrol,spaceand equipment handling).
TheSHSM–AviationandAerospaceenablesstudentstobuildafoundationofsector-focusedknowledge and skills before graduating and entering apprenticeship training, college, university, or an entry-level position in the workplace. Depending on local circumstances, this SHSM may be designed to have a particular focus. Where a choice of focus areas is offered, students may select one.
Occupations in the Aviation and Aerospace Sector
The following table provides examples of occupations in the aviation and aerospace sector, with corresponding NOCs, sorted according to the type of postsecondary education or training the occupations would normally require. Many of the careers listed below can be obtained by following several different pathways. For example, “Air Pilot” appears under the college pathway but may also be achieved by following the university or workplace pathway.
apprenticeship Training College
• AircraftInstrument,Electrical,andAvionicsMechanic, Technician, and Inspector 2244
• AircraftSheetMetalTechnician7261
• AircraftMechanicandAircraftInspector7315
• AircraftWelder7265
• AviationMachinist7231
• AircraftInstruments,ElectricalandAvionicsMechanics, Technicians and Inspectors 2244
• AirPilot,FlightEngineer,andFlying Instructor 2271
• AirTrafficControllerandRelated Occupations 2272
• ElectronicServiceTechnician2242
• MechanicalEngineeringTechnologistand Technician 2232
• MetalFabricatorFitter7263
• MeteorologicalTechnician2213
• Non-destructiveTesterandInspector2261
• QualityControlTechnician2233
fInD IT!
See section a1.6 for more on occupations and NOCs.
A+
POLICY Rel 1—2010 A&A-3
IntroductionAviation and Aerospace
University Workplace
• AerospaceEngineer2146
• AvionicsEngineer2133
• IndustrialandManufacturingEngineer2141
• MechanicalEngineer2132
• AirTrafficController2272
• AirTransportRampAttendant7437
• AircraftAssemblerandAircraftAssembly Inspector9481
• AirlineSalesandServiceAgent6433
• MaterialHandler7452
• TransportationandCrewScheduler1476
Note: Some of the names of occupations in this table may differ slightly from the names given in the National Occupation Classification system. The names listed here reflect common usage by institutions and organizations in this sector in Ontario.
postsecondary programs and Training in the Aviation and Aerospace Sector
The following are examples of programs and training related to careers in the aviation and aerospace sector and the accreditations associated with each.
Apprenticeship Training
Aircraft Instrument, Electrical and Certificate of apprenticeship/ Avionics Mechanic certificate of qualification
Aviation Machinist Certificate of apprenticeship/ certificate of qualification
College
Aircraft Gas Turbine Engine Repair Diploma and Overhaul Technician
Aircraft Maintenance Technician Diploma
Aircraft Structures Technician Diploma
Aviation — General Arts and Science Diploma
Aviation Management Diploma
Flight Simulator Technician Diploma
University
Aerospace Engineer Bachelor’s degree
Electrical Engineer Bachelor’s degree
Industrial and Manufacturing Engineer Bachelor’s degree
InsIGHT
Transport Canada is the primary governing body for aviation maintenance engineer (AME) licensing in Canada.
A+
Rel 1—2010A&A-4
Specialist High Skills MajorSpecialist High Skills Major
Mechanical Engineer Bachelor’s degree
Technical Manager Bachelor’s degree
Training for the Workplace
Air Traffic Controller Licence
Aircraft Assembler Certificate
Aircraft De-icer Certificate
Aircraft Interior Technician Certificate
Airline Sales and Service Agent Certificate
Airport Maintenance Certificate
Airport Security Certificate
Aircraft Structures Technician Composites Certificate
Aviation Painter Certificate
Flight Attendant Certificate
Flight Dispatcher Licence
Flight Service Specialist Licence
Pilot Certificate
Ramp Attendant Certificate
Required Components for the SHSM–Aviation and Aerospace
TheSHSM–AviationandAerospacehasthefollowingfiverequiredcomponents:
1. A bundle of nine Grade 11 and Grade 12 creditsThese credits make up the bundle:
• fouraviationandaerospacemajorcreditsthatprovidesector-specificknowledge and skills
• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish, mathematics, and business studies or Canadian and world studies or science, in which some expectations are met through learning activities contextualized to the aviation and aerospace sector
• twocooperativeeducationcreditsthatprovideauthenticlearningexperiencesin a workplace setting, enabling students to refine, extend, apply, and practise sector- specific knowledge and skills.
fInD IT!
See section a1.2 for more on SHSM credits.
A+
POLICY Rel 1—2010 A&A-5
IntroductionAviation and Aerospace
Credits
apprenticeship Training College University Workplace
Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12
aviation and aerospace Major 2 2 2 2 2 2 2 2
includes content delivered in the sector’s context
english 1 1 1 1
Mathematics 1 1 1 1
business studies or Canadian and World studies or science
1 1 1 1
Cooperative education 2 2 2 2
Total number of credits 9 9 9 9
Note: Multiple credits in the Ontario technological education curriculum allow additional instructional time for the practice and refinement of skills needed to develop student performance to the levels required for certification, entry into apprenticeship programs, or participation in school–work transition programs (see The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009, page 17).
2. Seven sector-recognized certifications and/or training courses/programsThe SHSM in aviation and aerospace requires students to complete seven sector-recognized certifications and/or training courses/programs. Of these, three are compulsory and the remaining four are electives that must be chosen from the list in the following table. Note that items in the table that are capitalized are the proper names of specific certifications or training courses/programs that are appropriate for the SHSM. Items that are lowercased are names of the areas or categories within which specific certifications or training courses/programs should be selected by the school or board. The requirements are summarized in the table below.
fInD IT!
See section a1.3 for more on SHSM certifications and training.
A+
Rel 1—2010A&A-6
Specialist High Skills MajorSpecialist High Skills Major
Three compulsory
Cardiopulmonary Resuscitation (CPR) Level A
generic (i.e., not site-specific) instruction about the Workplace Hazardous Materials Information System (WHMIS)
Standard First Aid
four electives from the list below
computer-aided design and computer-aided manufacturing (CAD/CAM)
confined space awareness
elevated work platforms
environmental compliance
environmental spill
ergonomics fall protection fire extinguisher global positioning system (GPS)
health and safety – basic
lift truck safety lockout/tagging propane safety a transit security development
3. Experiential learning and career exploration activitiesExperiential learning and career exploration opportunities relevant to the sector might include:
• one-on-oneobservationofacooperativeeducationstudentat a placement in the aviation and aerospace sector (example of job twinning)
• aday-longobservationofanaviationandaerospacesectorworker (e.g., turbine engine technician) (example of job shadowing)
• aone-ortwo-weekworkexperiencewithamemberofanindustryassociationoraprofessional in the aviation and aerospace sector (e.g., aircraft maintenance engineer) (example of work experience)
• attendanceatanaviationandaerospacesectortradeshow,conference,symposium, or job fair
• participationinalocal,provincial,ornationalcontestorcompetitionwithafocusonaviation and aerospace
• atourofalocalaviationmuseum,airforcebase,airport,ormanufacturingfacility.
fInD IT!
See section a1.4 for more on experiential learning and career exploration activities.
A+
PolICY
Note that volunteer activities in an SHSM cannot be counted towards the hours of community involvement required to earn the OSSD.
A+
POLICY Rel 1—2010 A&A-7
IntroductionAviation and Aerospace
4. Reach ahead experiencesStudentsareprovidedoneormorereachaheadexperiences–opportunitiestotakethenextstepsalongtheirchosenpathway–asshowninthefollowingexamples:
• Apprenticeship:visitinganapprovedapprenticeshipdeliveryagent in the sector
• College:interviewingacollegestudentenrolledinasector-specific program
• University:observingauniversityclassinasector-relatedprogram
• Workplace:interviewinganemployeeinthesector.
5. Essential Skills and work habits and the OSPStudents will develop Essential Skills and work habits required in the sector and document them using the OSP, a component of the SHSM.
pathways for the SHSM–Aviation and Aerospace
A table illustrating the four pathways and required credits leading to completion of theSHSM–AviationandAerospaceisprovidedbelow. You will also find tables illustrating sample bundles of credits, and other useful resources, on the ministry’s SHSM website.
Awareness building (Grades 7 and 8)See Section 5.5 for information on building awareness of SHSM programs among students in Grades 7 and 8.
Exploration (Grades 9 and 10)See Section 5.5 for information on providing Grade 9 and 10 students with opportunities for exploration of SHSM programs. In addition, students considering this SHSM can be encouraged to enrol in the following courses to become better informed about careers and postsecondary options in the sector:
• ExploringTechnologies:ThisGrade9courseisrecommendedforallstudentsfollowingSHSM pathways that have a technological education focus. The course provides students with opportunities to explore a variety of technologies, including aviation and aerospace technology, by engaging in activities related to them.
• CareerStudies(compulsory)andDiscoveringtheWorkplace:Someoftheexpectations in these Grade 10 courses provide opportunities for students to explore occupations and other postsecondary options in the sector and to participate in experiential learning activities.
fInD IT!
See section a1.6 for more on Essential Skills and work habits.
A+
Tools anD ResoURCes
Visit the ministry’s SHSM website at www.edu.gov.on.ca/eng/teachers/ studentsuccess/specialist.html for:
• samplebundlesofcreditsspecificto this SHSM
• alistoforganizationsandresources specific to this SHSM.
A+
fInD IT!
See section a1.5 for more on reach ahead experiences.
A+
Rel 1—2010A&A-8
Specialist High Skills MajorSpecialist High Skills Major
• TransportationTechnology:ThiscourseisrecommendedforanyGrade10studentwhoisconsideringenrollinginanSHSM–AviationandAerospaceprogram.Thecourseprovidesstudents with opportunities to explore the sector, identify personal interests and aptitudes, and investigate the program.
Specialization (Grades 11 and 12)Students acquire the sector-specific knowledge and technical skills required to earn their OSSDwithanSHSM–AviationandAerospacebycompletingitsfiverequiredcomponents.Students and their parents/guardians are encouraged to consult with guidance counsellors and teachers to select the courses that will enable students to pursue their goals.
Students pursuing an apprenticeship training pathway should consider OYAP, which enables them to start an apprenticeship while earning their OSSD.
Students pursuing a university pathway are advised to complete their required cooperative education credits in Grade 11, in order to allow room in their timetables in Grade 12 for credits needed to meet university entrance requirements.
When helping students plan their SHSMs, particularly with respect to the selection of courses to fulfil the requirement for credits in the major, teachers should bear in mind that technological education courses can be offered as single-credit or multiple-credit courses.
POLICY Rel 1—2010 A&A-9
IntroductionAviation and Aerospace
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Introduction
POLICY Rel 1—2010 BUS-1
Business
Required Components for the sHsM–business
1. A bundle of nine Grade 11 and Grade 12 credits that comprises:
• fourbusinessmajorcredits
• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglishandmathematics
• twocooperativeeducationcreditstiedtothesector.
2. Six sector-recognized certifications and/or training courses/programs (four compulsory and a choice of two electives)
3. Experiential learning and career exploration activities within the sector
4. Reach ahead experiences connected with the student’s postsecondary plans
5. Development of Essential Skills and work habits required in the sector, and documentation of them using the OSP
profile of the Business Sector
In 2006, over a third of Canada’s workforce of approximately 14.5 million people was employed in the fields of trade and commerce, finance and insurance, administration and support, and real estate and leasing.1 The business sector, the central pillar of Canada’s economy, is bursting with opportunities, from positions as accountants and clerks to adminis-trators and retailers.
Because of globalization and new technology, the business sector also offers opportunities to young entrepreneurs to aim at the international market. As long as there is commerce, qualified and knowledgeable workers in business will find prospects either in one of Canada’s prospering companies or as an entrepreneur in one of their own.
TheSHSM–Businessenablesstudentstobuildafoundationofsector-focusedknowledgeand skills before graduating and entering apprenticeship training, college, university, or an entry-level position in the workplace. Depending on local circumstances, this SHSM may be designedtohaveaparticularfocus–forexample,onentrepreneurship,finance,accounting,retail, marketing, international business, economics, management and administration, or event planning. Where a choice of focus areas is offered, students may select one.
business
InsIGHT
The requirements of this SHSM are unique and are geared to the business sector. However, the design of all SHSM programs follows a consistent model, described in section a: Policy.
A+
1 Statistics Canada, Employment, Earnings and Hours, May 2007, www.statcan.ca/english/freepub/72-002-XIB/72-002-XIB2007005.pdf.
Rel 1—2010BUS-2
Specialist High Skills MajorSpecialist High Skills Major
Occupations in the Business Sector
The following table provides examples of occupations in the business sector, with corresponding NOCs, sorted according to the type of postsecondary education or training the occupations would normally require.
apprenticeship Training College
• Hardware,Lumber,andBuildingMaterials Retailer 6421
• PartsTechnician1472
• SpecialEventsCoordinator1226
• AccountingandRelatedClerk1431
• AdministrativeClerk1441
• AdministrativeOfficer1221
• Assessor,Valuator,andAppraiser1235
• Banking,Insurance,andOtherFinancial Clerk 1434
• Bookkeeper1231
• ConferenceandEventPlanner1226
• CourtOfficerandJusticeofthePeace1227
• DesktopPublishingOperatorandRelated Occupations 1423
• InsuranceAdjusterandClaimsExaminer1233
• LegalSecretary1242
• LoanOfficer1232
• PersonnelandRecruitmentOfficer1223
• PersonnelClerk1442
• ProfessionalinBusinessServices1122
• PurchasingAgentandOfficer1225
• RetailandWholesaleBuyer6233
• Secretary(exceptLegalandMedical)1241
• SocialPolicyResearcher,Consultant,and Program Officer 4164
• SpecialistinHumanResources1121
• Supervisor–Recording,Distributing,and Scheduling 1215
• Supervisor,FinanceandInsuranceClerks1212
University Workplace
• BusinessDevelopmentOfficerandMarketingResearcher and Consultant 4163
• EconomistandEconomicPolicyResearcher and Analyst 4162
• ExecutiveAssistant1222
• AccountingandRelatedClerk1431
• AdministrativeClerk1441
• Banking,Insurance,andOtherFinancial
• Clerk1434
• CustomerServiceandRelatedClerks1453
fInD IT!
See section a1.6 for more on occupations and NOCs.
A+
POLICY Rel 1—2010 BUS-3
IntroductionBusiness
University (continued)• FinancialandInvestmentAnalyst1112
• FinancialAuditorandAccountant1111
• Mathematician,Statistician,andActuary2161
• ProfessionalinBusinessServices1122
• SecuritiesAgent,InvestmentDealer,and Broker 1113
• SocialPolicyResearcher,Consultant,and Program Officer 4164
• SpecialistinHumanResources1121
Workplace (continued)• CustomerServiceRepresentative–Financial
Services 1433
• Customs,Ship,andOtherBroker1236
• GeneralOfficeClerk1411
• PayrollClerk1432
• PersonnelClerk1442
• PostalorMailClerk1461
• PurchasingandInventoryClerk1474
• RealEstateAgentandSalesperson6232
• Receptionist,AdmittingClerk1414
• RecordsManagementandFilingClerk1413
• RetailandWholesaleBuyer6233
• RetailSalespersonandSalesClerk6421
• ShippersandReceivers1471
• StorekeeperandPartsClerk1472
Note: Some of the names of occupations in this table may differ slightly from the names given in the National Occupation Classification system. The names listed here reflect common usage by institutions and organizations in this sector in Ontario.
postsecondary programs and Training in the Business Sector
The following are examples of programs and training related to careers in the business sec-tor and the accreditations associated with each.
Apprenticeship Training
Construction Materials Retailer Certificate of apprenticeship/ certificate of qualification
Hardware, Lumber, and Building Materials Retailer Certificate of apprenticeship/ certificate of qualification
Special Events Coordinator Certificate of apprenticeship/ certificate of qualification
College
Accounting and Finance Diploma/advanced diploma/ bachelor’s degree
Accounting Business Systems Diploma
Administrative Assistant Diploma
Advertising–IntegratedMarketing Diploma Communications, Media Sales, Media Marketing and Sales, Creative Media, Graphic Design
Rel 1—2010BUS-4
Specialist High Skills MajorSpecialist High Skills Major
Advertising and Graphic Design Diploma
Applied Business Bachelor’s degree
Business–Insurance,Accounting, Diploma Marketing, Information Systems, Logistics
Business Administration Diploma/advanced diploma/ bachelor’s degree
Business Computer Systems Diploma
Business Operations Diploma
Business Skills and Marketing Diploma
Community Economic and Social Diploma Development Administration
Corporate Communications/Public Relations Advanced diploma/ bachelor’s degree
E-Business Administration Diploma
E-Business Supply Chain Management Bachelor’s degree
E-Commerce Management Diploma
Economics Bachelor’s degree
Event Management Diploma
Fashion Business Diploma
Financial Planning, Financial Services Diploma/bachelor’s degree
General Business Diploma/advanced diploma
Human Relations Management Diploma
Human Resources Management Advanced Diploma
International Accounting and Finance Bachelor’s degree
International Business Diploma/bachelor’s degree
Marketing Administration Diploma/advanced diploma/ graduate certificate
Materials and Operations Management Advanced diploma
Professional Accounting Diploma
Professional Financial Service, Medical Intensive Diploma
Public Institution Management and Administration Diploma
Public Relations Diploma
Small Business and Entrepreneurship Diploma
Small Business Management Diploma
Sports Business Management Diploma
POLICY Rel 1—2010 BUS-5
IntroductionBusiness
University
Accounting Bachelor’s degree
Accounting and Financial Management Bachelor’s degree
Administrative Studies/Commercial Studies Bachelor’s degree
Advertising Design Bachelor’s degree
Business Administration Bachelor’s degree
Business and Computer Science Bachelor’s degree
Business and Mathematics Bachelor’s degree
Business Communications Bachelor’s degree
Commerce Bachelor’s degree
Commerce and Computer Science Bachelor’s degree
Commerce and Finance Bachelor’s degree
E-Business Bachelor’s degree
E-Commerce Bachelor’s degree
Economics Bachelor’s degree
Economics and Business Bachelor’s degree
Economics and Finance Bachelor’s degree
Entrepreneurial Management Bachelor’s degree
Entrepreneurship Bachelor’s degree
Environment and Business Bachelor’s degree
Finance Bachelor’s degree
Financial Mathematics Bachelor’s degree
Housing and Real Estate Management Bachelor’s degree
Human Resources Management/Industrial Relations Bachelor’s degree
International Business/International Economics Bachelor’s degree
International Investment Finance and Banking Bachelor’s degree
International Management Bachelor’s degree
International Trade Bachelor’s degree
Management Economics/Industry and Finance Bachelor’s degree
Marketing Bachelor’s degree
Mathematics and Business Administration Bachelor’s degree
Mathematics for Commerce Bachelor’s degree
Operational Research/Operations Management Bachelor’s degree
Rel 1—2010BUS-6
Specialist High Skills MajorSpecialist High Skills Major
Organizational Studies/Leadership Bachelor’s degree
Retail Management Bachelor’s degree
Sports Administration/Sports Management Bachelor’s degree
Strategic Management in International Bachelor’s degree Human Resources
Sustainable Local Economic Development Bachelor’s degree
Training for the Workplace
Accounting and Information Technology Certificate
Advanced Web Development for E-Business Certificate
Advertising Design Certificate
Business Foundations Certificate
Business Management Certificate
Business Office Skills Certificate
Communications Excellence Certificate
CustomerServiceFundamentals–Insurance Certificate
Customer Service Leadership Certificate
Desktop Publishing Certificate
E-Commerce Certificate
Finance and Insurance Clerk Certificate
Human Resources Associate Certificate
Human Resources Management Certificate
Management Certificate
OfficeAdministration–Executive, Certificate General, Legal, Medical
OfficeAdministration–General Certificate
Retail Sales Associate Certificate
Retail Sales Excellence Certificate
SmallBusiness–OfficeAutomation Certificate
Web-Design Development and Maintenance Certificate
Workplace Leadership Certificate
POLICY Rel 1—2010 BUS-7
IntroductionBusiness
Required Components for the SHSM–Business
TheSHSM–Businesshasthefollowingfiverequiredcomponents:
1. A bundle of nine Grade 11 and Grade 12 creditsThese credits make up the bundle:
• fourbusinessmajorcreditsthatprovidesector-specific knowledge and skills
• threeotherrequiredcreditsfromtheOntariocurriculum, in English and mathematics, in which some expectations are met through learning activities contextualized to the business sector
• twocooperativeeducationcreditsthatprovideauthenticlearningexperiencesinaworkplace setting, enabling students to refine, extend, apply, and practise sector-specific knowledge and skills.
Credits
apprenticeship Training College University Workplace
Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12
business Major 2 2 2 2 2 2 2 2
includes content delivered in the sector’s context
english 1 1 1 1 1
Mathematics 1 1 1 1 1 1 1
Cooperative education 2 2 2 2
Total number of credits 9 9 9 9
2. Six sector-recognized certifications and/or training courses/programsThe SHSM in business requires students to complete six sector-recognized certifications and/or training courses/programs. Of these, four are compulsory and the remaining two are electives that must be chosen from the list in the following table. Note that items in the table that are capitalized are the proper names of specific certifications or training courses/programs that are appropriate for the SHSM. Items that are lowercased are names of the areas or categories within which specific certifications or training courses/programs should be selected by the school or board. The requirements are summarized in the table below.
fInD IT!
See section a1.2 for more on SHSM credits.
A+
fInD IT!
See section a1.3 for more on SHSM certifications and training.
A+
Rel 1—2010BUS-8
Specialist High Skills MajorSpecialist High Skills Major
four compulsory
Cardiopulmonary Resuscitation (CPR) Level A
customer service
generic (i.e., not site-specific) instruction about the Workplace Hazardous Materials Information System (WHMIS)
Standard First Aid
Two electives from the list below
counterfeit detection ergonomics health and safety – basic management/ leadership
personality inventory retail representative software successful exhibiting
Summer Company Program
3. Experiential learning and career exploration activitiesExperiential learning and career exploration opportunities relevant to the sector might include:
• one-on-oneobservationofacooperativeeducationstudentat a placement in the business sector (example of job twinning)
• aday-longobservationofabusinessperson(exampleofjobshadowing)
• aone-ortwo-weekworkexperiencewithamemberofabusinessassociationora professional in the sector (example of work experience)
• attendanceataretailshow(e.g.,homeshoworcraftshow),conference,orworkshopfocusing on the business sector
• participationinalocal,provincial,ornationalcontestorcompetitionwithafocusonbusiness (e.g., business plan competition or stock market competition)
• workingwithamentorwithinthebusinesscommunity(e.g.,toprovideassistanceincreating a business plan)
• atourofthelocalchamberofcommerce.
4. Reach ahead experiencesStudentsareprovidedoneormorereachaheadexperiences–opportunities to take the next steps along their chosen pathway–asshowninthefollowingexamples:
• Apprenticeship:visitinganapprovedapprenticeshipdeliveryagent in the sector
• College:interviewingacollegestudentenrolledinasector-specificprogram
fInD IT!
See section a1.4 for more on experiential learning and career exploration activities.
A+
fInD IT!
See section a1.5 for more on reach ahead experiences.
A+
PolICY
Note that volunteer activities in an SHSM cannot be counted towards the hours of community involvement required to earn the OSSD.
A+
POLICY Rel 1—2010 BUS-9
IntroductionBusiness
• University:observingauniversityclassinasector-relatedprogram
• Workplace:interviewinganemployeeinthesector.
5. Essential Skills and work habits and the OSPStudents will develop Essential Skills and work habits required in the sector and document them using the OSP, a component of the SHSM.
pathways for the SHSM–Business
A table illustrating the four pathways and required credits leading to completion of this SHSM is provided below. You will also find tables illustrating sample bundles of credits, and other useful resources, on the ministry’s SHSM website.
Awareness building (Grades 7 and 8)See Section 5.5 for information on building awareness of SHSM programs among students in Grades 7 and 8.
Exploration (Grades 9 and 10)See Section 5.5 for information on providing Grade 9 and 10 students with opportunities for exploration of SHSM programs. In addition, students considering this SHSM can be encouraged to enrol in the following courses to become better informed about careers and postsecondary options in the sector:
• IntroductiontoBusiness:ThisGrade9courseisrecommendedforallstudentsfollowingSHSM pathways that have a business focus. The course provides students with opportunities to explore a variety of business topics by engaging in activities related to them.
• CareerStudies(compulsory)andDiscoveringtheWorkplace:Someoftheexpectations in these Grade 10 courses provide opportunities for students to explore occupations and other postsecondary options in the sector and to participate in experiential learning activities.
• InformationandCommunicationTechnologyinBusiness:Thiscourseisrecommended foranyGrade10studentwhoisconsideringenrollinginanSHSM–Businessprogram.
Specialization (Grades 11 and 12)Students acquire the sector-specific knowledge and technical skills required to earn their OSSDwithanSHSM–Businessbycompletingitsfiverequiredcomponents.Studentsandtheir parents/guardians are encouraged to consult with guidance counsellors and teachers to select the courses that will enable students to pursue their goals.
Students pursuing an apprenticeship pathway should consider OYAP, which enables them to start an apprenticeship while earning their OSSD.
Students pursuing a university pathway are advised to complete their required cooperative education credits in Grade 11, in order to allow room in their timetables in Grade 12 for credits needed to meet university entrance requirements.
fInD IT!
See section a1.6 for more on Essential Skills and work habits.
A+
Tools anD ResoURCes
Visit the ministry’s SHSM website at www.edu.gov.on.ca/eng/teachers/ studentsuccess/specialist.html for:
• samplebundlesofcreditsspecificto this SHSM
• alistoforganizationsandresources specific to this SHSM.
A+
Rel 1—2010BUS-10
Specialist High Skills MajorSpecialist High Skills Major
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Introduction
POLICY Rel 1—2010 CON-1
Construction
Required Components for the sHsM–Construction
1. A bundle of 10 Grade 11 and Grade 12 credits that comprises:
• fourconstructionmajorcredits
• fourotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,andachoiceofscience or business studies
• twocooperativeeducationcreditstiedtothesector.
2. Seven sector-recognized certifications and/or training courses/programs (five compulsory and a choice of two electives)
3. Experiential learning and career exploration activities within the sector
4. Reach ahead experiences connected with the student’s postsecondary pathway
5. Development of Essential Skills and work habits required in the sector, and documentation of them using the OSP
profile of the Construction Sector
According to the Ontario Construction Secretariat, the construction industry is one of Ontario’s largest employers. The Construction Sector Council has created a province-by-province, trade-by-trade labour market forecast for the next nine years. In Ontario, it is estimated that 60,000 workers will be required to replace those retiring, who will take essential technical, supervisory, and management skills with them. Furthermore, an additional 75,000 workers will be needed to fill positions related to new construction between 2009 and 2017.1
There are four categories of work in the construction industry. Each requires the use of different equipment and workers with a variety of skills. Depending on the career chosen, a graduate could work in any or all of these categories:
• newhomebuildingandrenovation,includingbuilding,remodelling,orrenovatinghouses and apartment buildings
• heavyindustrialconstruction,includingbuildingindustrialfacilitiessuchascement, automotive, chemical, or power plants, refineries, and oil-sands installations
Construction
InsIGHT
The requirements of this SHSM are unique and are geared to the construction sector. However, the design of all SHSM programs follows a consistent model, described in section a: Policy.
A+
1 Construction Sector Council, Careers in Construction, www.careersinconstruction.ca
Rel 1—2010CON-2
Specialist High Skills MajorSpecialist High Skills Major
• institutionalandcommercialconstruction,includingbuildingcommercialand institutional buildings and structures such as stadiums, schools, hospitals, grain elevators, and swimming pools
• civilengineeringconstruction,includingengineeringprojectssuchashighways, dams, water and sewer lines, power and communication lines, and bridges.
TheSHSM–Constructionenablesstudentstobuildafoundationofsector-focusedknowledgeand skills before entering apprenticeship training, college, university, or an entry-level position in the workplace.
Depending on local circumstances, this SHSM may be designed to have a particular focus. Where a choice of focus areas is offered, students may select one.
Occupations in the Construction Sector
The following table provides examples of occupations in the construction sector, with corresponding NOCs, sorted according to the type of postsecondary education or training the occupations would normally require.
apprenticeship Training College
• BrickandStoneMason7281• Carpenter7271• ConstructionMillwright7311• Electrician7241• HeatingandAirConditioningContractor7313• PainterandDecorator7294• Plumber7251• Roofer7291
• ArchitecturalDesignTechnician/Technologist2251• CivilEngineeringTechnologist2231• ConstructionEstimator2234• ConstructionManager0711• ConstructionTechnologist2231• ContractorandSupervisor–ElectricalTrades
and Telecommunications 7212• HomeInspector2264• InteriorDesigner5242• ResidentialHomeBuilderorRenovator0712
University Workplace
• Architect2151• ElectricalEngineer2133• MechanicalEngineer2132• StructuralEngineer2131
• CarpenterHelper7611• ConcreteFinisher7282• ConstructionTradesHelperandLabourer7611• DemolitionWorker7611• DrywallInstaller7611• Helper–ConstructionTrades7611• HomeRenovator0712
Note: Some of the names of occupations in this table may differ slightly from the names given in the National Occupation Classification system. The names listed here reflect common usage by institutions and organizations in this sector in Ontario.
fInD IT!
See section a1.6 for more on occupations and NOCs.
A+
POLICY Rel 1—2010 CON-3
IntroductionConstruction
postsecondary programs and Training in the Construction Sector
The following are examples of programs and training related to careers in the construction sector and the accreditations associated with each.
Apprenticeship Training
Brick and Stone Mason Certificate of apprenticeship/ certificate of qualification
Concrete Finisher Certificate of apprenticeship/ certificate of qualification
Construction and Maintenance Electrician Certificate of apprenticeship/ certificate of qualification
Construction Craft Worker Certificate of apprenticeship/ certificate of qualification
Construction Millwright Certificate of apprenticeship/ certificate of qualification
Drywall, Acoustic, and Lathing Applicator Certificate of apprenticeship/ certificate of qualification
General Carpenter Certificate of apprenticeship/ certificate of qualification
Plumber Certificate of apprenticeship/ certificate of qualification
Refrigeration and Air Conditioning Certificate of apprenticeship/ Systems Mechanic certificate of qualification
Sheet Metal Worker Certificate of apprenticeship/ certificate of qualification
College
Air Conditioning and Refrigeration Diploma Engineering Technician
AppliedTechnology–Constructionand Bachelor’sdegree Environment: Regulations and Compliance
AppliedTechnology–Construction Bachelor’sdegree Science and Management
Architectural Technician Diploma
Architectural Technology Advanced diploma
Building Inspection Technician Diploma
Construction Engineering Technology Advanced diploma
Rel 1—2010CON-4
Specialist High Skills MajorSpecialist High Skills Major
ElectricalEngineeringTechnician–Industrial Diploma
Electrical Power Generation Diploma
Electrical Techniques Diploma
Fire Protection Engineering Technician Diploma
University
Civil Engineering Bachelor’s degree, honours
Electrical Engineering Bachelor’s degree, honours
Industrial Engineering Bachelor’s degree, honours
Mechanical Engineering Bachelor’s degree, honours
Training for the Workplace
Construction Techniques Certificate
Gas Metal Arc Welding Certificate
MechanicalTechniques–Construction Certificate
MechanicalTechniques–CNC/CAD/CAMSpecialist Certificate
MechanicalTechniques–Design Certificate
Welding Techniques Certificate
Required Components for the SHSM–Construction
TheSHSM–Constructionhasthefollowingfiverequiredcomponents:
1. A bundle of 10 Grade 11 and Grade 12 creditsThese credits make up the bundle:
• fourconstructionmajorcreditsthatprovidesector-specificknowledge and skills
• fourotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,and science or business studies, in which some expectations are met through learning activities contextualized to the construction sector
• twocooperativeeducationcreditsthatprovideauthenticlearningexperiencesinaworkplace setting, enabling students to refine, extend, apply, and practise sector-specific knowledge and skills.
fInD IT!
See section a1.2 for more on SHSM credits.
A+
POLICY Rel 1—2010 CON-5
IntroductionConstruction
Credits
apprenticeship Training College University Workplace
Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12
Construction Major 2 2 2 2 2 2 2 2
includes content delivered in the sector’s context
english 1 1 1 1 1
Mathematics 1 1 1 1 1 1 1
business studies or science
1 1 1 1
Cooperative education 2 2 2 2
Total number of credits 10 10 10 10
Note: Multiple credits in the Ontario technological education curriculum allow additional instructional time for the practice and refinement of skills needed to develop student performance to the levels required for certification, entry into apprenticeship programs, or participation in school–work transition programs (see The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009, page 17).
2. Seven sector-recognized certifications and/or training courses/programsThe SHSM in construction requires students to complete seven sector-recognized certifications and/or training courses/programs. Of these, five are compulsory and the remaining two are electives that must be chosen from the list in the following table. Note that items in the table that are capitalized are the proper names of specific certifications or training courses/programs that are appropriate for the SHSM. Items that are lowercased are names of the areas or categories within which specific certifications or training courses/programs should be selected by the school or board. The requirements are summarized in the table below.
fInD IT!
See section a1.3 for more on SHSM certifications and training.
A+
Rel 1—2010CON-6
Specialist High Skills MajorSpecialist High Skills Major
five compulsory
Cardio-Pulmonary Resuscitation (CPR) Level A
fall protection generic (i.e., not site-specific) instruction about the Workplace Hazardous Materials Information System (WHMIS)
health and safety – basic
Standard First Aid
Two electives from the list below
chainsaw safety confined space awareness electrical safety elevated work platforms
energy efficiency training hoisting and rigging insulated concrete forming lift truck safety
personal protective equipment – construction
powder-actuated tools propane in construction scaffold safety
suspended access equipment
traffic control trenching safety
3. Experiential learning and career exploration activitiesExperiential learning and career exploration opportunities relevant to the sector might include:
• one-on-oneobservationofacooperativeeducationstudentat a placement in the construction sector (example of job twinning)
• aday-longobservationofaskilledtradespersoninthe construction sector (example of job shadowing)
• aone-ortwo-weekworkexperiencewithanindividual employed in the construction sector (example of work experience)
• participationinalocal,provincial,ornationalSkillsCanadacompetition
• atourofamunicipalplanningdepartment
• attendanceataconstructionsectortradeshow,conference,orjobfair
• avolunteerexperiencewithanon-profitorganizationsuchasHabitatforHumanity.
fInD IT!
See section a1.4 for more on experiential learning and career exploration activities.
A+
PolICY
Note that volunteer activities in an SHSM cannot be counted towards the hours of community involvement required to earn the OSSD.
A+
POLICY Rel 1—2010 CON-7
IntroductionConstruction
4. Reach ahead experiencesStudentsareprovidedoneormorereachaheadexperiences–opportunities to take the next steps along their chosen pathway–asshowninthefollowingexamples:
• Apprenticeship:visitinganapprovedapprenticeshipdeliveryagent in the sector
• College:interviewingacollegestudentenrolledinasector-specificprogram
• University:observingauniversityclassinasector-relatedprogram
• Workplace:interviewinganemployeeinthesector.
5. Essential Skills and work habits and the OSPStudents will develop Essential Skills and work habits required in the sector and document them using the OSP, a component of the SHSM.
pathways for the SHSM–Construction
A table illustrating the four pathways and required credits leading to completion of this SHSM is provided below. You will also find tables illustrating sample bundles of credits, and other useful resources, on the ministry’s SHSM website.
Awareness building (Grades 7 and 8)See Section 5.5 for information on building awareness of SHSM programs among students in Grades 7 and 8.
Exploration (Grades 9 and 10)See Section 5.5 for information on providing Grade 9 and 10 students with opportunities for exploration of SHSM programs. In addition, students considering this SHSM can be encouraged to enrol in the following courses to become better informed about careers and postsecondary options in the sector:
• ExploringTechnologies:ThisGrade9courseisrecommendedforallstudentsfollowingSHSM pathways that have a technological education focus. The course provides students with opportunities to explore a variety of technologies, including construction technology, by engaging in activities related to them.
• CareerStudies(compulsory)andDiscoveringtheWorkplace:Someoftheexpectations in these Grade 10 courses provide opportunities for students to explore occupations and other postsecondary options in the sector and to participate in experiential learning activities.
• ConstructionTechnology:ThiscourseisrecommendedforanyGrade10studentwhoisconsideringenrollinginanSHSM–Constructionprogram.
fInD IT!
See section a1.5 for more on reach ahead experiences.
A+
fInD IT!
See section a1.6 for more on Essential Skills and work habits.
A+
Tools anD ResoURCes
Visit the ministry’s SHSM website at www.edu.gov.on.ca/eng/teachers/ studentsuccess/specialist.html for:
• samplebundlesofcreditsspecificto this SHSM
• alistoforganizationsandresources specific to this SHSM.
A+
Rel 1—2010CON-8
Specialist High Skills MajorSpecialist High Skills Major
Specialization (Grades 11 and 12)Students acquire the sector-specific knowledge and skills required to earn their OSSD with anSHSM–Constructionbycompletingitsfiverequiredcomponents.Studentsandtheir parents/guardians are encouraged to consult with guidance counsellors and teachers to select the courses that will enable students to pursue their goals.
Students pursuing an apprenticeship pathway should consider OYAP, which enables them to start an apprenticeship while earning their OSSD.
Students pursuing a university pathway are advised to complete their required cooperative education credits in Grade 11, in order to allow room in their timetables in Grade 12 for credits needed to meet university entrance requirements.
When helping students plan their SHSMs, particularly with respect to the selection of courses to fulfil the requirement for credits in the major, teachers should bear in mind that technological education courses can be offered as single-credit or multiple-credit courses.
POLICY Rel 1—2010 CON-9
IntroductionConstruction
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Introduction
POLICY Rel 1—2010 ENE-1
Energy
Required Components for the sHsM–energy
1. A bundle of nine Grade 11 and Grade 12 credits that comprises:
• fourenergymajorcredits
• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,andachoiceofbusiness studies, science or Canadian and world studies (geography)
• twocooperativeeducationcreditstiedtothesector
2. Seven sector-recognized certifications and/or training courses/programs (four compulsory and a choice of three electives)
3. Experiential learning and career exploration activities within the sector
4. Reach ahead experiences connected with the student’s postsecondary pathway
5. Development of Essential Skills and work habits required in the sector, and documentation of them using the OSP
profile of the Energy Sector
Energy is an emerging and expanding sector that encompasses all aspects of energy generation, distribution, and consumption, including research and development, design, construction, installation, and maintenance. Core industries in this sector include:
• renewableandalternativeenergysuchaswind, solar, and biomass
• powergenerationanddistribution
• fossilfuels
• energyefficiency.
Energy conservation at all stages of power generation, distribution, and consumption is a major concern for all stakeholders in the energy sector, including energy producers, governments, and consumers. Urban energy consumption in Canada grew by 20 per cent from 1990 to 2005 and will continue to rise as Canada’s population increases and its economy expands.1 World demand for energy is projected to increase by 44 per cent from 2006 to 2030.2 Canada plays an active role in producing and exporting energy: 26 per cent of
energy
InsIGHT
The requirements of this SHSM are unique and are geared to the energy sector. However, the design of all SHSM programs follows a consistent model, described in section a: Policy.
A+
1 Quality Urban Energy Systems of Tomorrow, Integrated Energy Systems in Canadian Communities: A Consensus for Urgent Action, www.questcanada.org/pdf/Quest_White_Paper_English_-_Final.pdf2 U.S. Energy Information Administration, Independent Statistics and Analysis, International Energy Outlook 2009, www.eia.doe.gov/oiaf/ieo/world.html
Rel 1—2010ENE-2
Specialist High Skills MajorSpecialist High Skills Major
Canada’s total exports are energy related.3 In response to economic and environmental concerns, there has been much discussion in Canada of ways in which energy systems can be transformed, and this has raised the profile of the energy sector in the public’s consciousness.
Career opportunities in this sector are abundant because of the aging energy workforce and increasing public demand for greener power sources. In 2005, there were approximately 250,000 jobs in the energy sector. Industry Canada predicts that 13,000 jobs will be created in the renewable energy sector by 2012, including projected job growth of over 100 per cent in solar industries.4
StudentsenrolledintheSHSM–Energywillbeinvolvedintoday’srapidandexcitingchangesin green energy technologies. They will have the opportunity to solve some of the most pressing issues facing modern societies while having good prospects for a varied career in adynamicsector.Dependingonlocalcircumstances,theSHSM–Energymaybedesignedtohaveaparticularfocus–forexample,onpowergenerationanddistribution,renewableand alternative energy, or energy efficiency. Where a choice of focus areas is offered, students may select one.
Occupations in the Energy Sector
The following table provides examples of occupations in the energy sector, with corresponding NOCs, sorted according to the type of postsecondary education or training the occupations would normally require. Many of the careers listed below can be obtained by following several different pathways. For example, “Technical Sales Specialist” appears under the college pathway but may also be achieved by following the university or workplace pathway.
apprenticeship Training College
• Arborist2225• ConstructionMillwrightandIndustrial
Mechanic 7311• ContractorandSupervisor,ElectricalTradesand
Telecommunications Occupations 7212• ContractorandSupervisor,MechanicalTrades7216• ElectricalMechanic7333• ElectricalPowerLineandCableWorker7244
• BiologicalTechnologistandTechnician2221• CivilEngineeringTechnologistandTechnician2231• ConstructionElectrician7241• EnerguideandQualityControlManager2264• GeologicalandMineralTechnologistand
Technician 2212• GeothermalInstaller7251• GeothermalSystemDesigner7213
3 Canadian Centre for Energy Information, Energy Drives Canada, “Canada by the numbers”, November 2009, www.centreforenergy.com/documents/aboutenergy/ByTheNumbers/CAN-bythenumbers.pdf.4 “Canadian solar industry expects 100 per cent growth by 2012”, Journal of Commerce (April 29, 2009), www.joconl.com/article/id33588.
fInD IT!
See section a1.6 for more on occupations and NOCs.
A+
POLICY Rel 1—2010 ENE-3
IntroductionEnergy
apprenticeship Training (continued)• GasFitter7253• Glazier7292• IndustrialInstrumentTechnicianandMechanic2243• IndustrialElectrician7242• Insulator(heatandfrost)7293• Machinist,Machining,andToolingInspector7231• Petroleum,Gas,andChemicalProcessOperator
9232• PowerSystemElectrician7243• PowerSystemsandPowerStationOperator7352• RefrigerationandAirConditioningMechanic7313• StationaryEngineerandAuxiliaryEquipment
Operator 7351• Steamfitter,Pipefitter,andSprinklerSystem
Installer 7252b
College (continued)• IndustrialEngineeringTechnician2233• LandSurveyor2154• MappingandRelatedTechnologistand
Technician 2255• MechanicalEngineerandTechnologist2232• NaturalandAppliedSciencePolicyResearcher,
Consultant, and Program Officer 4161• Petroleum,Gas,andChemicalProcess
Operator9232• Supervisor,Petroleum,Gas,andChemical
ProcessingandUtilities9212• TechnicalSalesSpecialist–WholesaleTrade6221• UtilitiesManager0912
University Workplace
• Architects2151• ChemicalEngineer2134• Climatologist2114• EconomistandEconomicPolicyResearcher
and Analyst 4162• ElectricalandElectronicsEngineer2133• EngineeringManager0211• EnvironmentalAssessor4161• GeologicalEngineer2144• MechanicalEngineer2132• PetroleumEngineer2145• Physicist2111
• Assembler,Fabricator,InspectorandTester: Motors, Transformers and Electrical Appliances9484
• ElectronicServiceTechnicians2242• GasMaintenanceWorkers7442• HomeEnergyEvaluator2264• OilandGasWellDrillingWorkerandServices
Operator8412• Petroleum,Gas,andChemicalProcess
Operator9232• RenewableEnergyProductsSalesperson6421• ResidentialandCommercialInstallerand
Servicer 7441• SolarPanelChemicalProcessTechnician2211• WindTurbineMaterialController1471
Note: Some of the names of occupations in this table may differ slightly from the names given in the National Occupation Classification system. The names listed here reflect common usage by institutions and organizations in this sector in Ontario.
Rel 1—2010ENE-4
Specialist High Skills MajorSpecialist High Skills Major
postsecondary programs and Training in the Energy Sector
The following are examples of programs and training related to careers in the energy sector and the accreditations associated with each.
Apprenticeship Training
Electrician–ConstructionandMaintenance Certificateofapprenticeship/ certificate of qualification
Fitter Welder Certificate of qualification
Industrial Electrician Certificate of qualification
Industrial Instrument Mechanic Certificate of qualification
Industrial Mechanic Millwright Certificate of qualification
Powerline Technician Certificate of qualification
Process Operator Certificate of qualification
Refrigeration and Air Conditioning Mechanic Certificate of apprenticeship/ certificate of qualification
Steamfitter Certificate of qualification
College
Architectural Technician/Technologist Diploma
Building Renovation Technician Diploma
ChemicalEngineeringTechnician–Environmental Diploma
ChemicalEngineeringTechnology– Diploma Lab and Process Control
Civil Engineering Technician/Technologist Diploma
Construction Engineering Technician Diploma
Earth Resources Technician Diploma
Electrical Engineering Technician/Technologist Diploma
Electromechanical Engineering Technician Diploma
Energy System Engineering Technician Diploma
Energy Systems Technology Diploma
Environmental Control Diploma
Environmental Science Technician/Technologist Diploma
Gas and Oil Burner Technician/Geomatics Technician Diploma
Heating, Ventilation, and Air Conditioning (HVAC) Diploma
Instrumentation Engineering Technician/Technologist Diploma
Manufacturing Engineering Diploma
POLICY Rel 1—2010 ENE-5
IntroductionEnergy
Manufacturing Management Diploma
Mechanical Engineering Technician/Technologist Diploma
Power Engineering Diploma
Powerline Technician Diploma
QualityAssurance–ManufacturingandManagement Diploma
Renewable Energy Technician Diploma
Sustainable Energy and Building Technology Diploma
Transportation Engineering Technology Diploma
Utilities Systems Operator Diploma
Wind Turbine Technician Diploma
University
Architectural Science Bachelor’s degree
Chemistry Bachelor’s degree
Engineering Physics Bachelor’s degree
Engineering, Chemical Bachelor’s degree
Engineering, Civil Bachelor’s degree
Engineering, Electrical Bachelor’s degree
Engineering, Electromechanical Bachelor’s degree
Engineering, Environmental Bachelor’s degree
Engineering, Geological Bachelor’s degree
Engineering, Industrial Bachelor’s degree
Engineering, Mechanical Bachelor’s degree
Engineering, Nuclear Bachelor’s degree
Engineering, Petroleum Bachelor’s degree
Environmental Science Bachelor’s degree
Geology Bachelor’s degree
Physics Bachelor’s degree
Sustainable Development Bachelor’s degree
Technology Bachelor’s Degree
Training for the Workplace
Building Environmental Systems Certificate
Computer-aided Design (CAD) Certificate
Domestic Energy Assessment Certificate
Rel 1—2010ENE-6
Specialist High Skills MajorSpecialist High Skills Major
Heating, Ventilating and Air Conditioning (HVAC) Certificate
Photovoltaic Installation Certificate
Radiation Safety Certificate
Sustainable Building Design and Construction Certificate
Welder Fitter Certificate
Required Components for the SHSM–Energy
TheSHSM–Energyhasthefollowingfiverequiredcomponents:
1. A bundle of nine Grade 11 and Grade 12 creditsThese credits make up the bundle:
• fourenergymajorcreditsthatprovidesector-specificknowledgeandskills
• threeotherrequiredcreditsfromtheOntariocurriculum, in English, mathematics, and science or Canadian and world studies, in which some expectations are met through learning activities contextualized to the energy sector
• twocooperativeeducationcreditsthatprovideauthenticlearning experiences in a workplace setting, enabling students to refine, extend, apply, and practise sector-specific knowledge and skills.
Credits
apprenticeship Training College University Workplace
Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12
energy Major 2 2 2 2 2 2 2 2
includes content delivered in the sector’s context
english 1 1 1 1
Mathematics 1 1 1 1
business studies or Canadian and World studies or science
1 1 1 1
Cooperative education 2 2 2 2
Total number of credits 9 9 9 9
Note: Multiple credits in the Ontario technological education curriculum allow additional instructional time for the practice and refinement of skills needed to develop student performance to the levels required for certification, entry into apprenticeship programs, or participation in school–work transition programs (see The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009, page 17).
fInD IT!
See section a1.2 for more on SHSM credits.
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POLICY Rel 1—2010 ENE-7
IntroductionEnergy
2. Seven sector-recognized certifications and/or training courses/programsThe SHSM in energy requires students to complete seven sector-recognized certifications and/or training courses/programs. Of these, four are compulsory and the remaining three are electives that must be chosen from the list in the following table. Note that items in the table that are capitalized are the proper names of specific certifications or training courses/programs that are appropriate for the SHSM. Items that are lowercased are names of the areas or categories within which specific certifications or training courses/programs should be selected by the school or board. The requirements are summarized in the table below.
four compulsory
Cardiopulmonary Resuscitation (CPR) Level A
generic (i.e., not site- specific) instruction about the Workplace Hazardous Materials Information System (WHMIS)
Standard First Aid automated external defibrillation (AED)
Three electives from the list below
computer-aided design and computer-aided manufacturing
(CAD/CAM)
confined space awareness customer service electrical safety
elevated work platforms energy efficiency training ergonomics extinguishing fires
fall protection geographic information system (GIS)
global positioning system (GPS)
hazardous materials
health and safety – basic hoisting and rigging lift truck safety lockout/tagging
personal protective equipment – energy
pipeline construction safety
radiation safety trenching safety
fInD IT!
See section a1.3 for more on SHSM certifications and training.
A+
Rel 1—2010ENE-8
Specialist High Skills MajorSpecialist High Skills Major
3. Experiential learning and career exploration activitiesExperiential learning and career exploration opportunities relevant to the sector could include:
• one-on-oneobservationofacooperativeeducationstudentat a placement in the energy sector (example of job twinning)
• aday-longobservationofanenergysectorworker(exampleof job shadowing)
• aone-ortwo-weekworkexperiencewithamemberofanindustryassociationor a professional in the energy sector (example of work experience)
• attendanceatanenergysectortradeshow,conference,symposium,orjobfair
• atourofanenergy-efficientbuildingtoexplorepassive-solardesignandgreen building materials
• participationinalocal,provincial,ornationalcontestorcompetitionwithafocus on energy
• atourofawindfarmorgeneratingstation
• volunteeringwithanon-profitorganizationfocusedonenergyconservation.
4. Reach ahead experiencesStudentsareprovidedoneormorereachaheadexperiences–opportunities to take the next steps along their chosen pathway–asshowninthefollowingexamples:
• Apprenticeship:visitinganapprovedapprenticeshipdeliveryagent in the sector
• College:interviewingacollegestudentenrolledinasector- specific program
• University:observingauniversityclassinasector-relatedprogram
• Workplace:interviewinganemployeeinthesector.
5. Essential Skills and work habits and the OSPStudents will develop Essential Skills and work habits required in the sector and document them using the OSP, a component of the SHSM.
fInD IT!
See section a1.4 for more on experiential learning and career exploration activities.
A+
fInD IT!
See section a1.5 for more on reach ahead experiences.
A+
fInD IT!
See section a1.6 for more on Essential Skills and work habits.
A+
PolICY
Note that volunteer activities in an SHSM cannot be counted towards the hours of community involvement required to earn the OSSD.
A+
POLICY Rel 1—2010 ENE-9
IntroductionEnergy
pathways for the SHSM–Energy
A table illustrating the four pathways and required credits leading to completion of the SHSM–Energyisprovidedbelow.Youwillalsofind tables illustrating sample bundles of credits, and other useful resources, on the ministry’s SHSM website.
Awareness building (Grades 7 and 8)See Section 5.5 for more information on building awareness of SHSM programs among students in Grades 7 and 8.
Exploration (Grades 9 and 10)See Section 5.5 for information on providing Grade 9 and 10 students with opportunities for exploration of SHSM programs. In addition, students considering this SHSM can be encouraged to enrol in the following courses to become better informed about careers and postsecondary options related to the energy sector:
• ExploringTechnologies:ThisGrade9courseisrecommendedforallstudentsfollowingSHSM pathways that have a technological education focus. The course provides students with opportunities to explore a variety of technologies, including energy sector technology, by engaging in activities related to them.
• CareerStudies(compulsory)andDiscoveringtheWorkplace:Someoftheexpectations in these Grade 10 courses provide opportunities for students to explore occupations and other postsecondary options in the sector and to participate in experiential learning activities.
• AGrade10courseintechnologicaleducationorbusinessstudies:ThesecoursesarerecommendedforanyGrade10studentwhoisconsideringenrollinginanSHSM–Energyprogram. They provide students with opportunities to explore areas of study relevant to the energy sector, identify personal interests and aptitudes, and gain a better understanding of the program.
Specialization (Grades 11 and 12)Students acquire the sector-specific knowledge and technical skills required to earn their OSSDwithanSHSM–Energybycompletingitsfiverequiredcomponents.Studentsandtheirparents/guardians are encouraged to consult with guidance counsellors and teachers to select the courses that will enable students to pursue their goals.
ThefourmajorcreditsforanSHSM–Energywillvaryaccordingtotheareaoffocus:
• Power generation and distribution focuses on energy production on a large scale and may include occupations such as electrical or mechanical engineer, electrician, powerline technician, or process operator. Also included in this area of focus are occupations associated with the construction of generating stations and distribution systems. Major credits for this area of focus might include construction technology, manufacturing technology, technological design, or physics. A construction technology course may concentrate on electricity specifically.
Tools anD ResoURCes
Visit the ministry’s SHSM website at www.edu.gov.on.ca/eng/teachers/ studentsuccess/specialist.html for:
• samplebundlesofcreditsspecificto this SHSM
• alistoforganizationsandresources specific to this SHSM.
A+
Rel 1—2010ENE-10
Specialist High Skills MajorSpecialist High Skills Major
• Renewable and alternative energy focuses on new and emerging green energy technologies, such as wind, solar, biomass, geothermal, or hydrogen fuel cell technology. Occupations in this area of focus include electromechanical engineer, research and development lab technician, wind turbine technician, or solar panel installer. Major credits for this area of focus might include green industries, resource management, or environmental science.
• Energy efficiency focuses on reducing energy use by residential, commercial, industrial, and institutional consumers. Occupations in this area include environmental engineer, energy auditor, building renovation tradesperson, or energy systems technologist. Major credits for this area might include construction technology, environmental science, resource management, or entrepreneurship. With the advent of energy-saving building technologies such as green roofs, Green Industries may also be applicable as a major credit for this area of focus.
Students have the option of choosing a science course or a geography course depending on their SHSM focus and postsecondary plans, as shown in the following examples:
• Studentsfocusingonpowergenerationanddistributionwhohaveaninterestinnuclearenergy might take a chemistry course, whereas students interested in fossil fuel power generation might take an earth science course.
• Studentsfocusingonrenewableandalternativeenergywhoplantopursueacareerasaresearch scientist or as a laboratory technician could take a course in environmental science.
• Studentsfocusingonenergyefficiencywhoareinterestedinnaturalresourcemanagementmight take a physical geography course.
• Studentsplanningtoentertheworkplacedirectlyaftergraduationmighttakeageographycourse in resource management.
Students pursuing an apprenticeship training pathway should consider OYAP, which enables them to start an apprenticeship while earning their OSSD.
Students pursuing a university pathway are advised to complete their required cooperative education credits in Grade 11, in order to allow room in their timetables in Grade 12 for credits needed to meet university entrance requirements.
When helping students plan their SHSMs, particularly with respect to the selection of courses to fulfil the requirement for credits in the major, teachers should bear in mind that technological education courses can be offered as single-credit or multiple-credit courses.
POLICY Rel 1—2010 ENE-11
IntroductionEnergy
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Introduction
POLICY Rel 1—2010 ENV-1
Environment
Required Components for the sHsM–environment
1. A bundle of nine Grade 11 and Grade 12 credits that comprises:
• fourenvironmentmajorcredits
• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglishandmathematics
• twocooperativeeducationcreditstiedtothesector.
2. Seven sector-recognized certifications and/or training courses/programs (four compulsory and a choice of three electives)
3. Experiential learning and career exploration activities within the sector
4. Reach ahead experiences connected with the student’s postsecondary plans
5. Development of Essential Skills and work habits required in the sector, and documentation of them using the OSP
profile of the Environment Sector
Employment in the environment sector has boomed in recent years, and, according to industry experts, existing labour shortages in this sector are expected to increase as regulations to meet Canada’s goals regarding climate change come into effect. On the numbers of workers in this sector, Grant Trump, president of Environmental Careers Organiza-tion Canada (ECO Canada), said the following in a May 29, 2007 news release:
The scope of the environment industry is very broad and is a component, to varying degrees, of every industry in Canada. There are approximately 530,400 environmental employees within major industry groups across Canada. This number represents 3.2% of Canada’s workforce.1
environment
InsIGHT
The requirements of this SHSM are unique and are geared to the environment sector. However, the design of all SHSM programs follows a consistent model, described in section a: Policy.
A+
1 ECO Canada, “Environmental Employees Required Across All Industries of Canadian Economy,” news release, May 29, 2007, www.eco.ca/Portal/mediaroom.aspx?display=1037.
Rel 1—2010ENV-2
Specialist High Skills MajorSpecialist High Skills Major
ECO Canada’s Profile of Canadian Environmental Employment 2007 defines environmental employment as work in at least one of these sectors of the economy:2
• environmentalprotection–workrelatedtoairquality,waterquality,landquality,wastemanagement, restoration and reclamation, human and environmental health and safety, environmental protection management
• conservationandpreservationofnaturalresources–workrelatedtofisheriesand wildlife, forestry, agriculture, mining, energy, parks and natural reserves, natural resources management
• environmentalsustainability–workrelatedtoeducation,researchanddevelopment,policy and legislation, communications and policy awareness, management for sustainable development.
TheSHSM–Environmentenablesstudentstobuildafoundationofsector-focusedknowledgeand skills before graduating and entering apprenticeship training, college, university, or an entry-level position in the workplace. Depending on local circumstances, this SHSM may be designedtohaveaparticularfocus–forexample,onenvironmentalscienceorenvironmentalstudies. Where a choice of focus areas is offered, students may select one.
Occupations in the Environment Sector
The following table provides examples of occupations in the environment sector, with corresponding NOCs, sorted according to the type of postsecondary education or training the occupations would normally require.
apprenticeship Training College
• Arborist2225 • AquacultureOperatorandManager8257• BiologicalTechnologistorBiological
Technician 2221 • ConservationOfficerorFisheryOfficer2224• EnvironmentalTechnician2231• FieldTechnician–AirPollution2231• ForestEcologist2121• ForestryTechnologist/Technician2223
2 ECO Canada, Profile of Canadian Environmental Employment 2007, www.eco.ca/pdf/LMI_Industry_Final_2007_EN.pdf.
fInD IT!
See section a1.6 for more on occupations and NOCs.
A+
POLICY Rel 1—2010 ENV-3
IntroductionEnvironment
College (continued)• GeologicalandMineralTechnologist/Technician2212• HabitatManagementTechnician2221• HatcheryorFisheriesTechnician2221• MappingandRelatedTechnologist/Technician2255• QualityControl–ChemicalEngineering
Technologist 2211 • SilvicultureandForestryWorkers8422• SoilTestingTechnologist2231• Technician–PollutionControl2231
University Workplace
• AirQualityMeteorologist2114• ChemicalEngineer2134• Climatologist2114• EnvironmentalandOccupationalToxicologist2121• EnvironmentalBiologist2121• EnvironmentalEngineer2131• EnvironmentalImpactAnalyst4161• EnvironmentalPlanner2153• EnvironmentalProgramCoordinator4161• ForestryProfessional2122• GeologicalEngineer2144• GeologistandGeochemist2113• InterpretiveNaturalist2121• LandscapeArchitects2152• Meteorologist2114• UrbanandLandUsePlanners2153• WasteDiversionConsultant4161
• CanoeingGuide6442• FishingGuide6442• HuntingGuide6442• LandscapingandGroundsMaintenance
Workers8612• OutdoorSportandRecreationGuide6442• Outfitter6442• RecreationProgramLeader5254• RecycledPaperHandler7452• SilvicultureandForestryWorkers8422• WastewaterTreatmentPlantOperator9424
Note: Some of the names of occupations in this table may differ slightly from the names given in the National Occupation Classification system. The names listed here reflect common usage by institutions and organizations in this sector in Ontario.
Rel 1—2010ENV-4
Specialist High Skills MajorSpecialist High Skills Major
postsecondary programs and Training in the Environment Sector
The following are examples of programs and training related to careers in the environment sector and the accreditations associated with each.
Apprenticeship Training
Arborist Certificate of apprenticeship/ certificate of qualification
College
ChemicalEngineeringTechnology–Environmental Advanceddiploma
Ecosystem Management Technology Diploma/advanced diploma
Environmental and Civil Engineering Technology Diploma
Environmental and Natural Resource Studies Diploma
Environmental Health and Safety Bachelor’s degree
Environmental Landscape Management Diploma
Environmental Science and Technology Bachelor’s degree
Environmental Technology Diploma/advanced diploma
Fish and Wildlife Technician/Technology Diploma/advanced diploma
GeographicInformationSystems–Applications Diploma
GeographicInformationSystems–Cartography Diploma
Earth Resources Technology Diploma
Geomatics Technology Diploma
Integrated Environmental Site Remediation Bachelor’s degree
NaturalResources–LawEnforcement Diploma
Outdoor Adventure Skills Diploma
Park Operations and Outdoor Recreation Diploma
University
Agricultural and Environmental Science Bachelor’s degree
Conservation and Restoration Ecology Bachelor’s degree
Earth Science (Geology and Geomorphology) Bachelor’s degree
Ecology Bachelor’s degree
Engineering (Environmental, Water Resources, Bachelor’s degree Biological, Geological, Civil)
Environment and Business Bachelor’s degree
POLICY Rel 1—2010 ENV-5
IntroductionEnvironment
Environment and Resource Studies Bachelor’s degree
Environmental Biology Bachelor’s degree
Environmental Chemistry Bachelor’s degree
Environmental Design Bachelor’s degree
Environmental Geography Bachelor’s degree
Environmental Science Bachelor’s degree
Environmental Studies Bachelor’s degree
Environmental Toxicology Bachelor’s degree
Geomatics and Geographic Information Systems Bachelor’s degree
Land Resource and Soil Science Bachelor’s degree
Natural Resources Management Bachelor’s degree
Outdoor Recreation Bachelor’s degree
Renewable Resources Bachelor’s degree
Training for the Workplace
Campground Operator Certificate
Canoe/Hiking Guide Certificate
CustomerService–EnvironmentalSector Certificate
Ecotourism and Adventure Tourism Certificate
Freshwater Angling Guide Certificate
Hunting Guide Certificate
Municipal Grounds Person Certificate
Outdoor Adventure Skills Certificate
Tour Guide Certificate
Rel 1—2010ENV-6
Specialist High Skills MajorSpecialist High Skills Major
Required Components for the SHSM–Environment
TheSHSM–Environmenthasthefollowingfiverequiredcomponents:
1. A bundle of nine Grade 11 and Grade 12 creditsThese credits make up the bundle:
• fourenvironmentmajorcreditsthatprovidesector-specificknowledge and skills
• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglishandmathematics, in which some expectations are met through learning activities contextualized to the environment sector
• twocooperativeeducationcreditsthatprovideauthenticlearningexperiencesinaworkplace setting, enabling students to refine, extend, apply, and practise sector-specific knowledge and skills.
Credits
apprenticeship Training College University Workplace
Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12
environment Major 2 2 2 2 2 2 2 2
includes content delivered in the sector’s context
english 1 1 1 1 1 1 1 1
Mathematics 1 1 1 1
Cooperative education 2 2 2 2
Total number of credits 9 9 9 9
2. Seven sector-recognized certifications and/or training courses/programsThe SHSM in environment requires students to complete seven sector-recognized certifications and/or training courses/programs. Of these, four are compulsory and the remaining three are electives that must be chosen from the list in the following table. Note that items in the table that are capitalized are the proper names of specific certifications or training courses/programs that are appropriate for the SHSM. Items that are lowercased are names of the areas or categories within which specific certifications or training courses/programs should be selected by the school or board. The requirements are summarized in the table below.
fInD IT!
See section a1.3 for more on SHSM certifications and training.
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fInD IT!
See section a1.2 for more on SHSM credits.
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POLICY Rel 1—2010 ENV-7
IntroductionEnvironment
four compulsory
Cardiopulmonary Resuscitation (CPR) Level A
generic (i.e., not site-specific) instructions about the Workplace Hazardous Materials Information System (WHMIS)
global positioning system (GPS)
Standard First Aid
Three electives from the list below
animal and plant management
automated external defibrillation (AED)
chainsaw safety geographic information system (GIS)
habitat restoration Hike Ontario knots technique leadership
Leave No Trace life-saving map and compass use Ontario Hunter Education
paddling techniques Pleasure Craft Operator Project Wild radio operator
search and rescue species (e.g., fish, birds, plants, trees, small mammals) identification
stream assessment protocol
water/ice safety
watershed management
wilderness first aid
3. Experiential learning and career exploration activitiesExperiential learning and career exploration opportunities relevant to the sector might include:
• one-on-oneobservationofacooperativeeducationstudentataplacementintheenvi-ronmental sector (example of job twinning)
• aday-longobservationofanenvironmentalsectoremployeror employee (example of job shadowing)
• aone-ortwo-weekworkexperiencewithamemberof an environmental non-governmental organization (NGO) or an employee in the environmental sector (example of work experience)
• attendanceatatradeshow(e.g.,TorontoSportsmen’sShow,OutdoorAdventureShow),conference, or workshop focusing on the environmental sector
• assistingwithtrailmaintenance,trailcleanup
• participatinginEnvirothon.
fInD IT!
See section a1.4 for more on experiential learning and career exploration activities.
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PolICY
Note that volunteer activities in an SHSM cannot be counted towards the hours of community involvement required to earn the OSSD.
A+
Rel 1—2010ENV-8
Specialist High Skills MajorSpecialist High Skills Major
4. Reach ahead experiencesStudentsareprovidedoneormorereachaheadexperiences–opportunities to take the next steps along their chosen pathway–asshowninthefollowingexamples:
• Apprenticeship:visitinganapprovedapprenticeshipdeliveryagent in the sector
• College:interviewingacollegestudentenrolledinasector-specificprogram
• University:observingauniversityclassinasector-relatedprogram
• Workplace:interviewinganemployeeinthesector.
5. Essential Skills and work habits and the OSPStudents will develop Essential Skills and work habits required in the sector and document them using the OSP, a component of the SHSM.
pathways for the SHSM–Environment
A table illustrating the four pathways and required credits leading to completion of this SHSM is provided below. You will also find tables illustrating sample bundles of credits, and other useful resources, on the ministry’s SHSM website.
Awareness building (Grades 7 and 8)Shaping Our Schools, Shaping Our Future, published in June 2007, is the report of the Working Group on Environmental Education, appointed by the Ontario government to make recommendations about environmental education in Ontario. The report states that environmental education should be “highly visible within, and reflected across, the Ontario curriculum” (page 13). With the implementation of this recommendation, students will have opportunities to learn about the environment in every elementary and secondary school grade.
TheSHSM–Environmentprovidesafocusforstudentsintheelementaryandjuniorhighschool grades who become sufficiently interested in the environment to want to pursue a career in this area. See Section 5.5 for information on building awareness of SHSM programs among students in Grades 7 and 8.
Exploration (Grades 9 and 10)See Section 5.5 for more information on providing Grade 9 and 10 students with opportunities for exploration of SHSM programs. Teachers who want to encourage students interested inenrollingintheSHSM–Environmentprogramcanmakesurethatthesestudentsare better informed about this sector by developing activities that both address curriculum
fInD IT!
See section a1.5 for more on reach ahead experiences.
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fInD IT!
See section a1.6 for more on Essential Skills and work habits.
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Tools anD ResoURCes
Visit the ministry’s SHSM website at www.edu.gov.on.ca/eng/teachers/ studentsuccess/specialist.html for:
• samplebundlesofcreditsspecificto this SHSM
• alistoforganizationsandresources specific to this SHSM.
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POLICY Rel 1—2010 ENV-9
IntroductionEnvironment
expectations in geography and science courses and letting students explore environmental issues. In addition, students considering this SHSM can be encouraged to enrol in the following courses to become better informed about careers and postsecondary options in this sector:
• CareerStudies(compulsory)andDiscoveringtheWorkplace:Someoftheexpectations in these Grade 10 courses provide opportunities for students to explore occupations and other postsecondary options in the sector and to participate in experiential learning activities.
• Civics(compulsory):ThisGrade10courseenablesstudentstoexplorewhatitmeanstobe an informed, participating citizen in a democratic society. Students learn about the elements of democracy in local, national, and global contexts, about political reactions to social change, and about political decision-making processes in Canada.
Specialization (Grades 11 and 12)Students acquire the sector-specific knowledge and technical skills required to earn their OSSDwithanSHSM–Environmentbycompletingitsfiverequiredcomponents.Studentsand their parents/guardians are encouraged to consult with guidance counsellors and teachers to select the courses that will enable students to pursue their goals.
The environment is a very wide field of study that includes various career pathways and employment opportunities. Two areas of focus in this sector are environmental science and environmental studies.
An environmental science focus is geared towards students interested in careers in sciences, engineering, technology, and research. In the college and university pathway, students with an environmental science focus are advised to take additional math credits in Grade 12 (Advanced Functions [MHF4U] and/or Mathematics of Data Management [MDM4U]).
An environmental studies focus is for students more interested in recreation, tourism, and environmental policy.
Students pursuing an apprenticeship pathway should consider OYAP, which enables them to start an apprenticeship while earning their OSSD.
Students pursuing a university pathway are advised to complete their required cooperative education credits in Grade 11, in order to allow room in their timetables in Grade 12 for credits needed to meet university entrance requirements.
Students may want to consider the Ministry of Natural Resources Ontario Ranger Program as a summer cooperative education placement.
When helping students plan their SHSMs, particularly with respect to the selection of courses to fulfil the requirement for credits in the major, teachers should bear in mind that technological education courses can be offered as single-credit or multiple-credit courses.
Rel 1—2010ENV-10
Specialist High Skills MajorSpecialist High Skills Major
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Introduction
POLICY Rel 1—2010 FOR-1
Forestry
Required Components for the sHsM–forestry
1. A bundle of nine Grade 11 and Grade 12 credits that comprises:
• fourforestrymajorcredits
• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,andachoiceofscience or Canadian and world studies
• twocooperativeeducationcreditstiedtothesector
2. Seven sector-recognized certifications and/or training courses/programs (four compulsory and a choice of three electives)
3. Experiential learning and career exploration activities within the sector
4. Reach ahead experiences connected with the student’s postsecondary plans
5. Development of Essential Skills and work habits required in the sector, and documentation of them using the OSP
profile of the Forestry Sector
The Canadian forest products industry is a major generator of employment in both rural and urban Canada. Canada’s forests, sawmills and pulp and paper facilities directly employ close to 238,200 Canadians. Factoring in employment from related industries such construction, chemicals, engineering and transportation the Canadian forest product industry supports over 604,300 direct and indirect jobs. The forest products industry is also the largest employer of Aboriginal peoples employing over 17,000 and depends upon 1400 Aboriginal businesses for its day to day operations.1
Ontario is blessed with vast, sustainable, managed forests, the foundation of a forest products industry that manufactures high-quality products for world markets, such as specialty grade papers, engineered wood products, and composite building products. In 2009 the industry generated sales of $54 billion; representing 11% of Canada’s manufacturing GDP.2
forestry
InsIGHT
The requirements of this SHSM are unique and are geared to the forestry sector. However, the design of all SHSM programs follows a consistent model, described in section a: Policy.
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1 http://www.fpac.ca/index.php/en/industry-update/2 http://www.fpac.ca/index.php/en/industry-update/
Rel 1—2010FOR-2
Specialist High Skills MajorSpecialist High Skills Major
Occupations in the Forestry Sector
The following table provides examples of occupations in the forestry sector, with corresponding NOCs, sorted according to the type of postsecondary education or training the occupations would normally require.
apprenticeship Training College
• Arborist2225 • ForestEngineeringTechnician/Technologist2223• ForestInventoryResourceOfficer2223• ForestProductsTechnologist2211• ForestResourceTechnician2223• GISTechnician/Technologist2255
University Workplace
• ForestEcologist2121• Forester2122• ForestryEngineer2122• ProjectManagement–Forester2122• Surveyor2131
• BrushCutter–Forestry8422• ConeHarvester/HarvestHand8432• ForestFirefighter8422• ForestWorker8421• MechanicalHarvesterOperator–Logging8421• SawFiler/Fitter7383• SilvicultureWorker8422• SpacingSawOperator–Forestry8422• TreePlanter8616
Note: Some of the names of occupations in this table may differ slightly from the names given in the National Occupation Classification system. The names listed here reflect common usage by institutions and organizations in this sector in Ontario.
fInD IT!See section a1.6 for more on occupations and NOCs.
A+
POLICY Rel 1—2010 FOR-3
IntroductionForestry
postsecondary programs and Training in the Forestry Sector
The following are examples of programs and training related to careers in the forestry sector and the accreditations associated with each.
Apprenticeship Training
Arborist Certificate of apprenticeship/ certificate of qualification
College
Arboriculturist Diploma
EnforcementOfficer–Forestry Diploma
ExtensionRanger–Forestry Diploma
Field Naturalist Diploma
Forest Fire Technician Diploma
Forestry Technician Diploma
Geomatics/GIS Technician Diploma
University
Forestry Engineer Bachelor’s degree
ProjectManagement–Forester Bachelor’sdegree
Training for the Workplace
Brusher Certificate
Cone Harvester Certificate
Forestry Worker Certificate
Saw Filer/Fitter Certificate
Spacer Certificate
Tree Planter Certificate
Rel 1—2010FOR-4
Specialist High Skills MajorSpecialist High Skills Major
Required Components for the SHSM–Forestry
TheSHSM–Forestryhasthefollowingfiverequiredcomponents:
1. A bundle of nine Grade 11 and Grade 12 creditsThese credits make up the bundle:• fourforestrymajorcreditsthatprovidesector-specific
knowledge and skills
• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish, mathematics, and science or Canadian and world studies, in which some expectations are met through learning activities contextualized to the forestry sector
• twocooperativeeducationcreditsthatprovideauthenticlearningexperiencesinaworkplace setting, enabling students to refine, extend, apply, and practise sector-specific knowledge and skills
Credits
apprenticeship Training College University Workplace
Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12
forestry Major 2 2 2 2 2 2 2 2
includes content delivered in the sector’s context
english 1 1 1 1
Mathematics 1 1 1 1
Canadian and World studies or science
1 1 1 1
Cooperative education 2 2 2 2
Total number of credits 9 9 9 9
Note: Multiple credits in the Ontario technological education curriculum allow additional instructional time for the practice and refinement of skills needed to develop student performance to the levels required for certification, entry into apprenticeship programs, or participation in school–work transition programs (see The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009, page 17).
2. Seven sector-recognized certifications and/or training courses/programsThe SHSM in forestry requires students to complete seven sector-recognized certifications and/or training courses/programs. Of these, four are compulsory and the remaining three are electives that must be chosen from the list in the following table. Note that items in the table that are capitalized are the proper names of specific certifications or training courses/programs that are appropriate for the SHSM. Items that are lowercased are names of the areas or categories within which specific certifications or training courses/programs should be selected by the school or board. The requirements are summarized in the table below.
fInD IT!See section a1.3 for more on SHSM certifications and training.
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fInD IT!See section a1.2 for more on SHSM credits.
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POLICY Rel 1—2010 FOR-5
IntroductionForestry
four compulsory
Cardiopulmonary Resuscitation (CPR) Level A
compass/map/global positioning system (GPS)
generic (i.e., not site-specific) instruction about the Workplace Hazardous Materials Information System (WHMIS)
Standard First Aid
Three electives from the list below
all-terrain vehicle (ATV) safety
bear safety chainsaw safety fall protection
harvesting equipment safety
health and safety – basic
hoisting and rigging personal protective equipment – forestry
professional cable skidding
propane safety safe tree cutting and logging
skidder/loader safety
suspended access equipment
wilderness first aid
3. Experiential learning and career exploration activitiesExperiential learning and career exploration opportunities relevant to the sector might include:
• one-on-oneobservationofacooperativeeducationstudentat a placement in the forestry sector (example of job twinning)
• aday-longobservationofstaffatalumberyard(exampleofjob shadowing)
• aone-ortwo-weekworkexperiencewithamemberofanindustry association or a professional in the sector (example of work experience)
• participationinalocal,provincial,ornationalSkillsCanadacompetition
• atourofaforestryindustryworkplace(e.g.,asawmill)
• avolunteerexperienceplantingtreesaspartofacommunityinitiative
• attendanceataforestrysectortradeshow,conference,orjobfair.
fInD IT!See section a1.4 for more on experiential learning and career exploration activities.
A+
PolICY
Note that volunteer activities in an SHSM cannot be counted towards the hours of community involvement required to earn the OSSD.
A+
Rel 1—2010FOR-6
Specialist High Skills MajorSpecialist High Skills Major
4. Reach ahead experiencesStudentsareprovidedoneormorereachaheadexperiences–opportunities to take the next steps along their chosen pathway–asshowninthefollowingexamples:
• Apprenticeship:visitinganapprovedapprenticeshipdeliveryagent in the sector
• College:interviewingacollegestudentenrolledinasector-specificprogram
• University:observingauniversityclassinasector-relatedprogram
• Workplace:interviewinganemployeeinthesector
5. Essential Skills and work habits and the OSPStudents will develop Essential Skills and work habits required in the sector and document them using the OSP, a component of the SHSM.
pathways for the SHSM–Forestry
A table illustrating the four pathways and required credits leading to completion of this SHSM is provided below. You will also find tables illustrating sample bundles of credits, and other useful resources, on the ministry’s SHSM website.
Awareness building (Grades 7 and 8)See Section 5.5 for information on building awareness of SHSM programs among students in Grades 7 and 8.
Exploration (Grades 9 and 10)See Section 5.5 for information on providing Grade 9 and 10 students with opportunities for exploration of SHSM programs. In addition, students considering this SHSM can be en-couraged to enrol in the following courses to become better informed about careers and postsecondary options in the sector:
• ExploringTechnologies:ThisGrade9courseisrecommendedforallstudentsfollowingSHSM pathways that have a technological education focus. The course provides students with opportunities to explore a variety of technologies, including forestry sector technology, by engaging in activities related to them.
• CareerStudies(compulsory)andDiscoveringtheWorkplace:Someoftheexpectations in these Grade 10 courses provide opportunities for students to explore occupations and other postsecondary options in the sector and to participate in experiential learning activities.
• GreenIndustriesorTransportationTechnology:ThesecoursearerecommendedforanyGrade10studentwhoisconsideringenrollinginanSHSM–Forestryprogram.
fInD IT!See section a1.5 for more on reach ahead experiences.
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fInD IT!See section a1.6 for more on Essential Skills and work habits.
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Tools anD ResoURCes
Visit the ministry’s SHSM website at www.edu.gov.on.ca/eng/teachers/ studentsuccess/specialist.html for:
• samplebundlesofcreditsspecifictothisSHSM
• alistoforganizationsandresourcesspecificto this SHSM.
A+
POLICY Rel 1—2010 FOR-7
IntroductionForestry
Specialization (Grades 11 and 12)Students acquire the sector-specific knowledge and technical skills required to earn their OSSDwithanSHSM–Forestrybycompletingitsfiverequiredcomponents.Studentsandtheir parents/guardians are encouraged to consult with guidance counsellors and teachers to select the courses that will enable students to pursue their goals.
Forestry sector representatives have identified knowledge of entrepreneurship and basic business practices as important for students as they prepare for careers in this sector. Therefore, it is recommended that in Grade 11 or 12 students do one of the following:
• completeanentrepreneurshipcourseofferedintheOntariobusinessstudiescurriculum
• pursueanextracurricularactivityfocusedonentrepreneurship(e.g.,JuniorAchieve-ment’s Company Program)
Students pursuing an apprenticeship pathway should consider OYAP, which enables them to start an apprenticeship while earning their OSSD.
Students pursuing a university pathway are advised to complete their required cooperative education credits in Grade 11, in order to allow room in their timetables in Grade 12 for credits needed to meet university entrance requirements.
When helping students plan their SHSMs, particularly with respect to the selection of courses to fulfil the requirement for credits in the major, teachers should bear in mind that technological education courses can be offered as single-credit or multiple-credit courses.
Rel 1—2010FOR-8
Specialist High Skills MajorSpecialist High Skills Major
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Introduction
POLICY Rel 1—2010 H&W-1
Health and Wellness
Required Components for the sHsM–Health and Wellness
1. A bundle of nine Grade 11 and Grade 12 credits that comprises:
• fourhealthandwellnessmajorcredits
• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,andachoiceofscience or social sciences and humanities
• twocooperativeeducationcreditstiedtothesector
2. Seven sector-recognized certifications and/or training courses/programs (four compulsory and a choice of three electives)
3. Experiential learning and career exploration activities within the sector
4. Reach ahead experiences connected with the student’s postsecondary plans
5. Development of Essential Skills and work habits required in the sector, and documentation of them using the OSP
profile of the Health and Wellness Sector
Kinesiologist, child care worker, audiologist, fitness instructor, doctor, nurse, physiotherapist, youth care worker, hospital porter, and medical technician are just some of the numerous and varied occupations in the health and wellness sector.
This sector not only has a wide variety of careers, but also is significant for the number of workers it employs. According to Canada’s Health Care System, published by Health Canada in 2005, “approximately 1.6 million people work in health care and social services in Canada”.1 The same publication states that this figure makes this sector “the nation’s third largest employer after manufacturing and the retail trade”.
The demand for health and wellness professionals will only increase. One reason is that a large number of employees in the sector are nearing retirement age. A survey conducted in 2002 found that “12% of the total number of [Ontario’s] health care professionals … are over the age of 55.”2 In addition, as our population ages, the demands on the health care sector will rise.
Health and Wellness
1 Health Canada, Canada’s Health Care System, www.hc-sc.gc.ca/hcs-sss/alt_formats/hpb-dgps/pdf/pubs/2005-hcs-sss/ 2005-hcs-sss_e.pdf.2 MEDIAFORCE Helpdesk, The Ontario Health Care Labour Market, http://testunix.mediaforce1.com/itp/LM%20Report/1%20HealthCareLabour.pdf.
InsIGHT
The requirements of this SHSM are unique and are geared to the health and wellness sector. However, the design of all SHSM programs follows a consistent model, described in section a: Policy.
A+
Rel 1—2010H&W-2
Specialist High Skills MajorSpecialist High Skills Major
TheSHSM–HealthandWellnessenablesstudentstobuildafoundationofsector-focusedknowledge and skills before graduating and entering apprenticeship training, college, university, or an entry-level position in the workplace. Depending on local circumstances, thisSHSMmaybedesignedtohaveaparticularfocus–forexample,onhealthcare,fitness,or child care and family services. Where a choice of focus areas is offered, students may select one.
Occupations in the Health and Wellness Sector
The following table provides examples of occupations in the health and wellness sector, with corresponding NOCs, sorted according to the type of postsecondary education or training the occupations would normally require.
apprenticeship Training College
• ChildandYouthWorker4212• EarlyChildhoodEducator4214• EducationalAssistant6472
• AmbulanceAttendantsandOtherParamedicalOccupations 3234
• BiomedicalEngineeringTechnologist2241• CommunityandSocialServiceWorker4212• DentalHygienistorDentalAssistant3222• DocumentationClerk1441• FuneralDirectororEmbalmer6272• HealthCareAide3413• HospitalInformationClerk1434• MedicalLaboratoryTechnician3212• MedicalSecretary1243• PharmacyTechnician3414• PracticalNurse3233• PrimaryCareParamedic3234• RegisteredMassageTherapist3235• RegisteredOrthopaedicTechnologist3414• RespiratoryTherapist3214
fInD IT!
See section a1.6 for more on occupations and NOCs.
A+
POLICY Rel 1—2010 H&W-3
IntroductionHealth and Wellness
University Workplace
• AudiologistorSpeech-LanguagePathologist3141• Chiropractor3122• Dentist3113• Dietitian3132• Family,MarriageandOtherRelatedCounsellors
4153• HospitalEquipmentSalesRepresentative6221• Kinesiologist3235• MedicalMicrobiologist3111• MedicalSonographer3216• Midwife3232• Nutritionist3132• Optometrist3121• Pharmacist3131• Podiatrist3123• Psychiatrist3111• RegisteredNurse3152• SportsTherapist3144
• BloodDonorClinicAssistant3414• CertifiedPersonalTrainer5254• Doctor’sOfficeReceptionist1414• FitnessInstructor5254• HospitalAdmittingClerk1414• HospitalCleaner6661• HospitalPorter3413• Lifeguard5254• RecreationProgramLeader5254
Note: Some of the names of occupations in this table may differ slightly from the names given in the National Occupation Classification system. The names listed here reflect common usage by institutions and organizations in this sector in Ontario.
postsecondary programs and Training in the Health and Wellness Sector
The following are examples of programs and training related to careers in the health and wellness sector and the accreditations associated with each.
Apprenticeship Training
Aboriginal Early Childhood Education Worker Certificate of apprenticeship/ certificate of qualification
Child and Youth Worker Certificate of apprenticeship/ certificate of qualification
Early Childhood Educator Certificate of apprenticeship/ certificate of qualification
College
ActivationCoordinator–Gerontology Diploma
Advanced Care Paramedic Diploma
Cardiovascular Technician Diploma
Child and Youth Worker Diploma
Rel 1—2010H&W-4
Specialist High Skills MajorSpecialist High Skills Major
Denturist Diploma
Developmental Service Worker Diploma
Disaster Management Diploma
Early Childhood Education Diploma/bachelor’s degree
Fitness and Health Promotion Diploma
Fitness and Lifestyle Management Diploma
Funeral Services Diploma
Health Information Management Diploma/bachelor’s degree
Hearing Investment Specialist Diploma
Laboratory Technology Diploma
Massage Therapy Diploma
Medical Office Administration Diploma
Medical Transcriptionist Diploma
Optical/Optometric Diploma
Orthotics/Prosthetics Diploma
Pharmacy Assistant Diploma
Physiotherapy Assistant and Occupational Therapy Assistant Diploma
Practical Nursing Diploma
Primary Care Paramedic Diploma
Recreation and Leisure Services Diploma
Registered Nutritional Therapy Diploma
Social Service Worker Diploma
Sports Therapy/Sports Management Diploma/bachelor’s degree
University
Biomedical Toxicologist Bachelor’s degree
Child Studies Bachelor’s degree
Dentistry Doctor’s degree
Kinesiology Bachelor’s degree
Medical Radiation Sciences Bachelor’s degree
Medicine Doctor’s degree
Midwifery Bachelor’s degree
Nurse/Nurse Practitioner Bachelor’s degree
Nutritionist/Dietician Bachelor’s degree
POLICY Rel 1—2010 H&W-5
IntroductionHealth and Wellness
Occupational and Public Health Bachelor’s degree
Occupational Therapy Master’s degree
Pharmacy Bachelor’s degree
Physical Therapy Master’s degree
Social Work Bachelor’s degree/master’s degree
Speech-Language Pathology Master’s degree
Training for the Workplace
Acupuncture Certificate
Central Processing Technician Certificate
Clinical Assistant Certificate
Dietary Aide Certificate
Fitness/Personal Trainer Certificate
Hospital Support Services Certificate
Recreational Aide Certificate
Specimen Collection/Laboratory Aide Certificate
Required Components for the SHSM–Health and Wellness
TheSHSM–HealthandWellnesshasthefollowingfiverequiredcomponents:
1. A bundle of nine Grade 11 and Grade 12 creditsThese credits make up the bundle:
• fourhealthandwellnessmajorcreditsthatprovidesector-specific knowledge and skills
• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish, mathematics, and social sciences and humanities or science, in which some expectations are met through learning activities contextualized to the health and wellness sector
• twocooperativeeducationcreditsthatprovideauthenticlearningexperiencesinaworkplace setting, enabling students to refine, extend, apply, and practise sector-specific knowledge and skills
fInD IT!
See section a1.2 for more on SHSM credits.
A+
Rel 1—2010H&W-6
Specialist High Skills MajorSpecialist High Skills Major
Credits
apprenticeship Training College University Workplace
Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12
Health and Wellness Major 2 2 2 2 2 2 2 2
includes content delivered in the sector’s context
english 1 1 1 1
Mathematics 1 1 1 1
social sciences and Humanities or science
1 1 1 1
Cooperative education 2 2 2 2
Total number of credits 9 9 9 9
Note: Multiple credits in the Ontario technological education curriculum allow additional instructional time for the practice and refinement of skills needed to develop student performance to the levels required for certification, entry into apprenticeship programs, or participation in school–work transition programs (see The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009, page 17).
2. Seven sector-recognized certifications and/or training courses/programsThe SHSM in health and wellness requires students to complete seven sector-recognized certifications and/or training courses/programs. Of these, four are compulsory and the remaining three are electives that must be chosen from the list in the following table. Note that items in the table that are capitalized are the proper names of specific certifications or training courses/programs that are appropriate for the SHSM. Items that are lowercased are names of the areas or categories within which specific certifications or training courses/programs should be selected by the school or board. The requirements are summarized in the table below.
fInD IT!
See section a1.3 for more on SHSM certifications and training.
A+
POLICY Rel 1—2010 H&W-7
IntroductionHealth and Wellness
four compulsory
Cardiopulmonary Resuscitation (CPR) Level C
generic (i.e., not site-specific) instruction about the Workplace Hazardous Materials Information System (WHMIS)
infection control Standard First Aid
Three electives from the list below
ambulation, lifting, and transfers
automated external defibrillation (AED)
babysitting behaviour management
coach/personal trainer communication skills conflict resolution customer service
ethical considerations feeding assistance fitness group dynamics
lab practices leadership – group activities
marine and wilderness first aid
medical terminology
non-violent crisis intervention
personality inventory safe body mechanics safe food handling – basic
sign language specialized care (e.g., diabetes, dementia)
sterile techniques suicide prevention
waste management
Note: Taken together, some of these electives can lead to certification as a health care provider.
3. Experiential learning and career exploration activitiesExperiential learning and career exploration opportunities relevant to the sector might include:
• one-on-oneobservationofacooperativeeducationstudentat a placement in the health and wellness sector (example of job twinning)
• aday-longobservationofahealthandwellnesssector employer or employee (example of job shadowing)
• aone-ortwo-weekworkexperiencewithamemberofanindustryassociationor a professional in the sector (example of work experience)
• avolunteerexperienceinalong-termcarefacility
• anexperiencecoachinganelementaryschoolstudentinreadingaspartofareadingbuddy program, or other curricular or extracurricular activities
fInD IT!
See section a1.4 for more on experiential learning and career exploration activities.
A+
Rel 1—2010H&W-8
Specialist High Skills MajorSpecialist High Skills Major
• assistinginanexerciseclassinalong-termcarefacility
• attendanceatahealthandwellnesssectorcareerfair.
• ExperientialLearningandCareerExplorationactivitiesinthehealthandwellnesssectormay require a student to consent to a police records check, immunization clearance and/or Confidentiality and Privacy Agreements.
4. Reach ahead experiencesStudentsareprovidedoneormorereachaheadexperiences–opportunities to take the next steps along their chosen pathway–asshowninthefollowingexamples:
• Apprenticeship:visitinganapprovedapprenticeshipdeliveryagent in the sector
• College:interviewingacollegestudentenrolledinasector-specificprogram
• University:observingauniversityclassinasector-relatedprogram
• Workplace:interviewinganemployeeinthesector
5. Essential Skills and work habits and the OSPStudents will develop Essential Skills and work habits required in the sector and document them using the OSP, a component of the SHSM.
pathways for the SHSM–Health and Wellness
A table illustrating the four pathways and required credits leading to completion of this SHSM is provided below. You will also find tables illustrating sample bundles of credits, and other useful resources, on the ministry’s SHSM website.
Awareness building (Grades 7 and 8)See Section 5.5 for information on building awareness of SHSM programs among students in Grades 7 and 8.
fInD IT!
See section a1.5 for more on reach ahead experiences.
A+
fInD IT!
See section a1.6 for more on Essential Skills and work habits.
A+
Tools anD ResoURCes
Visit the ministry’s SHSM website at www.edu.gov.on.ca/eng/teachers/ studentsuccess/specialist.html for:
• samplebundlesofcreditsspecificto this SHSM
• alistoforganizationsandresourcesspecificto this SHSM.
A+
PolICY
Note that volunteer activities in an SHSM cannot be counted towards the hours of community involvement required to earn the OSSD.
A+
POLICY Rel 1—2010 H&W-9
IntroductionHealth and Wellness
Exploration (Grades 9 and 10)See Section 5.5 for information on providing Grade 9 and 10 students with opportunities for exploration of SHSM programs. In addition, students considering this SHSM can be encouraged to enrol in the following courses to become better informed about careers and postsecondary options in the sector:
• AnyGrade9or10courserelatedtothespecificspecialtyofinterest(e.g.,IndividualandFamily Living, Healthy Active Living Education, Food and Nutrition)
• CareerStudies(compulsory)andDiscoveringtheWorkplace:Someoftheexpectationsin these Grade 10 courses provide opportunities for students to explore occupations and other postsecondary options in the sector and to participate in experiential learning activities.
• HealthCare:ThiscourseisrecommendedforanyGrade10studentwhoisconsideringenrollinginanSHSM–HealthandWellnessprogram.
Specialization (Grades 11 and 12)Students acquire the sector-specific knowledge and technical skills required to earn their OSSDwithanSHSM–HealthandWellnessbycompletingitsfiverequiredcomponents. Students and their parents/guardians are encouraged to consult with guidance counsellors and teachers to select the courses that will enable students to pursue their goals.
Some experiential learning placements may require students to provide a record of vaccina-tions and/or undergo a police check as a prerequisite for participation in the experience.
Students pursuing an apprenticeship pathway should consider OYAP, which enables them to start an apprenticeship while earning their OSSD.
Students pursuing a university pathway are advised to complete their required cooperative education credits in Grade 11, in order to allow room in their timetables in Grade 12 for credits needed to meet university entrance requirements.
When helping students plan their SHSMs, particularly with respect to the selection of courses to fulfil the requirement for credits in the major, teachers should bear in mind that technological education courses can be offered as single-credit or multiple-credit courses.
Rel 1—2010H&W-10
Specialist High Skills MajorSpecialist High Skills Major
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Introduction
POLICY Rel 1—2010 H&L-1
Horticulture and Landscaping
Required Components for the sHsM–Horticulture and landscaping
1. A bundle of nine Grade 11 and Grade 12 credits that comprises:
• fourhorticultureandlandscapingmajorcredits
• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,andachoiceofscience or business studies
• twocooperativeeducationcreditstiedtothesector
2. Seven sector-recognized certifications and/or training courses/programs (four compulsory and a choice of three electives)
3. Experiential learning and career exploration activities within the sector
4. Reach ahead experiences connected with the student’s postsecondary plans
5. Development of Essential Skills and work habits required in the sector, and documentation of them using the OSP
profile of the Horticulture and Landscaping Sector
Ornamental horticulture and landscaping is a multibillion-dollar industry offering thousands of full- and part-time employment opportunities in Ontario.
The sector is growing rapidly due to unprece-dented residential and commercial construction activity. There will be a great demand, as well as expanded entrepreneurial opportunities, for skilled employees in this sector over the coming years.
The need for management of local parks and botanical or heritage gardens, maintenance of sports grounds, and construction of domestic gardens is growing, as is consumer demand for outdoor recreation, environmental sustain-ability, and eco-tourism.1
TheSHSM–HorticultureandLandscapingprovidesstudentswithastrongfoundationfor a wide variety of careers in the horticulture and landscaping sector. Depending on local circumstances, this SHSM may be designed to have a particular focus. Where a choice of focus areas is offered, students may select one.
Horticulture and landscaping
InsIGHT
The requirements of this SHSM are unique and are geared to the horticulture and landscaping sector. However, the design of all SHSM programs follows a consistent model, described in section a: Policy.
A+
1 Horticultural Trades Association, Landscape Ontario, www.horttrades.com.
Rel 1—2010H&L-2
Specialist High Skills MajorSpecialist High Skills Major
Occupations in the Horticulture and Landscaping Sector
The following table provides examples of occupations in the horticulture and landscaping sector, with corresponding NOCs, sorted according to the type of postsecondary education or training the occupations would normally require.
apprenticeship Training College
• Arborist2225• HorticulturalTechnician2225• SmallEngineTechnician7335
• GolfCourseTechnician8612• LandscapeTechnologist2225• ParksOperationsManager0114• TreeServiceTechnician2225• UrbanForestryandParkTechnician2122
University Workplace
• Biologist2121• Botanist2121• Horticulturalist2225• LandscapeArchitect2151• PlantPathologist2121
• Gardener2225• GreenhouseWorker8432• Grower8254• LandscapeLabourer8612• LandscapingandGroundsMaintenance
Contractors8255• LawnandGardenRetailSalesperson6421• PlantPropagator8432
Note: Some of the names of occupations in this table may differ slightly from the names given in the National Occupation Classification system. The names listed here reflect common usage by institutions
and organizations in this sector in Ontario.
postsecondary programs and Training in the Horticulture and Landscaping Sector
The following are examples of programs and training related to careers in the horticulture and landscaping sector and the accreditations associated with each.
Apprenticeship Training
Arborist Certificate of apprenticeship/ certificate of qualification
Horticultural Technician Certificate of apprenticeship/ certificate of qualification
Small Engine Technician Certificate of apprenticeship/ certificate of qualification
fInD IT!See section a1.6 for more on occupations and NOCs.
A+
POLICY Rel 1—2010 H&L-3
IntroductionHorticulture and Landscaping
College
Floriculture/Retail Diploma
Golf Course Management Diploma
Horticulture Technician Diploma
Landscape Design Diploma
Landscape Technician Diploma
Landscape Technology Diploma
Ornamental Horticulture Diploma
Parks Operations and Services Diploma
Urban Tree Maintenance Diploma
University
Botany Bachelor’s degree
Horticulture and Landscaping Bachelor’s degree
Horticulture Science Bachelor’s degree
Landscape Architecture Bachelor’s degree
Plant Agriculture Bachelor’s degree
Plant Biology Bachelor’s degree
Plant Sciences Bachelor’s degree
Training for the Workplace
Greenskeeper Certificate
Irrigation Technician Certificate
Nursery Production Certificate
Pesticide Technician Certificate
Required Components for the SHSM–Horticulture and Landscaping
TheSHSM–HorticultureandLandscapinghasthefollowingfiverequiredcomponents:
1. A bundle of nine Grade 11 and Grade 12 creditsThese credits make up the bundle:
• fourhorticultureandlandscapingmajorcreditsthatprovidesector-specific knowledge and skills
• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics, and science or business studies, in which some expectations are met through learning activities contextualized to the horticulture and landscaping sector
fInD IT!
See section a1.2 for more on SHSM credits.
A+
Rel 1—2010H&L-4
Specialist High Skills MajorSpecialist High Skills Major
• twocooperativeeducationcreditsthatprovideauthenticlearningexperiencesinaworkplace setting, enabling students to refine, extend, apply, and practise sector-specific knowledge and skills
Credits
apprenticeship Training College University Workplace
Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12
Horticulture and landscaping Major 2 2 2 2 2 2 2 2
includes content delivered in the sector’s context
english 1 1 1 1
Mathematics 1 1 1 1
business studies or science
1 1 1 1
Cooperative education 2 2 2 2
Total number of credits 9 9 9 9
Note: Multiple credits in the Ontario technological education curriculum allow additional instructional time for the practice and refinement of skills needed to develop student performance to the levels required for certification, entry into apprenticeship programs, or participation in school–work transition programs (see The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009, page 17).
2. Seven sector-recognized certifications and/or training courses/programsThe SHSM in horticulture and landscaping requires students to complete seven sector- recognized certifications and/or training courses/programs. Of these, four are compulsory and the remaining three are electives that must be chosen from the list in the following table. Note that items in the table that are capitalized are the proper names of specific certifications or training courses/programs that are appropriate for the SHSM. Items that are lowercased are names of the areas or categories within which specific certifications or training courses/programs should be selected by the school or board. The requirements are summarized in the table below.
fInD IT!
See section a1.3 for more on SHSM certifications and training.
A+
POLICY Rel 1—2010 H&L-5
IntroductionHorticulture and Landscaping
four compulsory
Cardiopulmonary Resuscitation (CPR) Level A
generic (i.e., not site-specific) Workplace Hazardous Materials Information System (WHMIS)
plant identification Standard First Aid
Three electives from the list below
cash handling customer service edging and trimming grading and drainage
grading and sodding lawn mower use and safety
paver installation phone etiquette
plant layout pruning tree planting work orders
Note: Taken together, some of these electives can lead to certification as a certified horticultural technician.
3. Experiential learning and career exploration activitiesExperiential learning and career exploration opportunities relevant to the sector might include:
• one-on-oneobservationofacooperativeeducationstudentat a placement in the horticulture and landscaping sector (example of job twinning)
• aday-longobservationofaskilledtradespersoninthehorti-culture and landscaping sector (example of job shadowing)
• aone-ortwo-weekworkexperiencewithamemberofanindustryassociationora professional in the sector (example of work experience)
• attendanceatcollegeoruniversityclassesinahorticultureand/orlandscaping program
• thedesignandinstallationofalandscapingprojectonthegroundsoftheschoolorschool board
• attendanceataworkshopputonbyagardencentreornursery
• atourofagreenhouseinwhichresearchisconducted
• avolunteerexperiencewithacommunitylandscapinginitiative.
fInD IT!
See section a1.4 for more on experiential learning and career exploration activities.
A+
PolICY
Note that volunteer activities in an SHSM cannot be counted towards the hours of community involvement required to earn the OSSD.
A+
Rel 1—2010H&L-6
Specialist High Skills MajorSpecialist High Skills Major
4. Reach ahead experiencesStudentsareprovidedoneormorereachaheadexperiences–opportunities to take the next steps along their chosen pathway–asshowninthefollowingexamples:• Apprenticeship:visitinganapprovedapprenticeshipdelivery
agent in the sector• College:interviewingacollegestudentenrolledinasector-
specific program• University:observingauniversityclassinasector-relatedprogram• Workplace:interviewinganemployeeinthesector
5. Essential Skills and work habits and the OSPStudents will develop Essential Skills and work habits required in the sector and document them using the OSP, a component of the SHSM.
pathways for the SHSM–Horticulture and Landscaping
A table illustrating the four pathways and required credits leading to completion of this SHSM is provided below. You will also find tables illustrating sample bundles of credits, and other useful resources, on the ministry’s SHSM website.
Awareness building (Grades 7 and 8)See Section 5.5 for information on building awareness of SHSM programs among students in Grades 7 and 8.
Exploration (Grades 9 and 10)See Section 5.5 for information on providing Grade 9 and 10 students with opportunities for exploration of SHSM programs. In addition, students considering this SHSM can be encouraged to enrol in the following courses to become better informed about careers and postsecondary options in the sector:
• ExploringTechnologies:ThisGrade9courseisrecommendedforallstudentsfollowingSHSM pathways that have a technological education focus. The course provides students with opportunities to explore a variety of technologies, including Green Industries, by engaging in activities related to them.
• CareerStudies(compulsory)andDiscoveringtheWorkplace:Someoftheexpectations in these Grade 10 courses provide opportunities for students to explore occupations and other postsecondary options in the sector and to participate in experiential learning activities.
• GreenIndustries:ThiscourseisrecommendedforanyGrade10studentwhoisconsideringenrollinginanSHSM–HorticultureandLandscaping.
fInD IT!
See section a1.5 for more on reach ahead experiences.
A+
fInD IT!
See section a1.6 for more on Essential Skills and work habits.
A+
Tools anD ResoURCes
Visit the ministry’s SHSM website at www.edu.gov.on.ca/eng/teachers/ studentsuccess/specialist.html for:
• samplebundlesofcreditsspecificto this SHSM
• alistoforganizationsandresourcesspecificto this SHSM.
A+
POLICY Rel 1—2010 H&L-7
IntroductionHorticulture and Landscaping
Specialization (Grades 11 and 12)Students acquire the sector-specific knowledge and technical skills required to earn their OSSD withanSHSM–HorticultureandLandscapingbycompletingitsfiverequiredcomponents.Students and their parents/guardians are encouraged to consult with guidance counsellors and teachers to select the courses that will enable students to pursue their goals.
Students pursuing an apprenticeship pathway should consider OYAP, which enables them to start an apprenticeship while earning their OSSD.
Students pursuing a university pathway are advised to complete their required cooperative education credits in Grade 11, in order to allow room in their timetables in Grade 12 for credits needed to meet university entrance requirements.
When helping students plan their SHSMs, particularly with respect to the selection of courses to fulfil the requirement for credits in the major, teachers should bear in mind that technological education courses can be offered as single-credit or multiple-credit courses.
Rel 1—2010H&L-8
Specialist High Skills MajorSpecialist High Skills Major
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Introduction
POLICY Rel 1—2010 H&T-1
Hospitality and Tourism
Required Components for the sHsM–Hospitality and Tourism
1. A bundle of nine Grade 11 and Grade 12 credits that comprises:
• fourhospitalityandtourismmajorcredits
• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,andachoiceofscience or business studies
• twocooperativeeducationcreditstiedtothesector
2. Six sector-recognized certifications and/or training courses/programs (four compulsory and a choice of two electives)
3. Experiential learning and career exploration activities within the sector
4. Reach ahead experiences connected with the student’s postsecondary plans
5. Development of Essential Skills and work habits required in the sector, and documentation of them using the OSP
profile of the Hospitality and Tourism Sector
The tourism industry presents many advantages for employees because it offers a selection of well over 400 occupations. Tourism jobs also tend to provide plenty of opportunities for advancement, widely transferable skills, and ongoing training.1
The tourism industry is divided into five sub-sectors:
• hospitalityandtourism
• accommodation
• foodandbeverageservices
• recreation
• travelservices
Tourism industries are an important employment sector in Canada. In 2009, this sector accounted for 1.6 million jobs, representing 9.4 per cent of the 17.1 million jobs in Canada.2 Between now and 2025, spending on tourism goods and services in Canada is expected to grow to $201 billion, and it is estimated that 219,000 tourism jobs will go unfilled due in part to declining birth rates and an aging workforce.3
Hospitality and Tourism
1 Discover Tourism, http://discovertourism.ca/employees/about_tourism.aspx.2 Statistics Canada, Tourism satellite account: Human resource module, 2009, www.statcan.gc.ca/daily-quotidien/100528/dq100528d-eng.htm.3 Canadian Tourism Human Resource Council, Fast Facts: Total Tourism Sector Employment (2006), http://cthrc.ca/en/research_publications/fast_facts.aspx.
InsIGHT
The requirements of this SHSM are unique and are geared to the hospitality and tourism sector. However, the design of all SHSM programs follows a consistent model, described in section a: Policy.
A+
Rel 1—2010H&T-2
Specialist High Skills MajorSpecialist High Skills Major
TheSHSM–HospitalityandTourismenablesstudentstobuildafoundationofsector-focusedknowledge and skills before graduating and entering apprenticeship training, college, university, or an entry-level position in the workplace. Depending on local circumstances, this SHSMmaybedesignedtohaveaparticularfocus–forexample,ontourismorhospitality.Where a choice of focus areas is offered, students may select one.
Occupations in the Hospitality and Tourism Sector
The following table provides examples of occupations in the hospitality and tourism sector, with corresponding NOCs, sorted according to the type of postsecondary education or training the occupations would normally require.
apprenticeship Training College
• Baker6252• ButcherandMeatCutter6251• Chef6241• Cook6242• SpecialEventsCoordinator1226
• AccommodationServiceManager0632• ConferenceandEventPlanner1226• FoodServiceSupervisor6212• Hotel/ResortManager0015• RestaurantandFoodServiceManager0631• TourismInformationOfficer5124• TravelCounsellor6431
University Workplace
• Dietician3132• FoodBacteriologist2121• Nutritionist3132• PublicandEnvironmentalHealthOfficer2263• PublicRelationsandCommunications5124
• ExecutiveHousekeeper6213• FoodandBeverageServer6453• FoodCounterAttendantandKitchenHelper6641• FoodStylist5243• Hotel/FrontDeskClerk6435• HotelValet6683• PurserandFlightAttendant6432• ReceptionistandFrontDeskClerk1414• ReservationAgent6434• SalesRepresentative–Wine,Food,Wholesale
6411• TicketAgent6434• TourandTravelGuide6441• TouristInformationClerk1453
Note: Some of the names of occupations in this table may differ slightly from the names given in the National Occupation Classification system. The names listed here reflect common usage by institutions and organizations in this sector in Ontario.
fInD IT!
See section a1.6 for more on occupations and NOCs.
A+
POLICY Rel 1—2010 H&T-3
IntroductionHospitality and Tourism
postsecondary programs and Training in the Hospitality and Tourism Sector
The following are examples of programs and training related to careers in the hospitality and tourism sector and the accreditations associated with each.
Apprenticeship Training
Assistant Cook Certificate of apprenticeship/ certificate of qualification
Baker Certificate of apprenticeship/ certificate of qualification
Chef Certificate of apprenticeship/ certificate of qualification
Cook Certificate of apprenticeship/ certificate of qualification
Patissier Certificate of apprenticeship/ certificate of qualification
Retail Meat Cutter Certificate of apprenticeship/ certificate of qualification
Special Events Coordinator Certificate of apprenticeship/ certificate of qualification
College
Baking and Pastry Arts Diploma
Chef Diploma
Cook Diploma
Culinary Management Diploma
Hotel, Resort, and Restaurant Management Diploma
Recreation and Leisure Services Diploma
Special Events Management Diploma
TourismandTravel–AdventureandEcotourism Diploma
Tourism Marketing and Operations Diploma
University
Foods and Nutrition Bachelor’s degree
Hospitality and Tourism Management Bachelor’s degree
Hotel and Food Administration Bachelor’s degree
Nutritional Sciences Bachelor’s degree
Rel 1—2010H&T-4
Specialist High Skills MajorSpecialist High Skills Major
Outdoor Recreation, Parks and Tourism Bachelor’s degree
Tourism and Environment Bachelor’s degree
Training for the Workplace
Banquet Food and Beverage Server Certificate
Reservations Sales Agent Certificate
Required Components for the SHSM–Hospitality and Tourism
TheSHSM–HospitalityandTourismhasthefollowingfiverequiredcomponents:
1. A bundle of nine Grade 11 and Grade 12 creditsThese credits make up the bundle:
• fourhospitalityandtourismmajorcreditsthatprovide sector-specific knowledge and skills
• threeotherrequiredcreditsfromtheOntariocurriculum,in English, mathematics, and science or business studies, in which some expectations are met through learning activities contextualized to the hospitality and tourism sector
• twocooperativeeducationcreditsthatprovideauthenticlearningexperiencesinaworkplace setting, enabling students to refine, extend, apply, and practise sector-specific knowledge and skills
Credits
apprenticeship Training College University Workplace
Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12
Hospitality and Tourism Major 2 2 2 2 2 2 2 2
includes content delivered in the sector’s context
english 1 1 1 1
Mathematics 1 1 1 1
business studies or science
1 1 1 1
Cooperative education 2 2 2 2
Total number of credits 9 9 9 9
Note: Multiple credits in the Ontario technological education curriculum allow additional instructional time for the practice and refinement of skills needed to develop student performance to the levels required for certification, entry into apprenticeship programs, or participation in school–work transition programs (see The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009, page 17).
fInD IT!
See section a1.2 for more on SHSM credits.
A+
POLICY Rel 1—2010 H&T-5
IntroductionHospitality and Tourism
2. Six sector-recognized certifications and/or training courses/programsThe SHSM in hospitality and tourism requires students to complete six sector-recognized certifications and/or training courses/programs. Of these, four are compulsory and the remaining two are electives that must be chosen from the list in the following table. Note that items in the table that are capitalized are the proper names of specific certifications or training courses/programs that are appropriate for the SHSM. Items that are lowercased are names of the areas or categories within which specific certifications or training courses/programs should be selected by the school or board. The requirements are summarized in the table below.
four compulsory
Cardiopulmonary Resuscitation (CPR) Level A
customer service generic (i.e., not site-specific) instruction about the Workplace Hazardous Materials Information System (WHMIS)
Standard First Aid
Two electives from the list below
compass/map/global positioning system (GPS)
cook/line cook events coordinator fishing guide
geographic information system (GIS)
guest services guest services housekeeping services
life-saving paddling techniques safe food handling – advanced
safe food handling – basic
Smart Serve spa etiquette spa service ticket agent
tour guide tourism – basic
3. Experiential learning and career exploration activitiesExperiential learning and career exploration opportunities relevant to the sector might include:
• one-on-oneobservationofacooperativeeducationstudentat a placement in the hospitality and tourism sector (example of job twinning)
• aday-longobservationofachef(exampleofjobshadowing)
• aone-ortwo-weekplacementatalocaltouristattraction(example of work experience)
• participationinalocal,provincial,ornationalSkillsCanadacompetition
fInD IT!
See section a1.3 for more on SHSM certifications and training.
A+
fInD IT!
See section a1.4 for more on experiential learning and career exploration activities.
A+
Rel 1—2010H&T-6
Specialist High Skills MajorSpecialist High Skills Major
• attendanceatahospitalitysectortradeshow,conference,orjobfair
• atourofatourismorhospitalitybusiness
• assistingatacommunitycompetitionorevent
• participationinawildernesssurvivalcamp.
4. Reach ahead experiencesStudentsareprovidedoneormorereachaheadexperiences–opportunities to take the next steps along their chosen pathway–asshowninthefollowingexamples:
• Apprenticeship:visitinganapprovedapprenticeshipdeliveryagent in the sector
• College:interviewingacollegestudentenrolledinasector-specific program
• University:observingauniversityclassinasector-relatedprogram
• Workplace:interviewinganemployeeinthesector
5. Essential Skills and work habits and the OSPStudents will develop Essential Skills and work habits required in the sector and document them using the OSP, a component of the SHSM.
pathways for the SHSM–Hospitality and Tourism
A table illustrating the four pathways and required credits leading to completion of this SHSM is provided below. You will also find tables illustrating sample bundles of credits, and other useful resources, on the ministry’s SHSM website.
Awareness building (Grades 7 and 8)See Section 5.5 for information on building awareness of SHSM programs among students in Grades 7 and 8.
fInD IT!See section a1.5 for more on reach ahead experiences.
A+
fInD IT!See section a1.6 for more on Essential Skills and work habits.
A+
Tools anD ResoURCes
Visit the ministry’s SHSM website at www.edu.gov.on.ca/eng/teachers/ studentsuccess/specialist.html for:
• samplebundlesofcreditsspecificto this SHSM
• alistoforganizationsandresourcesspecificto this SHSM.
A+
PolICY
Note that volunteer activities in an SHSM cannot be counted towards the hours of community involvement required to earn the OSSD.
A+
POLICY Rel 1—2010 H&T-7
IntroductionHospitality and Tourism
Exploration (Grades 9 and 10)See Section 5.5 for information on providing Grade 9 and 10 students with opportunities for exploration of SHSM programs. In addition, students considering this SHSM can be encouraged to enrol in the following courses to become better informed about careers and postsecondary options in the sector:
• ExploringTechnologies:ThisGrade9courseisrecommendedforallstudentsfollowingSHSM pathways that have a technological education focus. The course provides students with opportunities to explore a variety of technologies, including hospitality and tourism technology, by engaging in activities related to them.
• CareerStudies(compulsory)andDiscoveringtheWorkplace:Someoftheexpectations in these Grade 10 courses provide opportunities for students to explore occupations and other postsecondary options in the sector and to participate in experiential learning activities.
• HospitalityandTourism(TFJ2O):ThiscourseisrecommendedforanyGrade10studentwhoisconsideringenrollinginanSHSM–HospitalityandTourismprogram.
Specialization (Grades 11 and 12)Students acquire the sector-specific knowledge and technical skills required to earn their OSSDwithanSHSM–HospitalityandTourismbycompletingitsfiverequiredcomponents.Students and their parents/guardians are encouraged to consult with guidance counsellors and teachers to select the courses that will enable students to pursue their goals.
Students pursuing an apprenticeship pathway should consider OYAP, which enables them to start an apprenticeship while earning their OSSD.
Students pursuing a university pathway are advised to complete their required cooperative education credits in Grade 11, in order to allow room in their timetables in Grade 12 for credits needed to meet university entrance requirements.
When helping students plan their SHSMs, particularly with respect to the selection of courses to fulfil the requirement for credits in the major, teachers should bear in mind that technological education courses can be offered as single-credit or multiple-credit courses.
Rel 1—2010H&T-8
Specialist High Skills MajorSpecialist High Skills Major
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Introduction
POLICY Rel 1—2010 ICT-1
Information and Communications Technology
Required Components for the sHsM–Information and Communications Technology
1. A bundle of nine Grade 11 and Grade 12 credits that comprises:
• fourinformationandcommunicationstechnologymajorcredits
• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,andachoiceofbusiness studies, science, or the arts
• twocooperativeeducationcreditstiedtothesector
2. Six sector-recognized certifications and/or training courses/programs (three compulsory and a choice of three electives)
3. Experiential learning and career exploration activities within the sector
4. Reach ahead experiences connected with the student’s postsecondary plans
5. Development of Essential Skills and work habits required in the sector, and documentation of them using the OSP
profile of the Information and Communications Technology Sector
Information and communications technology (ICT) is the sector that processes information (which includes capturing, transmitting, and displaying information) using electronic systems.1 The ICT sector continues to transform our economy and everyday life. Core industries in this sector include:
• communicationssystems(e.g.,telecommunications,cable/broadband,broadcasting, and other program distribution systems)
• computersystems(e.g.,computerengineering,technicalsupport,electronics,robotics,network engineering)
• softwareanddigitalmedia(e.g.,computerprogramming,computerandvideogames,simulations, computer animation, data management, web design, web portals, Internet security).
Any of the above areas may include a range of activities dealing with design and development, sales and marketing, security, training, and maintenance and repair.
Information and Communications Technology
1 Organisation for Economic Co-operation and Development, cited in Introduction to Information and Communications Technology (ICT) (Ottawa: Information and Communications Technology Council, March 2008), p. 2.
InsIGHT
The requirements of this SHSM are unique and are geared to the ICT sector. However, the design of all SHSM programs follows a consistent model, described in section a: Policy.
A+
Rel 1—2010ICT-2
Specialist High Skills MajorSpecialist High Skills Major
According to Industry Canada, the total number of ICT workers in Canada rose from 578,613 to 572,107 between 2002 and 2008, an increase of 10.7 per cent. Employees in the ICT sector arewellcompensated.Onaverage,anICTworkerearned$58,618in2007–46percentmore than the economy-wide average of $40,083.2
StudentsenrolledintheSHSM–InformationandCommunicationsTechnologywillbe involved in today’s rapid and exciting changes in technology and will contribute to new and emerging media and technologies in the years to come.
TheSHSM–InformationandCommunicationsTechnologyenablesstudentstobuildafoun-dation of sector-focused knowledge and skills before graduating and entering apprenticeship training, college, university, or an entry-level position in the workplace. Depending on local circumstances,thisSHSMmaybedesignedtohaveaparticularfocus–forexample,on communication systems, computer systems, or software and digital media. Where a choice of focus areas is offered, students may select one.
Occupations in the Information and Communications Technology Sector
The following table provides examples of occupations in the ICT sector, with corresponding NOCs, sorted according to the type of postsecondary education or training the occupations would normally require.
apprenticeship Training College
• ComputerNetworkTechnician2281• HelpDeskTechnologySupportAnalyst2282• TelecommunicationsInstallationandRepair/
Network Cabling Specialist 7246• TelecommunicationsLineandCableWorker7245
• AudioandVideoRecordingTechnician5225• BroadcastTechnician5224• ElectricalandElectronicsEngineeringTechnologist
and Technician 2241• ElectronicServiceTechnician2242• FilmandVideoCameraOperator5222• GraphicDesigner,Illustrator,Animator5241• SystemsTestingTechnician2283• UserSupportTechnician2282• WebDesignerandDeveloper2175
University Workplace
• ComputerEngineer2147• ComputerProgrammerandInteractiveMedia
Developer 2174 • InformationSystemsAnalyst2171• SoftwareEngineerandDesigner2173• TechnicalSalesSpecialists6221
• DesktopPublishingOperator1423• ResidentialandCommercialInstallerand
Servicer – Satellite Dish Installer 7441• RetailSalespersonandSalesClerk6421• TelecommunicationsCableInstallerHelperand
Splicer Helper 7612
Note: Some of the names of occupations in this table may differ slightly from the names given in the National Occupation Classification system. The names listed here reflect common usage by institutions and organizations in this sector in Ontario.
fInD IT!
See section a1.6 for more on occupations and NOCs.
A+
2 Industry Canada, Canadian ICT Sector Profile, www.ic.gc.ca/eic/site/ICT-tic.nsf/eng/h_it05840.html.
POLICY Rel 1—2010 ICT-3
IntroductionInformation and Communications Technology
postsecondary programs and Training in the Information and Communications Technology Sector
The following are examples of programs and training related to careers in the ICT sector and the accreditations associated with each.
Apprenticeship TrainingHardware Technician Certificate of apprenticeship/
certificate of qualification
Information Technology Contact Centre •CustomerCareAgent Certificateofapprenticeship/
certificate of qualification •InsideSalesAgent Certificateofapprenticeship/
certificate of qualification •TechnicalSupportAgent Certificateofapprenticeship/
certificate of qualification
Network Cabling Specialist Certificate of apprenticeship/ certificate of qualification
Network Technician Certificate of apprenticeship/ certificate of qualification
College
Advertising Diploma
Animation Bachelor’s degree /diploma
Audio Production, Recording, and Engineering Diploma Technology
Communication, Culture and Information Technology Bachelor’s degree
Computer/Digital Animation Diploma
Computer Engineering Technology Diploma/advanced diploma
Computer Networking and Technical Support Diploma
Computer Programming Diploma
Computer Science Technology Advanced diploma
Computer Security Investigations Advanced diploma
Computer Systems Technology Diploma
Corporate Media Production Diploma
Digital Media Arts Diploma
Digital Video Production Diploma
Rel 1—2010ICT-4
Specialist High Skills MajorSpecialist High Skills Major
Electronics Engineering Technology Diploma/advanced diploma
Film and Television Technician Diploma
Game Development/Multimedia Development Diploma
Graphic Design Diploma
GraphicDesign–AdvertisingandPackageDesign Diploma
Information Systems Security Bachelor’s degree
Information Technology Support Services Diploma
Internet Applications Diploma
Internet Graphic Design Diploma
Linux/Unix System Administration Diploma
Radio Broadcasting Diploma
Software Development Bachelor’s degree
Telecommunications Technology Diploma/advanced diploma
Television Broadcasting Diploma
Visual Creative Design, Digital and Media Arts Diploma
University
Animation Bachelor’s degree
Computer Engineering Bachelor’s degree
Computer Science Bachelor’s degree
Computer Security Bachelor’s degree
Digital Media Bachelor’s degree
Electrical Engineering Bachelor’s degree
Graphic Communications Management Bachelor’s degree
Graphic Design Bachelor’s degree
Illustration Bachelor’s degree
Image Arts Bachelor’s degree
Information Technology Bachelor’s degree
Radio and Television Broadcasting Bachelor’s degree
Software Engineering Bachelor’s degree
POLICY Rel 1—2010 ICT-5
IntroductionInformation and Communications Technology
Training for the Workplace
Adobe Certified Expert Certificate
Animation and Rendering Certificate
Apple Pro Applications Certification Certificate
Art and Design Foundation Certificate
Cisco Certifications CCNA, CCDA Certificate
CompTIA A+ (IT Technician, Bench Technician, Remote Technician) Certificate
CompTIA Security Plus Certificate
CompTIA Server Plus Certificate
Computer/Digital Animation Certificate
Computer/Graphic Design/Image Arts Certificate
Desktop Publishing Certificate
Microsoft Certifications (e.g., Microsoft Office Specialist) Certificate
Required Components for the SHSM–Information and Communications Technology
TheSHSM–InformationandCommunicationsTechnologyhasthefollowingfiverequiredcomponents:
1. A bundle of nine Grade 11 and Grade 12 creditsThese credits make up the bundle:
• fourICTmajorcreditsthatprovidesector-specificknowledgeand skills
• threeotherrequiredcreditsfromtheOntariocurriculum,in English, mathematics, and a choice of business studies, science, or the arts, in which some expectations are met through learning activities contextualized to the ICT sector
• twocooperativeeducationcreditsthatprovideauthenticlearningexperiencesinaworkplace setting, enabling students to refine, extend, apply, and practise sector-specific knowledge and skills
fInD IT!
See section a1.2 for more on SHSM credits.
A+
Rel 1—2010ICT-6
Specialist High Skills MajorSpecialist High Skills Major
Credits
apprenticeship Training College University Workplace
Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12
Information and Communications Technology Major
2 2 2 2 2 2 2 2
includes content delivered in the sector’s context
english 1 1 1 1
Mathematics 1 1 1 1
The arts or business studies or science
1 1 1 1
Cooperative education 2 2 2 2
Total number of credits 9 9 9 9
Note: Multiple credits in the Ontario technological education curriculum allow additional instructional time for the practice and refinement of skills needed to develop student performance to the levels required for certification, entry into apprenticeship programs, or participation in school–work transition programs (see The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009, page 17).
2. Six sector-recognized certifications and/or training courses/programsThe SHSM in ICT requires students to complete six sector-recognized certifications and/or training courses/programs. Of these, three are compulsory and the remaining three are electives that must be chosen from the list in the following table. Note that items in the table that are capitalized are the proper names of specific certifications or training courses/programs that are appropriate for the SHSM. Items that are lowercased are names of the areas or categories within which specific certifications or training courses/programs should be selected by the school or board. The requirements are summarized in the table below.
fInD IT!
See section a1.3 for more on SHSM certifications and training.
A+
POLICY Rel 1—2010 ICT-7
IntroductionInformation and Communications Technology
Three compulsory
Cardiopulmonary Resuscitation (CPR) Level A
generic (i.e., not site-specific) instruction about the Workplace Hazardous Materials Information System (WHMIS)
Standard First Aid
Three electives from the list below
computer hardware counterfeit detection customer service digital lighting
electrical safety electronics – basic elevated work platforms equipment interfacing
ergonomics fall protection health and safety – basic
intellectual property
Internet security lighting and sound equipment maintenance
network cabling network configuration
photography recording equipment software technical support
3. Experiential learning and career exploration activitiesExperiential learning and career exploration opportunities relevant to the sector might include:
• one-on-oneobservationofacooperativeeducationstudentat a placement in the ICT sector (example of job twinning)
• aday-longobservationofanICTsectorworker(e.g., telecommunications technician) (example of job shadowing)
• aone-ortwo-weekworkexperiencewithamemberofanindustry association or a professional in the ICT sector (e.g., a computer game developer) (example of work experience)
• attendanceatasectorortradeshow,conference,symposium,orjobfair
• participationinalocal,provincial,ornationalcontestorcompetitionwithafocusonICT
• atourofalocaltelevision/filmstudioornetworkmonitoringcentre.
fInD IT!
See section a1.4 for more on experiential learning and career exploration activities
A+
PolICY
Note that volunteer activities in an SHSM cannot be counted towards the hours of community involvement required to earn the OSSD.
A+
Rel 1—2010ICT-8
Specialist High Skills MajorSpecialist High Skills Major
4. Reach ahead experiencesStudentsareprovidedoneormorereachaheadexperiences–opportunities to take the next steps along their chosen pathway–asshowninthefollowingexamples:
• Apprenticeship:visitinganapprovedapprenticeshipdeliveryagent in the sector
• College:interviewingacollegestudentenrolledinasector-specificprogram
• University:observingauniversityclassinasector-relatedprogram
• Workplace:interviewinganemployeeinthesector
5. Essential Skills and work habits and the OSPStudents will develop Essential Skills and work habits required in the sector and document them using the OSP, a component of the SHSM.
pathways for the SHSM–Information and Communications Technology
A table illustrating the four pathways and required credits leading to completion of this SHSM is provided below. You will also find tables illustrating sample bundles of credits, and other useful resources, on the ministry’s SHSM website.
Awareness building (Grades 7 and 8)See Section 5.5 for information on building awareness of SHSM programs among students in Grades 7 and 8.
Exploration (Grades 9 and 10)See Section 5.5 for information on providing Grade 9 and 10 students with opportunities for exploration of SHSM programs. In addition, students considering this SHSM can be encouraged to enrol in the following courses to become better informed about careers and postsecondary options in the sector:
• ExploringTechnologies:ThisGrade9courseisrecommendedforallstudentsfollowingSHSM pathways that have a technological education focus. The course provides students with opportunities to explore a variety of technologies, including ICT, by engaging in activities related to them.
• CareerStudies(compulsory)andDiscoveringtheWorkplace:Someoftheexpectations in these Grade 10 courses provide opportunities for students to explore occupations and other postsecondary options in the sector and to participate in experiential learning activities.
fInD IT!
See section a1.5 for more on reach ahead experiences.
A+
fInD IT!
See section a1.6 for more on Essential Skills and work habits.
A+
Tools anD ResoURCes
Visit the ministry’s SHSM website at www.edu.gov.on.ca/eng/teachers/ studentsuccess/specialist.html for:
• samplebundlesofcreditsspecificto this SHSM
• alistoforganizationsandresources specific to this SHSM.
A+
POLICY Rel 1—2010 ICT-9
IntroductionInformation and Communications Technology
• CommunicationsTechnology(TGJ2O),IntroductiontoComputerStudies(ICS2O),orComputer Technology (TEJ20): These courses are recommended for any Grade 10 student whoisconsideringenrollinginanSHSM–InformationandCommunicationsTechnologyprogram. They provide students with opportunities to explore the ICT sector, identify personal interests and aptitudes, and gain a better understanding of the program.
Specialization (Grades 11 and 12)Students acquire the sector-specific knowledge and technical skills required to earn their OSSDwithanSHSM–InformationandCommunicationsTechnologybycompletingitsfiverequired components. Students and their parents/guardians are encouraged to consult with guidance counsellors and teachers to select the courses that will enable students to pursue their goals.
Students have the option of choosing an arts, a science, or a business studies course, depending on their SHSM focus and postsecondary plans, as shown in the following examples.
• Studentsfocusingoncommunicationssystemswhohaveaninterestintelecommunica-tions might take a science course, whereas students interested in broadcast technology might take a science or visual arts course, or a business studies course in ICT.
• Studentsfocusingoncomputersystemsandwhoareplanningtogotouniversityto pursue a career in computer engineering, or to enter an apprenticeship or college program to become a hardware or network technician, might take a course in physics. Students planning to enter the workplace in a sales capacity directly after graduation might take a business studies course in marketing.
• Studentsfocusingonsoftwareanddigitalmedia(e.g.,developingvideoorcomputergames, 3-D modelling, or simulations) might consider taking a physics or visual arts course, whereas students interested in web page design might take visual arts or a business studies course in marketing or entrepreneurship.
Students pursuing an apprenticeship pathway should consider OYAP, which enables them to start an apprenticeship while earning their OSSD.
Students pursuing a university pathway are advised to complete their required cooperative education credits in Grade 11, in order to allow room in their timetables in Grade 12 for credits needed to meet university entrance requirements.
When helping students plan their SHSMs, particularly with respect to the selection of courses to fulfil the requirement for credits in the major, teachers should bear in mind that technological education courses can be offered as single-credit or multiple-credit courses.
Rel 1—2010ICT-10
Specialist High Skills MajorSpecialist High Skills Major
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Introduction
POLICY Rel 1—2010 JCSES-1
Justice, Community Safety, and Emergency Services
Required Components for the sHsM–Justice, Community safety, and emergency services
1. A bundle of eight Grade 11 and Grade 12 credits that comprises:
• fourjustice,communitysafety,andemergencyservicesmajorcredits
• twootherrequiredcreditsfromtheOntariocurriculum,inEnglishandmathematics
• twocooperativeeducationcreditstiedtothesector
2. Seven sector-recognized certifications and/or training courses/programs (four compulsory and a choice of three electives)
3. Experiential learning and career exploration activities within the sector
4. Reach ahead experiences connected with the student’s postsecondary plans
5. Development of Essential Skills and work habits required in the sector, and documentation of them using the OSP
profile of the Justice, Community Safety, and Emergency Services Sector
Police officer, firefighter, paralegal, soldier, emergency manager, correctional officer, conservation officer, border services officer, 911dispatcher,lawyer–thesearejustsome of the numerous and varied occupations in the justice, community safety, and emergency services sector.
The sector includes areas such as emergency services (e.g., police and fire services), emergency management, community safety administration (e.g., water testing), correctional services, security and private investigative services, animal welfare services, and the armed forces. With its low rates of unemployment (e.g., 0.4 per cent for police officers and firefighters) and high future retirement rates,1 this sector offers excellent prospects for employment.
Events such as the 1998 ice storm, “Y2K”, September 11, 2001 (9/11), the SARS (severe acute respiratory syndrome) outbreak, and the August 2003 blackout have raised public and government recognition of this sector’s vital role in ensuring the safety of Ontarians. Ontario now has some of the most rigorous community safety legislation in North America, and since 9/11, governments, NGOs, and private enterprise have all greatly enhanced their efforts to ensure the public’s safety and security. With these efforts have come various new programs and significant staffing increases within the sector.
Justice, Community safety, and emergency services
1 Service Canada, Job Futures: World of Work, National Edition, 2007, p. 15, www.jobfutures.ca/en/brochure/JobFuture.pdf.
InsIGHT
The requirements of this SHSM are unique and are geared to the justice, community safety, and emergency services sector. However, the design of all SHSM programs follows a consistent model, described in section a: Policy.
A+
Rel 1—2010JCSES-2
Specialist High Skills MajorSpecialist High Skills Major
TheSHSM–Justice,CommunitySafety,andEmergencyServicesenablesstudentstobuildafoundation of sector-focused knowledge and skills before graduating and entering appren-ticeship training, college, university, or an entry-level position in the workplace. Depending onlocalcircumstances,thisSHSMmaybedesignedtohaveaparticularfocus–forexample,on legal services, policing and private security services, the armed forces, or correctional services. Where a choice of focus areas is offered, students may select one.
Occupations in the Justice, Community Safety, and Emergency Services Sector
The following table provides examples of occupations in the justice, community safety, and emergency services sector, with corresponding NOCs, sorted according to the type of postsecondary education or training the occupations would normally require.
apprenticeship Training College
• Thissectordoesnotyetofferapprenticeshiptraining opportunities.
• AirTrafficController2272• CourtRecorder1244• CustomsOfficer1228• Firefighter6262• ForestFireOfficer2223• PoliceOfficer6261• SecurityManager0114
University Workplace
• Criminologist4169• DisasterReliefServicesCoordinator0414• IntelligenceOfficer0643• Lawyer4112• MilitaryOfficer0643• PolicyAdvisor4164• ProbationOfficer4155• YouthWorker–Corrections4155
• AnimalControlOfficer6463• AnimalServicesWorker6483• Bodyguard6651• CorrectionalOfficer6462• CourtClerk1443• CourtServicesOfficer6461• EmergencyCentreOperationsOfficer1211• EmergencyServicesDispatcher1475• MunicipalLawEnforcementOfficer6463• PrivateInvestigator6465• SecurityGuard6651• Soldier6464
Note: Some of the names of occupations in this table may differ slightly from the names given in the National Occupation Classification system. The names listed here reflect common usage by institutions and organizations in this sector in Ontario.
fInD IT!See section a1.6 for more on occupations and NOCs.
A+
POLICY Rel 1—2010 JCSES-3
IntroductionJustice, Community Safety, and Emergency Services
postsecondary programs and Training in the Justice, Community Safety, and Emergency Services Sector
The following are examples of programs and training related to careers in the justice, community safety, and emergency services sector and the accreditations associated with each.
Apprenticeship Training
This sector does not offer apprenticeship training opportunities.
College
911 Emergency and Call Centre Communications Diploma
Aboriginal Law and Advocacy Diploma
AppliedHumanServices–PoliceStudies Diploma
Community and Justice Services (Correctional Worker) Diploma
Corporate Security and Risk Management Diploma
Customs Border Services Diploma
Disaster Management Diploma
Emergency Telecommunications Diploma
Fire Fighter Education and Training Diploma
Fire Protection Engineering Technician/Technologist Diploma
Law and Security Administration Diploma
Law Clerk Diploma
Paralegal Diploma
Police Foundations Diploma
Police Studies Diploma
University
Conflict Studies Bachelor’s degree
Emergency Management Bachelor’s degree
Forensics and Criminology Bachelor’s degree
Global Political Studies Bachelor’s degree
Human Resources and Labour Relations Bachelor’s degree
Human Rights Bachelor’s degree
Justice Studies Bachelor’s degree
Law Bachelor’s degree
Law, Crime and Deviance Bachelor’s degree
Rel 1—2010JCSES-4
Specialist High Skills MajorSpecialist High Skills Major
Law, Policies and Government Bachelor’s degree
Legal Studies Bachelor’s degree
Military Psychology and Leadership Bachelor’s degree
Native Human Rights Bachelor’s degree
Policing and Criminal Justice Bachelor’s degree
Political Science Bachelor’s degree
Politics Bachelor’s degree
Politics and Economics Bachelor’s degree
Social Justice and Equity Studies Bachelor’s degree
Social Policy Bachelor’s degree
Urban Studies Bachelor’s degree
Training for the Workplace
Crisis Management and Human Psychology Certificate
Emergency Management Certificate
Forensic Accounting and Fraud Investigation Certificate
Fundamentals of Police Foundations Certificate
Legal and Corporate Administration Certificate
Military Arts and Science Certificate
Municipal Administration Certificate
Paralegal Foundations Certificate
Pre-Service Firefighter Education and Training Certificate
Public and Private Investigation Certificate
Required Components for the SHSM–Justice, Community Safety, and Emergency Services
TheSHSM–Justice,CommunitySafety,andEmergencyServiceshasthefollowing five required components:
1. A bundle of eight Grade 11 and Grade 12 creditsThese credits make up the bundle:
• fourjustice,communitysafety,andemergencyservicesmajorcredits that provide sector-specific knowledge and skills
• twootherrequiredcreditsfromtheOntariocurriculum,inEnglishandmathematics, in which some expectations are met through learning activities contextualized to the justice, community safety, and emergency services sector
fInD IT!
See section a1.2 for more on SHSM credits.
A+
POLICY Rel 1—2010 JCSES-5
IntroductionJustice, Community Safety, and Emergency Services
• twocooperativeeducationcreditsthatprovideauthenticlearningexperiencesinaworkplace setting, enabling students to refine, extend, apply, and practise sector-specific knowledge and skills
AnSHSMcanbedesignedtofocusonaspecificareawithinthegivensector–forexample,theSHSM–Justice,CommunitySafety,andEmergencyServicescanfocusonpolicing,armedforces, correctional services, or some other area of this sector. This focus is achieved through the selection of the four major credits in the bundle. Depending on local circumstances, boards may elect to offer one or more variants of the SHSM in a given sector, each with a particular area of focus.
Credits
apprenticeship Training College University Workplace
Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12
Justice, Community safety, and emergency services Major
2 2 2 2 2 2 2 2
includes content delivered in the sector’s context
english 1 1 1 1
Mathematics 1 1 1 1
Cooperative education 2 2 2 2
Total number of credits 8 8 8 8
2. Seven sector-recognized certifications and/or training courses/programsThe SHSM in justice, community safety, and emergency services requires students to complete seven sector-recognized certifications and/or training courses/programs. Of these, four are compulsory and the remaining three are electives that must be chosen from the list in the following table. Note that items in the table that are capitalized are the proper names of specific certifications or training courses/programs that are appropriate for the SHSM. Items that are lowercased are names of the areas or categories within which specific certifications or training courses/programs should be selected by the school or board. The requirements are summarized in the table below.
fInD IT!
See section a1.3 for more on SHSM certifications and training.
A+
Rel 1—2010JCSES-6
Specialist High Skills MajorSpecialist High Skills Major
four compulsory
Cardiopulmonary Resuscitation (CPR) Level C
conflict resolution generic (i.e., not site-specific) instruction about the Workplace Hazardous Materials Information System (WHMIS)
Standard First Aid
Three electives from the list below
ambulation, lifting and transfer
climbing techniques compass/map/global positioning system (GPS)
confined space awareness
customer service defensive driving electrical safety emergency preparedness – basic
emergency response techniques
emergency services tools (e.g., fire hose)
fall protection fire extinguisher use
geographic informa-tion system (GIS)
group dynamics health and safety – basic
incident management
leadership legal terminology/ language of law
legal/administrative procedures (e.g., handling subpoenas)
life-saving
marine safety/marine first aid
military – basic non-violent crisis intervention
personality inventory
pet first aid Pleasure Craft Operator radio operator safe weapon handling
search and rescue self-defence suicide prevention wilderness first aid
3. Experiential learning and career exploration activitiesExperiential learning and career exploration opportunities relevant to the sector might include:
• one-on-oneobservationofacooperativeeducation student at a placement in the justice, community safety, and emergency services sector (example of job twinning)
• aday-longobservationofajustice,communitysafety,andemergency services sector employer or employee (example of job shadowing)
• aone-ortwo-weekworkexperiencewithamunicipalgovernmentofficialoraprofes-sional in the sector (example of work experience)
fInD IT!
See section a1.4 for more on experiential learning and career exploration activities.
A+
POLICY Rel 1—2010 JCSES-7
IntroductionJustice, Community Safety, and Emergency Services
• avolunteerexperienceaccompanyinganemergencyfirstaidprovideratacommunityevent
• aleadershipexperienceinaschoolrelatedtodrug-useawareness
• avisittoadetentioncentre
• anmonitoringexperienceinatrafficcourtorinacourtroomofatrialopentothepublic
• avisittoafirehalloramilitarybase,orattendanceatanemergencyservicescareerfair.
4. Reach ahead experiencesStudentsareprovidedoneormorereachaheadexperiences–opportunities to take the next steps along their chosen pathway–asshowninthefollowingexamples:
• Apprenticeship:visitinganapprovedapprenticeshipdeliveryagent in the sector
• College:interviewingacollegestudentenrolledinasector-specificprogram
• University:observingauniversityclassinasector-relatedprogram
• Workplace:interviewinganemployeeinthesector
5. Essential Skills and work habits and the OSPStudents will develop Essential Skills and work habits required in the sector and document them using the OSP, a component of the SHSM.
pathways for the SHSM–Justice, Community Safety, and Emergency Services
A table illustrating the four pathways and required credits leading to completion of this SHSM is provided below. You will also find tables illustrating sample bundles of credits, and other useful resources, on the ministry’s SHSM website.
Awareness building (Grades 7 and 8)See Section 5.5 for information on building awareness of SHSM programs among students in Grades 7 and 8.
PolICY
Note that volunteer activities in an SHSM cannot be counted towards the hours of community involvement required to earn the OSSD.
A+
fInD IT!
See section a1.5 for more on reach ahead experiences.
A+
fInD IT!
See section a1.6 for more on Essential Skills and work habits.
A+
Tools anD ResoURCes
Visit the ministry’s SHSM website at www.edu.gov.on.ca/eng/teachers/studentsuccess/specialist.html for:
• samplebundlesofcreditsspecifictothisSHSM
• alistoforganizationsandresourcesspecificto this SHSM.
A+
Rel 1—2010JCSES-8
Specialist High Skills MajorSpecialist High Skills Major
Exploration (Grades 9 and 10)See Section 5.5 for information on providing Grade 9 and 10 students with opportunities for exploration of SHSM programs. In addition, students considering this SHSM can be encouraged to enrol in the following courses to become better informed about careers and postsecondary options in the sector:
• CareerStudies(compulsory)andDiscoveringtheWorkplace:Someoftheexpectations in these Grade 10 courses provide opportunities for students to explore occupations and other postsecondary options in the sector and to participate in experiential learning activities.
• Civics(compulsory):ThisGrade10courseenablesstudentstoexplorewhatitmeanstobe an informed, participating citizen in a democratic society. Students learn about the elements of democracy in local, national, and global contexts, about political reactions to social change, and about political decision-making processes in Canada.
• HealthyActiveLivingEducation:TheseGrade9and10coursesarerecommendedforallstudentswhoareconsideringenrollinginanSHSM–Justice,CommunitySafety,andEmergency Services program. The courses emphasize regular participation in a variety of physical activities that promote lifelong healthy active living.
• InformationandCommunicationTechnologyinBusiness:ExpectationsinthisGrade9 or 10 course build a foundation of digital literacy skills that are needed in the work environments in this sector.
• IntroductiontoComputerStudies(ICS2O)orComputerTechnology(TEJ20):ThesecoursesarerecommendedforanyGrade10studentwhoisconsideringenrollinginanSHSM–Justice, Community Safety, and Emergency Services program. They provide students with opportunities to explore the ICT sector, identify personal interests and aptitudes, and gain a better understanding of the computer skills and digital literacy required in this sector.
Specialization (Grades 11 and 12)Students acquire the sector-specific knowledge and technical skills required to earn their OSSDwithanSHSM–Justice,CommunitySafety,andEmergencyServicesbycompletingitsfive required components. Students and their parents/guardians are encouraged to consult with guidance counsellors and teachers to select the courses that will enable students to pursue their goals.
Sectorrepresentativesemphasizetheimportanceofcomputerskillsanddigitalliteracy– a knowledge of and comfort with the digital environment. Students should consider taking courses in communications technology and/or computer technology to build these skills.
Some experiential learning placements may require students to undergo a police check as a prerequisite for participation in the experience.
Entry tests for some of the careers in this sector require a high standard of physical fitness. Therefore, students who are interested in such careers are encouraged to take physical education courses to improve their physical condition and develop leadership skills.
POLICY Rel 1—2010 JCSES-9
IntroductionJustice, Community Safety, and Emergency Services
Students are also encouraged to pursue additional courses in social sciences and the human-ities or Canadian and world studies to be exposed to issues of group dynamics and conflict resolution. Knowledge and skill in these areas are critical for response and practice in the justice, community safety, and emergency services sector.
Students pursuing a university pathway are advised to complete their required cooperative education credits in Grade 11, in order to allow room in their timetables in Grade 12 for credits needed to meet university entrance requirements.
Rel 1—2010JCSES-10
Specialist High Skills MajorSpecialist High Skills Major
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Introduction
POLICY Rel 1—2010 MAN-1
Manufacturing
Required Components for the sHsM–Manufacturing
1. A bundle of nine Grade 11 and Grade 12 credits that comprises:
• fourmanufacturingmajorcredits
• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,andscience
• twocooperativeeducationcreditstiedtothesector
2. Six sector-recognized certifications and/or training courses/programs (three compulsory and a choice of three electives)
3. Experiential learning and career exploration activities within the sector
4. Reach ahead experiences connected with the student’s postsecondary plans
5. Development of Essential Skills and work habits required in the sector, and documentation of them using the OSP
profile of the Manufacturing Sector
Automobiles, wood products, petroleum and coal products, iron and steel mills, primary metals and fabricated metal products, electricity, plastics and rubber products, printing, biotechnology, textiles, clothing, and leather products are all aspects of the manufacturing sector. In Ontario, the manufacturing sector still accounts for the greatest number of jobs with its production of consumer and industrial goods that are essential for the province’s prosperity. Although the manufacturing sector remains a powerhouse in our economy, contribut-ing 15 per cent of gross domestic product in 2007, the sector is undergoing fundamental change.1
An article on the website of the Alliance of Sector Councils2 explains that the manufacturing sector is under tremendous pressure as a result of multiple external stresses, including market-place globalization, an accelerated pace of technological change, and a global financial crisis. The alliance reports that manufacturers are now urgently refocusing their strategies to remain competitive and continue to be an important part of the Canadian economy.
The manufacturing industry is committed to addressing skills development, labour market, and human resource issues across the various sectors within Canadian manufacturing. This will provide new employment opportunities for students choosing to pursue a career in this sector.
Manufacturing
1 Statistics Canada, Canada Yearbook Overview 2008, www41.statcan.ca/2008/ceb_r000_2008-eng.htm.2 The Alliance of Sector Councils, Manufacturing, www.councils.org/our-priorities/manufacturing.
InsIGHT
The requirements of this SHSM are unique and are geared to the manufacturing sector. However, the design of all SHSM programs follows a consistent model, described in section a: Policy.
A+
Rel 1—2010MAN-2
Specialist High Skills MajorSpecialist High Skills Major
The SHSM in manufacturing provides students with a strong foundation for a wide variety of careers in the manufacturing sector, from those focusing on the service, repair, and modification of vehicles and vehicle systems to those related to the organization and management of manufacturing services and mass-transit systems.
Occupations in the Manufacturing Sector
The following table provides examples of occupations in the manufacturing sector, with corresponding NOCs, sorted according to the type of postsecondary education or training the occupations would normally require.
apprenticeship Training College
• DieDesigner2232• Electrician7212• Electrician,PlantMaintenance7242• IndustrialInstrumentMechanic2243• Millwright–Industrial7311• MouldMaker7231• PrecisionMachinist7231• PrecisionMetalFabricator7263• RollGrinder/Turner9511• ToolandCutterGrinder9511• ToolandDieMaker7232• Welder7265• WelderFitter7265
• Buyer1225• ChemicalProductionEngineeringTechnologist2211• DesignandDraftingTechnologist2253• ElectronicsEngineeringTechnologistand
Technician 2241• IndustrialEngineeringTechnologistandTechnician
2233• InstrumentationandControlTechnologistand
Technician 2243• InventoryAnalyst1474• ManufacturingTechnician/Technologist2233• MaterialsSupervisor/MaterialControlManager0114• MechanicalEngineeringTechnologist2232• PhotonicsTechnologistandTechnician2241• ProductionandQualityControlTechnologist2233• StationaryEngineer7351• TechnicalSalesSpecialist6221
University Workplace
• ChemicalEngineer2134• ElectricalEngineer2133• Engineer,ComputerIntegratedManufacturing
2141• IndustrialandManufacturingEngineer2141• MechanicalEngineer2132• MetallurgicalEngineer2142• ProductionEngineer2141
• FoundryWorker9412• InventoryClerk1474• Labourer,MaterialHandling7452• MachineOperator,MetalMachining9511• MotorVehicleAssembler9482• Solderer7265
Note: Some of the names of occupations in this table may differ slightly from the names given in the National Occupation Classification system. The names listed here reflect common usage by institutions and organizations in this sector in Ontario.
fInD IT!
See section a1.6 for more on occupations and NOCs
A+
POLICY Rel 1—2010 MAN-3
IntroductionManufacturing
postsecondary programs and Training in the Manufacturing Sector
The following are examples of programs and training related to careers in the manufacturing sector and the accreditations associated with each.
Apprenticeship Training
Construction Boilermaker Certificate of apprenticeship/ certificate of qualification
General Machinist Certificate of apprenticeship/ certificate of qualification
Industrial Maintenance Mechanic Certificate of apprenticeship/ certificate of qualification
Machine Tool Builder and Integrator Certificate of apprenticeship/ certificate of qualification
Machinist Certificate of apprenticeship/ certificate of qualification
Mechanical Millwright Certificate of apprenticeship/ certificate of qualification
Millwright Certificate of apprenticeship/ certificate of qualification
Mould Maker Certificate of apprenticeship/ certificate of qualification
Precision Metal Fabricator Certificate of apprenticeship/ certificate of qualification
Sheet Metal Worker Certificate of apprenticeship/ certificate of qualification
Steamfitter Certificate of apprenticeship/ certificate of qualification
Welder Certificate of apprenticeship/ certificate of qualification
College
IndustrialEngineeringTechnology–Management Diploma
Industrial Management Diploma
Integrated Manufacturing Systems Diploma
Manufacturing Engineering Technology Diploma
Manufacturing Management Diploma
MechanicalCAD/CAMTechnician–Automated Diploma Machining
Mechanical Engineering Technician Diploma
Rel 1—2010MAN-4
Specialist High Skills MajorSpecialist High Skills Major
Mechanical Engineering Technology Diploma
MechanicalTechnician–ToolMaking Diploma
Process Automation Bachelor’s degree
University
Industrial Engineering Bachelor’s degree
IndustrialEngineering–AutomotiveManufacturing Bachelor’sdegree Systems Engineering
Manufacturing Engineering Bachelor’s degree
Manufacturing Engineering and Management Bachelor’s degree
MechanicalEngineering–Manufacturing,Controls, Bachelor’sdegree Automation, and Robotics
Training for the Workplace
Flux Cored Arc Welding (Manufacturing) Certificate
Gas Metal Arc Welding (Manufacturing) Certificate
Good Manufacturing Processes Certificate
Manufacturing Techniques Certificate
ManufacturingTechniques–WoodProducts Certificate
MechanicalTechniques–CNC/CAD/CAMSpecialist Certificate
MechanicalTechniques–Design Certificate
MechanicalTechniques–Manufacturing Certificate
Welder Operator Manufacturing Certificate
Welding Techniques Certificate
Required Components for the SHSM–Manufacturing
TheSHSM–Manufacturinghasthefollowingfiverequiredcomponents:
1. A bundle of nine Grade 11 and Grade 12 creditsThese credits make up the bundle:
• fourmanufacturingmajorcreditsthatprovidesector-specificknowledge and skills
• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,andscience, in which some expectations are met through learning activities contextualized to the manufacturing sector
fInD IT!
See section a1.2 for more on SHSM credits.
A+
POLICY Rel 1—2010 MAN-5
IntroductionManufacturing
• twocooperativeeducationcreditsthatprovideauthenticlearningexperiencesinaworkplace setting, enabling students to refine, extend, apply, and practise sector-specific knowledge and skills
Credits
apprenticeship Training College University Workplace
Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12
Manufacturing Major 2 2 2 2 2 2 2 2
includes content delivered in the sector’s context
english 1 1 1 1 1
Mathematics 1 1 1 1
science 1 1 1
Cooperative education 2 2 2 2
Total number of credits 9 9 9 9
Note: Multiple credits in the Ontario technological education curriculum allow additional instructional time for the practice and refinement of skills needed to develop student performance to the levels required for certification, entry into apprenticeship programs, or participation in school–work transition programs (see The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009, page 17).
2. Six sector-recognized certifications and/or training courses/programsThe SHSM in manufacturing requires students to complete six sector-recognized certifications and/or training courses/programs. Of these, three are compulsory and the remaining three are electives that must be chosen from the list in the following table. Note that items in the table that are capitalized are the proper names of specific certifications or training courses/programs that are appropriate for the SHSM. Items that are lowercased are names of the areas or categories within which specific certifications or training courses/programs should be selected by the school or board. The requirements are summarized in the table below.
fInD IT!
See section a1.3 for more on SHSM certifications and training.
A+
Rel 1—2010MAN-6
Specialist High Skills MajorSpecialist High Skills Major
Three compulsory
Cardiopulmonary Resuscitation (CPR) Level A
generic (i.e., not site-specific) instruction about the Workplace Hazardous Materials Information System (WHMIS)
Standard First Aid
Three electives from the list below
computer-aided design and computer-aided manufacturing (CAD/CAM)
Canadian Welding Bureau (CWB) – flat
confined space awareness
elevated work platforms
fall protection hoisting and rigging lift truck safety lockout/tagging
personal protective equipment – manufacturing
propane safety safe lifting software
transportation of dangerous goods
3. Experiential learning and career exploration activitiesExperiential learning and career exploration opportunities relevant to the sector might include:
• one-on-oneobservationofacooperativeeducationstudentat a placement in the manufacturing sector (example of job twinning)
• aday-longobservationofaskilledtradespersoninthe manufacturing sector (example of job shadowing)
• aone-ortwo-weekworkexperiencewithamemberofanindustryassociationora professional in the sector (example of work experience)
• participationinalocal,provincial,ornationalSkillsCanadacompetition
• atourofarangeofmanufacturingenterprises
• attendanceatamanufacturingtradeshow,conference,orjobfair
• attendanceatdemonstrationsandhands-onactivitiespresentedbyequipmentvendors.
fInD IT!
See section a1.4 for more on experiential learning and career exploration activities.
A+
PolICY
Note that volunteer activities in an SHSM cannot be counted towards the hours of community involvement required to earn the OSSD.
A+
POLICY Rel 1—2010 MAN-7
IntroductionManufacturing
4. Reach ahead experiencesStudentsareprovidedoneormorereachaheadexperiences–opportunities to take the next steps along their chosen pathway–asshowninthefollowingexamples:
• Apprenticeship:visitinganapprovedapprenticeshipdeliveryagent in the sector
• College:interviewingacollegestudentenrolledinasector-specificprogram
• University:observingauniversityclassinasector-relatedprogram
• Workplace:interviewinganemployeeinthesector
5. Essential Skills and work habits and the OSPStudents will develop Essential Skills and work habits required in the sector and document them using the OSP, a component of the SHSM.
pathways for the SHSM–Manufacturing
A table illustrating the four pathways and required credits leading to completion of this SHSM is provided below. You will also find tables illustrating sample bundles of credits, and other useful resources, on the ministry’s SHSM website.
Awareness building (Grades 7 and 8)See Section 5.5 for information on building awareness of SHSM programs among students in Grades 7 and 8.
Exploration (Grades 9 and 10)See Section 5.5 for information on providing Grade 9 and 10 students with opportunities for exploration of SHSM programs. In addition, students considering this SHSM can be encouraged to enrol in the following courses to become better informed about careers and postsecondary options in the sector:
• ExploringTechnologies:ThisGrade9courseisrecommendedforallstudentsfollowingSHSM pathways that have a technological education focus. The course provides students with opportunities to explore a variety of technologies, including manufacturing tech-nology, by engaging in activities related to them.
• CareerStudies(compulsory)andDiscoveringtheWorkplace:Someoftheexpectationsin these Grade 10 courses provide opportunities for students to explore occupations and other postsecondary options in the sector and to participate in experiential learning activities.
• ManufacturingTechnology(TMJ2O):ThiscourseisrecommendedforanyGrade10studentwhoisconsideringenrollinginanSHSM–Manufacturingprogram.
fInD IT!
See section a1.5 for more on reach ahead experiences.
A+
fInD IT!
See section a1.6 for more on Essential Skills and work habits.
A+
Tools anD ResoURCes
Visit the ministry’s SHSM website at www.edu.gov.on.ca/eng/teachers/ studentsuccess/specialist.html for:
• samplebundlesofcreditsspecificto this SHSM
• alistoforganizationsandresources specific to this SHSM.
A+
Rel 1—2010MAN-8
Specialist High Skills MajorSpecialist High Skills Major
Specialization (Grades 11 and 12)Students acquire the sector-specific knowledge and technical skills required to earn their OSSDwithanSHSM–Manufacturingbycompletingitsfiverequiredcomponents.Studentsand their parents/guardians are encouraged to consult with guidance counsellors and teachers to select the courses that will enable students to pursue their goals.
Manufacturing sector representatives have identified knowledge of entrepreneurship and basic business practices as important for students as they prepare for careers in this sector. Therefore, it is recommended that in Grade 11 or 12 students do one of the following:
• completeanentrepreneurshipcourseofferedintheOntariobusinessstudiescurriculum
• pursueanextracurricularactivityfocusedonentrepreneurship(e.g.,JuniorAchieve-ment’s Company Program)
Students pursuing an apprenticeship pathway should consider OYAP, which enables them to start an apprenticeship while earning their OSSD.
Students pursuing a university pathway are advised to complete their required cooperative education credits in Grade 11, in order to allow room in their timetables in Grade 12 for credits needed to meet university entrance requirements.
When helping students plan their SHSMs, particularly with respect to the selection of courses to fulfil the requirement for credits in the major, teachers should bear in mind that technological education courses can be offered as single-credit or multiple-credit courses.
POLICY Rel 1—2010 MAN-9
IntroductionManufacturing
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Introduction
POLICY Rel 1—2010 MIN-1
Mining
Required Components for the sHsM–Mining
1. A bundle of nine Grade 11 and Grade 12 credits that comprises:
• fourminingmajorcredits
• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,andachoiceofscience or Canadian and world studies
• twocooperativeeducationcreditstiedtothesector
2. Seven sector-recognized certifications and/or training courses/programs (four compulsory and a choice of three electives)
3. Experiential learning and career exploration activities within the sector
4. Reach ahead experiences connected with the student’s postsecondary plans
5. Development of Essential Skills and work habits required in the sector, and documentation of them using the OSP
profile of the Mining Sector
Canada is now one of the largest mining nations in the world, producing more than 60 minerals and metals. The mining industry is a major player in Canada’s economy and contributes nearly 5 per cent of the country’s gross domestic product. Mining also accounts for 19 per cent of Canada’s total exports. The mining industry provides Canadians with job opportunities. In 2007, the mining and mining processing industries directly employed 363,000 Canadians.1
According to the Mining Industry Human Resources Council, over the next 10 years there will be a shortage of 92,000 workers in the mining and minerals sector.2 The shortage will be especially critical in the following occupations: physical scientist, engineer, technician/technologist, skilled tradesperson, mine labourer, and support staff. The antici-pated demand is a result of industry growth, retirements (especially in the skilled trades), competition for labour from other economic sectors, and the challenges of recruiting young people into mining occupations.
Mining
InsIGHT
The requirements of this SHSM are unique and are geared to the mining sector. However, the design of all SHSM programs follows a consistent model, described in section a: Policy.
A+
1 Mining Industry Human Resources Council, Mining Industry in Canada, www.acareerinmining.ca/en/industry/index.asp.2 Mining Industry Human Resources Council, www.mihr.ca.
Rel 1—2010MIN-2
Specialist High Skills MajorSpecialist High Skills Major
TheSHSM–Miningenablesstudentstobuildafoundationofsector-focusedknowledgeand skills before graduating and entering apprenticeship training, college, university, or an entry-level position in the workplace. Depending on local circumstances, this SHSM may be designed to have a particular focus. Where a choice of focus areas is offered, students may select one.
Occupations in the Mining Sector
The following table provides examples of occupations in the mining sector, with corresponding NOCs, sorted according to the type of postsecondary education or training the occupations would normally require.
apprenticeship Training College
• Electrician7242• HeavyDutyEquipmentMechanic7312• IndustrialMechanic2433• Machinist7231
• GeologicalTechnician2212• InstrumentationTechnician2243• MechanicalEngineeringTechnologist2232• MineDevelopmentTechnologist2212• MiningTechnician2212
University Workplace
• Geologist2113• MechanicalEngineer2132• MiningEngineer2143
• CageTender• ControlandProcessOperator9231• CrusherOperator• GeologyTechnicalAssistant2212• HeavyDutyEquipmentOperator7421• Mechanic’sHelper7612• MineLabourer8614• Sampler9415• UndergroundMineServiceandSupportWorkers
8411
Note: Some of the names of occupations in this table may differ slightly from the names given in the National Occupation Classification system. The names listed here reflect common usage by institutions and organizations in this sector in Ontario.
fInD IT!
See section a1.6 for more on occupations and NOCs.
A+
POLICY Rel 1—2010 MIN-3
IntroductionMining
postsecondary programs and Training in the Mining Sector
The following are examples of programs and training related to careers in the mining sector and the accreditations associated with each.
Apprenticeship Training
Heavy Duty Equipment Mechanic Certificate of apprenticeship/ certificate of qualification
Mechanic Certificate of apprenticeship/ certificate of qualification
College
ElectricalEngineeringTechnician–Industrial Diploma
MiningandEnvironment–RegulationsandCompliance Bachelor’sdegree
Mining Engineering Technology Advanced diploma
Mining Science and Management Bachelor’s degree
University
EarthSciences–Geology Bachelor’sdegree
Geological Engineering Bachelor’s degree
Geology Bachelor’s degree
Metallurgical Control Analyst Bachelor’s degree
Metallurgical Engineer Bachelor’s degree
Mining Engineering Bachelor’s degree
Training for the Workplace
Flux Cored Arc Welding Certificate
Gas Metal Arc Welding Certificate
MechanicalTechniques–CNC/CAD/CAMSpecialist Certificate
MechanicalTechniques–Design Certificate
MechanicalTechniques–Mining Certificate
Mining Techniques Certificate
Welding Techniques Certificate
Rel 1—2010MIN-4
Specialist High Skills MajorSpecialist High Skills Major
Required Components for the SHSM–Mining
TheSHSM–Mininghasthefollowingfiverequiredcomponents:
1. A bundle of nine Grade 11 and Grade 12 creditsThese credits make up the bundle:
• fourminingmajorcreditsthatprovidesector-specific knowledge and skills
• threeotherrequiredcreditsfromtheOntariocurriculum, in English, mathematics, and science or Canadian and world studies, in which some expectations are met through learning activities contextualized to the mining sector
• twocooperativeeducationcreditsthatprovideauthenticlearningexperiencesinaworkplace setting, enabling students to refine, extend, apply, and practise sector-specific knowledge and skills
Credits
apprenticeship Training College University Workplace
Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12
Mining Major 2 2 2 2 2 2 2 2
includes content delivered in the sector’s context
english 1 1 1 1
Mathematics 1 1 1 1
Canadian and World studies or science
1 1 1 1
Cooperative education 2 2 2 2
Total number of credits 9 9 9 9
Note: Multiple credits in the Ontario technological education curriculum allow additional instructional time for the practice and refinement of skills needed to develop student performance to the levels required for certification, entry into apprenticeship programs, or participation in school–work transition programs (see The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009, page 17).
2. Seven sector-recognized certifications and/or training courses/programsThe SHSM in mining requires students to complete seven sector-recognized certifications and/or training courses/programs. Of these, four are compulsory and the remaining three are electives that must be chosen from the list in the following table. Note that items in the table that are capitalized are the proper names of specific certifications or training courses/programs that are appropriate for the SHSM. Items that are lowercased are names of the areas or categories within which specific certifications or training courses/programs should be selected by the school or board. The requirements are summarized in the table below.
fInD IT!
See section a1.2 for more on SHSM credits.
A+
fInD IT!
See section a1.3 for more on SHSM certifications and training.
A+
POLICY Rel 1—2010 MIN-5
IntroductionMining
four compulsory
Cardiopulmonary Resuscitation (CPR) Level A
generic (i.e., not site-specific) instruction about the Workplace Hazardous Materials Information System (WHMIS)
General Safety Aware-ness (GSA)
Standard First Aid
Three electives from the list below
chainsaw safety compass/map/global positioning system (GPS)
confined space awareness
electrical safety
elevated work platforms fall protection hoisting and rigging lift truck safety
lockout/tagging personal protective equipment – mining
powder-actuated tools radio operator
surface miner and underground orientation
suspended access equipment
trenching safety
3. Experiential learning and career exploration activitiesExperiential learning and career exploration opportunities relevant to the sector might include:
• one-on-oneobservationofacooperativeeducationstudentat a placement in the mining sector (example of job twinning)
• aday-longobservationofaskilledtradespersoninthe mining sector (example of job shadowing)
• aone-ortwo-weekworkexperiencewithamemberofanindustry association or a professional in the sector (example of work experience)
• afieldtriptoanindustrysite
• attendanceataconferenceorsymposiumrelatedtotheminingsector
• participationinaMineRescuecompetition
• attendanceatanorientationtoengineeringdayatauniversitytopromotecareers in engineering.
fInD IT!
See section a1.4 for more on experiential learning and career exploration activities.
A+
PolICY
Note that volunteer activities in an SHSM cannot be counted towards the hours of community involvement required to earn the OSSD.
A+
Rel 1—2010MIN-6
Specialist High Skills MajorSpecialist High Skills Major
4. Reach ahead experiencesStudentsareprovidedoneormorereachaheadexperiences–opportunities to take the next steps along their chosen pathway–asshowninthefollowingexamples:
• Apprenticeship:visitinganapprovedapprenticeshipdeliveryagent in the sector
• College:interviewingacollegestudentenrolledinasector-specificprogram
• University:observingauniversityclassinasector-relatedprogram
• Workplace:interviewinganemployeeinthesector
5. Essential Skills and work habits and the OSPStudents will develop Essential Skills and work habits required in the sector and document them using the OSP, a component of the SHSM.
pathways for the SHSM–Mining
A table illustrating the four pathways and required credits leading to completion of this SHSM is provided below. You will also find tables illustrating sample bundles of credits, and other useful resources, on the ministry’s SHSM website.
Awareness building (Grades 7 and 8)See Section 5.5 for information on building awareness of SHSM programs among students in Grades 7 and 8.
Exploration (Grades 9 and 10)See Section 5.5 for information on providing Grade 9 and 10 students with opportunities for exploration of SHSM programs. In addition, students considering this SHSM can be encouraged to enrol in the following courses to become better informed about careers and postsecondary options in the sector:
• ExploringTechnologies:ThisGrade9courseisrecommendedforallstudentsfollowingSHSM pathways that have a technological education focus. The course provides students with opportunities to explore a variety of technologies, including mining technology, by engaging in activities related to them.
• CareerStudies(compulsory)andtheDiscoveringtheWorkplace:Someoftheexpectationsin these Grade 10 courses provide opportunities for students to explore occupations and other postsecondary options in the sector and to participate in experiential learning activities.
• TransportationTechnologyorTechnologicalDesign:Thesecoursesarerecommended foranyGrade10studentwhoisconsideringenrollinginanSHSM–Miningprogram.
fInD IT!
See section a1.5 for more on reach ahead experiences.
A+
fInD IT!
See section a1.6 for more on Essential Skills and work habits.
A+
Tools anD ResoURCes
Visit the ministry’s SHSM website at www.edu.gov.on.ca/eng/teachers/ studentsuccess/specialist.html for:
• samplebundlesofcreditsspecificto this SHSM
• alistoforganizationsandresources specific to this SHSM.
A+
POLICY Rel 1—2010 MIN-7
IntroductionMining
Specialization (Grades 11 and 12)Students acquire the sector-specific knowledge and technical skills required to earn their OSSDwithanSHSM–Miningbycompletingitsfiverequiredcomponents.Studentsandtheirparents/guardians are encouraged to consult with guidance counsellors and teachers to select the courses that will enable students to pursue their goals.
Students pursuing an apprenticeship pathway should consider OYAP, which enables them to start an apprenticeship while earning their OSSD.
Students pursuing a university pathway are advised to complete their required cooperative education credits in Grade 11, in order to allow room in their timetables in Grade 12 for credits needed to meet university entrance requirements.
When helping students plan their SHSMs, particularly with respect to the selection of courses to fulfil the requirement for credits in the major, teachers should bear in mind that technological education courses can be offered as single-credit or multiple-credit courses.
Rel 1—2010MIN-8
Specialist High Skills MajorSpecialist High Skills Major
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Introduction
POLICY Rel 1—2010 NPR-1
Non-Profit
Required Components for the sHsM–non-profit
1. A bundle of nine Grade 11 and Grade 12 credits that comprises:
• fournon-profitmajorcredits
• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,andachoiceofbusiness studies or science
• twocooperativeeducationcreditstiedtothesector
2. Seven sector-recognized certifications and/or training courses/programs (four compulsory and a choice of three electives)
3. Experiential learning and career exploration activities within the sector
4. Reach ahead experiences connected with the student’s postsecondary plans
5. Development of Essential Skills and work habits required in the sector, and documentation of them using the OSP
profile of the Non-profit Sector
The non-profit sector offers a range of careers that are dynamic, engaging, and rewarding. Whether in the fields of art, culture, education, the environment, information technology, heath care, social development, or sport, countless career paths are available for people who share the sector’s common vision: to make a difference.1
A survey conducted in 2003 by the HR Council for the Nonprofit Sector found that nearly 1.2 million people in Canada perform paid work for non-profit organizations. This trans-lates into more than 7 per cent of the Canadian workforce.2 The sector’s employers include some69,000non-profitorganizationsnationwide.Theyareactiveinavarietyofareas–health and social services, religion, development and housing, arts and culture, sports and recreation, the environment, education and research, fundraising, and law, advocacy, and politics–bothinCanadaandinternationally.3
TheSHSM–Non-profitenablesstudentstobuildafoundationofsector-focusedknowledgeand skills before graduating and entering apprenticeship training, college, university, or a position in the workplace. Students will develop skills in the areas of problem solving, analysis, communication, cooperation, ethical values, consciousness, and citizenship. Depending on
non-profit
Draft
InsIGHT
The requirements of this SHSM are unique and are geared to the non-profit sector. However, the design of all SHSM programs follows a consistent model, described in section a: Policy.
A+
1 HR Council for the Nonprofit Sector, Government of Canada’s Sector Council Program, http://hrcouncil.ca/home.cfm.2 HR Council for the Nonprofit Sector, Government of Canada’s Sector Council Program, http://hrcouncil.ca/home.cfm.3 HR Council for the Nonprofit Sector, Government of Canada’s Sector Council Program, http://hrcouncil.ca/home.cfm.
Rel 1—2010NPR-2
Specialist High Skills MajorSpecialist High Skills Major
Draft
localcircumstances,thisSHSMmaybedesignedtohaveaparticularfocus–forexample,oninternational development or community action. Where a choice of focus areas is offered, students may select one.
Occupations in the Non-profit Sector
The following table provides examples of occupations in the non-profit sector, with corresponding NOCs, sorted according to the type of postsecondary education or training the occupations would normally require.
apprenticeship Training College
• ConferenceandEventPlanner1226 • AdministrativeOfficer1221• BusinessManager–Non-profitOrganization0114• FundraisingConsultant5124• RuralDevelopmentOfficer4163
University Workplace
• CommunitySocialDevelopmentOfficer4164• PublicAffairsOfficer5124• SocialPolicyResearcherConsultantandProgram
Officer 4164• SocialServicesPlanner/Researcher4164
• DevelopmentalServiceWorker4212• FestivalOrganizer1226• OfficeManager-Non-profitOrganization0114
Note: Some of the names of occupations in this table may differ slightly from the names given in the National Occupation Classification system. The names listed here reflect common usage by institutions and organizations in this sector in Ontario.
postsecondary programs and Training in the Non-profit Sector
The following are examples of programs and training related to careers in the non-profit sector and the accreditations associated with each.
Apprenticeship Training
Conference and Event Planner Certificate of apprenticeship/ certificate of qualification
College
Community and Justice Services Diploma
Event Management Graduate certificate
Fundraising and Resource Management Graduate certificate
Human Resources Diploma
fInD IT!
See section a1.6 for more on occupations and NOCs.
A+
POLICY Rel 1—2010 NPR-3
IntroductionNon-Profit
Draft
International Support Worker Graduate certificate
Native Studies: Community and Social Development Diploma
Peace and Conflict Studies Diploma
Project Management Graduate certificate
Public Relations Diploma/graduatecertificate
Special Events Planner Diploma
University
Conflict Studies Bachelor’s degree
Economics–Development Bachelor’sdegree
Environmental Ethics Bachelor’s degree
Ethics Bachelor’s degree
First Nation Studies Bachelor’s degree
Globalization Studies Bachelor’s degree
Humanities Bachelor’s degree
Indigenous Studies Bachelor’s degree
International Affairs Bachelor’s degree
International Development Studies Bachelor’s degree
International Studies Bachelor’s degree
Native Studies Bachelor’s degree
Natural Resource Management Bachelor’s degree
Peace and Conflict Studies Bachelor’s degree
Public Affairs Bachelor’s degree
Social Inequality Bachelor’s degree
Social Justice and Peace Studies Bachelor’s degree
Social Policy Bachelor’s degree
Sustainable Development Bachelor’s degree
Training for the Workplace
Coaching Certificate
Customer Service Certificate
Fundraising Certificate
International Development Certificate
Making Ethical Decisions Certificate
Management/Leadership Certificate
Public Speaking Certificate
Rel 1—2010NPR-4
Specialist High Skills MajorSpecialist High Skills Major
Draft
Required Components for the SHSM–Non-profit
TheSHSM–Non-profithasthefollowingfiverequired components:
1. A bundle of nine Grade 11 and Grade 12 creditsThese credits make up the bundle:
• fourmajorcreditsthatprovidesector-specificknowledgeandskills
• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics, and business studies or science, in which some expectations are met through learning activities contextualized to the non-profit sector
• twocooperativeeducationcreditsthatprovideauthenticlearningexperiencesinaworkplace setting, enabling students to refine, extend, apply, and practise sector-specific knowledge and skills
AnSHSMcanbedesignedtofocusonaspecificareawithinthegivensector–forexample,theSHSM–Non-profitcanfocusoninternationaldevelopment,communityaction,orsomeother area of the non-profit sector. This focus is achieved through the selection of the four major credits in the bundle. Depending on local circumstances, boards may elect to offer one or more variants of the SHSM in a given sector, each with a particular area of focus.
Credits
apprenticeship Training College University Workplace
Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12
non-profit Major 2 2 2 2 2 2 2 2
includes content delivered in the sector’s context
english 1 1 1 1
Mathematics 1 1 1 1
business studies or science 1 1 1 1
Cooperative education 2 2 2 2
Total number of credits 9 9 9 9
fInD IT!
See section a1.2 for more on SHSM credits.
A+
POLICY Rel 1—2010 NPR-5
IntroductionNon-Profit
Draft
2. Seven sector-recognized certifications and/or training courses/programsThe SHSM in non-profit requires students to complete seven sector-recognized certifications and/or training courses/programs. Of these, four are compulsory and the remaining three are electives that must be chosen from the list in the following table. Note that items in the table that are capitalized are the proper names of specific certifications or training courses/programs that are appropriate for the SHSM. Items that are lowercased are names of the areas or categories within which specific certifications or training courses/programs should be selected by the school or board. The requirements are summarized in the table below.
four compulsory
Cardiopulmonary Resuscitation (CPR) Level C
generic (i.e., not site-specific) instruction about the Workplace Hazardous Materials Information System (WHMIS)
Standard First Aid ethical considerations
Three electives from the list below
communication skills conflict resolution customer service equity and inclusion
event coordination fundraising group dynamics management/leader-ship
non-violent crisis intervention
personality inventory problem solving project management
proposal/grant writing
3. Experiential learning and career exploration activitiesExperiential learning and career exploration opportunities relevant to the sector might include:
• one-on-oneobservationofacooperativeeducationstudentat a placement in the non-profit sector (example of job twinning)
• aday-longobservationofanemployeeinthenon-profit sector (example of job shadowing)
• aone-ortwo-weekworkexperiencewithamemberofanindustryassociationora professional in the non-profit sector (example of work experience)
• avolunteerexperiencewithanon-profitorganizationorforaspecialeventintheschoolor community
fInD IT!
See section a1.3 for more on SHSM certifications and training.
A+
fInD IT!
See section a1.4 for more on experiential learning and career exploration activities.
A+
Rel 1—2010NPR-6
Specialist High Skills MajorSpecialist High Skills Major
Draft
• organizationofanawarenessorfundraisinginitiativeintheschoolorcommunity
• attendanceataconferenceoraworkshoppresentedbyanon-profitorganization
4. Reach ahead experiencesStudentsareprovidedoneormorereachaheadexperiences–opportunities to take the next steps along their chosen pathway–asshowninthefollowingexamples:
• Apprenticeship:visitinganapprovedapprenticeshipdeliveryagent in the sector
• College:interviewingacollegestudentenrolledinasector-specificprogram
• University:observingauniversityclassinasector-relatedprogram
• Workplace:interviewinganemployeeinthesector
5. Essential Skills and work habits and the OSP
Students will develop Essential Skills and work habits required in the sector and document them using the OSP, a component of the SHSM.
pathways for the SHSM–Non-profit
A table illustrating the four pathways and required credits leading to completion of this SHSM is provided below. You will also find tables illustrating sample bundles of credits, and other useful resources, on the ministry’s SHSM website.
Awareness building (Grades 7 and 8)See Section 5.5 for information on building awareness of SHSM programs among students in Grades 7 and 8.
PolICY
Note that volunteer activities in an SHSM cannot be counted towards the hours of community involvement required to earn the OSSD.
A+
fInD IT!
See section a1.5 for more on reach ahead experiences.
A+
fInD IT!
See section a1.6 for more on Essential Skills and work habits.
A+
Tools anD ResoURCes
Visit the ministry’s SHSM website at www.edu.gov.on.ca/eng/teachers/ studentsuccess/specialist.html for:
• samplebundlesofcreditsspecificto this SHSM
• alistoforganizationsandresources specific to this SHSM.
A+
POLICY Rel 1—2010 NPR-7
IntroductionNon-Profit
Draft
Exploration (Grades 9 and 10)See Section 5.5 for information on providing Grade 9 and 10 students with opportunities for exploration of SHSM programs. In addition, students considering this SHSM can be encouraged to enrol in the following courses to become better informed about careers and postsecondary options in the sector:
• IntroductiontoBusiness:ThisGrade9or10courseprovidesstudentswithopportunitiesto explore a variety of business topics by engaging in activities related to them.
• InformationandCommunicationTechnologyinBusiness:ExpectationsinthisGrade9 or 10 course build a foundation of digital literacy skills that are needed in the sector.
• CommunicationsTechnology(TGJ20):Thiscourseprovidesstudentswithopportunitiesto gain a better understanding of the communication and media skills required in this sector.
• CareerStudies(compulsory)andDiscoveringtheWorkplace:Someoftheexpectations in these Grade 10 courses provide opportunities for students to explore occupations and other postsecondary options in the sector and to participate in experiential learning activities.
• Civics(compulsory):ThisGrade10courseenablesstudentstoexplorewhatitmeanstobe an informed, participating citizen in a democratic society. Students learn about the elements of democracy in local, national, and global contexts.
Specialization (Grades 11 and 12)Students acquire the sector-specific knowledge and technical skills required to earn their OSSDwithanSHSM–Non-profitbycompletingitsfiverequiredcomponents.Studentsandtheir parents/guardians are encouraged to consult with guidance counsellors and teachers to select the courses that will enable students to pursue their goals.
Students pursuing an apprenticeship pathway should consider OYAP, which enables them to start an apprenticeship while earning their OSSD.
Students pursuing a university pathway are advised to complete their required cooperative education credits in Grade 11, in order to allow room in their timetables in Grade 12 for credits needed to meet university entrance requirements.
Rel 1—2010NPR-8
Specialist High Skills MajorSpecialist High Skills Major
Draft
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Introduction
POLICY Rel 1—2010 SPO-1
Sports
Required Components for the sHsM–sports
1. Abundleof9Grade11andGrade12creditsthatcomprises:
• foursportsmajorcreditsthatprovidesector-specificknowledgeandskills
• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,andachoiceofbusiness studies, science or social sciences and humanities
• twocooperativeeducationcreditstiedtothesector
2. Seven sector-recognized certifications and/or training courses/programs (four compulsory and a choice of three electives)
3. Experiential learning and career exploration activities within the sector
4. Reach ahead experiences connected with the student’s postsecondary plans
5. Development of Essential Skills and work habits required in the sector, and documentation of them using the OSP
profile of the Sports Sector
Canada’s sports industry is growing. Dozens of cities now have professional sports teams and franchises. In Ontario, there are over 25 professional teams1 in sports ranging from hockey to lacrosse to soccer. The Canadian sports sector generates around $8 billion a year, according to the Canada Foundation for Innovation.2
Over half of all Canadian children are involved in organized sports, and 57 per cent of parents are involved in some way with sports, as participants, spectators, coaches, referees, sports administrators or organizers, or members of sports organizations.3 The number of adult Canadians involved in amateur sport as spectators reached 9.2 million in 2005. A 1997 survey reported that 59,300 Canadians were employed as coaches, trainers, referees and athletes.4 Almost one in five Canadians aged 15 and older reported belonging to a club, a local community league, or a local or regional amateur sport organization.5
sports
Draft
1 List of professional sports teams in Ontario, http://en.wikipedia.org/wiki.2 Canada Foundation for Innovation, Sporty Business, www.innovationcanada.ca/en/articles/sporty-business.3 Statistics Canada, Kids’ sports, www.statcan.gc.ca/pub/11-008-x/2008001/article/10573-eng.pdf.4 Canadian Heritage, Organization of Sport in Canada: The Canadian Sport System, www.pch.gc.ca/pgm/sc/mssn/ org-cdn-eng.cfm.5 Statistics Canada, Sport Participation in Canada, 2005, www.statcan.gc.ca/pub/81-595-m/81-595-m2008060-eng.pdf.6 Canada Foundation for Innovation, Sporty Business, www.innovationcanada.ca/en/articles/sporty-business.
InsIGHT
The requirements of this SHSM are unique and are geared to the sports sector. However, the design of all SHSM programs follows a consistent model, described in section a: Policy.
A+
Rel 1—2010SPO-2
Specialist High Skills MajorSpecialist High Skills Major
Draft
Whole sections of newspapers are dedicated to sport news, and many radio and television stations devote their programming to sports. Sports tourism produces revenues and employment–almost8,000jobsin2007.6 In a 10-year labour market forecast, Human Resources and Skills Development Canada stated that “there is … a significant scope for new job seekers with regard to occupations in art, culture, recreation and sport, especially announcers and other performers, and athletes, coaches, referees and recreation leaders”.7
TheSHSM–Sportsenablesstudentstobuildafoundationofsector-focusedknowledgeand skills before graduating and entering apprenticeship training, college, university, or an entry-level position in the workplace. Depending on local circumstances, this SHSM may bedesignedtohaveaparticularfocus–forexample,competitiveandrecreationalsports,sports management, or sports media and broadcasting. Where a choice of focus areas is offered, students may select one.
Occupations in the Sports Sector
The following list provides examples of occupations in the sports sector, with corresponding NOCs, sorted according to the type of postsecondary education or training the occupations would normally require.
apprenticeship Training College
• SpecialEventsCoordinator1226 • ArenaManager0721• BroadcastingSportsDirector5131• BroadcastTechnician5224• FilmorVideoCameraOperator5222• RecreationFacilityManager0721• Recreation,SportsandFitnessProgramand
Service Director 0513• SportsAgent5124• SportsAnnouncersandBroadcasters5231• SportsPhotographer/Videographer9474• SportsPhotojournalist5221• TechnicalandCoordinatingOccupationsinSports
Broadcasting 5226
University Workplace
• AthleticTherapist3144• HealthandPhysicalEducationTeacher4141• Kinesiologist4167
• Athlete5251• Coach5252• Fitness/SportsInstructor5254
7 Human Resources and Skills Development Canada, “Looking Ahead: A Ten-Year Outlook for the Canadian Labour Market, 2004-2013 – October 2004, Chapter 2: Labour Market Outlook”, www.hrsdc.gc.ca/eng/cs/sp/hrsd/prc/publications/research/2004-002750/page05.shtml.
fInD IT!
See section a1.6 for more on occupations and NOCs.
A+
POLICY Rel 1—2010 SPO-3
Introduction
Draft
Sports
University (continued)• Nutritionist3132• Recreation/SportConsultant4167• SportsAuthororWriter5121• SportsJournalist/Columnist5123• SportsMediaProducer5131• SportsPsychologist4151• SportsPublicRelationsandCommunications5124
Workplace (continued)• Lifeguard5254• OperatorsandAttendantsinRecreationand
Sport 6671• OutdoorSportandRecreationalGuide6442• PersonalTrainer5254• Recreation/SportProgramInstructor5254• SportsEquipmentAssemblerandInspector9498• SportsOfficialsandReferees5253• SportsRetailer0621
Note: Some of the names of occupations in this table may differ slightly from the names given in the National Occupation Classification system. The names listed here reflect common usage by institutions and organizations in this sector in Ontario.
postsecondary programs and Training in the Sports Sector
The following are examples of programs and training related to careers in the sports sector and the accreditations associated with each.
Apprenticeship training
Special Event Coordinator Certificate of apprenticeship/ certificate of qualification
College
Advanced Television and Film Advanced diploma
Applied Photography Diploma
BroadcastJournalism–TelevisionNews Diploma
Broadcasting–Radio Diploma
Broadcasting–TelevisionandCommunicationsMedia Diploma
Communication, Culture and Information Technology Bachelor’s degree
Fitness and Health Promotion Diploma
Golf Management Diploma
Physical Fitness Management Diploma
Public Relations Diploma
Recreation and Leisure Services Diploma
Recreation Facility Management Diploma
Recreation Therapy Diploma
Sport and Event Marketing Advanced diploma
Sport Conditioning Diploma
Sport Management Diploma
Rel 1—2010SPO-4
Specialist High Skills MajorSpecialist High Skills Major
Draft
Sporting Goods Business Diploma
Sports Administration Diploma
Sports Business Management Advanced diploma
Sports Journalism Advanced diploma
Therapeutic Recreation Advanced diploma
University
Applied Human Nutrition Bachelor’s degree
Athletic Therapy Bachelor’s degree
Biology Bachelor’s degree
Biomedical Engineering Bachelor’s degree
Biomedical Science Bachelor’s degree
Chemistry Bachelor’s degree
Communication Studies Bachelor’s degree
Health Promotion Bachelor’s degree
Human Kinetics Bachelor’s degree
ImageArts–Photography Bachelor’sdegree
Journalism–NewMedia,Broadcast,Print Bachelor’sdegree
Journalism–PrintandBroadcast Bachelor’sdegree
Kinesiology Bachelor’s degree
Radio and Television Bachelor’s degree
Recreation and Leisure Studies Bachelor’s degree
Sport Psychology Bachelor’s degree
Sports Administration Bachelor’s degree
Training for the Workplace
Coach Certificate
Fitness/Personal Trainer Certificate
Fitness/Sports Instructor Certificate
Lifeguard Certificate
Outdoor Adventure Skills Certificate
Personal Trainer Certificate
Recreation Therapist Assistant Certificate
Referee Certificate
Snow Resort Fundamentals Certificate
Sports Official Certificate
POLICY Rel 1—2010 SPO-5
Introduction
Draft
Sports
Required Components for the SHSM–Sports
TheSHSM–Sportshasthefollowingfiverequiredcomponents:
1. A bundle of nine Grade 11 and Grade 12 creditsThese credits make up the bundle:
• fourmajorsportscreditsthatprovidesector-specificknowledgeandskills
• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,anda choice of business studies, science, or social sciences and humanities, in which some expectations are met through learning activities contextualized to the sports sector
• twocooperativeeducationcreditsthatprovideauthenticlearningexperiencesinaworkplace setting, enabling students to refine, extend, apply, and practise sector-specific knowledge and skills
AnSHSMcanbedesignedtofocusonaspecificareawithinthegivensector–forexample,theSHSM–Sportscanfocusoncompetitiveandrecreationalsports,management,mediaand broadcasting or some other area of sports. This focus is achieved through the selection of the four major credits in the bundle. Depending on local circumstances, boards may elect to offer one or more variants of the SHSM in a given sector, each with a particular area of focus.
Credits
apprenticeship Training College University Workplace
Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12
sports Major 2 2 2 2 2 2 2 2
includes content delivered in the sector’s context
english 1 1 1 1
Mathematics 1 1 1 1
business studies or science or social sciences and Humanities
1 1 1 1
Cooperative education 2 2 2 2
Total number of credits 9 9 9 9
Note: Communications technology courses from the Ontario technological education curriculum may be taken as major credits for some Sports SHSMs (e.g., those focused on media and broadcasting). In the technological education curriculum, multiple credits allow additional instructional time for the practice and refinement of skills needed to develop student performance to the levels required for certification, entry into apprenticeship programs, or participation in school–work transition programs (see The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009, page 17).
fInD IT!See section a1.2 for more on SHSM credits.
A+
Rel 1—2010SPO-6
Specialist High Skills MajorSpecialist High Skills Major
Draft
2. Seven sector-recognized certifications and/or training courses/programsThe SHSM in sports requires students to complete seven sector-recognized certifications and/or training courses/programs. Of these, four are compulsory and the remaining three are electives that must be chosen from the list in the following table. Note that items in the table that are capitalized are the proper names of specific certifications or training courses/programs that are appropriate for the SHSM. Items that are lowercased are names of the areas or categories within which specific certifications or training courses/programs should be selected by the school or board. The requirements are summarized in the table below.
four compulsory
Standard First Aid Cardiopulmonary Resuscitation (CPR) Level C
generic (i.e., not site-specific) instruction about the Workplace Hazardous Materials Information System (WHMIS)
automated external defibrillation (AED)
Three electives from the list below
coaching/personal training
communication skills conflict resolution customer service
fitness fundamental skills in a sport
geographic information system (GIS)
global positioning system (GPS)
group dynamics health and safety (basic)
incident management instructor certification
leadership – group activities
marine safety/marine first aid
officiating Pleasure Craft Operator
risk management sport program design wrapping and taping for sports
fInD IT!See section a1.3 for more on SHSM certifications and training.
A+
POLICY Rel 1—2010 SPO-7
IntroductionSports
Draft
3. Experiential learning and career exploration activitiesExperiential learning and career exploration opportunities relevant to the sector might include:
• one-on-oneobservationofacooperativeeducationstudentat a placement in the sports sector (example of job twinning)
• aday-longobservationofanemployeeinthesportssector(example of job shadowing)
• aone-ortwo-weekworkexperiencewithamemberofanindustryassociationor a professional in the sector (example of work experience)
• avolunteerexperienceatacommunitysportsfacilityorataprofessionalsports team event
• anexperiencecoachinganelementaryschoolstudentorteaminanextracurricularactivity
• participationinanexerciseclassatafitnessfacility
• atourofanathleticfacility
• attendanceatasportssectorcareerfair.
4. Reach ahead experiencesStudentsareprovidedoneormorereachaheadexperiences–opportunitiestotakethenextstepsalongtheirchosenpathway–asshowninthefollowingexamples:
• Apprenticeship:visitinganapprovedapprenticeshipdeliveryagent in the sector
• College:interviewingacollegestudentenrolledina sector-specific program
• University:observingauniversityclassinasector- related program
• Workplace:interviewinganemployeeinthesector
5. Essential Skills and work habits and the OSPStudents will develop Essential Skills and work habits required in the sector and document them using the OSP, a component of the SHSM.
fInD IT!
See section a1.4 for more on experiential learning and career exploration activities.
A+
PolICY
Note that volunteer activities in an SHSM cannot be counted towards the hours of community involvement required to earn the OSSD.
A+
fInD IT!
See section a1.5 for more on reach ahead experiences.
A+
fInD IT!
See section a1.6 for more on Essential Skills and work habits.
A+
Rel 1—2010SPO-8
Specialist High Skills MajorSpecialist High Skills Major
Draft
pathways for the SHSM–Sports
A table illustrating the four pathways and required credits leading to completion of this SHSM is provided. You will also find tables illustrating sample bundles of credits, and other useful resources, on the ministry’s SHSM website.
Awareness building (Grades 7 and 8)See Section 5.5 for information on building awareness of SHSM programs among students in Grades 7 and 8.
Exploration (Grades 9 and 10)See Section 5.5 for information on providing Grade 9 and 10 students with opportunities for exploration of SHSM programs. In addition, students considering this SHSM can be encouraged to enrol in the following courses to become better informed about careers and postsecondary options in the sector:
• HealthyActiveLivingEducation:TheseGrade9and10coursesarerecommendedforallstudentswhoareconsideringenrollinginanSHSM–Sportsprogram.Thecoursesemphasizeregular participation in a variety of physical activities that promote lifelong healthy active living.
• InformationandCommunicationTechnologyinBusiness:ExpectationsinthisGrade9or10 course build a foundation of digital literacy skills that are needed in the media and broadcasting and the management areas of the sector.
• CommunicationsTechnology(TGJ20):ThiscourseisrecommendedforanyGrade10studentwhoisconsideringenrollinginanSHSM–Sportsprogramwithafocusonmediaandbroadcasting. It provides students with opportunities to gain a better understanding of the communication and media skills required in this sector.
• CareerStudies(compulsory)andDiscoveringtheWorkplace:Someoftheexpectationsin these Grade 10 courses provide opportunities for students to explore occupations and other postsecondary options in the sector and to participate in experiential learning activities.
Tools anD ResoURCes
Visit the ministry’s SHSM website at www.edu.gov.on.ca/eng/teachers/ studentsuccess/specialist.html for:
• samplebundlesofcreditsspecificto this SHSM
• alistoforganizationsandresources specific to this SHSM.
A+
POLICY Rel 1—2010 SPO-9
IntroductionSports
Draft
Specialization (Grades 11 and 12)Students acquire the sector-specific knowledge and technical skills required to earn their OSSDwithanSHSM–Sportsbycompletingitsfiverequiredcomponents.Studentsandtheirparents/guardians are encouraged to consult with guidance counsellors and teachers to select the courses that will enable students to pursue their goals.
Students pursuing an apprenticeship pathway should consider OYAP, which enables them to start an apprenticeship while earning their OSSD.
Students pursuing a university pathway are advised to complete their required cooperative education credits in Grade 11, in order to allow room in their timetables in Grade 12 for credits needed to meet university entrance requirements.
When helping students plan their SHSMs, particularly with respect to the selection of courses to fulfil the requirement for credits in the major, teachers should bear in mind that technological education courses can be offered as single-credit or multiple-credit courses.
Rel 1—2010SPO-10
Specialist High Skills MajorSpecialist High Skills Major
Draft
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Introduction
POLICY Rel 1—2010 TRA-1
Transportation
Required Components for the sHsM–Transportation
1. A bundle of nine Grade 11 and Grade 12 credits that comprises:
• fourtransportationmajorcredits
• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,andscienceorbusiness studies
• twocooperativeeducationcreditstiedtothesector
2. Seven sector-recognized certifications and/or training courses/programs (four compulsory and a choice of three electives)
3. Experiential learning and career exploration activities within the sector
4. Reach ahead experiences connected with the student’s postsecondary plans
5. Development of Essential Skills and work habits required in the sector, and documentation of them using the OSP
profile of the Transportation Sector
Transportation affects our lives in a multitude of ways. We drive cars for everyday purposes, use mass transit to commute to work, and take flights and cruises on holidays. Transportation systems move raw materials to manufacturers andfinishedproductstoconsumers–locally,nationally, and globally.
In addition to being essential to our daily lives, transportation and transportation systems are an important area of employment in our economy. Transport Canada’s Transportation in Canada 2008 reports that the industry provided work for approximately 900,000 people in 2008 and that employment in this sector has grown steadily since 2000, reflecting a high demand for qualified personnel.1
TheSHSM–Transportationprovidesstudentswithastrongfoundationforawidevarietyofcareers in the transportation sector, from those focusing on the service, repair, and modifica-tion of vehicles and vehicle systems to those related to the organization and management of transportation services and mass-transit systems. Depending on local circumstances, this SHSM may be designed to have a particular focus. Where a choice of focus areas is offered, students may select one.
Transportation
InsIGHT
The requirements of this SHSM are unique and are geared to the transportation sector. However, the design of all SHSM programs follows a consistent model, described in section a: Policy.
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1 Transport Canada, Transportation in Canada 2008, An Overview, Addendum, www.tc.gc.ca/media/documents/policy/addendum.pdf.
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Occupations in the Transportation Sector
The following table provides examples of occupations in the transportation sector, with corresponding NOCs, sorted according to the type of postsecondary education or training the occupations would normally require.
apprenticeship Training College
• AlignmentandBrakesTechnician7321• AutoBodyRepairer7322• AutomotivePainter–MotorVehicleRepair7322• AutomotiveServiceTechnician7321• MarineEngineMechanic7311• MotorcycleTechnician7334• PartsTechnician1472• RecreationVehicleServiceTechnician7383• SmallEngineMechanic7335• TransmissionTechnician7321• TruckandCoachTechnician7321• TruckandTransportVehicleMechanic7321
• AirPilot2271• IndustrialDesigner2252• IndustrialEngineeringTechnician2233• MarineEngineTechnician7436• MechanicalEngineeringTechnologist2232• NavigationOfficer–WaterTransport2273• QualityControlAssemblyInspector–
Automotive/MarineEngines9486• Supervisors,MotorTransport,andOtherGround
Transit Operators 7222
University Workplace
• AerospaceEngineer2146• AutomotiveEngineer2132• IndustrialDesigner2252• UrbanPlanner2153
• AircraftAssemblerandAircraftAssembly Inspector9481
• AirportRampAttendant7437• AutomobileSalesperson6421• AutomotiveMechanicalInstallersandServicers
7443• BoatAssemblerandInspector9491• BoatOperator7436• BusDriver,SubwayOperator,andOtherTransit
Operator 7412 • CarLotAttendant6683• DeliveryandCourierServiceDrivers7414• HeavyEquipmentOperators(exceptCrane)7421• RailwayTrackMaintenanceWorker7432• ServiceStationAttendant6621• TireRepairer7443
Note: Some of the names of occupations in this table may differ slightly from the names given in the National Occupation Classification system. The names listed here reflect common usage by institutions and organizations in this sector in Ontario.
fInD IT!
See section a1.6 for more on occupations and NOCs.
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postsecondary programs and Training in the Transportation Sector
The following are examples of programs and training related to careers in the transportation sector and the accreditations associated with each.
Apprenticeship Training
Alignment and Brakes Technician Certificate of apprenticeship/ certificate of qualification
Auto Body Repairer Certificate of apprenticeship/ certificate of qualification
Automotive Painter Certificate of apprenticeship/ certificate of qualification
Automotive Service Technician Certificate of apprenticeship/ certificate of qualification
Farm Equipment Mechanic Certificate of apprenticeship/ certificate of qualification
Heavy Duty Equipment Technician Certificate of apprenticeship/ certificate of qualification
Motorcycle Technician Certificate of apprenticeship/ certificate of qualification
Parts Technician Certificate of apprenticeship/ certificate of qualification
Recreation Vehicle Service Technician Certificate of apprenticeship/ certificate of qualification
Tire, Wheel, and Rim Mechanic Certificate of apprenticeship/ certificate of qualification
Transmission Technician Certificate of apprenticeship/ certificate of qualification
Truck and Coach Technician Certificate of apprenticeship/ certificate of qualification
Truck Trailer Service Technician Certificate of apprenticeship/ certificate of qualification
Turf Equipment Technician Certificate of apprenticeship/ certificate of qualification
College
AppliedBusiness–AutomotiveManagement Bachelor’sdegree
Automobile Production Manager Diploma
Industrial Designer Diploma
Industrial Engineering Technician Diploma
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Marine Engine Mechanic Diploma
Motive Power Technician Diploma
NavigationOfficer–WaterTransport Diploma
QualityControlAssemblyInspector– Diploma Automotive/Marine Engines
Small Engine Mechanic Diploma
Stationary Engineer and Auxiliary Equipment Operator Diploma
Transportation Manager Diploma
University
Aerospace Engineer Bachelor’s degree
Automotive Engineer Bachelor’s degree
Electrical Engineer Bachelor’s degree
Mechanical Engineer Bachelor’s degree
Training for the Workplace
Air Pilot Certificate
Air Transport Ramp Attendant Certificate
Aircraft Assembler and Aircraft Assembly Inspector Certificate
Airline Sales and Service Agent Certificate
Boat Assembler and Inspector Certificate
Boat Operator Certificate
Bus Driver, Subway Operator, and Other Certificate Transit Operator
Railway Track Maintenance Worker Certificate
Small Business Manager Certificate
Tire and Rim Technician Certificate
POLICY Rel 1—2010 TRA-5
IntroductionTransportation
Required Components for the SHSM–Transportation
TheSHSM–Transportationhasthefollowingfiverequiredcomponents:
1. A bundle of nine Grade 11 and Grade 12 creditsThese credits make up the bundle:
• fourtransportationmajorcreditsthatprovidesector-specificknowledge and skills
• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics, and science or business studies, in which some expectations are met through learning activities contextualized to the transportation sector
• twocooperativeeducationcreditsthatprovideauthenticlearningexperiencesinaworkplace setting, enabling students to refine, extend, apply, and practise sector-specific knowledge and skills
Credits
apprenticeship Training College University Workplace
Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12 Gr. 11 Gr. 12
Transportation Major 2 2 2 2 2 2 2 2
includes content delivered in the sector’s context
english 1 1 1 1
Mathematics 1 1 1 1
business studies or science
1 1 1 1
Cooperative education 2 2 2 2
Total number of credits 9 9 9 9
Note: Multiple credits in the Ontario technological education curriculum allow additional instructional time for the practice and refinement of skills needed to develop student performance to the levels required for certification, entry into apprenticeship programs, or participation in school–work transition programs (see The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009, page 17).
2. Seven sector-recognized certifications and/or training courses/programsThe SHSM in transportation requires students to complete seven sector-recognized certifica-tions and/or training courses/programs. Of these, four are compulsory and the remaining three are electives that must be chosen from the list in the following table. Note that items in the table that are capitalized are the proper names of specific certifications or training courses/programs that are appropriate for the SHSM. Items that are lowercased are names of the areas or categories within which specific certifications or training courses/programs should be selected by the school or board. The requirements are summarized in the table below.
fInD IT!
See section a1.2 for more on SHSM credits.
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fInD IT!See section a1.3 for more on SHSM certifications and training.
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four compulsory
Cardiopulmonary Resuscitation (CPR) Level A
health and safety – basic
generic (i.e., not site-specific) instruction about the Workplace Hazardous Materials Information System (WHMIS)
Standard First Aid
Three electives from the list below
air brake all-terrain vehicle (ATV) safety
computer-aided design and computer-aided manufacturing (CAD/CAM)
customer service
Dare to Care – Vehicle Sales and Service
Drive Clean environmental spill ergonomics
fall protection filling propane and motor fuel tanks
fire extinguisher use lift truck safety
lockout/tagging original equipment manufacturer’s training
ozone depletion Pleasure Craft Operator
vehicle lift safety
3. Experiential learning and career exploration activitiesExperiential learning and career exploration opportunities relevant to the sector might include:
• one-on-oneobservationofacooperativeeducationstudentat a placement in the transportation sector (example of job twinning)
• aday-longobservationofaskilledtradespersoninthe transportation sector (example of job shadowing)
• aone-ortwo-weekworkexperiencewithamemberofanindustryassociationora professional in the sector (example of work experience)
• participationinalocal,provincial,ornationalSkillsCanadacompetition
• atourofanautomobiledealership,specializedtransportationbusiness,ormunicipaltransportation department office and garage
• attendanceatatransportationsectortradeshow,conference,orjobfair.
fInD IT!
See section a1.4 for more on experiential learning and career exploration activities.
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PolICY
Note that volunteer activities in an SHSM cannot be counted towards the hours of community involvement required to earn the OSSD.
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4. Reach ahead experiencesStudentsareprovidedoneormorereachaheadexperiences–opportunities to take the next steps along their chosen pathway–asshowninthefollowingexamples:
• Apprenticeship:visitinganapprovedapprenticeshipdeliveryagent in the sector
• College:interviewingacollegestudentenrolledinasector-specificprogram
• University:observingauniversityclassinasector-relatedprogram
• Workplace:interviewinganemployeeinthesector
5. Essential Skills and work habits and the OSPStudents will develop Essential Skills and work habits required in the sector and document them using the OSP, a component of the SHSM.
pathways for the SHSM–Transportation
A table illustrating the four pathways and required credits leading to completion of this SHSM is provided below. You will also find tables illustrating sample bundles of credits, and other useful resources, on the ministry’s SHSM website.
Awareness building (Grades 7 and 8)See Section 5.5 for information on building awareness of SHSM programs among students in Grades 7 and 8.
Exploration (Grades 9 and 10)See Section 5.5 for information on providing Grade 9 and 10 students with opportunities for exploration of SHSM programs. In addition, students considering this SHSM can be encouraged to enrol in the following courses to become better informed about careers and postsecondary options in the sector:
• ExploringTechnologies:ThisGrade9courseisrecommendedforallstudentsfollowingSHSM pathways that have a technological education focus. The course provides students with opportunities to explore a variety of technologies, including transportation tech-nology, by engaging in activities related to them.
• CareerStudies(compulsory)andDiscoveringtheWorkplace:Someoftheexpectationsin these Grade 10 courses provide opportunities for students to explore occupations and other postsecondary options in the sector and to participate in experiential learning activities.
• TransportationTechnology:ThiscourseisrecommendedforanyGrade10studentwho isconsideringenrollinginanSHSM–Transportationprogram.
fInD IT!
See section a1.5 for more on reach ahead experiences.
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fInD IT!
See section a1.6 for more on Essential Skills and work habits.
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Tools anD ResoURCes
Visit the ministry’s SHSM website at www.edu.gov.on.ca/eng/teachers/ studentsuccess/specialist.html for:
• samplebundlesofcreditsspecificto this SHSM
• alistoforganizationsandresources specific to this SHSM.
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Specialization (Grades 11 and 12)Students acquire the sector-specific knowledge and technical skills required to earn their OSSDwithanSHSM–Transportationbycompletingitsfiverequiredcomponents.Studentsand their parents/guardians are encouraged to consult with guidance counsellors and teachers to select the courses that will enable students to pursue their goals.
Students pursuing an apprenticeship pathway should consider OYAP, which enables them to start an apprenticeship while earning their OSSD.
Students pursuing a university pathway are advised to complete their required cooperative education credits in Grade 11, in order to allow room in their timetables in Grade 12 for credits needed to meet university entrance requirements.
When helping students plan their SHSMs, particularly with respect to the selection of courses to fulfil the requirement for credits in the major, teachers should bear in mind that technological education courses can be offered as single-credit or multiple-credit courses.
POLICY Rel 1—2010 TRA-9
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Introduction
oRGanIZaTIonB1 PageB1.1 Establishing an SHSM Plan B1-3 B1.2 Establishing SHSM Advisory Committees B1-4 B1.3 Establishing a School SHSM Team B1-5 B1.4 Selecting Committee and Team Members B1-6
ORG
AN
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B1-3IMPLEMENTATION Rel 1—2010
Organization
The development of an SHSM should be guided by a comprehensive plan that addresses all key aspects of the intended program, including the following:
pROGRAM pLANNING
• SelectionoftheSHSMprogramtobeoffered
• Intendedprogramdeliverymodel
• Requiredpartnerships
• SHSMbundlesofcreditstobeoffered
pROGRAM IMpLEMENTATION
• Schoolandstudenttimetables
• Studentenrolment
• Accommodationsforstudentswithspecialneeds
• Trackingandrecordingofstudentprogress
• Programmarketing
• SustainingtheSHSM
pROGRAM EVALUATION
• MeasuringandevaluatingtheSHSMprogram
Each of these considerations is detailed in the following sections of the binder. A school SHSM Action Plan template is also provided in Section C: Resources to assist in implementation.
B1.1 Establishing an SHSM Plan
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SHSM advisory committees provide important expertise and knowledge about employer and community expectations, and board and ministry priorities, as well as assistance in areas such as program content, resources, strategies, and initiatives. Advisory committee members may also provide local labour market information and other relevant data.
Typically, SHSM advisory committees are established at both the board and school levels, but this may vary in cases where geography is a factor.
The main task of the board advisory committee is to provide advice on the program to help ensure that students will earn an SHSM that stakeholders value. For example, industry members may provide advice about aligning students’ classroom experience with current workplace expectations or may suggest a reliable service provider for sector certification and training courses.
The main task of the school advisory committee is to support and facilitate the implementation of the SHSM program and work closely with the school SHSM team.
The SHSM advisory committees established by boards and schools need to encourage the broadest range of participation by committee members. This may include participation through face-to-face meetings, or by e-mail, teleconference, or other electronic means, where appropriate.
B1.2 Establishing SHSM Advisory Committees
B1-5
Organization
IMPLEMENTATION Rel 1—2010
A school SHSM team, typically composed of key school and board staff, will be required during the implementation of the SHSM to oversee all aspects of program delivery, such as enrolment, timetabling, student tracking, and monitoring program success. The school SHSM team works closely with the advisory committee during the SHSM planning process and on an ongoing basis following the launch of the program.
B1.3 Establishing a School SHSM Team
Tools anD ResoURCes
See section C: Resources for an SHSM advisory committee and school SHSM team membership template.
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The following table illustrates the range of individuals who may be most effective as members of SHSM advisory committees and the school SHSM team. The composition of these groups, however, will depend on local circumstances and needs.
Representatives on Board and School SHSM Advisory Committees and School SHSM Teams
Member
board advisory Committee
school advisory Committee
school sHsM Team
Board superintendent and/or Student Success leader 4
Board SHSM lead 4 4
Board program coordinator/consultant 4 4
School administrator(s) 4 4 4
School SHSM lead 4 4 4
Managing Information for Student Achievement (MISA) leads
4
School administrative support staff 4 4
Guidance teacher(s) 4 4
Special education teacher(s) 4 4
Student Success teacher 4 4
Cooperative education teacher(s) 4 4
Department head(s) 4 4
Teachers of other required credits in bundle 4 4
Local employer(s) 4 4 4
College representative 4 4
University representative 4 4
B1.4 Selecting Committee and Team Members
B1-7
Introduction
IMPLEMENTATION Rel 1—2010
Organization
Member
board advisory Committee
school advisory Committee
school sHsM Team
Local training board representative 4 4
Industry education council representative 4 4
Local apprenticeship committee representative 4 4
Trade union representative(s) 4 4
Community agencies and service organizations representatives
4 4
Local youth employment agencies representatives 4 4
Parent representative(s) 4 4
Student representative(s) 4 4
Other school staff 4
IntroductionPLA
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Page B2.1 Selecting Which SHSM to Offer B2-3 B2.2 Choosing a Delivery Model B2-5 B2.3 Building Supportive Partnerships B2-7 B2.4 Developing SHSM Pathways B2-9
B2 PlannInG
B2-3IMPLEMENTATION Rel 1—2010
When considering which SHSMs to offer, school boards and schools need to determine how to build the capacity to provide a range of opportunities for students. Existing pathways programs may provide many of the components that students will need in an SHSM. Review of the local labour market also provides critical information when identifying a potential SHSM sector. Other factors to consider include:
• thedegreeofstudentinterest
• thelevelofsupportattheboardandtheschool
• thecapacitywithintheeconomicsectorandthecommunity.
What key criteria should be addressed?In exploring SHSM program options, your strategic plan should take into consideration:
• existingpathwayprogramswithpotentialtoexpandtoallfourpathways
• teacherexpertiseandwillingnesstochampiontheSHSM
• currentemploymenttrendsintherelatedsectorinyourregion
• studentenrolment/interest
• opportunitiesforstudentswithspecialneeds
• opportunitiesforEnglishLanguageLearners
• opportunitiesforAboriginalstudents
• opportunitiesforstudentstocompleterequiredcertificationsandtrainingprograms
• opportunitiesforsector-specificexperientiallearningandcareerexploration
• opportunitiesforsector-specificcooperativeeducationplacements
• opportunitiesforreachaheadexperiences
• supportbyadministration
• partnershipswithsectorbusiness/industry/community
• partnershipswithcollege,university,andapprenticeshiptrainingcentres
• partnershipswithotherschoolsandboards
• availableresourcesandfacilitiesattheschoolandcommunitylevels.
B2.1 Selecting Which SHSM to Offer
Planning
fInD IT!
Selecting an SHSM will require a thorough understanding of both the general and sector-specific requirements of SHSM programs. section a: Policy describes the course components and credit requirements common to all SHSM programs. section a3: sectors provides detailed information specific to each SHSM program.
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Which pathways programs may have potential as SHSMs?The following template is a useful tool for determining which existing pathways programs have the potential to become SHSMs. The “Next Steps” column in the template is used to indicate the areas that you need to address as you develop your plans for implementing an SHSM.
Template for Expanding a pathways program into an SHSM
Criteria
Yes:State evidence
no:State required action(s)
next steps:What? Who? When?
Existing pathway programs with required bundled credits in all four pathways
Teacher expertise and willingness to champion the SHSM
Current employment trends in this sector in your region
Student enrolment/interest
Opportunities for students with special education needs
Opportunities for English Language Learners
Opportunities for Aboriginal students
Opportunities for students to complete required certifications and training programs
Opportunities for sector-specific experiential learning and career exploration
Opportunities for sector-specific cooperative education placements
Opportunities for reach ahead experiences
Support by school staff
School SHSM advisory team to champion and guide implementation
Support by administration
Partnerships with sector business/industry/ community
Partnerships with college, university, and apprenticeship training centres
Partnerships with other schools and boards
Available resources and facilities at the school and community levels
Tools anD ResoURCes
See section C: Resources to access an electronic version of the template for expanding a pathways program in to an SHSM.
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IMPLEMENTATION Rel 1—2010
Planning
Once they have decided which SHSMs they will offer, school boards and schools need to consider a varity of delivery models and the resources required to support them.
What resources should be considered?The availability of the following resources needs to be considered when selecting a delivery model for an SHSM:
• staffprofessionaldevelopmentandmentorshipopportunitieswithbusinessandindustry,including support staff and supply teachers
• fundingavailableforstudenttransportation
• teachers’certificationsastrainersandassessorsofsector-recognizedcertifications and training courses identified in Section A3: Sectors
• students’certificationandtraining
• suppliesofconsumablesfortheprogram
• hardwareandsoftwaretomeetprogramneeds
• capitalequipmentandfacilities
• existenceofsustainablepartnerships
• curriculumresources(e.g.,CLAs).
What forms of delivery should be considered?The following table highlights key considerations, advantages, and disadvantages of three common SHSM delivery models.
SHSM Delivery Models
Models Considerations advantages Disadvantages
sHsM offered at one school only to students in that school
• Teacherswhochampion the SHSM and provide sector expertise are critical to successful implementation
• Iseasiertodeliver, as all components are delivered at one site
• Challengesmayariseif student interest is limited
B2.2 Choosing a Delivery Model
InsIGHT
Resources to support the implementation of SHSMs may be available from a variety of existing sources, such as Student Success funding. Consideration should also be given to the availability of a variety of supports from the sector and the community.
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Models Considerations advantages Disadvantages
• Appropriatefacilitiesare required
• Arrangementsmustbein place for sufficient and appropriate experiential learning and career exploration placements
• Partnershipsshouldbe in place with postsecondary institutions and local sector partners
sHsM offered at one school to students from many schools
The school offering the SHSM is the host school and delivers the major credits. The school sending students is the home school.
• Planning,cooperation,and communication are required between schools so that all components are delivered and tracked
• Thehomeschoolprincipal must ensure completion of all components not done at the home school, (e.g., CLAs, cooperative education, certifications)
• Isappropriatewhenstudent enrolment is insufficient to sustain an SHSM at a school
• Broadensprogramchoices in many schools
• Allowsboardstoimplement program choices strategically
• Enablescross-boardparticipation, thereby expanding students’ choices
• Broadenscooperativeeducation placements, as they are offered within several communities
• Generatestransporta-tion issues that need to be resolved
• Affectsenrolmentinstudents’ home schools
• Requiresthatthe host school consider staffing and facilities
• Requiresthatthehome school offer components not delivered in the host school
• Requirescoordinationbetween the schools to track completion of components and generation of SHSM Records. SHSM “identity” is not as strong in the home school as in the host school
sHsMs delivered in part at learning sites other than a secondary school
(e.g., SHSMs involving dual credits or for which some or all of the requirements are delivered on-site – for instance, on a house build)
• Partnershipswithinthe community are critical
• Mayprovidereachahead experiences for students
• Isavailableforstudents from several boards in the region
• Mayofferfacilitiesand equipment that are not available in schools
• Mayprovide opportunities for team teaching
• Generates transportation issues
B2-7IMPLEMENTATION Rel 1—2010
Planning
Partnerships between school boards and postsecondary institutions, the community, and business and industry sectors are crucial to the sustainability of the SHSM. Boards and schools need to concentrate their efforts on fostering partnerships that will result in community ties. It is strongly recommended that coterminous and neighbouring boards approach the implementation of SHSM programs as a joint venture, in order to maximize student opportunities. Such partnerships provide an effective strategy for working with potential economic sectors and community partners, and can reduce duplication and take advantage of economies of time and resources.
How can you partner effectively with other boards or schools?Various partnership opportunities exist for boards to consider, ranging from delivering certifications and training courses/programs jointly to sharing students and resources in one SHSM. Areas in which partnership opportunities could be considered include:
• transportationandfacilitiescosts
• processforcertificationsandtraining(e.g.,sharingtrainingproviders)
• professionaldevelopmentofstaff
• cooperativeeducationplacements(e.g.,sharingdatabases)
• experientiallearningopportunities(e.g.,sharingfacilities,staff,resources,transportation)
• reachaheadopportunitiesinvolvingpostsecondaryinstitutionsandcommunitypartners
• requiredequipment,maintenance,marketing,andconsumables
• boardpoliciesandprocedures(e.g.,field-trippermissionforms)
• CLAwriting
• registrationofstudents(e.g.,sharedregisters).
How can you partner effectively with colleges, training centres, and universities?Strong partnerships with local colleges, training centres, and universities are critical to success in implementing an SHSM. It is advisable for partnering boards to approach colleges, training centres, and universities as a team rather than individually. Factors to be considered in partnerships with postsecondary educational institutions and training centres should include:
• geographicalfactors(e.g.,locationofinstitutionswithprogramsrelatedtotheSHSM)
• existingagreements,includingagreementsforprovidingexperientiallearningandreachahead activities, agreements for providing dual credits, and articulation agreements
B2.3 Building Supportive Partnerships
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• accesstoSchool-College-WorkInitiative(SCWI)opportunitiesincludingactivities,forums,and dual credits
• capacityoftheinstitution(e.g.,availabilityofclassroomseatsinpostsecondaryprograms)
• abilitytoprovidesupportforstudentswithIndividualEducationPlans(IEPs).
How can you partner effectively with business, industry, and the community?Community and sector partners also play an important role in the success of SHSMs. Sector organizations have supported the development of SHSMs and have provided resources and opportunities for certification and training, experiential education, and cooperative education placements.
Many national, provincial, and regional organizations have offered to inform their local members of opportunities to partner with boards delivering the SHSM in their particular sector. Business Education Councils (BECs) and local training boards can act as a resource for establishing and promoting community/business partnerships.
When identifying strategies to deliver the five required components of an SHSM, boards and schools are encouraged to consider:
• connectingwiththeregion’sEconomic Development office and the local BEC or local training board to determine employment trends and opportunities
• collaboratingwithawiderangeofcommunitypartnersforthedeliveryofthe SHSM components
• connectingwithsectorcouncilsandorganizations,employerassociations,andindustryassociations to determine how they can assist with the delivery of the certifications and training required for the SHSM
• contactingPassport-to-Prosperityco-ordinators(P2P)tolinkstudentswithcooperativeeducation opportunities
• collaboratingwiththeneighbouringorcoterminousboardtoachieveefficienciesandmaximize SHSM offerings to students.
Tools anD ResoURCes
See Ministry website for a directory of BECs training boards, and corresponding school boards.
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B2-9IMPLEMENTATION Rel 1—2010
Planning
When establishing the program pathways for your SHSM, consider:
• allstakeholders,includingstudents,parents,staff,andcommunityand postsecondary partners
• offeringchoicesinthebundleofcredits
• alternativeformsofcoursedelivery(e.g.,e-learning,independentstudy)
• partneringwithcoterminousandneighbouringboards
• incorporatingdualcredits,approvedinterdisciplinarycourses(IDCs),andapproved LDCs where appropriate
• flexibleandinnovativetimetabling(e.g.,continuousintakecooperativeeducation, after-hours cooperative education, block scheduling, early starts, extended days).
A pathways chart is not a student timetable but rather suggested courses that, taken as a bundle, will provide sector-specific knowledge and skills. When developing a personalized timetable based on the pathways chart, students may choose to select courses from multiple pathways (e.g., a student may be planning to enter the workplace upon graduation but takes Grade 11 English, College [ENG3C] rather than Grade 11 English, Workplace [ENG3E]).
B2.4 Developing SHSM Pathways
sUCCessfUl PRaCTICe
When students look at a pathways chart, they should be able to easily identify the courses they can take to earn the SHSM in each pathway, through the appropriate course codes in the bundle of credits:
• Apprenticeshiptraining:“E”and“C”coursecodes
• College:“C”and“M”coursecodes
• University:“U”and“M”coursecodes
• Workplace:“E”coursecodes
• “O”(Open)coursecodes,whichmayalsobeincludedwhereappropriate
Students can customize their timetables by taking courses in any pathway as they work towards completion of the SHSM.
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PolICY
Schools must offer an SHSM in all four pathways: apprenticeship training, colleges, university, and workplace.
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The terminology used in describing SHSMs includes pathway, timetable, and bundle of credits. The distinctions between these terms are important and are summarized in the table below.
A Comparison of pathways, Timetables, and SHSM Credit Bundles
Pathway Timetable Credits in the sHsM bundle
The roadmap, showing courses offered in a school, that leads to postsecondary opportunities. The groupings of courses from Grade9to12constituteapathway that leads to a specific postsecondary destination.
The student’s selection of courses for a semester or a year that lead to the achievement of credits for graduation. The student can select courses and personalize his or her timetable on the basis of his or her needs, abilities, and interests.
The eight to 10 courses specific to a sector that must be approved by the ministry. These are derived from sector, postsecondary, and teacher input.
In developing pathways for the SHSM, you should be mindful of the following:
• Studentsneedaclearmapthatshowshowthecreditsinthebundleprovidethemwiththe pathway to a future career.
• WhenselectingcoursesfortheSHSMpathways,specialattentionmustbepaidtothestrategic bundling of credits to ensure that the combination of major credits in the pathway delivers the technical knowledge and skills expected in an SHSM.
• Eachstudentmustseethekindsofcoursesthatheorsheneedsinapathwayschart,whether the student’s plan is to go into apprenticeship training, to a college or university, or directly to the workplace.
• Coursesmustbeofferedinallfourpathways.
A generic pathways chart is provided for reference for each sector in section A.3.
fInD IT!
Examples of pathway charts with course codes are available for each sector on the Ministry’s SHSM website.
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Introduction
Page B3.1 Developing the School SHSM Action Plan B3-3 B3.2 Timetabling the SHSM B3-4 B3.3 Assessing Student Readiness for the SHSM B3-5 B3.4 Addressing Students with Special Education Needs B3-6 B3.5 Building Awareness of the SHSM B3-7 B3.6 Sustaining and Growing the SHSM B3-9 B3.7 Tracking Students B3-10
B3 sCHool ConsIDeRaTIons
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B3-3IMPLEMENTATION Rel 1—2010
B3.1 Developing the School SHSM Action Plan
School Considerations
The SHSM Action Plan is a living document that will drive the implementation and success of the SHSM. Completing the action plan identifies the strengths and gaps in the existing program, and provides a basis for planning the implementation of and measuring the success of the SHSM program.
Once the school SHSM advisory team has completed the SHSM Action Plan, it should be updated and reviewed to assess the progress of the program a minimum of twice yearly, mid-year (February) and at the end of the year (June).
Tools anD ResoURCes
See section C: Resources for a school SHSM Action Plan template and a readiness checklist for school SHSM teams.
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The following factors need to be considered when timetabling an SHSM:
• teacherexpertiseinthesector
• programprioritiesandarolloutplanforSHSMprogramsintheboard/schools
• effectonotherprogramsintheboard/school
• availabilityofspecializedequipmentandfacilities
• timetableoptions:
− block-scheduling students as cohorts
− scheduling single, double, or triple sections for eligible major credits
− grouping students in the other required credits (e.g., English) to facilitate the delivery of CLAs
− in smaller schools, offering credits in alternating years or scheduling two or three courses in the same timetable slot
• deliveryformatofcoursesintheSHSM(e.g.,regularday-schoolcourses,dualcredits, e-learning, and Independent Learning Centre [ILC] courses)
• busingschedules
• costsoftravel,takingintoaccountthedistancetotheSHSMsite
• useofinnovativestrategies(e.g.,summercooperativeeducationprograms)
• coordinationwithacollegepartnerofferingdualcreditsaspartoftheSHSM.
B3.2 Timetabling the SHSM
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School Considerations
The SHSM is a pathways program for Grade 11 and 12 students. All students within a board/school should be eligible for an SHSM. Student readiness is a combination of many factors:
• thestudent’sawarenessandinterestin the SHSM
• thestudent’scareerinterestsandpostsecondarygoals
• parentalawarenessandapproval
• recommendationsfromthestudent’steachersandguidancecounsellors.
Grade 9 and 10 students should be well aware of the SHSM to ensure appropriate course selection in Grades 11 and 12. Section B3.5 provides more information about building awareness of the SHSM.
B3.3 Assessing Student Readiness for the SHSM
PolICY
A student may complete some of the components of the SHSM before enrolling in or starting the SHSM. However, these components (e.g., a certification) would not be recorded until the student enters the SHSM in his or her senior years and must not expire before the student graduates.
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B3.4 Addressing Students with Special Education Needs
In designing SHSM programs for a student with special education needs, school SHSM teams should consider the student’s abilities, interests, personal goals, strengths, and needs, including the need for accommodations and/or modifications to curriculum expectations, as outlined in the student’s IEP.
When planning the SHSM learning experiences outside the classroom (i.e., experiential learn-ing and career exploration, reach ahead experiences, and cooperative education placements) for students with special education needs, educators must take the following into account:
• Theaccommodationsdescribedinastudent’sIEPmustbemadeavailableinevery experience, whether it is job shadowing, job twinning, work experience, cooperative education, or an apprenticeship training program.
• Theemployerandthesupervisormustbemadeawareofthestudent’sspecialeducationneeds and, if possible, this should occur well before the placement begins.
• Theteacher,thestudent,andtheplacementsupervisorshoulddiscusstheexpectationsthat are to be achieved.
• Thestudentshouldbewellpreparedforwhatheorshewillbeexpectedtodoattheplacement (e.g., specific work tasks and use of specialized tools and procedures may be modelled at the school before the work placement).
• Strategiesemployedinbothteachingandplacementsupervisionshouldbetailored to meet the particular strengths and needs of students with special education needs (e.g., the school may provide employers with strategies relevant to training and making accommodations for students with special education needs).
• Schoolboardsshouldensurethatadditionalsupportsandresourcesareprovided where necessary.
• Theassistanceofadditionalprofessionalorparaprofessionalstaffandtheuseof specialized equipment or facilities may be required (e.g., an educational assistant may accompany the student to the site to facilitate the transition to the workplace, and/or students may use assistive technologies).
Tools anD ResoURCes
More detailed information about planning programs for students with special education needs can be found on the ministry website:
• The Individual Education Plan (IEP), A Resource Guide, 2004 www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/index.html
• Individual Education Plans: Standards for Development, Program Planning, and Implementation, 2000 www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html
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School Considerations
Specific activities related to the promotion and marketing of the SHSM should be identified in discussions with the school SHSM team and advisory committee. Boards might want to consider a centralized approach to SHSM promotion through flyers, posters, radio and television commercials, and SHSM branding on clothing, uniforms, hats, and accessories.
How can you build visibility among students, parents, and key stakeholders?Students, parents, and key stakeholders, including postsecondary institutions, sector partners, and sector-related businesses in the community, need to be informed and involved through a variety of strategies, which could include:
• featuringarticlesontheSHSM(s)intheschoolnewsletter
• discussingtheSHSM(s)atschoolcouncilmeetings
• communicatingwithlocalbusinessandindustryandthelocalchamberofcommerce
• postinginformationonboardorschoolwebsites
• referringstakeholderstoOntarioYouthApprenticeshipProgram(OYAP)websites
• runningnewspaperadsorradiopromotions
• makingSHSMpromotionalmaterialsavailableinguidance/studentservicesoffices
• ensuringthatSHSMprogramsarediscussedwithstudentsduringoptionselection
• holdingcareerinformationeventsforparents,students,teachers,andthecommunity
• leveragingexistingopenhouseeventstopromotetheSHSM
• coordinatingawarenessandpromotionalactivitieswithSCWI(e.g.,dualcreditlinksinthe SHSM) at the local level
• sharingwithstudents,parents,andstaffemploymenttrenddata(availableonHRSDCeconomic data websites, or on the website of The Alliance of Sector Councils [TASC], and from local Economic Development offices)
• hostingskillscompetitions.
B3.5 Building Awareness of the SHSM
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How can you promote awareness among Grade 7 and 8 students?The following are examples of strategies that boards and schools can use to build Grade 7 and 8 students’ awareness of the SHSM program:
• Organizefieldtrips,skillscompetitions,andactivitiesinthecommunitythatarespecificto the SHSM.
• Hostpresentationsortalksoncareersbyguestspeakersandmentorsfromthesector.
• Holdasector-sponsoredsummerprogrambeforestudentsentersecondaryschool.
• Organizeexperiencesatasecondaryschoolintheprogramrelatedtothissector.
• InvitecurrentorgraduateSHSMstudentstosharetheirexperiences.
• ProfileSHSMsatGrade8parentnights.
• Arrangeforstudentstoattendskillscompetitionsinlocalhighschools.
How can you encourage exploration of SHSMs among Grade 9 and 10 students?Many of the strategies listed above would also help Grade 9 and 10 students begin to explore pathways planning and SHSM programs. Schools should be infusing career education into all courses, and those schools with SHSMs should ensure that the SHSM sector(s) are explored in the Grade 10 Career Studies course. These are some additional strategies:
• TheschoolboardSHSMleadcouldbeinvitedtopresentinformationabouttheSHSMprograms offered at the board’s schools.
• SHSMprogramscouldbeprofiledontheschooland/orboardwebsites.
• Displayscouldbesetupforparentnightsattheschooltoinformparentsaboutthe benefits of SHSM programs.
• ActivitiessuchasTake Our Kids to Work Day© also provide opportunities for students to explore careers in sectors that interest them.
• SHSMpresentationscouldbedeliveredasstudentsbegintoselecttheircoursesfor the following year.
Many courses for Grade 9 and 10 students provide excellent exploration opportunities. See Section A3: Sectors for details on the exploration courses recommended for each SHSM program.
fInD IT!
The descriptions of individual SHSM programs in section a3: sectors include recommended coursesthatsupportGrade9and10students’exploration of the SHSM.
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Introduction
IMPLEMENTATION Rel 1—2010
School Considerations
PLCs are an effective means to facilitate the involvement of all staff in the planning, implementation, and measurement of an SHSM initiative, and help create a sense of collective responsibility. As the program evolves, staff members build individual knowledge and skills, andsimultaneouslydevelopasenseofworkingasateamtowardsacommongoal–toprovide a quality SHSM for students. The work of a PLC can result in a program that is both sensitive to local and individual needs and designed to meet the ministry’s requirements.
A PLC can include administrators, Student Success leaders, teachers of SHSM major credits, guidance staff, cooperative education staff, teachers of subjects related to the SHSM, and MISA leads.
Networking groups likewise provide sharing opportunities among educators across the province who face similar challenges. These groups may be at the regional level or the provincial level, for example, with teachers in other schools and with boards offering the same SHSM sector. The Ontario SHSM e-Community website, listed in Section 8: Tools and Resources, is an example of an electronic community.
B3.6 Sustaining and Growing the SHSM
sUCCessfUl PRaCTICe
An SHSM team is essential for the success and sustainability of an SHSM program. Local, regional, and provincial networks can be strengthened by:
• sharingeffectivepracticesandanalysisofdataandprogramsuccessbySHSMteams
• workingcollaborativelywithneighbouringboards
• accessingtheSHSMe-Communityatwww.elearningontario.ca,toobtainandsubmitresources,andjointhreaded discussions with other SHSM teams
• visitingotherSHSMsites,industrysites,andpostsecondaryprogramsrelatedtotheSHSM
• attendingsector-relatedconferencesandevents
• invitingcommunity,industry,and/orbusinesspartnerstoschoolevents.
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The following SHSM components must be tracked:
• certificationsbydateandnumberofhours
• reachaheadandexperientiallearningandcareerexplorationactivities
• developmentofEssentialSkillsandworkhabitsdocumentedintheOSP
• CLAdeliverydates
Step 1. A process is established to identify students who will participate in the SHSM. These students are then identified in the school’s student management system. Student names are then recorded in the board’s tracking system designed to record the completion of the five required components of the SHSM including completion dates.
Step 2. Staff access the credit counselling summary sheets or any other board-generated reports of SHSM students and meet with them. The required components that these students have already achieved are identified.
Step 3. Entry of data into the student management system based on information recorded on board’s tracking system.
Step 4Throughout each semester, the student’s SHSM information is updated to reflect new credit accumulations and the completion of SHSM components. In the case of a student who has attended the school only to obtain the major credits, the home school is updated by receiving a copy of the student’s SHSM information. Schools offering the major credits are called ‘host’ schools, and the other school from which SHSM students come is called the ‘home’ school.
Note: For data collection purposes, the host school that identifies a given student in the student management system is the school most likely to continue counting that student in that school year. Host schools should contact the home school and confirm that the student has been counted only once.
B3.7 Tracking SHSM Students
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Introduction
IMPLEMENTATION Rel 1—2010
School Considerations
Step 5 The student’s SHSM information recorded on the board’s tracking system should be reviewed a minimum of twice a semester to check on students’ progress in certifications, and experiential learning and career exploration activities.
Step 6An interim student management system credit report or other board developed reports is generated that lists credits attempted and credits earned. The school SHSM team will meet in early February to review students’ SHSM components, and then again in early May to confirm SHSM graduates.
Introduction
Page B4.1 Measuring Program Success B4-3
B4 PRoGRaM eValUaTIon
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B4-3
Measurement to Program Evaluation
IMPLEMENTATION Rel 1—2010
SHSM programs are designed to provide students with sector-recognized knowledge and skills that will contribute to their success in the workplace or in the postsecondary education or training program of their choice. To ensure that SHSM programs meet this mandate, they need to be evaluated and refined regularly.
The evaluation process requires the collection and analysis of various types of information. For example, analysis of data related to student attitudes, experiences, and insights provides information on whether the SHSM program engages students. Information obtained by such means as a student survey at the end of each semester, along with ministry data collected from reports and external evaluations, can assist schools in assessing their programs and targeting resources for future success and program growth. Tracking student credit accumulation and enrolment and retention data indicates how much the SHSM is contributing to students’ successful completion of secondary school.
Indicators useful in measuring and tracking the success of the SHSM include:
• studentengagement,asmeasuredbystudentabsencesandlateness,and teacher observations
• creditaccumulation,includingcreditsattemptedandcreditsachieved
• responsestostudent,parent,teacher,andemployersurveys
• enrolment,includingbothnumbersanddemographics,suchasstudentswithIEPs, English Language Learners, and Aboriginal students
• therateofretentionofstudentsintheSHSM
• theschool’sgraduationratecomparedtothegraduationrateofSHSMstudents
• recognitionofthevalueoftheSHSM,asexpressedbystakeholders,students,andparents
• involvementofpartnerswithinthecommunityandtheeconomicsector
• testimonialsfromstakeholders,parents,andstudents
• surveyofgraduatesseveralmonthsaftergraduation.
Ongoing evaluation of the program design will help the school team identify ways to improve the SHSM and respond to economic changes in the SHSM sector. Employment trends and labour market data will need to be assessed to ensure that programs continue to be vital to the community in which they are offered. Stakeholders involved with the SHSM program should also be consulted in this evaluation process.
B4.1 Measuring Program Success
InsIGHT
It is important to recognize that a student who decides not to continue in a particular SHSM and a student who decides to remain in an SHSM may both represent positive outcomes, because both decisions reflect informed choices.
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Introduction
PageOverview C-3
Part a C.1 Template: CLA C-6 C.2 Template: Rubric for Exemplary CLAs C-13
Part b C.3 Template: Representatives on Board and School SHSM Advisory Committees and School SHSM Teams C-15 C.4 Checklist: Readiness Checklist for School SHSM Teams C-17 C.5 Template: Expanding a Pathways Program into an SHSM C-19 C.6 Template: School SHSM Action Plan C-21
ResoURCes
RESOU
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Resources
OVERVIEW
Section C includes tools, resources and additional information to support the SHSM:
• Policy(sectionA)
• Implementation(sectionB)
There is also a collection of resources on the Ministry of Education website with supplementary tools and information on each of the SHSM programs.
These files and templates as well as additional resources in electronic form can also be found on the following websites:
• MinistryofEducation
• OntarioEducationResourceBank(OERB)
• SHSMe-Community
Use the following tables to locate these resources.
fInD IT!
sHsM:http://www.edu.gov.on.ca/eng/teachers/ studentsuccess/specialist.html
oeRb:http://resources.elearningontario.ca
sHsM e-Community:http://community.elearningontario.ca
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policy Resources
Resource SHSM Document
SHSM Website
OERB Website
e-Community Website
Resource: SHSM Fact Sheet 4
Resource: Sample pathway charts for each SHSM sector
4
Resource: CLAs developed by Ontario educators
4 4
Template: CLA 4 4 4
Template: Rubric for Exemplary CLAs 4 4
Publication: Cooperative Education and Other Forms of Experiential Learning: Policies and Procedures for Ontario Secondary Schools, 2000 www.edu.gov.on.ca/eng/document/curricul/secondary/coop/cooped.pdf
4
Publication: Experiential Learning and Career Exploration Fact Sheet
Memorandum: Policy/Program Memorandum No. 76A, September 27, 2000
(workplace safety coverage) www.edu.gov.on.ca/extra/eng/ppm/76a.html
4
Resource: Age requirements for working or visiting workplaces in Ontario
4
Ontario Skills Passport http://skills.edu.gov.on.ca
4
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RESOURCES Rel 1—2010
Resources
Implementation Resources
Resource SHSM Document
SHSM Website
OERB Website
e-Community Website
Template: Representatives on Board and School SHSM Advisory Committees and School SHSM Teams
4 4 4
Checklist: Readiness Checklist for School SHSM Teams
4 4 4
Template: Expanding a Pathways Program into an SHSM
4 4 4
Directory: BECs and training boards 4
Template: School SHSM Action Plan 4 4 4
Publication: The Individual Education Plan (IEP), A Resource Guide, 2004 www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/index.html
4
Publication: Individual Education Plans: Standards for Development, Program Planning, and Implementation, 2000 www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html
4
Template: SHSM component tracking organizer
4
Lists of organizations and resources relevant to each SHSM program
4
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For the “other required credits” in the bundle of credits, students in an SHSM program must complete learning activities that are contextualized to the knowledge and skills relevant to the economic sector of the SHSM. CLAs, a minimum of six hours and a maximum of ten hours in length, address curriculum expectations in these courses in the context of the sector.
This template must be used to develop a CLA that will be submitted to the ministry. CLAs are posted on the Ontario Educational Resource Bank (OERB) website at http://resources.elearningontario.ca as well as on the SHSM e-Community website, a password-protected site for educators, at http://community.elearningontario.ca
In order for a CLA to be posted, it is important to:
• submitallmaterialinMicrosoftWord(notasaPDF)
• observeallcopyrightregulations(seeAccessCopyright – The Canadian Copyright Licensing Agency at www.accesscopyright.ca).
C.1 Template: Contextualized Learning Activities (CLAs)
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Policy Resources
Note to CLA Developers: For your convenience, instructions (enclosed in square brackets) have been provided throughout this template. Remove these instructions when you complete the template.
Contact Information
Board
Development date
Contact person
Position
Phone ( ) -
Fax ( ) -
sHsM sector
Course code and course title
name of Cla
brief description of Cla
Duration [The CLA must take a minimum of 6 and a maximum of 10 hours to complete.]
overall expectations [Identify the overall expectation(s) from the Ontario curriculum to be assessed or evaluated through the CLA.]
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specific expectations [Identify the specific expectations related to the above overall expectations that will be addressed in the instructional and assessment strategies. Include relevant strand titles. No codes are required.]
[Consider the following as part of your planning:What do we want students to learn?• What specific/key learning goals for students are related to
these expectations?• Are these specific/key learning goals arranged in a way that will
allow students to achieve the desired learning incrementally?]
Catholic graduate expectations (if applicable)
essential skills and work habits
[Check off the Essential Skills and work habits that are addressed in this CLA.]
essential skills
q Reading Text q Writing q Document Use q Computer Use q Oral CommunicationNumeracyq Money Math q Scheduling or Budgeting and Accounting q Measurement and Calculationq Data Analysisq Numerical EstimationThinking Skillsq Job Task Planning and Organizing q Decision Makingq Problem Solving q Finding Information
Work Habits
q Working Safelyq Teamworkq Reliabilityq Organizationq Working Independentlyq Initiativeq Self-advocacy q Customer Serviceq Entrepreneurship
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Policy Resources
Instructional/assessment strategies
Teacher’s notes [Provide suggestions that will assist the teacher in delivering the CLA. For example, remind teachers to make sure that handouts, such as authentic workplace materials/documents used by the sector, are available for the CLA.]
Context [Describe the workplace context for the CLA.]
strategies [In point form, describe the sequence of instructional and assessment strategies that will support the intended learning. Attach all student handouts and worksheets.]
[How will the learning be designed? • Dotheinstructionalandassessmentstrategiessupporttheachievementofthelearninggoals?• Aretheassessmentstrategieslinkedtoeachoftheinstructionalstrategiesinaplanned,purposeful,
and systematic way?• Dotheassessmentandinstructionalstrategiesprovidefeedbackandongoingmonitoringofstudents’
throughout the CLA?• Howwillteachersdifferentiateinstructionandassessmenttomeetthelearningneedsofstudents?]
[What adjustments must be made to the instructional and assessment strategies for those students who are not progressing?]
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assessment and evaluation of student achievement
[List all assessment and evaluation strategies and tasks and attach handouts, tests, assignments, exercises, etc.][As you plan, keep the following important considerations in mind:
How will we know students are learning? How will we know students have learned?
• Howwillstudentsdemonstrateprogresstowards the desired learning?
• Howwillstudentsdemonstrateachievementof the desired learning?
• Whatcriteriawillbeusedtodeterminewhether students are learning?
• Whatcriteriawillbeusedtodeterminethatstudents have learned?
• Whatassessmentstrategies/toolswillbestgather evidence during learning?
• Whatassessmentstrategies/toolswillbestgather evidence that students have learned?
• Willtheassessmenttasksprovideopportunitiesforstudentstodemonstratethefullrangeoftheirlearning in a variety of ways?]
strategies/Tasks
[Add rows as required.]Purpose
[Assessment for, as, and of learning]
1.
2.
3.
4.
assessment tools
[List all tools used and attach checklists, rubrics, correction keys, etc.]
C-11
Introduction
RESOURCES Rel 1—2010
Policy Resources
additional notes/Comments/explanations
[Provide additional suggestions for teachers that will help them deliver the CLA.]
Resources
[List all the resources needed to support the implementation of the CLA.]
authentic workplace materials
[e.g., blueprints, workplace manuals, specification sheets, spreadsheets]
Human resources
Print resources
Video resources
software
Rel 1—2010C-12
Specialist High Skills MajorSpecialist High Skills Major
Websites
other resources
accommodations
[List instructional, environmental, and assessment accommodations.][What adjustments must be made to the instructional and assessment strategies to accommodate different learning needs?]
list of attachments
[Attach all related materials e.g., student worksheets, tests, rubrics]
C-13
Introduction
RESOURCES Rel 1—2010
Policy Resources
As you review your CLA, apply the criteria in this rubric to indicate that the CLA is delivering each of the criteria to a high degree (level 4) or to some other level (level 1, 2, or 3), which might suggest a revision is necessary.
Cla Criteria 4 3 2 1 Revise
overall • contextualizestheSHSMsectorwithin the expectations of the course
• takesbetween6and10hours of class time
• bundlesthepertinentspecificexpectations to meet the overall expectations
• takesintoaccountstudents’multiple intelligences and learning styles
• providesactivitiesthatarelogicaland sequential
• includeshandoutsinstudent-friendly language
• addressesaccommodationsforstudents with IEPs
• providesassessment“for”and“as” learning to identify the students’ starting points and to provide students with relevant and timely feedback
• includesanauthenticculminatingtask that encapsulates the overall expectations
Knowledge/ Understanding
• providesauthentic learning experiences
• scaffoldscontentandstrategiesthrough carefully planned lessons
• containsembeddeddifferentiationof content, process, and product
C.2 Template: Rubric for Exemplary Contextualized Learning Activities (CLAs)
Rel 1—2010C-14
Specialist High Skills Major
Cla Criteria 4 3 2 1 Revise
Thinking • providesscaffolded,and easy-to-follow activities
• promotescriticalthinkingskills
Communication • ensuresthatthestudents’ key learning goals are clear and authentic
• providesopportunityforstudentsto reflect on how the learning experience enhanced their knowledge and understanding of their sector
application • providessector-specificresources
• makesconnectionsbetweennewand familiar contexts
C-15RESOURCES Rel 1—2010
Implementation Resources
Member
Committee Member name(s)
board sHsM advisory Committee
school sHsM advisory Committee
school sHsMTeam
Board superintendent and/or Student Success leader
4
Board SHSM lead 4 4
Board program coordinator/consultant
4 4
School administrator(s) 4 4 4
School SHSM lead 4 4 4
Managing Information for Student Achievement (MISA) leads
4
School administrative support staff
4 4
Guidance teacher(s) 4 4
Special education teacher(s) 4 4
Student Success teacher 4 4
Cooperative education teacher(s)
4 4
Department head(s) 4 4
Teachers of other required credits in bundle
4 4
Local employer(s) 4 4 4
College representative 4 4
University representative 4 4
Local training board representative
4 4
C.3 Template: Representatives on Board and School SHSM Advisory Committees and School SHSM Teams
Rel 1—2010C-16
Specialist High Skills MajorSpecialist High Skills Major
Member
Committee Member name(s)
board sHsM advisory Committee
school sHsM advisory Committee
school sHsMTeam
Industry education council representative
4 4
Local apprenticeship committee representative
4 4
Trade union representative(s) 4 4
Community agencies and service organizations representatives
4 4
Local youth employment agencies representatives
4 4
Parent representative(s) 4 4
Student representative(s) 4 4
Other school staff 4
C-17RESOURCES Rel 1—2010
Implementation Resources
C.4 Checklist: Readiness Checklist for School SHSM Teams
School teams can use this checklist to confirm that they have the necessary resources and personnel in place to ensure the success of the SHSM program.
Staff/program Readiness
q School staff is knowledgeable, passionate, and collaborative and want to champion the SHSM initiative
q School staff value and promote all four SHSM pathways
q School staff understand the five required components of the SHSM program
q School staff encourage SHSM students and collaborate with SHSM teachers in implementing the SHSM
q School staff are prepared to deliver the CLAs in their Grade 11 or 12 subject
q A school SHSM team, consisting of staff members such as the principal, vice-principal, guidance counsellor, cooperative education teachers, special education coordinator, and subject teachers, has been established to ensure implementation of all five required components of the SHSM
q The school SHSM team has established processes to facilitate the implementation of the five required component
q School staff is aware of the process for enrolling students and monitoring them throughout their SHSM program
q Tracking and reporting requirements have been established to ensure delivery of the five required components of the SHSM program.
Board or School SHSM Advisory Committee
q The board/school has set up an SHSM advisory committee to support the SHSM initiative and provide direction to the school SHSM team
q The SHSM advisory committee includes members of the community representing the SHSM sector(s)
q The SHSM advisory committee includes representatives from colleges and universities and/or training centres
q The SHSM advisory committee includes some members of the school SHSM team (e.g., major credit teachers, other required credit teachers, cooperative education teacher, guidance counsellor, special education teacher, member of the Student Success team and administration)
Rel 1—2010C-18
Specialist High Skills MajorSpecialist High Skills Major
q The SHSM advisory committee has established and shared a meeting calendar
q The SHSM advisory committee has established priorities for the year.
School SHSM Team
1. The school SHSM team has established a process to:
q complete and review the Action Plan
q identify students in the SHSM
q track credits of SHSM students
q track certifications and training programs that students have completed
q track students’ completion of the experiential learning and career exploration component
q track students’ completion of reach ahead experiences
q ensure that students are tracking and recording their demonstration of the Essential Skills and work habits required in their SHSM sector
q track completed CLAs in the “other required” credits
q identify and offer additional support to students at any time
q promote the SHSM at the school level, in the elementary schools, among parents, and in the community
q evaluate the success of the program, using data or feedback from students, staff, parents, and community partners
q track budget expenditures
q complete reports for the board and the ministry.
2. The school SHSM team has assigned roles and responsibilities to:
q develop the four pathways with credits that align with ministry requirements
q ensure delivery of CLAs in the “other required” credits
q facilitate delivery of certifications and training courses/programs
q facilitate delivery of experiential learning and career exploration activities to be completed by students
q facilitate delivery of reach ahead opportunities in each of the four pathways
q facilitate employers’ use of the OSP Work Plan to record a student’s demonstration of Essential Skills and work habits and provide constructive feedback and performance reviews.
q address student transportation needs
q develop promotional materials and marketing tools to build awareness of the SHSM
q actively seek out additional partnerships with other elementary and secondary schools, school boards, and postsecondary institutions, as well as with the sector, business, and the community.
C-19RESOURCES Rel 1—2010
Implementation Resources
C.5 Template: Expanding a Pathways Program into an SHSM
Criteria YesState evidence
noState required action(s)
next stepsWhat? Who? When?
Existing pathway programs with required bundled credits in all four pathways
Teacher expertise and willingness to champion the SHSM
Current employment trends in this sector in your region
Student enrolment/interest
Opportunities for students with special needs
Opportunities for English Language Learners
Opportunities for Aboriginal students
Opportunities for students to complete required certifications and training programs
Opportunities for sector-specific experiential learning and career exploration
Opportunities for sector-specific cooperative education placements
Rel 1—2010C-20
Specialist High Skills MajorSpecialist High Skills Major
Criteria YesState evidence
noState required action(s)
next stepsWhat? Who? When?
Opportunities for reach ahead activities
Support by school staff
School SHSM advisory team to champion and guide implementation
Support by administration
Partnerships with sector business/ industry/community
Partnerships with college, university, and apprenticeship training centres
Partnerships with other schools and boards
Available resources and facilities at the school and in the community
C-21RESOURCES Rel 1—2010
Implementation Resources
School SHSM Action plan for:
Board ——————————— School ——————————— Sector ———————————
Assess your Grade 11 and 12 SHSM program in terms of the required implementation considerations in order to ensure a high-quality SHSM. Respond to the questions in column 1 by circling (or otherwise indicating) the appropriate answer in columns 2 to 5 to show the degree of attention needed, or that the SHSM meets requirements. Use the remaining columns to identify the necessary follow-up relating to each of the column headings.
C.6 Template: School SHSM Action Plan
Rel 1—2010C-22
Specialist High Skills MajorSpecialist High Skills Major
Required Implementation Consideration Re
quir
es e
xten
sive
a
tten
tion
Requ
ires
Con
side
rabl
e
att
enti
on
Requ
ires
som
e
att
enti
on
Mee
ts R
equi
rem
ents
act
ion
Requ
ired
budg
et $
/Res
ourc
es
Tim
elin
es
Resp
onsi
bilit
y
evid
ence
of s
ucce
ss
Com
plet
ion
stat
us
1. Four pathways (apprenticeship training, college, university, workplace) are available
1 2 3 4
2. Four major credits are offered (two in Grade 11 and two in Grade 12)
1 2 3 4
3. Pathways are available for learners with special needs, English Language Learners, Aboriginal students
1 2 3 4
4. Cooperative education placements are available in sector work placements
1 2 3 4
5. CLAs are available for the “other required” credits
0 1 2 One for each “other required credit”
6. The required certifications and training programs are in place
1 or 2 3 or 4 5 All required
7. Experiential learning and career exploration opportunities are in place
1 2 3 4
8. TheEssentialSkillsandworkhabits are documented using the OSP
Students explore the OSP for the NOC codes and occupations available in their sector
Teachers are familiar with the OSP
Students use the OSP to identify the Essential Skills and work habits in their sector
Teachers use the OSP in classroom activities
Students create an OSP Work Plan to record demonstration of their Essential Skills and work habits
Students use the OSP to prepare for next steps (e.g., create/ update a resumé)
9. Reachaheadexperiencesareavailable in the four pathways
1 2 3 4
10. Partnerships with postsecondary education institutions and training centres are in place
Little evidence
Some evidence
Considerable evidence
Extensive evidence
11. Partnerships with industry, business, and community organization are in place
Little evidence
Some evidence
Considerable evidence
Extensive evidence
C-23
Introduction
RESOURCES Rel 1—2010
Implementation Resources
Required Implementation Consideration Re
quir
es e
xten
sive
a
tten
tion
Requ
ires
Con
side
rabl
e
att
enti
on
Requ
ires
som
e
att
enti
on
Mee
ts R
equi
rem
ents
act
ion
Requ
ired
budg
et $
/Res
ourc
es
Tim
elin
es
Resp
onsi
bilit
y
evid
ence
of s
ucce
ss
Com
plet
ion
stat
us
12. A school team is in place to implement the SHSM program
Minimally To some extent To a consider-able extent
Extensively
13. The school SHSM advisory committee has a breadth of members
Representative of school administration and teacher of major credit
Representative of school administration and multi- department school staff only
Representative of school administration, multi- department school staff, and limited types of partners
Representative of school administration, multi- department school staff, and many types of partners
14. Student transportation needs are met
Minimally To some extent To a consider-able extent
Completely
15. A process is in place to identify SHSM students
No formal process
Process partially in place
SHSM students are identified in student management system
School staff are aware of SHSM students in their classes
16. A process is in place to track students’ completion of the SHSM components
No process in place
Process partially in place
Process in place Data used to improve SHSM program
17. Marketing and promotion activities are in place to build awareness and enrolment
Activities limited to secondary school
Activities for the elementary and secondary schools
Activities for the elementary and secondary schools and parents
Activities for the elementary and secondary schools, parents, the community
18. TheSHSMprogramis evaluated by a breadth of stakeholder*
Students only Students and school staff
Students, staff, and parents
Students, staff, parents, and all partners
* See Part B: Implementation for more on program evaluation.
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