Specialist High Skills Major, Policy and Implementation · TRA Transportation TRA-1 B....

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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Specialist High Skills MajorSpecialist High Skills Major

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

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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

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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

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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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IntroductionIntroduction

INTRODUCTION Rel 1—2010

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.

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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?

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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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IntroductionIntroduction

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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?

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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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POLICY Rel 1—2010 A1-3

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.


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.


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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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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fInD IT!

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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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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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


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


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



Pairing of a student with a cooperative education student

Preparation for the placement, including review of learning expectations, activity protocols, and health and safety



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.



Placement assessment

Pre-placement instruction addressing job-readiness skills, placement expectations, and health and safety


Development of a learning plan

WSIB coverage



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



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


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

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REQ

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A2.1 Recording Student Progress A2-3

DoCUMenTaTIon ReQUIReMenTsA2


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.

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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


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+


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


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.



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.

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Rel 1—2010AGR-6


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+



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.

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Rel 1—2010AGR-8


• 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.



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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






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


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.


• 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


• 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


fInD IT!


A+


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.


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


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


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




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


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



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+



Credits



arts and Culture Major 2 2 2 2 2 2 2 2


english 1 1 1 1

business studies or Canadian and World studies

1 1 1 1



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!


A+

Rel 1—2010A&C-8


Three compulsory



Standard First Aid


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)


• one-on-oneobservationofacooperativeeducationstudentat a placement in the arts and culture sector (example of job twinning)

• aday-longobservationofanartist(exampleofjobshadowing)


• participationinalocal,provincial,ornationalcompetitionfocusedononeofthearts

• attendanceatasectortradeshow,conference,symposium,orjobfair

• atourofalocaltheatre,museum,studio,orartgallery.

fInD IT!


A+

PolICY


A+





• College:interviewingacollegestudentenrolledinasector-specificprogram

• University:observingauniversityclassinasector-relatedprogram



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.



• 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.


fInD IT!


A+

Tools anD ResoURCes




A+

fInD IT!


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Rel 1—2010A&C-10


• 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.






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Introduction

POLICY Rel 1—2010 A&A-1

Aviation and Aerospace

Required Components for the sHsM–aviation and aerospace


• fouraviationandaerospacemajorcredits

• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,andachoiceofbusiness studies, Canadian and world studies or science


2. Seven sector-recognized certifications and/or training courses/programs (three compulsory and a choice of four electives)




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


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.


• 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!


A+


IntroductionAviation and Aerospace


• AerospaceEngineer2146

• AvionicsEngineer2133

• IndustrialandManufacturingEngineer2141

• MechanicalEngineer2132

• AirTrafficController2272

• AirTransportRampAttendant7437

• AircraftAssemblerandAircraftAssembly Inspector9481

• AirlineSalesandServiceAgent6433

• MaterialHandler7452

• TransportationandCrewScheduler1476


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.


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


Mechanical Engineer Bachelor’s degree

Technical Manager Bachelor’s degree


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:


• 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!


A+



Credits



aviation and aerospace Major 2 2 2 2 2 2 2 2


english 1 1 1 1

Mathematics 1 1 1 1

business studies or Canadian and World studies or science

1 1 1 1




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!


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Rel 1—2010A&A-6


Three compulsory



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


• 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!


A+

PolICY


A+



4. Reach ahead experiencesStudentsareprovidedoneormorereachaheadexperiences–opportunitiestotakethenextstepsalongtheirchosenpathway–asshowninthefollowingexamples:


• College:interviewingacollegestudentenrolledinasector-specific program




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.



• 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.


fInD IT!


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Tools anD ResoURCes




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Rel 1—2010A&A-8


• 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.





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Introduction

POLICY Rel 1—2010 BUS-1

Business

Required Components for the sHsM–business


• fourbusinessmajorcredits

• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglishandmathematics


2. Six sector-recognized certifications and/or training courses/programs (four compulsory and a choice of two electives)




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.

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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


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.


• 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


• BusinessDevelopmentOfficerandMarketingResearcher and Consultant 4163

• EconomistandEconomicPolicyResearcher and Analyst 4162

• ExecutiveAssistant1222

• AccountingandRelatedClerk1431

• AdministrativeClerk1441

• Banking,Insurance,andOtherFinancial

• Clerk1434

• CustomerServiceandRelatedClerks1453

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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


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.


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


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



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


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


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


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



Required Components for the SHSM–Business

TheSHSM–Businesshasthefollowingfiverequiredcomponents:


• fourbusinessmajorcreditsthatprovidesector-specific knowledge and skills

• threeotherrequiredcreditsfromtheOntariocurriculum, in English and mathematics, in which some expectations are met through learning activities contextualized to the business sector


Credits



business Major 2 2 2 2 2 2 2 2


english 1 1 1 1 1

Mathematics 1 1 1 1 1 1 1



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.

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Rel 1—2010BUS-8


four compulsory


customer service


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


• 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.




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PolICY


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pathways for the SHSM–Business




• 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.


• 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.



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Tools anD ResoURCes




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Rel 1—2010BUS-10


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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


2. Seven sector-recognized certifications and/or training courses/programs (five compulsory and a choice of two electives)


4. Reach ahead experiences connected with the student’s postsecondary pathway


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


• 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.


• BrickandStoneMason7281• Carpenter7271• ConstructionMillwright7311• Electrician7241• HeatingandAirConditioningContractor7313• PainterandDecorator7294• Plumber7251• Roofer7291

• ArchitecturalDesignTechnician/Technologist2251• CivilEngineeringTechnologist2231• ConstructionEstimator2234• ConstructionManager0711• ConstructionTechnologist2231• ContractorandSupervisor–ElectricalTrades

and Telecommunications 7212• HomeInspector2264• InteriorDesigner5242• ResidentialHomeBuilderorRenovator0712


• Architect2151• ElectricalEngineer2133• MechanicalEngineer2132• StructuralEngineer2131

• CarpenterHelper7611• ConcreteFinisher7282• ConstructionTradesHelperandLabourer7611• DemolitionWorker7611• DrywallInstaller7611• Helper–ConstructionTrades7611• HomeRenovator0712


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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.


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


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


Construction Techniques Certificate

Gas Metal Arc Welding Certificate

MechanicalTechniques–Construction Certificate

MechanicalTechniques–CNC/CAD/CAMSpecialist Certificate

MechanicalTechniques–Design 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


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Credits



Construction Major 2 2 2 2 2 2 2 2


english 1 1 1 1 1

Mathematics 1 1 1 1 1 1 1

business studies or science

1 1 1 1




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.

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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)


Standard First Aid


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


• 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.

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pathways for the SHSM–Construction




• 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.


• ConstructionTechnology:ThiscourseisrecommendedforanyGrade10studentwhoisconsideringenrollinginanSHSM–Constructionprogram.

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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.






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Introduction

POLICY Rel 1—2010 ENE-1

Energy

Required Components for the sHsM–energy


• 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)


4. Reach ahead experiences connected with the student’s postsecondary pathway


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.

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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


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.


• 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.

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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


• 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


Rel 1—2010ENE-4


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.


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


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


Building Environmental Systems Certificate

Computer-aided Design (CAD) Certificate

Domestic Energy Assessment Certificate

Rel 1—2010ENE-6


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:


• 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



energy Major 2 2 2 2 2 2 2 2


english 1 1 1 1

Mathematics 1 1 1 1

business studies or Canadian and World studies or science

1 1 1 1




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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


generic (i.e., not site- specific) instruction about the Workplace Hazardous Materials Information System (WHMIS)

Standard First Aid automated external defibrillation (AED)


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

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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.



• College:interviewingacollegestudentenrolledinasector- specific program




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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.


• 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.

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Rel 1—2010ENE-10


• 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.




IntroductionEnergy

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Introduction

POLICY Rel 1—2010 ENV-1

Environment

Required Components for the sHsM–environment


• fourenvironmentmajorcredits

• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglishandmathematics






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.

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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


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.


• 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.

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IntroductionEnvironment

College (continued)• GeologicalandMineralTechnologist/Technician2212• HabitatManagementTechnician2221• HatcheryorFisheriesTechnician2221• MappingandRelatedTechnologist/Technician2255• QualityControl–ChemicalEngineering

Technologist 2211 • SilvicultureandForestryWorkers8422• SoilTestingTechnologist2231• Technician–PollutionControl2231


• 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


Rel 1—2010ENV-4


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.



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



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


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


Required Components for the SHSM–Environment

TheSHSM–Environmenthasthefollowingfiverequiredcomponents:


• fourenvironmentmajorcreditsthatprovidesector-specificknowledge and skills

• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglishandmathematics, in which some expectations are met through learning activities contextualized to the environment sector


Credits



environment Major 2 2 2 2 2 2 2 2


english 1 1 1 1 1 1 1 1

Mathematics 1 1 1 1



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!


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fInD IT!


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four compulsory


generic (i.e., not site-specific) instructions about the Workplace Hazardous Materials Information System (WHMIS)


Standard First Aid


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


• 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!


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PolICY


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Rel 1—2010ENV-8








pathways for the SHSM–Environment


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!


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fInD IT!


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Tools anD ResoURCes




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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:


• 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 may want to consider the Ministry of Natural Resources Ontario Ranger Program as a summer cooperative education placement.


Rel 1—2010ENV-10


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Introduction

POLICY Rel 1—2010 FOR-1

Forestry

Required Components for the sHsM–forestry


• fourforestrymajorcredits

• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,andachoiceofscience or Canadian and world studies






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.

A+

1 http://www.fpac.ca/index.php/en/industry-update/2 http://www.fpac.ca/index.php/en/industry-update/

Rel 1—2010FOR-2


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.


• Arborist2225 • ForestEngineeringTechnician/Technologist2223• ForestInventoryResourceOfficer2223• ForestProductsTechnologist2211• ForestResourceTechnician2223• GISTechnician/Technologist2255


• ForestEcologist2121• Forester2122• ForestryEngineer2122• ProjectManagement–Forester2122• Surveyor2131

• BrushCutter–Forestry8422• ConeHarvester/HarvestHand8432• ForestFirefighter8422• ForestWorker8421• MechanicalHarvesterOperator–Logging8421• SawFiler/Fitter7383• SilvicultureWorker8422• SpacingSawOperator–Forestry8422• TreePlanter8616


fInD IT!See section a1.6 for more on occupations and NOCs.

A+


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.



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


Brusher Certificate

Cone Harvester Certificate

Forestry Worker Certificate

Saw Filer/Fitter Certificate

Spacer Certificate

Tree Planter Certificate

Rel 1—2010FOR-4


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



forestry Major 2 2 2 2 2 2 2 2


english 1 1 1 1

Mathematics 1 1 1 1

Canadian and World studies or science

1 1 1 1




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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four compulsory


compass/map/global positioning system (GPS)


Standard First Aid


all-terrain vehicle (ATV) safety

bear safety chainsaw safety fall protection

harvesting equipment safety


hoisting and rigging personal protective equipment – forestry

professional cable skidding

propane safety safe tree cutting and logging

skidder/loader safety


wilderness first aid


• 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)


• atourofaforestryindustryworkplace(e.g.,asawmill)

• avolunteerexperienceplantingtreesaspartofacommunityinitiative

• attendanceataforestrysectortradeshow,conference,orjobfair.

fInD IT!See section a1.4 for more on experiential learning and career exploration activities.

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PolICY


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Rel 1—2010FOR-6






• Workplace:interviewinganemployeeinthesector


pathways for the SHSM–Forestry



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.


• 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


• samplebundlesofcreditsspecifictothisSHSM

• alistoforganizationsandresourcesspecificto 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–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)




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Introduction

POLICY Rel 1—2010 H&W-1

Health and Wellness

Required Components for the sHsM–Health and Wellness


• fourhealthandwellnessmajorcredits

• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,andachoiceofscience or social sciences and humanities






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.

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Rel 1—2010H&W-2


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.


• ChildandYouthWorker4212• EarlyChildhoodEducator4214• EducationalAssistant6472

• AmbulanceAttendantsandOtherParamedicalOccupations 3234

• BiomedicalEngineeringTechnologist2241• CommunityandSocialServiceWorker4212• DentalHygienistorDentalAssistant3222• DocumentationClerk1441• FuneralDirectororEmbalmer6272• HealthCareAide3413• HospitalInformationClerk1434• MedicalLaboratoryTechnician3212• MedicalSecretary1243• PharmacyTechnician3414• PracticalNurse3233• PrimaryCareParamedic3234• RegisteredMassageTherapist3235• RegisteredOrthopaedicTechnologist3414• RespiratoryTherapist3214

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IntroductionHealth and Wellness


• 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


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.


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


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



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


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:


• 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


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Credits



Health and Wellness Major 2 2 2 2 2 2 2 2


english 1 1 1 1

Mathematics 1 1 1 1

social sciences and Humanities or science

1 1 1 1




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.

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four compulsory

Cardiopulmonary Resuscitation (CPR) Level C


infection control Standard First Aid


ambulation, lifting, and transfers


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.


• 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

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Rel 1—2010H&W-8


• assistinginanexerciseclassinalong-termcarefacility

• attendanceatahealthandwellnesssectorcareerfair.

• ExperientialLearningandCareerExplorationactivitiesinthehealthandwellnesssectormay require a student to consent to a police records check, immunization clearance and/or Confidentiality and Privacy Agreements.







pathways for the SHSM–Health and Wellness



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Tools anD ResoURCes




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• 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.




Rel 1—2010H&W-10


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Introduction

POLICY Rel 1—2010 H&L-1

Horticulture and Landscaping

Required Components for the sHsM–Horticulture and landscaping


• fourhorticultureandlandscapingmajorcredits

• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,andachoiceofscience or business studies






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


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.


• Arborist2225• HorticulturalTechnician2225• SmallEngineTechnician7335

• GolfCourseTechnician8612• LandscapeTechnologist2225• ParksOperationsManager0114• TreeServiceTechnician2225• UrbanForestryandParkTechnician2122


• 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.



Horticultural Technician Certificate of apprenticeship/ certificate of qualification

Small Engine Technician Certificate of apprenticeship/ certificate of qualification


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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


Greenskeeper Certificate

Irrigation Technician Certificate

Nursery Production Certificate

Pesticide Technician Certificate

Required Components for the SHSM–Horticulture and Landscaping

TheSHSM–HorticultureandLandscapinghasthefollowingfiverequiredcomponents:


• 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

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Credits



Horticulture and landscaping Major 2 2 2 2 2 2 2 2


english 1 1 1 1

Mathematics 1 1 1 1


1 1 1 1




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.

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four compulsory


generic (i.e., not site-specific) Workplace Hazardous Materials Information System (WHMIS)

plant identification Standard First Aid


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.


• 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)


• attendanceatcollegeoruniversityclassesinahorticultureand/orlandscaping program

• thedesignandinstallationofalandscapingprojectonthegroundsoftheschoolorschool board

• attendanceataworkshopputonbyagardencentreornursery

• atourofagreenhouseinwhichresearchisconducted

• avolunteerexperiencewithacommunitylandscapinginitiative.

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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


pathways for the SHSM–Horticulture and Landscaping




• 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.


• GreenIndustries:ThiscourseisrecommendedforanyGrade10studentwhoisconsideringenrollinginanSHSM–HorticultureandLandscaping.

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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.




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Introduction

POLICY Rel 1—2010 H&T-1

Hospitality and Tourism

Required Components for the sHsM–Hospitality and Tourism


• fourhospitalityandtourismmajorcredits

• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,andachoiceofscience or business studies


2. Six sector-recognized certifications and/or training courses/programs (four compulsory and a choice of two electives)




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.

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Rel 1—2010H&T-2


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.


• Baker6252• ButcherandMeatCutter6251• Chef6241• Cook6242• SpecialEventsCoordinator1226

• AccommodationServiceManager0632• ConferenceandEventPlanner1226• FoodServiceSupervisor6212• Hotel/ResortManager0015• RestaurantandFoodServiceManager0631• TourismInformationOfficer5124• TravelCounsellor6431


• Dietician3132• FoodBacteriologist2121• Nutritionist3132• PublicandEnvironmentalHealthOfficer2263• PublicRelationsandCommunications5124

• ExecutiveHousekeeper6213• FoodandBeverageServer6453• FoodCounterAttendantandKitchenHelper6641• FoodStylist5243• Hotel/FrontDeskClerk6435• HotelValet6683• PurserandFlightAttendant6432• ReceptionistandFrontDeskClerk1414• ReservationAgent6434• SalesRepresentative–Wine,Food,Wholesale

6411• TicketAgent6434• TourandTravelGuide6441• TouristInformationClerk1453


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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.


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


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


Outdoor Recreation, Parks and Tourism Bachelor’s degree

Tourism and Environment Bachelor’s degree


Banquet Food and Beverage Server Certificate

Reservations Sales Agent Certificate

Required Components for the SHSM–Hospitality and Tourism

TheSHSM–HospitalityandTourismhasthefollowingfiverequiredcomponents:


• 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


Credits



Hospitality and Tourism Major 2 2 2 2 2 2 2 2


english 1 1 1 1

Mathematics 1 1 1 1


1 1 1 1




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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


customer service generic (i.e., not site-specific) instruction about the Workplace Hazardous Materials Information System (WHMIS)

Standard First Aid


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


• 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)


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Rel 1—2010H&T-6


• attendanceatahospitalitysectortradeshow,conference,orjobfair

• atourofatourismorhospitalitybusiness

• assistingatacommunitycompetitionorevent

• participationinawildernesssurvivalcamp.



• College:interviewingacollegestudentenrolledinasector-specific program




pathways for the SHSM–Hospitality and Tourism



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




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PolICY


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• 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.


• 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.




Rel 1—2010H&T-8


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Introduction

POLICY Rel 1—2010 ICT-1

Information and Communications Technology

Required Components for the sHsM–Information and Communications Technology


• fourinformationandcommunicationstechnologymajorcredits

• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,andachoiceofbusiness studies, science, or the arts






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.

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Rel 1—2010ICT-2


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.


• ComputerNetworkTechnician2281• HelpDeskTechnologySupportAnalyst2282• TelecommunicationsInstallationandRepair/

Network Cabling Specialist 7246• TelecommunicationsLineandCableWorker7245

• AudioandVideoRecordingTechnician5225• BroadcastTechnician5224• ElectricalandElectronicsEngineeringTechnologist

and Technician 2241• ElectronicServiceTechnician2242• FilmandVideoCameraOperator5222• GraphicDesigner,Illustrator,Animator5241• SystemsTestingTechnician2283• UserSupportTechnician2282• WebDesignerandDeveloper2175


• ComputerEngineer2147• ComputerProgrammerandInteractiveMedia

Developer 2174 • InformationSystemsAnalyst2171• SoftwareEngineerandDesigner2173• TechnicalSalesSpecialists6221

• DesktopPublishingOperator1423• ResidentialandCommercialInstallerand

Servicer – Satellite Dish Installer 7441• RetailSalespersonandSalesClerk6421• TelecommunicationsCableInstallerHelperand

Splicer Helper 7612


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2 Industry Canada, Canadian ICT Sector Profile, www.ic.gc.ca/eic/site/ICT-tic.nsf/eng/h_it05840.html.


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


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




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


Microsoft Certifications (e.g., Microsoft Office Specialist) Certificate

Required Components for the SHSM–Information and Communications Technology

TheSHSM–InformationandCommunicationsTechnologyhasthefollowingfiverequiredcomponents:


• 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


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Rel 1—2010ICT-6


Credits



Information and Communications Technology Major

2 2 2 2 2 2 2 2


english 1 1 1 1

Mathematics 1 1 1 1

The arts or business studies or science

1 1 1 1




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.

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Three compulsory



Standard First Aid


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


• 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.

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See section a1.4 for more on experiential learning and career exploration activities

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PolICY


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Rel 1—2010ICT-8








pathways for the SHSM–Information and Communications Technology




• 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.


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Tools anD ResoURCes




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• 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.




Rel 1—2010ICT-10


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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






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


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.


• Thissectordoesnotyetofferapprenticeshiptraining opportunities.

• AirTrafficController2272• CourtRecorder1244• CustomsOfficer1228• Firefighter6262• ForestFireOfficer2223• PoliceOfficer6261• SecurityManager0114


• Criminologist4169• DisasterReliefServicesCoordinator0414• IntelligenceOfficer0643• Lawyer4112• MilitaryOfficer0643• PolicyAdvisor4164• ProbationOfficer4155• YouthWorker–Corrections4155

• AnimalControlOfficer6463• AnimalServicesWorker6483• Bodyguard6651• CorrectionalOfficer6462• CourtClerk1443• CourtServicesOfficer6461• EmergencyCentreOperationsOfficer1211• EmergencyServicesDispatcher1475• MunicipalLawEnforcementOfficer6463• PrivateInvestigator6465• SecurityGuard6651• Soldier6464



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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.


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


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


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

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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



Justice, Community safety, and emergency services Major

2 2 2 2 2 2 2 2


english 1 1 1 1

Mathematics 1 1 1 1



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.

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Rel 1—2010JCSES-6


four compulsory


conflict resolution generic (i.e., not site-specific) instruction about the Workplace Hazardous Materials Information System (WHMIS)

Standard First Aid


ambulation, lifting and transfer

climbing techniques compass/map/global positioning system (GPS)


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


• 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!


A+



• avolunteerexperienceaccompanyinganemergencyfirstaidprovideratacommunityevent

• aleadershipexperienceinaschoolrelatedtodrug-useawareness

• avisittoadetentioncentre

• anmonitoringexperienceinatrafficcourtorinacourtroomofatrialopentothepublic

• avisittoafirehalloramilitarybase,orattendanceatanemergencyservicescareerfair.







pathways for the SHSM–Justice, Community Safety, and Emergency Services



PolICY


A+

fInD IT!


A+

fInD IT!


A+

Tools anD ResoURCes

Visit the ministry’s SHSM website at www.edu.gov.on.ca/eng/teachers/studentsuccess/specialist.html for:

• samplebundlesofcreditsspecifictothisSHSM


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Rel 1—2010JCSES-8




• 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.



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.


Rel 1—2010JCSES-10


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Introduction

POLICY Rel 1—2010 MAN-1

Manufacturing

Required Components for the sHsM–Manufacturing


• fourmanufacturingmajorcredits

• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,andscience






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


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.


• 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


• ChemicalEngineer2134• ElectricalEngineer2133• Engineer,ComputerIntegratedManufacturing

2141• IndustrialandManufacturingEngineer2141• MechanicalEngineer2132• MetallurgicalEngineer2142• ProductionEngineer2141

• FoundryWorker9412• InventoryClerk1474• Labourer,MaterialHandling7452• MachineOperator,MetalMachining9511• MotorVehicleAssembler9482• Solderer7265


fInD IT!

See section a1.6 for more on occupations and NOCs

A+


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.


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


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


Flux Cored Arc Welding (Manufacturing) Certificate

Gas Metal Arc Welding (Manufacturing) Certificate

Good Manufacturing Processes Certificate

Manufacturing Techniques Certificate

ManufacturingTechniques–WoodProducts Certificate



MechanicalTechniques–Manufacturing Certificate

Welder Operator Manufacturing Certificate


Required Components for the SHSM–Manufacturing

TheSHSM–Manufacturinghasthefollowingfiverequiredcomponents:


• fourmanufacturingmajorcreditsthatprovidesector-specificknowledge and skills

• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,andscience, in which some expectations are met through learning activities contextualized to the manufacturing sector

fInD IT!


A+




Credits



Manufacturing Major 2 2 2 2 2 2 2 2


english 1 1 1 1 1

Mathematics 1 1 1 1

science 1 1 1




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!


A+

Rel 1—2010MAN-6


Three compulsory



Standard First Aid



Canadian Welding Bureau (CWB) – flat


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


• one-on-oneobservationofacooperativeeducationstudentat a placement in the manufacturing sector (example of job twinning)

• aday-longobservationofaskilledtradespersoninthe manufacturing sector (example of job shadowing)



• atourofarangeofmanufacturingenterprises

• attendanceatamanufacturingtradeshow,conference,orjobfair

• attendanceatdemonstrationsandhands-onactivitiespresentedbyequipmentvendors.

fInD IT!


A+

PolICY


A+









pathways for the SHSM–Manufacturing




• 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.


• ManufacturingTechnology(TMJ2O):ThiscourseisrecommendedforanyGrade10studentwhoisconsideringenrollinginanSHSM–Manufacturingprogram.

fInD IT!


A+

fInD IT!


A+

Tools anD ResoURCes




A+

Rel 1—2010MAN-8


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)






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Introduction

POLICY Rel 1—2010 MIN-1

Mining

Required Components for the sHsM–Mining


• fourminingmajorcredits

• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,andachoiceofscience or Canadian and world studies






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.

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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


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.


• Electrician7242• HeavyDutyEquipmentMechanic7312• IndustrialMechanic2433• Machinist7231

• GeologicalTechnician2212• InstrumentationTechnician2243• MechanicalEngineeringTechnologist2232• MineDevelopmentTechnologist2212• MiningTechnician2212


• Geologist2113• MechanicalEngineer2132• MiningEngineer2143

• CageTender• ControlandProcessOperator9231• CrusherOperator• GeologyTechnicalAssistant2212• HeavyDutyEquipmentOperator7421• Mechanic’sHelper7612• MineLabourer8614• Sampler9415• UndergroundMineServiceandSupportWorkers

8411


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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.


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


Flux Cored Arc Welding Certificate

Gas Metal Arc Welding Certificate



MechanicalTechniques–Mining Certificate

Mining Techniques Certificate


Rel 1—2010MIN-4


Required Components for the SHSM–Mining

TheSHSM–Mininghasthefollowingfiverequiredcomponents:


• 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


Credits



Mining Major 2 2 2 2 2 2 2 2


english 1 1 1 1

Mathematics 1 1 1 1

Canadian and World studies or science

1 1 1 1




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.

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IntroductionMining

four compulsory



General Safety Aware-ness (GSA)

Standard First Aid


chainsaw safety compass/map/global positioning system (GPS)


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


trenching safety


• 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.

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pathways for the SHSM–Mining




• 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.

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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.




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Introduction

POLICY Rel 1—2010 NPR-1

Non-Profit

Required Components for the sHsM–non-profit


• fournon-profitmajorcredits

• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,andachoiceofbusiness studies or science






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


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.


• ConferenceandEventPlanner1226 • AdministrativeOfficer1221• BusinessManager–Non-profitOrganization0114• FundraisingConsultant5124• RuralDevelopmentOfficer4163


• CommunitySocialDevelopmentOfficer4164• PublicAffairsOfficer5124• SocialPolicyResearcherConsultantandProgram

Officer 4164• SocialServicesPlanner/Researcher4164

• DevelopmentalServiceWorker4212• FestivalOrganizer1226• OfficeManager-Non-profitOrganization0114


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.


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!


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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


Coaching Certificate

Customer Service Certificate

Fundraising Certificate

International Development Certificate

Making Ethical Decisions Certificate

Management/Leadership Certificate

Public Speaking Certificate

Rel 1—2010NPR-4


Draft

Required Components for the SHSM–Non-profit

TheSHSM–Non-profithasthefollowingfiverequired components:


• 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


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



non-profit Major 2 2 2 2 2 2 2 2


english 1 1 1 1

Mathematics 1 1 1 1

business studies or science 1 1 1 1



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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



Standard First Aid ethical considerations


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


• 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

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• organizationofanawarenessorfundraisinginitiativeintheschoolorcommunity

• attendanceataconferenceoraworkshoppresentedbyanon-profitorganization






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



PolICY


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• 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.


• 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.



Rel 1—2010NPR-8


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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






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.

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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.


• SpecialEventsCoordinator1226 • ArenaManager0721• BroadcastingSportsDirector5131• BroadcastTechnician5224• FilmorVideoCameraOperator5222• RecreationFacilityManager0721• Recreation,SportsandFitnessProgramand

Service Director 0513• SportsAgent5124• SportsAnnouncersandBroadcasters5231• SportsPhotographer/Videographer9474• SportsPhotojournalist5221• TechnicalandCoordinatingOccupationsinSports

Broadcasting 5226


• 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.

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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


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 Facility Management Diploma

Recreation Therapy Diploma

Sport and Event Marketing Advanced diploma

Sport Conditioning Diploma

Sport Management Diploma

Rel 1—2010SPO-4


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


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


Introduction

Draft

Sports

Required Components for the SHSM–Sports

TheSHSM–Sportshasthefollowingfiverequiredcomponents:


• 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


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



sports Major 2 2 2 2 2 2 2 2


english 1 1 1 1

Mathematics 1 1 1 1

business studies or science or social sciences and Humanities

1 1 1 1



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.

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Rel 1—2010SPO-6


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




coaching/personal training

communication skills conflict resolution customer service

fitness fundamental skills in a sport

geographic information system (GIS)


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


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IntroductionSports

Draft


• 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:


• College:interviewingacollegestudentenrolledina sector-specific program

• University:observingauniversityclassinasector- related program



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PolICY


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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.



• 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.


Tools anD ResoURCes




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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.




Rel 1—2010SPO-10


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Introduction

POLICY Rel 1—2010 TRA-1

Transportation

Required Components for the sHsM–Transportation


• fourtransportationmajorcredits

• threeotherrequiredcreditsfromtheOntariocurriculum,inEnglish,mathematics,andscienceorbusiness studies






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.

A+

1 Transport Canada, Transportation in Canada 2008, An Overview, Addendum, www.tc.gc.ca/media/documents/policy/addendum.pdf.

Rel 1—2010TRA-2


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.


• 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


• 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


fInD IT!


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IntroductionTransportation

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.


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

Rel 1—2010TRA-4


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


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



Required Components for the SHSM–Transportation

TheSHSM–Transportationhasthefollowingfiverequiredcomponents:


• 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


Credits



Transportation Major 2 2 2 2 2 2 2 2


english 1 1 1 1

Mathematics 1 1 1 1


1 1 1 1




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.

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Rel 1—2010TRA-6


four compulsory




Standard First Aid


air brake all-terrain vehicle (ATV) safety


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


• one-on-oneobservationofacooperativeeducationstudentat a placement in the transportation sector (example of job twinning)

• aday-longobservationofaskilledtradespersoninthe transportation sector (example of job shadowing)



• atourofanautomobiledealership,specializedtransportationbusiness,ormunicipaltransportation department office and garage

• attendanceatatransportationsectortradeshow,conference,orjobfair.

fInD IT!


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PolICY


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pathways for the SHSM–Transportation




• 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.


• TransportationTechnology:ThiscourseisrecommendedforanyGrade10studentwho isconsideringenrollinginanSHSM–Transportationprogram.

fInD IT!


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Tools anD ResoURCes




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Rel 1—2010TRA-8


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.






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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

IZATION

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

Rel 1—2010B1-4


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.

A+

Rel 1—2010B1-6


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


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

NN

ING

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


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.

A+

Rel 1—2010B2-4


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.

A+

B2-5

Introduction


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.

A+

Rel 1—2010B2-6


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


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

Rel 1—2010B2-8


• 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.

A+


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.

A+

PolICY

Schools must offer an SHSM in all four pathways: apprenticeship training, colleges, university, and workplace.

A+

Rel 1—2010B2-10


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.

A+

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

SCHO

OL CO

NSID

ERATION

S


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.

A+

Rel 1—2010B3-4


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



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.

A+

Rel 1—2010B3-6


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

A+



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

Rel 1—2010B3-8


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.

A+

B3-9

Introduction



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.

A+

Rel 1—2010B3-10


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

B3-11

Introduction



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

PR O

GRA

M EV A

LUATIO

N

B4-3

Measurement to Program Evaluation


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.

A+

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

RCES

C-3RESOURCES Rel 1—2010

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

A+

Rel 1—2010C-4


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

C-5

Introduction

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

Rel 1—2010C-6


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)


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 ( ) -

E-mail

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.]

Rel 1—2010C-8


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

C-9

Introduction


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?]

Rel 1—2010C-10


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


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


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


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


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



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


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.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


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.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


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



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


Required Implementation Consideration Re

quir

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tion

Requ

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Con

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att

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Requ

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som

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att

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Mee

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equi

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act

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Requ

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budg

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/Res

ourc

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Tim

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Resp

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evid

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of s

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Com

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stat

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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



Required Implementation Consideration Re

quir

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xten

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a

tten

tion

Requ

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Con

side

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att

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Requ

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som

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Mee

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Requ

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budg

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/Res

ourc

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Tim

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Resp

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evid

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of s

ucce

ss

Com

plet

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stat

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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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