Experiential learning is hands-on learning that occurs in person or virtually and provides developmentally appropriate opportunities for students of all ages to:

  • participate in rich experiences connected to the world outside the school
  • reflect on the experiences to derive meaning
  • apply the learning to their decisions and actions

Adapted from David A. Kolb, Experiential Learning:
Experience as the Source of Learning and Development,
2nd ed. (Upper Saddle River, N.J.: Pearson Education, 2015)

Experiential learning can include:

  • learning in the outdoors
  • land-, project- or program-based learning
  • job shadowing or twinning
  • work experience
  • cooperative education

It may be delivered as part of the curriculum in all disciplines and programs, engaging students in the experiential learning cycle.

Experiential learning is a foundational element of several specialized programs that support secondary students’ transition to postsecondary destinations (see section 8.1, section 8.2, section 8.3, section 8.4, section 8.5 and section 8.6). These programs could include short-term opportunities such as work experience, longer-term opportunities such as cooperative education, and work placements that may make up all or part of a student’s supervised alternative learning program. Schools and school boards may develop such programs to address the needs of students with particular educational or career interests.

PPM 76A: Workplace Safety and Insurance Coverage for Students in Work Education Programs provides direction to school boards and schools concerning coverage under the Workplace Safety and Insurance Act for students, including adult learners, who are participating in various experiential learning programs where the student is considered a worker.

Specialized programs are intended primarily for students in Grades 11 and 12. They may also allow participation by students in Grades 9 and 10. However, students participating in work education or cooperative education placements must be at least 14 years old.

When planning and implementing any form of experiential learning, boards must adhere to all relevant legislation and policies, including the applicable sections of the Ontario Curriculum.

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8.1 Cooperative education

Cooperative education provides secondary school students with a wide range of learning opportunities in safe environments in the community.

All cooperative education courses must include a classroom component and a community placement component. They must adhere to all relevant legislation and policies, including those relating to privacy protection and workplace health and safety. Cooperative education and other experiential learning opportunities do not count toward the 40 hours of community involvement graduation requirement.

Two cooperative education courses are included in the Ontario Curriculum:

  • Cooperative Education Linked to a Related Course (or Courses)
  • Creating Opportunities Through Co-op

Schools are encouraged to offer both courses to ensure every student has access to cooperative education, to meet the diverse needs of individual students and to support a broad range of experiential learning opportunities.

Cooperative education must be available to all students, including adult learners, who demonstrate the desire and the readiness to participate, regardless of their individual circumstances. That means school boards must proactively identify and address any existing or potential barriers to participation. They should also offer cooperative education courses through a variety of delivery models (for example, full-day, half-day, continuous intake, summer school and night school) to meet all students’ needs. Students with special education needs may require additional support or accommodations, as described in their Individual Education Plans.

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8.2 Work experience

Work experience may be offered as part of a secondary school course, providing students with hands-on learning opportunities connected to the community for a period of up to four weeks. This is different from job shadowing and job twinning (see section 8.3). Because of its hands-on nature, work experience programs involve additional requirements to ensure students have safe and rich educational experiences.

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8.3 Job shadowing and job twinning

In job shadowing, students observe a worker in a specific occupation. In job twinning, students observe a cooperative education student at the student’s placement.

These experiences, which can last up to two consecutive days, are available to students from Grade 7 to Grade 12 as part of a specific subject or course. They can also be offered as part of a school-wide education and career/life planning program. Students may participate in more than one job shadowing or job twinning experience, gaining a broader range of skills and knowledge to support them in their education and career/life planning.

Job shadowing or job twinning should be treated the same as field trips. All board procedures that apply to field trips or excursions that occur off school premises must be followed.

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8.4 School-work transition programs

School-work transition programs allow students to complete secondary school graduation or certificate requirements. They also help students develop the skills, knowledge and habits required to transition from secondary school directly to the workplace.

School boards must establish procedures for developing and implementing school-work transition programs as follows:

  • students will earn credits to meet diploma or certificate requirements while taking these programs
  • programs will prepare students to move directly from secondary school to employment or self-employment
  • programs will combine in-school and work-based education and training through job shadowing, work experience and cooperative education
  • programs will allow students to take further specialized training to gain additional certification
  • programs must consist of an appropriate combination of courses that will prepare students to meet the requirements of a specific economic sector or apprenticeship program
  • school boards must establish and coordinate partnerships with employers to provide students with appropriate work placements and ensure programs reflect actual workplace expectations
  • programs and eligibility requirements must be described in a school’s program/course calendar

In communities where local work-based opportunities are limited, school boards should increase students’ access to relevant workplace experiences using technologies such as email and audio/video conferencing.

8.5 Specialist high skills major programs

Specialist High Skills Major (SHSM) programs are career-focused programs that allow students to acquire technical knowledge and skills in specific economic sectors while meeting the requirements of the Ontario Secondary School Diploma (OSSD). Boards and schools may offer only SHSM programs for which they have ministry approval. A school approved to offer an SHSM program must offer the program in all four pathways: apprenticeship training, college, university and the workplace.

Students who complete the requirements for the OSSD and an SHSM program will receive an OSSD embossed with a SHSM seal. Credits earned through an SHSM program are indicated on the provincial report card and completion of the program is recorded on the Ontario Student Transcript. In addition, students receive an SHSM record outlining their achievement in the required components and a copy of that record is filed in the student’s Ontario Student Record (OSR).

A student who is enrolled in an SHSM program in one school and transfers to a new school should be supported by the board, when possible, to complete the SHSM requirements.

If a student opts out of an SHSM program, transfers to another school or graduates without completing all program components, a copy of the SHSM record with the notation “partially completed” will show the requirements completed to date. The record will be filed in the student’s OSR and forwarded to the new school.

SHSM programs must be developed and implemented according to the requirements outlined in Specialist High Skills Major.

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8.6 Dual credit programs

Dual credit programs are ministry-approved programs that allow students to take college courses or apprenticeship training while they are still in secondary school. These courses count toward both their Ontario Secondary School Diploma (OSSD) and a postsecondary certificate, diploma, degree or Certificate of Apprenticeship.

Dual credit programs are primarily targeted at Grade 11 and 12 students who are facing significant challenges in obtaining their OSSD. They are intended to provide these students with a way to re-engage if they have the potential and interest to succeed in college courses or apprenticeship training. Students enrolled in a Specialist High Skills Major program, or the Ontario Youth Apprenticeship Program are also eligible to participate.

Dual credit programs must be developed and implemented in accordance with ministry policy.

See also section 7.3.3.

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8.7 Ontario Youth Apprenticeship Program

The Ontario Youth Apprenticeship Program (OYAP) allows students to earn credits toward the Ontario Secondary School Diploma (OSSD) by taking a cooperative education course for which the community component is in an apprenticeship trade.

To be eligible for OYAP, students must be 15 years or older, have completed 14 credits toward the OSSD and be enrolled as a part-time or full-time student in a secondary school or continuing education program. Students (and their parent(s)/guardian(s), if required) must also complete an OYAP participant application form. Students are considered OYAP participants once the form is submitted.

OYAP participants have the opportunity to become apprentices with registered training agreements while attending secondary school. As apprentices, they may have the opportunity to complete Level 1 apprenticeship training offered by an approved training delivery agent. They must also receive trade-specific health and safety training by the placement employer or supervisor.

Each OYAP participant will have a cooperative education learning plan. This plan includes the relevant skills outlined in the on-the-job Apprenticeship Training Standard for the specific trade. It also includes the information listed on pages 21–24 of The Ontario Curriculum, Grades 11 and 12: Cooperative Education. Students and OYAP placement employers or supervisors must document the student’s achievement of these skills in the learning plan.

In addition to meeting the OYAP-specific administrative requirements, schools must meet all relevant policy requirements as outlined in the Ontario Curriculum.

8.7.1 Ontario Youth Apprenticeship Program - Focused Apprenticeship Skills Training (OYAP-FAST)

Focused Apprenticeship Skills Training (FAST) is an accelerated stream within OYAP (“OYAP-FAST”) that will allow students in Grades 11 and 12 to participate in more apprenticeship learning through additional co-operative education credits while completing their OSSD.

To participate in OYAP-FAST, students must:

  • Meet the OYAP eligibility requirements (see section 8.7)
  • Have signed parent/guardian consent to participate in OYAP-FAST
  • Be flagged in the school student management system (SMS)

Completion requirements for OYAP-FAST include that a student has:

  • Earned 8 to 11 cooperative education credits with their placement component in the skilled trades.
  • Registered as an apprentice (obtained a Registered Training Agreement (RTA)) by the time they complete their eighth cooperative education credit.

Students who meet the above completion requirements and all other OSSD requirements will be awarded the OYAP-FAST seal on their OSSD, and OYAP-FAST will be listed in the Specialized Program field of the Ontario Student Transcript (OST). If a student has already been granted an OSSD, it cannot be exchanged for an OSSD with the OYAP-FAST seal.

School boards must:

  • Ensure that a description of OYAP-FAST is included in school course calendars and develop a process and mechanism(s) for students to select OYAP-FAST as an option during their course selection
  • Confirm consent to participate in OYAP-FAST from the student’s parent(s) or guardian(s), or the student if they have withdrawn from parental control
  • Track a student’s participation and progress towards the requirements for achieving the OYAP-FAST seal on their OSSD.

The consent to participate document must explain the parameters of the OYAP-FAST program and the postsecondary pathway limitations, implications, and considerations related to participating in OYAP-FAST and provide a board- or school-based contact that can accessed for further information or support, as needed. This document will be stored in the student’s Ontario Student Record (OSR) and flagged in the school’s SMS.

Principals will ensure that students are supported in obtaining the necessary number of cooperative education credits in a manner that balances their course schedules and the need to complete compulsory credits, and possibly additional optional credits. Consideration should be given to ensure that there are accessible options for students with disabilities and/or special education needs.

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