Construction

The SHSM–Construction enables students to build a foundation of sector-focused knowledge and skills before entering apprenticeship training, college, university, or an entry-level position in the workplace.

Required Components for the SHSM–Construction

The SHSM–Construction has the following five required components:

1. A bundle of 10 Grade 11 and Grade 12 credits

These credits make up the bundle:

• four construction major credits that provide sector-specific knowledge and skills. The four courses must include any combination of Grade 11 and Grade 12 credits, and may include up to three cooperative education credits related to the sector. (These cooperative education credits would be additional to the two that are required in the bundle; see below);

• four other required credits from the Ontario curriculum. Schools may commit to including a contextualized learning activity (CLA) for the construction sector in each of the four credits. In each credit, some of the course expectations are then met through the CLA. (Schools that do not formally commit to including CLAs are still free to offer them in one or more of the credits.)

  For the apprenticeship training, college, and university pathways, the four credits include:

  • one in English; ^{footnote 1[1]}
  • two in mathematics (one credit must be in Grade 12); and
  • one in science or business studies or an additional major credit or an additional cooperative education credit related to the sector, which would be additional to the two cooperative education credits required in the bundle; see below;

  For the workplace pathway, the four credits include:

  • two in English (one credit must be in Grade 12); ^{footnote 1[1]}
  • one in mathematics; and
  • one in science or business studies or an additional major credit or an additional cooperative education credit related to the sector, which would be additional to the two cooperative education credits required in the bundle; see below;
• two cooperative education credits that provide authentic learning experiences in a workplace setting, enabling students to refine, extend, apply, and practise knowledge and skills outlined in the cooperative education curriculum as well as sector-specific knowledge and skills.

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. Sector-recognized certifications and/or training courses/programs

This SHSM sector requires students to complete a specified number of compulsory and elective sector-recognized certifications and/or training courses/programs, as indicated in the following table. NOTE: Where an item in the table is capitalized, it is the proper name of the specific certification or training course/program that is appropriate for the SHSM. Where an item is lowercased, it is the name of an area, type, or category of training for which specific certifications or training courses/programs should be selected by the school or board. The requirements are summarized in the table below.

Five (5) compulsory

Two (2) electives from the following:

3. Experiential learning and career exploration activities

Experiential learning and career exploration opportunities relevant to the sector might include the following:

• one-on-one observation of a cooperative education student at a placement in the construction sector (an example of job twinning)
• a day-long observation of a skilled tradesperson in the construction sector (an example of job shadowing)
• a one- or two-week work experience with an individual employed in the construction sector (an example of work experience)
• participation in a local, provincial, or national Skills Canada competition
• a tour of a municipal planning department
• attendance at a construction sector trade show, conference, or job fair
• a volunteer experience with a non-profit organization such as Habitat for Humanity

4. Reach ahead experiences

Students are provided one or more reach ahead experiences – opportunities to take the next steps along their chosen pathway – as shown in the following examples:

• Apprenticeship: visiting an approved apprenticeship delivery agent in the sector
• College: interviewing a college student enrolled in a sector-specific program
• University: observing a university class in a sector-related program
• Workplace: interviewing an employee in the sector

5. Sector-partnered experiences (SPEs)

Students engage with a sector partner and apply skills to gain insight into the relationship between this sector and ICE (innovation, creativity, and entrepreneurship), coding, and/or mathematical literacy.

Occupations in the Construction Sector

The following table provides examples of occupations in the construction sector, sorted according to the type of postsecondary education or training the occupations would normally require.