High School Technology Applications Ontario Curriculum Standards

Programming

Hardware, Software, and Innovations

Computational Thinking and Making Connections

apply computational thinking concepts and practices, and use various tools and processes to plan and develop computational artifacts for a wide variety of contexts, users, and purposes

demonstrate an understanding of important social, cultural, economic, environmental, and ethical issues, as well as contributions and innovations involving diverse local and global communities, related to digital technology

demonstrate an understanding of real-world applications of digital technology and programming, including within various industries and careers

demonstrate an understanding of the functions and features of the hardware and software they encounter in their everyday life

demonstrate an understanding of various ways to use hardware, software, and file management, and of research practices to support their own use of digital technology

demonstrate an understanding of safe and effective practices related to data and cybersecurity in various contexts

investigate current and emerging innovations in digital technology, including automation and artificial intelligence, and assess their benefits and limitations

explain fundamental programming concepts and algorithms

use fundamental programming concepts to write simple programs

demonstrate an understanding of program components and modules

apply computational thinking concepts and practices when planning and designing computational artifacts

use a variety of tools and processes to plan, design, and share algorithms and computational artifacts

develop computational artifacts for a variety of contexts and purposes that support the needs of diverse users and audiences

investigate current social, cultural, economic, environmental, and ethical issues related to digital technology that have personal, local, and global impacts, taking various perspectives into account

analyze personal and societal safety and cybersecurity issues related to digital technology, and identify measures and technologies that can help mitigate related concerns for individuals and communities

investigate contributions to innovations in digital technology and computing by people from diverse local, Canadian, and global communities, including Indigenous communities in Canada and around the world

investigate how to identify and address bias involving digital technology

analyze accessibility issues involving digital technology, and identify measures that can improve accessibility

investigate how digital technology and programming skills can be used within a variety of disciplines in real-world applications

investigate ways in which various industries, including those that involve skilled trades, are changing as a result of digital technology and programming innovations

investigate various career options related to digital technology and programming, and ways to continue their learning in these areas

describe the functions and features of various core components of hardware associated with digital technologies they encounter in their everyday life

describe the functions and features of various connected devices associated with digital technologies they encounter in their everyday life

describe the functions of various types of software they encounter in their everyday life

use file management techniques, including those related to local and cloud storage, to organize, edit, and share files

identify and use effective research practices and supports when learning to use new hardware or software

assess the hardware and software requirements for various users, contexts, and purposes in order to make recommendations for devices and programs

apply safe and effective data practices when using digital technology in various contexts

apply safe and effective security practices, including practices to protect their privacy, when using digital technology in various contexts

investigate current innovations, including automation and artificial intelligence systems, and assess the impacts of these technologies on everyday life

investigate hardware and methods used to establish networks and connectivity, and assess the benefits and limitations of increased connectivity with reference to everyday life

investigate emerging innovations related to hardware and software and their possible benefits and limitations with reference to everyday life in the future

use appropriate terminology to describe programming concepts and algorithms

describe simple algorithms that are encountered in everyday situations

identify various types of data and explain how they are used within programs

determine the appropriate expressions and instructions to use in a programming statement, taking into account the order of operations

identify and explain situations in which conditional and repeating structures are required

use variables, constants, expressions, and assignment statements to store and manipulate numbers and text in a program

write programs that use and generate data involving various sources and formats

write programs that include single and nested conditional statements

write programs that include sequential, selection, and repeating events

write programs that include the use of Boolean operators, comparison operators, text operators, and arithmetic operators

interpret program errors and implement strategies to resolve them

write clear internal documentation and use coding standards to improve code readability

analyze existing code to understand the components and outcomes of the code

modify an existing program, or components of a program, to enable it to complete a different task

write subprograms, and use existing subprograms, to complete program components

write programs that make use of external or add-on modules or libraries

explain the components of a computational artifact they have created, including considerations for reuse by others

Technological Education

Communications Technology Fundamentals

Core Concepts,Techniques, and Skills: demonstrate an understanding of the core concepts, techniques, and skills required to produce a range of communications media products or services;

describe the elements of the universal communications model (e.g., message, sender, mode of transmission, receiver)

demonstrate an understanding of design elements (e.g., line, form, colour, texture, space) and principles (e.g., balance, rhythm, proportion, contrast, flow);

demonstrate an understanding of production processes and workflows (e.g., subject/location selection, lighting set-up, shooting, digital imaging, and digital editing in audio/video and photography; layout, pre-press, presswork, and binding in publishing; site design, page layout, content development, and testing in web design)

identify different types of communications technology devices and their components (e.g., cameras and accessories, lighting equipment, audio and video recorders, audio mixers, scanners, printing equipment), and explain how they are used to produce communications products and services;

identify different types of communications software used to create communications technology products and services (e.g., software for photo, audio, and video editing, animation, page layout, web page creation, and computer graphics) and describe how they are used.

Technical Terminology and Scientific and Mathematical Concepts: demonstrate an understanding of technical terminology, basic scientific concepts, and mathematical concepts used in communications technology and apply them to the creation of media products

demonstrate an understanding of communications technology terms, and use them correctly in oral and written communication (e.g., composition, contrast, scene, typography, layout, storyboard, clip, fade, dissolve, levels, layers, SFX, filters, timeline, site map, navigation)

demonstrate an understanding of basic scientific concepts that relate to processes and technologies used in communications technology (e.g., optical principles related to use of cameras and lighting, electronic concepts related to sound recording, principles of digitization and their application to digital imaging and recording);

apply mathematical concepts and formulas as required to complete communications technology tasks (e.g., calculation of lighting ratios and exposures in photography and videography, timing of sequences in audio and video editing, calculation of paper and ink requirements in printing, determination of image resolution requirements for printing versus Internet use, calculation of file size)

Teamwork: demonstrate an understanding of and apply the interpersonal and communication skills necessary to work effectively in a team setting

explain the value of sharing ideas, information, resources, and expertise when working in a team setting

describe and use techniques that encourage participation by all members of a team (e.g., brainstorming, group discussion, celebration of others’ thoughts or contributions, acceptance of cultural differences);

describe and use concepts and techniques that facilitate effective collaboration in a team environment (e.g., cooperative discussion, conflict resolution techniques, motivation techniques, respect for the ideas of others).

Communications Technology Skills

Project Management: apply project management techniques to the planning and development of communications media products

use a variety of planning techniques and tools (e.g., research, project proposals, production schedules, scripts, blocking, storyboards, site maps, design briefs) when creating plans for communications technology projects;

use appropriate organizational and timemanagement tools and software applications (e.g., student planners, journals, electronic organizers, organizing software) to ensure that project deadlines are met.

Problem Solving: apply a design process or other problem-solving processes to meet a range of challenges in communications technology

define a problem or challenge precisely and in adequate detail, taking into account relevant contextual or background information;

define project objectives and performance criteria precisely and in adequate detail, and identify constraints such as cost, time, or technology restrictions that will limit design or problem-solving options;

use a variety of information sources and research techniques (e.g., Internet and library searches, checking manuals and other printed materials, consulting experts) to help identify possible solutions;

use idea-generating techniques such as brainstorming or clarification techniques such as situation analyses to help identify possible solutions;

use charts or hand-drawn sketches to organize sequences, clarify relationships, or compare alternatives;

evaluate possible solutions to identify those that most effectively meet the objectives and criteria within the existing constraints.

Process and Production Skills: create products or productions that demonstrate competence in the application of creative and technical skills.

apply creative skills, equipment operating skills, and software skills to create components for a media production (e.g., text, video footage, voice-overs, graphics, animations for a video promoting a school event);

apply editing skills to integrate the components into a unified and effective production.

Technology, The Environment, and Society

Technology and the Environment: describe the impact of communications media technologies and activities on the environment and identify ways of reducing their harmful effects

describe the effects of current communications technologies on the environment (e.g., effects related to paper consumption, energy use, light and sound pollution, disposal of obsolete equipment)

identify sustainable practices that are currently used or can be used to minimize the impact of communications technologies on the environment (e.g., recycling of paper, recycling or reuse of electronic components, use of energy-efficient equipment, use of sleep mode when computers are temporarily unused).

Technology and Society: demonstrate an understanding of social effects and issues arising from the use of communications media technologies and the importance of representing cultural and social diversity in media productions.

demonstrate an understanding of social standards and cultural sensitivity and use appropriate and inclusive content, images, and language in communications media productions (e.g., including people from different races, cultures, and backgrounds in media productions; portraying minority groups with respect and sensitivity; avoiding sexism, homophobia, and cultural or racial bias);

describe the effects of recent changes in communications technology and applications on society and the economy (e.g., effects arising from the use of devices such as cellular phones, personal digital assistants [PDAs], and portable media players and from the emergence of computer-based social networks, user-generated web content such as wikis and blogs, and easy-to-download music file formats);

identify emerging communications technologies and describe their potential impact on society and the economy;

describe legal concepts and issues relating to communications technology and media production (e.g., copyright, privacy rights, consent);

describe social and ethical issues relating to the use of communications technology (e.g., promotion of hatred, irresponsible use of the Internet, cyberbullying, cultural appropriation).

Professional Practice and Career Opportunities

Health and Safety: follow safe practices and procedures when using materials, tools, and equipment

describe industry hazards (e.g., ergonomic hazards, mechanical hazards, temperature hazards, electrical hazards) and accident prevention methods (e.g., health and safety audits), and identify sources of accident prevention information (e.g., the Workplace Hazardous Materials Information System [WHMIS], Passport to Safety)

apply safe work practices when performing communications technology tasks (e.g., use ergonomically designed equipment, keep work area tidy, avoid eye strain, use moderate volume levels).

Career Opportunities: identify career opportunities in communications technology and demonstrate an understanding of the skills, work habits, education, and training required for entry into postsecondary programs or employment in these fields.

identify career opportunities in communications technology and describe the qualifications needed for entry into these positions (e.g., apprenticeship training, college diploma, university degree, workplace experience);

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the communications technology industry (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);

demonstrate an understanding of the Essential Skills that are important for success in the communications technology industry, as identified in the Ontario Skills Passport (e.g., reading text, writing, document use, computer use, oral communication, numeracy, thinking skills);

demonstrate an understanding of the work habits that are important for success in the communications technology industry, as identified in the Ontario Skills Passport (e.g., working safely, teamwork, reliability, initiative, customer service, entrepreneurship);

develop and/or select pieces of work and other materials that provide evidence of their skills and achievements in communications technology, for inclusion in a portfolio (e.g., Passport to Safety certificate, skills checklist, photographs, digital media projects).

Technological Education

Communications Technology Fundamentals

Computer Hardware: identify and describe the functions of, as well as important advances related to, electronic and computer components;

identify basic electronic components and describe their functions (e.g., resistors limit current; capacitors store charge, pass high frequencies, and block DC; diodes restrict current in one direction; LEDs indicate current flow; transistors act as amplifiers or switches)

use precise terminology to identify various types and features of computer hardware and interfaces (e.g., device name, capacity, speed, bandwidth, connector types);

identify the basic components and peripheral devices of a computer system (e.g., mainboard, CPU, power supply, hard drive, monitor, mouse, sound card, printer, scanner), and describe their functions;

describe important advances in electronic components (e.g., development of semiconductor technology) and computer components (e.g., clock rates, fabrication techniques, bus types).

Networking Concepts: demonstrate a basic understanding of computer networks and their components

compare various types of networks (e.g., local area network [LAN] versus wide area network [WAN], peer-to-peer versus client-server);

describe the basic components of a network (e.g., workstations, server, network interface cards, routers, switches, hubs);

compare the various types of data transmission media for networks (e.g., fibre-optic cable, copper cable, wireless);

describe how individual workstations are identified on a network (e.g., logical and physical addressing, verification utilities)

Data Representation and Digital Logic: demonstrate a basic understanding of binary numbers and digital logic.

describe binary numbers, and convert positive integers between binary and decimal number systems (e.g., convert 24710 to binary, convert 111101112 to decimal);

describe how computers represent and process data using the binary number system (e.g., binary counting, binary codes, ASCII code);

derive the truth tables of the fundamental logic gates (e.g., AND, OR, NOT, NOR, NAND, XOR);

write Boolean equations for the fundamental logic gates (e.g., for AND, the output is Y = A • B; for OR,Y = A + B)

Communications Technology Skills

Workstation Setup: install and configure the hardware and operating system of a workstation, and use file-management techniques effectively

connect and configure the hardware for a personal computer system, and install an operating system

describe the hardware requirements of operating systems (e.g., processor speed and bus width, available storage space, memory size and speed);

use file-management techniques to organize and back up files efficiently (e.g., move and rename files, store files on a network drive, use file-management and backup software).

Electronics, Robotics, and Computer Interfacing: construct and test simple interfaces and other electronic circuits;

safely construct and test electronic circuits (e.g., LED circuit, flasher, timer), using both breadboard and soldering techniques to connect discrete components and/or integrated circuits;

use appropriate procedures to prevent damage to computer hardware and electronic components (e.g., use anti-static wrist strap and grounding mat when handling sensitive components; avoid overheating solid-state devices when soldering);

describe and build an interface to connect a computer to a simple peripheral or robotic device (e.g., LED traffic light, DC motor, robotic arm);

trace the operation of a system consisting of a computer, a program, an interface, and external hardware to ensure that the interface circuit functions properly;

use appropriate test equipment to measure electrical quantities (e.g., voltage, resistance).

Network Setup and Management: assemble and configure a simple computer network;

install and configure a peer-to-peer (P2P) network, using appropriate software and connection devices;

enable network services (e.g., file sharing, print services);

install and use a network-enabled application or file-sharing scheme (e.g., game, database, peer-to-peer file sharing).

Software: install and use a variety of software;

describe the differences between operating systems and applications software

install and configure software on a workstation (e.g., word-processing suite, driver for new hardware);

use software support systems to find technical information independently (e.g., help menu, online help, manuals);

use utility software to perform basic maintenance functions (e.g., defragment a disk drive, undelete a file, determine available space on a storage device, restore a file from a backup).

Computer Programming: apply fundamental programming concepts to develop a variety of simple programs, including a program to control an external device.

use a procedural programming language to define constants and variables, write expressions and assignment statements, and specify the order in which the operations are performed in a program;

use input and output statements in a program (e.g., input a name and display it onscreen);

use a decision structure and a repetition structure in a program (e.g., determine if a user is old enough to drive, run a high-low guessing game, count from a starting value to an end value);

use a design process (see pp. 18–19) to plan, write, and test a computer program to control a simple robot or peripheral device (e.g., servo motor, LED display).

Technology, The Environment, and Society

Technology and the Environment: identify harmful effects of the widespread use of computers and associated technologies on the environment, as well as agencies that reduce these effects;

identify harmful effects of computer use on the environment (e.g., resources used and wastes created during production; disposal of old computers in landfill);

identify government agencies and community partners that provide resources and guidance for environmentally sound production, use, and recycling of computer equipment (e.g., recycling centres that accept old computers and/or batteries, companies that recycle printer cartridges or refurbish computers for resale).

Technology and Society: identify effects of the widespread use of computers and associated technologies on society.

identify some of the effects of the development of computer technology on society (e.g., cheaper and faster communication in a “global village”; almost instant access to information; changes in the nature of work; telecommuting; easily accessible means of recording and maintaining knowledge and traditions of minority cultures);

describe how computers are used in various occupations (e.g., engineering calculations, architectural drawings, customer tracking and business data collection, navigation of airplanes and ships), and what work in these occupations would be like without computers.

Professional Practice and Career Opportunities

Health and Safety: follow appropriate health and safety procedures when assembling, using, and maintaining computer systems;

use appropriate equipment, procedures, and techniques (e.g., use a wrist support, ensure power is off before opening the case of a computer, use proper lifting techniques when moving heavy equipment) to protect health and ensure safety when working with computers (e.g., to avoid musculoskeletal injuries, eye strain, repetitive strain injuries)

identify issues related to Internet safety and personal identity security (e.g., protection of information stored on computers or transmitted over a network, identity theft, cyberstalking, cyberbullying, privacy policies).

Ethics and Security: demonstrate an understanding of ethical and security issues related to the use of computers;

demonstrate an understanding of the importance of ethical computer use (e.g., the social cost of hacking, lost and corrupt data, and plagiarism);

comply with acceptable-use policies (e.g., protection of client information; prohibitions on unsolicited bulk mailings, transfers of copyright material, and posting of demeaning comments; safeguarding of passwords).

Career Opportunities: identify various careers related to computer technology, and describe the education and/or training required for them.

identify various careers related to computer technology, and determine which ones can be entered directly from secondary school and which ones require college, university, apprenticeship, or other postsecondary training;

identify sources of information for lifelong learning in the computer field (e.g., trade publications, local colleges, training institutes, seminars, certification programs);

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in computer technology (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);

demonstrate an understanding of the Essential Skills that are important for success in the computer industry, as identified in the Ontario Skills Passport (e.g., reading text, writing, document use, computer use, oral communication, numeracy, thinking skills);

demonstrate an understanding of the work habits that are important for success in the computer industry, as identified in the Ontario Skills Passport (e.g., working safely, teamwork, reliability, organization, working independently, initiative);

develop and/or select pieces of work and other materials that provide evidence of their skills and achievements in computer technology, for inclusion in a portfolio (e.g., work logs, skills checklist, flow charts, computer programs, photographs of projects).

Technological Education

Construction Technology Fundamentals

Building Components, Materials, and Processes: describe the components and systems of buildings, the properties of various building materials, and the processes in which those materials are used;

identify the different components of a residential construction project (e.g., footings, foundation, joists, studs, trusses, rafters, millwork, trim, cabinetry), and outline the sequence in which these components are usually installed

identify the various systems in a building (e.g., foundation, framing, electrical, plumbing, cabinetry), and describe their functions;

identify natural and manufactured building materials and products commonly used in the construction industry, and describe their specifications and characteristics (e.g., natural wood: species, source, nominal and actual dimensions, grade; plywood, metals, plastics: type, grade, resistance to weather or corrosion);

describe the processes used to produce common construction materials (e.g., cutting and milling lumber and trim, gluing together the layers of plywood);

list the steps of the processes used in a construction project (e.g., woodworking: planing, shaping, sanding; framing: installing sill plates, laying out floor joists, installing subfloor);

describe various processes and materials used to finish surfaces in construction projects (e.g., applying primers, sealers, stains, varnishes, paints, veneers, laminates, and siding).

Tools, Equipment, and Techniques: demonstrate an understanding of the safe and correct use of construction tools, equipment, and techniques;

explain how to correctly and safely use, maintain, and store construction tools and equipment (e.g., hammers, measuring instruments, table saws, mitre saws, drills, lathes, cordless drills);

select the most appropriate tools or equipment for specific tasks (e.g., wooden mallet versus framing hammer, crosscut saw versus rip saw, combination square versus framing square);

describe commonly used layout, measuring, and tracing techniques (e.g., determining and marking circumference, diameter, radius, angles, rounded corners);

describe commonly used temporary and permanent assembly techniques (e.g., temporary: using screws or double-headed nails; permanent: gluing with butt, mortise and tenon, dovetail, or mitre joints).

Terminology: use correct terminology to describe building components and construction materials, tools, equipment, and processes.

use correct terminology for the names, characteristics, and functions of construction materials, tools, and equipment in oral and written communication (e.g., reports, lists of tools and materials, schedules, design presentations);

use correct terminology to describe building components and construction processes (e.g., components: header, lintel; processes: levelling, squaring, making plumb).

Design, Layout, and Planning Skills

Design and Problem Solving: design construction projects, individually or in small groups, applying a design process to plan and develop the projects and other problem-solving processes to address various related problems and challenges;

follow the steps of a design process to plan and develop a construction project (e.g., analyse the situation or context; identify the need or problem; generate solutions to address the need; conduct research to determine constraints and availability of materials; build a model; test the model; modify the design as necessary; build the project according to the final design)

use appropriate problem-solving processes and techniques (see pp. 16–19) to address various specific problems or challenges that may arise in connection with a construction project;

apply appropriate technological concepts (e.g., aesthetics, control, environmental sustainability/stewardship, ergonomics, fabrication, function, innovation, material, mechanism, power and energy, structure, safety, systems) as they work through design and/or problem-solving processes

use appropriate design elements and principles (e.g., elements: line, shape, direction, space, texture, colour; principles: balance, scale, proportion, contrast, unity) to enhance the appearance and functionality of construction projects;

identify standards, regulations, and building codes that affect the design, layout, and details of construction projects (e.g., spacing of studs in a wall, incline on access ramps, heights of counters and furniture).

Technical Drawings: use drawings to represent design ideas and solutions to technological challenges, and interpret drawings accurately when working on construction projects;

produce sketches, technical drawings, and detail drawings to represent design ideas and solutions for a variety of construction projects;

identify basic drawing conventions used in construction drawings (e.g., scales, metric and imperial dimensioning, notes, views, line types, symbols, abbreviations);

interpret technical drawings accurately when working on construction projects (e.g., determine dimensions and materials from a drawing).

Mathematical Skills: apply the mathematical skills required in the planning and building of construction projects.

apply relevant mathematical concepts and formulas when preparing components of a construction project (e.g., determine dimensions, shapes, quantities, areas, and angles);

convert fractions to decimals and vice versa for typical construction tasks (e.g., determining length, circumference, radius, diameter, perimeter, area, or volume);

use appropriate metric and imperial approximations for sizes commonly used in the construction industry (e.g., 1 / 8 inch?3 mm), and find equivalents for measurements when required, using appropriate charts and tables;

determine lengths and diameters of fastening devices needed to assemble various construction projects (e.g., lengths and gauges of screws, nails, and staples; diameters of dowels), using appropriate metric and/or imperial units;

prepare estimates, using appropriate metric and/or imperial units (e.g., centimetres, square metres, cubic metres, litres, inches, board feet, square feet, cubic yards), of the materials required to complete construction projects (e.g., volume of concrete, area of roofing, number and type of fasteners), and estimate the cost of these materials.

Fabrication, Assembly, and Finishing Skills

Technical Skills: use tools, equipment, and techniques correctly and safely when preparing materials for a project;

use tools, equipment, and techniques in a correct, efficient, and safe manner to prepare project materials (e.g., dress raw lumber; measure, cut, and square stock; drill; fasten and join);

perform the various measurements required in the fabrication and assembly of a project, using appropriate metric and imperial units.

Fabrication and Assembly: use fabrication and assembly techniques safely, accurately, and in the correct sequence

construct projects in accordance with specifications (e.g., sketches, working drawings, lists of materials);

fabricate and/or assemble project components in a logical and efficient sequence (e.g., select appropriate materials and tools, follow step-by-step instructions);

apply appropriate quality-control measures to ensure precise dimensions and correct assembly (e.g., accurate cuts, clean joints, true edges).

Finishing: prepare surfaces and apply finishing products, trim, and hardware correctly and safely

prepare surfaces correctly for finish application according to type of material, desired finish, and intended use of the project (e.g., wood species used, smooth or textured surface, environment to which surface is exposed);

apply suitable finishes (e.g., stain, paint, varnish, oil, wax), taking into account the type of material to be finished, the function of the finish, and the intended use of the project, and use appropriate methods to apply these finishes correctly (e.g., brush, spray, roller);

use appropriate tools, equipment, and techniques correctly and safely to install trim and hardware (e.g., baseboards, moulding, hinges, pulls).

Technology, The Environment, And Society

Technology and the Environment: demonstrate an understanding of ways in which the construction industry affects the environment;

describe the major effects of the construction industry on the environment (e.g., non-sustainable logging causing deforestation; water and air pollution released during the production of manufactured building materials; landfills required for the disposal of construction waste; energy required to produce and transport construction materials);

identify the environmental impact of producing and using natural and manufactured construction materials (e.g., deforestation and loss of animal habitat; release of arsenic from pressuretreated wood and formaldehyde from orientedstrand board [OSB] and medium-density fibreboard [MDF]);

identify ways of reducing the environmental impact of a structure (e.g., ground-source heating and cooling, improved insulation, building-envelope systems, technologies to reduce light and noise pollution, energy-conserving lighting, non-toxic building materials, use of local materials);

apply best practices for sustainable construction and building (e.g., use efficient cutting patterns to minimize waste; reduce, reuse, or recycle materials).

Technology and Society: describe ways in which the construction industry affects society.

identify the economic and social effects of the construction industry on society (e.g., local primary and secondary employment opportunities, quality of life; effects of logging on traditional hunting by Aboriginal communities);

describe the economic and social consequences of recent changes in the construction industry (e.g., the effects of automation, manufactured housing, and globalization on employment and costs)

Professional Practice and Career Opportunities

Health and Safety: identify and follow health and safety regulations, standards, and procedures related to the construction industry;

identify laws, regulations, standards, regulatory agencies, and advocacy bodies related to health and safety in the construction industry (e.g., Workplace Safety and Insurance Board [WSIB], Ministry of Labour, Construction Safety Association of Ontario)

identify hazards related to materials, processes, and equipment used in construction (e.g., flammable solvents, toxic chemicals, sharp blades, moving parts in machinery), as well as resources and methods for reducing these hazards (e.g., Workplace Hazardous Materials Information System [WHMIS], safe handling and operating practices, personal protective equipment);

demonstrate an understanding of and adhere to safety practices and procedures for facilities, processes, materials, tools, and equipment used in construction (e.g., use of tool and equipment guards);

describe the rights and responsibilities of employees (e.g., the right to know, the right to refuse, the right to participate, as outlined in the Occupational Health and Safety Act [OHSA]);

use protective clothing, gear, and equipment appropriately (e.g., dust mask, safety glasses).

Career Opportunities: identify career opportunities in the construction industry, and describe the training required for these careers.

describe the various sectors in the construction industry (e.g., residential, industrial, commercial, institutional, civil, repair and maintenance);

identify different careers in the construction industry (e.g., cabinet maker, mason, electrician, plumber, project manager, estimator, developer, architect), and describe the secondary school pathways (e.g., courses, programs, experiential learning opportunities) that provide preparation for these careers;

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the construction industry (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);

demonstrate an understanding of the Essential Skills that are important for success in the construction industry, as identified in the Ontario Skills Passport (e.g., reading text, document use, measurement and calculation);

demonstrate an understanding of the work habits that are important for success in the construction industry, as identified in the Ontario Skills Passport (e.g., working safely, reliability, teamwork);

develop and/or select pieces of work and other materials that provide evidence of their skills and achievements in the construction industry, for inclusion in a portfolio (e.g., work logs, skills checklist, drawings and/or photographs of projects)

Technological Education

Green Industry Fundamentals

Basic Biology: demonstrate an understanding of plant and/or animal biology and species classification as they relate to the green industries;

describe the key distinguishing characteristics of different plant and/or animal groups (e.g., shrubs, trees, annuals, flowers, animal breeds);

identify the basic components of common plants and/or animals and describe their functions (e.g., leaves, flowers, bark, internal organs);

describe important physiological processes in plants and/or animals (e.g., germination, photosynthesis, reproduction, digestion).

Factors Affecting Growth: describe the factors affecting the growth and care of plants and/or animals;

describe environmental factors that affect growth and post-harvest quality (e.g., light, temperature, soils, nutrients, water, wind);

describe biological factors that affect growth and post-harvest quality (e.g., plant type, photosynthesis, genetics);

identify a variety of pests and diseases (e.g., Asian long-horned beetle, thrips, grubs, moles, Dutch elm disease, mastitis, hoof-and-mouth disease) and describe their effects on plants and/or animals.

Designs, Processes, and Systems: demonstrate an understanding of design procedures and applications and production processes and systems as they relate to the green industries;

describe the steps in applying a design or problem-solving process to green industry tasks

identify a variety of design concepts and production processes and systems used in the green industries (e.g., simple garden designs, floral designs, greenhouse production layouts, barn layouts, lumber grading systems, sow operations, grape production);

demonstrate an understanding of a variety of processes used in plant and/or animal care (e.g., plant growth experiments, propagation, pruning, sheep shearing);

identify and describe a variety of structural or mechanical systems used within the green industries (e.g., systems for heating, cooling, storage, irrigation, fertilizing, feeding, harvesting, cleaning, milling).

Technological and Mathematical Literacy and Communication Skills: demonstrate competence in the use of mathematical, documentation, and communication skills as they apply to the green industries.

demonstrate an understanding of terminology used in the green industries and use it correctly in oral and written communication (e.g., hardwood, propagation, line flower, vine, topsoil);

identify sources of information about techniques and best practices in the green industries (e.g., government reports and fact sheets; news articles; manufacturers’ catalogues, manuals, and fact sheets; industry newsletters; industry events; Internet information);

use imperial and metric units of measurement correctly and make accurate calculations and measurements for various applications in the green industries (e.g., land area, volume, distance, scaling, pacing, weight, unit conversions, tree height).

Green Industry Skills

Design and Production: apply effective design and production practices as they relate to a variety of green industries;

demonstrate the ability to use fundamental skills required in green industry design and planning processes (e.g., prepare a site inventory, create a base plan for a layout, complete a twodimensional survey, create a floral design, use plan symbols, interpret a plan);

demonstrate competence in applying techniques related to the propagation and growth of plants and/or the breeding and growth of animals (e.g., seeding, hatching eggs, making cuttings);

demonstrate competence in the application of a production process used in the green industries (e.g., foundation planting, pasteurization, inspection, electronic sorting, transplanting);

apply techniques relating to the maintenance, care, and handling of plants and/or animals, using environmental best practices (e.g., mulching gardens, feeding and watering, product processing, visual inspection).

Technical Skills: demonstrate competence in applying introductory technical skills used in the green industries.

complete a variety of green industry projects and tasks using appropriate tools, equipment, and materials (e.g., make a hand-tied bridal bouquet, prune a tree, scale a log, transplant a shrub, create a walkway, design a butterfly garden);

demonstrate competence in the application of fundamental construction skills (e.g., selecting materials, measuring, cutting, joining) to a variety of construction projects (e.g., hard construction, laying pavers and flagstones, constructing a garden, building storage bins, creating a display booth);

interpret simple working drawings (e.g., garden sketches, plans for a forest, field plot designs, greenhouse drawings).

Technology, The Environment, and Society

Technology and the Environment: identify the impact of green industries on the environment and describe ways of minimizing harmful effects;

identify ways in which green industry activities affect the environment (e.g., contamination of water by fertilizers, pesticides, and manure; emission of greenhouse gases from animals, tilled soils, and equipment; emission of air pollutants from gasoline- and diesel-powered machinery; noise pollution; high energy demand);

identify best management practices, environmentally sustainable practices, and technologies that can be used to reduce the harmful effects of green industry operations (e.g., composting, recycling, use of renewable energy sources, land retirement, minimal use of fertilizers and pesticides).

Technology and Society: describe the societal implications of current practices and trends in the green industries

describe the societal and economic implications of recent innovations and trends in the green industries (e.g., mechanization and its effects on productivity and employment, expanded distribution systems and their consequences for consumer choice and local production, transgenic plants and their effects on food cost and availability);

identify ethical issues related to the green industries (e.g., animal welfare, breeding of animals for fur, animal cloning, migrant labour, monopoly control of food production as a possible consequence of the use of genetically modified crops).

Local Industries: describe the relationship of a variety of green industries to the local communities in which they operate.

identify local green industries (e.g., largescale farms, greenhouse operations, florists, community gardens, golf courses) and describe their activities or products within a specific region

describe the relationships between a variety of local green industries and their local outlets (e.g., garden centre and nursery, vegetable production and farmers’ market, maple syrup production and specialty food store, flower producer and florist);

describe the effects of local green industries on the community (e.g., effects on employment, water and air quality, leisure opportunities, aesthetics; availability of locally produced specialty products).

Professional Practice and Career Opportunities

Health and Safety: demonstrate an understanding of and comply with occupational health and safety standards;

identify the personal protective clothing and equipment needed to perform various green industry tasks safely, and use as required to ensure their own and others’ safety in the work environment;

demonstrate an understanding of appropriate uses, safe operating practices, and correct maintenance procedures for materials, tools, and equipment that are commonly used in the green industries (e.g., lawn maintenance equipment, garden tools, chainsaws, skidding equipment, mechanical harvesting equipment, milking machines, feeding systems);

identify potential hazards (e.g., trip hazards, environmental conditions, danger zones) related to the materials, site conditions, and equipment used in the work environment;

demonstrate an understanding of and apply safe shop and site practices (e.g., using correct lockout procedures, using equipment guards, holding shop orientation sessions, having sanitary wash stations available, cleaning up spills and leaks when they happen, keeping areas clean and clear of obstruction, storing materials and equipment neatly and safely);

identify and comply with legislation, regulations, and guidelines pertaining to the health and safety of workers in the green industries (e.g., Occupational Health and Safety Act [OHSA], Workplace Hazardous Materials Information System [WHMIS])

Career Opportunities: identify careers in the green industries and describe the skills, education, and training required for entry into these positions.

describe career opportunities in a variety of sectors in the green industries (e.g., landscape architect, arborist, forester, florist, horticulturalist, farmer, herder) and the education, training, and certification required for employment in green industry occupations (e.g., training in first aid, CPR, and WHMIS; driver’s licence; cut skid certification);

identify ways of acquiring knowledge and experience in green industry occupations (e.g., through part-time work experience, cooperative education, guest speakers, field trips, job shadowing);

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the green industries (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);

demonstrate an understanding of the Essential Skills that are important for success in the green industries, as identified in the Ontario Skills Passport (e.g., reading text, writing, document use, computer use, oral communication, numeracy, thinking skills);

demonstrate an understanding of the work habits that are important for success in the green industries, as identified in the Ontario Skills Passport (e.g., working safely, teamwork, reliability, organization, working independently, initiative, self-advocacy, customer service);

develop and/or select pieces of work and other materials that provide evidence of their skills and achievements in areas related to the green industries, for inclusion in a portfolio (e.g., work logs, skills checklist, résumé, references, safety certificates).

Technological Education

Hairstyling and Aesthetics Fundamentals

Hair, Skin, and Nails: demonstrate an understanding of the structure and characteristics of hair, skin, and nails;

describe the structure of the hair (e.g., medulla, cortex, papilla), skin (e.g., follicle, sebaceous gland, eccrine gland), and nails (e.g., eponychium, lunula, matrix, free edge);

describe different characteristics of hair, skin, and nails that affect styling and treatment needs and options (e.g., porosity, elasticity, texture, density, growth patterns, protection, pigmentation).

Products,Tools, and Procedures: describe a variety of common products, tools, and procedures that are used in the care of hair, skin, and nails;

describe common hairstyling and aesthetics products and their uses (e.g., shampoos, conditioners, styling agents, skin care products, nail care products, make-up products, colouring agents);

describe various processes and equipment that are used in the hairstyling and aesthetics industry (e.g., processes: spiral curl ironing, updos, round-brush blow drying, French braiding, facials, manicures, make-up applications, hair removal; equipment: flat iron, cuticle pusher, razor);

apply literacy skills (e.g., to read manufacturers' instructions) and mathematical skills (e.g., to measure volume and/or proportions) to ensure the safe and appropriate use of hairstyling and aesthetics techniques, tools, and products.

Lifestyle, Attitudes, and Behaviours: demonstrate an understanding of lifestyle choices, attitudes, and behaviours that are important for personal and professional success in the hairstyling and aesthetics workplace.

explain how personal well-being and professional success are enhanced by a healthy lifestyle (e.g., adequate sleep, proper nutrition, regular exercise, a holistic approach to well-being as found in Aboriginal cultures);

identify key attitudes and behaviours that contribute to success in the hairstyling and aesthetics workplace (e.g., attitudes: commitment to job, respect for different viewpoints, respect for cultural diversity; behaviours: professional dress, regular attendance, respect for confidentiality).

Hairstyling and Aesthetics Skills

Performing Salon/Spa Services: perform a variety of salon/spa services, using appropriate tools and products in a professional and safe manner

select safe and appropriate materials, tools, and products and use them correctly to perform professional salon/spa services;

identify appropriate sterilization and sanitation products and equipment and use them correctly when providing salon/spa services (e.g., disinfectants, antiseptics, wet sanitizer, ultra-violet-ray sanitizer, autoclave);

comply with workplace health and safety regulations in handling salon/spa products and equipment (e.g., regulations for handling and storing chemicals, preventing harm from spills and vapour emissions, wearing personal protective equipment);

apply appropriate ergonomic principles in the workplace by adjusting equipment and tools properly to help maintain good posture while working (e.g., setting chairs to proper height, using a mannequin stand extension);

perform a variety of hairstyling and aesthetics procedures (e.g., hairstyling: thermal styling, wet styling, shampooing, hair and scalp treatments; aesthetics: manicures, nail tips, facials, make-up, hair removal) for a variety of purposes/occasions (e.g., for peer modelling events, client days, musicals, drama productions, fashion shows, charity events).

Using Knowledge of Design: use knowledge of design elements and principles in the contexts of hairstyling and aesthetics services and marketing;

use knowledge of elements of design (e.g., space, line, direction, colour) to plan hairstyling and aesthetics strategies;

use knowledge of design principles (e.g., proportion, balance, emphasis) to sketch, create, and produce a variety of pleasing/ interesting salon/spa styles and effects (e.g., in nail art, make-up, eyebrow shapes, hairstyles);

use design knowledge and skills creatively in a variety of hairstyling and aesthetics marketing contexts (e.g., showcase and/or bulletin board displays; displays on seasonal, fantasy, bridal themes; men's styling promotions; promotions for a school prom or theatrical production; use of Aboriginal designs to market to the Aboriginal community).

Meeting the Needs of Clients: apply methods for meeting the needs of the salon/spa clientele.

communicate and interact effectively with clients (e.g., use active listening and questioning; observe rules of conversational and professional etiquette);

conduct service and product consultations to identify the hairstyling and aesthetics services to be provided (e.g., interview potential clients and record their information, noting relevant medical information such as allergies);

incorporate fashion trends and new technologies into salon/spa services (e.g., new styles, products, and techniques featured by fashion magazines, in trade shows, on the Internet, and by guest speakers).

Industry Practices, The Environment, and Society

Industry Practices and the Environment: describe ways in which hairstyling and aesthetics products and activities can affect the environment, and ways to reduce harmful effects

identify some environmental effects of various products used in the hairstyling and aesthetics industry (e.g., toxic substances: peroxide, chemical relaxers, lighteners; nonbiodegradable substances: plastic; organic/ natural substances: facial masks, olive oil);

describe how salons and spas can help to protect the environment (e.g., purchase sustainable products, such as refillable containers, products with natural ingredients, non-toxic cleaning products, and energy-saving products; adopt environmentally friendly methods of managing waste, such as recycling and waste-reduction programs)

Industry Practices and Society: demonstrate an understanding of trends and social issues in relation to the hairstyling and aesthetics industry

describe some key social issues that are of concern to the hairstyling and aesthetics industry (e.g., the use of animal testing in product development; the use of natural versus synthetic ingredients in product development; demand for scent-free and hypoallergenic products; cultural protocols, such as the Anishinaabe practice of collecting cut hair to dispose of in a culturally acceptable way)

identify some new technologies in hairstyling and aesthetics and describe how they are changing the industry (e.g., image design software, hair and nail extensions, airbrushing).

Professional Practice and Career Opportunities

Health and Safety: comply with occupational health and safety standards in performing salon/spa services;

use safe and sanitary work practices in performing hairstyling and aesthetics services (e.g., develop an inspection program and a safety checklist for tools and equipment; label products correctly; use a fresh towel for every customer; keep floors swept and dry) and identify potential problems related to working in an unsanitary or unsafe work environment (e.g., possibility of infection from contaminated instruments; danger of slipping on wet floor);

describe common health and medical issues that may arise during hairstyling and aesthetics procedures (e.g., burns, cuts, abrasions, electric shock, heat exhaustion, fainting, nose bleeds);

identify laws, regulations, and regulatory/ oversight organizations that govern the hairstyling and aesthetics industry (e.g., Occupational Health and Safety Act [OHSA], Workplace Hazardous Materials Information System [WHMIS], Apprenticeship and Certification Act [Restricted Skill Sets], Food and Drugs Act - Cosmetic Regulations; Canadian Centre for Occupational Health and Safety).

Career Opportunities: describe career opportunities in hairstyling and aesthetics, including relevant secondary and postsecondary educational pathways, and identify key knowledge, skills, attitudes, and habits that are important for success in the industry

identify career opportunities in the hairstyling and aesthetics industry (e.g., hairstylist, make-up artist, nail technician, registered massage therapist, para-medical aesthetician, holistic therapist, electrologist, salon/spa owner, teacher, sales and marketing coordinator) and the secondary and postsecondary pathways (i.e., selection of courses, training programs, experiential learning opportunities, certifications, and/or apprenticeship) that lead to the various careers;

identify ways in which volunteering, community service, networking, part-time work, and other extra-curricular activities can help them acquire knowledge, work habits, and skills that will contribute to their success in the hairstyling and aesthetics industry;

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the hairstyling and aesthetics industry (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);

demonstrate an understanding of the Essential Skills that are important for success in the hairstyling and aesthetics industry, as identified in the Ontario Skills Passport (e.g., job task planning and organizing, decision making, problem solving);

demonstrate an understanding of the work habits that are important for success in the hairstyling and aesthetics industry, as identified in the Ontario Skills Passport (e.g., reliability, initiative, customer service);

develop and/or select pieces of work and other materials that provide evidence of their skills and achievements in hairstyling and aesthetics, for inclusion in a portfolio (e.g., work logs, skills checklist, projects, photographs of work completed).

Technological Education

Health Care Fundamentals

Health Care Services: describe the scope and diversity of health services available in their community;

describe the roles and responsibilities of various health care providers (e.g., family physicians, medical specialists, registered nurses, registered practical nurses, personal support workers, pharmacists, physiotherapists, Aboriginal traditional healers) and facilities (e.g., acute care facilities, long-term care facilities, mental health facilities, family practices, community outreach facilities) in their community;

describe community resources that provide support to children and adolescents with special needs (e.g., schools for people who are hearing impaired, centres for people who are visually impaired, aquatic programs for children with cerebral palsy);

describe the health services available in their community (e.g., sexual health clinics, St. John Ambulance branch, crisis centres, substance abuse centres and support groups, public health family programs, Aboriginal healing centres).

Personal Health: describe factors that affect personal health and well-being;

identify factors that affect the personal health and well-being of children and adolescents (e.g., environmental conditions, diet, food safety, food security, adequate shelter, amount of daily exercise, amount of daily rest, recreation opportunities, work/life balance, stress);

develop a personal health plan that promotes healthier lifestyle choices and habits

demonstrate an understanding of the nutritional needs of children and adolescents and describe the health effects of poor nutrition (e.g., obesity, diabetes, retarded growth, reduced physical and mental efficiency);

describe the benefits of different types of exercise (e.g., aerobic versus strength conditioning) and/or sports, and explain how a regular fitness or sports program can promote good health;

explain the importance of having regular medical check-ups by a doctor and maintaining immunization protocols (e.g., diphtheria, pertussis, tetanus [DPT] booster; hepatitis A/B vaccine; meningococcal vaccine; human papillomavirus [HPV] prevention vaccine; measles, mumps, rubella [MMR] vaccine; influenza vaccine);

describe situations in which one should seek immediate medical advice (e.g., allergic reactions, any illness with prolonged vomiting and diarrhea);

identify and describe mental health disorders that may affect adolescents (e.g., depression, bipolar disorder, eating disorders, schizophrenia, anxiety disorders, attention deficit disorder [ADD], disorders that are common in certain cultures);

demonstrate a basic understanding of anatomy, organs, and body chemistry (e.g., major bone and muscle structures, major organs and their location and function);

explain how lifestyle choices can have an impact on an individual's health and well-being (e.g., sleep habits; nutrition; work/life balance; use of tobacco, alcohol, prescription and illegal drugs);

describe the effects of various sexually transmitted diseases (e.g., chlamydia, genital herpes, syphilis, gonorrhea), and explain how lifestyle factors (e.g., unprotected sex, multiple partners) affect their transmission and prevention;

Conventional and Complementary Therapies: compare and contrast conventional and complementary therapies and their role in maintaining personal health

compare conventional and complementary approaches to health care in terms of the therapeutic approaches used (e.g., pharmaceutical medications versus herbal/natural remedies) and the types of practitioners offering the services (e.g., physicians versus homeopaths or Aboriginal healers);

compare conventional and complementary treatment methods for a variety of health care issues (e.g., nicotine patch versus acupuncture for cessation of smoking);

describe the role of play, art, and music therapy in supporting the health and well-being of children and adolescents (e.g., use of drawings to help clients communicate or cope with their feelings).

Child and Adolescent Abuse: describe types of abuse that affect children and adolescents, and the community resources available to help victims of abuse.

describe forms of physical, emotional, verbal, and sexual abuse (e.g., hitting, bullying, name calling and put-downs, date rape, cyberbullying);

identify signs of abuse (e.g., withdrawal, isolation, aggression, sudden changes in behaviour);

describe, on the basis of research, services and/or programs that are available in the local community to help children and adolescents deal with abuse and its consequences (e.g., Kids Help Phone, student services, child therapy programs, Aboriginal Head Start).

Health Care Skills

Asepsis, Hygiene, and Equipment Use: demonstrate an understanding of and apply correct procedures for ensuring asepsis, good hygiene, and proper use of medical equipment;

demonstrate an understanding of and perform proper hand-washing techniques to prevent transmission of disease (e.g., preventing the spread of rhinovirus and/or conjunctivitis)

describe a variety of health care instruments and equipment and demonstrate the ability to use them correctly (e.g., thermometer for body temperature, stethoscope for heart rate and respiration, EpiPen for immediate treatment of allergic reaction);

demonstrate an understanding of and apply safe procedures for preparing, handling, and storing food in order to reduce or eliminate contaminants (e.g., bacteria, viruses, fungi, parasites) and prevent disease (e.g., salmonella or E. coli infections).

Recreational Activities: develop and use a variety of age-appropriate recreational activities to promote safe and healthy play for children and adolescents;

create a recreational activity for either a child or an adolescent that is age appropriate and safe and that promotes a health, fitness, or social objective (e.g., a fitness program using resistance bands or balloon volleyball for a child or adolescent with a disability, a music performance by students for an elementary school or day care centre);

identify common play space hazards, and design a safe play space for children of a specific age group;

design a game or entertainment activity that is appropriate to a specific culture and age or stage of development (e.g., activity centre-based games for children, purposeful storytelling for multicultural celebrations)

Nutrition and Meal Planning Using Canada's Food Guide: demonstrate an understanding of and apply sound nutritional practices, as described in Canada's Food Guide;

identify the major topics covered by Canada's Food Guide (e.g., food groupings, food guide servings, nutritional labelling information), and describe the information that can be obtained from the guide and related resources (e.g., Eating Well with Canada's Food Guide; Eating Well with Canada's Food Guide: First Nations, Inuit and Métis; cultural adaptations of Canada's Food Guide available from the Ontario Public Health Association);

perform a personal dietary analysis and suggest changes to personal dietary habits, using criteria presented in Canada's Food Guide (e.g., portion size and caloric intake);

design a menu that is suited to the needs of children or adolescents at a particular stage of development, that uses foods from the four food groups of Canada's Food Guide, and that is appropriate to the needs of a specific cultural group.

Communication Techniques: demonstrate competence in the use of health care terminology and techniques for facilitating communication with clients;

demonstrate an understanding (e.g., through role play, simulation, or case studies) of the importance of both verbal and non-verbal communication techniques (e.g., verbal: questioning, active listening; non-verbal: body language, sign language, reading Braille);

describe linguistic and cultural communication barriers (e.g., concepts of personal space [how close you stand to someone], avoidance of eye contact, women not speaking to men), and apply techniques for overcoming them (e.g., using action signs to communicate with those who can't speak or read English, using a well-organized message);

demonstrate the ability (e.g., through role play) to apply a conflict resolution approach, and list the benefits of conflict resolution skills

demonstrate an understanding of common health care terms (e.g., resuscitation, anaphylactic shock, syringe, stethoscope, immunization, therapy, asepsis, malnutrition), and use them correctly in oral and written communication.

First Aid: demonstrate the ability to perform basic first aid procedures.

demonstrate competence (e.g., through role play) in emergency scene management and in the performance of cardiopulmonary resuscitation (CPR) and interventions for choking and anaphylactic shock;

demonstrate competence (e.g., through role play) in using procedures for controlling bleeding and treating cuts, abrasions, sprains, fractures, burns, and loss of consciousness.

Health Care, The Environment, and Society

Health Care and the Environment : demonstrate an understanding of environmental issues related to health care and personal well-being;

identify current environmental issues and describe their implications for human health and well-being (e.g., air quality and respiratory disease, water quality and gastrointestinal problems, toxic substances and cancer or birth defects);

describe the impact of health-related choices on the environment, and create a plan for improving personal health and fitness that also benefits the environment (e.g., walking or biking rather than driving; eating more locally produced fruits and vegetables and less meat and processed food).

Health Care and Society: describe social trends and health care issues relating to children and adolescents

identify current child and adolescent health issues from recent media coverage (e.g., lack of exercise, poor diet, and child obesity; adult alcoholism and fetal alcohol syndrome; poverty and malnourishment);

describe current issues related to the delivery of health care services in Canada (e.g., standards, access to care, waiting times; lack of health care support, sanitation, and clean water in remote communities);

identify current child and adolescent health issues in developing countries from recent media coverage (e.g., malnutrition, lack of effective immunization programs, lack of clean water).

Professional Practice and Career Opportunities

Health and Safety: identify and apply health and safety legislation and safe working practices relating to the health care industry;

identify and explain the importance of legislation, regulations, information systems, and oversight bodies concerned with protecting the health and safety of workers in the health care workplace (e.g., Occupational Health and Safety Act [OHSA], Workplace Hazardous Materials Information System [WHMIS], Workplace Safety and Insurance Board [WSIB]);

comply with legislation, regulations, and standards pertaining to health and safety in the workplace;

demonstrate an understanding of and apply safe procedures for the use of tools and equipment, as outlined in safety manuals, operating instructions, and institutional requirements;

use protective clothing and equipment as required to keep themselves and others safe and free from harm.

Career Opportunities: identify and describe career opportunities in health care and the postsecondary education and training required for entry into these occupations.

identify career opportunities in the health care field and describe the roles and responsibilities of workers in these occupations (e.g., dentists, laboratory technologists, nurses, paramedics, recreational therapists, nutritionists, early childhood educators, massage therapists, pediatricians);

describe the postsecondary education, training, and certification required for entry into a variety of health care careers;

identify opportunities for volunteering in the health care field, including child-related services, and identify possible requirements (e.g., immunization and TB testing, safety training, completion of an orientation program, police record check);

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the health care industry (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations)

demonstrate an understanding of the Essential Skills that are important for success in the health care industry, as identified in the Ontario Skills Passport (e.g., reading text, finding information, problem solving)

demonstrate an understanding of the work habits that are important for success in the health care industry, as identified in the Ontario Skills Passport (e.g., working safely, self-advocacy, organization);

develop and/or select pieces of work and other materials that provide evidence of their skills and achievements in health care, for inclusion in a portfolio (e.g., work logs, skills checklist, assignments, projects).

Technological Education

Hospitality and Tourism Fundamentals

Services and Products of theTourism Industry: demonstrate an understanding of the field of hospitality and tourism, in terms of services and products offered in the various sectors of the tourism industry;

identify the various sectors of the tourism industry (e.g., accommodations, recreation and entertainment, food and beverage services, transportation, travel services);

describe the services and products offered in each sector of the tourism industry (e.g., accommodations: single room, suite, residence; recreation and entertainment: event planning, sporting event; food and beverage services: restaurant dining; transportation: air travel, car rental; travel services: trip planning, guided tours) and explain how these sectors are interrelated;

describe various types of accommodations (e.g., hotel, motel, bed and breakfast);

identify common symbols used for classification purposes in the tourism industry (e.g., fivediamond award system, used by the Canadian and American Automobile Associations; three-star award system, used by the Michelin Guide) and explain the factors that determine the rating of a tourist accommodation facility (e.g., location, cleanliness, quality of service, value);

identify the types of tourist attractions associated with the various geographic regions of Ontario (e.g., wineries in the Niagara region, ecotourism in northern Ontario, museums and art galleries in Ottawa, sporting events and conventions in major urban areas);

identify province-wide tourist activities and attractions in Ontario (e.g., seasonal festivals, cultural events, areas of natural beauty, historical sites, fishing and hunting, Aboriginal powwows);

identify tourist activities and attractions in local communities in Ontario (e.g., fall fairs, homecoming events, minor sports tournaments, restaurants, hotels);

describe the various types of tourism markets (e.g., domestic and international, inbound and outbound)

Tools and Equipment: demonstrate an understanding of tools and equipment commonly used in the various sectors of the tourism industry;

identify tools and equipment commonly used in the various sectors of the tourism industry (e.g., point-of-sale [POS] systems, ovens, washing machines, cash registers, uniforms);

describe proper procedures for using a variety of tools and equipment commonly used in various sectors of the tourism industry (e.g., knives, mixers, steamers, deep fryers, ovens, coffee-making systems, vacuum cleaners, reservation systems);

identify and describe the measurement systems based on metric, US customary, and British imperial units, and explain how these systems affect the use of tools and equipment commonly used in the tourism industry

Common Ingredients in Food Preparation: identify and describe common ingredients used in food preparation.

identify the main ingredients used in food preparation (e.g., types of flour, herbs, spices, vegetables, meats, fruits) and describe their characteristics (e.g., colour, taste, texture, aroma);

identify the origin or source of various food ingredients (e.g., geographical origin or source, type of plant or animal from which they come, raw materials used in their manufacture) and describe their use in the cuisine of various cultures (e.g., Aboriginal use of wild rice);

classify foods and ingredients by their type (e.g., proteins [meat], vegetables, fats [oils, lard], carbohydrates [fruit, grains]), nutritional value, and recommended daily intake, as noted in Eating Well with Canada's Food Guide (2007).

Hospitality and Tourism Fundamentals

Using Tools and Equipment: use tools and equipment in accordance with industry standards;

select the appropriate tools or equipment for assigned tasks (e.g., knives, steamer, mixer, proofer, computer, washing machine, vacuum cleaner), and demonstrate the ability to use them safely and correctly;

use metric, US customary, and British imperial measuring tools (e.g., scales, measuring cups) correctly when following standardized recipes and baking formulas;

apply standard industry practices (e.g., mise en place, three-sink method, use of equipment guards and safety features,"clean as you go" system) when using tools and equipment to prepare and serve food and clean up afterwards.

Culinary Techniques and Serving Methods: demonstrate the use of safe and correct culinary techniques in the preparation, cooking, and presentation of food, and demonstrate professional serving methods;

apply food preparation methods (e.g., thawing, cooking, freezing) appropriately and correctly;

apply food handling procedures and techniques (e.g., using the "first in, first out" method when selecting ingredients; peeling; washing; panning) appropriately and correctly;

use a variety of cutting techniques (e.g., precision cuts: large dice, medium dice, small dice, brunoise, rondelle, paysanne, batonnet, julienne, fine julienne; butchery and fabrication: deboning, cleaning, filleting) correctly (e.g., keeping all items a consistent size) and safely for a variety of food preparations;

apply a variety of cooking methods (e.g., dry heat, moist heat, combination) correctly when preparing food, using proper cooking temperatures as specified in provincial regulations;

apply a variety of baking methods (e.g., creaming method, straight dough method) correctly when preparing bakery products;

create simple meals from various culinary traditions (e.g., French Canadian, Aboriginal, Italian, East Asian), with appropriate functional garnishes (e.g., lemon, parsley, radish flower; chocolate drizzle on dessert, berries on wild rice);

identify recipes that accommodate a variety of specific customer needs (e.g., the needs of diabetic, vegan, or lactose-intolerant customers, or customers requiring a sodium-free diet)

demonstrate the use of professional table service etiquette (e.g., serve from the right, pay attention to customer signals, serve customers in the appropriate order);

set a table in an appropriate manner (e.g., paying attention to the choice and arrangement of utensils and glassware, the design of the centrepiece, the way napkins are folded, and the number of place settings required) to suit the circumstances.

Information and Communications Technology: demonstrate effective use of forms of information and communications technology commonly used in the various sectors of the tourism industry;

use information and communications technology to facilitate teamwork, time management, and work organization (e.g., electronic message minder to facilitate time management, trip planner to facilitate organization, organizational charts to facilitate teamwork);

demonstrate effective use of a variety of software applications to perform and manage a variety of tasks (e.g., use word processing to produce a menu, use the Internet to search for recipes, input ingredients into a spreadsheet, create graphics for advertising, create a slide show presentation for customers)

explain how advances in information and communications technology have affected the availability of products and services in the tourism industry (e.g., products and services can be ordered over the Internet).

Planning an Event or Activity: demonstrate an understanding of the elements of planning an event or activity

select a successful local tourist event (e.g., music festival, winter carnival, sporting event) and outline the planning, organizational, and delivery details that are involved in running the event;

design a tourism event or activity (e.g., reception, ski vacation, fishing trip, catered event) that meets a customer's specific needs;

develop an itinerary or schedule for a tourism event or activity (e.g., corporate outing, cruise vacation, sporting event, cultural festival);

create a cost summary for a tourism event or activity (e.g., itemizing the cost of tickets, meals, travel, taxes)

Industry Practices, The Environment, And Society

Industry Practices and the Environment: demonstrate an understanding of ways in which various aspects of the tourism industry affect the environment, and ways in which harmful effects can be reduced;

describe ways in which various aspects of the tourism industry affect the environment (e.g., use of pesticides and fertilizers on golf courses may cause water pollution; air travel causes increased greenhouse gas emissions through the burning of jet fuel; Aboriginal lands and traditions may be affected by ecotourism; high water consumption by hotels may put a strain on the local environment);

identify ways of reducing the harmful effects that various aspects of the tourism industry have on the environment (e.g., create wildlife sanctuaries; support conservation projects; ensure that tourist facilities do not exceed the carrying capacity of the area or region; invest in carbon offsets such as planting a diversity of native trees);

describe and apply appropriate conservation measures (e.g., reduce, reuse, recycle);

describe, on the basis of research, codes of ethics and/or guidelines for sustainable tourism, and use them to assess a tourism product, facility, or service.

Industry Practices and Society: demonstrate an understanding of ways in which various aspects of the tourism industry affect society

explain the economic and social impact of the tourism industry (e.g., developing tourist facilities creates jobs; tourism can cause road congestion, pollution, and/or degradation of the environment; tourists bring money into the community);

identify and describe the societal advantages and disadvantages of having ready access to foods imported from around the world (e.g., advantage: fruits and vegetables available during the winter provide health benefits; disadvantage: availability of low-priced imported food hurts local food producers)

Professional Practice and Career Opportunities

Health and Safety: identify and demonstrate compliance with health and safety standards in the various sectors of the tourism industry

identify the laws, regulations, and regulatory/ oversight organizations that govern health, safety, and sanitary standards in the tourism industry (e.g., Health Protection and Promotion Act [HPPA], Occupational Health and Safety Act [OHSA], Workplace Hazardous Materials Information System [WHMIS], local health departments);

demonstrate an understanding of emergency preparedness (e.g., know the location and understand the features of safety equipment such as the fire blanket, first aid kit, and eye wash station) and procedures to be followed (e.g., evacuation procedures) in the event of an accident;

use protective clothing and equipment as required to ensure their own and others' safety in the work environment;

demonstrate appropriate and timely use of safety and sanitary practices (e.g., washing hands, labelling containers, sanitizing work surfaces and utensils, storing perishable items appropriately, monitoring temperature control) when handling food and beverages

Customer Service and Professionalism: demonstrate an understanding of the principles of customer service and professionalism;

identify the fundamental principles of customer service (e.g., reliability, accountability, caring, responsiveness);

describe the importance of professional appearance and conduct for success in a career in hospitality and tourism (e.g., dress code necessary to maintain a positive image, high standards of hygiene required for customer comfort and safety, teamwork required in kitchen brigade);

identify common ethical standards in customer service in the tourism industry (e.g., standards relating to confidentiality and privacy).

Career Opportunities: identify career opportunities in the various sectors of the tourism industry and the education and training that would best prepare them for employment in various occupations in the industry.

identify various types of careers that are available in different sectors of the tourism industry (e.g., food and beverage manager, travel agent, concierge, tour operator, cruise ship purser) and describe the secondary school pathways (i.e., selection of courses, programs, and experiential learning opportunities) that would provide the best preparation for these careers;

describe the relationship between the tourism industry and lifestyle opportunities (e.g., the tourism industry provides opportunities for seasonal work, shift work, employment in remote and/or scenic areas, small business ownership, and participation in recreational activities);

describe similarities between skills required in various occupations in the tourism industry and their personal skills inventory;

identify industry-recognized training and/or certifications that it would be beneficial to have if they are pursuing a career in the tourism industry (e.g., Standard First Aid, cardiopulmonary resuscitation [CPR], Service Excellence, Safe Food Handling);

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the tourism industry (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);

demonstrate an understanding of the Essential Skills that are important for success in the tourism industry, as identified in the Ontario Skills Passport (e.g., finding information, scheduling or budgeting and accounting, oral communication);

demonstrate an understanding of the work habits that are important for success in the tourism industry, as identified in the Ontario Skills Passport (e.g., working safely, teamwork, reliability);

develop and/or select pieces of work and other materials that provide evidence of their skills and achievements related to hospitality and tourism, for inclusion in a portfolio (e.g., work logs, skills checklist, recipe list, photographs of product or service delivered).

Technological Education

Manufacturing Technology Fundamentals

The Manufacturing Industry: demonstrate an understanding of the manufacturing industry and of processes and technologies related to manufacturing;

describe major differences between primary manufacturing industries (e.g., iron and steel, lumber, paper, petroleum) and secondary manufacturing industries (e.g., automotive, aerospace, chemicals, plastics, textiles);

identify key areas of operation in manufacturing (e.g., design of product, production planning, fabrication of product, quality control);

identify and describe production methods (e.g., custom, assembly line, flexible, mass production) used in the manufacture of various products;

describe ways in which manufacturing technology affects people's daily lives (e.g., by providing improved consumer products, developing new diagnostic equipment in health care, creating more energy-efficient means of transport).

Design Fundamentals: demonstrate an understanding of how a design process is used in the planning and development of a manufacturing project;

identify and describe the steps of a design process used to plan and develop solutions to challenges in manufacturing technology (e.g., describe and analyse a situation and define the specific problem or need; research criteria, constraints, and availability of materials; generate a number of possible solutions, using techniques such as brainstorming; select the optimal solution; test and evaluate the product; repeat steps as necessary);

identify technological concepts (e.g., aesthetics, control, environmental sustainability/stewardship, ergonomics, fabrication, function, innovation, material, mechanism, power and energy, structure, safety, systems) (see pp. 5-6) and particular environmental concerns (e.g., pollution, disposal of waste, packaging, recycling) that are important considerations in product design;

describe how various forms of communication (e.g., group discussion, brainstorming), graphic representation (e.g., sketches, technical drawings, computer-aided design [CAD]), and documentation (e.g., research reports, design briefs) are used in the development of project ideas.

Materials,Tools, and Equipment: identify and explain how various materials, tools, and equipment are used in the manufacture of products.

identify and describe the hand tools, machine tools, power tools, and equipment (e.g., saw, drill, engine lathe, vacuum forming machine, computer hardware and software) used in the design and fabrication of a variety of projects (e.g., robotic challenge, design challenge, fabrication project);

describe the properties and characteristics of various natural and manufactured materials (e.g., woods, metals, plastics, ceramics, fabrics) and their suitability for use in manufacturing;

describe procedures for preventive maintenance and proper storage of hand tools, power tools, machine tools, and equipment used in manufacturing.

Manufacturing Technology Fundamentals

Design Process: apply an appropriate design process to plan and develop a product;

follow a design process that includes identification of the particular need or problem, consideration of design criteria and constraints, development of multiple solutions, selection of the optimal solution, evaluation of the product, and life cycle assessment (LCA);

apply appropriate technological concepts (see pp. 5-6) as an integral part of the design process;

prepare and present appropriately organized design briefs for a variety of manufacturing challenges (e.g., briefs that contain an analysis of the challenge, design criteria, multiple solutions to the challenge, evaluation of the product);

develop technical drawings (e.g., orthographic, isometric, and assembly drawings) and technical reports, as required in the design and manufacture of a product;

accurately interpret technical drawings and other resources (e.g., reports, literature, manuals) as they design and manufacture products.

Process Planning: develop and use a manufacturing process plan to produce a product;

identify and select appropriate materials required to manufacture a product;

develop a process plan for the manufacture of a product (e.g., create a work plan, identify appropriate tools and equipment, produce a bill of material, develop a budget for the project);

use correct procedures to prepare materials for the manufacture of a product (e.g., layout, cutting to rough length, squaring, drilling, weld preparation, deburring);

use appropriate methods of assembly (e.g., joining, bonding, crimping, fastening) based on design criteria and specifications.

Using Materials,Tools, and Equipment: use hand tools, machine tools, power tools, materials, and equipment safely and correctly in the manufacture of a product

set up hand tools, machine tools, power tools, and equipment (e.g., jigs and fixtures, clamps, engine lathe, welding equipment, milling machine, drill press, injection-moulding machine) properly in preparation for the manufacture of a product (e.g., robotic challenge, design challenge, fabrication project);

use various hand tools, power tools, machine tools, and related equipment (e.g., saws, grinders, milling machine, engine lathe, welding equipment, vacuum-forming machine) safely and correctly to manufacture a product;

use the proper procedures for maintaining and storing materials, tools, and equipment;

demonstrate safe workplace practices and behaviours (e.g., follow instructions, keep work area clean and dry, don't distract other workers) when using materials, tools, and equipment to manufacture a product.

Metrology Skills: demonstrate the use of metrology skills to measure, lay out, and inspect a product.

select and use a variety of measuring tools (e.g., calipers, scales, micrometers) to measure projects accurately, according to specifications;

perform proper layout procedures;

use an appropriate inspection technique (e.g., statistical process control [SPC], inspection report, rubric) to evaluate projects and ensure quality

Technology, The Environment, And Society

Technology and the Environment: demonstrate an understanding of ways in which the manufacturing industry affects the environment;

identify ways in which manufacturing affects the environment today (e.g., through the demand for raw materials, creation of greenhouse gases, disposal of waste materials), and predict how the effects will change in the future;

explain the importance of "reduce, reuse, and recycle" and life cycle assessment (LCA) when designing, manufacturing, and marketing a product;

use proper storage and disposal techniques of materials and waste products, ensuring that there is a minimal effect on the environment;

explain the need for environmental stewardship and describe how the manufacturing industry can act in an environmentally responsible way (e.g., by harvesting raw materials in a sustainable manner, using energy from renewable sources, making products that can be recycled, ensuring ethical treatment of people affected by manufacturing activities).

Technology and Society: demonstrate an understanding of ways in which the manufacturing industry affects society.

describe the past and present effects of manufacturing on society (e.g., changes in work environments and lifestyle brought about by the Industrial Revolution, rising standards of living, widespread availability of consumer goods, effect of resource extraction on Aboriginal communities, effect on developing countries that accept industrialized countries' waste), and predict how manufacturing will affect society in the future;

identify the economic benefits that the manufacturing industry can provide at the local and provincial levels;

evaluate from various perspectives (e.g., safety, technical, financial, environmental, ethical) the effects of new and emerging manufacturing technologies (e.g., wireless technology in cell phones and personal digital assistants [PDAs], improved materials and design in sports equipment that offer better protection, collision avoidance safety feature on motor vehicles) on culture and society.

Professional Practice and Career Opportunities

Health and Safety: identify and demonstrate compliance with health and safety legislation, standards, and procedures related to the manufacturing industry;

identify and explain the importance of legislation and standards related to procedures and operations used in manufacturing facilities (e.g., Occupational Health and Safety Act [OHSA], Workplace Hazardous Materials Information System [WHMIS]) and the relevant oversight/ regulatory organizations (e.g., Workplace Safety and Insurance Board [WSIB]);

identify health and safety roles, responsibilities, and procedures in manufacturing (e.g., concerning choice of equipment and materials, maintenance of equipment, storing of materials and equipment, inspection of facilities and equipment, in-service and training);

demonstrate compliance with health and safety standards (e.g., rules, procedures) related to facilities, processes, materials, tools, and equipment (e.g., ensure that correct fire extinguishers and blankets are accessible, appropriate equipment guards are in place, and materials and chemicals are appropriately labelled);

demonstrate the safe use of tools and equipment in compliance with safety manuals, instructions, and institutional requirements;

use protective clothing and equipment as required to ensure their own and others' safety in the work environment.

Career Opportunities: describe career opportunities in the manufacturing industry and the education and training required for these careers.

identify a variety of career opportunities in the manufacturing industry;

identify the education and training requirements for various careers in the manufacturing industry;

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the manufacturing industry (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);

demonstrate an understanding of the Essential Skills that are important for success in the manufacturing industry, as identified in the Ontario Skills Passport (e.g., measurement and calculation, finding information, problem solving);

demonstrate an understanding of the work habits that are important for success in the manufacturing industry, as identified in the Ontario Skills Passport (e.g., working safely, teamwork, reliability);

develop and/or select pieces of work and other materials that provide evidence of their skills and achievements in manufacturing technology, for inclusion in a portfolio (e.g., work logs, skills checklist, sketches, photographs of projects).

Technological Education

Technological Design Fundamentals

Design Process: identify and describe the purpose, scope, and steps of a design process;

describe the purpose of design for a given project (e.g., cleaner energy, cost-efficient products, smaller living spaces) in terms of key technological concepts (e.g., aesthetics, control, environmental sustainability/stewardship, ergonomics, fabrication, function, innovation, material, mechanism, power and energy, structure, safety, systems)

identify the steps in a design process (e.g., define the problem or challenge, taking into account relevant contextual or background information; gather information about criteria, constraints, and available materials; generate possible solutions, using techniques such as brainstorming; choose the best solution; develop and produce a model or prototype; test the model or prototype; incorporate improvements or redesign and retest; report results)

Research, Planning, and Organization: identify and describe tools, strategies, and skills needed for project research, planning, and organization;

identify sources of pertinent information for a project (e.g., libraries, the Internet, trade journals);

identify appropriate methods, strategies, and tools for developing designs and for planning and organizing projects and related activities (e.g., making sketches, creating a sequence chart, using tracking sheets and checklists, using organizers and/or file management software);

investigate and list the skills and work habits needed for planning and organizing a particular project (e.g., problem solving, decision making, task planning, oral communication, finding information).

Representing Design Ideas Graphically: demonstrate an understanding of how design ideas are represented graphically;

identify different methods for representing design ideas graphically (e.g., hand-drawn or computer-generated sketches, technical drawings);

correctly use drafting standards, conventions (e.g., line types and weights, dimensioning, title block information, labelling), and tools (e.g., drafting curves, protractors, computer-aided design [CAD] or sketching software, templates);

identify various types of technical drawings (e.g., orthographic, pictorial, detail, and rendered drawings; floor plans; elevations; sections).

Making and Testing Models and Prototypes: explain the purpose of building models and prototypes, and identify tools, materials, and methods for building and testing them;

explain the purposes of building models and prototypes;

identify a variety of tools and materials used for modelling and prototyping (e.g., tools: utility knife, CAD software, foam cutter, bandsaw; materials: composites, textiles, metals, clay, foam board);

identify key criteria for assessing designs for a given project (e.g., functionality, size, weight, durability, aesthetics, cultural appropriateness);

identify tools, equipment, and methods for testing and evaluating models and prototypes.

Reporting and Presenting: demonstrate an understanding of communications methods used in the design process

correctly use key technical terms and specialized language related to various design projects;

describe a variety of methods for recording design ideas and documenting the progress of a design project (e.g., portfolio, journal, logs, sketchbook);

identify a variety of presentation tools (e.g., LCD projector, interactive white board, webcast) used to communicate progress and results for a given design project.

Technological Design Fundamentals

Research, Planning, and Organization: research, plan, and organize projects, using a design process and appropriate methods and tools;

gather and use pertinent information (e.g., on existing products, available materials, and other resources) for a variety of design challenges (e.g., human transportation device; locker organizer; light bulb remover; birchbark canoe, tikinagan, or other item made from local renewable resources);

plan and organize projects and related activities, using a design process and appropriate methods and tools (e.g., sequence chart, tracking sheet, file management).

Developing and Representing Design Ideas: apply appropriate methods for generating and graphically representing design ideas and solutions;

create freehand sketches of brainstormed design ideas, emphasizing key features (e.g., shapes, texture, materials, protrusions, unusual features);

apply mathematical and scientific concepts and skills as required in the course of designing various products and/or processes;

produce hand-drafted and/or computerbased technical drawings of design solutions, using standard drafting tools and conventions.

Making and Testing Models and Prototypes: create and test models using a variety of techniques, tools, and materials;

use appropriate tools, equipment, and materials to create design models and/or prototypes (e.g., tools: rotary tool, bandsaw, fabric shears, CAD software; equipment: computer, sewing machine; materials: paper, wax, clay, wood, metals, composites, plastics, cardboard, starch, textiles);

use appropriate measuring methods and scales (e.g., metric: 1:10, 1 cm:1 m or 1:100, 1:500; imperial: 1 /2":1’ or 1:24) when creating models and prototypes;

assess models and/or prototypes on the basis of prescribed criteria (e.g., aesthetics, ergonomics, safety, efficiency, environmental impact).

Reporting and Presenting: use suitable communication methods throughout the design process.

create presentations and/or design briefs using a prescribed format to document proposed design solutions;

report and reflect on their experience with the design process, using a suitable oral and/or written format (e.g., presentation, log, journal).

Technology, The Environment, And Society

Technology and the Environment: demonstrate an understanding of environmentally responsible practices, and apply them throughout the technological design process;

identify environmental issues that affect technological design (e.g., global climate change, resource depletion, conservation, toxins);

describe and apply best practices for conserving energy and other resources during the design process (e.g., use wood glue instead of hot glue, plan projects to make efficient use of materials and equipment, reuse and recycle prototype material)

Technology and Society: describe how society influences technological innovation and how technology affects society

describe how society influences the development and use of technology (e.g., traffic congestion spurs development of compact vehicles; increasing population density leads to the construction of taller buildings; environmental awareness leads to increased use of alternative energy sources);

describe how various technological innovations have affected quality of life (e.g., pesticides, internal combustion engines, plastics, on-demand water heaters, catalytic converters, nanotechnology, wireless communication).

Professional Practice and Career Opportunities

Health and Safety: apply appropriate health, safety, and environmental practices throughout the design process;

identify health and safety regulations and standards that must be considered when designing products and/or processes (e.g., regulations and standards from the Canadian Standards Association, Ontario Building Code, and Workplace Hazardous Materials Information System [WHMIS]);

demonstrate an understanding of and follow personal and environmental health and safety procedures with respect to processes, materials, tools, equipment, and facilities throughout the design process and related activities (e.g., use protective equipment; set tool and equipment guards properly; ensure adequate ventilation and ergonomic seating and other workplace arrangements; follow safe operating procedures; keep work areas clean and organized; store materials and dispose of wastes properly)

Career Opportunities: identify careers related to technological design, and the education and training required for them.

identify a variety of career opportunities related to technological design (e.g., engineer, architect, engineering technician, industrial designer, landscape designer, fashion designer, interior designer);

identify and compare the education and/or training required for various careers in technological design (e.g., degree, diploma, certificate, apprenticeship);

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the technological design industry (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);

demonstrate an understanding of the Essential Skills that are important for success in the technological design industry, as identified in the Ontario Skills Passport (e.g., reading text, writing, document use, measurement and calculation);

demonstrate an understanding of the work habits that are important for success in the technological design industry, as identified in the Ontario Skills Passport (e.g., working safely, teamwork, reliability, initiative, customer service, entrepreneurship);

develop and/or select pieces of work and other materials that provide evidence of their skills and achievements in technological design, for inclusion in a portfolio (e.g., work logs, skills checklist, sketches, drawings, photographs of models and prototypes, virtual models).

Design Processes and Related Skills

Initiating and Planning. Demonstrate an understanding of fundamental technological concepts and related skills by initiating and planning projects

apply an understanding of fundamental technological concepts, and evaluate their significance in developing products and/or services in a variety of broad-based technology areas

apply an understanding of fundamental technological concepts, design considerations, and science, technology, engineering, and mathematics (STEM) concepts as appropriate in developing projects involving the creation of products and/or services

investigate design considerations, including accessibility requirements, that are relevant to developing projects, and identify those that are essential to various users or communities

communicate design ideas for various purposes and audiences, using appropriate industry terminology and industry-standard formats and techniques

establish and justify evaluation criteria for products and/or services being developed, including both qualitative and quantitative measures, making connections to relevant fundamental technological concepts

investigate and describe project management skills and approaches that are relevant to developing products and/or services, and explain how they will use these skills in their own projects

collect and synthesize information from a variety of sources, including people with diverse perspectives and from various communities, such as First Nations, Métis, and Inuit, to inform their projects

Designing and Performing. Develop projects that involve creating products and/or services, using a variety of resources and techniques, and record the development of their projects

use project management skills to develop a process to create a product and/or service

identify factors that could impact the development of their projects and apply appropriate strategies to increase the probability of a positive outcome

select materials and other resources based on their properties or characteristics, including sustainability, and justify their use in the creation of products and/or services

select, use, and maintain tools and equipment appropriately as part of creating products and/or delivering services

use a variety of industry-related documents to guide the creation of products and/or the delivery of services as part of their projects

create products and/or deliver services, documenting their development process using appropriate industry terminology

select appropriate units of measure and tools to make accurate measurements using relevant measurement systems, such as the metric and imperial systems, and converting between systems and units

Analyzing and Refining. Evaluate and refine processes, products, and/or services

identify challenges they encounter in the process of developing their projects and apply critical thinking skills to address these challenges and minimize the probability of their reoccurrence

identify various industry-relevant performance standards and quality control methods

analyze the performance of products and/or service delivery using quality control methods

refine the design of products and/or services based on an analysis of data collected throughout the development process

communicate project-related challenges, performance analyses, and refinements for a specific audience, using appropriate formats and terminology

Applying Health and Safety Principles. Apply an understanding of health and safety practices and procedures when using materials, tools, and equipment

describe relevant health and safety regulations for a variety of settings, including mandated roles and responsibilities

identify hazards in their environment, and apply strategies to minimize risks

use tools and equipment safely, including using personal protective equipment and safety devices according to safety standards and regulations, as appropriate

follow practices that support physical and mental health and well-being

follow proper procedures for the safe handling, storage, and disposal of materials and waste products

demonstrate a safety mindset by making safety a priority at all times and by engaging in industry-specific safety procedures

Technological Development, Impacts, and Careers

Fundamentals of Technological Development. Demonstrate an understanding of how various needs and underlying social, economic, and environmental factors drive the evolution of technology

assess interrelationships between user needs and the development of various technological solutions

analyze how the development and application of technologies are impacted by legal, ethical, social, economic, and environmental considerations

investigate and describe contributions to technological innovations made by Canadians, including women, and members of diverse groups and communities in Canada, including First Nations, Métis, and Inuit

describe ways in which diverse communities, including First Nations, Métis, and Inuit, have drawn on various knowledge systems to find innovative approaches to technological problem solving

Impacts of Technology. Analyze impacts of various technologies on individuals, society, the economy, and the environment

assess short-term and long-term impacts of various technological innovations on individuals and society, including the impact on their everyday life, and propose ways to mitigate negative impacts and enhance positive ones

assess local and global impacts of various technological innovations on the environment and the economy, including the labour market

evaluate how positive and negative impacts of various technologies can influence technological evolution, including emerging technologies

Careers and Pathways in Technology and the Skilled Trades. Explore and describe careers in technological fields and the skilled trades, and pathways for entering them

explore a variety of roles, responsibilities, and opportunities related to current and emerging careers in technological fields, including a variety of broad-based technology areas, and the skilled trades

research and identify programs, including in-school job skills programs and community-based programs, related to pathways and careers in technological fields and the skilled trades

compare a variety of pathways leading to careers in technological fields and the skilled trades, including their structure and the educational and financial requirements for them

evaluate the transferable skills they are developing, identifying areas of strength and growth, and analyze how these skills relate to current and emerging careers in technological fields and the skilled trades

Technological Education

Transportation Technology Fundamentals

Understanding Engines: explain how engines work to produce power, and identify the function and explain the maintenance requirements of the cooling, lubrication, and fuel systems;

identify the function and describe the construction and operation of the major parts of an engine (e.g., piston, crankshaft, connecting rod, camshaft);

explain how power is produced in the course of an engine cycle (e.g., four-stroke cycle, two-stroke cycle, rotary cycle);

identify the function and describe the liquid or air pathways and maintenance requirements of various engine cooling systems;

identify the function and describe the construction and maintenance requirements of an engine lubrication system;

identify the function and describe the construction and maintenance requirements of an engine fuel system.

Understanding Drivetrains: identify the major components and describe the function and operation of various types of drivetrains;

describe the various types of drivetrains (e.g., direct, gear to gear, gear and chain, continuously variable systems);

identify the function and describe the operation of major drivetrain components (e.g., transmission, clutch, differential);

describe the power flow from engine to final drive (e.g., engine to wheels, engine to propeller, engine to track) in various types of drivetrains.

Understanding Major Systems and Components: identify and describe the major systems and components of vehicles, aircraft, and/or watercraft;

identify and describe the function of various types of steering/control systems and their components (e.g., systems: rack and pinion, recirculating ball, fly-by-wire; components: rack, pitman arm);

identify and describe the function of various types of suspension systems and their components (e.g., systems: coil spring, leaf spring, torsion; components: coil, leaf, torsion bar);

identify and describe the function of various types of brake systems and their components (e.g., systems: mechanical, hydraulic, electric, pneumatic; components: emergency cable, wheel cylinder, magnet, brake chamber);

identify and describe the function of the electrical system and its components (e.g., battery, fuses, starter);

identify and describe major body, hull, and/or fuselage system components (e.g., fender, keel, fairing).

Technological and Mathematical Literacy: demonstrate an understanding of the technical and mathematical knowledge and skills required to properly maintain and repair vehicles, aircraft, and/or watercraft.

use appropriate resources (e.g., shop manuals, online information) to find information as required for basic maintenance and repair of vehicles and/or craft;

report on work in progress (e.g., complete a work order, parts list, and/or journal) using appropriate documentation;

apply appropriate mathematical and/or scientific principles, procedures, and terms and symbols when conducting and/or reporting on work on vehicles and/or craft (e.g., convert measures from US customary/British imperial units to metric units – pounds per square inch [PSI] to kilopascals [kPa], gallons to litres; calculate antifreeze-to-water ratio);

use appropriate terminology for tools and equipment used in connection with vehicles and/or craft (e.g., hand tools: wrenches, socket wrench sets; power tools: air ratchet, drill; equipment: battery chargers, on-board diagnostic [OBD] code readers);

correctly interpret drawings that depict system components of vehicles and/or craft (e.g., illustrations in parts lists, exploded views, technical drawings)

Transportation Technology Skills

Design and Fabrication: use problem-solving processes to design and fabricate a project that converts and uses energy, and to address various problems or challenges related to vehicles or craft;

use a problem-solving process to design and fabricate a project (e.g., a self-propelled vehicle or craft) that demonstrates conversion and use of energy under varying conditions (e.g., application of mechanical advantage, varying torque and speed);

use various problem-solving processes and techniques appropriately to solve problems or address challenges related to vehicles or craft;

apply relevant technological concepts (e.g., concepts related to materials, power and energy, mechanisms) appropriately as they work through problem-solving processes related to vehicles or craft;

report on the end result of the project and identify possible improvements.

Maintenance and Repair Techniques: demonstrate the safe and correct use of a variety of maintenance and repair techniques for servicing powertrain components;

use tools required for basic service tasks related to powertrains (e.g., hand and power tools) correctly and maintain the tools in good working order;

use technical and product manuals and/or software programs to identify and locate powertrain components and determine recommended service procedures and maintenance schedules;

perform basic maintenance procedures related to powertrains (e.g., engine oil change, basic vehicle/craft inspection, blade or cuttingtool sharpening) safely and correctly;

demonstrate the correct use of various fastening techniques (e.g., use of fasteners, sealants, bonding agents);

demonstrate the safe and correct use of various fabrication and repair techniques (e.g., cutting threads, heating, soldering, welding);

perform basic engine repair, demonstrating understanding of the function and operation of engine components (e.g., dismantle and reassemble a small engine safely and correctly, making necessary repairs in the process).

Basic Service of Vehicle and/or Craft Systems and Components: perform basic service on various vehicle, aircraft, and/or watercraft systems and components;

locate and identify the major components of steering/control, suspension, brake, electrical, and body systems when performing basic service on a vehicle or craft;

perform appropriate measurements related to system components (e.g., tire pressure; chain, cable, and/or belt tension and wear; specific gravity of engine coolant; battery voltage), making any necessary adjustments to meet manufacturers’ specifications;

service steering/control, suspension, brake, electrical, and body system components (e.g., lubricate body hinges [on doors, hood, trunk or hatch], balance tires, check brake fluid level, check vehicle height, charge a discharged battery) safely and correctly.

Care and Maintenance of Vehicles and/or Craft: follow correct procedures for the preventive maintenance and care of vehicles, aircraft, and/or watercraft.

perform exterior and interior surface care procedures (e.g., detailing, washing and waxing, removal of debris from undercarriage) safely and correctly;

use proper procedures for winterizing and/or storing vehicles and/or craft (e.g., test antifreeze, drain or stabilize fuel, take rust prevention measures).

Technology, The Environment, And Society

Technology and the Environment : demonstrate an understanding of ways in which various aspects of the transportation industry affect the environment and ways in which harmful effects can be remedied or reduced;

research and report on ways in which the transportation industry affects the environment and on efforts being made to remedy or reduce harmful effects (e.g., improved production methods, automotive parts recycling), including ways of disposing of waste products (e.g., used oil, used batteries, used paint/thinners);

describe the pros and cons of using environmentally friendly products (e.g., biodegradable cleaners) and procedures (e.g., recycling of materials) when servicing and/or maintaining vehicles and/or craft;

describe the environmental impact of various modes of transportation (e.g., tail-pipe emissions, noise pollution, water contamination and habitat degradation, bird and animal strikes)

Technology and Society: demonstrate an understanding of the relationship between various aspects of the transportation industry and society.

research and report on the development of improved safety features in transportation technology (e.g., airbags, anti-lock brakes);

describe recent technological innovations (e.g., related to performance, comfort, driveability, fuel economy, recycling of parts) in vehicles and/or craft;

explain the pros and cons of various means of transporting people/materials (e.g., by road [bicycle, car, bus, truck], rail, air, water) in terms of economy, safety, convenience, and so on.

Professional Practice and Career Opportunities

Health and Safety: demonstrate an understanding of and compliance with occupational health and safety regulations and standards in transportation technology;

identify and explain the importance of legislation and regulations related to procedures and operations used in transportation technology facilities (e.g., Occupational Health and Safety Act [OHSA], Workplace Hazardous Materials Information System [WHMIS], Apprenticeship and Certification Act);

demonstrate good housekeeping and safety practices in the work environment (e.g., cleaning up spills and leaks, proper disposal of waste, keeping areas clean and clear of obstructions);

use protective clothing and equipment (e.g., eye and hearing protection, gloves, breathing apparatus) as required to ensure their own and others’ safety in the work environment.

Career Opportunities: identify career opportunities in the transportation industry and the education and training required for them

identify various sectors and occupational areas within the transportation industry (e.g., sectors: air, sea, rail, road; occupational areas: manufacture of vehicles and/or craft, sales, service);

identify a variety of career opportunities in the transportation industry (e.g., apprenticeship/ trade, parts retail, business ownership) and describe the secondary school pathways (i.e., selection of courses, programs, and experiential learning opportunities) that would provide the best preparation for these careers;

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the transportation industry (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);

demonstrate an understanding of the Essential Skills that are important for success in the transportation industry, as identified in the Ontario Skills Passport (e.g., finding information, measurement and calculation, problem solving)

demonstrate an understanding of the work habits that are important for success in the transportation industry, as identified in the Ontario Skills Passport (e.g., working safely, teamwork, reliability);

develop and/or select pieces of work and other materials that provide evidence of their skills and achievements in transportation technology, for inclusion in a portfolio (e.g., work logs, skills checklist, sketches, photographs of projects).

Technological Education

Communications Technology Fundamentals

Core Concepts,Techniques, and Skills: demonstrate an understanding of the core concepts, techniques, and skills required to produce a range of communications media products and services;

demonstrate an understanding of design principles (e.g., balance, rhythm, proportion, contrast, and flow) and elements (e.g., colour, line, space, form, and texture) and their role in creating effective media products (e.g., use of colour in photography, balance in a layout, continuity in an audio or video production, proportion and contrast in typography)

demonstrate an understanding of the concepts (e.g., video and photography composition, appropriate audio levels, audio and video continuity, animation fluidity, balanced layout, basic lighting) and creative techniques (e.g., lighting, image manipulation and editing, composition and framing) required to produce effective media products or services;

identify the components of a communications system (e.g., cameras, lenses, filters, editing software, printer in a photographic system; microphones, connectors, mixers, recorders in an audio system; desktop publishing software and platesetter in a computer-to-plate system) and describe their functions;

identify different types of communications software (e.g., software for photo, audio, and video editing, animation, page layout, web page creation, and computer graphics), and describe how they are used to produce communications technology products and services.

Equipment and Software: demonstrate an understanding of different types of equipment and software and how they are used to perform a range of communications technology operations and tasks

identify the components and controls of different types of communications devices (e.g., lens, mirror, sensor, command dial, mode selector in a digital SLR; plate cylinder, blanket cylinder, impression cylinder, ink keys in an offset press) and describe their functions

use application software and/or equipment competently to perform a variety of communications tasks (e.g., inputting, manipulating, and outputting sounds and images; embedding and linking graphics in an interactive portable document; posting media on the Internet).

Technical Terminology and Scientific and Mathematical Concepts: demonstrate an understanding of technical terminology, scientific concepts, and mathematical concepts used in communications technology and apply them to the creation of media products;

demonstrate an understanding of communications technology terms, and use them correctly in oral and written communication (e.g., kerning, framing, key frame, jump cut, peaking, video switching, audio levels, dissolve, resolution, masking, file management, storyboard)

demonstrate a basic understanding of scientific concepts that relate to processes and technologies used in communications technology (e.g., light and colour theory, acoustic theory, persistence of vision, sensor operation);

use appropriate formulas and calculations to solve problems in pre-production, production, and post-production work (e.g., calculating frame rates, timelines, resolutions, file compression ratios, scaling).

Teamwork: demonstrate an understanding of and apply the interpersonal and communication skills necessary to work in a team environment.

explain the benefits of listening, encouraging participation, and sharing information, resources, and expertise when working in a team setting;

describe and apply concepts and techniques that facilitate effective collaboration in a team environment (e.g., cooperative discussion, conflict resolution techniques, providing opportunities for all to participate, listening, respecting the ideas of others, constructive criticism).

Communications Technology Skills

Project Management: apply project management techniques to develop communications technology products effectively in a team environment

describe the roles that are required for effective management of team-based projects (e.g., scheduler, budget controller, secretary/coordinator) and apply coordination techniques (e.g., meeting regularly to review progress and make decisions, forming task groups to deal with special issues)

use a variety of planning techniques and tools (e.g., research, design briefs, task lists, scripts, mock-ups, storyboards, site maps, project-planning software) when creating plans for communications projects;

use appropriate organizational and timemanagement tools (e.g., student planners, journals, electronic organizers, organizational software) throughout the project to manage resources and ensure that project deadlines are met;

use a variety of techniques (e.g., comparing outcomes to specifications) to evaluate the results of the project management process.

Problem Solving: apply a design process or other problem-solving processes or strategies to meet a range of challenges in communications technology

define a problem or challenge precisely and in adequate detail, taking into account relevant contextual or background information;

define project objectives and performance criteria precisely and in adequate detail, and identify constraints such as cost, time, or technology restrictions that will limit design or problem-solving options;

use a variety of information sources and research techniques to help identify possible solutions (e.g., Internet and library searches, checking manuals and other printed materials, consulting experts)

use idea-generating techniques such as brainstorming or clarification techniques such as situation analyses to help identify possible solutions;

use charts or hand-drawn sketches to organize sequences, clarify relationships, or compare alternatives;

evaluate possible solutions to identify those that most effectively meet the objectives and criteria within the existing constraints.

Process and Production Skills: create productions that demonstrate competence in the application of creative and technical skills and incorporate current standards, processes, formats, and technologies.

use appropriate procedures to set up and operate media production equipment (e.g., audio, video, or graphic systems; studio lighting systems; electronic pre-press equipment; printing systems);

use appropriate software applications (e.g., computer graphics, photo editing, video editing) to complete a variety of tasks associated with designing communications media;

demonstrate an understanding of industry guidelines, conventions, rules, and standards and apply them to the production of communications media products (e.g., standards for legibility, type measurement, and letter spacing in graphic design; video resolution standards [standard versus high definition] and colour standards [NTSC versus ATSC] for TV; colour proofing guidelines for printing; resolution, readability, file size, browser compatibility, and accessibility standards for websites).

Technology, The Environment, and Society

Technology and the Environment: describe the impact of current communications media technologies and activities on the environment and identify ways of reducing harmful effects;

describe the impact of current communications media technologies on the environment (e.g., increased energy consumption, disposal of electronic equipment and batteries, noise pollution, electromagnetic interference, RF pollution, chemical and other wastes associated with paper production

describe environmentally responsible practices that can be used to reduce the impact of communications technologies on the environment (e.g., recycling or finding new uses for obsolete equipment, disposal of batteries as toxic waste, using energy-efficient equipment and turning off equipment that is not being used, recycling of toner cartridges, use of recycled paper).

Technology and Society: demonstrate an understanding of the social effects of current communications media technologies and the importance of respecting cultural and societal diversity in the production of media projects.

demonstrate an understanding of social standards and cultural sensitivity and use appropriate and inclusive content, images, and language in communications media productions (e.g., including people from different races, cultures, and backgrounds in media productions; portraying minority groups with respect and sensitivity; avoiding sexism, homophobia, and cultural or racial bias);

demonstrate an understanding of social standards and cultural sensitivity and use appropriate and inclusive content, images, and language in communications media productions (e.g., including people from different races, cultures, and backgrounds in media productions; portraying minority groups with respect and sensitivity; avoiding sexism, homophobia, and cultural or racial bias);

Professional Practice and Career Opportunities

Health and Safety: demonstrate an understanding of and apply safe work practices when performing communications technology tasks;

describe industry hazards (e.g., ergonomic hazards, electrical hazards, mechanical hazards), identify sources of hazard information (e.g., Workplace Hazardous Materials Information System [WHMIS], Passport to Safety), and describe methods of preventing accidents (e.g., safety audits, regular retraining in safety procedures);

demonstrate an understanding of and apply safe work practices when performing communications technology tasks (e.g., use of safe procedures for lighting set-up, cable management, computer operation, and ladder use; use of ergonomic equipment and practices)

Professional Standards and Ethics: demonstrate an understanding of and adhere to legal requirements and ethical standards relating to the communications technology industry

demonstrate an understanding of and adhere to laws applicable to creative content (e.g., laws governing copyright and other creative property rights, domain names, privacy, defamation);

describe privacy and security issues related to the use of communications media technology;

demonstrate an understanding of and adhere to ethical standards relating to the creation of media products (e.g., restrictions on appropriation of content and image manipulation) and to their dissemination (e.g., honesty in advertising)

Career Opportunities: identify careers in communications technology for which postsecondary education is required or advantageous, and describe college and university programs that prepare students for entry into these occupations.

describe careers in communications technology for which postsecondary education is required or advantageous, and identify the qualifications required for entry into these occupations

describe university and college programs that prepare students for careers in communications technology, and identify the qualifications required for entry into these programs;

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the communications technology industry (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);

demonstrate an understanding of and apply the Essential Skills that are important for success in the communications technology industry, as identified in the Ontario Skills Passport (e.g., reading text, oral communication, job task planning and organizing, problem solving, finding information);

demonstrate an understanding of and apply the work habits that are important for success in the communications technology industry, as identified in the Ontario Skills Passport (e.g., working safely, teamwork, reliability, initiative, customer service, entrepreneurship);

demonstrate an understanding of and apply the work habits that are important for success in the communications technology industry, as identified in the Ontario Skills Passport (e.g., working safely, teamwork, reliability, initiative, customer service, entrepreneurship);

Technological Education

Communications Technology Fundamentals

Core Concepts,Techniques, and Skills: demonstrate an understanding of the core concepts, techniques, and skills required to produce a range of audio, video, broadcast journalism, graphic arts, and printing and publishing products or services

demonstrate an understanding of technological concepts (e.g., aesthetics, control, environmental sustainability, ergonomics, fabrication/building/ creation, function, innovation, material, mechanism, power and energy, safety, structure, systems) and their relevance to the design and creation of media projects

demonstrate an understanding of technological concepts (e.g., aesthetics, control, environmental sustainability, ergonomics, fabrication/building/ creation, function, innovation, material, mechanism, power and energy, safety, structure, systems) and their relevance to the design and creation of media projects

use video editing, audio editing, graphic arts, and publishing software correctly to perform basic production tasks or create simple products (e.g., use dissolves and fades, stop motion; add titles; create simple layouts, logos)

demonstrate an understanding of the creative skills and techniques required to produce effective video, audio, broadcast journalism, graphic arts, and print products (e.g., lighting techniques, recording techniques, blocking techniques, editing techniques, interviewing and journalistic writing techniques, colour matching);

identify the components of audio, video, graphic arts, and printing systems (e.g., video cameras, editing software, switchers, microphones, audio mixers, computers, monitors, platesetters, different types of presses [offset, flexographic, gravure, letterpress], inkjet and electrostatic printers, bindery equipment) and devices (e.g., camera controls, sensor, recording media, connectors, toner, roller, ozone filter), and describe their functions

use safe and appropriate methods for installing, transporting, and storing audio, video, broadcast journalism, and graphic arts equipment (e.g., cameras, tripods, lights, microphones, teleprompters, portable mixers, cables, scanners) and setting up printing equipment;

apply design principles (e.g., balance, rhythm, proportion, contrast, and flow) and elements (e.g., colour, line, space, form, and texture) to communicate an idea or concept.

Technical Terminology and Scientific and Mathematical Concepts: demonstrate an understanding of technical terminology, scientific concepts, and mathematical concepts used in audio and video production, broadcast journalism, graphic arts, and printing and publishing, and apply them to the creation of media products;

demonstrate an understanding of terminology related to video and audio production, broadcast journalism, graphic arts, and publishing, and use it correctly in oral and written communication (e.g., sampling rate, aspect ratio, headroom, continuity, offline media, closure, voice-over, tag, spot colour, colour mode);

demonstrate an understanding of scientific concepts that relate to processes and technologies used in video and audio production and printing (e.g., behaviour of light; conversion of light and sound to electricity and back; digital encoding of light, sound, and data; persistence of vision; principles of various printing technologies such as inkjet, electrostatic, and offset

use mathematical concepts and formulas as required to complete tasks in audio and video production, graphic arts, and print production (e.g., calculation of lighting ratios and exposures, timing of sequences in audio and video editing, image scaling, imposition planning).

Teamwork: demonstrate an understanding of and apply the interpersonal skills necessary to work effectively in a team setting

explain the value of sharing ideas, information, resources, and expertise when working in a team setting

describe and use techniques that encourage participation by all members of a team (e.g., brainstorming, group discussion, celebration of others’ thoughts or contributions);

describe and use concepts and techniques that facilitate effective collaboration in a team environment (e.g., cooperative discussion, conflict resolution techniques, motivation techniques, respect for the ideas of others, constructive criticism).

Communications Technology Skills

Project Management: apply project management techniques to the planning and development of audio, video, broadcast journalism, graphic arts, and printing products

use a variety of planning techniques and tools (e.g., research, project proposals, storyboards, script treatments) when creating plans for an audio, video, broadcast journalism, graphic arts, and/or printing project;

use appropriate organizational and timemanagement tools (e.g., student planners, journals, production schedules, electronic organizers, organizational software) throughout the project to manage resources and ensure that project deadlines are met.

Problem Solving: apply a design process or other problem-solving processes or strategies to meet a range of challenges in creating audio, video, broadcast journalism, graphic arts, and printing products;

apply the steps in a design process to develop solutions to creative challenges (e.g., define the problem or challenge, taking into account relevant contextual or background information; define project objectives and criteria and identify constraints such as cost, time, or technology limitations; gather information and generate possible solutions using techniques such as brainstorming; evaluate possible solutions and apply the one that most effectively meets the objectives and criteria within the existing constraints)

apply appropriate problem-solving approaches and/or techniques to solve specific technical problems (e.g., diagnostics, reverse engineering, trial and error, divide and conquer, parts substitution, extreme cases).

Process and Production Skills: create products or productions that demonstrate competence in the application of creative and technical skills.

apply creative skills, equipment operating skills, and software skills to create components for a media production (e.g., news copy, video footage, voice-overs for a TV news broadcast; text, images, page layouts for a publication);

apply editing skills to integrate the components into a unified and effective production.

Technology, The Environment, and Society

Technology and the Environment: describe the impact of communications media technologies and activities on the environment, and identify ways of reducing their harmful effects

describe the effects of current audio, video, broadcast journalism, graphic arts, and printing technologies on the environment (e.g., increased energy consumption, waste and disposal problems created by rapid obsolescence, toxic wastes, noise pollution, electromagnetic interference, RF pollution);

describe ways in which environmental problems are being or can be addressed by the audio, video, broadcast journalism, graphic arts, and printing industries (e.g., using energyefficient equipment, upgrading rather than replacing obsolete equipment, recycling equipment slated for disposal, using environmentally friendly inks and environmentally responsible press cleanup methods, using the persuasive power of the media to promote environmental stewardship, environmental certification of operations [EcoLogo, ISO 14001])

Technology and Society: demonstrate an understanding of social effects and issues arising from the use of communications media technologies and the importance of respecting cultural and societal diversity in the production of media projects.

demonstrate an understanding of social standards and cultural sensitivity and use appropriate and inclusive content, images, and language in communications media productions (e.g., including people from different races, cultures, and backgrounds in media productions; portraying minority groups with respect and sensitivity; avoiding sexism, homophobia, and cultural or racial bias);

identify legal and ethical issues related to communications media production (e.g., copyright, respect of privacy and personal information);

identify recent innovations in audio, video, broadcast journalism, graphic arts, and printing technologies (e.g., increasing affordability and ease of use of high-quality equipment; development of software for performing complex tasks) and describe their social and economic effects (e.g., new opportunities for small businesses to produce CDs, videos, and other products; weakening of the traditional newspaper and magazine market; new opportunities to reach specialized audiences through short-run publishing; new opportunities for Aboriginal or other ethnocultural or social groups to promote their culture and points of view; decline of old technology businesses and rise of new technology businesses).

Professional Practice and Career Opportunities

Health and Safety: demonstrate an understanding of and apply safe work practices in the use of audio, video, broadcast journalism, graphic arts, and printing equipment;

describe industry hazards (e.g., ergonomic hazards, electrical hazards, mechanical hazards), identify sources of hazard information (e.g., Workplace Hazardous Materials Information System [WHMIS], Passport to Safety), and describe methods for preventing accidents;

demonstrate an understanding of and apply safe work practices when using equipment (e.g., use of gloves and other protective clothing, correct seat placement, use of proper cable management techniques, use of ergonomically designed equipment, proper grounding of electrical devices, use of safety chains, correct use of ladders, proper use and storage of equipment);

describe health risks (e.g., carpal tunnel syndrome, eye strain) associated with the use of audio, video, broadcast journalism, graphic arts, and printing equipment, and identify ways of avoiding them.

Career Opportunities: identify careers in audio and video production, broadcast journalism, graphic arts, and printing and publishing, and describe the skills, work habits, education, and training required for entry into employment in these fields.

identify career opportunities in audio and video production, broadcast journalism, graphic arts, and printing and publishing (e.g., director, announcer, videographer, journalist, graphic illustrator, printer) and describe the qualifications and skills needed for entry into these occupations;

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the audio and video production, broadcast journalism, graphic arts, and printing and publishing industries (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);

demonstrate an understanding of and apply the Essential Skills that are important for success in the audio and video production, broadcast journalism, graphic arts, and printing and publishing industries, as identified in the Ontario Skills Passport (e.g., computer use, oral communication, measurement and calculation, numerical estimation, job task planning and organizing, decision making);

demonstrate an understanding of and apply the work habits that are important for success in the audio and video production, broadcast journalism, graphic arts, and printing and publishing industries, as identified in the Ontario Skills Passport (e.g., working safely, teamwork, reliability, initiative, customer service, entrepreneurship);

maintain an up-to-date portfolio that includes pieces of work and other materials that provide evidence of their skills and achievements in audio and video production, broadcast journalism, graphic arts, and/or printing and publishing (e.g., work logs, skills checklist, photographs, digital media, sketches, drawings), and explain why having a current portfolio is important for career development and advancement.

Technological Education

Communications Technology Fundamentals

Computer Hardware: describe how computer components function, and discuss trends in the development of computer hardware;

describe how the internal components of a computer function (e.g., CPU, mainboard, disk drives, RAM, chipset, video card, sound card, expansion slot)

describe various standards for connecting computer components (e.g., parallel port, RS-232, USB, IEEE 1394, VGA, DVI);

describe trends in the development of computer hardware (e.g., size, cost, and speed of processors, memory, and hard drives; video resolution; capacity of optical disks).

Computer Systems: describe the functions of BIOSes and operating systems, and how they interact with each other and with computer hardware;

describe the essential functions and other features of various operating systems (e.g., functions: management of resources, files, processes, and applications; features: services, usability, performance, applications such as text editor, web browser, or media player);

describe changes that may be required when upgrading hardware components or features of a computer system (e.g., BIOS updates, installation of drivers for new hardware, resolution of compatibility issues);

describe the essential functions performed by the BIOS firmware in computer systems (e.g., POST [power on self test], boot sequence, hardware recognition, detection of master boot record)

describe how the BIOS, hardware, and operating system of a computer interact.

Electronics, Robotics, and Computer Interfacing: describe the function of electronic components and the use of these components in control systems and other circuits, and calculate values for circuit components;

identify and describe the functions of electronic components (e.g., resistor, capacitor, diode, LED)

describe the function of electrical devices used in control systems (e.g., stepper motor, direct-current motor, touch sensor, accelerometer, optical sensor, power supply);

calculate the values of components in electronic circuits using fundamental laws (e.g., Ohm’s law, Kirchhoff’s laws);

explain the importance of advances in electronics (e.g., compare size, cost, and performance of vacuum tubes, transistors, and integrated circuits);

compare the advantages and disadvantages of interfacing using desktop computers, microcontrollers, and programmable logic controllers.

Networking Concepts: describe network concepts, services, and security;

explain fundamental network concepts (e.g., bandwidth, throughput, full duplex, half duplex);

explain the fundamental aspects of TCP/IP addressing as it pertains to workstations on a network (e.g., workstation IP address, subnet mask, MAC [media access control] address, default gateway address);

describe various services offered by servers to network clients (e.g., HTTP, FTP, SMTP, telnet, printing, file transfers and storage, login);

describe methods for making a network secure (e.g., firewalls, data and password encryption, user authentication, WEP or WPA keys, security of server room)

Data Representation and Digital Logic: demonstrate an understanding of the use of binary numbers, hexadecimal numbers, and Boolean algebra in computer logic and data processing

describe binary and hexadecimal numbers, and convert positive integers among decimal, binary, and hexadecimal number systems;

compare binary and hexadecimal representation of addresses and data (e.g., absolute addressing, character codes, colours);

relate Boolean algebra to the fundamental logic gates and to combinations of these gates, using symbolic, algebraic, and numeric representations

Communications Technology Skills

Hardware Solutions: build, configure, and maintain a computer system, and connect peripheral devices;

build a computer from parts to meet specified requirements (e.g., for gaming, business, entertainment, media centre, or graphic design);

use correct procedures to prevent damage to sensitive components (e.g., use anti-static wrist straps and mats, disconnect power when inserting expansion cards);

install and configure peripheral devices in a computer system (e.g., printer, video camera, external drives);

document maintenance and troubleshooting of computer hardware on a day-to-day basis (e.g., use a journal or log to record work done, time taken, problems found, solutions attempted, and results).

Computer Systems: set up, optimize, and back up a computer system;

set up and configure a home office system (e.g., computer, scanner, printer, appropriate software);

use system utilities for optimization and backup (e.g., defragment files; scan hard drives for defective sectors; run complete, incremental, and differential backups);

configure a computer system to use multiple operating systems (e.g., dual boot, virtual machines).

Electronics, Robotics, and Computer Interfacing: design, construct, create diagrams for, and troubleshoot electronic circuits and interfaces for control systems;

use a design process (see pp. 22–23) to design and safely construct and test interfacing or robotics circuits (e.g., for LED traffic lights, VU meter, alarm system, or motor control), using appropriate materials and techniques, including soldering

troubleshoot an electronic circuit using appropriate methods and test equipment (e.g., methods: isolation and substitution of components; equipment: multimeter, oscilloscope, logic probe);

draw and interpret diagrams that represent circuit components and functions (e.g., schematic diagram, block diagram, flow chart);

use computer programs to simulate circuit performance and to draw schematic diagrams and circuit layouts (e.g., circuit simulator, schematic capture software, printed circuit board layout software).

Network Setup and Management: design, install, configure, test, and troubleshoot networks;

design, install, and configure a peer-to-peer network (e.g., choose appropriate computers and network interfaces, construct cables, enable file sharing) using appropriate tools, materials, and equipment (e.g., UTP cable, 8P8C connectors, crimping tool, cable tester);

draw diagrams of various LAN types (e.g., peer-to-peer, client-server) and topologies (e.g., bus, star, ring);

construct various network cables (e.g., straight-through, crossover)

use a variety of methods to verify the operation of a network (e.g., visual inspection, ping, ipconfig, telnet, tracert, arp);

use a problem-solving process (see pp. 21–23) to troubleshoot networks.

Computer Programming: demonstrate an understanding of fundamental programming concepts, and develop a program that interacts with an external device.

use constants, variables, expressions, and assignment statements correctly, taking into account the order in which operations are performed;

use input statements, output statements, selection structures, and repetition structures in a program;

use a design process to write, test, and debug a computer program that controls and/or responds to the inputs from an external device (e.g., LED array, motor, relay, infrared sensor, temperature sensor).

Technology, The Environment, and Society

Technology and the Environment: describe environmental issues related to the widespread use of computers and associated technologies;

describe the effects of computer and electronic technology on the environment (e.g., accumulation of electronic waste, including lead and other toxic materials used in computers; release of ozonedestroying chemicals used to wash soldering flux from circuit boards; energy consumed by computers left in standby mode; fuel consumption and air pollution reduced by computerized traffic-control systems)

outline how community partners and government agencies apply the reduce/reuse/ recycle concept to computer technology

Technology and Society: describe societal issues related to the widespread use of computers and associated technologies.

describe the benefits of computer and electronic technology for society (e.g., greater efficiency and lower costs for information services, improved access to technology for economically disadvantaged people and nations, development of a “global village”);

describe some of the drawbacks of computer and electronic technology for society (e.g., loss of privacy, infringement of intellectual property rights through unlicensed copying and electronic distribution, a more sedentary lifestyle, spam, telemarketing, Internet gambling addictions).

Professional Practice and Career Opportunities

Health and Safety: demonstrate an understanding of relevant safety practices, standards, and legislation;

comply with relevant industry practices, standards, and related legislation to ensure workplace safety (e.g., standards and regulations specified in the Workplace Hazardous Materials Information System [WHMIS] and the Electrical Safety Code; grounding and enclosure standards for electrical circuits; ergonomically sound workplace arrangements and practices);

describe and use appropriate equipment, techniques, and strategies to avoid health and safety problems associated with computer use (e.g., back injuries from improper lifting of heavy equipment, repetitive strain injuries, eye strain).

Ethics and Security: describe ethical and security issues related to the use of computers;

describe the components of an acceptableuse policy for computers (e.g., restrictions on commercial or personal use, prohibition of inappropriate content, protection of privacy);

explain the importance of and comply with software licensing legislation (e.g., copyright and patent acts);

explain the importance of security (e.g., password protection, encryption) for confidential data and other sensitive electronic information (e.g., to protect against industrial espionage or identity theft).

Career Opportunities: describe various careers related to computer technology and electronics, and the entry requirements for these careers.

describe various careers related to computer technology and electronics that require postsecondary education (e.g., computer engineer, systems analyst, network analyst, information technology technician);

describe entry requirements, including computer expertise, for careers related to computer technology (e.g., apprenticeships, university programs, college programs, industry certifications);

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in computer technology (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);

demonstrate an understanding of and apply the Essential Skills that are important for success in the computer technology industry, as identified in the Ontario Skills Passport (OSP) (e.g., reading text, writing, document use, computer use, oral communication, numeracy, thinking skills);

demonstrate an understanding of and apply the work habits that are important for success in the computer technology industry, as identified in the Ontario Skills Passport (e.g., working safely, teamwork, reliability, organization, working independently, initiative, self-advocacy);

maintain an up-to-date portfolio that includes pieces of work and other materials that provide evidence of their skills and achievements in computer technology (e.g., Passport to Safety certificate, OSP Work Plan, OSP Transition Plan, circuit diagrams, photographs of projects, video of working robot), and explain why having a current portfolio is important for career develD3. Career Opportunities opment and advancement.

Technological Education

Communications Technology Fundamentals

Computer Hardware: describe the function and development of a variety of computer hardware

use relevant technical terminology to describe computer hardware (e.g., processors, memory, drives, monitors, printers);

identify and describe current storage devices (e.g., hard drives, CD/DVD drives, USB drives);

describe the function of current input and output devices (e.g., keyboards, mice, tablets, printers, monitors, scanners, webcams);

discuss past developments and current trends in hardware technology (e.g., changes in types, capacity, speed, and cost).

Networking Concepts: describe the topologies and hardware of computer networks, and the advantages and disadvantages of computer networking

describe common network topologies and requirements (e.g., physical layouts, equipment, connections);

describe the function of various types of network hardware (e.g., hubs, switches, routers, cabling);

describe the advantages and disadvantages of networked computing (e.g., data sharing, collaborative applications, security, costs, centralized administration, reliability, effects of equipment failure).

Software: describe the requirements and purpose of a variety of current software, and identify compatibility issues for this software.

describe the purpose of various types of software (e.g., operating systems, application software, drivers, firmware);

compare the requirements of various operating systems (e.g., memory, hard-drive space, processor type and speed, video resolution);

identify a variety of current software products, their uses, and their hardware requirements

describe the use of drivers and plug-andplay systems for computer hardware;

identify issues of software compatibility (e.g., operating systems; software, driver, and operating system updates; hardware; backward and forward compatibility of files).

Communications Technology Skills

Hardware Solutions: research and determine hardware solutions for users’ computer needs;

analyse user hardware needs for a personal computer (e.g., processor type and speed, memory, hard-drive capacity, modem and/or network card, video card, audio card, number and types of ports, wireless communication), and write a summary of these needs

compare availability and costs for hardware from local, national, and/or global suppliers;

design an effective home office layout, including the location of computers, peripherals, furniture, and lighting.

Installation, Maintenance, and Troubleshooting: install, update, maintain, and troubleshoot computer hardware, and back up system and user data;

follow established procedures for installing, servicing, and troubleshooting computer hardware;

follow correct procedures to prevent damage to computer components (e.g., use of anti-static wrist straps, mats, bags, and containers);

perform basic maintenance on the hardware components of a computer system (e.g., remove dust from fans and circuit boards, clean input devices and monitor screen, change printer cartridges);

use utility software to diagnose and correct problems (e.g., defragment a drive, scan hard drives for errors and defective sectors, detect and remove viruses and spyware);

use established procedures to perform backups of system data and user information;

install and configure expansion and upgrade devices (e.g., video card, network card, memory, secondary storage devices).

Network Setup and Management: plan, install, and manage a computer network

use a design process (see pp. 22–23) to plan and install a home or small office network;

Install and configure additional shared devices on a network (e.g., printers, scanner, drives);

use network utilities (e.g., ping, telnet, ipconfig) to diagnose and correct problems (e.g., incorrect IP configuration, slow connections).

Software Implementation: install, use, and update operating systems, utility software, and application software.

collect and analyse information from customers to determine their software needs (e.g., security requirements, budget, applications, preferred platform);

properly set up and configure software for various user needs (e.g., business, personal, and/or gaming applications; access for multiple users and/or visually impaired users; master user account);

properly install software upgrades (e.g., operating system, application software);

install and update utility and antivirus software.

Technology, The Environment, and Society

Technology and the Environment: describe environmental issues related to the widespread use of computer technology;

describe the effects of computer technology on the environment (e.g., accumulation of electronic waste, use of lead and other toxic materials in computers, use of ozone-destroying chemicals to wash soldering flux from circuit boards, energy consumed by computers left in standby mode, energy saved by use of programmable thermostats);

outline how community partners and government agencies apply the reduce/reuse/ recycle concept to computer technology

Technology and Society: describe societal issues related to the widespread use of computer technology.

describe the benefits of computer technology for society (e.g., cheaper and more efficient information services, telecommuting, development of a “global village”);

describe the drawbacks of computer technology for society (e.g., Internet gambling addictions, more sedentary lifestyle, spam, telemarketing, loss of privacy).

Professional Practice and Career Opportunities

Health and Safety: identify and follow computer-related safety practices;

Ethics and Security: describe ethical and security issues related to the use of computers;

use appropriate equipment, techniques, and strategies to avoid health and safety problems when assembling, using, and maintaining computer systems (e.g., repetitive strain injuries, eye strain, electrical shock);

comply with acceptable-use policies for computers (e.g., restrictions on commercial or personal use, prohibition of inappropriate content and plagiarism, protection of privacy and intellectual property rights);

explain how copyright legislation applies to computer software and media content, and follow proper licensing and registration procedures for such material (e.g., rights: copyright, open source, public domain; licences: shareware, retail, copyleft such as Creative Commons and GNU);

explain the importance of passwords, security software updates, and protection of personal information and client data.

Customer Service: describe and apply professional customer-service practices;

describe issues related to Internet safety (e.g., protection of information stored on computers or transmitted over a network, cyberstalking, cyberbullying, privacy policies).

keep accurate records of customer information using a database, spreadsheet, or word processor (e.g., customer name, contact information, contact date and time, description of the technical problem and any action taken);

describe the importance of professionalism in customer service (e.g., telephone etiquette, appropriate personal appearance and demeanour, keeping accurate records);

follow appropriate customer-service protocols and procedures (e.g., procedures for dealing with complaints, troubleshooting, and customer support by telephone, email, or the Internet);

communicate with clients using an appropriate level of technical terminology

Workplace Skills: apply the skills required for success in the workplace;

use time-management skills in project settings (e.g., set realistic goals, recognize time constraints, plan for deadlines);

use computer terminology correctly, and compile an up-to-date glossary of computer terms and acronyms.

Career Opportunities: describe opportunities for careers and training related to computer technology

describe various computer-related job opportunities in local business and industry (e.g., retail sales, apprenticeship, IT hardware technician, IT network technician, electronic service technician);

identify opportunities for further training and certification (e.g., apprenticeship, college courses, trade certifications);

describe lifelong learning methods used in the computer technology industry (e.g., webbased learning, printed materials, college courses, on-the-job training);

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in computer technology (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);

demonstrate an understanding of and apply the Essential Skills that are important for success in the computer technology industry, as identified in the Ontario Skills Passport (OSP) (e.g., reading text, writing, document use, computer use, oral communication, numeracy, thinking skills);

demonstrate an understanding of and apply the work habits that are important for success in the computer technology industry, as identified in the Ontario Skills Passport (e.g., working safely, teamwork, reliability, organization, working independently, initiative, self-advocacy, customer service)

demonstrate an understanding of and apply the work habits that are important for success in the computer technology industry, as identified in the Ontario Skills Passport (e.g., working safely, teamwork, reliability, organization, working independently, initiative, self-advocacy, customer service)

Technological Education

Construction Technology Fundamentals

Materials, Processes, and Components: demonstrate an understanding of construction materials, processes, and components;

identify and describe the uses and features of construction materials (e.g., lumber, concrete, oriented-strand board [OSB], adhesives, finishes, hardware), tools (e.g., hammers, pliers, hand saws, circular saws, drills), and equipment (e.g., generators, scaffolds)

identify and describe the properties (e.g., physical, mechanical, thermal) of common natural and manufactured building materials (e.g., natural wood, engineered wood, steel framing);

identify and describe the processes used to produce a variety of construction materials (e.g., concrete, masonry, metal products, wood products);

identify and describe various residential construction processes (e.g., slip forming, insulated concrete forming, platform framing, balloon framing, assembling modular cabinetry);

identify and describe structural and non-structural components of buildings (e.g., structural: footings, foundations, floors, bearing walls, columns, beams, lintels, trusses, rafters; non-structural: trim, siding, flooring).

Building Codes, Regulations, and Standards: describe the building codes, regulations, and standards that govern construction projects

describe the purpose of building codes (e.g., Ontario Building Code, Ontario Electrical Safety Code, Ontario Fire and Plumbing codes);

identify and describe regulations and/or bylaws that apply to the design and construction of residential buildings (e.g., municipal by-laws; zoning regulations; official plans; requirements for setbacks, easements, and barrier-free access)

identify and describe standards that apply to residential construction projects (e.g., standards from the Canadian Standards Association [CSA], Underwriters Laboratories of Canada [ULC], and the Workplace Safety and Insurance Board [WSIB]);

identify permits and inspections required for residential construction projects (e.g., building, plumbing, electrical)

describe how standards for the quality and processing of materials (e.g., lumber grades, CSA specifications for pipe and wire) affect the design of a building

identify organizations that promote sustainable building practices, and related standards (e.g., Canada Green Building Council, Leadership in Energy and Environmental Design [LEED®] certification standards).

Building Systems: demonstrate an understanding of the systems in a residential building;

identify and describe the systems in a typical building (e.g., foundation, framing, electrical, plumbing, roof);

describe the relationship between structural systems and architectural elements in construction (e.g., cladding on an exterior support pier);

identify and describe modifications to building systems that would improve the quality and value of the building (e.g., upgraded ventilation, insulation, air barrier).

Design Considerations: demonstrate an understanding of design considerations for residential buildings

describe the features of different types of houses (e.g., one-storey, two-storey, split-level, duplex);

identify a variety of building types (e.g., residential, institutional), architectural styles (e.g., Colonial, Tudor, Victorian, Aboriginal), and construction engineering features (e.g., post and beam, keystone, steel supporting column);

identify components of an environmentally friendly house (e.g., solar water heater, energyefficient heating and cooling systems, recycled building materials);

describe human factors (e.g., function, ergonomics, aesthetics) to consider when planning aspects of a house (e.g., size, appearance, traffic flow, means of egress, use of nonallergenic materials);

identify and describe the reasons for selecting a particular structure and materials for a construction project (e.g., structure: wood versus steel beams; materials: asphalt shingles versus steel roofing);

identify factors affecting the design of a foundation (e.g., drainage, soil type, load, frost penetration);

identify the weather-related loads and stresses that a building must be designed to withstand (e.g., force of wind, snow load on roofs, expansion and contraction due to changes in temperature and humidity)

Terminology: use construction terminology correctly.

use correct terminology to identify and describe materials, supplies, and structural components (e.g., materials: plywood, concrete, polyvinyl chloride [PVC] pipe, wire and cable; supplies: P-trap, ground fault circuit interrupter; structural components: footing, stud, lintel, plenum, valance, gable);

use correct terminology to describe construction processes and techniques (e.g., processes: joining, levelling, squaring, making plumb; techniques: toe-nailing, shimming);

use correct terminology to identify and describe construction tools and equipment (e.g., tools: framing hammer, level, wire stripper, tri-square, power nailer; equipment: air compressor, cement mixer).

Design, Layout, and Planning Skills

Design and Planning: apply a design process and other problem-solving processes and techniques as appropriate to develop solutions for construction problems or challenges;

identify the steps of a design process, and describe how the design process is used in the construction industry (e.g., preparing floor plans, designing prefabricated components; in urban planning);

use appropriate problem-solving processes and techniques to address challenges related to various residential construction projects (e.g., house, cottage, shed, renovation);

use models, prototypes, and/or sketches to aid in improving the design of construction projects;

apply design principles (e.g., scale, proportion, contrast) when designing systems in construction projects (e.g., placement of electrical and plumbing fixtures)

Technical Drawings: create and use working drawings for a variety of residential construction projects;

identify the symbols, abbreviations, hatchings, and other conventions used in various types of drawings of residential buildings (e.g., layout, foundation, floor plan, elevation, cross-section, detail, electrical system, mechanical system);

interpret technical drawings and specifications to accurately plan and lay out residential construction projects (e.g., determine dimensions, materials required, windows and door types, and locations of electrical devices and plumbing fixtures);

modify and/or create hand-drafted and/or computer-assisted technical drawings (e.g., orthographic, isometric, plan, elevation, plumbing, cross-section), using appropriate metric and/or imperial units.

Using Technical Data: determine, use, and communicate accurate technical data in the design of construction projects;

use appropriate sources to determine the technical requirements for residential construction projects (e.g., technical charts and tables, engineering reports, building codes and regulations, standards, municipal by-laws);

identify and describe the types of loads (e.g., live, dead) that building codes require residential structural members (e.g., footings, foundations, floors, bearing walls, roofs, columns, beams, lintels) to withstand;

communicate accurate technical information verbally and graphically (e.g., through written instructions, sketches, and/or detail drawings).

Mathematical Skills: use the mathematical skills required in designing, laying out, and preparing estimates for construction projects.

determine dimensions and lay out construction projects using mathematical principles and formulas (e.g., Pythagorean theorem, volume and area formulas);

use the tables in Part 9 of the Ontario Building Code to determine the required sizes, spacing, and numbers of structural components (e.g., floor joists, lintels) for a construction project;

prepare detailed, accurate estimates of quantities and costs of materials for construction projects, using appropriate metric and/or imperial units (e.g., metres, square metres, litres, board feet, linear feet, square feet, cubic yards);

determine lengths and diameters of fastening devices needed to assemble various construction projects (e.g., lengths and gauges of screws, nails, and staples; diameters of dowels), using appropriate metric and/or imperial units.

Fabrication, Assembly, and Finishing Skills

Technical Skills: demonstrate appropriate technical skills, including the safe use of construction tools, equipment, and materials;

demonstrate safe work practices when using hand tools, power tools, equipment, and materials;

correctly use metric and imperial measuring tools and equipment in a variety of construction projects;

lay out construction projects using a variety of tools and equipment (e.g., framing square, laser level, string line, plumb bob).

Fabrication and Assembly: demonstrate safe and accurate building techniques

safely construct projects in accordance with the specifications for the project (e.g., technical drawings, lists of specified materials and fixtures);

install various systems of a construction project (e.g., structural, electrical, plumbing, heating/ ventilation/air-conditioning, cabinetry) in accordance with codes, regulations, and standards (e.g., building code requirements for size and spacing of joists or beams, Ontario Electrical Safety Code requirements for wiring and fixtures);

describe modifications to improve residential construction projects, and make these modifications where appropriate.

Finishing: correctly apply various finishes to complete residential construction projects.

identify and correctly apply appropriate exterior finishing materials (e.g., siding, stucco, deck stain)

identify and correctly apply appropriate interior finishing materials (e.g., paint, wallpaper, trim, casing).

Technology, The Environment, and Society

Technology and the Environment: demonstrate an understanding of the environmental effects of construction projects, and ways of reducing harmful effects;

plan projects and processes to minimize waste (e.g., use efficient cutting patterns, reuse and recycle leftover materials);

identify and describe environmentally friendly building practices (e.g., high-efficiency heating and cooling, renewable energy technologies, reuse of grey water, use of materials produced from sustainable resources);

describe the environmental effects of using natural and manufactured construction materials (e.g., energy use, release of toxic chemicals, disposal of manufacturing and construction waste, effects on water supply and quality);

describe ways of reducing and/or managing energy consumption in the home (e.g., smart meters, energy-efficient lighting, timers, heatrecovery ventilators);

describe the life cycle of a construction product (e.g., manufacture; installation; reuse, recycling, or disposal)

Technology and Society: describe how society and the construction industry affect each other.

describe the economic and social effects of the construction industry (e.g., land use, creation of primary and secondary jobs, transportation of equipment and materials; encroachment on Aboriginal lands);

describe factors affecting the quality of life of the occupants of residential buildings (e.g., air quality; allergens; access to schools, transit, and health care);

describe how societal and client needs (e.g., budget constraints, barrier-free access, energy efficiency, cultural practices) affect construction projects.

Professional Practice and Career Opportunities

Health and Safety: demonstrate an understanding of and comply with health and safety regulations and practices specific to the construction industry

describe hazards related to construction materials, processes, tools, and equipment (e.g., toxic or flammable fumes from solvents, paints, varnishes, and gasoline; explosion or burns from propane; lung damage from silica; tripping or falls in unfinished buildings; shock from damaged power tools or electrical equipment), and the precautions that should be taken to avoid these hazards;

outline and comply with health and safety legislation and practices for the construction industry (e.g., Workplace Safety and Insurance Board [WSIB] regulations, provincial labour legislation, Ontario Building Code, local by-laws);

use, handle, and store materials in accordance with Workplace Hazardous Materials Information System (WHMIS) guidelines;

describe the rights and responsibilities of employees (e.g., the right to know, the right to refuse, the right to participate, as outlined in the Occupational Health and Safety Act);

use protective clothing, gear, and equipment appropriately (e.g., dust mask, hard hat, safety glasses, safety harness).

Career Opportunities: describe career opportunities in the construction industry, and the importance of lifelong learning for these careers.

identify careers in construction technology (e.g., civil or construction engineer, architectural draftsperson, renovation technician or technologist, indigenous environmental technician, project manager), and describe the education and training required for these careers;

describe the importance of lifelong learning for careers in the construction industry;

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the construction industry (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);

demonstrate an understanding of and apply the Essential Skills that are important for success in the construction industry, as identified in the Ontario Skills Passport (e.g., reading text, document use, measurement and calculation);

demonstrate an understanding of and apply the work habits that are important for success in the construction industry, as identified in the Ontario Skills Passport (e.g., working safely, teamwork, reliability);

maintain an up-to-date portfolio that includes pieces of work and other materials that provide evidence of their skills and achievements in construction technology (e.g., Passport to Safety certificate, technical drawings, reports, photographs of projects, Ontario Skills Passport Work Plan), and explain why having a current portfolio is important for career development and advancement

Technological Education

Construction Technology Fundamentals

Materials, Components, and Processes: identify and describe a variety of construction materials, components, and processes;

identify building materials used in residential construction (e.g., natural wood, plywood, engineered wood products such as oriented-strand board [OSB], concrete, brick, adhesives, steel, copper, acrylonitrile butadene styrene [ABS], cross-linked polyethylene [PEX or XLPE], armoured and nonmetallic sheathed electrical cable);

describe the properties (e.g., physical, mechanical, thermal) of natural and manufactured building materials (e.g., wood studs, steel studs, laminated beams, engineered floor joists);

identify the components of the various systems in a building (e.g., structural: foundation, load-bearing wall, trusses, rafters; building envelope: air barrier, insulation, cladding or siding; electrical: service panel, conduit, cable, device boxes, fixtures);

identify the materials and methods used to manufacture various construction components (e.g., wood studs, baseboard, moulding, steel beams, plastic pipe, armoured cable, windows, doors, paint);

identify various construction processes (e.g., framing, casting concrete in place, bricklaying, tiling, installing millwork, insulating).

Codes, Regulations, and Standards: describe the scope and purpose of building codes, and identify other regulations and standards that apply to construction projects;

describe the scope and purpose of the regulations (e.g., for framing members, built-up beams, electrical wiring, potable water piping, and drain, waste, and vent systems) in the codes that apply to building construction (e.g., Ontario BuildingCode, Ontario Electrical Safety Code, Ontario Fire Code);

identify other regulations that apply to the design of residential buildings (e.g., municipal by-laws, zoning, official plans, requirements for barrier-free access), and describe the process for obtaining construction permits;

identify safety standards that apply to construction projects (e.g., standards from the Occupational Health and Safety Act, the Canadian Standards Association [CSA], and the Technical Standards and Safety Authority).

Terminology: use construction terminology correctly;

use correct terminology to identify and describe construction materials (e.g., concrete forms, studs, lintels, ground-fault circuit interrupters, P-traps, plenums, medium-density fibreboard, plywood, cement, mortar);

use correct terminology to describe construction processes and techniques (e.g., processes: framing, levelling, squaring, making plumb; techniques: toe-nailing, shimming);

use correct terminology to identify and describe construction tools and equipment (e.g., tools: builder’s level, framing hammer, wire stripper, pliers, tri-square, trowel, pipe cutter, hand saw, reciprocating saw, masonry saw, circular saw, drill; equipment: air compressor, scaffolding, cement mixer, generator, electrical test meter);

use correct terminology to identify and describe a variety of low-rise residential building styles (e.g., bungalow, two-storey, townhouse, side-split)

Mathematical Skills and Scientific Concepts: apply mathematical skills and scientific concepts in the planning and building of a variety of construction projects.

convert between fractions and decimals, and between imperial and metric units (e.g., between feet and metres, between Fahrenheit and Celsius temperatures), using appropriate tables or charts;

accurately calculate the layout and materials required for construction tasks (e.g., layout of open stair stringers, sizes of lintels, loads and wire gauges for electrical circuits, lengths and diameters of drain and vent pipes, duct sizes and lengths for residential heating/cooling systems);

estimate the quantities and costs of materials for construction projects, using appropriate metric and imperial units (e.g., metres, square metres, cubic metres, board feet, linear feet, square feet, cubic yards), and estimate the labour costs for these projects;

determine lengths and diameters of fastening devices needed to assemble various construction projects (e.g., lengths and gauges of screws, nails, and staples; diameters of dowels), using appropriate metric and/or imperial units;

demonstrate an understanding of scientific concepts (e.g., relationships among voltage, current, resistance, and power, and between wire size and current capacity; simple electron theory; methods of heat transfer) related to construction technology

Design, Layout, and Planning Skills

Design and Planning: apply a design process and/or other problem-solving processes and techniques as appropriate when planning a variety of residential construction projects, and demonstrate an understanding of factors that affect construction design;

apply a design process and/or other problemsolving techniques to address construction technology challenges;

use models, prototypes, and/or sketches to aid in improving the design for a project;

apply design principles (e.g., scale, proportion, contrast) when designing residential construction projects (e.g., kitchen layout, electrical layout, plumbing layout, mechanical layout, structural member layout);

identify the weather-related loads and stresses that a building must be designed to withstand (e.g., force of wind, snow load on roofs, expansion and contraction due to changes in temperature and humidity), and describe how these factors affect the planning and design of a construction project;

provide rationales for using particular materials for construction projects (e.g., asphalt shingles versus steel roofing, wood studs versus steel studs, block versus poured concrete, natural wood joists versus engineered joists).

Working Drawings: create and use working drawings for a variety of construction projects;

create sketches and/or technical drawings (e.g., orthographic, isometric, plan, elevation, section, detail) of one or more building systems (e.g., structural, plumbing, electrical), using manual and/or computer-assisted methods and appropriate metric and/or imperial units;

use working drawings to help plan the sequence of tasks for completing a construction project (e.g., excavation, footings, foundation walls, framing, sheathing, rough-in of mechanical systems, drywalling, installation of devices and fixtures);

interpret working drawings to accurately lay out projects (e.g., determine dimensions and placement of footings, columns, openings, and beams; determine specified materials, size and type of windows and doors, masonry bond pattern, and locations of electrical, mechanical, and plumbing components).

Codes, Regulations, and Standards: determine the requirements in building codes, regulations, and standards that apply to construction projects, and describe the permit and inspection process;

identify the types of loads (e.g., live, dead) that building codes require residential structural members (e.g., footings, foundations, floors, bearing walls, roofs, columns, beams, lintels) to withstand;

use various resources to determine the requirements in codes, regulations, and standards that apply to construction projects (e.g., reference charts and tables; published codes, regulations, and standards; guides and trade manuals; government and association websites);

describe the permit and inspection process required for various aspects of construction projects (e.g., building, electrical, plumbing, HVAC).

Building Systems: plan the installation of the systems for a building

plan systems for construction projects (e.g., foundation, framing, roof, electrical, plumbing);

identify the factors affecting foundation design (e.g., drainage, soils, frost penetration), and allow for these factors when planning and designing a construction project;

identify the relationships between structural and decorative elements in construction projects (e.g., studs, toe plates, and top plates provide secure support for baseboards and mouldings, which cover joints where walls meet floors and ceilings; masonry bond patterns provide strength and an attractive appearance) and incorporate these relationships into the planning and design of construction projects;

recommend modifications to a building project that would improve its quality and value (e.g., upgrades to insulation, air barrier, or HVAC system to reduce operating costs; use of more attractive or durable fixtures, trim, flooring, or exterior finish).

Fabrication, Assembly, and Finishing Skills

Technical Skills: demonstrate appropriate technical skills, including the safe use of construction tools, equipment, and materials;

use, maintain, and store construction tools, equipment, and materials safely and correctly (e.g., tools: builder’s level, framing hammer, wire stripper, pliers, tri-square, trowel, pipe cutter, hand saw, reciprocating saw, masonry saw, circular saw, drill; equipment: air compressor, scaffolding, cement mixer, generator, electrical test meter; materials: lumber, sheet goods, plumbing materials, bricks, wiring);

lay out construction projects using a variety of tools and equipment (e.g., framing square, laser level, string line, plumb bob);

use metric and imperial units correctly during the construction of a variety of projects;

communicate construction information verbally and graphically (e.g., through written instructions, sketches, and/or detail drawings).

Building and Assembly: demonstrate safe and accurate techniques for assembling construction projects;

construct or install components of projects according to working drawings, lists of materials and fixtures, and other design specifications (e.g., for roof pitch, masonry bond pattern, plumbing and electrical fixtures, tile patterns, mechanical system components, and electrical and structured wiring);

install, test, and, if necessary, troubleshoot various systems of a construction project (e.g., electrical, plumbing, heating, masonry), ensuring that these systems comply with all applicable codes, regulations, and standards;

use a variety of appropriate techniques for levelling, plumbing, bracing, and squaring construction components;

implement appropriate solutions for construction problems or challenges

Finishing: apply various finishes to complete construction projects

apply appropriate exterior materials to finish construction projects (e.g., vinyl or wood siding, fascia, soffits, brick veneer);

apply appropriate interior materials to finish construction projects (e.g., paint, tile, trim).

Technology, The Environment, And Society

Technology and the Environment: demonstrate an understanding of the environmental effects of construction projects, and ways of reducing harmful effects;

compare the efficiency and environmental effects of a variety of energy sources used in residential dwellings (e.g., solar, ground source, pellets, propane, wood, oil, natural gas, wind);

plan projects and processes to minimize waste (e.g., use efficient cutting patterns, reuse and recycle leftover materials);

identify ways of reducing energy consumption in the home (e.g., heat recovery ventilator, tankless water heater, timers, energy-efficient lighting)

identify programs provided by community partners and government agencies to reduce construction waste and to reuse or recycle construction materials (e.g., drywall, wood, refrigerants);

research and identify sources and certifications for construction materials that have been manufactured using sustainable practices.

Technology and Society: demonstrate an understanding of how society and the construction industry affect each other.

identify how societal and client needs (e.g., budget constraints, barrier-free access, energy efficiency, cultural preferences) affect construction projects;

describe how features of residential buildings (e.g., halls, atriums, stairs, ramps) can affect the occupants’ quality of life;

identify the economic and social effects of the construction industry on a community or region (e.g., direct and indirect effects on employment, waste disposal, land use, water supply, Aboriginal land claims and traditional hunting).

Professional Practice and Career Opportunities

Health and Safety: demonstrate an understanding of and comply with health and safety regulations and practices specific to the construction industry;

identify hazards related to construction materials, processes, tools, and equipment (e.g., toxic or flammable fumes from solvents, paints, varnishes, and gasoline; explosion or burns from propane; lung damage from silica; tripping or falls in unfinished buildings; shock from damaged power tools or electrical equipment), and the precautions that should be taken to avoid these hazards

identify and comply with health and safety legislation and practices for the construction industry (e.g., Workplace Safety and Insurance Board [WSIB] regulations, provincial labour legislation, Ontario Building Code, local by-laws);

use, handle, and store materials in accordance with Workplace Hazardous Materials Information System (WHMIS) guidelines;

describe the rights and responsibilities of employees (e.g., the right to know, the right to refuse, the right to participate, as outlined in the Occupational Health and Safety Act);

use protective clothing, gear, and equipment appropriately (e.g. dust mask, safety glasses, safety harness).

describe career opportunities in the construction industry, and explain the importance of lifelong learning in this field.

identify careers in the construction industry (e.g., construction craft worker, labourer, tradesperson, estimator, entrepreneur, interior designer, artisan), and describe the education and training required for these careers;

explain the importance of lifelong learning for someone choosing a career in the construction industry;

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the construction industry (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);

demonstrate an understanding of and apply the Essential Skills that are important for success in the construction industry, as identified in the Ontario Skills Passport (e.g., finding information, job task planning and organizing, measurement and calculation);

demonstrate an understanding of and apply the work habits that are important for success in the construction industry, as identified in the Ontario Skills Passport (e.g., working safely, teamwork, reliability);

maintain an up-to-date portfolio that includes pieces of work and other materials that provide evidence of their skills and achievements in construction technology (e.g., Passport to Safety certificate, technical drawings, reports, photographs of projects, Ontario Skills Passport Work Plan), and explain why having a current portfolio is important for career development and advancement.

Technological Education

Custom Woodworking Fundamentals

Materials and Processes: describe the features and applications of materials and processes used in custom woodworking;

describe traditional and newer natural and manufactured materials commonly used in custom woodworking projects (e.g., lumber, adhesives, plywood, particle board, oriented-strand board, medium-density fibreboard);

identify the different classifications and grades that apply to wood used in woodworking (e.g., hardwood, softwood, clear, select), and describe the properties and flaws of wood in these classifications (e.g., knots, shrinkage, warpage);

describe common woodworking processes (e.g., material breakout, planing, shaping, sanding, finishing)

describe the various finishing processes and materials used in custom woodworking (e.g., processes: painting, staining, veneering, laminating; materials: sealants, stains, varnishes, paints, oils, lacquers, veneers)

Tools, Equipment, and Techniques: describe woodworking tools, equipment, and techniques, and use them safely;

describe tools and equipment commonly used in the custom woodworking industry;

demonstrate the ability to use, maintain, adjust, and store woodworking tools and equipment correctly and safely (e.g., hammers, measuring instruments, saws, drills, lathes);

describe and competently use common layout, measuring, tracing, and assembly methods (e.g., layout: determining and marking circumference, radius, and angles; assembly: use of screws, glue, dowels, biscuits, milled joints such as half lap, mortise and tenon, dovetail, and tongue and groove).

Terminology: use correct terminology related to woodworking and the materials, tools, equipment, and processes involved.

use correct terminology to identify and describe wood products (e.g., plywood, veneer, annual rings, kiln-dried lumber, dressed lumber);

use correct terminology to describe woodworking processes and techniques (e.g., processes: truing, dressing, joining, levelling, squaring; techniques: shimming, planing, gluing, nailing);

use correct terminology to identify and describe woodworking tools and equipment (e.g., air compressor, brad nailer, tri-square, planer, router, T-bevel);

use correct terminology to describe the elements of woodworking projects (e.g., frames, panels, joints, drawers, doors, trim, finishes);

use correct terminology to identify a variety of cabinet and furniture styles (e.g., cabinet: modular, European, face-frame, custom-built; furniture: Victorian, French Provincial, Scandinavian, art deco, mission, Shaker).

Design, Layout, and Planning Skills

Design: apply a design process and/or other problem-solving processes and techniques when planning a variety of woodworking projects, taking into account relevant design principles and safety standards;

follow the steps of a design process to plan and develop a variety of woodworking projects (e.g., kitchen counter, cabinet, entertainment centre, coffee table, desk);

use appropriate problem-solving processes and techniques to address challenges related to various woodworking projects;

demonstrate how design concepts (e.g., structure, aesthetics, ergonomics) affect aspects of woodworking projects (e.g., floor plans, prefabrication, choice of materials and finishes);

use appropriate design elements (e.g., line, shape, direction, space, texture, colour) and principles (e.g., balance, scale, proportion, contrast, unity) to enhance the appearance and functionality of woodworking projects;

identify the anthropometric measurements and ergonomic considerations for various projects (e.g., for the height and width of a chair seat or a desk);

identify and describe the safety standards that apply to woodworking projects (e.g., Canadian Standards Association [CSA] standards, Underwriters Laboratories of Canada [ULC] standards).

Working Drawings: produce and interpret sketches and/or working drawings for a variety of woodworking projects;

identify and use appropriate drafting symbols and drawing conventions in drawings of various cabinetry and furniture projects;

produce sketches and/or working drawings (e.g., orthographic drawings, plans, elevations, details) by hand and/or with computer-assisted methods, using appropriate metric and/or imperial units;

interpret working drawings accurately to produce woodworking projects (e.g., determine dimensions, materials, and hardware placement).

Planning and Preparation: plan efficient and effective fabrication and assembly of the components of woodworking projects;

identify and plan the interrelationship between structural and decorative elements in woodworking (e.g., design the structure to support the decorative elements securely, use trim to hide joints and fasteners, choose hardware and finishes that suit the shape and material of a cabinet);

plan the safe construction and installation of components commonly used in woodworking projects (e.g., make bills of materials, compile cut lists);

lay out projects using a variety of tools and equipment (e.g., tape measure, combination square, trammel points);

describe modifications to a woodworking project that would improve its quality and value (e.g., using different wood, joints, finishes, or hardware).

Mathematical Skills: apply the mathematical skills required in the design and construction of woodworking projects.

calculate dimensions for woodworking projects in appropriate metric and/or imperial units

convert between fractions and decimals and between imperial and metric units, using appropriate charts and tables, to determine dimensions and quantities for woodworking projects (e.g., convert lengths from inches to centimetres, areas from square metres to square feet, and volumes from gallons to litres);

determine lengths and diameters of fastening devices needed to assemble various woodworking projects (e.g., lengths and gauges of screws, nails, and staples; lengths and diameters of dowels);

apply mathematical concepts and formulas when preparing components of a woodworking project (e.g., to determine length, circumference, radius, diameter, area, volume, and angles);

prepare estimates of quantities and costs of materials required to complete woodworking projects, using appropriate metric and/or imperial units (e.g., metres, square metres, litres, board feet, linear feet, square feet).

Fabrication, Assembly, and Finishing Skills

Fabrication and Assembly: fabricate and assemble custom woodworking projects safely, accurately, and efficiently;

identify and follow the appropriate procedures to fabricate project components in a logical and efficient sequence (e.g., select appropriate materials and tools, follow step-by-step instructions);

use techniques, tools, and equipment to safely and accurately prepare project materials (e.g., dress raw lumber; measure, cut, square, and drill stock);

accurately construct projects in accordance with working drawings and specifications;

identify and apply appropriate qualitycontrol measures to ensure precise dimensions and correct assembly (e.g., accurate measurements and cuts, clean joints, true edges);

use clamps, fasteners, and adhesives safely and appropriately

assemble joints safely and accurately (e.g., butt, lap, mitred, dovetail, and rabbet joints);

correctly install various components of a cabinetry or furniture project (e.g., drawer slides, shelf supports, hinges, lazy Susan, casters)

Finishing: prepare surfaces and apply finishing products, trim, and hardware correctly and safely

prepare surfaces correctly for finish application according to type of material, desired finish, and intended use of the project (e.g., wood species used, smooth or textured surface, environment in which project will be used);

select suitable finishes (e.g., stain, paint, varnish, oil, wax), taking into account the type of material to be finished, the function of the finish, and the intended use of the project, and use appropriate methods to apply these finishes correctly (e.g., brush, spray, roller);

use appropriate techniques, tools, and equipment correctly and safely to install trim and hardware;

select and correctly install appropriate surface materials on counters or furniture (e.g., laminates, ceramics, butcher block, wood veneer).

Technology, The Environment, And Society

Technology and the Environment: demonstrate an understanding of the environmental effects of the woodworking industry, and ways of reducing harmful effects;

describe the major effects of the woodworking industry on the environment (e.g., costs and benefits related to forest management; non-sustainable logging that causes deforestation, destruction of old-growth forests, and/or loss of wilderness habitat for endangered species; water and air pollutants released during the production of manufactured materials; energy required to produce and transport materials for woodworking);

identify the environmental effects of using and disposing of specific natural and manufactured materials (e.g., landfill or incineration of woodworking waste; harmful emissions from some types of paints, adhesives, and manufactured materials, which contribute to “sick building syndrome”);

identify ways of reducing environmental harm through the choice of particular materials (e.g., sustainably produced products, products that have a minimal ecological footprint, non-toxic products)

plan projects and use materials to minimize waste (e.g., use efficient cutting patterns, reuse or recycle leftover materials)

identify various certifications and/or standards for sustainable practices (e.g., Forest Stewardship Council Canada standards).

Technology and Society: describe how the woodworking industry and society affect each other.

identify the beneficial effects of woodworking for society (e.g., production of useful and attractive products, enjoyment for hobbyists, therapeutic benefits in senior-citizens’ programs);

describe the economic and cultural effects of the custom woodworking industry (e.g., creation of jobs within the community, opportunity to preserve and/or apply traditional designs) on a specific community or population (e.g., Mennonite, Aboriginal);

describe how societal needs and client preferences (e.g., budget restraints; cultural, religious, and environmental choices; ease of use by persons with physical disabilities) affect custom woodworking projects.

Professional Practice and Career Opportunities

Health and Safety: demonstrate an understanding of health and safety regulations and practices specific to woodworking;

identify hazards related to the materials, processes, and equipment used for custom woodworking (e.g., flammable or toxic fumes from solvents, paints, and varnishes; risk of injury from cutting tools);

outline the health and safety legislation, regulations, and standards that apply to the custom woodworking industry (e.g., Workplace Hazardous Materials Information System [WHMIS], Workplace Safety and Insurance Board [WSIB] regulations, provincial labour legislation, local by-laws);

describe the rights and responsibilities of employees (e.g., the right to know, the right to refuse, the right to participate, as outlined in the Occupational Health and Safety Act);

demonstrate safe practices related to materials, processes, tools, equipment, and facilities used in woodworking;

demonstrate an understanding of when and how to use protective clothing, gear, and equipment (e.g., ensure proper ventilation and use appropriate protective masks when sanding materials or applying finishes that give off hazardous vapours).

identify career opportunities in custom woodworking (e.g., tradesperson, artisan, technician, technologist), and describe the education and training required for these careers;

explain the importance of lifelong learning for someone choosing a career in the custom woodworking industry;

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the custom woodworking industry (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/ industry associations);

demonstrate an understanding of and apply the Essential Skills that are important for success in the custom woodworking industry, as identified in the Ontario Skills Passport (e.g., reading text, document use, measurement and calculation);

demonstrate an understanding of and apply the work habits that are important for success in the custom woodworking industry, as identified in the Ontario Skills Passport (e.g., reliability, initiative, customer service);

maintain an up-to-date portfolio that includes pieces of work and other materials that provide evidence of their skills and achievements in custom woodworking (e.g., Passport to Safety certificate, technical drawings, reports, photographs, Ontario Skills Passport Work Plan), and explain why having a current portfolio is important for career development and advancement.

Career Opportunities: identify career opportunities in custom woodworking, and describe the training required for these careers.

Technological Education

Green Industry Fundamentals

Species Classification and Geographical Regions: demonstrate an understanding of species classification and identification and relationships between species and geographical regions;

distinguish between different plant and/or animal groups and identify them by key characteristics and desirable features (e.g., annuals and perennials; native and non-native plants; major types, species, and varieties of trees, shrubs, flowering plants, and crops; animal breeds);

identify geographical regions on the basis of classification criteria relevant to the green industries (e.g., forest type, hardiness, soil type);

explain the relationships between geographical regions and the key characteristics and desirable features of plant and/or animal groups within them (e.g., relationship of plant and animal characteristics to available heat, moisture, light, shelter, and food).

Factors Affecting Growth and Product Quality: demonstrate an understanding of the effects of biotic and abiotic factors on growth and product quality

identify the main abiotic factors that affect growth and post-harvest quality (e.g., temperature, sunlight, soil composition, rainfall and soil moisture);

describe biological processes that are essential to the propagation, development, and health of plants and/or animals and the quality of products derived from them (e.g., photosynthesis, respiration, reproduction, transpiration, postharvest physiology, digestion);

identify a variety of pests and diseases (e.g., bacteria, viruses, moulds, fungi, insects, animals) that may affect the health of plants and/or animals and the quality of products derived from them.

Designs and Processes: demonstrate an understanding of design and planning processes and their application to a variety of requirements in the green industries;

describe the steps in a design or planning process and demonstrate an understanding of their application to a variety of requirements in the green industries (e.g., preparing environmental farm plans, urban forestry management plans, landscape designs; designing water gardens, mass arrangements);

describe common operational processes that are used in the green industries (e.g., single animal management, crop location and rotation, crop scheduling, event planning, waste management, composting, select cutting);

identify a variety of structures used in the green industries (e.g., cold frames, greenhouses, toolsheds, animal pens, storage facilities), and describe how their structural features relate to their functions;

demonstrate an understanding of correct procedures for the care and handling of plants and/or animals (e.g., propagating, pruning, transporting, watering, feeding, fertilizing).

Technological and Mathematical Literacy and Communication Skills: use mathematical, documentation, research, and communication skills as they apply to the green industries.

Technological and Mathematical Literacy and Communication Skills

use effective documentation practices to record and track important information related to green industry operations (e.g., preparing estimates, inventories, and invoices; maintaining cleaning and maintenance records, food source records, pesticide field logs, crop management records);

identify technical issues of current significance in the green industries, using information from general media sources (e.g., newspapers, magazines, the Internet);

use appropriate calculations and units of measurement when completing a variety of green industry tasks (e.g., calculating fertilizer and preservative applications, yields, basal areas; surveying; calibrating sprayers; converting between metric and imperial units)

Green Industry Skills

Design and Production: demonstrate an understanding of and apply design and production practices that are commonly used in the green industries

implement a production process or procedures according to a design or plan (e.g., harvest a crop, construct a landscape, grow and cultivate plants, make floral arrangements);

demonstrate an understanding of and apply techniques for the propagation and care of plants and animals and for ensuring the quality of products derived from them (e.g., plant/tree regeneration, animal reproduction, cut flower processing, crop production, tree planting);

demonstrate an understanding of and apply techniques and processes that promote biodiversity, increase ecosystem function, and reduce maintenance requirements (e.g., planting of native species, mulching, naturalizing gardens, using local cut flowers);

demonstrate an understanding of and apply marketing techniques that are commonly used in the green industries (e.g., creation of product displays, posters, and pamphlets).

Plant and Animal Management Strategies: apply management strategies for assessing and controlling biotic and abiotic factors that affect plant and/or animal quality;

apply a variety of methods to monitor biotic factors that affect plant and/or animal quality (e.g., pest scouting, regular health inspections of animals, weed identification, post-harvest tracking of product freshness and quality);

apply a variety of methods to monitor abiotic factors that affect plant and/or animal quality (e.g., nutrient balancing, soil testing, monitoring indoor and outdoor environmental conditions);

apply a variety of pest and disease control techniques (e.g., crop rotation, greenhouse sanitation, enhancement of natural barriers, disinfection of equipment).

Technical Skills: demonstrate competence in technical skills relating to specific applications and tasks in the green industries.

demonstrate competence in the basic technical skills required to complete a variety of tasks in the green industries (e.g., rigging loads, operating power tools, wiring and taping flowers, using a guillotine cutter to cut natural and manufactured products, applying pesticide);

construct a variety of structures or products that are used or produced in the green industries (e.g., planter boxes, scaffolding, seasonal crafts, pavers, fences, skid trails);

demonstrate competence in related technical skills (e.g., welding, small-engine maintenance, use of computer applications, use of GPS equipment) that are required to complete a variety of green industry projects.

Technology, The Environment, and Society

Technology and the Environment: identify the impact of the green industries on the environment and describe ways of minimizing harmful effects

describe the effects of green industry activities on the environment in the past and in the present (e.g., destruction of habitat, increased energy use for long-distance shipping of floral products, pesticide and fertilizer contamination, greenhouse gas emissions from tillage and sheep and cattle, noise and air pollution from gasoline- and diesel-powered machinery);

describe the advantages and disadvantages of using natural rather than manufactured materials or products in the green industries (e.g., natural fertilizers and pest control methods rather than chemical fertilizers and pesticides, real flowers rather than artificial flowers, real grass rather than artificial turf, untreated rather than pressure-treated lumber);

identify sustainable practices and guidelines that are currently applied within the green industries or may be applied in the future (e.g., environmental farm planning, sustainable forest management, integrated pest management, sustainable golf course maintenance, select spraying, energy-efficient greenhouse production);

describe the environmental implications (e.g., effects on landfill lifespan and water and air quality) of using particular materials, products, processes, and disposal methods (e.g., chemically treated wood products; recycling, reusing, composting; using correct disposal methods for invasive plants).

Technology and Society: describe social and economic relationships and issues involving the green industries.

identify linkages between local communities and economies and the green industries (e.g., consumer needs and green industry goods and services, green industries as sources of jobs and tax revenues, communities as providers of services to green industries and as regulators of green industry activities);

describe societal issues relating to the green industries and identify ways of resolving them (e.g., effects on Aboriginal hunting and harvesting territories, land use conflicts such as parkland versus commercial development, property rights and municipal landscape management, animal welfare, rights of migrant workers, fair trade concerns relating to imported agricultural or floral products).

Professional Practice and Career Opportunities

Health and Safety: demonstrate an understanding of and apply safe working practices as they relate to the green industries;

identify the personal protective clothing and equipment needed to perform various green industry tasks safely, and use as required to ensure their own and others' safety in the work environment (e.g., eye and ear protection, hand and foot protection, head protection, sun protection, equipment guards);

demonstrate an understanding of environmental and site-related hazards (e.g., land conditions, weather conditions, dangerous plants and animals, utility lines, glass structures, hanging limbs, chicots) and apply appropriate safety measures for avoiding them (e.g., roping off danger areas, removing hazards, setting up traffic controls);

demonstrate an understanding of and apply safe procedures for using and maintaining materials, tools, and equipment (e.g., avoid moving parts and pinch points; perform a circle check of vehicles and equipment; check condition of materials, hydraulic systems, and protective equipment; check oil and fuel levels);

demonstrate an understanding of and apply safe procedures for handling plants and/or animals (e.g., dethorning plants, using ergonomic lifting techniques or devices, using hand protection, securing loads correctly for transport, understanding animal perception, avoiding actions that startle animals, using chutes and restraining devices);

identify potentially hazardous situations in the workplace by conducting and documenting personal and workplace safety audits;

identify sources of information about workplace hazards and how to avoid them (e.g., Workplace Hazardous Materials Information System [WHMIS], Passport to Safety);

outline and comply with legislation for protecting the health and safety of workers in the green industries (e.g., Occupational Health and Safety Act, local by-laws, fire prevention regulations).

Career Opportunities: identify careers in the green industries, and describe the skills, education, and training required for entry into these occupations.

describe careers (e.g., arborist, florist, herder, greenhouse worker, forester) in the sectors of the green industries and the education, training, and certification required for entry into these occupations

identify ways of acquiring knowledge and experience in green industry occupations (e.g., through part-time work experience, cooperative education, guest speakers, field trips, job shadowing);

identify the size of the labour force and the employment opportunities available in the green industries in their local community;

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the green industries (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);

demonstrate an understanding of and apply the Essential Skills that are important for success in the green industries, as identified in the Ontario Skills Passport (e.g., reading text, writing, document use, computer use, oral communication, numeracy, thinking skills);

demonstrate an understanding of and apply the work habits that are important for success in the green industries (e.g., working safely, teamwork, reliability, initiative, customer service, and entrepreneurship);

maintain an up-to-date portfolio that includes pieces of work and other materials that provide evidence of their skills and achievements in areas related to the green industries (e.g., Passport to Safety certificate, reports, assignments, Ontario Skills Passport Work Plan, industry certifications), and explain why having a current portfolio is important for career development and advancement.

Technological Education

Green Industry Fundamentals

Species Classification and Geographical Regions: demonstrate an understanding of species classification and identification and relationships between species and geographical regions;

distinguish between different plant and/or animal groups on the basis of key identification characteristics, and identify species using both common names and scientific classifications (e.g., annuals and perennials; native and non-native plants; major types, species, and varieties of trees, shrubs, flowering plants, and crops; animal breeds);

identify geographical regions on the basis of classification criteria relevant to the green industries (e.g., forest type, hardiness, ag

explain the relationships between the characteristics of different geographical regions and the key desirable characteristics of plant and/or animal groups within them (e.g., relationship of plant and animal characteristics to available heat, moisture, light, shelter, and food)

Factors Affecting Growth and Product Quality: demonstrate an understanding of the effects of biotic and abiotic factors on growth and product quality;

describe how abiotic factors (e.g., air quality, temperature, nutrients, water, topography, handling procedures) affect the growth of various plant and/or animal species and the quality of products derived from them;

explain biological processes that are essential to the propagation, development, and health of plants and/or animals and the quality of products derived from them (e.g., reproduction, respiration, photosynthesis, transpiration, post-harvest physiology);

identify a variety of pests and diseases (e.g., bacteria, viruses, moulds, fungi, insects, animals) and explain their effects on the health of plants and/or animals and the quality of products derived from them.

Designs and Processes: develop and evaluate designs or processes for a variety of applications related to the green industries;

demonstrate an understanding of and apply the steps in a design process to a variety of requirements in the green industries (e.g., creation of forest management plans, environmental farm plans, urban landscape designs, hydroponic system designs);

explain fundamental operational processes that are commonly used in the green industries (e.g., single animal management, crop location and rotation, crop scheduling, event planning, nutrient and waste management, composting, select cutting, timber cruise);

identify a variety of structures used in the green industries (e.g., mills, barns, different greenhouse styles, store layouts), and explain how their structural features relate to their functions;

demonstrate an understanding of correct procedures for the care and handling of plants and/or animals (e.g., propagating, pruning, transporting, watering, feeding, fertilizing, removing bark).

use mathematical, documentation, research, and communication skills as they apply to the green industries.

demonstrate an understanding of terminology used in the green industries and use it correctly in oral and written communication (e.g., sustainability, coniferous, massing flower, flagstone, organic);

use effective documentation practices to record and track important information related to green industry operations (e.g., preparing invoices, recording fertilizer and pesticide use, completing maintenance records, maintaining crop management records, documenting Hazard Analysis and Critical Control Point [HACCP] activities);

describe commercial and technical issues of current significance in the green industries (e.g., adoption of innovative technologies, marketing boards versus open markets, food safety testing), using information from industry sources (e.g., trade publications and websites, marketing boards, growers’ associations);

perform metric and imperial unit conversions and other calculations as required for a variety of green industry applications (e.g., land areas, yields, green log weights, diet analyses, invoices).

Green Industry Skills

Design and Production: demonstrate an understanding of and apply design and production practices that are commonly used in the green industries

implement a production process or procedures according to a design or plan (e.g., timber cruise, stand inventory, landscape construction, crop rotation, mixed animal farming, selective breeding);

utilize a management plan for a specific application related to the green industries (e.g., forest management plan, nutrient management plan, site layout plan, crop rotation plan, annual work plan, business plan, five-year operational plan);

demonstrate an understanding of and apply techniques related to the propagation and maintenance of a variety of plant and/or animal species and the post-harvest handling of plant products (e.g., techniques related to crop, mammal, and poultry production, sexual and asexual plant production, shrub rejuvenation, rose processing, care of selected local tree species);

demonstrate an understanding of and apply techniques or processes that promote biodiversity, increase ecosystem function, and reduce maintenance requirements (e.g., planting native species, mulching, establishing natural habitat);

demonstrate an understanding of and apply marketing techniques that are commonly used in the green industries (e.g., product displays, flyer and poster advertising, Internet sales).

Plant and Animal Management Strategies: apply management strategies for assessing and controlling biotic and abiotic factors that affect plant and/or animal quality;

apply a variety of methods to monitor and assess biotic factors that affect plant and/or animal quality (e.g., weed identification, regular animal health inspections, plant quality inspections, pest scouting, post-harvest tracking of product freshness and quality);

apply a variety of methods to monitor and assess abiotic factors that affect plant and/or animal quality (e.g., nutrient balance analysis, soil testing, plant tissue analysis, monitoring growing degree days [GDDs], form defect analysis, water testing);

apply a variety of techniques to control pests and reduce plant and/or animal defects (e.g., maintenance or enhancement of natural barriers to control pest migration, animal quarantine, log hydration, integrated pest management).

Technical Skills: demonstrate competence in technical skills related to specific applications and tasks within the green industries.

demonstrate competence in the technical skills required to complete a variety of tasks in the green industries (e.g., operating power tools and machinery, rigging loads, hardscaping, pesticide application);

construct a variety of structures or products that are used or produced in the green industries (e.g., trellises, scaffolds, containers, raised beds, fences);

demonstrate competence in related technical skills (e.g., using GPS equipment, welding, wiring and making electrical repairs, operating and maintaining small engines, making orthographic drawings, using computer applications) that are required to complete a variety of green industry projects.

Technology, The Environment, and Society

Technology and the Environment:analyse the impact of the green industries on the environment and describe ways of minimizing harmful effects;

demonstrate an understanding of ecological relationships and processes (e.g., food webs, symbiotic relationships, ecological succession, nutrient flows and cycles, habitat and species diversity) that can affect or be affected by green industry operations;

analyse the effects of green industry activities on the environment in the past and in the present (e.g., logging practices, irrigation, fertilization, pest control, nutrient and waste management);

assess the advantages and disadvantages of using natural rather than manufactured materials or products in green industry activities (e.g., natural fertilizers and pest control methods rather than chemical fertilizers and pesticides, real flowers rather than artificial flowers, real grass rather than artificial turf, untreated rather than pressure-treated lumber)

identify sustainable practices and guidelines that are currently applied within the green industries or may be applied in the future (e.g., environmental farm planning, integrated pest management, xeriscaping, forest regeneration, low-till cultivation);

explain the environmental implications (e.g., effects on landfill lifespan and water and air quality) of using particular materials, products, processes, and disposal methods (e.g., recycling, reusing, composting, growing genetically modified crops, organic farming, various disposal methods for invasive plants).

Technology and Society: analyse social and economic relationships and issues involving the green industries.

describe linkages between local communities and economies and the green industries (e.g., consumer needs and green industry goods and services, green industries as sources of jobs and tax revenues, communities as providers of services to green industries and as regulators of green industry activities);

analyse societal issues relating to the green industries, and identify ways of resolving them, taking a variety of perspectives into account (e.g., effects on Aboriginal hunting and harvesting territories, land use conflicts such as parkland versus commercial development, property rights and municipal landscape management, animal welfare, rights of migrant workers, fair trade concerns relating to imported agricultural or floral products, fuel ethanol versus food production).

Professional Practice and Career Opportunities

Health and Safety: demonstrate an understanding of and apply safe working practices as they relate to the green industries;

identify the personal protective clothing and equipment needed to perform various green industry tasks safely, and use as required to ensure their own and others’ safety in the work environment (e.g., eye and ear protection; hand, head, and foot protection; sun protection; equipment guards);

demonstrate an understanding of environmental and site-related hazards (e.g., land conditions; weather conditions; crew competence and organization; presence of utility lines, glass structures, hanging limbs, chicots) and apply appropriate safety measures for avoiding them (e.g., roping off an area, setting up caution signs, removing hazards, implementing traffic control measures);

demonstrate an understanding of and apply safe procedures for using and maintaining materials, tools, and equipment (e.g., avoid moving parts and pinch points; perform a circle check of vehicles and equipment; check condition of materials, hydraulic systems, and protective equipment; check oil and fuel levels);

demonstrate an understanding of and apply safe procedures for handling plants and/or animals (e.g., dethorning plants, using ergonomic lifting techniques or devices, using hand protection, securing loads correctly for transport, understanding animal perception, avoiding actions that startle animals, using chutes and restraining devices);

identify potentially hazardous situations in the workplace by conducting and documenting personal and workplace safety audits;

identify sources of information about workplace hazards and how to avoid them (e.g., Workplace Hazardous Materials Information System [WHMIS], Passport to Safety);

outline and comply with legislation for protecting the health and safety of workers in the green industries (e.g., Occupational Health and Safety Act, local by-laws, fire prevention regulations).

Business and Regulatory Environment: demonstrate an understanding of the business and regulatory environment of the green industries;

identify a variety of industry-related organizations (e.g., local growers’ associations; government departments; non-governmental organizations), and demonstrate an understanding of their role with respect to the green industries;

explain principles, concepts, and practices related to the marketing and distribution of commodity products and/or services (e.g., product branding; advertising approaches such as healthand lifestyle-related campaigns; market opportunities and challenges such as exports and international/ interprovincial competition; distribution considerations such as shipping of live plants and animals, warehouse requirements, and product life);

outline and comply with legislation and guidelines governing the quality and safety of green industry products and services (e.g., product quality regulations, grading standards, inspection requirements, voluntary guidelines such as the Landscape Ontario guidelines for the landscaping industry).

Career Opportunities: identify careers in the green industries, and describe the skills, education, and training required for entry into these occupations

describe careers in the green industries (e.g., landscape architect, forest manager, horticulturalist, farm manager, turf manager, botanist, veterinarian) and the education, training, and certification required for entry into these occupations

identify ways of acquiring knowledge and experience in green industry occupations (e.g., through part-time work experience, cooperative education, guest speakers, field trips, job shadowing);

identify the size and composition of the labour force and the career opportunities available in the green industries in their local and regional communities;

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the green industries (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations)

demonstrate an understanding of and apply the Essential Skills that are important for success in the green industries, as identified in the Ontario Skills Passport (e.g., reading text, writing, document use, computer use, oral communication, numeracy, thinking skills);

demonstrate an understanding of and apply the work habits that are important for success in the green industries (e.g., working safely, teamwork, reliability, initiative, customer service);

maintain an up-to-date portfolio that includes pieces of work and other materials that provide evidence of their skills and achievements in areas related to the green industries (e.g., Passport to Safety certificate, technical reports, competency checklists, Ontario Skills Passport Work Plan), and explain why having a current portfolio is important for career development and advancement

Technological Education

Hairstyling and Aesthetics Fundamentals

The Physiology of Hair, Skin, and Nails: demonstrate an understanding of the physiology of hair, skin, and nails;

describe the physiological properties of hair, skin, and nails (e.g., density, elasticity, porosity, texture, cycles of growth);

use correct terminology to discuss the properties of hair, skin, and nails (e.g., hair: anagen, telogen, catagen; skin: sebum, melanin, dermatology, epidermis; nails: onyx, keratin).

Chemical Components and Related Issues: demonstrate an understanding of issues related to chemical components found in hairstyling and aesthetics products;

explain the role of pH values in hair care, skin care, and nail care products (e.g., hair products: shampoo, conditioners, chemical relaxers, permanent wave solutions, peroxide, neutralizers; skin products: moisturizers, cleansing creams, toners; nail products: acrylic overlays, UV gels, liquid nail wraps, primers);

identify common chemical ingredients that may trigger allergic reactions and list products that do and do not contain the ingredients (e.g., organic/natural products, synthetic compounds, hypoallergenic cosmetics).

Business Practices and Strategies: demonstrate an understanding of business practices and strategies used in the hairstyling and aesthetics industry

identify and describe behaviours, attitudes, and skills that are important for successful employment in the hairstyling and aesthetics industry (e.g., commitment to the job and to a high standard of performance, professional appearance and dress, task management skills, interpersonal skills, respect for confidentiality, commitment to antidiscriminatory practices, conflict-resolution skills);

use a variety of teamwork and interpersonal skills to communicate and interact successfully with clients and co-workers (e.g., understand and accommodate cultural differences in body language and communication style - for instance, many First Nations people show respect by not looking into the eyes of the person they are speaking to);

identify effective advertising and management strategies (e.g., appeal to new client groups, including diverse populations) and new products, tools, and equipment that can be used to support and enhance salon/spa operations;

identify a range of visual display techniques that are used in the hairstyling and aesthetics industry to attract clients (e.g., window/display showcases, holiday themes and promotions) and compare their effectiveness in different retail and service contexts;

apply literacy skills (e.g., to read manufacturers' instructions, product ingredients and directions) and mathematical skills (e.g., to measure volume and/or proportions) to ensure the safe and appropriate use of hairstyling and aesthetics techniques, tools, and products;

explain the purpose and importance of a client consultation form and waiver (e.g., name, address, allergies, current products, client wishes, client history).

Hairstyling and Aesthetics Skills

Performing Salon/Spa Services: perform a variety of salon/spa services that meet industry standards, using appropriate materials, techniques, and equipment safely and correctly;

select and use appropriate materials, tools, and products to perform professional salon/spa services (e.g., hair colouring, hair cutting, hairstyling, chemical texturizing, make-up applications, nail care and skin care treatments);

demonstrate a working knowledge of products, techniques, and tools used to perform hairstyling and aesthetics services (e.g., products: gel, pomade, mousse, wax, hairspray, lightener, neutralizer, milk cleanser, toner, peel, serum, creams, oils; techniques: for cutting, colouring, and styling hair; tools: thermal irons, hair brushes/combs, scissors, texture shears, razors, clippers, highfrequency machines, nail files, cuticle pushers, nail buffers, comedone extractors);

perform an in-depth hair, scalp, and product analysis to predict the results that can be expected from chemical services (e.g., consult with client; perform strand test and patch test; study product information and application instructions to assess product appropriateness and effects);

perform hairstyling and aesthetics services (e.g., hair cutting, hairstyling, make-up, nail care, skin care) to meet the needs of individuals and groups in school and community contexts (e.g., special event occasions, musicals, plays, productions, fashion shows, nursing homes, hospitals).

Creating Designs: create designs for a variety of hairstyling and aesthetics purposes and contexts;

use knowledge of elements of design (e.g., space, line, texture) and design principles (e.g., scale, rhythm, contrast) to plan hairstyling and aesthetics strategies;

use colour theory principles and tools (e.g., “warm”and “cool”shades, complementary colours, colour wheel) to customize hairstyling and aesthetics services to meet individual clients’ needs (e.g., to develop appropriate colour formulations and/or make-up selections);

incorporate hairstyling and aesthetics fashion trends (e.g., cutting, styling, and colouring patterns; make-up styles; nail art) and culturally based styles/products (e.g., ethnic styles, henna) into their designs;

produce creative designs for a variety of salon/spa purposes and contexts (e.g., styles for competitions and fashion shows; seasonal, fantasy, bridal/prom, and men's styles);

demonstrate an understanding of make-up design and application approaches and techniques appropriate to a variety of purposes and/or contexts (e.g., special occasion, glamour, workplace appropriate, culturally specific, fantasy, camouflage, classic make-up; make-up to simulate the "look" of various historical periods).

apply methods for identifying, analysing, and meeting the needs of a diverse clientele.

demonstrate the ability to communicate effectively with the client, using active listening techniques (e.g., asking questions to clarify client's expressed wishes; not interrupting while client is speaking; being attuned to culturally distinct communication styles);

develop and analyse a profile of a client (e.g., condition of scalp, hair, skin, and nails; skin type; facial shape; body type) in order to recommend appropriate hairstyling and aesthetics services;

use organizational record-keeping skills to keep track of information about clients and business operations (e.g., release statements, client record cards, appointments, employee work schedules).

Industry Practices, The Environment, and Society

Industry Practices and the Environment: describe the environmental impact of practices and products in the hairstyling and aesthetics industry, and identify safe practices and environmentally friendly solutions to problems

identify and explain environmental and health issues related to various products used in the hairstyling and aesthetics industry (e.g., the need for biodegradable products and refillable containers; the need for warnings/controls for carcinogenic/toxic ingredients; the need for proper ventilation in salons/spas);

describe and apply practices for the recycling and responsible disposal of waste from salon/spa operations (e.g., routines to reduce, reuse, and recycle; techniques for safe handling), and identify some sustainable purchasing practices for the hairstyling and aesthetics industry (e.g., purchasing products available in refillable containers, products with natural ingredients, nontoxic cleaning products, energy-saving products).

Industry Practices and Society: . explain why hairstyling and aesthetics services are important to society, and identify ways in which social and cultural factors affect the industry.

describe the role that the hairstyling and aesthetics industry plays in increasing people's self-esteem and well-being (e.g., fostering a positive body image, good personal grooming and hygiene, and self-confidence; reducing stress; identifying health issues) at the various life stages (e.g., child, preteen, teenager, young/middle-aged adult, senior);

describe how the hairstyling and aesthetics industry responds to various social issues and concerns (e.g., the use of animal testing in product development; the use of natural versus synthetic ingredients in product development; demand for scent-free and hypoallergenic products; cultural protocols, such as the Anishinaabe practice of collecting cut hair to dispose of in a culturally acceptable way);

identify culturally linked fashion preferences or restrictions in hairstyling and aesthetics (e.g., related to hair length and/or visibility, eyebrow styles, make-up styles, hair colour, hair removal, henna, hair extensions).

Professional Practice and Career Opportunities

Health and Safety: apply health and safety standards related to the use of hairstyling and aesthetics equipment, materials, and techniques and the maintenance of a safe work environment

identify and describe key aspects of the laws, regulations, and regulatory/oversight bodies that govern the hairstyling and aesthetics industry (e.g., the Occupational Health and Safety Act, the Workplace Hazardous Materials Information System [WHMIS], the Apprenticeship and Certification Act [Restricted Skill Sets], the Food and Drugs Act - Cosmetic Regulations; the Canadian Centre for Occupational Health and Safety);

use safe and sanitary work practices to prevent the spread of pathogens and protect their own and others' health (e.g., sanitize, disinfect, and/or sterilize implements and equipment; work in a well-ventilated space; wear safety glasses and appropriate clothing; handle products correctly; practise good posture and apply ergonomic principles; wash hands frequently; use deodorant regularly);

demonstrate an understanding of procedures to ensure safe and productive work practices in the hairstyling and aesthetics workplace (e.g., using a checklist to keep track of tools and equipment; developing and following routines/protocols for the correct use of scissors, curling irons, electric cords, waxing heaters, autoclave, glass bead sterilizer, steamer, chemicals);

identify emergency situations that might occur in salon/spa settings (e.g., cuts, burns, electrocution, allergic reactions, epileptic seizures, diabetic shock) and describe appropriate responses and/or firstaid treatments.

Career Opportunities: identify and describe a variety of career opportunities and related training and education requirements in the hairstyling and aesthetics industry.

identify apprenticeship, certification, and postsecondary entry requirements related to careers in the hairstyling and aesthetics industry (e.g., apprenticeship training and red seal certification, college programs, private career college programs)

use a career-planning process to research, identify, and describe secondary and postsecondary goals, plans, and pathways related to the hairstyling and aesthetics industry (e.g., identify personal interests and attributes; investigate education and career opportunities in the school, community, and workplace; decide which opportunities to select and plan the transitions between stages);

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the hairstyling and aesthetics industry (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);

demonstrate an understanding of and apply the Essential Skills that are important for success in the hairstyling and aesthetics industry, as identified in the Ontario Skills Passport (e.g., oral communication, measurement and calculation, job task planning and organizing);

demonstrate an understanding of and apply the work habits that are important for success in the hairstyling and aesthetics industry, as identified in the Ontario Skills Passport (e.g., working safely, reliability, customer service);

maintain an up-to-date portfolio that includes pieces of work and other materials that provide evidence of their skills and achievements in hairstyling and aesthetics (e.g., work logs, skills checklist, Passport to Safety certificate, Ontario Skills Passport Work Plan, before-and-after photographs of mannequins and live models), and explain why having a current portfolio is important for career development and advancement.

Technological Education

Health Care Fundamentals

Health Care Terminology: demonstrate an understanding of health care terminology and its correct usage;

demonstrate an understanding of fundamental health care terminology (e.g., hypertension, jaundice, diabetes, obstruction, acute, chronic), and use it correctly in oral and written communication;

demonstrate an understanding of anatomical terminology (e.g., positional [mandibular], directional [anterior/posterior], motion [abduction]), and use it correctly in oral and written communication;

name and identify the purpose of commonly used health care equipment (e.g., X-ray machine, phlebotomy equipment, refraction equipment, walker frames, autoclave)

pronounce and spell key health care terms correctly (e.g., proximal = prox-ih-mahl).

Anatomy and Physiology: demonstrate a basic understanding of human anatomy and physiology;

describe the different types of tissue and the different types of cells and cell arrangements that characterize them (e.g., epithelial tissues make up the skin and inner body surfaces and are composed of tightly packed cells);

identify the components of the musculoskeletal system (e.g., major bones and muscles) and describe how they function (e.g., describe how different kinds of joints move);

identify the components of the cardiovascular system (e.g., heart and heart components, veins, arteries), and demonstrate an understanding of how they function (e.g., by building a model of the heart to show major anatomical features and blood flow);

identify the components of the respiratory system (e.g., larynx, epiglottis, trachea, lungs, and lung components), and demonstrate an understanding of how they function (e.g., by building a functional model to illustrate the mechanism of breathing);

identify the three main areas of the neurological system (i.e., cerebrum, cerebellum, brain stem) and describe their function;

identify the basic components of the digestive system (e.g., mouth, pharynx, esophagus, stomach, small and large intestines, gall bladder, liver), and demonstrate an understanding of how they function (e.g., by building a model to illustrate the digestive pathway);

demonstrate an understanding of visual indicators of health status that should be noted when carrying out a health assessment of an individual (e.g., skin appearance [normal, bruised, jaundiced], breathing, posture, height, weight, alertness, balance, gait, signs of malnourishment).

Homeostasis: demonstrate a basic understanding of homeostasis and its relationship to personal health;

identify the various balances that the body regulates in order to maintain a stable internal environment (e.g., temperature, blood glucose, acid/base, sleep, blood pressure);

identify factors that can create a homeostatic imbalance (e.g., vomiting/diarrhea can lead to dehydration and electrolyte imbalance);

explain how imbalances in body systems affect personal health (e.g., an imbalance in blood glucose can lead to hypoglycemia/hyperglycemia).

Lifestyle Choices : describe the relationship between lifestyle choices and personal health and well-being;

identify lifestyle choices that can improve a person's health and well-being (e.g., avoidance of substance use/abuse, stress management, regular exercise, prevention of dental cavities, safe use of MP3 players and cell phones, using an Aboriginal medicine wheel as a health framework);

assess a simulated client's dietary strengths and weaknesses and make appropriate food and nutrition suggestions, using appropriate resources (e.g., Eating Well with Canada's Food Guide [2007]; Eating Well with Canada's Food Guide: First Nations, Inuit and Métis; cultural adaptations of Canada's Food Guide available from the Ontario Public Health Association);

identify different types of community health and social services that help people maintain active and healthy lives (e.g., community care access centres, nursing, mental health services, physiotherapy, lab services, Meals on Wheels, vision services, dental services, pharmacy services).

Disease Prevention and Treatment: compare conventional and complementary methods of disease prevention and treatment.

research and describe conventional methods of preventing and treating disease (e.g., prescribed and over-the-counter medication, radiation treatment, chemotherapy, surgery, microscopic surgery, diet, lithotripsy);

research and describe complementary methods of preventing and treating disease (e.g., meditation, herbal remedies, massage therapy, acupuncture, First Nations ritual of smudging to purify and cleanse the body, energy healing);

demonstrate an understanding of the chain of infection and the principles of infection control.

Health Care Skills

Instruments, Equipment, and Materials: use health care instruments, equipment, and materials safely and correctly;

identify common medical instruments (e.g., sphygmomanometer, forceps, double-ended explorer), equipment (e.g., Hoyer lift, intravenous [IV] pole, weigh scales, microscope, mouth mirror), and materials (e.g., wound dressings, bed linens and lift sheets, gloves, protective gowns, eye shields), and use them safely and correctly;

disinfect instruments, equipment, materials, and surfaces, using accepted medical aseptic procedures, to prevent the spread of infection;

prepare, clean, and store instruments and equipment correctly, following standard industry procedures (e.g., calibrate sphygmomanometer correctly prior to use, prepare instruments for autoclaving, clean pill cutter before and after use).

Vital Signs: demonstrate the ability to use vital signs to determine a client's health status;

demonstrate the ability to use equipment to measure vital signs (temperature, pulse, respiration, and blood pressure);

assess and document a client's vital signs: temperature (by oral, axillary, and tympanic routes); pulse rate (rhythm and volume by apical and radial sites); respiration rate (rhythm and character); and blood pressure;

identify normal values for temperature, pulse, respiration, and blood pressure across the lifespan, and assess possible health implications of abnormal values (e.g., elevated temperature suggests a possible infection; an elevated blood pressure reading may be an early indication of hypertension).

Skills and Techniques: demonstrate the ability to apply health care skills and techniques safely and to industry standards;

demonstrate an understanding of correct hand hygiene procedures (e.g., knowing when they are required, knowing when to use hand washing rather than antibacterial sanitizers), and apply as required;

perform common caregiving skills and techniques (e.g., bed making, bed bathing, feeding, toileting, oral care, weighing) safely and correctly, using baby and/or adult mannequins;

perform mobility techniques (e.g., turning, lifting, and transferring clients; using crutches or walkers and instructing clients in their use) safely and correctly;

perform a range of motion and positioning techniques safely and correctly to prevent the development of decubitus ulcers and contractures in clients;

demonstrate an understanding of (e.g., through role play) and apply health and safety procedures relating to proper body mechanics and ergonomics (e.g., base of support, good body posture)

demonstrate an understanding of and apply safe practices for handling, preparing, and storing food in a real or simulated care environment (e.g., use proper cooking temperatures to kill bacteria; check that clients' food tolerances, requirements, or restrictions are observed).

Communication and Documentation: demonstrate the ability to apply a variety of techniques for communicating with clients and collecting client information.

demonstrate the ability to use basic therapeutic communication techniques (e.g., active listening and paraphrasing);

identify various communication barriers (e.g., barriers relating to health conditions, age, stage of development, and differing cultural communication styles), and apply strategies for overcoming them;

demonstrate competence in the use of methods for collecting client data (e.g., interviews, questionnaires) and documenting client information.

Health Care, The Environment, and Society

Health Care and the Environment: describe the impact of health care industry activities on the environment and identify ways of minimizing their harmful consequences;

describe the potential impact on the environment of biohazardous wastes from health care facilities (e.g., body fluid and human tissue, sharps containing bacteria or viruses);

identify safe methods for the handling, storage, and disposal of wastes and biohazardous materials (e.g., use of checklists, sharps containers, double wrapping, proper labelling);

describe good environmental practices that can be applied in the health care industry (e.g., using energy-efficient lighting; reducing, reusing, or recycling packaging material; storing information electronically instead of on paper).

Health Care and Society: describe the impact of current social patterns and trends on personal health and the delivery of health care.

identify demographic and lifestyle patterns and trends (e.g., an aging population, lack of exercise) and describe their implications for the health care industry (e.g., increased obesity and susceptibility to diabetes and cardiovascular disease, changes in care needs, changes in treatments and interventions, trends in mental illness and public attitudes towards it);

explain the relationship between socioeconomic status and health (e.g., differences in various health parameters among children aged 4 to 6 from different socio-economic backgrounds).

Professional Practice and Career Opportunities

Health and Safety: demonstrate an understanding of and comply with safe working practices and the laws and regulations governing the health and safety of workers in the health care industry;

identify and comply with legislation, regulations, standards, and requirements pertaining to worker safety in the health care workplace (e.g., Occupational Health and Safety Act [OHSA], Workplace Hazardous Materials Information System [WHMIS]);

demonstrate an understanding of and apply safe procedures for the use of tools and equipment as outlined in safety manuals, operating instructions, and institutional requirements;

use protective clothing and equipment as required to keep themselves and others safe and free from harm.

Professional Standards: demonstrate an understanding of legal and ethical standards governing the practice of health care

identify and explain the principal components of legislation pertaining to health care in Ontario (e.g., Regulated Health Professions Act [RHPA] sets the framework for regulating the scope of practice of health professions);

describe the professional and ethical standards that health care workers are expected to adhere to (e.g., accountability, knowledge, competence, respect for patients' rights and privacy, respect for cultural and religious diversity, respect for the sanctity of life).

Career Opportunities: describe career opportunities in the health care field and related educational requirements.

identify career opportunities in health care and describe the education and/or training required for entry into these occupations;

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the health care industry (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);

demonstrate an understanding of and apply the Essential Skills that are important for success in the health care industry, as identified in the Ontario Skills Passport (e.g., document use, decision making, finding information);

demonstrate an understanding of and apply the work habits that are important for success in the health care industry, as identified in the Ontario Skills Passport (e.g., working safely, teamwork, reliability);

maintain an up-to-date portfolio that includes pieces of work and other materials that provide evidence of their skills and achievements in health care (e.g., Passport to Safety certificate, reports, assignments, Ontario Skills Passport Work Plan), and explain why having a current portfolio is important for career development and advancement.

Technological Education

Health Care Fundamentals

Health Care Terminology: demonstrate an understanding of health care terminology and its correct usage;

demonstrate an understanding of health care terminology (e.g., manifestation, obstruction), and use it correctly in oral and written communication;

demonstrate an understanding of terminology related to human physiology (e.g., hormone, cerebral vascular accident [stroke]), and use it correctly in oral and written communication;

demonstrate an understanding of anatomical terminology (e.g., proximal, hypochondrium), and use it correctly in oral and written communication;

identify and use medical abbreviations correctly (e.g., pt [patient], ECG [electrocardiogram]);

name and identify the purpose of commonly used health care equipment (e.g., X-ray machine, phlebotomy equipment, refraction equipment, walker frames, autoclave);

pronounce and spell key health care terms correctly (e.g., febrile = feb-ril; distal = dis-t l)

Anatomy and Physiology: demonstrate a basic understanding of human anatomy and physiology;

demonstrate an understanding of the basic structure of the human body (e.g., cells, tissues, organs, systems)

demonstrate an understanding of visual indicators of health status that should be noted when carrying out a health assessment of an individual (e.g., skin appearance [normal, bruised, jaundiced], breathing, posture, height, weight, alertness, balance, gait, signs of malnourishment).

identify the four main types of tissue (i.e., muscle tissue, nervous tissue, epithelial tissue, connective tissue) and describe their basic functions;

demonstrate a basic understanding of the integumentary system (e.g., skin layers and their components, sensory perception);

demonstrate a basic understanding of the musculoskeletal system (e.g., types of movement such as flexion, extension, rotation, abduction);

demonstrate a basic understanding of the cardiovascular system (e.g., by building a model of the heart to show major anatomical features and blood flow)

identify the major structures of the lymphatic system and explain how it is related to the cardiovascular and immune systems (e.g., lymphatic vessels and lymph nodes remove bacteria to protect the body);

demonstrate a basic understanding of the respiratory system (e.g., by building a functional respiratory model to illustrate the mechanism of breathing);

demonstrate a basic understanding of the digestive system (e.g., by building a model to illustrate the digestive pathway);

identify the three main areas of the neurological system (i.e., cerebrum, cerebellum, brain stem) and describe their function;

Homeostasis: demonstrate an understanding of homeostasis and its relationship to personal health;

describe the various balances that the body regulates in order to maintain a stable internal environment (e.g., temperature, blood glucose, acid/base, blood pressure, fluid balance);

identify factors that can create a homeostatic imbalance (e.g., vomiting/diarrhea can lead to dehydration and electrolyte imbalance);

explain how imbalances in body systems affect personal health (e.g., an imbalance in blood glucose can lead to hypoglycemia/hyperglycemia).

Lifestyle Choices : describe the relationship between lifestyle choices and personal health and well-being;

identify and describe lifestyle choices that can improve a person's health and well-being (e.g., avoidance of substance use/abuse, stress management, regular exercise, prevention of dental cavities, safe use of MP3 players and cell phones, using an Aboriginal medicine wheel as a health framework);

assess a simulated client's dietary strengths and weaknesses and make appropriate food and nutrition suggestions, using appropriate resources (e.g., Eating Well with Canada's Food Guide [2007]; Eating Well with Canada's Food Guide: First Nations, Inuit and Métis; cultural adaptations of Canada's Food Guide available from the Ontario Public Health Association);

identify and describe different types of community health and social services that help people maintain active and healthy lives (e.g., community care access centres, nursing, mental health services, physiotherapy, lab services, Meals on Wheels, vision services, dental services, pharmacy services).

Disease Prevention and Treatment: compare conventional and complementary methods of disease prevention and treatment.

research and describe conventional medical treatments for disease, disability, or injury (e.g., cancer - radiation treatment, chemotherapy, surgery; cholelithiasis - diet, lithotripsy, microscopic surgery, pain control);

research and describe complementary medical treatments for disease, disability, or injury (e.g., acupuncture for pain management, First Nations ritual of smudging to purify and cleanse the body, therapeutic touch);

describe a variety of conventional and complementary methods of preventing and treating disease that can be combined to provide a holistic approach (e.g., prescribed and over-the-counter medication, meditation, herbal remedies, chiropractic treatment, naturopathy, massage therapy, surgery);

demonstrate an understanding of the chain of infection and the principles of infection control.

Health Care Skills

Instruments, Equipment, and Materials: use health care instruments, equipment, and materials safely and correctly;

identify common medical instruments (e.g., sphygmomanometer, forceps, double-ended explorer), equipment (e.g., Hoyer lift, intravenous [IV] pole, weigh scales, microscope, mouth mirror), and materials (e.g., wound dressings, bed linens and lift sheets, gloves, protective gowns, eye shields), and use them safely and correctly;

disinfect instruments and equipment, using accepted medical aseptic procedures, to prevent the spread of infection (e.g., nosocomial infection secondary to contaminated medical equipment/ devices);

prepare, clean, and store instruments and equipment correctly, following standard industry procedures (e.g., calibrate sphygmomanometer correctly prior to use, prepare instruments for autoclaving, clean pill cutter before and after use).

Vital Signs: demonstrate the ability to use vital signs to determine a client's health status;

demonstrate the ability to measure the four primary vital signs (temperature, pulse, respiration, blood pressure) and to assess degree of pain (often considered an additional vital sign);

assess and document a client's vital signs: temperature (by oral, axillary, and tympanic routes); pulse rate (rhythm and volume by apical and radial sites); respiration rate (rhythm and character); blood pressure; and pain intensity (e.g., using a pain scale);

identify normal values for temperature, pulse, respiration, and blood pressure across the lifespan, and assess possible health implications of abnormal values (e.g., elevated temperature suggests a possible infection; an elevated blood pressure reading may be an early indication of hypertension).

Skills and Techniques: demonstrate the ability to apply health care skills and techniques safely and to industry standards;

demonstrate an understanding of correct hand hygiene procedures (e.g., knowing when they are required, knowing when to use hand washing rather than antibacterial sanitizers), and apply as required;

perform common caregiving skills and techniques (e.g., bed making, bed bathing, feeding, toileting, oral care, weighing) safely and correctly, using baby and/or adult mannequins;

perform mobility techniques (e.g., turning, lifting, and transferring clients; using crutches or walkers and instructing clients in their use) safely and correctly;

perform a range of motion and positioning techniques safely and correctly to prevent the development of decubitus ulcers and contractures in clients;

demonstrate an understanding of (e.g., through role play) and apply health and safety procedures relating to proper body mechanics and ergon

perform basic physical assessment skills (e.g., assessment of visual acuity using a Snellen Chart; assessment of hearing, breath sounds, bowel sounds, gait and balance; neurological assessment).

Communication and Documentation: demonstrate the ability to apply a variety of techniques for communicating with clients and collecting client information.

demonstrate the ability to use therapeutic communication techniques (e.g., active listening and paraphrasing) in a variety of client situations (e.g., clients recovering from a stroke, clients with dementia, clients dealing with pain and stressful situations);

identify various communication barriers (e.g., barriers relating to health conditions, age, stage of development, and differing cultural communication styles) and apply strategies for overcoming them;

demonstrate competence in the use of methods for collecting client data and documenting client information (e.g., role play how to interview a client to obtain a client history).

Health Care, The Environment, and Society

Health Care and the Environment: describe the impact of health care industry activities on the environment and identify ways of minimizing their harmful consequences;

describe the potential impact on the environment of biohazardous waste from health care facilities (e.g., body fluid and human tissue, sharps containing bacteria or viruses);

identify safe methods for the handling, storage, and disposal of waste and biohazardous materials (e.g., use of checklists, sharps containers, double wrapping, proper labelling);

describe good environmental practices that can be applied in the health care industry (e.g., using energy-efficient lighting; reducing, reusing, or recycling packaging material; storing information electronically instead of on paper)

Health Care and Society: describe the impact of current social patterns and trends on personal health and the delivery of health care.

identify demographic and lifestyle patterns and trends (e.g., an aging population, lack of exercise) and describe their implications for the health care industry (e.g., increased obesity and susceptibility to diabetes and cardiovascular disease, changes in care needs, changes in treatments and interventions, trends in mental illness and public attitudes towards it);

research and analyse the relationship between socio-economic status and health (e.g., differences in various health parameters among children aged 4 to 6 from different socio-economic backgrounds).

Professional Practice and Career Opportunities

Health and Safety: demonstrate an understanding of and comply with safe working practices and the laws and regulations governing the health and safety of workers in the health care industry;

identify and comply with legislation, regulations, standards, and requirements pertaining to worker safety in the health care workplace (e.g., Occupational Health and Safety Act [OHSA], Workplace Hazardous Materials Information System [WHMIS]);

demonstrate an understanding of and apply procedures to ensure safe and productive work practices in the health care workplace (e.g., use tools and equipment safely as outlined in safety manuals, operating instructions, and institutional requirements; conduct a safety inspection or audit of a facility; use a checklist to keep track of tools and equipment);

use protective clothing and equipment as required to keep themselves and others safe and free from harm

Professional Standards: demonstrate an understanding of legal and ethical standards governing the practice of health care

identify and explain the principal components of legislation pertaining to health care in Ontario (e.g., Regulated Health Professions Act [RHPA] sets the framework for regulating the scope of practice of health professions);

explain the need for the professional and ethical standards that health care workers are expected to adhere to (e.g., accountability, knowledge, competence, respect for patients' rights and privacy, respect for cultural and religious diversity, respect for the sanctity of life)

Career Opportunities: describe career opportunities in the health care field and related educational requirements.

identify various career opportunities in health care and describe the education and/or training required for entry into these occupations;

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the health care industry (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant industry associations);

demonstrate an understanding of and apply the Essential Skills that are important for success in the health care industry, as identified in the Ontario Skills Passport (e.g., document use, decision making, finding information);

demonstrate an understanding of and apply the work habits that are important for success in the health care industry, as identified in the Ontario Skills Passport (e.g., working safely, teamwork, reliability);

maintain an up-to-date portfolio that includes pieces of work and other materials that provide evidence of their skills and achievements in health care (e.g., Passport to Safety certificate, reports, assignments, Ontario Skills Passport Work Plan), and explain why having a current portfolio is important for career development and advancement.

Technological Education

Hospitality and Tourism Fundamentals

The Tourism Industry: demonstrate an understanding of hospitality and tourism as represented by the various sectors of the tourism industry;

describe the role and characteristics of each of the sectors of the tourism industry (e.g., accommodations, food and beverage services, recreation and entertainment, transportation, travel services);

assess the usefulness of information systems in contributing to value-added processes in the tourism industry (e.g., use of databases to enhance customer service by tracking customer usage for a reward/points system and/or maintaining client profiles [with pictures] to facilitate recognition of clients and their preferences/needs).

explain how various types of services, events, and activities from around the province (e.g., youth hostels, air transportation, ecotourism, weddings, guided tours) are associated with one or more sectors of the tourism industry;

identify and describe a variety of factors that have contributed to the growth of the tourism industry (e.g., economic growth, rising disposable incomes, package vacations, cut-price air fares, improved transportation equipment and facilities that reduce travel time and stress);

explain how the location of facilities and the range and quality of available resources can affect customer service and satisfaction (e.g., tourists prefer accommodation that is close to the main attractions; equipment limitations reduce the scope of tourist activities);

explain the importance of understanding the life cycle of tourist destinations (i.e., inception, growth, maturity, decline);

explain the effect of the weather and seasonal changes on the availability, pricing, and quality of products and services within the tourism industry;

describe, on the basis of research, the various strategies used by tourism companies to increase their market share (e.g., loyalty reward plans, prizes and contests, customer appreciation days);

describe the role of the government and of industry associations in regulating and supporting the tourism industry;

explain how societal trends are changing the tourism industry (e.g., the aging of the population in Canada is increasing the demand for travel and recreational activities for the elderly; interest in viniculture is rising, causing an increase in visits to wineries; health awareness is increasing, causing more people to visit health resorts and spas);

Health and Wellness: demonstrate an understanding of health and wellness issues and concerns as they relate to the tourism industry;

identify new types of food products that have been developed through research, and describe health and safety issues related to their consumption (e.g., "power" drinks and their consumption by youth, hormone-rich beef and its consumption by children and pregnant women, gluten-free products for people with gluten allergies);

identify the essential principles of nutrition as referenced in Canada's Food Guide and accompanying resources (e.g., Eating Well with Canada's Food Guide [2007]; Eating Well with Canada's Food Guide: First Nations, Inuit and Métis; cultural adaptations of Canada's Food Guide available from the Ontario Public Health Association);

identify ways in which lifestyle, health, and age affect a person's dietary and nutritional needs (e.g., lifestyle: people who are not physically active need fewer calories than those who exercise regularly; health: diabetics require a diet that is low in sugar and carbohydrates to keep their blood-sugar level in balance; age: women as they age require calcium supplements to combat osteoporosis);

explain the connection between the dietary environment (e.g., the types of foods that are widely available and the quantities in which they are sold) and the food choices people make (e.g., fast-food nation - the ubiquity of fast-food outlets leads to a high consumption of processed foods; super-size option - products offered in super-size servings encourage over-eating);

identify the causes of food-borne illnesses (e.g., salmonella, Norwalk virus, E. coli), the associated medical symptoms (e.g., nausea, stomach cramps, fever), and methods of prevention (e.g., storing, handling, and cooking food appropriately).

Culinary Knowledge: demonstrate an understanding of fundamental culinary knowledge;

demonstrate an understanding of common measurements used in the food and beverage services sector, in metric, US customary, and British imperial units (e.g., weight - grams, ounces, pounds; volume - millilitres, fluid ounces) and in degrees Celsius and Fahrenheit;

describe common ingredients used in food preparation (e.g., types of flour, types of sugars/sweeteners, types of fats);

identify and describe a variety of ingredients that add flavour to food products (e.g., herbs, spices, essences, vinegars);

identify and describe a variety of basic cooking methods (e.g., dry: roasting, frying; moist: boiling; combination: braising);

identify key characteristics that define a particular cuisine (e.g., French, Italian, Thai, Aboriginal, fusion, nouvelle, vegetarian);

evaluate the effects of food preservation techniques (e.g., freezing: vegetables lose their taste; dehydrating: food loses its moisture and texture; canning: food tastes sweeter because sugar is added; pickling: food tastes saltier because sodium is added; smoking: food acquires a smoky flavour and contains added chemicals as a result of the smoking process);

describe the effects of climate and season on the availability, quality, price, and nutritional value of food products and services.

Tools, Equipment, and Facilities: . demonstrate an understanding of tools, equipment, and facilities used in the various sectors of the tourism industry.

identify various small wares used in the kitchen (e.g., hand tools, table-top mixers, pots);

identify tools and equipment commonly used in the various sectors of the tourism industry (e.g., stoves and mixers in the food and beverage services sector, phones and computers in the travel services sector, computer reservation systems in the accommodations sector);

demonstrate the ability to operate and maintain a variety of tools and equipment commonly used in different sectors of the tourism industry (e.g., stoves, computers, vacuum cleaners, audio-visual equipment), using proper processes and procedures;

identify the sorts of facilities that are associated with various types of successful tourism services and operations (e.g., catering, conference and convention, resorts, adventure lodges, airports, cruise ships, travel agencies);

explain how colour, layout, and lighting can be used to enhance various settings related to tourism (e.g., decor and lighting in hotel rooms, arrangement of tables and use of candles in dining areas, floral arrangements in reception areas, layout and design of a buffet).

Hospitality and Tourism Skills

Food Preparation and Presentation: prepare and present food products in a variety of ways, following accepted industry procedures;

demonstrate the use of various cooking techniques (e.g., sauté, deep fry, roast, poach, steam, braise) to produce a variety of foods (e.g., meats, vegetables, rice and pasta dishes, desserts, bakery products);

prepare food using appropriate culinary techniques (e.g., shucking, kneading, clarifying, deglazing) to enhance edibility, colour, texture, taste, and contrast;

use a variety of flavours to enhance the taste of foods (e.g., herbs, spices, vinegars, oils), and functional garnishes to enhance their presentation;

present food products in different types of service (e.g., plate, platter, buffet, cafeteria, takeout) to suit the occasion;

prepare foods that accommodate a variety of specific customer needs (e.g., dietary, religious, cultural, allergy related);

prepare a creative, attractive place-setting appropriate to the occasion or context (e.g., with a bouquet of flowers and with napkins folded in a unique way);

set a table in an appropriate and professional manner (e.g., paying attention to the choice of utensils and glassware, the design of the centrepiece, the colour and presentation of napkins) for a variety of circumstances

Administration and Management Practices: demonstrate the ability to follow the best practices of administration and management as they relate to the tourism industry;

demonstrate an understanding of the information and communications technology used in the various sectors of the tourism industry (e.g., point-of-sale [POS] systems, e-tickets, online reservation systems);

demonstrate the ability to make individual contributions to overall team performance (e.g., in a brigade system; as a "front of the house" [serving staff] member," back of the house" [kitchen staff] member; in sales and/or marketing);

use appropriate mathematical skills to accurately calculate food cost percentage based on the actual cost of food and the selling price per serving;

demonstrate correct procedures for storing, rotating, and maintaining inventory (e.g., use of the "first in, first out" [FIFO] method; implementation and maintenance of Hazard Analysis and Critical Control Point [HACCP] systems)

Marketing and Promoting an Event or Activity: design effective marketing initiatives to promote an event or activity;

identify a customer target group (e.g., students, family members, senior citizens) for an event or activity and determine the needs and wants of this target group (e.g., with regard to timing, budget, menu, facilities, location);

develop a marketing strategy that is appropriate to the target group and the event or activity;

design an advertising and/or promotional tool (e.g., picture, slogan, announcement, giveaway) that aligns with their approved marketing strategy.

Managing an Event or Activity: apply appropriate management principles and practices to plan and execute an event or activity

create an action plan for staging an event or activity (e.g., multicultural festival, graduation ceremony, meal for homeless persons) in their school or community;

identify and locate the resources needed to undertake an event or activity (e.g., dining-room furniture, cooking equipment, lodging, transportation equipment);

demonstrate appropriate planning, organizational, and time management skills when managing an event or activity (e.g., prepare the mise en place; prepare a work schedule, production schedule, room attendant record sheets; prepare a trip itinerary);

create appropriate purchase requisitions for different purposes (e.g., to order food, cleaning products, or promotional materials);

demonstrate the ability to apply appropriate inventory control procedures (e.g., related to purchasing, receiving, storage, waste control);

use appropriate mathematical skills to accurately calculate the actual cost and revenues of an event or activity (e.g., fundraiser, package tour).

Industry Practices, The Environment, And Society

Industry Practices and Environment: demonstrate an understanding of factors that affect the relationship between the tourism industry and the environment;

explain the need for environmentally friendly waste management in the various sectors of the tourism industry (e.g., with regard to disposal of cooking oil and garbage, recycling of plastic and glass, composting of organic waste);

define environmental sustainability as it applies to the various sectors of the tourism industry (e.g., staying within the carrying capacity of environmentally sensitive areas; using energyefficient buildings, equipment, and transportation; reusing and/or recycling waste products);

explain how the relationship between food producers and food consumers affects the environment (e.g., production of organic foods in response to consumer demand results in less use of chemical fertilizers and pesticides; the Slow Food movement supports local food production and the continuing use of traditional food products; culinary tourism increases consumer awareness of and helps to support traditional food producers in many parts of the world);

assess the ecological footprint of an event or activity

Industry Practices and Society: demonstrate an understanding of factors that affect the relationship between the tourism industry and society.

describe how various sectors of the tourism industry (e.g., accommodations, food and beverage services) address needs and preferences arising from the cultural and religious diversity of their customers, and assess the effect this has on communities hosting tourist destinations;

describe ways in which the tourism industry can affect the economy of a community (e.g., multiplier effect - opening a new business creates secondary jobs, which in turn encourages further business activity; necessary leakage - much of the money spent by tourists [such as air fares] remains in the originating market or goes to tourism-related businesses outside the community);

describe the social responsibility of companies and workers in the tourism industry (e.g., with regard to equal employment opportunities, conservation and preservation of the environment, relations with local communities).

Professional Practice and Career Opportunities

Health and Safety: demonstrate an understanding of and compliance with health and safety standards in the various sectors of the tourism industry;

identify the laws, regulations, and regulatory/ oversight organizations that govern health, safety, and sanitary standards in the tourism industry (e.g., Occupational Health and Safety Act [OHSA], Health Protection and Promotion Act [HPPA], Workplace Hazardous Materials Information System [WHMIS] regulations, local health departments) and explain their importance;

demonstrate an understanding of emergency preparedness (e.g., develop an emergency exit plan, ensure all safety equipment is clearly identified and easily accessible and that equipment lockout rules are posted) and procedures to be followed (e.g., regarding equipment power shut-off, the use of fire-suppression equipment) in the event of an accident or emergency situation;

demonstrate the ability to follow health and safety best practices (e.g., report unsafe work conditions in the school classroom/facility; use the Workplace Hazardous Materials Information System [WHMIS]; know appropriate first aid procedures to be used in the event of an accident such as a burn, cut, or electric shock);

demonstrate the use of safe food handling and proper sanitary practices (e.g., prevent crosscontamination of foods; keep their person and uniform clean; wear hair nets; observe good housekeeping practices, safe lifting practices);

use protective clothing and equipment as required to ensure their own and others' safety in the work environment;

identify and describe health and safety issues that must be considered in the workplace (e.g., issues concerning trip and fall, exposure to chemicals, the effects of fatigue, and long-term ergonomic considerations).

Customer Service: demonstrate an understanding of the importance of customer service;

describe the relationship between the customer and the service provider;

identify and describe fundamental principles of customer service (e.g., reliability, accountability, caring, responsiveness);

explain how interpersonal, intrapersonal, and problem-solving skills are used to demonstrate professionalism and provide high-quality customer service;

analyse how the quality of customer service affects the viability of various tourism businesses (e.g., hotels, resorts, restaurants, private clubs, health spas).

Career Opportunities: identify career opportunities in the tourism industry and the individual personality traits and skills important for success in these careers.

identify the sectors of the tourism industry that are prominent in their local community and/or region and those that are prominent in the province as a whole;

describe the physical and psychological challenges experienced by persons working in the tourism industry (e.g., multi-tasking, dealing with stressful situations, maintaining personal fitness, adapting to an unconventional lifestyle);

identify the range of careers available in the tourism industry (e.g., travel agent, restaurant owner/manager, event planner);

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the tourism industry (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);

demonstrate an understanding of and apply the Essential Skills that are important for success in the tourism industry, as identified in the Ontario Skills Passport (e.g., document use, scheduling or budgeting and accounting, job task planning and organizing);

demonstrate an understanding of and apply the work habits that are important for success in the tourism industry, as identified in the Ontario Skills Passport (e.g., teamwork, reliability, customer service);

maintain an up-to-date portfolio that includes pieces of work and other materials that provide evidence of their skills and achievements related to hospitality and tourism (e.g., Passport to Safety certificate, Ontario Skills Passport Work Plan, photographs of participation in an event or activity, recipe catalogue), and explain why having a current portfolio is important for career development and advancement.

Technological Education

Hospitality and Tourism Fundamentals

The Food and Beverage Services Sector: describe the types of operations included in the food and beverage services sector of the tourism industry and the range of services these operations provide;

identify and describe the various sectors of the tourism industry (e.g., accommodations, recreation and entertainment, food and beverage services, transportation, travel services);

describe how the food and beverage services sector and other sectors of the tourism industry are interdependent (e.g., restaurants and coffee shops in hotels and airports benefit from the strong customer base provided by those facilities, and also enhance the appeal of the facilities for travellers);

identify and describe the various businesses within their community that are associated with the food and beverage services sector (e.g., restaurants, coffee shops, club facilities, fast-food outlets, catering services);

describe typical staff positions in the food and beverage services sector (e.g., front of the house – hostess, server, bartender; back of the house – chef, cook, dishwasher);

identify and describe the most common types of dining-room service (e.g., buffet, à la carte, formal, cafeteria).

Characteristics of Foods: assess the characteristics of a variety of food products to determine their nutritional content and local availability and the appropriate methods of cooking each food product;

assess the basic nutritional values (e.g., in terms of carbohydrates, proteins, fats, vitamins, minerals) of a variety of food products, using appropriate resources (e.g., Eating Well with Canada's Food Guide [2007]; Eating Well with Canada's Food Guide: First Nations, Inuit and Métis);

identify and describe commonly used ingredients in cooking and baking (e.g., leavening agents, types of flour, types of fats, salt, sugar);

identify a variety of ingredients used to add flavour and complexity to foods (e.g., herbs [basil, oregano, rosemary, thyme], spices [black pepper, paprika], salt, sugar, garlic, ginger);

describe and demonstrate a variety of cooking methods used to prepare foods (e.g., moist heat: poaching, boiling; dry heat: roasting, baking; combination: stewing);

identify various food products that come from a particular region or regions of the world and describe them in terms of their variety and availability.

Tools, Equipment, and Facilities: demonstrate an understanding of tools, equipment, and facilities commonly found in the food and beverage services sector of the tourism industry.

identify and describe appropriate procedures for the safe set-up, use, and maintenance of equipment used in a variety of activities in the food and beverage services sector;

describe proper procedures for using a variety of tools commonly used in the food and beverage services sector;

identify and describe a variety of facilities found in the food and beverage services sector;

describe the measurement systems based on metric, US customary, and British imperial units, and explain how these systems affect the use of tools and equipment commonly used in the food and beverage services sector.

Hospitality and Tourism Skills

Using Tools and Equipment: demonstrate technical proficiency in the use and maintenance of tools and equipment related to the food and beverage services sector of the tourism industry;

demonstrate proficiency in using a variety of tools and equipment related to the food and beverage services sector (e.g., stoves, cash registers, floor mixer, telephone);

use standard measuring tools to accurately determine, in metric, US customary, or British imperial units as appropriate, the weight and/ or volume of ingredients for meal preparation and, in degrees Celsius or Fahrenheit, the cooking temperature required;

maintain tools and equipment related to the food and beverage services sector (e.g., sharpen a knife, clean a food processor, clean a ventilation system) safely and correctly.

Food Handling, Preparation, and Presentation: use appropriate techniques for handling, preparing, and presenting food products;

apply Health Protection and Promotion Act (HPPA) standards in handling, storing, and preparing food products (e.g., cook and/or store food at the proper temperature; apply the "first in, first out" [FIFO] method in selecting ingredients);

prepare simple recipes (e.g., breads, cookies, vegetable dishes, stocks, soups, poultry) using readily available ingredients;

prepare and present creative, attractive, and functional plate garnishes (e.g., sprig of rosemary, tomato rose, strawberry arrangement) appropriate for the food being served;

convert recipes correctly in order to increase or decrease their yield (i.e., the number of persons who can be served);

set a table in an appropriate manner to suit the circumstances (e.g., paying attention to the choice and arrangement of utensils and glassware, the design of the centrepiece, the way napkins are folded, and the number of place settings required);

apply a variety of food and beverage services skills (e.g., order taking, order of service, table busing) as required, in accordance with industry standards.

Planning an Event or Activity: demonstrate an understanding of appropriate procedures to follow in planning an event or activity

research and report on a local and/or provincial tourism event or activity (e.g., music festival, sporting event, product show, cultural event) and identify the components that made the event or activity successful;

design an event or activity and complete the appropriate preparations for the event or activity (e.g., mise en place, trip itinerary, production schedule);

identify the equipment required for an event or activity (e.g., chafing dishes for buffet service, insulated carrier for offsite catering, tables and tent for outside reception) and identify the cost of purchasing or renting the equipment;

apply principles of advertising in promoting a school event or community activity (e.g., create a marketing campaign for a local tourism event);

use computer software to prepare and present a variety of documents related to an event or activity (e.g., menu, brochure, advertisement).

Industry Practices, The Environment, And Society

Industry Practices and the Environment: demonstrate an understanding of ways in which various practices of the food and beveragecservices sector of the tourism industry affect the environment;

describe environmentally friendly disposal procedures for waste food products and food packaging (e.g., composting, recycling);

create a plan to implement an environmentally friendly disposal procedure for waste food products and/or food packaging (e.g., a plan to set up a composting or recycling program in the school cafeteria, a plan to encourage the use of biodegradable containers for take-out food);

explain how the food and beverage services sector can support the achievement of environmentally responsible goals (e.g., goals of ecotourism, conservation goals, preservation goals);

assess the ecological footprint of an event or activity

Industry Practices and Society: 2. demonstrate an understanding of ways in which various aspects of the food and beverage services sector of the tourism industry affect society.

describe the social and economic impact of new products and technologies used in the food and beverage services sector (e.g., marketing of organic and genetically modified foods has raised consumer awareness of health and environmental issues; use of combination ovens has reduced labour costs and product wastage; advances in wireless technology have increased the popularity of Internet cafés);

explain how the food and beverage services sector can affect the economy of a community (e.g., businesses in the sector create jobs and attract visitors; tourist spending supports the community) and how these effects can vary with changes in economic conditions (e.g., exchange rate fluctuations can encourage or discourage tourist travel and thus affect the number of visitors to the community; an economic downturn can result in reduced spending on hospitality and tourism-related activities, which can lead to a loss of jobs in the community);

describe ways in which the food and beverage services sector can address various societal needs (e.g., by providing wheelchair accessibility, offering menus in Braille, including allergy alerts in menus, offering menu items that meet dietary or health concerns).

Professional Practice and Career Opportunities

Health and Safety: identify and demonstrate compliance with the health and safety legislation, regulations, and practices that govern the food and beverage services sector of the tourism industry

identify the laws, regulations, and regulatory/ oversight organizations that govern health, safety, and sanitary standards and practices in the food and beverage services sector (e.g., Health Protection and Promotion Act [HPPA], Occupational Health and Safety Act [OHSA],Workplace Hazardous Materials Information System [WHMIS] regulations, local health departments);

identify facilities and equipment in the food and beverage services sector that are required under health and safety legislation and regulations (e.g., eye wash stations, anti-fatigue mats, hand wash stations, smoke and carbon monoxide detectors, fire-suppression devices, ventilation);

demonstrate appropriate and timely use of safety and sanitary practices (e.g., washing hands, wearing hair nets, labelling containers, storing perishable items appropriately, monitoring temperature control) when handling, preparing, and presenting food and beverages;

identify health and safety issues that must be considered in workplaces in the food and beverage services sector (e.g., issues concerning trip and fall, exposure to chemicals, the effects of fatigue, and workplace ergonomics);

demonstrate an understanding of emergency preparedness (e.g., develop an emergency exit plan, ensure all safety equipment is clearly identified and easily accessible) and procedures to be followed (e.g., regarding the use of fire-suppression equipment) in the event of an accident or emergency situation;

use protective clothing and equipment as required to ensure their own and others' safety in the work environment.

Customer Service: demonstrate an understanding of the importance of customer service in the food and beverage services sector of the tourism industry;

identify situations involving customer contact in the food and beverage services sector where positive customer service experiences will enhance a business's reputation (e.g., greeting customers on arrival, serving food and drink to customers, providing room service);

identify and describe the fundamental principles of customer service (e.g., reliability, accountability, caring, responsiveness);

identify common customer service concerns and describe situations that provide opportunities to meet or exceed the needs or expectations of customers (e.g., providing professional and friendly table service, responding on the phone or in person to customer questions and/or complaints, accommodating customers with special needs, demonstrating knowledge of and respect for cultural and religious differences, providing advice to guide customer choices);

describe common ethical standards in customer service in the food and beverage services sector (e.g., standards relating to privacy, confidentiality, and business ethics);

explain the importance of uniforms in providing customer service in the food and beverage services sector (e.g., uniforms help to ensure staff safety and hygiene, enable customers to identify employees, promote the company's image, give staff a professional appearance);

explain the importance of teamwork in providing high-quality customer service in the food and beverage services sector.

Career Opportunities

identify a range of careers in the food and beverage services sector of the tourism industry and the education and training that would best prepare them for these careers.

maintain an up-to-date portfolio that includes pieces of work and other materials that provide evidence of their skills and achievements related to hospitality and tourism (e.g., Passport to Safety certificate, Ontario Skills Passport Work Plan, photographs of a project, recipe list, reports, assignments), and explain why having a current portfolio is important for career development and advancement.

identify the sectors of the tourism industry that are prominent in their local community and/or region and those that are prominent in the province as a whole;

identify the factors that may affect incomes in the tourism industry in general and the food and beverage services sector specifically (e.g., level of education and/or certification, geographical location, the state of the economy);

identify a variety of careers available in the tourism industry in general and the food and beverage services sector specifically (e.g., restaurant owner, concierge, travel guide, travel agent, expedition leader, event organizer);

identify a specific career or careers of interest in the food and beverage services sector (e.g., restaurant owner or manager, host, chef, caterer) and describe the secondary school pathways (i.e., selection of courses, programs, and experiential learning opportunities) that would provide the best preparation for these careers;

identify industry-recognized training and/or certifications (e.g., cardiopulmonary resuscitation [CPR], Standard First Aid, Service Excellence, Safe Food Handling) that it would be beneficial to have if they are pursuing a career in the food and beverage services sector;

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the food and beverage services sector (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);

demonstrate an understanding of and apply the Essential Skills that are important for success in the food and beverage services sector, as identified in the Ontario Skills Passport (e.g., measurement and calculation, oral communication, document use);

demonstrate an understanding of and apply the work habits that are important for success in the food and beverage services sector, as identified in the Ontario Skills Passport (e.g., teamwork, reliability, initiative);

Technological Education

Manufacturing Technology Fundamentals

Design Process: demonstrate an understanding of design and other problem-solving processes used to develop solutions and products in response to challenges in manufacturing technology

describe and explain the importance of the steps of a design process (e.g., analysing the situation or context, developing design criteria, generating ideas, conducting research, communicating ideas, choosing the best solution, building a prototype, testing and modifying the prototype, undertaking a cost analysis) or other problemsolving process used to solve a variety of manufacturing technology challenges (e.g., use a problem-solving matrix for a robotics-related challenge arising from the production of the prototype)

use technical drawings (e.g., orthographic, pictorial, isometric, assembly) as part of the design process to develop solutions to challenges or problems in manufacturing technology;

explain why technological concepts (e.g., aesthetics, control, environmental sustainability/ stewardship, ergonomics, fabrication, function, innovation, material, mechanism, power and energy, structure, safety, systems) are important considerations in the design process

explain how the application of technological concepts in design or other problem-solving processes can result in products that better meet human needs or wants (e.g., a ramp to replace a stairway, a lever-type door handle to replace a round knob, a remote control to operate a television, energy-efficient devices to replace inefficient ones).

Process Planning: demonstrate an understanding of the steps and processes required to produce a product;

explain the need for a detailed production plan when manufacturing a product;

identify and analyse the factors that must be considered when planning production (e.g., quantity, tolerances, cost factors);

explain the differences in planning for custombuild versus mass-production processes;

apply collaborative problem solving to plan a detailed product manufacturing process (e.g., including details of work flow, just-in-time part routing, scheduling, timelines, deadlines, efficient use of materials).

Control Systems: demonstrate an understanding of various types of control systems used in manufacturing;

describe various types of control systems (e.g., programmable logic control [PLC], computer numerical control [CNC], inventory/purchasing control)

incorporate the use of a control system (e.g., Program Evaluation and Review Technique [PERT] chart, Gantt chart) in a production process or project

explain how a quality control system (e.g., statistical process control, standards developed by the International Organization for Standardization [ISO]) is used to manage production;

utilize automation technology (e.g., programmable logic controller [PLC], computer-aided manufacturing [CAM], pneumatic actuators) to control a process.

Mathematics, Science, and Technological Literacy

apply mathematical skills (e.g., calculate production rates, machine speeds and feeds, ratios; use formulas related to geometry and trigonometry; estimate costs) in planning manufacturing processes;

apply scientific concepts to manufacturingrelated processes (e.g., material selection, material processing, setting of machining speed and cutting force);

apply technological literacy skills to create process control charts that clearly outline the stages of production;

prepare engineering reports (e.g., flow charts, inspection reports, tool lists, schedules, build plans), using appropriate technical language to communicate the specifics of a product or process.

Manufacturing Technology Skills

Managing the Manufacturing Process: identify and use appropriate processes to organize and control the manufacturing of products;

select the most efficient production method or process to manufacture a product;

develop managerial and mechanical control plans (e.g., managerial: marketing, production tracking, financial control, inventory control, workin-process tracking; mechanical control: electrical, pneumatic) for the manufacture of a product (e.g., robot, control system);

implement managerial and mechanical control plans for the manufacture of a product;

use appropriate orthographic and isometric drawing techniques (e.g., sketching, computeraided design [CAD]) when developing solutions to design problems or challenges.

Material Selection: demonstrate an understanding of the appropriate selection of materials to manufacture products to meet specific needs;

demonstrate an understanding of destructive and non-destructive tests to evaluate material properties (e.g., file test, spark test, moisture content test, dye testing, hardness testing);

evaluate material properties (e.g., heat resistance, mass, strength) as they relate to specific project needs;

research and evaluate the properties of various ferrous and non-ferrous materials before selecting the most appropriate material for a project;

demonstrate a working knowledge of the methods of conditioning materials (e.g., thermal, chemical, mechanical methods).

Tools, Equipment, and Manufacturing Processes: demonstrate the safe and appropriate use of tools and equipment in the manufacture of a product or the development of a production process;

select and use the proper tools (e.g., height gauge, surface gauge, trammel points, protractor, scriber) and procedures required to effectively lay out a project;

demonstrate the proper use of various measuring instruments (e.g., scale, vernier caliper, micrometer), making measurements in both metric and US customary/British imperial units;

demonstrate the safe and proper use of appropriate hand tools, machine tools, and equipment (e.g., files, wrenches, hack saws, electric drills, engine lathe, milling machine, planer, jointer, drill press, welder) during a manufacturing process or in the assembly or fabrication of a product;

use a computer to operate and control a manufacturing system (e.g., a robot, computer numerical control [CNC] equipment, a programmable logic control [PLC] device) during a manufacturing process or in the fabrication of a project.

Quality Assurance: analyse, properly operate, and maintain quality in a manufacturing system or process.

analyse and explain production results in a manufacturing process (e.g., by preparing a quality report);

use a quality control method (e.g., statistical process control) to monitor and record the reliability of a manufacturing process;

explain how positive and negative attitudes influence production efficiency

Technology, The Environment, And Society

Technology and the Environment: demonstrate an understanding of ways in which the manufacturing industry affects the environment;

analyse the effects that various manufacturing activities have on the environment (e.g., the effects of waste disposal, power consumption, processing of raw materials; effects on Aboriginal hunting and gathering grounds);

explain the benefits of using environmentally friendly processes and products in the manufacturing process;

explain how various sources of power generation (e.g., coal, nuclear, wind, solar, geothermal) and transportation methods (e.g., truck, rail, ship) used in manufacturing affect the environment.

Technology and Society: demonstrate an understanding of ways in which the manufacturing industry affects society.

describe the social and economic consequences that a manufacturing activity can have or has had on individuals and society, including Aboriginal communities;

explain how the manufacturing industry affects the local and provincial economy (e.g., with respect to job creation, standards of living, sustainability and conservation of the environment, impact on First Nation communities);

describe recent trends in the local manufacturing industry (e.g., globalization, rise in energy costs, increase in environmental awareness) and their effect on the local community or the province as a whole, and predict future trends.

Professional Practice and Career Opportunities

Health and Safety: demonstrate an understanding of and compliance with the health and safety legislation, standards, practices that are essential to the safe operation of a manufacturing facility;

identify and explain the importance of the specific components of legislation and standards related to workplace safety in the manufacturing industry (e.g., Occupational Health and Safety Act [OHSA], Workplace Hazardous Materials Information System [WHMIS]) and the specific responsibilities of the relevant oversight/regulatory organizations (e.g., Workplace Safety and Insurance Board [WSIB], Industrial Accident Prevention Association [IAPA]);

demonstrate good housekeeping practices in the work environment (e.g., cleaning up spills and leaks, keeping areas clean and clear of obstructions, properly organizing tools and equipment);

handle materials safely and appropriately in compliance with the information included in the Material Safety Data Sheets (MSDS) from the Workplace Hazardous Materials Information System (WHMIS);

demonstrate an understanding of procedures to ensure safe and productive work practices in the manufacturing workplace (e.g., perform safety inspections and audits that include ergonomic considerations related to workshop layout and set-up, material handling, ease of movement, lighting, workstation set-up);

demonstrate the safe use of tools and equipment in compliance with safety manuals, instructions, and institutional requirements;

use proper ventilation and/or filtration systems to control air quality (e.g., to minimize the effects of welding fumes, plastic off-gassing, cutting-fluid misting, heat treating of metal);

use protective clothing and equipment as required to ensure their own and others’ safety in the work environment.

Career Opportunities: demonstrate an understanding of postsecondary pathways that lead to career opportunities in the manufacturing industry

identify employment opportunities available in the manufacturing industry locally, provincially, and nationally;

identify and describe the specific education and training requirements necessary for careers in the manufacturing industry (e.g., technician, technologist, millwright, tool and die maker, mechanical engineer);

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the manufacturing industry (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);

demonstrate an understanding of and apply the Essential Skills that are important for success in the manufacturing industry, as identified in the Ontario Skills Passport (e.g., decision making, job task planning and organizing, problem solving);

demonstrate an understanding of and apply the work habits that are important for success in the manufacturing industry, as identified in the Ontario Skills Passport (e.g., teamwork, reliability, initiative);

maintain an up-to-date portfolio that includes pieces of work and other materials that provide evidence of their skills and achievements in manufacturing technology (e.g., Passport to Safety certificate, Ontario Skills Passport Work Plan, photographs of a project, technical drawings, reports, assignments), and explain why having a current portfolio is important for career development and advancement.

Technological Education

Manufacturing Technology Fundamentals

Design Process: demonstrate an understanding of how a design process is used in the planning and development of a manufacturing project;

describe and explain the importance of the steps in a design process (e.g., analysing the situation, defining the need or problem, conducting research, generating solutions, communicating ideas, evaluating solutions, building a prototype, undertaking a cost analysis) or other problemsolving process used to solve a variety of manufacturing technology challenges (e.g., design and plan the fabrication of a robot or robotic work cell to specific design criteria and timelines)

describe some examples of how the design process has been used in manufacturing to develop new products, or to improve existing products, to meet human needs or wants (e.g., quality of automobiles improved through the use of robotics in the manufacturing process);

explain why technological concepts (e.g., aesthetics, control, environmental sustainability/ stewardship, ergonomics, fabrication, function, innovation, material, mechanism, power and energy, structure, safety, systems) are important considerations in the design process

use brainstorming strategies, web diagrams, and trial-and-error activities as part of the design process to develop the best possible solution to a manufacturing challenge.

Material Conversion: demonstrate an understanding of material conversion processes;

describe and demonstrate the correct use of a variety of processes for joining materials (e.g., welding, bonding, fastening);

describe and demonstrate the correct use of a variety of processes for cutting materials (e.g., using oxy-acetylene torches, saws, shears, a plasma cutter, an engine lathe, a milling machine);

describe and demonstrate the correct use of a variety of processes for forming materials, using various tools and equipment (e.g., hammers; brake press; rollers; forging, casting, and moulding equipment);

describe material conversions such as the separation process (e.g., converting a material’s size and shape by removing excess material); the addition process (e.g., combining materials to achieve enhanced qualities, as in alloys); the process of making changes to contours (e.g., assembling materials by such means as gluing, mixing, fastening, bonding, welding); and the process of changing the properties (e.g., thermal, chemical, mechanical, physical) of solid materials;

demonstrate a working knowledge of converting the structure of a material, using a variety of methods (e.g., heat treating, annealing, steaming, shrinking, tempering).

Control Systems: demonstrate an understanding of various types of control systems used in manufacturing;

describe various manufacturing control systems (e.g., inventory/purchasing control, quality control);

explain the use of control system technologies (e.g., electronic – programmable logic controller [PLC]; hydraulic; mechanical; pneumatic) in a production process or project;

operate a basic control system (e.g., electronic, pneumatic, hydraulic, mechanical) to control a robot or component in completing a simple task.

Mathematics, Science, and Communication Skills

demonstrate a working knowledge of various mathematical formulas (e.g., Pythagorean theorem, formulas for calculating volume and surface area) and applications (e.g., tap drill sizing, calculation of machine speeds and feeds, weight calculations) that are commonly used in manufacturing;

apply mathematical concepts (e.g., linear systems; integers; decimals and fractions; order of operations) and skills in performing a variety of tasks required within the context of manufacturing design and production (e.g., angle calculations; calculation of perimeter, volume, and area; percent/decimal/fraction conversions; US customary/ British imperial and metric unit conversions);

apply mathematical analysis skills as they relate to production cost and quality control when manufacturing a product (e.g., conduct a cost analysis of the final product or process, produce statistical process control charts);

apply scientific laws, theories, and concepts related to the design and production areas of manufacturing (e.g., laws/theories: Newton’s laws of motion, basic electrical theory; concepts: simple machines, mechanical advantage);

identify the properties (e.g., magnetic, physical, mechanical, thermal, electrical) of natural and manufactured solid materials;

describe how the physical and mechanical properties of solid materials (e.g., physical: density, appearance, porosity, surface texture; mechanical: hardness, ductility, elasticity, brittleness, compression, fatigue, shear, tensility) create advantages or disadvantages that affect their suitability for use in manufacturing;

use technical language correctly and appropriately (e.g., in reports and presentations) to communicate information related to manufacturing technology;

use appropriate forms of communication (e.g., oral and written reports) and supporting documentation (e.g., statistical graphing; sketches; scale drawings; perspectives; orthographic, isometric, and oblique views; pattern and development projections; shop, assembly, and detail drawings) to convey ideas and processes and to show materials and specifications.

Manufacturing Technology Skills

Technical Drawings and Process Plans: demonstrate the ability to interpret and prepare technical drawings and develop process plans;

demonstrate a working knowledge of the stages of the manufacturing process (e.g., produce an order of operation chart, develop a bill of material for a project, undertake a cost analysis, develop a process plan);

use appropriate language and terminology (e.g., in oral and written reports) when developing process plans;

convert drawing dimensions (e.g., US customary/British imperial units to metric units, fractions to decimals) using the appropriate chart, table, or formula;

prepare, using conventional means or computer-aided design (CAD), detailed working drawings and/or assembly drawings or rough sketches (e.g., section views, isometric views), as appropriate to the task, that include the measurements and symbols required to complete a project (e.g., dimensions, specifications, tolerances, surface finish symbols, weldments).

Material Characteristics and Selection

identify the factors that affect material selection and suitability for the manufacture of a product (e.g., hardness, softness, malleability, mass, durability, shape, size, finish);

select appropriate materials for a project based on their properties and characteristics (e.g., physical, mechanical, thermal, chemical, electrical, magnetic, optical, acoustical) and the project’s design criteria (e.g., strength, finish, customer specifications, quality control processes, working environment);

use the proper procedures to prepare materials for production (e.g., measuring, marking, cutting to rough length, grinding, cleaning, deburring).

Metrology Tools: demonstrate a working knowledge of various metrology tools used to measure, lay out, and inspect products;

demonstrate the correct use of various measuring instruments (e.g., scales, vernier calipers, micrometers, gauges) to make measurements in both metric and US customary/British imperial units;

apply principles of dimensional metrology (e.g., precision measurement, tolerancing for interchangeable manufacturing) to manufacturing processes when producing a product;

demonstrate a working knowledge of the proper tools required to lay out a product precisely (e.g., height gauge, surface gauge, trammel points, protractor, scribe, straight edge);

use metrology tools to inspect and evaluate products for quality control purposes (e.g., for inspection reports, destructive and non-destructive testing).

Tools, Equipment, and Machine Processes: use tools, equipment, and machine processes safely and correctly in the manufacture of a product.

demonstrate the use of appropriate bench work techniques to lay out, fit, and assemble workpieces;

use appropriate procedures (e.g., correct machine set-up, operational safety procedures) when setting up, maintaining, using, and storing tools and equipment used in manufacturing and production processes;

demonstrate the correct selection and use of appropriate tools and equipment (e.g., wrenches, electric drills, grinders, engine lathe, milling machine) for specific manufacturing tasks;

demonstrate the use of various bonding, combining, and/or assembly techniques (e.g., shielded metal arc welding [SMAW], gas metal arc welding [GMAW], gas tungsten arc welding [GTAW], oxy-acetylene welding, brazing, soldering, use of appropriate fasteners, bonding) to complete projects.

Technology, The Environment, And Society

Technology and the Environment: demonstrate an understanding of ways in which the manufacturing industry affects the environment;

describe the benefits of using environmentally friendly products in the manufacturing process (e.g., the benefits of water-based versus solventbased adhesives);

identify a variety of alternative fuels (e.g., biodiesel, ethanol, hydrogen, electric power in hybrid systems) and energy sources (e.g., wind power, solar power, waste-to-energy) and explain how use of these fuels and energy sources can reduce the environmental impact of the manufacturing industry;

explain how various sources of power generation used in manufacturing (e.g., coal, nuclear, solar, wind, hydrogen fuel cell, tidal, geothermal) affect the environment (e.g., construction of large hydroelectric dams can affect animal habitats and patterns of behaviour);

describe environmentally responsible practices that can be followed during the design and manufacture of a product (e.g., minimize waste, consider using renewable or recyclable materials, design and manufacture products that last or can be repaired as opposed to throw-away products, use processes that have minimal impact on workers and the local environment);

demonstrate the use of proper techniques for the disposal of waste products.

Technology and Society: demonstrate an understanding of ways in which the manufacturing industry affects society.

explain how the manufacturing industry affects the local and provincial economy (e.g., with respect to job creation, standards of living, sustainability and conservation of the environment, impact on First Nation communities);

describe how the manufacturing industry responds to changes in the global economy (e.g., fluctuating currencies, trade agreements, fluctuating demand in other countries) and how this response affects the local community and/ or the province as a whole (e.g., in terms of economic opportunities or risks for the local and/or provincial population);

explain how ergonomics and a good manufacturing work environment can affect people’s daily lives (e.g., by providing long-term health benefits, creating job efficiencies).

identify ways in which the manufacturing industry affects the culture and society of a community or region (e.g., by creating employment opportunities; supporting social and cultural activities in the community; increasing industrial activity in the community/region, which some people may see as a threat to their way of life and/or the environment).

Professional Practice and Career Opportunities

Health and Safety: demonstrate an understanding of and compliance with health and safety legislation, standards, and practices related to the manufacturing industry;

identify and explain the importance of the specific components of legislation and standards related to workplace safety in the manufacturing industry (e.g., Occupational Health and Safety Act [OHSA], Workplace Hazardous Materials Information System [WHMIS]) and the specific responsibilities of the relevant oversight/regulatory organizations (e.g., Workplace Safety and Insurance Board [WSIB], Industrial Accident Prevention Association [IAPA], Construction Safety Association of Ontario [CSAO])

demonstrate good housekeeping practices in the work environment (e.g., cleaning up spills and leaks, keeping areas clean and clear of obstructions, properly organizing tools and equipment);

handle materials safely and appropriately in compliance with the information included in the Material Safety Data Sheets (MSDS) from the Workplace Hazardous Materials Information System (WHMIS);

demonstrate an understanding of procedures to ensure safe and productive work practices in the manufacturing workplace (e.g., perform safety inspections and audits that include ergonomic considerations related to workshop layout and set-up, material handling, ease of movement, lighting, workstation set-up);

demonstrate the safe use of tools and equipment in compliance with safety manuals, instructions, and institutional requirements;

use proper ventilation systems to control air quality (e.g., to minimize the effects of welding fumes, plastic off-gassing, cutting-fluid misting, heat treating of metal);

use protective clothing and equipment as required to ensure their own and others’ safety in the work environment.

Career Opportunities: . demonstrate an understanding of career opportunities in the manufacturing industry and the education, training, and certification required for these careers.

identify employment opportunities available in the manufacturing industry locally, provincially, and nationally;

identify manufacturing-related college programs and apprenticeships that are available in the manufacturing industry prior to or immediately following graduation;

identify opportunities available locally to obtain certifications and/or training that it would be beneficial to have if they are pursuing a career in manufacturing (e.g., cardiopulmonary resuscitation [CPR], Standard First Aid, fall protection training);

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the manufacturing industry (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);

demonstrate an understanding of and apply the Essential Skills that are important for success in the manufacturing industry, as identified in the Ontario Skills Passport (e.g., decision making, job task planning and organizing, problem solving);

demonstrate an understanding of and apply the work habits that are important for success in the manufacturing industry, as identified in the Ontario Skills Passport (e.g., working safely, teamwork, initiative, working independently);

maintain an up-to-date portfolio that includes pieces of work and other materials that provide evidence of their skills and achievements in manufacturing technology (e.g., Passport to Safety certificate, Ontario Skills Passport Work Plan, photographs of a project, technical drawings, reports, assignments), and explain why having a current portfolio is important for career development and advancement.

Technological Education

Manufacturing Technology Fundamentals

Primary Manufacturing Industries: demonstrate an understanding of the primary manufacturing industries and the processes and technologies related to them;

describe how materials from primary manufacturing industries (e.g., steel, plastics, lumber, paper) are used in the manufacturing industry;

identify and describe the key areas of operation in primary manufacturing industries (e.g., design, planning, fabrication, inspection, worker safety);

describe the influence that primary manufacturing industries have on secondary manufacturing industries (e.g., in terms of availability of materials, cost, viability).

Design Process: demonstrate an understanding of how a design process is used in the planning and development of a manufacturing project;

describe the steps of a design process used in the planning and development of a manufacturing project (e.g., brainstorming, determining order of operations, developing flow charts, conducting a needs analysis, creating mock-ups)

describe how various forms of communication (e.g., group discussion, brainstorming), graphic representation (e.g., sketches, technical drawings, computer-aided design [CAD]), and documentation (e.g., research reports) are used in the development of product ideas;

identify and describe skills and attitudes needed to work as a cooperative member and/or leader of a group during the design process (e.g., effective time management, goal setting, communication skills, respect for differences, ability to delegate tasks);

explain why technological concepts (e.g., aesthetics, control, environmental sustainability/ stewardship, ergonomics, fabrication, function, innovation, material, mechanism, power and energy, structure, safety, systems) are important considerations in the design process

Material Conversion: describe and demonstrate the correct use of processes required for making material conversions;

describe and demonstrate the correct use of a variety of processes for joining materials (e.g., shielded metal arc welding [SMAW], gas metal arc welding [GMAW], brazing, soldering, riveting, spot welding, crimping, bonding);

describe and demonstrate the correct use of a variety of processes for cutting or separating materials (e.g., using oxy-fuel torches, saws, mills, lathes, shears, plasma cutters);

describe and demonstrate the correct use of a variety of processes for forming materials, using various tools and equipment (e.g., hammers, box and pan brake, benders, rollers);

demonstrate a working knowledge of basic metallurgy (e.g., flame hardening, case hardening, tempering, annealing).

Mathematics, Science, and Technological Literacy: demonstrate an understanding of relevant mathematical and scientific concepts and apply technological literacy and communication skills in the study of manufacturing technology.

demonstrate a working knowledge of various mathematical formulas (e.g., related to trigonometry, geometry, force/power) and applications (e.g., tap drill sizing, calculating machine speeds and feeds, indexing) that are commonly used in manufacturing;

use mathematical calculations to solve manufacturing problems (e.g., use algebraic equations; calculate perimeters, volumes, areas), using appropriate resources (e.g., tables, charts);

apply mathematical concepts (e.g., linear systems, angle calculations, integers, orders of operations, decimals and fractions) and skills in performing a variety of tasks required within the context of manufacturing design and production (e.g., percent/decimal/fraction conversions, US customary /British imperial and metric unit conversions);

identify the properties (e.g., magnetic, physical, mechanical, thermal, electrical) of natural and manufactured solid materials

describe how the physical properties of solid materials (e.g., density, appearance, porosity, surface texture) create advantages or disadvantages that affect their suitability for use in manufacturing;

describe how the mechanical properties of solid materials (e.g., hardness, ductility, elasticity, brittleness, compression, fatigue, shear, tensility) create advantages or disadvantages that affect their suitability for use in manufacturing;

demonstrate effective use of technological literacy and communication skills to interpret and communicate information related to manufacturing technology (e.g., in technical manuals, reports, presentations).

Manufacturing Technology Skills

Technical Drawings and Process Plans: use technical design and production skills to interpret and prepare drawings and to develop process plans for a manufacturing project;

demonstrate the ability to accurately interpret engineering drawings (e.g., with respect to dimensions, welding symbols, weldments, notes and specifications, tolerances) related to the production of a project;

use appropriate sketching and/or drawing techniques to prepare working drawings (e.g., sketches, scale drawings, perspectives, isometric and oblique views, assembly and detail drawings, pattern and layout development) that convey ideas and processes and show materials and specifications;

develop a process plan for the production of a product based on design criteria and specifications (e.g., create a work plan, identify appropriate tools and equipment, produce a bill of material, develop a budget for the project, develop a flow chart of the project).

Selection and Preparation of Materials: demonstrate the ability to select appropriate materials for the manufacture of a product and prepare them properly for production;

select appropriate materials for the manufacture of a product based upon design criteria (e.g., criteria related to pattern and layout, cutting, squaring, drilling, machining, weld preparation and procedures);

use the proper procedures to prepare materials for production (e.g., measuring, marking, grinding, cutting).

Metrology Tools: demonstrate a working knowledge of various metrology tools used to measure, lay out, and inspect a product;

select and use a variety of measuring tools (e.g., calipers, scales, micrometers, vernier calipers, dial indicators) to measure projects according to specifications;

demonstrate the use of precise layout techniques for projects using the proper equipment (e.g., layout dye, scribe, marking punch, precision straight edge and square, vernier height gauge);

use inspection techniques (e.g., inspection reports, destructive and non-destructive testing techniques, rubrics) to evaluate projects and ensure quality;

apply principles of dimensional metrology (e.g., precision measurement, tolerancing for interchangeable manufacturing) to manufacturing processes.

Selection and Use of Tools and Equipment: demonstrate a working knowledge of the purpose, characteristics, and safe use of various hand tools, machine tools, power tools, and equipment used in the manufacture of products.

demonstrate the correct selection and safe and proper use of hand and power tools and/or equipment (e.g., lathe, mill, drill press, wrenches, tin snips, shears, rivet guns, foot and hand brakes, rollers, bar folds, punching and notching machines; equipment for shielded metal arc welding [SMAW], gas metal arc welding [GMAW], and gas tungsten arc welding [GTAW]; spot welder, plasma cutter, oxy-fuel torch, soldering gun) when manufacturing a product;

use the appropriate tools and/or equipment (e.g., fasteners, rivets, tape, self-tapping screws) for various assembly techniques (e.g., welding, gluing/bonding);

demonstrate a working knowledge of preventive maintenance (e.g., cleaning, lubricating, sharpening) and proper storage of tools and equipment commonly used in manufacturing.

Technology, The Environment, And Society

Technology and the Environment: demonstrate an understanding of ways in which the manufacturing industry affects the environment;

explain the importance of the proper storage, disposal, and recycling of obsolete and waste products in manufacturing;

describe the benefits of using environmentally friendly products in the manufacturing process (e.g., the benefits of water-based versus solventbased chemicals);

explain how various sources of power generation used in manufacturing (e.g., coal, nuclear, solar, wind, hydrogen fuel cell, tidal, geothermal) affect the environment;

identify conservation strategies that the manufacturing industry could employ (e.g., minimize water usage, convert to energy-efficient lighting, exploit transportation efficiencies, reduce paper usage by communicating electronically)

Technology and Society: explain how the manufacturing industry affects various aspects of society.

explain how the manufacturing industry affects the economy of their community or region

explain how manufacturing affects people’s daily lives;

identify ways in which the manufacturing industry affects the culture and society of a community or region (e.g., by creating employment opportunities; supporting social and cultural activities in the community; increasing industrial activity in the community/region, which some people may see as a threat to their way of life and/or the environment).

Professional Practice and Career Opportunities

Health and Safety: demonstrate an understanding of and compliance with health and safety legislation, standards, and practices as they relate to processes, materials, tools, and equipment used in manufacturing;

identify and explain the importance of the specific components of legislation and standards related to workplace safety in the manufacturing industry (e.g., Occupational Health and Safety Act [OHSA], Workplace Hazardous Materials Information System [WHMIS]) and the specific responsibilities of the relevant oversight/regulatory organizations (e.g., Workplace Safety and Insurance Board [WSIB], Industrial Accident Prevention Association [IAPA], Construction Safety Association of Ontario [CSAO]);

demonstrate good housekeeping practices in the work environment (e.g., preventing and cleaning up spills and leaks, keeping areas clean and clear of obstructions, properly organizing tools and equipment);

handle materials safely and appropriately in compliance with the information included in the Material Safety Data Sheets (MSDS) from the Workplace Hazardous Materials Information System (WHMIS);

describe health and safety roles, responsibilities, and procedures in manufacturing (e.g., concerning choice of equipment and materials, maintenance of equipment, storing of materials and equipment, inspection of facilities and equipment, in-service and training);

demonstrate the safe use of tools and equipment in compliance with safety manuals, instructions, and institutional requirements;

use protective clothing and equipment as required to ensure their own and others’ safety in the work environment.

Career Opportunities: demonstrate an understanding of career opportunities in the manufacturing industry and the education, training, and certification required for these careers.

identify employment opportunities available in the manufacturing industry locally, provincially, and nationally;

identify the training and certification required (e.g., by the Ministry of Training, Colleges and Universities – Workplace Training Branch) to become a skilled tradesperson in the manufacturing industry;

research and report on opportunities available locally to obtain certifications and/or training that it would be beneficial to have if they are pursuing a career in manufacturing (e.g., cardiopulmonary resuscitation [CPR], Standard First Aid, fall protection training, Canadian Welding Bureau certification);

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the manufacturing industry (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);

demonstrate an understanding of and apply the Essential Skills that are important for success in the manufacturing industry, as identified in the Ontario Skills Passport (e.g., decision making, job task planning and organizing, problem solving);

demonstrate an understanding of and apply the work habits that are important for success in the manufacturing industry, as identified in the Ontario Skills Passport (e.g., working safely, teamwork, initiative, working independently);

maintain an up-to-date portfolio that includes pieces of work and other materials that provide evidence of their skills and achievements in manufacturing technology (e.g., Passport to Safety certificate, Ontario Skills Passport Work Plan, photographs of a project, technical drawings, reports, assignments), and explain why having a current portfolio is important for career development and advancement.

Technological Education

Technological Design Fundamentals

Design Process: demonstrate an understanding of factors and relationships that affect technological design and the design process;

describe ways in which society, the environment, and the economy inspire and/or affect technological design (e.g., need for barrier-free access or alternative-energy vehicles), with reference to key technological concepts (e.g., aesthetics, control, environmental sustainability/stewardship, ergonomics, fabrication, function, innovation, material, mechanism, power and energy, structure, safety, systems)

identify the steps in the design process (e.g., define the problem or challenge, taking into account relevant contextual or background information; gather information about criteria, constraints, and available materials; generate possible solutions, using techniques such as brainstorming; choose the best solution; develop and produce a model or prototype; test the model or prototype; incorporate improvements or redesign and retest; report results), and demonstrate an understanding of the relationships among the steps (e.g., prototype testing can show that more idea development is needed);

evaluate various technical products (e.g., portable music player, backpack, cell phone) in terms of key technological concepts;

demonstrate an understanding of the relationship between technological design and art, science, technology, the environment, and commerce;

establish design criteria based on client interviews, consultations, and research (e.g., determine client’s needs, budget, and lifestyle; research technical requirements, material limitations, function of space, and existing infrastructure)

describe the role that the five senses (touch, taste, smell, sight, and hearing) play in technological design (e.g., shapes, colours, and layouts that make controls easy to read and operate; lighting and colour schemes that set a mood and/or make a room, garden, or building attractive).

Research and Project Management: describe appropriate strategies, techniques, and tools for researching, organizing, planning, and managing design projects and related activities, with an emphasis on financial, human, and material resources;

identify and locate sources of technical and design information (e.g., Machinery’s Handbook, Sweet’s building product catalogues, magazines, the Internet, interviews), using a variety of techniques and tools;

research and describe strategies for the planning, organization, and management of human, material, and financial resources for a design project (e.g., strategies for delegating tasks, selecting materials, estimating costs).

Representing Design Ideas Graphically: demonstrate an understanding of drafting standards, conventions, and guidelines for various types of drawings used to represent designs;

identify and describe different methods for representing design ideas graphically (e.g., mind maps, sketches, design layouts, computer-aided drafting), with reference to principles and elements of graphic design (e.g., principles: gradation, emphasis, pattern, balance; elements: space, shape, size, value);

demonstrate an understanding of drawing types (e.g., pictorial drawings, floor plans, elevations, sections, detail drawings, rendered drawings) and of drafting standards and conventions (e.g., standards: Canadian Standards Association [CSA]; conventions: symbols, abbreviations, shading, dimension labels, geometries), with an emphasis on working drawings;

accurately interpret technical drawings and specifications.

Making and Testing Models and Prototypes

identify and describe different types of models (e.g., conceptual, physical, virtual, theoretical) and prototypes (e.g., proof-of-principle, functional, form study);

compare a variety of modelling tools (e.g., shaping tools; fabric shears; computer-aided design [CAD] software; computer numerically controlled [CNC] mill, lathe, or router) and materials (e.g., matt board, starch, linen) in terms of suitability, time, budget, and availability;

identify various criteria for assessing models and prototypes (e.g., adherence to specifications, material cost, assembly time, material availability, waste produced, cultural appropriateness) and the methods and equipment used to perform the assessment (e.g., methods: measuring dimensions, wind tunnel testing; equipment: colour wheel, decibel meter, weigh scale).

Reporting and Presenting: use appropriate terminology and communication methods to document, report, and present progress and results.

use technical terminology correctly when documenting, reporting on, and presenting design projects (e.g., vernier caliper, orthographic, fillet, bisect, construction lines, shears);

compare reporting styles and formats (e.g., styles: American Psychological Association [APA], Modern Language Association [MLA]; formats: portfolio, journal, logbook, technical report, reflection paper);

describe and use the appropriate tools (e.g., word processor, multimedia hardware, display board, image board [lifestyle, mood, styling, usage]) and formats (e.g., oral or multimedia presentation, technical report) for documenting, reporting, and presenting design ideas and results;

demonstrate an understanding of the components of a technical report (e.g., design brief, criteria and constraints, idea development, planning, design analysis, evaluation, technical drawings, design summary).

Technological Design Skills

Researching and Managing Projects: use appropriate strategies and tools to research and manage design projects and related activities;

use various research methods and strategies to gather, organize, and interpret design information from appropriate resources (e.g., building codes, Machinery’s Handbook, interviews, union contracts);

use project management strategies and tools (e.g., project evaluation and review technique [PERT], time sheets, critical path analysis) to plan and organize finances, human resources, and materials for projects and related activities.

Developing and Representing Design Ideas: apply appropriate methods for generating and graphically representing design ideas and solutions;

use freehand sketches to help brainstorm initial design concepts for a project;

apply mathematical and scientific concepts and skills as required in the course of designing projects;

differentiate between artistic and technical criteria for a design;

produce hand-drafted and/or computerbased working drawings and other technical drawings of design solutions, using industryrecognized drafting standards and conventions;

apply principles and elements of graphic design to enhance design ideas in concept drawings and/or presentation-quality drawings.

Making and Testing Models and Prototypes: create and test models and/or prototypes, using a variety of techniques, tools, and materials;

create design models (e.g., conceptual, physical, virtual, theoretical) and/or functional prototypes (e.g., proof-of-principle, functional) using appropriate tools (e.g., fabric shears, computer-aided design [CAD] software, computer numerical control [CNC] machine tools), equipment (e.g., computer, cut-out pattern), procedures (e.g., tracing, forming, assembly), and materials (e.g., matt board, starch, linen, neoprene);

use appropriate metric and imperial measuring tools, scales (e.g., metric: 1:10, 1 cm:1 m or 1:100, 1:500; imperial: 1 /2":1' or 1:24), and proportion techniques when creating and assessing models and/or prototypes;

assess products and/or processes on the basis of student-developed criteria (e.g., adherence to specifications, effectiveness, cost, durability, appearance, estimated labour and material costs, cultural sensitivities, effect on the environment).

Reporting and Presenting: use a variety of formats and tools to create and present reports summarizing the design process and to reflect on decisions made during the process.

create and present reports summarizing design choices and the steps taken in the design process, using a variety of formats and tools (e.g., word processor, presentation software, interactive white board, web pages);

report and reflect on decisions made throughout the design process, using a variety of oral and/or written formats.

Technology, The Environment, And Society

Technology and the Environment: demonstrate an understanding of environmentally responsible design practices, and apply them in the technological design process and related activities;

demonstrate an understanding of environmental issues that affect the design of products and/or processes (e.g., gasoline consumption, pollution, greenhouse gases, habitat loss, extinction of species, depletion of natural resources);

describe, advocate, and apply best practices for conserving energy and other resources when designing a product or process (e.g., reuse or recycle lumber and other materials; use materials with recycled content; use wood glue instead of hot glue; use renewable energy sources, high-efficiency motors and appliances, and passive heating and cooling of buildings);

describe ways to reduce the waste produced by the manufacture and use of products (e.g., cutting patterns that minimize leftover materials, use of materials that are easily recycled, energymanagement controls in electronic equipment), and apply such practices when developing and building prototypes.

Technology and Society: describe the relationship between society and technological development.

research and compare technological eras (e.g., agricultural, industrial, information), and describe ways in which societal needs influenced these eras;

research and describe cases where technological design has improved the quality of living (e.g., fireproofing, prosthetic limbs, air purifiers, catalytic converters);

demonstrate an understanding of ways in which history, trends, culture, and geography have inspired technological design.

Professional Practice and Career Opportunities

Health and Safety: describe and apply health, safety, and environmental practices related to technological design;

describe the importance of health and safety laws, regulations, and standards that apply to technological design (e.g., regulations and standards from the Occupational Health and Safety Act, Canadian Standards Association [CSA], Ontario Building Code, and Workplace Hazardous Materials Information System [WHMIS]);

adhere to appropriate personal and environmental health and safety standards and procedures with respect to processes, materials, tools, equipment, and facilities throughout the design process and when performing related activities (e.g., use protective equipment; set tool and equipment guards properly; ensure adequate ventilation and ergonomic seating and other workplace arrangements; follow safe operating procedures; keep work areas clean and organized; store materials and dispose of wastes properly);

use protective clothing, gear, and equipment appropriately (e.g., dust mask, safety glasses).

Career Opportunities: identify career opportunities in fields related to technological design, and describe the training and education required for these careers.

identify a variety of career opportunities related to technological design (e.g., architect, architectural technologist, draftsperson, interior designer);

describe the educational and training pathways (i.e., selection of secondary and postsecondary courses, programs, and learning experiences) and entry requirements (e.g., portfolio, internship) for careers related to technological design;

research and report on professional associations and unions for technical designers (e.g., Professional Engineers of Ontario [PEO], Ontario Association of Chartered Industrial Designers of Ontario [OACID], Ontario Association of Certified Engineering Technicians and Technologists [OACETT], Ontario Association of Architects [OAA], Association of Registered Interior Designers of Ontario [ARIDO]), and describe how these organizations affect jobs in technological design (e.g., working conditions, job security);

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the technological design industry (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);

demonstrate an understanding of and apply the Essential Skills that are important for success in the technological design industry, as identified in the Ontario Skills Passport (e.g., reading text, writing, document use, measurement and calculation);

demonstrate an understanding of and apply the work habits that are important for success in the technological design industry, as identified in the Ontario Skills Passport (e.g., working safely, teamwork, reliability, initiative, customer service, entrepreneurship);

maintain an up-to-date portfolio that includes pieces of work and other materials that provide evidence of their skills and achievements in technological design (e.g., work logs, skills checklist, sketches, drawings, photographs of models and prototypes), and explain why having a current portfolio is important for career development and advancement.

Technological Education

Technological Design Fundamentals

Design Process: describe the design process, and identify ways in which technological design can address an environmental need or challenge;

describe the purpose of design for a given project (e.g., cleaner energy, reduced carbon footprint, less manufacturing waste) in terms of key technological concepts (e.g., aesthetics, control, environmental sustainability/stewardship, ergonomics, fabrication, function, innovation, material, mechanism, power and energy, structure, safety, systems)

describe the need for technological designs that take environmental factors into account (e.g., fuel-efficient vehicles, non-toxic paints and pesticides, renewable energy sources, sustainable production of materials);

identify and describe the steps in the design process (e.g., define the problem or challenge, taking into account relevant contextual or background information; gather information about criteria, constraints, and available materials; generate possible solutions, using techniques such as brainstorming; choose the best solution; develop and produce a model or prototype; test the model or prototype; incorporate improvements or redesign and retest; report results)

describe the relationship between various steps of the design process (e.g., testing a model or prototype, and then incorporating improvements or redesigning and retesting if necessary).

Research, Planning, and Organization

identify and apply strategies for gathering information from various sources (e.g., books, Ministry of the Environment website, interview with a naturalist) for a design project that meets an environmental need;

describe strategies and tools for planning and organizing a design project;

plan ways to apply the principles of sustainability and minimize environmental harm throughout the design process for a project (e.g., plan to use recycled materials, limit the use of energy-consuming equipment).

Representing Design Ideas Graphically: demonstrate an understanding of drafting standards, conventions, and guidelines for representing design ideas graphically

compare different methods for representing design ideas graphically (e.g., mind maps, sketches, computer-aided drawings);

identify and describe various types of technical drawings (e.g., 2D and 3D drawings, floor plans, elevations, sections, detail and rendered drawings) and the drafting standards and conventions used in them (e.g., symbols, abbreviations, line types).

Making and Testing Models and Prototypes: compare various kinds of models and prototypes and identify criteria, equipment, and methods for assessing them

compare various kinds of models (e.g., conceptual, physical, virtual, theoretical) and prototypes (e.g., proof-of-principle, functional, form study), taking into account the tools and materials required to produce them (e.g., tools: cut out patterns, animation; materials: paper, wax, clay, wood, metals, composites, plastics, cardboard, starch, textiles), as well as the amount of energy used and the wastes produced;

identify criteria for assessing designs (e.g., adherence to specifications, effectiveness, cost, durability, appearance);

identify criteria for assessing the environmental friendliness of a design and of the processes required to produce it (e.g., byproducts, waste, energy consumption, reuse and/or recycling of materials, biodegradability);

identify equipment (e.g., decibel meter, height gauge, weighing scale, colour wheel) and methods (e.g., measuring dimensions, compression testing, wind tunnel testing) used for assessing prototypes.

Reporting and Presenting: demonstrate an understanding of the technical and environmental terminology and the communication methods and formats used in the design process

demonstrate an understanding of technical and environmental terminology used in the design process (e.g., drafting versus drawing, scale versus ruler, greenhouse gases, parts per billion, fossil fuel);

describe how various report formats can be used to record design ideas and document the progress of a design project (e.g., portfolio, journal, logbook, sketchbook);

choose the most effective method to communicate progress and results for a given project from a variety of presentation tools and strategies (e.g., LCD projector, display board, oral or written presentation)

Technological Design Skills

Research, Planning, and Organization: use appropriate tools and strategies to research, plan, and organize design projects that have environmentally sound designs and production processes;

gather and summarize relevant information for developing various designs (e.g., Canadian Standards Association [CSA] publications, Ontario Building Code, environmental criteria);

investigate and describe economic and environmental factors that should be considered during the design process;

select and apply effective planning and organizational tools and strategies (e.g., sequence chart, time sheet, swatch book, checklists, file management) to develop environmentally sound design projects.