The mission of the Work-Based Learning Program is to assist in providing a highly trained, technologically sophisticated and career oriented young work force. This is accomplished by developing partnerships between business, industry, students, parents, school systems, coordinators, post-secondary institutions, and registered apprenticeships which will lead the participating student into meaningful careers. 

Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be in grades 11 or 12 and at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. This is especially important for successful completion of a student’s pathway in that their job placement is directly related to the curriculum of the pathway classes they have completed or in which they are concurrently enrolled.  

This introductory course focuses on characteristics of an entrepreneur, selecting a value proposition, and choosing the appropriate path for a start-up business with special consideration given to the Business Model Canvas, minimum viable product, and the lean start-up method. This course will guide students in the development of an entrepreneurial skillset and support them in building a foundation for their own future business venture.

Students will establish an online career portfolio (standard 2) and will continually add artifacts. Suggestions for artifacts which should be included are mentioned throughout the standards but there are many other artifacts which could be included as well.

Professional communication skills and practices, problem-solving, ethical and legal issues, and the impact of effective presentation skills are enhanced in this course to prepare students to be college and career ready. Employability skills are integrated into activities, tasks, and projects throughout the course standards to demonstrate the skills required by business and industry. 

In this course students will continue developing their Business Model Canvas for the entrepreneurial venture they conceived in the previous pathway course. Special attention will be given to determining costs and pricing of the product. Students will also develop a marketing plan and promotional materials to increase brand identity and product sales. At the end of the course students should be given an opportunity to deliver their start-up business pitch to potential investors in the local community, using a “Shark Tank” format.  Students will continue to add artifacts to their previously established online career portfolio.

Professional communication skills and practices, problem-solving, ethical and legal issues, and the impact of effective presentation skills are enhanced in this course to prepare students to be college and career ready. Employability skills are integrated into activities, tasks, and projects throughout the course standards to demonstrate the skills required by business and industry. 

Introduction to Software Technology (previously Introduction to Digital Technology) Introduction to Software Technology is the foundational course for Cloud Computing, Computer Science, Game Design, Internet of Things, Programming, Web and Digital Design, and Web Development pathways. This course is designed for high school students to understand, communicate, and adapt to a digital world as it impacts their personal life, society, and the business world. Exposure to foundational knowledge in programming languages, software development, app creation, and user interfacing applications are all taught in a computer lab with hands-on activities and project-focused tasks. 

Computer Science Principles Computer Science (CS) Principles is an intellectually rich and engaging course that is focused on building a solid understanding and foundation in computer science. This course emphasizes the content, practices, thinking and skills central to the discipline of computer science. Through both its content and pedagogy, this course aims to appeal to a broad audience. The focus of this course will fall into these computational thinking practices: connecting computing, developing computational artifacts, abstracting, analyzing problems and artifacts, communicating, and collaborating. 

Programming, Games, Apps & Society (PGAs) The course is designed for high school students to strategize, design, and develop games and mobile and desktop applications that can be produced in the real world. Students will learn about life cycles of project development and use models to develop applications. Attention will be placed on how user interfaces affect the usability and effectiveness of a game or an application. Programming constructs will be employed which will allow students’ applications to interact with “real world,” stimuli. The course exposes students to privacy, legality, and security considerations with regards to the software industry.