1. NEXT STEPS: GRADE 11 AND 12

2. GOALS Sufficient flexibility for districts and students Exposure to various career pathways Alignment with industry needs and expectations Postsecondary linkages – degree or credential programs Dual credit opportunities Two-year college Four-year college

3. CHALLENGES Differences among school district programs Limited postsecondary degree programs Differences among the degree programs Understanding college requirements for dual credit Instructor qualifications Student qualifications College programs continue to evolve /change Industry credentials still evolving

4. CURRICULUM MODULES Modular approach provides greater flexibility Districts can combine modules with trade specific content or Follow a coherent sequence of modules for grades 11-12

5. LINKAGES TO POSTSECONDARY Identification of curriculum focus should be driven by articulation with colleges and apprenticeship What are the degree opportunities? What are the apprenticeship opportunities? How to assemble the “building blocks” to create a seamless pathway to postsecondary options?

6. SPECIFIC COURSE MODULES Ideas for consideration CAD/Blueprint Reading Energy Efficiency RESIDENTIAL COMMERCIAL Energy Management Building Retrofit/Retuning Can specify by trade Renewable energy technologies Economics Solar, wind, geo, College-level Intro to Sustainability course Work readiness Math applications and modelling for construction Materials and

7. INTERRELATIONSHIPS 7 Generation Energy Management “Principles of Sustainability” Energy Technologies Context “Alternative Energy Technologies” Sustainability Policy Engineering Construction/Design Sustainability Science

8. ACADEMICS What are the key academic courses to support these modules and postsecondary linkages: What level of math? What science? physics Any academic content that can be taught in high school for college credit?

9. CREDENTIALS What entry-level credentials are appropriate for high school students? Are they recognized and valued by industry? Cost and access? What technical skills assessments are readily available?

10. CONSENSUS? Does the modular approach meet district needs? What is the appropriate sequence? Which modules must be completed first? Can we achieve articulation with colleges, technical training entities and employers?

11. NEXT STEPS Module development Secondary/ postsecondary/ industry collaboration Stipends provided to developers Identify lead and partner(s) for each module Are there existing programs or courses that can be adapted? Process Groups identify specific topics, approach and credential Bring back to full group Develop curriculum module Timelines Define module content by February 15 Complete Grade 11 modules by April 2012 Complete Grade 12 modules by June 2012