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Culminating Task/Milestone/Activities Alignment - Apprenticeship
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This Culminating Task/Milestone/Activities Alignment Database for the Apprenticeship goal path was created as a tool for practitioners to use when serving learners. It can be used to help identify a Culminating Task (CT) that aligns with the learners Apprenticeship goal. It can then be used to align competencies in the CT with Milestones (MS) and with preparatory activities from QUILL's Task Based Activities portal (TBA). This database provides a starting point for creating a Learner Plan.
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Note: The CTs and Milestones are stored securely and can only be accessed from the OALCF Repository, therefore, only the competencies are included in this database.
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Within this database you will find a Master List of Apprenticeship CTs that will provide you with a quick overview. The Master List includes the competencies listed for each of the CTs along with a link to a specific tab that details the competencies found within that CT. Each tab is specific to one CT and lists the competencies related to it. It also lists Milestones related to the competencies and suggested supporting TBAs learners can use to reinforce their skills with links to those activities.There is also a Notes column where information and resources can be added.
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Note: These tools are one part of a flexible planning framework, rather than a fixed curriculum.They are valuable in helping identify starting points for instruction, they don’t guarantee learner success on their own.
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The following is an example of how the database aligns Culminating Tasks, Milestones and task-based activities. Example: If you had a learner who wants to be a carpenter, you would find the Carpenter Culminating Task tab. We used the competencies and levels to guide the selection of Milestones learners could work towards on their Learner Plans, and task-based activities to prepare them to successfully complete the Milestones. We focused more on the skills being assessed, rather than trying to match each question directly. For example, if a task requires the learner to read information and respond to questions, we found a task-based activity that builds that skill and paired it with a Milestone appropriate to assess or reinforce learning.
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Note: That said, not every Milestone needs to be completed. Overloading learners with unnecessary milestones could be discouraging, overwhelming for instructors, and potentially raise concerns with the Ministry if it appears excessive. Milestones should be used strategically, especially when a competency is a known area of struggle.
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The Carpenter CT has four separate tasks with five to six questions each. Existing Milestones support some of the skills needed; others are better supported by task-based activities or job-specific practice. For example, we included additional A1.2 task-based activities because they mirror real workplace reading tasks and align with the expectations of the CT, not solely because they match the level covered in the CT.
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Where there are gaps, i.e., where neither Milestones nor existing activities fully support a question or skill in the CT, we recommend using that as an opportunity to introduce custom supports or resources that build that skill. This allows instructors to be responsive to learner needs without feeling they must “fill every gap” with formalized materials.
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Great care has been taken to ensure the most relevant Milestones and activities are listed. However, if they don't work for a learner, practitioners are encouraged to explore other alternatives.
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Our goal was to provide a structured starting point while recognizing every learner is different. Some may complete a variety of task-based activities and one Milestone and move forward confidently, while others may need more foundational skill-building. The framework is meant to be adaptable, so service providers can tailor it to meet their learners’ goals and readiness levels. The database can be altered to reflect your agency's approach and resources.
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As mentioned, we have provided an area on each tab called Notes where practitioners can add links, tips and experiences using the CT. We recommend saving a copy of the original database and renaming a copy of the database with your agency name. If you need a copy of the database at any time, contact LOCS. www.locs.on.ca
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Developers
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Carrie Wakeford, Executive Director, Learning Ontario Central South (LOCS): cwakeford@locs.on.ca
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Jackie Goddard, Literacy Consultant
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Lesley Hamilton, Literacy Consultant
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Thank you to the Reviewers
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Heather Robinet, Executive Director, QUILL Learning Network
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Heather Barker, Instructor, Community Learning Alternatives
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Note: This database was released February 2026
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