EASTERN SCHOOL DISTRICT
Course Descriptor
April 2006
Subject Area: Music
Course: Applied Music 2206 & 3206EASTERN SCHOOL DISTRICT
Course Descriptor
April 2006
Subject Area: Music
Course: Applied Music 2206 & 3206
Level of Instruction: Level Two and Level Three
References: Applied Music 2206 and 3206:
A Curriculum Guide
Program Description:
Applied Music 2206 & 3206 are performance courses designed to give students the opportunity to develop musical skills and understandings in small group settings. These courses can be delivered through each of the following applied areas: voice, winds, percussion, strings, guitar, piano/keyboard. Although the different applied areas have specific outcomes particular to an instrument or voice, they will share the same overall goals and core curriculum outcomes. These courses will provide learning opportunities for beginning students as well as those with prior musical experience. Along with the development of musicianship, literacy skills, and musical and theoretical understandings, students will develop competencies as instrumentalists and/or vocalists.
This comprehensive approach offers the opportunity for students to integrate the practical, theoretical, and conceptual aspects of music. Through individual and small group experiences, students develop musical independence, ability to concentrate, skills in performing with other musicians, and the self-discipline necessary for musical expression.
Components of Student Evaluation:
Student assessment should include the three major categories: diagnostic (or pre-instructional), formative and summative. The emphasis should be placed upon both process and product as well as upon group and individual performances. The cumulative mark at the end of the school year should reflect the student’s final skill set.
A: Practical Assessment………………………………………………………………………….60%
Students should be able to integrate theory and performance in order to develop their musical understandings. Students develop generic performance skills (phrasing, style, articulation, intonation, tone quality, expressive devices, interpretation skills, etc.) as well as specific performance skills particular to individual applied areas. Theoretical concepts encompass the elements of music, musical literacy, and knowledge of appropriate symbols and terms. Musical understandings evolve as students synthesize their skill development and knowledge of theoretical concepts through performance. Performance tasks should be undertaken as individuals as well as with others, keeping in mind that the acquisition of music skills is a cumulative process. Students should be provided with opportunities to sight read passages as well as perform prepared pieces.
B: Projects/Assignments/Tests…………………………………………………………40%
This category could include written theory assignments, in class work, conferencing, checklists, self-assessments, portfolios, observations, research, oral presentations, listening activities, journal writing, music composition, music analysis, etc.
Twenty marks of the forty must be devoted to music theory (written and aural). These theory requirements could be met through a variety of methods. Teachers could have a final in -class assessment at the end of the school year, students could be asked to complete a series of written and aural theory assignments throughout the year or there could be a major assessment in class at the conclusion of each term.
EASTERN SCHOOL DISTRICT
Course Descriptor
April 2006
Subject Area: Art
Course: 1201
Level of Instruction: Level I
References: Perception, Art and Technology
Interim Edition September 1997
Program Description & Guiding Principles:
Art Technologies 1201 is divided into three sections:
Section 1: entitled Perception, the Eye and Technology, deals with basic principles and concepts vital to the creative process. The function of the human eye, interaction between the eye and brain, and the basics of visual perception are covered.
Section 2: entitled Perception, Art and Technology – the focus will be on technology and its relationship to image-making as well as the basic perceptual tools artists use to create images.
Section 3: entitled Perception, Culture and Technology – the influence of visual imagery and new technologies on our culture is studied. By the end of the course, students should possess a broad and informed understanding of the relationships between perception, technology, works of art, craft and design, and culture.
Teachers should use a variety of assessment strategies to
Enable teachers to assess and describe student achievement across the curriculum
Provide information about how students learn, as well as what they learn
Take into consideration students’ abilities both to learn and to apply their learning
Enable teachers to observe overall performance
Provide multiple indicators of student performance
Reflect curriculum balance and emphasis
Reflect that experimentation, risk taking, and creativity are valued
Enable students to discover their own interests, strengths, and weaknesses
Engage students in assessing, reflecting upon, and improving their own learning
Encourage students to take responsibility for their own growth
Engage students is assessing their own and others’ skills in co-operative and collaborative projects
Allow for description of students’ progress in terms of increased control, depth of understanding, and ability to work independently
Weighting of Evaluation Components:
Studio Work/Portfolio……………………………………………………………....70%
Written/Oral work (tests, presentations, self-assessments, research, etc.)………………………………………………………………………………… 15%
Sketchbook/Process………………………………………………………………….15%
EASTERN SCHOOL DISTRICT
April 24, 2006
Course Description
Course: Biology 2201
Subject Area: Science
Text: McGraw-Hill Ryerson: Biology
Description:
This course is common to all four Atlantic Provinces. The aim of this course is to develop scientific literacy. Scientific literacy is an evolving combination of the science related attitudes, skills, and knowledge students need to develop inquiry, problem-solving, and decision-making abilities; to become lifelong learners; and to maintain a sense of wonder about the world around them. To develop scientific literacy, students require diverse learning experiences which provide opportunity to explore, analyze, evaluate, synthesize, appreciate and understand the interrelationships among science, technology, society, and the environment that will affect their personal lives, their careers, and their futures.
This course is a continuation of the ecology topic introduced in Science 1206 and introduces other branches of biology such as cellular biology, microscopy, classification, human biology, and population biology. The units are to be covered in the sequence outlined below. The number of hours of instruction are only approximate and serve as a guide only.
Unit 1: Matter and Energy for Life 27 hours
Core Lab 1: Using the Microscope
Core Lab 2: Osmosis
Unit 2: Biodiversity 32 hours
Core Lab 3: Dichotomous Key
Core STSE 1: Modern Classification Techniques
Unit 3: Maintaining Dynamic Equilibrium I 42 hours
Core Lab 4: Blood Pressure
Core Lab 5: Respiratory Volumes
Core Lab 6: Macromolecules
Core STSE 2: Kidney and Urological Disease
Core STSE 3: Cancer
Unit 4: Interactions Among Living Things 10 Hours
Core Lab 7: Reproduction Patterns
Evaluation Guidelines:
Summative evaluation of students in Biology 2201 shall utilize a variety of evaluation instruments. Primarily, these are designed to test students’ basic knowledge of content, their understanding and ability to apply content, and ability to synthesize and problem solve (higher thinking skills) with respect to the content.
Summative evaluation of students in science courses must involve a variety of evaluation instruments. Midyear examinations, final examinations, and unit tests/quizzes, completed by students are traditional instruments which must be a part of any summative student evaluation scheme. As well, Performance Assessment instruments shall be used for a portion of the summative evaluation.
Unit Tests/Quizzes:
All unit tests are based on the learning outcomes of the course and the objectives. The tests include a variety of testing techniques such as multiple choice and essay items. There is at least one test after each unit and sometimes the unit can be broken into several sections for the purpose of testing if he teacher deems it necessary. Each test is designed for completion in a single class period.
Performance Assessment:
In addition Performance assessment instruments shall be used for a portion of the summative evaluation. Examples of performance assessment instruments are assignments, written homework, science fair, class observations, science projects, laboratory reports, in-class presentation, in-class cooperative education, practical laboratory tests, observation checklist, computer assisted evaluation and teacher-student interviews, research reports, field trip reports, portfolios, etc. The teacher would determine the
performance assessment instruments used in a particular science class.
Cumulative Midyear Examination:
The mid-year examination tests all course objectives to that point. It will include multiple choice, essay items and short answer questions on elective units. The test is designed to be completed in a 2 hour time period.
Final Examination:
The final examination is based on the course objectives for the entire year. It uses the same testing techniques used in the mid-year examination. The test is designed to be completed in a 2 hour time period.
Weighting of Evaluation Component:
The following evaluation is based upon a combination of past policy and input received from Eastern, Western, Burin, and Vista Regions.
Tests/Quizzes 20%
Performance Assessment 30%
Comprehensive Midyear Exam 20%
Final Examination 30%
Notes:
1) Laboratory Activities must account for 10% of Performance Assessment.
2) Student grades for the November reporting period comprised of results obtained from tests/quizzes (80%) and Performance Assessment (20%).
Table of Specifications:
A Table of Specifications is used for two main reasons. First, it guides the construction of examinations by outlining a percent value for each cognitive level and unit of study. Secondly, the total percentage for each unit directly corresponds to the suggested time for teaching that unit.
Unit |
Cognitive Level % |
|
Level 1 |
Level 2 |
Level 3 |
Total % |
Matter and Energy for Life |
10 |
10 |
5 |
25 |
Biodiversity |
12 |
12 |
6 |
30 |
Maintaining Dynamic Equilibrium I |
14 |
14 |
7 |
35 |
Interactions Among Living Things |
4 |
4 |
2 |
10 |
Total % |
40 |
40 |
20 |
100 |
The evaluation instrument will contain 15-20% of core lab and STSE (Science, Technology, Society, and the environment) content.
Final Examination Blue Print: (Follows format of public exam)
Selected Response:
Unit |
Number of Selected Response Questions |
|
Level 1 |
Level 2 |
Level 3 |
Total # |
Matter and Energy for Life |
10 |
6 |
3 |
19 |
Biodiversity |
12 |
7 |
4 |
23 |
Maintaining Dynamic Equilibrium I |
14 |
8 |
4 |
26 |
Interactions Among Living Things |
4 |
2 |
1 |
7 |
Total % |
40 |
23 |
12 |
75 |
Constructed Response Blue Print:
Unit |
Number of Marks |
|
Level 1 |
Level 2 |
Level 3 |
Total # |
Matter and Energy for Life |
0 |
4 |
2 |
6 |
Biodiversity |
0 |
5 |
2 |
7 |
Maintaining Dynamic Equilibrium I |
0 |
6 |
3 |
9 |
Interactions Among Living Things |
0 |
2 |
1 |
3 |
Total % |
0 |
17 |
8 |
25 |
EASTERN SCHOOL DISTRICT
April 24, 2006
Course Description
Course: Biology 3201
Subject Area: Science
Text: McGraw-Hill Ryerson: Biology
Description:
This course is common to all four Atlantic Provinces and is a continuation of the introduction to biological principles that was begun in Biology 2201. As with all science courses, the aim of this course is to develop scientific literacy. Scientific literacy is an evolving combination of the science related attitudes, skills, and knowledge students need to develop inquiry, problem-solving, and decision-making abilities; to become lifelong learners; and to maintain a sense of wonder about the world around them. To develop scientific literacy, students require diverse learning experiences which provide opportunity to explore, analyze, evaluate, synthesize, appreciate and understand the interrelationships among science, technology, society, and the environment that will affect their personal lives, their
careers, and their futures.
This course is a continuation of introduction to biological principles that was begun in Biology 2201. The units are to be covered in the sequence outlined below. The numbers of hours of instruction are only approximate and serve as a guide only.
Unit 1: Maintaining Dynamic Equilibrium II 23 hours
Core Lab 1: The Nervous System & Reflex Responses
Core STSE Lab 1: Drugs and Homeostasis
Core Lab 2: Identifying Diabetes Mellitus
Unit 2: Reproduction & Development 31 hours
Core Lab 3: Observing the Cell Cycle in Plant & Animal Cells
Core STSE 2: Stem Cell Research
Core Lab 4: Reproductive Structures in Flowers
Core Lab 5: The menstrual Cycle
Unit 3: Genetic Continuity 44 hours
Core Lab 6: Karyotyoe Lab
Core Lab 7A: DNA Structure and Replication
Core Lab 7B: Simulating Protein Synthesis
Core STSE 3: Genetics Research in Newfoundland & Labrador
Unit 4: Evolution, Change, & Diversity 18 Hours
Core Lab 8: Population Genetics & the Hardy Weinburg Principle
Core STSE 4: Extraterrestrial Life: Myth or Reality
Evaluation Guidelines:
Summative evaluation of students in Biology 3201 shall utilize a variety of evaluation instruments. Primarily, these are designed to test students’ basic knowledge of content, their understanding and ability to apply content, and ability to synthesize and problem solve (higher thinking skills) with respect to the content.
Summative evaluation of students in science courses must involve a variety of evaluation instruments. Midyear examinations, final examinations, and unit tests/quizzes, completed by students are traditional instruments which must be a part of any summative student evaluation scheme. As well, Performance Assessment instruments shall be used for a portion of the summative evaluation.
Unit Tests/Quizzes:
All unit tests are based on the learning outcomes of the course and the objectives. The tests include a variety of testing techniques such as multiple choice and essay items. There is at least one test after each unit and sometimes the unit can be broken into several sections for the purpose of testing if he teacher deems it necessary. Each test is designed for completion in a single class period.
Performance Assessment:
In addition Performance assessment instruments shall be used for a portion of the summative evaluation. Examples of performance assessment instruments are assignments, written homework, science fair, class observations, science projects, laboratory reports, in-class presentation, in-class cooperative education, practical laboratory tests, observation checklist, computer assisted evaluation and teacher-student interviews, research reports, field trip reports, portfolios, etc. The teacher would determine the
performance assessment instruments used in a particular science class.
Cumulative Midyear Examination:
The mid-year examination tests all course objectives to that point. The test is designed to be completed in a 2 hour time period.
Final Provincial Examination:
The final provincial (or public) examination in Biology 3201 is composed of two parts. Part l, having a value of 75%, contains 75 selected response questions (multiple choice) that measure students’ achievement at all levels of cognitive learning. Part ll, having a value of 25%, contains constructed response questions that measure students’ achievement only at the higher levels of cognitive learning (levels 2 and 3). The evaluation instrument will contain 15-20% of core labs and STSE (Science, Technology, Society, and the Environment) content. The test is designed to be completed in a 3.0 hour time period.
Weighting of Evaluation Component:
The following evaluation is based upon a combination of past policy and input received from Eastern, Western, Burin, and Vista Regions.
Tests/Quizzes 20%
Performance Assessment 15%
Comprehensive Midyear Exam 15%
Final Public Examination 50%
Notes:
1) Laboratory Activities must account for 10% of Performance Assessment.
Student grades for the November reporting period comprised of results obtained from tests/quizzes (80%) and Performance Assessment (20%).
Table of Specifications:
A Table of Specifications is created by teachers and reviewed annually before the provincial (public) examination is developed. It is used for two main reasons. First, it guides the construction of the public examination by outlining a percent value for each cognitive level and unit of study. Secondly, the total percentage for each unit directly corresponds to the suggested time for teaching that unit.
Unit |
Cognitive Level % |
|
1 |
2 |
3 |
Total % |
Maintaining Dynamic Equilibrium |
8 |
8 |
4 |
20 |
Reproduction and Development |
11 |
11 |
5 |
27 |
Genetic Continuity |
15 |
15 |
8 |
38 |
Evolution, Change, and Diversity |
6 |
6 |
3 |
15 |
Total % |
40 |
40 |
20 |
100 |
The evaluation instrument will contain 15-20% of core lab and STSE (Science, Technology, Society, and the environment) conten
Eastern School District
Subject Area: Business Enterprise
Course: Business Enterprise 1100
Program Description and Guiding Principles
Authorized Learning Resources:
· Course Description
· The World of Business: A Canadian Profile, second edition (Wiley)
· Manual
· Student text
· Investing in Your Future (student and teacher resource) (2001)
Course Structure:
This course is an introduction to current business enterprise procedures, practices, and careers. It is intended to serve personal development, special interests, and career goals. It gives a foundation for other courses such as business mathematics, economics, and enterprise education. The specific units of study include: Entrepreneurs and the Business World, Role of Small Business in the Economy, Communication, Finance Marketing and Human Resources.
Weighting of the Evaluation Components
Term Work (Assignments) 50%
Tests 50%
Eastern School District
Subject Area: Social Studies
Course: Canadian History 1201
Program Descriptions and Guiding Principles
Canadian History 1201 will enable students to understand and evaluate how past experiences, and the contributions of individuals, groups, and institutions have helped shape the present and affect the future.
Course Structure:
The following organizational themes compile the basic structure for Canadian History 1201. Students are required to do all themes, all specific curriculum outcomes and a selection of performance expectations
1. Prelude to Nationhood: 1759-1867 examines the relationship between the founding European cultures in North America, the political difficulties of a united Canada prior to Confederation, the issues and conferences leading to Confederation, and the components of the BNA Act. (3-4 week time frame).
II. The New Nation: 1867-1911 examines significant issues facing the early governments, the major events leading to the development of the war, the significant impact of the National Policy, the causes and consequences of the Metis Rebellions. The theme concludes with the growth and prosperity of the Laurier era, and issues affecting French- English relations and Canadian Nationalism (5 week time frame).
III. The Great War and its Aftermath: 1912-1929 looks at the involvement of Canada and Newfoundland on the Western and Home fronts during World War I, and determines the post-war effect on domestic conditions and Canada’s international status. The theme concludes with the cause of economic collapse in the late 1920's. (5 week time frame).
IV. The Time of Turmoil-Depression and War: 1930-1945 examines the period of the Depression, the actions of the governments of the day, and the rise of alternative political parties. The second half of the theme examines Canadian and Newfoundland involvement in World War II, and its impact on their societies. (6 week time frame).
V. A Time of Transition: 1946-1967 views Canada’s changing international position, Newfoundland’s entry into Confederation, the rise of post-war Quebec nationalism, Canada-United States relations, and the economic, social and cultural trends in the 1960's. (6 week time frame).
VI. Contemporary Canada 1967-present examines the late twentieth century, a time of change, institutional renewal and Canada within a global context.
(6 week time frame).
The purpose of the table of specifications is to facilitate the design of instruction, theme
tests and comprehensive examinations, by outlining the relative emphasis placed on
knowing, applying and integrating skills in this course.
Themes |
Cognitive Levels % |
|
Knowledge (K) |
Application (A) |
Integration (I) |
Total |
Prelude to Nationhood |
3 |
3 |
2 |
8 |
The New Nation |
5 |
6 |
4 |
15 |
The Great War and its ... |
6 |
6 |
4 |
16 |
A Time of Turmoil... |
7 |
7 |
6 |
20 |
A Time of Transition |
9 |
6 |
4 |
19 |
Contemporary Canada |
10 |
7 |
5 |
22 |
Total |
40 |
35 |
25 |
100 |
All Themes and Specific Curriculum Outcomes are required items. |
Authorized Learning Resources
· Canadian History 2101 Curriculum Guide (1998)
· Foundation for the Atlantic Canada Social Studies Curriculum
· Canadian History 1900-2000 (2000) Student Text and Teacher Guide *New September 2005
· A Curriculum Framework for Social Studies: Navigating the Future (1993)
Weighting of the Evaluation Components
Tests 20%
Assignments 30%
Exams 50%
Mid Year Exam 20%
Final Exam 30%
Course Descriptor
Subject Area: Social Studies
Course: Canadian Geography 1202
Authorized Learning Resources:
Canada: Land of Diversity, 3rd Edition. Prentice Hall-Ginn Canada. 1996. (Plus Teachers Guide) or Contact Canada: 2nd Edition. Oxford University Press. 1996. (Plus Teacher’s Guide)
Multimedia E-stat CD-ROM, Statistics Canada
Canadian Geography 1202 - A Curriculum Guide. (1996)
Foundation for the Atlantic Canada Social Studies Curriculum
Navigating the Future - Social Studies Framework K-12 (1993)
Course Structure:
The understandings promoted in Canadian Geography 1202 may be grouped according to four themes:
The Natural Environment (Understandings 2.1.1, 2.1.2, and 2.1.3)
The students of Canadian Geography 1202 will examine the vast, physically diverse, and northern character of Canada. These characteristics have an impact upon life in Canada, whether it is felt in the types of land activities which are carried on, or reflected in the distribution of population.
Natural Resources (Understandings 2.1.4 and 2.1.5)
Canada has a vast storehouse of resources for the responsible use of Canadians. These resources are neither limitless nor evenly distributed, however, and what is a resource depends upon the needs and wants of Canadians, their attitudes, and the types of extractive technologies available. Resource utilization requires responsible but difficult choices since they affect the quality of life of Canadians.
The New Economy (Understandings 2.1.6, 2.1.7, 2.1.8 and 2.1.9)
Canada, like any other developed nation, has experienced a series of economic evolutions. Early in its development, Canada’s economy was primarily driven by the extraction of cheap resources, to be replaced during this century by the processing of resources through the use of cheap energy. Given recent economic restructuring, Canada’s economy is becoming more service-oriented. In response to the need for the immediate access to knowledge, the economy is now driven by the rapid exchange of information and the production of technologies related to it. This trend has an impact on life in Canada, whether it is where Canadians live, or the quality of life of our cities, towns and villages.
Connections (Understandings 2.1.10 and 2.1.11)
Given Canada’s vastness and the economic shift toward knowledge-based activity, the rapid movement of people, goods, and information is fundamental to the country’s economic health. Modern linkages are beginning to minimize the impact of distance and location as they make it possible for Canadians to interact with each other quickly and effectively. Canadians also recognize that modern linkages make Canada a part of a complex and interconnected world community. More than ever, Canada is subject to international economic, political and cultural influences, and yet has its own contribution to make to the well-being of other countries.
Weighting of Evaluation Component
Chapter Quizzes / Unit Tests 20%
Assignments 30%
Exams 50%
Mid-year Examination 20%
Final Examination 30%
Eastern School District
Subject Area: Social Studies
Course: Canadian Issues 1209
Program Description and Guiding Principles
Authorized Learning Resources:
Canada Today, 2nd Edition – Student Text and Teacher Manual (1998)
Course Description (1989)
Foundation for the Atlantic Canada Social Studies Curriculum
Course Structure:
This course provides a detailed study of various topics. The topics are geographical, historical, and social in nature and directly impact on Canada’s domestic and international relationships. There is a distinct contrast between the Canada of today and yesterday and these issues are analyzed from varied perspectives and approaches.
Unit 1: Canadians and Their Country: Chapters 2 and 6
Chapter 2 deals with the different regions of Canada from a geographical perspective. Political and regional boundaries are studied. Resources from Canada’s six regions are also studied.
Chapter 6 deals with the study of the Canadian Economy from the fundamentals of economics. Supply, demand and the types of economic systems are emphasized.
Unit 2: French-English Relations: Chapters 7, 8, and 9
These chapters deal with the study of French-English Relations from 1760 to the present day. Emphasis is on the important issues that faced and faces both the French and English.
Unit 3: Canadian Government and Canadian law: Chapters 4 and 5
Chapter 4 deals with the study of the Canadian and Provincial Governments.
The roles of the various positions in government are discussed. Emphasis on current leaders should be discussed.
Chapter 5 deals with the Charter of Rights and Freedoms and legal parts of Canadian Law.
Unit 4: Canada at War, Peace and its relationships with other countries Chapters 13, 14 and 15
Canada’s roles in the Wars are discussed and its relationships with other countries are studied to some length.
Weighting of the Evaluation Components
Tests 50 %
Assignments 50%
EASTERN SCHOOL DISTRICT
April 24, 2006
Course Description
Course: Chemistry 2202
Subject Area: Science
Text: McGraw-Hill Chemistry
Description:
This course is an introductory chemistry course unique to Newfoundland and Labrador based on the Pan-Canadian Common Framework of Science Learning Outcomes K-12 and the Atlantic Canada Foundation Science Curriculum Document. It contains specific outcomes covering 3 major introductory chemistry topics; Stoichiometry, Chemical Bonding, and Organic Chemistry.
Prerequisite:
A student will require thorough knowledge of the chemistry concepts taught in the “Chemical Reactions” unit of Science 1206 before beginning Chemistry 2202.
Sequencing:
The course is to be taught in the following sequence:
Unit 1: Stoichiometry
Unit 2: Chemical Bonding in Matter
Unit 3: Organic Chemistry
Each unit includes one compulsory STSE component. These are included as appendices at the back of the Chemistry 2202 Curriculum Guide. The information included is to be taught and evaluated as per the outcomes described in the curriculum guide.
Evaluation Guidelines:
Summative evaluation of students in Chemistry 2202 shall utilize a variety of evaluation instruments. Primarily, these are designed to test students’ basic knowledge of content, their understanding and ability to apply content, and ability to synthesize and problem solve (higher thinking skills) with respect to the content.
Summative evaluation of students in science courses must involve a variety of evaluation instruments. Midyear examinations, final examinations, and unit tests/quizzes, completed by students are traditional instruments which must be a part of any summative student evaluation scheme. As well, Performance Assessment instruments shall be used for a portion of the summative evaluation.
Unit Tests/Quizzes:
All unit tests are based on the learning outcomes of the course and the objectives. The tests include a variety of testing techniques such as multiple choice and essay items. There is at least one test after each unit and sometimes the unit can be broken into several sections for the purpose of testing if he teacher deems it necessary. Each test is designed for completion in a single class period.
Performance Assessment:
In addition Performance assessment instruments shall be used for a portion of the summative evaluation. Examples of performance assessment instruments are assignments, written homework, science fair, class observations, science projects, laboratory reports, in-class presentation, in-class cooperative education, practical laboratory tests, observation checklist, computer assisted evaluation and teacher-student interviews, research reports, field trip reports, portfolios, etc. The teacher would determine the
performance assessment instruments used in a particular science class.
Cumulative Midyear Examination:
The mid-year examination tests all course objectives to that point. It will include multiple choice, essay items and short answer questions on elective units. The test is designed to be completed in a 2 hour time period.
Final Examination:
The final examination is based on the course objectives for the entire year. It uses the same testing techniques used in the mid-year examination. The test is designed to be completed in a 2 hour time period.
Weighting of Evaluation Component:
The following evaluation is based upon a combination of past policy and input received from Eastern, Western, Burin, and Vista Regions.
Tests/Quizzes 20%
Performance Assessment 30%
Comprehensive Midyear Exam 20%
Final Examination 30%
Notes:
1) Laboratory Activities must account for 10% of Performance Assessment.
Student grades for the November reporting period comprised of results obtained from tests/quizzes (80%) and Performance Assessment (20%).
Table of Specifications:
A Table of Specifications is used for two main reasons. First, it guides the construction of examinations by outlining a percent value for each cognitive level and unit of study. Secondly, the total percentage for each unit directly corresponds to the suggested time for teaching that unit.
Unit |
Cognitive Level % |
|
Level 1 |
Level 2 |
Level 3 |
Total % |
Stoichiometry |
9 |
27 |
9 |
45 |
Structures to Properties |
6 |
18 |
6 |
30 |
Organic Chemistry |
5 |
15 |
5 |
25 |
Total % |
20 |
60 |
20 |
100 |
The evaluation instrument will contain 15-20% of core lab and STSE (Science, Technology, Society, and the environment) content.
Final Examination Blue Print: (Follows format of public exam)
Selected Response:
Unit |
Number of Selected Response Questions |
|
Level 1 |
Level 2 |
Level 3 |
Total # |
Stoichiometry |
9 |
10 |
4 |
23 |
Structures to Properties |
6 |
7 |
2 |
15 |
Organic Chemistry |
5 |
5 |
2 |
12 |
Total % |
20 |
22 |
8 |
50 |
Constructed Response Blue Print:
Unit |
Number of Marks |
|
Level 1 |
Level 2 |
Level 3 |
Total # |
Stoichiometry |
0 |
17 |
5 |
22 |
Structures to Properties |
0 |
11 |
4 |
15 |
Organic Chemistry |
0 |
10 |
3 |
13 |
Total % |
0 |
38 |
12 |
50 |
EASTERN SCHOOL DISTRICT
April 24, 2006
Course Description
Course: Chemistry 3202
Subject Area: Science
Text: McGraw-Hill Chemistry
Description:
This course is common to all four Atlantic Provinces and is a continuation of the introduction to the principles of chemistry that was begun in Chemistry 2202. As with all science courses, the aim of this course is to develop scientific literacy. Scientific literacy is an evolving combination of the science related attitudes, skills, and knowledge students need to develop inquiry, problem-solving, and decision-making abilities; to become lifelong learners; and to maintain a sense of wonder about the world around them. To develop scientific literacy, students require diverse learning experiences which provide opportunity to explore, analyze, evaluate, synthesize, appreciate and understand the interrelationships among science, technology, society, and the environment that will affect their personal lives,
their careers, and their futures.
Sequencing:
The course is to be taught in the following sequence:
Unit 1: Equilibrium
Unit 2: Acids & Bases in Chemical Changes
Unit 3: Thermochemistry
Unit 4: Electrochemical Changes
Evaluation Guidelines:
Summative evaluation of students in Chemistry 3202 shall utilize a variety of evaluation instruments. Primarily, these are designed to test students’ basic knowledge of content, their understanding and ability to apply content, and ability to synthesize and problem solve (higher thinking skills) with respect to the content.
Summative evaluation of students in science courses must involve a variety of evaluation instruments. Midyear examinations, final examinations, and unit tests/quizzes, completed by students are traditional instruments which must be a part of any summative student evaluation scheme. As well, Performance Assessment instruments shall be used for a portion of the summative evaluation.
Unit Tests/Quizzes:
All unit tests are based on the learning outcomes of the course and the objectives. The tests include a variety of testing techniques such as multiple choice and essay items. There is at least one test after each unit and sometimes the unit can be broken into several sections for the purpose of testing if he teacher deems it necessary. Each test is designed for completion in a single class period.
Performance Assessment:
In addition Performance assessment instruments shall be used for a portion of the summative evaluation. Examples of performance assessment instruments are assignments, written homework, science fair, class observations, science projects, laboratory reports, in-class presentation, in-class cooperative education, practical laboratory tests, observation checklist, computer assisted evaluation and teacher-student interviews, research reports, field trip reports, portfolios, etc. The teacher would determine the
performance assessment instruments used in a particular science class.
Cumulative Midyear Examination:
The mid-year examination tests all course objectives to that point. The test is designed to be completed in a 2 hour time period.
Final Provincial Examination:
The provincial examination in Chemistry 3202 is composed of two parts. Part l contains 50 multiple choice questions that measure students’ achievement at all levels of cognitive learning. Part ll contains constructed response questions that measure students’ achievement only at the higher levels of cognitive learning (levels 2 and 3). Part l has a value of 50% and Part ll has a value of 50%. The evaluation instrument will contain 15-20% of core labs and STSE (Science, Technology, Society, and the Environment) content. The test is designed to be completed in a 3.0 hour time period.
Weighting of Evaluation Component:
The following evaluation is based upon a combination of past policy and input received from Eastern, Western, Burin, and Vista Regions.
Tests/Quizzes 20%
Performance Assessment 15%
Comprehensive Midyear Exam 15%
Final Public Examination 50%
Notes:
1) Laboratory Activities must account for 10% of Performance Assessment.
Student grades for the November reporting period comprised of results obtained from tests/quizzes (80%) and Performance Assessment (20%).
Table of Specifications:
A Table of Specifications is created by teachers and reviewed annually before the provincial (public) examination is developed. It is used for two main reasons. First, it guides the construction of the public examination by outlining a percent value for each cognitive level and unit of study. Secondly, the total percentage for each unit directly corresponds to the suggested time for teaching that unit.
Unit |
Cognitive Level % |
|
1 |
2 |
3 |
Total % |
Equilibrium |
5 |
15 |
5 |
25 |
Acids & Bases |
6 |
18 |
6 |
30 |
Thermochemistry |
5 |
15 |
5 |
25 |
Electrochemistry |
4 |
12 |
4 |
20 |
Total % |
20 |
60 |
20 |
100 |
The evaluation instrument will contain 15-20% of core lab and STSE (Science, Technology, Society, and the environment) content.
EASTERN SCHOOL DISTRICT
Course Descriptor Summary (Interim September 2005)
SUBJECT AREA: Technology Education
COURSE: Communications Technology 2104
TABLE OF CONTENTS 1.GENERAL OVERVIEW 1 2.PARTICIPANTS: 2 3.COURSE OBJECTIVES: 2 4.COURSE CONTENT: 2 UNIT 1. Introduction 2 UNIT 2. Electronics 2 UNIT 3. Networks 3 UNIT 4. Audio 3 UNIT 5. Basic Graphics 3 UNIT 6. Animation 3 UNIT 7. Marine Communications 3 5. EVALUATION 4 6 6. INSTRUCTIONAL STRATEGIES 5 6 7 CLASSROOM ENVIRONMENT 5 6 |
1 . GENERAL OVERVIEW
This course is a 60-hour/1-credit (typically one semester) course. Students are expected to develop an understanding of the basic communications principles and of the communication s model of message sender, channel, receiver. They will develop technical skill and apply technological problem solving strategies to communications projects in audio, graphics, animation, basic electronics and computer networks. The course consists of seven (7) units, including 17 learner outcomes, and activities are designed for each outcome.
Core Units |
Weight |
Hours |
Unit 1. Introduction |
6% |
4 |
Unit 2. Electronics |
18% |
11 |
Unit 3. Networks |
15% |
9 |
Unit 4. Audio |
15% |
9 |
Unit 5. Basic Graphics |
15% |
9 |
Unit 6. Animation |
15% |
9 |
Unit 7. Marine Communications |
15% |
9 |
TOTALS |
100% |
60 |
Units 1 and 2 are to be taught to the whole class in a classroom setting. The remaining Units are designed as multi-activity modules, in groups of 2 to 3 students, in a facility which ideally includes a computer laboratory with an adjacent workshop.
2. PARTICIPANTS - RECOMMENDED:
This course is designed to provide a broad perspective of the use of Information and Communications Technologies (ICT) . Although Technology Education courses are no longer required curriculum in NL high schools, knowledge of this area is a highly desirable asset for students graduating into the work force or post-secondary education and training. Familiarity with then use and capabilities of technology is now widely considered as the third essential asset for every student, along with literacy and mathematics. Furthermore students flock to these courses as they are interesting, challenging, hands-on, activity-based and offer outlets for creativity and teamwork.
3. COURSE OBJECTIVES:
The objectives of this course are that the student will:
develop an understanding of the technological and scientific principles, applies in current and emerging communications methods;
have the opportunity for practical application through ‘hands-on’ activities with current and emerging communications methods, devices and systems;
understand career opportunities and work requirements related to communications technologies to enable them to bridge the gap between school and workplace;
develop safe, efficient and well planned work procedures in the practical use of equipment and materials;
develop effective strategies for team-based technological problem solving;
comprehend the historical development and impact of modern technological systems on our individual and collective lives;
develop an understanding of basics electronics principles in communications technologies;
make informed decisions when selecting electronics communications equipment;
have the opportunity to explore interact and become confident with current communications technologies for networking, audio, graphics, and computer-based animation;
develop knowledge and problem solving ability with respect to the design of elementary communications systems;
comprehend modern marine communication systems as an example of industrial communications processes.
4. COURSE CONTENT - CORE UNITS:
UNIT 1. Introduction to ICT
Unit 1 includes an appreciation of the historical development of communications technologies, identifying and explaining the applications and importance of ICT in today’s world; and apply their knowledge of the communications module in a simple problem-solving project.
UNIT 2. Electronics of Communications Systems
Unit 2 includes an introduction to basic electrical and electronics concepts such as circuits; current; resistance; voltage; AC/CD circuit components; basic electronics components. The applied phase of this unit involves identification of the values and specifications of various electronic components; performing tests on these components and assembling / testing a simple electronics communications project.
UNIT 3. Communications Networks
This unit investigates various network systems, including LANs, WANs, OS, Network applications and services, IP, ICP-IP, network topologies and equipment. Higher order performance involves the design of a small office computer network. The applied phase of this unit requires students to use network applications and higher order performance requires configuring and operating a Bulletin Board System (BBS).
UNIT 4. Audio Systems Technology
Sound encoding/decoding in analog and digital formats are covered. The principles of radio wave transmission and receiving are discussed. Students will apply these principles in assembling an audio device such as a crystal radio or upgrading the quality of an audio device by amplification. Students will also use audio systems for recording, editing and playing audio materials in an instructional product focuses on an audio device or other technology device.
UNIT 5. Basic Graphic Communication
Unit 5 includes the use of pictures and text in publications and posters, advertising, brochures, etc. Three major tools are used in this communication form: word processors, imaging scanning, editing, or production mechanisms and software, and full-fledged desktop publishing tools which include dedicated computers and software for graphic and print production.
Students will develop a knowledge of basic graphic design and communications system components, software and output devices. Students will compare the impact of various graphic communications media or project the future of this medium. Students will also apply basic graphics production techniques in modifying or creating a one-page and a multi-page document, such as a brochure, newsletter or menu.
UNIT 6. Animation:
Animation holds immense potential for entertainment as well as instruction and education. It is not a new technology as evidenced by older Disney films, however, computer graphics have dramatically enhanced the efficiency and reality of animated graphics. Students will explore cel animation, morphing and colour cycling techniques. Students will follow the production process for animation through storyline, storyboard, and animation using simple software.
UNIT 7. Marine Communications Technology
The breadth of Marine Communications technology is vast and includes navigation, vessel traffic management (VTM), surveillance, data sampling and reporting, and communications. The student will demonstrate a familiarity with these technologies through lectures , research and reporting on them in one of the media used in the course. Higher order performance will involve producing a research project report on the use and implications of remote sensing technologies in monitoring ice floes, icebergs, waves, currents, water temperature or ships.
The students will also identify a marine issue or problem and it’s solution using communications technologies.
5. EVALUATION:
This course has curriculum outcomes within which are three levels of difficulty. Student performance can be evaluated through the level to which the specific curriculum outcomes are achieved.
Three levels of performance are specified for each of these 17 specific curriculum outcomes:
· the higher level is required in three (3) 20% of the curriculum outcomes;
· the medium level for at least ten (10) 60% of these curriculum outcome
· the lower level of performance is permissible in the remainder of the outcomes.
The criteria for evaluation of student achievement in activity-based technology courses include:
· initiative (independent work and engagement)
· engagement (time on task – the amount of supervision required to maintain this)
· teamwork skills (cooperative work with others in a group activity)
· product (solution of the problem or stages in the progression of the problem)
Evidence of student achievement can be measured by a range of tasks, from such sources as:
· observations
· check lists or rating scales
· interviews
· self evaluation or peer evaluation in the group
· projects
· presentations
· work samples
· portfolios
· journals
· written tests
· research
· peer evaluation
Performance evaluation in the course should reflect the following relative weights.
Categories |
Weighting |
Knowledge of content / concepts |
20% |
Problem-solving skills |
25% |
Research Skills |
20% |
Production (product) |
25% |
Knowledge about careers |
10% |
6. INSTRUCTIONAL STRATEGIES
This course should focus on the development of higher learning skills. Students should develop the ability to reason, to make realistic judgments and develop creative solutions to problems. Students should use decision-making strategies to achieve these solutions and employ the design process for technical problem solving
Recommended teaching / learning strategies include:
· adapting the course to the pace of learning of which the student is capable;
· cooperative learning in small groups in which group success translates into individual success;
· consideration of different learning styles;
· lectures, discussions and group / individual coaching.
7. CLASSROOM ENVIRONMENT
The basic logistic requirements for teaching this course include:
· Desks or tables with adequate space to place manuals or interface equipment (3-4 linear feet/workstation)
· Computers on the basis of 1 / student pair at a minimum, or ideally 1 per student.
· Full access to Stem-Net via the
· The computers should have 16mB RAM, 500 mB hard drives, with fast clock as required
for the graphics-based activities.
· Ideally, two of these units should have 17” monitors or larger and used for graphics and
animation units.
· Other desirable peripherals include a plotter, a scanner and a colour inkjet printer.
EASTERN SCHOOL DISTRICT
Course Descriptor Summary (Interim September 2005)
SUBJECT AREA: Technology Education
COURSE: Communications Technology 3104
TABLE OF CONTENTS 1.GENERAL OVERVIEW 1 2.PARTICIPANTS: 2 3.COURSE CONTENT: 2 UNIT 1. Introduction to Communications Technology 2 UNIT 2. Graphics production 2 UNIT 3. Video production 2 UNIT 4. Multi-media production 3 UNIT 5. Automated production communications 3 UNIT 6. Transportation communications 3 4. EVALUATION 4 6 5. INSTRUCTIONAL STRATEGIES 5 64 6. CLASSROOM ENVIRONMENT 5 |
1 . GENERAL OVERVIEW
This course is a 60 hour/1-credit (typically one semester) course. It requires Communications Technology 2104 as a pre-requisite. Students are expected to develop a high level of understanding of communications concepts. A high level of technical excellence is expected from all students and should be evidenced in the products and projects completed. The course is designed develop students understanding of the technological problem solving method, of the nature of communications as a technological process and the way in which tools can be employed to develop practical solutions. The course presents a number of real time constraints and efficiency and dedication to task are essential. The course consists of six (6) units, including a total of 14 learner outcomes, and activities
are designed for each outcome.
Core Units |
Weighting |
Contact Hours |
Unit 1. Introduction |
5 |
3 |
Unit 2. Graphics Production |
22 |
13 |
Unit 3. Video |
22 |
13 |
Unit 4. Multi-media |
22 |
13 |
Unit 5. Automated Production |
22 |
13 |
Unit 6. Transportation |
7 |
5 |
TOTAL |
100.00% |
60 |
Units 1 and 6 are to be taught to the whole class in a classroom setting and completed at a later time, or on the student’s own time. The remaining Units are designed to be managed in a multi-activity module format, in groups of 2 to 3 students. A theme which will be developed throughout the course is the career opportunities available through the development and use of communications technologies and the skills to use them.
2. PARTICIPANTS - RECOMMENDED:
This course is designed to challenge students in developing knowledge and skills in Information and Communications Technologies (ICT), at a higher order of performance than its pre-requisite. Students are expected to use a number of very different technologies and work with a wide range of tools. Although Technology Education courses are no longer required curriculum in NL high schools, knowledge of this area is a highly desirable asset for students graduating into the work force or post-secondary education and training. Familiarity with then use and capabilities of technology is now widely considered as the third essential asset for every student, along with literacy and mathematics. Students enjoy these communications technology courses as they are interesting, challenging, hands-on,
activity-based and offer outlets for creativity. The content is quite current and the skills developed are very useful.
3. COURSE CONTENT - CORE UNITS:
UNIT 1. Introduction to Communications Technology
Unit 1 serves as a review for students who have completed Communications Technology 2104 and an essential introduction of basic concepts to those who have not completed this course. It will review the nature of communications and communications technologies and to explore the effects of these technologies on individuals, the workplace and society. Concepts to be reviewed in this unit include: an appreciation of the historical development of communications technologies, identifying and explaining the applications and importance of ICT in today’s world; technological assessment; issues relating to political, social, economic, environmental cultural and ethical aspects; foundations and the communications model; importance of publishing, and the impact of
technology as it relates to the issues listed above.
UNIT 2. Graphics production technologies
Unit 2 uses the same basic concepts of graphics development and production as in the Graphics Unit of Comm. Tech. 2104, however, there is an expectation that students will develop more sophisticated products and employ the processes in a more complex manner. Graphics productions should be multi page, employ a variety of graphic image generation methods, and exhibit a higher degree of creativity, artistry, and technical competency than in CT 2104.
Every production should use original graphic images produced by students as well as any ‘canned’ clip art or graphics. For example, images from graphic arts and vide capture or other sources could be used. They will be incorporated into more challenging projects requiring considerable production design and teamwork. Higher order performance might include:
§ demonstration of a range of imagng, storage and transmission technologies to others in the class)
§ creating a promotional graphic product for the outside of a product box
§ creating a perspective rendering of a printer, monitor or any graphics tool
§ develop a technical illustration of a product or object using CAD or graphics software
UNIT 3. Video
This video unit covers topics on video formats (NTSC, PAL, Computer analog) It explores various video media including videotape, digital video; video editing and involves the theory and practical skills of video camera work to editing and final production. The first of two curriculum outcomes in this unit involve comparing and contrasting two video technologies or actually videotaping and editing a final product from the raw footage. The second requires students to create a video production from storyboard to finished vide on an approved theme, or producing a broadcast of a school or community event, for a community channel.
UNIT 4. Multimedia Technologies
Media includes print, radio, television, tape and digital audio, animation, graphic arts, film, magazines, books and any other communications tools. Combining two or more of these media qualifies it as multi-media. There is a convergence of film, movie and computer media to provide news, entertainment, information, shopping and other commercial options, communication, etc. The multimedia unit of this course requires the student to become knowledgeable about the nature and use of interactive multimedia technologies by describing 10 recent multi-media technologies or demonstrating one of these in a 2-3 minute media presentation. The second curriculum outcome requires students to create a unique multimedia production, using video, audio and text or animation elements.
UNIT 5. Communication for Automated Production
Unit 5 includes an exploration of the field of automated systems. Automated systems may be found in such facilities as seafood processing, manufacturing of clothes, furniture, vehicles or guitars, medical or research institutions which conduct laboratory sampling. The automation may use robotics for routine and repetitive fabrication, machining or welding. It may use automation for materials handling and transportation, quality inspection and rejection. Automation normally requires four components:
i. actuators (which perform the functions)
ii. controllers (programmable electronics or computers which control and activate the actuators)
iii. sensors (which tell the automated system where a unit is, it’s various features, and the status of it’s fabrication)
iv. manufacture) and the software and programming to direct the whole system.
Students will demonstrate knowledge of the role of communications systems in process automation by either:
· identifying and explaining the role of communications technology in these types of processes (the lower level of performance);
· by developing a flow chart to design an open automated system to control a simple task (at the medium level of performance), or
· by developing a flow chart to control a miniature automated system (such as a coin sorter or a traffic light which senses vehicles in a traffic lane) at the higher level.
Students will also design a communications system for an automated production, build and test using a package such as Control Lab with logo programming or a Lego Dactal kit.
UNIT 6. Communications for transportation
In this final unit, students will research major technologies and concepts in transportation communications such as : fleet or system control by radio or fax, integrated tracking systems such as for VTM, train systems, or air traffic controller systems; GPS, electronic maps (GIS); verbal communications (cell and satellite phones); ILS (instrument landing systems) or SAR (search and rescue functions) They will produce a report on descriptions of a list of transportation communications technologies, or an in-depth expose of two of these; or identify trends and project new applications in any communications technology.
Students will also design a communications system for the transport of product to market (e.g. an oil rig) or develop a simulation of a system to solve a transportation problem (such as a major disaster at sea …oil rig capsize, oil spill, etc.)
4. EVALUATION:
This course has outcomes within which are three levels of difficulty. Student performance can be evaluated through the level to which the specific curriculum outcomes are achieved.
Three levels of performance are specified for each of these 14 specific curriculum outcomes:
· the higher level is required in at least three (3) 20% of the curriculum outcomes;
· the medium level for at least eight (8) 60% of these curriculum outcome
· the lower level of performance is permissible in the remainder of the outcomes.
The criteria for evaluation of student achievement in activity-based technology courses include:
· initiative (independent work and engagement)
· engagement (time on task – the amount of supervision required to maintain this)
· teamwork skills (cooperative work with others in a group activity)
· product (solution of the problem or stages in the progression of the problem)
Evidence of student achievement can be measured by a range of tasks, from such sources as:
· observations
· check lists or rating scales
· interviews
· self evaluation or peer evaluation in the group
· projects
· presentations
· work samples
· portfolios
· journals
· written tests
· research
· peer evaluation
Performance evaluation in this course should reflect the following relative weights.
Categories |
Weighting |
Knowledge of content / concepts |
20% |
Problem-solving skills |
25% |
Research Skills |
20% |
Production (product) |
25% |
Knowledge about careers |
10% |
5. INSTRUCTIONAL STRATEGIES
This course should focus on the development of higher learning skills. Students should develop the ability to reason, to make realistic judgments and develop creative solutions to problems. Students should use decision-making strategies to achieve these solutions and employ the design process for technical problem solving
Recommended teaching / learning strategies include:
· adapting the course to the pace of learning of which the student is capable;
· cooperative learning in small groups in which group success translates into individual success;
· consideration of different learning styles;
· lectures, discussions and group / individual coaching.
6. CLASSROOM ENVIRONMENT
The facility required is a technology lab which is configured in modular workstations, each dedicated to one of the activity-based technology units. (numbered 2,3,4, and 5). There should be two computers at each of these workstations. As there are four of these activity-based units in the curriculum, two (2) workstations for each of these activity-based technology Units (a total of eight workstations, with a total of 16 -24 computers) are required to accommodate 24 students in a class.
The basic logistic requirements for teaching this course include:
· Desks or tables with adequate space to place manuals or interface equipment (3-4 linear feet/workstation)
· Computers on the basis of 1 / student pair at a minimum or ideally 1 per student.
· The computers should minimally have 16mB RAM, 500 mB hard drives and operate as
fast (clock speeds) as can be afforded.
· Ideally, two of these units should have 17” monitors or larger for graphics and video.
· Other desirable peripherals include a plotter, a scanner and a colour inkjet printer.
· Each video production station for the course requires one camcorder, one VCR which
will accept the tapes from the camera, and one TV or video monitor.
· A video editing suite or a video editing program like Adobe Premiere Video Editor
· If VideoDirector is the video-editing software used, the VCR should have an infrared
controller.
· Automated control system like the Lego Dactal kits (minimum 2 required)
· For a class of 24 students in groups of 3, two module stations for each of the
Units 2, 3, 4, and 5 are required.
Eastern School District
Subject Area: Consumer Studies
Course: Consumer Studies 1202
Program Description and Guiding Principles
Authorized Learning Resources:
Course Description (revised edition, 1989)
Business Today (with teachers resource)
Course Structure:
This course is an introduction to consumer affairs.
Topics: needs versus wants, organizational features of Canadian business, effective consumer purchasing, management of personal resources, consumer protection, corporate citizenship.
Weighting of the Evaluation Components
Term Work (Assignments) 50%
Tests 50%
EASTERN SCHOOL DISTRICT
Course Descriptor Summary (Interim September 2005)
SUBJECT AREA: Technology Education
COURSE: Design Technology 1109
TABLE OF CONTENTS 1.GENERAL OVERVIEW 1 2.PARTICIPANTS: 2 3.COURSE OBJECTIVES: 2 4.COURSE CONTENT: 2 UNIT 1. Introduction (History and Development) 2 UNIT 2. Interpretation of drawings
3 UNIT 3. Freehand drawings 3 UNIT 4. Design Process 3 UNIT 5. The design environment 4 UNIT 6. Production of design 4 UNIT 7. Careers 4 5. EVALUATION 5 6 6. INSTRUCTIONAL STRATEGIES 6 6 7 CLASSROOM ENVIRONMENT 6 6
|
1 . GENERAL OVERVIEW
This course is a 60 hour/1-credit (typically one semester) course. Students are expected to develop an understanding of the basic principles and techniques of design and apply this knowledge and skills in the design process to develop a technical solution to a design challenge. Design is the fundamental activity of all creativity in technical or architectural projects. The design process spans many fields of technical and structural innovation.. Consequently, it is more important that students understand and can use the design process, than acquiring skills in any one technical area. The course consists of seven (7) units, and activities designed for implementing each outcome.
Core Units |
Weight |
Hours |
UNIT 1. Introduction (History and Development) |
6% |
4 |
UNIT 2. Interpretation of drawings |
6% |
4 |
UNIT 3. Freehand drawings |
6% |
4 |
UNIT 4. Design Process |
52% |
30 |
UNIT 5. The design environment |
17% |
10 |
UNIT 6. Production of design |
10% |
6 |
UNIT 7. Careers |
3% |
2 |
TOTALS |
101.00% |
60 |
2. PARTICIPANTS - RECOMMENDED:
This course is an introduction to design…a creative activity which guides the development if innovative products and structures. Students who seek creative outlets, whether in art, music, theatre, writing or technology will also find this course enjoyable. Furthermore, it expands the array of creative occupations available to students who may like to work with technologies. Student who are interested in information and computer technologies, who are considering careers in technical field such as civil or mechanical engineering or engineering technology, or architecture will find this course interesting. Students who like working with their hands, in learning by doing will also prefer this course. Familiarity with then use and capabilities of technology is now
widely considered as the third essential asset for every student, along with literacy and mathematics. Students prefer these courses as they are interesting, challenging, hands-on activity based and offer outlets for creativity.
3. COURSE OBJECTIVES:
The objectives of this course are that the student will:
· know and understand planning and the basic stages in the evolution of design and how design technologies are applied;
· be able to recognize types of lines and know the purpose of each;
· know the meaning and purpose of symbols and match each to its source;
· know and be able to apply the more common dimensions, notes and labeling standards;
· be able to load, run, and plot CAD based learning activities;
· know the standardized computer procedure for constructing and filing drawings;
· demonstrate ability to sketch a basic isometric solid;
· demonstrate ability to sketch a 3-view orthographic solid;
· demonstrate knowledge and understanding of the six stages of the design process by applying them in problem solving activities;
· be able to state and describe the six stages in the design process;
· be capable of recognizing and listing CAD system components and the use of each;
· know and understand the term hardware and software;
· perform the basic computer program operations of loading/running, opening, saving, plotting, and quitting;
· know the computer software command procedure;
· know and describe the major jobs and careers in or related to design technology;
· know the basic working conditions and training requirements for jobs in design technology.
4. COURSE CONTENT - CORE UNITS:
UNIT 1. Introduction (History and Development)
This unit contains overviews of the evolution of design technologies; of the rationale for planning; of the techniques and technologies used in the design process.
Given a list of designed products, students will identify the function, and how this influenced the form of the design. They will discuss how the product reflects creativity, technical quality, and aesthetic quality. Unit 1 includes an appreciation of the historical development of communications technologies, identifying and explaining the applications and importance of ICT in today’s world; and apply their knowledge of the communications module in a simple problem-solving project.
UNIT 2. Interpretation of drawings
Unit 2 is a skill building unit. Its primary purpose is to enable students to develop a level of proficiency in reading and understanding standard drawings. The students will the appropriate use of symbols, different lines, pictorial, isometric and orthographic views, dimensioning, labeling and explanatory notes on design drawings. The language of design and the production of working drawings for the purpose of communicating ideas, construction, and production information has become fairly standardized across North America and indeed most of the world. A symbol, line type, or the location of a drawing component in relationship to other drawing components will mean the same thing to all trained observers. Students in this course could not be expected to learn the full set of such standard
symbols and presentation techniques, but there is a minimum set which is required to read even the simplest of drawings.
UNIT 3. Freehand Drawings
This unit introduces students to the primary tool used in the generation and presentation of design ideas…..sketching. Sketching is a fundamental tool in the initial phases of design, and is used to work out details as the more formal and comprehensive aspects of the design process. Freehand sketching requires only the use of a pencil and paper. It is a very fast method and allows the user to explore a lot of options in a short period of time. This unit will provide some of the short-cuts and aids to help the novice work up reasonably neat drawings with minimum effort. Sketching is a skill that requires considerable practice to master.
As in any drawing skill, there are drawing elements and procedures which are quite apart from the specific mechanics of the drawing skills. This course will use a small subset of the complete range of presentation drawing symbols, components and techniques in isometric and orthographic drawings.
UNIT 4. Design Process
This is the main unit for the course in the sense that it is a design course built around the design process model. All the other units deal with specific skills and concepts which are important to the design process. An assumption is being made that these students have had little or no
prior experience with this particular design process model. Given the time allowed for the course, three design problems are recommended. It is recommended that approximately 50% of the course (~30 hours) be applied to the three design problems. Each problem will be solved at a progressively more sophisticated and detailed level and will use more resources. This will allow the students to become familiar with the process as they acquire skills. The final project will incorporate all the skills and knowledge. Safety procedures must be mastered by students, prior to using the workshop tools required for this unit.
A number of sample problems are supplied with this section. Modification of the resources, including time, materials and tools will allow most problems to be used for any of the design activities. The design process used is a combination of the problem solving model and the systems model. It uses the linear flow of a problem model and the resources of a systems model. The components of this model are as follows:
Problem Identification/Definition
Information
Develop Alternate Solutions
Select a Solution
Implement the Solution
Analysis/Report
Write a report on all stages and Present report
UNIT 5. The Design Environment
Unit 5 provides students with a background in basic drawing techniques, using a simple, but powerful Computer Assisted Drawing (CAD) program named “AutoSketch.” The student will become thoroughly familiar with the use of at least the following CAD processes:
· drawing tools - line, box, circle, text, arc, fill region;
· editing tools - group, ungroup, break, move, copy, mirror, rotate, box array, ring array;
· drawing assistance - grid, snap, coordinates, attach
· viewing tools - zoom, pan, last view, limits, zoom box,
· settings - for all items in the menu ;
· measuring - dimensioning types;
· File activities - load, save, set plot area, pens, plotting.
Students will then follow a series of three exercises in order to develop the necessary drawing skills to accomplish the design activity goals. These three CAD exercises will require a minimum of 12 classes (~9 hours) to complete
UNIT 6. Production of Design
This unit requires students to produce more sophisticated CAD functions and requires students to complete two sets of working CAD drawings, suitable for guiding the design and fabrication of two different objects. Each of these two projects is expected to require approximately three hours (~4 classes).
UNIT 7. Careers
Careers which involve the use of design technologies cover almost every area of employment. Design is a process that is fundamental to all areas of technology. If we accept that all technology is man made, then it follows that someone must have designed it. This is true of the tools, appliances, structures or equipment we use at home or at work. Information related to careers which design and fabricate these innovations, can be obtained from a variety of sources: magazines devoted to design and design issues; technical schools providing design programs including graphic design, industrial and interior design; colleges and universities providing programs in naval architecture and architecture; advertising agencies; and textbooks.
Discussions and research on careers using design technologies are allocated about 3 classes (or 2 hours), which might be secured by a 15 minute focus on careers every 6th class or reserving three classes near the end of the course.
5. EVALUATION:
The amount of weight for evaluating the units of this course relate to the amount of time prescribed for these units within the curriculum guide, as follows:
Core Units |
Weight |
UNIT 1. Introduction (History and Development) |
6% |
UNIT 2. Interpretation of drawings |
6% |
UNIT 3. Freehand drawings |
6% |
UNIT 4. Design Process |
52% |
UNIT 5. The design environment |
17% |
UNIT 6. Production of design |
10% |
UNIT 7. Careers |
3% |
TOTAL |
100.00% |
Fully 50% of the weight for time and evaluation in this course is directed to the three design activities in Unit 4.
The criteria for evaluation of student achievement in activity-based technology courses include:
· initiative (independent work and engagement)
· engagement (time on task – the amount of supervision required to maintain this)
· teamwork skills (cooperative work with others in a group activity)
· product (solution of the problem or stages in the progression of the problem)
Evidence of student achievement can be measured by a range of tasks, from such sources as:
· observations
· check lists or rating scales
· interviews
· self evaluation or peer evaluation in the group
· projects
· presentations
· work samples
· portfolios
· journals
· written tests
· research
· peer evaluation
Performance evaluation in the course should reflect the following relative weights.
Categories |
Weighting |
Knowledge of content / concepts |
20% |
Problem-solving skills |
25% |
Research Skills |
20% |
Production (product) |
25% |
Knowledge about careers |
10% |
6. INSTRUCTIONAL STRATEGIES
This course should focus on the development of higher learning skills. Students should develop the ability to reason, to make realistic judgments and develop creative solutions to problems. Students should use decision-making strategies to achieve these solutions and employ the design process for technical problem solving. They should emerge from this course with an understanding of the design process as a methodical, logical, yet creative procedure for technical problem solving. Furthermore, students should develop the teamwork skills to achieve the outcomes for this course effectively.
Recommended teaching / learning strategies include:
· adapting the course to the pace of learning of which the student is capable;
· cooperative learning in small groups in which group success translates into individual success;
· consideration of different learning styles;
· lectures, discussions and brainstorming sessions;
· group and individual coaching during project activities.
7. CLASSROOM ENVIRONMENT
The basic logistic requirements for teaching this course include:
· Desks or tables with adequate space to place manuals or interface equipment (3-4 linear feet/workstation)
· Computers on the basis of 1 / student pair at a minimum or ideally 1 per student.
· The computers should have the ability to access internet sources for research and
operate recent versions of AutoSketch, a computer assisted drawing (CAD) program.
· Ideally, these units should have 17” monitors or larger as appropriate for CAD work.
· Other desirable peripherals include a plotter, a scanner and a colour inkjet printer.
· A light-duty workshop is desirable for project Units 4 to 6 of this course. If one is not
available, a laboratory or classroom with benches might serve this purpose.
EASTERN SCHOOL DISTRICT
Course Descriptor Summary (Interim September 2005)
SUBJECT AREA: Technology Education
COURSE: Design Technology 2109
SUGGESTED PRE-REQUISITE: Design Technology 1109
TABLE OF CONTENTS 1.GENERAL OVERVIEW 1 2.PARTICIPANTS: 2 3.COURSE OBJECTIVES: 2 4.COURSE CONTENT: 3 UNIT 1. Introduction to Residential Design 3 UNIT 2. Design Process for
Residential Construction 3 UNIT 3. Computers in Design and Drawing 3 UNIT 4. Application of Principles and Methods 4 UNIT 5. Specifications 4 UNIT 6. Technical Illustrations 4 UNIT 7. Careers 4 5. EVALUATION 5 6 6. INSTRUCTIONAL STRATEGIES 6 6 7 CLASSROOM ENVIRONMENT 7 6
|
1 . GENERAL OVERVIEW
This course is a 60 hour/1-credit (typically one semester) course. It is a course which applies the principles of design, the technologies, and the language of design to the solution of peoples’ needs with respect to a residence. It goes far beyond merely drawing floor plans to include:
· analysing needs of the homeowners
· identifying the restrictions imposed by;
· local building codes
· considerations of local weather
· available building materials
· cost of materials and labour
· analysing historical design styles to determine what works
· determining appropriate building styles to fit the site
· determining appropriate structural elements (foundation, joists, ...)
· determining traffic flow within the house
· determining the proper clearance for furniture and appliances
..
All of this is conducted within the parameters imposed by the residential design sequence. It is expected that students will acquire some technical skills in such technologies as sketching model building, and CAD in order to accomplish the series of design activities. These skills, while necessary and important, are not of paramount importance. The prime objective of
this course is to develop a fundamental understanding of, and facility with, the design process as it relates to residential design. The course consists of seven (7) units, and activities designed for implementing each outcome.
Core Units |
Weight |
Hours |
UNIT 1. Introduction to Residential Design |
7% |
4 |
UNIT 2. Design Process for Residential Construction |
65% |
40 |
UNIT 3. Computers in Design and Drawing |
5% |
3 |
UNIT 4. Application of Principles and Methods |
5% |
3 |
UNIT 5. Specifications |
6% |
3 |
UNIT 6. Technical Illustrations |
7% |
4 |
UNIT 7. Careers |
5% |
3 |
TOTALS |
100.00% |
60 |
2. PARTICIPANTS - RECOMMENDED:
This course is an introduction to the design of residential structures..… from home to shed Students who seek creative outlets, whether in art, music, theatre, writing or technology will also find this course enjoyable. Furthermore, it expands the array of creative occupations available to students who may like to work with technologies. Students who are interested in computer technologies, who are considering careers in technical field such as civil engineering, engineering technology, architecture, home or interior design, will find this course interesting. Students who like working with their hands, in learning by doing will also prefer this course. Students will find this course interesting, challenging and filled with hands-on activities.
3. COURSE OBJECTIVES:
The objectives of this course are that the student will:
· know and understand the basic stages in the development of residential design;
· understand the evolution of the design process, technology, and systems;
· demonstrate understanding of the design process in problem solving;
· know the importance of planning in residential design;
· know and describe the requirements of careers;
· demonstrate an understanding of the six stages in the design process by applying them in problem-solving activities as they relate to residential design;
· develop and analyse alternate solutions to design problems;
· be able to select the most efficiently designed solution;
· will distinguish different types of hardware used for residential design;
· know and use different types of software packages used for residential design;
· perform the basic operations of loading, running and exiting software;
· apply appropriate software command procedures;
· produce hard copies of designed solutions;
· be able to develop and produce a floor plan from their solution;
· be able to use an appropriate floor plan symbol library;
· be able to produce a hardcopy of the window and door schedule;
· be able to produce appropriate elevation and section drawings;
· be able to produce an appropriate plot plan with symbols;
· be able to use layers and produce appropriate wiring, plumbing and ventilation drawings from a floor plan;
· incorporate the concept of efficiency and convenience in the design;
· know and apply appropriate building codes and zoning regulations;
· apply the appropriate electrical and plumbing specifications;
· be able to define and apply various methods of illustration;
· know the importance of presentation in residential design;
· know and describe jobs and careers available in residential design;
· state the job conditions and requirements for jobs in residential house design;
· know the possible future career directions in residential design.
4. COURSE CONTENT - CORE UNITS:
UNIT 1. Introduction to Residential Design
This unit introduces the concepts fundamental to the remainder of the course. It looks at the historical styles that have developed in residential design and some of the architectural features that make them important and which have enabled them to stand the test of time. It continues the design process introduced in Design Technology 1109 and puts it in the perspective of the residential design sequence. Problem solving and the purpose and importance of planning are introduced as important elements of the residential design process. Finally students are introduced to the careers to be found in this and related fields. Implementation exercises related to this unit should be completed by all students before proceeding to Unit 2.
UNIT 2. Design Process for Residential Construction
This is the core or main unit of the course. The elements of design are introduced and a complete description of the design process for residential design is provided. Implementation of this unit provides the major design activities for students. A sample design problem is presented with a series of six design activities related to that problem. Both knowledge and implementation are required to complete each design activity. Consequently, learning the content and performing skill building exercises from other units is required to perform the design activity. Students should complete all the design activities for this unit.
UNIT 3. Computers in Design and Drawing
This unit covers the concepts related to computer technology and its place in the design process. A brief description is given of CAD hardware, software, and techniques. Designs which should be produced with the CAD system are identified. Implementation activities provide one series of exercises which may be used to create a set of drawings in “parts libraries” which will be used to complete the design activities, in the remainder of the course.
UNIT 4. Applications of Principles and Methods
This unit deals with the concepts and drawing types used in a set of drawings required for a complete residential design. It covers the technical details of plot plans, foundation plans, floor plans, elevations, cross sections and details, electrical drawings, plumbing drawings, and
presentation drawings.
Information and concepts presented here are used by students to resolve the design problem presented in Unit II. This content of this unit is the primary information resource used to create residential designs. Implementation of this knowledge involves a series of skill-building exercises. These skills are essential to performing the later design activities in this course.
UNIT 5. Specifications
This unit presents information related to the restrictions placed on residential design in the form of building codes, electrical and plumbing regulations, and zoning laws. These building codes state the type of construction materials and methods to be used in a municipality or provincial jurisdiction. They are based on sound building construction principles and what works in the climate of the location. This is essential knowledge to beginning any design studies. This vital information will guide the design activities in the Initial Design Studies activity in Unit 2.
UNIT 6. Technical Illustrations
Residential design, like all design processes involving clients and teams, requires the exchange of ideas between people. Designers express ideas in drawings, paintings, 3-D models, rendered animations of the design and other representations of the real object. These images and models go far beyond 2-D plans and technical drawings to provide excellent visual representation of what the design will look like.
This unit presents some of the techniques used for this purpose. Many of these techniques require a good deal of technical skill and time to master. It is not expected that many students will develop a great deal of technical expertise with these processes. A number of technical exercises are used to guide the design team in developing a more sophisticated presentation of the design.
UNIT 7. Careers
Residential design is related to a much broader field of architecture, engineering, industrial design, graphic design, and technical illustration. Careers related to this field vary widely, and the nature of the technology used to create and present the design is changing. Therefore job
descriptions and training requirements are continually changing. This unit outlines some of the jobs and the types of technologies.
Discussions and research on careers using residential design technologies are allocated about 3 classes (or 2 hours), which might be secured by a 15 minute focus on careers every 6th class or reserving three classes near the end of the course.
5. EVALUATION:
There are a number of general issues to consider when evaluating student performance in this course. The technical quality of the product is not the primary concern. Indeed, the use of a CAD system to produce working drawings makes evaluation of technical quality more difficult –everything is produced to the same level of accuracy including the good or bad design and correct or incorrect use of symbols or lines. It is more important to evaluate the students understanding of the design process. This is exhibited by the way in which problems are analysed, key concepts and issues are identified, alternate solutions are developed, appropriate selection and use of technology is made for particular phases of the process, and the degree to which the student allows for an open ended solution to the problem.
The amount of weight for evaluating the units of this course relate to the amount of time prescribed for these units within the curriculum guide, as follows:
Core Units |
Weight |
UNIT 1. Introduction to Residential Design |
7% |
UNIT 2. Design Process for Residential Construction |
65% |
UNIT 3. Computers in Design and Drawing |
5% |
UNIT 4. Application of Principles and Methods |
5% |
UNIT 5. Specifications |
6% |
UNIT 6. Technical Illustrations |
7% |
UNIT 7. Careers |
5% |
TOTALS |
100.00% |
Fully 65% of the weight for time and evaluation in this course is directed to the three design activities in Unit 2. The weighting of the practical activities in evaluating students in this residential design course follow:
Skill Building Activities |
Weight |
Units 1, and 3-6 |
20% |
Core Design Activities |
RD1 |
5% |
RD2 |
5% |
RD3 |
5% |
UNIT 2 |
D1 |
10% |
D2 |
10% |
D3 |
5% |
D4 |
20% |
D5 |
5% |
D6 |
10% |
D7 |
5% |
TOTAL |
100.00% |
The criteria for evaluation of student achievement in activity-based technology courses include:
· initiative (independent work and engagement)
· engagement (time on task – the amount of supervision required to maintain this)
· teamwork skills (cooperative work with others in a group activity)
· product (solution of the problem or stages in the progression of the problem)
Evidence of student achievement can be measured by a range of tasks, from such sources as:
· observations
· check lists or rating scales
· interviews
· self evaluation or peer evaluation in the group
· projects
· presentations
· work samples
· portfolios
· journals
· written tests
· research
· peer evaluation
Overall performance evaluation in the course should reflect the following relative weights.
Categories |
Weighting |
Knowledge of content / concepts |
25% |
Problem-solving skills |
25% |
Research and Investigation Skills |
20% |
Production (product) |
25% |
Knowledge about careers |
5% |
6. INSTRUCTIONAL STRATEGIES
This course should focus on the development of higher learning skills. Students should develop the ability to reason, to make realistic judgments and develop creative solutions to problems. Students should use decision-making strategies to achieve these solutions and employ the design process for technical problem solving. They should emerge from this course with an understanding of the design process as a methodical, logical, yet creative procedure for technical problem solving. Furthermore, students should develop the teamwork skills to achieve the outcomes for this course effectively.
Recommended teaching / learning strategies include:
· adapting the course to the pace of learning of which the student is capable;
· cooperative learning in small groups in which group success translates into individual success;
· consideration of different learning styles;
· lectures, discussions and brainstorming sessions;
· group and individual coaching during project activities.
7. CLASSROOM ENVIRONMENT
An appropriate way to organize the class would be to assign design teams of two students for the project-related activities.
The basic logistic requirements for teaching this course include:
· Desks or tables with adequate space to place manuals or interface equipment (3-4 linear feet/workstation)
· Computers on the basis of 1 / student pair at a minimum or ideally 1 per student.
· The computers should have the ability to access internet sources for research and
operate recent versions of AutoSketch, a computer assisted drawing (CAD) program.
· Ideally, these units should have 17” monitors or larger as appropriate for CAD work.
· Other desirable peripherals include a plotter, a scanner and a colour inkjet printer.
Subject Area: English
Course: English 1200
Level of Instruction: Level I
References: Curriculum Guide June 2002
Program Description:
English 1200 is an optional course aimed at addressing the needs of students entering high school who
lack sufficient skills and strategies to handle the reading and writing demands of senior high school courses
have not developed the reading strategies that enable them to decode, interact with, retain, interpret, or reconstruct print
may have learning disabilities, mild cognitive delay or no causative disability but are disabled by a lack of literary skills
may be characterized by a lack of motivation and interest, avoidance of print and reading tasks, very low self-esteem and dependence on external clues, classmates and teachers for any successful interpretation of print
While there is no doubt that difficulties with reading and writing need to be addressed when children are beginning school, students entering senior high school with such difficulties cannot be ignored. A lack of literary skills has been identified as a major factor in a lack of success with senior high courses. Therefore, improving the level of literacy must be a programming priority for these students.
English 1200 reflects current research, theory, and classroom practice. It places emphasis on the student as a learner and provides flexibility for teachers in planning instruction to meet the needs of their particular students.
English 1200 is an enabling course in that it will provide students with significant instruction and practice in skills that will help them in all courses at the senior high level. English 1200 is based on the belief that reading is an interactive process by which text and readers interact to create meaning. The course is structured around three main units: reading and writing for personal satisfaction, reading and writing across the curriculum, and reading and writing to function in society. Students registering for this course will spend much of their class time practising reading strategies with a wide range of reading materials from across their other school courses, from various workplace settings and from teacher and self-selected material of particular interest. Students will
participate in guided reading and discussion, sustained silent reading and specific reading skills instruction. By providing an encouraging, supportive classroom atmosphere, students will be helped to develop facility in the use of several reading and writing strategies that work for them. Focused efforts will be made to give students positive and successful experiences.
English 1200 must be taken either prior to or concurrently with English 1202. Students cannot obtain credit for English 1200 if they have already successfully completed English 1202. It is recommended that English 1200 be taken by most, if not all, students who register for English 1202. It is not recommended for students who are enrolled in English 1201.
Weighting of Evaluation Components:
Student evaluation will include three major categories: diagnostic, formative and summative. Each student will maintain a portfolio throughout the course. To arrive at a "mark" which represents as accurately as possible a student's achievement, the types of evaluation employed will be varied and in line with the outcomes of the course as listed in the Course Description (2001). Every effort will be made to incorporate the various sources of data for student evaluation as outlined in the Department of Education's Guide, The Evaluation of Students in the Classroom (1990), including: tests (e.g., cloze procedures and miscue analysis), homework, reading logs, learning journals, projects, observation, self-evaluation and student-teacher conferences.
Assessment in English 1200 should acknowledge the essentially individual nature of the reader-text interaction. It should also allow students a variety of opportunities to demonstrate achievement of the specific course outcomes for the course. Information about student learning should come from a variety of sources that addresses students’ learning styles and needs, and reflects teaching approaches.
Weighting of Evaluation Components:
A: Portfolio Assessment ……………………………………………………….60%
Each student will be expected to maintain a portfolio of work undertaken throughout the course. It is important for the teacher and the student to record the range of texts read, viewed, heard, and produced. This portfolio must contain but need not be limited to:
student-developed profiles of reading strengths and needs, based on both the student’s and the teacher’s perceptions of where the student’s difficulties lie
attitudinal self-checklists
results from cloze-testing or miscue analysis
personal reading logs containing the students written comments on books read
teacher observations shared through conferences
student writing (This category should include examples of fiction texts, non-fiction/information texts, and mass media texts. It is expected, however, that students will create written products in all three writing modes: expressive, transactional, and poetic.)
Other items that could be included in the portfolio could include tape recordings of oral reading, a reader-response journal, information about authors and/or particular types of texts. Sample forms that could be used to include in portfolios are included in appendices of the English 1200 Curriculum Guide.
B: Group Work/Oral Work 15%
Each student will be expected to work in small groups and participate in regular group discussions aimed at gaining greater meaning of certain reading and writing projects undertaken. Some sample oral activities outlined in the suggestions for teaching and learning sections in the specific curriculum outcomes for the course. They include but are not limited to discussing, sharing, explaining, retelling, reading aloud, etc.
C: Teacher Observation 15%
Teachers will maintain jot notes of ongoing observations. For example, during Uninterrupted Sustained Silent Reading (USSR) sessions, the teacher will observe student behaviour and record observations. Observations will be shared regularly with students through Teacher-Student Conferences. Teachers will use Observation Records, using the suggestions on pp. 59-63 of the Course Description. Appendix 8: Writing Conferences may also be used on p. 73 of the English 1200 Curriculum Guide. Records of teacher observations should be placed in the student's portfolio at regular intervals.
D: Student Self-Assessment 10%
When students learn to assess their own progress, they develop critical thinking skills and share in the responsibility for their own growth. Students will be expected to assess their own growth in reading and writing several times throughout the course. An example of a Self-Assessment Form is included in Appendix 7 of the Course Description. Teachers may modify this form or design their own.
Note: There will be no formal examinations in English 1200.
Subject Area: English Language Arts
Course: English 1201
Level of Instruction: Level One
References: 1201 Curriculum Guide
Program Description and Guiding Principles
English 1201 is an academic course, designed for the majority of students entering Level One. The study of texts will include a cross section of articles, poetry, short prose, plays, novels, and visuals and will focus on identities. English 1201 emphasizes proficiency in the use of oral language for a variety of purposes. English 1201 builds upon the knowledge, skills and attitudes acquired at the intermediate levels. At the senior high level, the English Language Arts curriculum is designed to further develop students’ knowledge and strategies in speaking, listening, reading, viewing, writing and other ways of representing meaning. English language arts must be taught in an integrated manner so that the interrelationships between and among the language processes will be understood and applied
by the students. This integrated approach should be based upon students’ prior experience with language and on meaningful activities involving speaking, listening, reading, viewing, writing, and other ways of representing meaning. Experiences with literature are, in addition to developing their knowledge and strategies for decoding meaning, designed to enhance students’ awareness of the richness of life, expand their imaginations, exercise their intellects, and mature their emotions. Students continue to work on the ten general curriculum outcomes for English Language Arts.
The curriculum guide provides for a balance of transactional, expressive and poetic writing. It also provides RECOMMENDED MINIMUM CONTENT. Teachers should refer to Appendix One of the 1201 curriculum guide for a complete and detailed list of what is expected in 1201.
Students are taught the conventions of language within the context of the students’ own writing, speaking, and reading. &n | 
Applied Music 2206
