Professional Documents
Culture Documents
COURSE OF STUDY
DEPARTMENT: Computer Science and Tech Studies DEPARTMENT HEAD: Ned Vicic
Course Description:
How this course supports expectations for the Catholic School Graduate:
As responsible citizens students learn they are stewards of technology and should spread a benevolent
use of it to their fellow peers. Technology is a powerful tool and misdirected use can be harmful to our
way of life. If it is used in a mindful manner it can support a good quality of life for everyone and not just
a privileged few.
To become self-directed, responsible, lifelong learners, students must be mindful while navigating the
internet to find information. They must be able to filter information that is rooted in true Catholic beliefs.
Students learn to treat fellow citizens with dignity and their personal information is a private matter.
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HALTON CATHOLIC DISTRICT SCHOOL BOARD
COURSE OF STUDY
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Course Grade Weighting:
Thinking/Inquiry
Communication
Application
Teaching Strategies:
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HALTON CATHOLIC DISTRICT SCHOOL BOARD
COURSE OF STUDY
“As essential steps in assessment for learning and as learning, teachers:
plan assessment concurrently and integrate it seamlessly with instruction;
share learning goals and success criteria with students at the outset of learning
to ensure that students and teachers have a common and shared understanding
of these goals and criteria as learning progresses;
gather information about student learning before, during and at or near the end
of a period of instruction, using a variety of assessment strategies and tools;
use assessment to inform instruction, guide next steps, and help students monitor
their progress towards achieving their learning goals.” (Growing Success: Assessment, Evaluation,
and Reporting in Ontario Schools – First Edition Covering Grades 1-12, p.28)
“Evidence of student achievement for evaluation is collected over time from three different
sources – observations, conversations, and student products. Using multiple sources of
evidence increases the reliability and validity of the evaluation of student learning.”
(Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools – First Edition Covering Grades
1-12, p.39)
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COURSE OF STUDY
Digital citizenship:
- understand human, cultural, and societal issues related to technology and practice legal and
ethical behaviour
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COURSE OF STUDY
E. Environmental Education
Students will be given opportunities within the classroom and the community to deepen their knowledge,
skills, perspectives, and practices to become environmentally responsible citizens. Students will learn
about environmental issues and solutions; and engage in practicing and promoting environmental
stewardship. (Acting Today, Shaping Tomorrow: A Policy Framework for Environmental Education in
Ontario Schools, 2009)
G. Aboriginal Education
“First Nation, Métis, and Inuit students…will have the knowledge, skills, and confidence they need to
successfully complete their…secondary education in order to pursue postsecondary education or training
and/or to enter the workforce. They will have the traditional and contemporary knowledge, skills, and
attitudes required to be socially, contributive, politically active, and economically prosperous citizens of
the world. All students…will have knowledge and appreciation of contemporary and traditional First
Nation, Métis, and Inuit traditions, cultures, and perspectives.” (Ontario First Nation, Métis, and Inuit
Education Policy Framework, 2007, p.7)
I. Financial Literacy
The decisions we make regarding financial matters are becoming increasingly complex. It is essential
for people to have the skills and knowledge to make informed and responsible choices in order to
manage their personal financial well-being. Students will have the opportunity to develop their financial
literacy skills in every discipline. This will empower students to make informed, responsible and ethical
decisions about their finances in the future; and develop good habits that are necessary for good
citizenship. In turn, this financial education will not only give our students a good foundation to ensure
their future economic security but also contribute to the strength of our society as a whole. (A Sound
Investment Financial Literacy Education in Ontario Schools, 2010)
H. Career Education
As students advance through school, they will learn to become self-directed learners; and discover their
interests, strengths, and aspirations. Students should learn about the many educational and career
opportunities that are available to them; explore and evaluate a variety of career opportunities; relate
what they learn in their courses to those opportunities; and learn to make appropriate educational and
career choices. (Choices into Action: Guidance and Career Education Program Policy for Ontario
Elementary and Secondary Schools, 1999)
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Students have the opportunity to apply what they learn in their classrooms through participation in
various real-life activities in the community. Such learning activities increase students’ awareness of
educational and career opportunities and provide them with first-hand experience. There are several
types of planned learning experiences in the community such as job shadowing, field trips, work
experience, and cooperative education. Although cooperative education and work experience are most
appropriate for students in the higher grades, in some situations Grade 9 and 10 students may benefit
from them as well. (Cooperative Education and Other Forms of Experiential Learning: Policies and
Procedures for Ontario Secondary Schools, 2000)
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HALTON CATHOLIC DISTRICT SCHOOL BOARD
COURSE OF STUDY