Curriculum Overall Expectations:

A. POLITICAL INQUIRY AND SKILL DEVELOPMENT

A1. Political Inquiry: use the political inquiry process and the concepts of political thinking when investigating issues, events, and developments of national and international political importance;

A2. Developing Transferable Skills: apply in everyday contexts skills developed through investigations related to politics, and identify various careers in which a background in political studies might be an asset.

B. POLITICAL FOUNDATIONS

B1. Political Thought: demonstrate an understanding of various political ideologies, theories, and concepts, and analyse their relevance to Canadian and international politics (FOCUS ON: Political Significance; Political Perspective)

B2. The Evolution of Modern Politics and International Relations: analyse the role of ideology, diplomacy, and conflict, including conflict related to decolonization, in the evolution of politics in and relations between various countries around the world in the past century (FOCUS ON: Political Significance; Stability and Change)

B3. Influences on Canadian and International Politics: analyse how social, economic, and geographic factors influence contemporary politics in and relations between various countries around the world (FOCUS ON: Objectives and Results; Political Perspective)

C. GOVERNMENTS AND CANADIAN AND INTERNATIONAL POLITICS

C1. The International Influence of Governments: analyse how strategies/practices used by a state or states can affect the policies and status of other states (FOCUS ON: Political Significance; Objectives and Results)

C2. Intergovernmental Cooperation: demonstrate an understanding of the role of intergovernmental cooperation in international politics (FOCUS ON: Objectives and Results; Stability and Change)

C3. Canadian Government Policies and International Relations: analyse Canada’s foreign policy objectives and factors that affect them (FOCUS ON: Objectives and Results; Political Perspective)

D. NON-GOVERNMENTAL ACTION ON CANADIAN AND INTERNATIONAL POLITICAL ISSUES

D1. Civic Awareness and Responsibility: analyse the role of civic awareness and responsibility among citizens and non-governmental stakeholders in the national and international community (FOCUS ON: Political Significance; Political Perspective)

D2. Challenges and Strategies: demonstrate an understanding of key challenges relating to various issues of national and global political importance and of the strategies and effectiveness of various non-governmental stakeholders, including NGOs, in addressing them (FOCUS ON: Objectives and Results; Political Perspective)

D3. Contributions to the Global Community: assess the importance of the contributions of individuals and other non-governmental stakeholders to national and global communities (FOCUS ON: Objectives and Results; Stability and Change)

E. RIGHTS AND POWER IN THE INTERNATIONAL COMMUNITY

E1. Influence, Power, and Decision Making: demonstrate an understanding of how power is distributed and exercised in Canada and other countries, and of factors that affect its distribution(FOCUS ON: Political Significance; Objectives and Results)

E2. Technology and Globalization: assess the influence of globalization and technology on Canadian and international politics (FOCUS ON: Stability and Change; Political Perspective)

E3. Human Rights at Home and Abroad: explain violations of human rights in Canada and abroad as well as the role of Canadian and international laws, institutions, and processes in the protection of human rights (FOCUS ON: Political Significance; Stability and Change)

COURSE CONTENT

Unit 1: Origins of Politics and identity Politics --- 31 hours

Unit 2: Canada, U.S and Non-Governmental Entities --- 29 hours

Unit 3: International Political Issues --- 21 hours

Unit 4: International Relations --- 27 hours

Final Assignment: I.S.U. & Exam --- 2 hours

Total 110 hours

TEACHING & LEARNING STRATEGIES

• Class Discussion (teacher facilitated)

• Partner Discussion/Conferencing

• Teacher reading to class

• Silent individual reading

• Brainstorming

• Class Activity (teacher facilitation)

• Worksheets/Surveys

• Text-based modeling

• Use of Computers / Internet

• Use of video or audio materials

• Presentations

ASSESSMENT & EVALUATION

Purpose

The primary purpose of assessment is to improve student learning. Assessment relates directly to the expectations for the course.

A variety of assessments for and as learning are conducted on a regular basis to allow ample opportunities for students to improve and ultimately demonstrate their full range of learning and in order for the teacher to gather information to provide feedback. Assessment tasks relate to the success criteria set out in lesson plans. Success criteria allow students to see what quality looks like.

Evaluation is the process of judging the quality of student work in relation to the achievement chart categories and criteria, and assigning a percentage grade to represent that quality. Evaluation is based on gathering evidence of student achievement through:

• Products

• Observations

• Conversations

Assessment for Learning - we provide feedback and coaching

Assessment FOR Learning is the process of seeking and interpreting evidence for the use of learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to go there.

Assessment as Learning - we help students monitor progress, set goals, reflect on their learning Assessment AS Learning is the process of the explicit fostering of students’ capacity over time to be their own best assessors, but teachers need to start by presenting and modeling external, structured opportunities for students to assess themselves.

Assessment of Learning – we use assessments as ways of providing evaluative statements about the level of achievement of students

Assessment OF Learning is the assessment that becomes public and results in statements of symbols (marks/grades/levels of achievement) about how well students are learning. It often contributes to pivotal decisions that will affect students’ future.

Grading

• The final grade is based on performance in 3 areas: products, observations, conversations.

• 70% of the grade is based on evaluations conducted throughout the course.

• 30% is based on a final evaluation.

Weighting of categories

Knowledge & Understanding --- 25%

Thinking --- 25%

Communication --- 25%

Application --- 25%

Assessment Tools

Anecdotal comments / Rubrics

Assessment Strategies

Assessment for Learning

Quizzes / Journals / Independent Study Assignment / Researching / Work Sheets

Assessment as Learning

Reflective Journal / Exit and Entrance Cards / Graphic Organizer / Self/Peer assessment / Logs

Assessment of Learning

Presentations / Journals / Essays / Independent Study Assignment / Work Sheets

CONSIDERATIONS FOR PROGRAM PLANNING

Instructional Approaches

Teachers in the school are expected to:

• clarify the purpose for learning

• help students activate prior knowledge

• differentiate instruction for individual students and small groups according to need

• explicitly teach and model learning strategies

• encourage students to talk through their thinking and learning processes

• provide many opportunities for students to practise and apply their developing knowledge and skills

• apply effective teaching approaches involve students in the use of higher-level thinking skill

• encourage students to look beyond the literal meaning of texts and artistic works

• encourage students to rehearse, practice, apply, skills and strategies, and to make their own choices

Teachers use a variety of instructional and learning strategies best suited to the particular type of learning. Students have opportunities to learn in a variety of ways:

• individually

• cooperatively

• independently with teacher direction

• through investigation involving hands-on experience

• through examples followed by practice

• by using concrete learning tools

• by encouraging students to gain experience with varied and interesting applications of the new knowledge. Rich contexts for learning open the door for students to see the “big ideas” of mathematics that will enable and encourage them to reason mathematically throughout their lives.

Teaching Approaches

Computer Science courses are very hands-on and practical, especially due to the repetitive nature of computer programming. Students will be encouraged to develop strong critical and creative thinking skills in order to plan their program in bulk, plan how each section will operate, apply logical consideration to how the computer will interpret their code, and determine how to fix their code in the event of errors.

Scaffolding is also critical in the computer science classroom, in that students will be required to break down their programs into smaller, specific and manageable (SMART) goals, which they can draw on in future programs. For example, students must learn how to use iterative loops before they can build a sorting function. By focusing on the iterative loop first, students can use this technique as a stepping stone to building sorting functions.

Collaborative learning is also critical, as in many workplaces where computer programming is happening, there will be entire teams working on their individual sections which must come together to work as a single unit. As such, it would be to a great benefit to the student if they are to work together to complete activities and assignments to prepare them for working in a team.

Program Considerations for Students with Special Education Needs

Teachers must incorporate appropriate strategies for instruction and assessment to facilitate the success of students with special educational needs in their classrooms. These strategies stem from the beliefs as laid out in Special Education Transformation: The report of the Co-Chairs with the Recommendations of the Working Table on Special Education, 2006:

• All students can succeed

• Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students

• Successful instructional practices are founded on evidence-based research, tempered by experience

• Classroom teachers are key educators for a students’ literacy and numeracy development.

• Each student has his or her own unique patterns of learning.

• Classroom teachers need the support of the larger community to create a learning environment that supports students with special education needs.

• Fairness is not sameness.

Teachers must plan their program that recognize the diversity of students’ learning styles, needs, and responses, so students can have performance tasks that respect their abilities so they can derive the greatest possible benefit from the teaching and learning process.

Teachers must be mindful of three types of accommodations for students:

• Instructional Accommodations: changes in teaching strategies, including styles of presentation, methods of organization, or use of technology and multimedia

• Environmental Accommodations: changes that the student may require in the classroom and/or school environment, such as preferential seating or special lighting.

• Assessment accommodations: changes in assessment procedures that enable the student to demonstrate his or her learning, such as allowing additional time to complete tests or assignments, or permitting oral responses to test questions

No modifications to course expectations are made at this school.

Program Considerations for English Language Learners

Teachers must incorporate appropriate strategies for instruction and assessment to facilitate the success of the English language learners in their classrooms. These strategies include:

• modification of some or all of the subject expectations depending on the level of English proficiency

• use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, scaffolding; previewing of textbooks; pre-teaching of key vocabulary; peer tutoring; strategic use of students’ first languages)

• use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and materials that reflect cultural diversity)

• use of assessment accommodations (e.g., granting of extra time; use of oral interviews, demonstrations or visual representations, or tasks requiring completion of graphic organizers and cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English).

Environmental Education and Computer Science Programs

Acting Today, Shaping Tomorrow: A Policy Framework for Environmental Education in Ontario Schools outlines an approach to environmental education that recognizes the needs of all Ontario Students and promotes environmental responsibility in the operations of all levels of the education system.

The goals outlined are surrounded around: teaching and learning, student engagement and community connections, and environmental leadership. By promoting the study of issues and solutions, the engagement of practicing and promoting environmental leadership and stewardship, and the importance of leadership through responsible promotion of environmentally safe and secure practices.

There are expectations regarding environmental stewardship throughout the computer science courses which give students the opportunity to reflect on their personal responsibility. This includes the proper handling and safe disposal of substances and electronics, how to apply the Three R’s with old computer components and technologies, as well as what the implications of government requirements on recycling fees, etc. are on purchasing and recycling electronics.

Programs can also be created by students to promote environmental awareness, as well as to analyse and model environmental incidents and events and the effect they may have.

Antidiscrimination Education

Learning resources reflect students’ interests, backgrounds, cultures, and experiences. Learning materials should:

• enable students to become more sensitive to the diverse cultures and perceptions of others, including Aboriginal peoples

• discuss aspects of the history of mathematics to make students aware of the various cultural groups that have contributed to the evolution of mathematics over the centuries

• illustrate to students that everyday people use mathematics in their everyday lives, both at work and at home

• connect mathematics to real world situations and human affairs such as health, science, environmental studies, trend analysis, and politics.

Literacy, Mathematical Literacy, and Inquiry/Research Skills

The school emphasizes the importance of the following:

• using clear, concise communication in the classroom involving the use of diagrams, charts, tables, and graphs

• emphasizing students’ ability to interpret and use graphic texts.

• acquiring the skills to locate relevant information from a variety of sources, such as books, newspapers, dictionaries, encyclopaedias, interviews, videos, and the Internet.

• learning that all sources of information have a particular point of view

• learning that the recipient of the information has a responsibility to evaluate it, determine its validity and relevance, and use it in appropriate ways.

Mathematical skills in this course include clear communication skills, as well as the ability to apply logical formulas and processes in order to have programs execute correctly.

Inquiry skills are also key in this course, as students will frequently need to refer to a variety of text and internet sources to locate strategies to help simplify code and solve other related problems. As students progress with their ability to find information from a variety of sources, they will need to develop their skills related to evaluating the relevance of the resource, as well as determining whether or not the resource comes from a credible source.

Role of Technology

Information and communications technologies (ICT) tools used in many ways:

• Students use multimedia resources, databases, Internet websites, digital cameras, and word-processing programs.

• Students use databases, spreadsheets, dynamic geometry and statistical software, graphing software, computer algebra systems, and so on in order to quickly navigate through complex problems, to see the effect of dynamic data on their values and trends, and to see a graphical representation of data.

• They use technology to collect, organize, and sort the data they gather and to write, edit, and present reports on their findings.

• Students are encouraged to use ICT to support and communicate their learning. For example, students working individually or in groups can use computer technology and/or Internet websites to gain access to museums and archives in Canada and around the world.

• Students use digital cameras and projectors to design and present the results of their research to their classmates.

• The school plans to use ICT to connect students to other schools and to bring the global community into the classroom.

• Students are made aware of issues of Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred.

Career Education

Students are given opportunities to develop career-related skills by:

• applying their skills to work-related situations

• exploring educational and career options

• developing research skills

• developing key essential skills such as reading text, writing, computer use,measurement and calculation, and problem solving

• practising expository writing

  
  

• learning strategies for understanding informational reading material

  
  

• making oral presentations

  
  

• working in small groups with classmates to help students express themselves confidently and work cooperatively with others.

  
  

Health and Safety in Computer Science Programs

In Computer Studies courses, there are risks involved with repetitive strain injuries as well as eye strain. As such, instructors must be aware of these risks and plan accordingly through proper ergonomic arrangement of work stations, but also through encouragement of good posture and occasional breaks to stretch. Students must also be familiar with mental health issues commonly present with heavy computer users due to extended periods of social isolation.

Field trips also pose unexpected risks in that students are learning in a potentially unpredictable environment. As such, teachers must have the foresight to see potential risks and take appropriate steps to avoid them before bringing students in to this environment and respond quickly in the event an issue arises.

Financial Literacy

Concepts of financial literacy are critical in computer science courses, as the global economy is being rapidly shaped by the progression of computer technologies. Students will have the opportunity in many computer science courses to research a variety of careers as well, which have direct impact on their financial security after their studies are complete.

In courses where programming is involved, students will have the opportunity to design algorithms which can be used for the financial sector and personal finance calculations. These algorithms can help provide a more simple means for people to understand their finances without having to repeatedly perform complex calculations.

Academic Honesty

Students who present the work of others as their own are guilty of plagiarism and will receive a mark of zero for the work and will have the details of the plagiarism noted in their school records. Students who are guilty of cheating on tests or examinations will receive a mark of zero on the test or examination and have the details of the cheating noted in their school records.

Late Assignments

Students are responsible for providing evidence of their achievement of the overall expectations within the time frame specified by the teacher, and in a form approved by the teacher. There are consequences for not completing assignments for evaluation or for submitting those assignments late.

Resources:

1. Moodle Site

2. The Communist Manifesto – Karl Marx

3. Dictionaries, Thesaurus etc.

4. Various Daily Newspapers, Magazines, and Periodicals

5. (Audio and Video material) CBC, The Fifth Estate, etc.

6. Various Internet Resources:

• OWL English Purdue

• The University of Toronto Library

• The Ontario Ministry of Health and Long Term Care

• The Toronto Star

• The Globe and Mail

• Wikipedia