Page 14 - The Ontario Curriculum, Grades 9 and 10: Technological Education, 2009 (revised)

Schools may also offer one or more additional broad-based Grade 9 courses, each dedicated to one particular technological subject area. The additional course(s) must be developed on the basis of the expectations outlined in this document for Exploring Technologies, and must be assigned a specified name and code (see the list on pp. 43–44). Students may take, and earn credit for, more than one technological education course in Grade 9 (up to one credit for TIJ1O and up to one credit for each additional Grade 9 course successfully com- pleted). It is recommended that students successfully complete Exploring Technologies (TIJ1O) before taking any additional Grade 9 broad-based subject-area course (or courses).
The Grade 9 course may be delivered as a half-credit course (see p. 14), but may not be planned as a multiple-credit course or an emphasis course.
Options for Course Delivery in Grade 10
Multiple-Credit Courses
In certain cases, courses in Grade 10 may be planned for up to 330 hours of scheduled instructional time (for which the student may earn a maximum of 3 credits). This additional instructional time allows for the practice and refinement of skills. The skills students develop in multiple-credit courses should reflect current industry practices and standards.
Instructional time may be increased by increments of 55 hours. For each additional 55 hours, students earn an additional half-credit, to a maximum of three credits. The number of additional credits and the nature of the skills to be practised and refined during the additional instructional time must be established before the start of the course.
In the event that a student is unable to complete the planned number of hours for a multiple-credit course, credit should be awarded on the basis of the actual number of hours the student has completed, provided that the student has demonstrated achieve- ment of all of the specific expectations in the course and that his or her achievement of all of the overall expectations has been evaluated.
Emphasis Courses
Any Grade 10 broad-based technological education course may be developed to empha- size a particular area of the subject (that is, an area related to a particular sector or particu- lar occupations connected with the subject). For example, a manufacturing technology course could be developed to emphasize welding, or a transportation technology course could be developed to emphasize auto service. However, an emphasis course must not entirely exclude other areas of the subject that relate to different sectors or occupations.
Regardless of the area emphasized in a course, students must be given the opportunity to achieve all of the expectations of the course outlined in this document.
In school calendars, the area of emphasis of a Grade 10 course may be identified by adding a descriptive word or phrase to the course title and an additional sentence to the course description provided in this document. The course code for an emphasis course is the same as the code provided in this document for the original course, but may have a sixth character added for purposes of identification (see footnote 3 on p. 10).
THE PROGRAM IN TECHNOLOGICAL EDUCATION
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