Page 15 - The Ontario Curriculum, Grades 9 and 10: Technological Education, 2009 (revised)

THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Technological Education
Half-Credit Courses
The courses outlined in the technological education curriculum documents are designed as full-credit courses. However, with the exception of the Grade 12 university/college prepa- ration courses, they may also be delivered as half-credit courses.
Half-credit courses, which require a minimum of fifty-five hours of scheduled instruction- al time, must adhere to the following conditions:
The two half-credit courses created from a full course must together contain all
of the expectations of the full course. The expectations for each half-credit course must be drawn from all strands of the full course and must be divided in a manner that best enables students to achieve the required knowledge and skills in the allotted time.
A course that is a prerequisite for another course in the secondary curriculum may be offered as two half-credit courses, but students must successfully complete both parts of the course to fulfil the prerequisite. (Students are not required to complete both parts unless the course is a prerequisite for another course they wish to take.)
The title of each half-credit course must include the designation Part 1 or Part 2. A half credit (0.5) will be recorded in the credit-value column of both the report card and the Ontario Student Transcript.
Boards will ensure that all half-credit courses comply with the conditions described above, and will report all half-credit courses to the ministry annually in the School October Report.
CURRICULUM EXPECTATIONS
The expectations identified for each course describe the knowledge and skills that students are expected to develop and demonstrate in their class work, on tests, and in various other activities on which their achievement is assessed and evaluated.
Two sets of expectations are listed for each strand, or broad curriculum area, of each course. (The strands are numbered A, B, C, D, and, in some courses, E.)
The overall expectations describe in general terms the knowledge and skills that stu- dents are expected to demonstrate by the end of each course.
The specific expectations describe the expected knowledge and skills in greater detail. The specific expectations are grouped under numbered subheadings, each of which indicates the strand and the overall expectation to which the subgrouping of specific expectations corresponds (e.g., “B2” indicates that the group relates to over- all expectation 2 in strand B). The subheadings may serve as a guide for teachers as
they plan learning activities for their students.
The organization of expectations into strands and subgroupings is not meant to imply that the expectations in any one strand or group are achieved independently of the expec- tations in the other strands or groups. The strands and subgroupings are used merely to help teachers focus on particular aspects of knowledge and skills as they develop various learning activities for their students. The concepts, content, and skills identified in the dif- ferent strands of each course should, wherever appropriate, be integrated in instruction throughout the course.
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