Page 181 - Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide

Special Education in Ontario, Kindergarten to Grade 12
Draft
When modifications are so extensive that achievement of the learning expectations is not likely to result in a credit, the expectations should specify the precise requirements or tasks on which the student’s performance will be evaluated and which will be used to generate the course mark recorded on the Provincial Report Card.
Examples – Significantly modified expectations
• “In science, [the student] will:
✧ conduct and observe some inquiries related to simple chemical reactions [the Grade 10 applied science expectation requires students to conduct and observe these inquiries and to ‘represent their findings using a variety of formats’];
✧ demonstrate the use of the pH scale (pH paper) to determine the acidity or alkalinity of some common household substances [the Grade 10 science expectation requires students to conduct this inquiry and ‘to classify some common substances as acidic, basic, or neutral’];
(Science, Grade 10, Applied (SNC2P) – Modified expectations)”
• “In Canadian History Since World War I (Strand E: 1982 to the present), [the student] will:
✧ explain ways in which a few individuals, organizations, and/or events have contributed to the arts and popular culture in Canada since 1982 [the Grade 10 applied history expectation requires students to ‘relate’ these individuals, organizations, and/or events to ‘cultural identity, including multiculturalism, in Canada’ rather than to ‘explain’ how they have contributed];
✧ describe a few key developments that have affected Canada’s relationship with the United States since 1982 [the Grade 10 applied history expectation requires students to describe ‘some significant issues and/or developments’ rather than ‘a few key developments’, and to ‘explain the impact of the changes’];
✧ describe some social and cultural trends and developments in Canada since 1982 [the Grade 10 applied history expectation requires students to ‘assess the significance of ’ these trends rather than ‘describe’ them, and to ‘assess’ their impact on the ‘lives of different people’].
(Canadian History Since World War I, Grade 10, Applied (CHC2P) – Modified expectations)”
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