TGJ3M Outline

 

Old Material (for reference only)

TGJ4M Outline

Big Ideas

  1. How will I safely use or develop advanced concepts, techniques, and skills while using various software and equipment to create a range of communications technology products and/or services?
  2. How will I use a design process and project management tools?
  3. What current and evolving standards, processes, formats, and technologies will I incorporate?
  4. What technical terminology, scientific concepts, and mathematical concepts will be relevant?
  5. What are the interpersonal and communications skills I will need to work in a team environment?
  6. How will I demonstrate that I have adhered to all legal requirements and ethical practices related to communications technology?
  7. What are some effects of communications technology and media activities on society and cultural diversity?
  8. What career opportunities are available to me in the branch of communications technology I am most interested in?

Course Overview

This course enables students to further develop media knowledge and skills while designing and producing projects in the areas of live, recorded, and graphic communications. Students may work in the areas of TV, video, and movie production; radio and audio production; print and graphic communications; photography; digital imaging; broadcast journalism; and interactive new media. Students will also expand their awareness of environmental and societal issues related to communications technology, and will investigate career opportunities and challenges in a rapidly changing technological environment.

Outline

TGJ4M students plan and work on independent projects, with a personal plan determined between the student and the teacher. Weekly journals are maintained which are used for reflection, documenting “deliverables”, and planning.

Old Material (for reference only)

ICS4U Outline

This course enables students to further develop knowledge and skills in computer science. Students will use modular design principles to create complex and fully documented programs, according to industry standards. Student teams will manage a large software development project, from planning through to project review. Students will also analyse algorithms for effectiveness. They will investigate ethical issues in computing and further explore environmental issues, emerging technologies, areas of research in computer science, and careers in the field.

This is not a comprehensive outline, and it should always be considered a work in progress…

ICS3C Outline

This course introduces students to computer programming concepts and practices. Students will write and test computer programs, using various problem-solving strategies. They will learn the fundamentals of program design and apply a software development life-cycle model to a software development project. Students will also learn about computer environments and systems, and explore environmental issues related to computers, safe computing practices, emerging technologies, and postsecondary opportunities in computer-related fields.

This is not a comprehensive outline, and it should always be considered a work in progress…

ICS3U Outline

This course introduces students to computer science. Students will design software independently and as part of a team, using industry-standard programming tools and applying the software development life-cycle model. They will also write and use subprograms within computer programs. Students will develop creative solutions for various types of problems as their understanding of the computing environment grows. They will also explore environmental and ergonomic issues, emerging research in computer science, and global career trends in computer-related fields.

This is not a comprehensive outline, and it should always be considered a work in progress…

Co-op Outline (Old)

This is an old outline, for reference only.

Before You Start

  1. Print and complete the Application Form  (need link)
  2. Make some initial inquiries about a potential co-op employer

First Term

  1. Introductions (day 1)

  2. Marking Overview
  3. Journals

    1. Reminder: when you get your MarkBook reports, double-check that the total hours listed from each journal are properly recorded.
    2. Note: journals more than two weeks late will not be marked; only the hours will be recorded.
  4. Review and update Application Form  (need link) (be sure it is filled in with a black or blue pen!)

  5. Need 2 References (day 1)
  6. Resume (day 1)
    Build your resume at http://www.careercruising.com. Remember your username and password!

  7. Central Placements discussion (day 2)

  8. Update Training Agreement with proper related subject and mark (from transcript) (day 2)

    1. Not all related subjects may be listed in that page. See instructor for assistance.
  9. Pre-course Questionnaire (need new link) (day 2)

  10. Co-op Pre-course Survey (day 2)

  11. Young Workers Awareness Program — 7 Things You’d Better Know
  12. Cover Letter (day 2)
    Visit this website for excellent resources.

  13. Co-op Education Student Handbook  (need new link) (you will receive a hard copy of this) (day 3)

  14. Safety (days 3-4)

  15. Communication Video, w/ Communication assignment  (need new link) (day 5)

  16. Interview Questions (day 5)

  17. Guest Speaker – Interview Techniques (day 7)

  18. Training Agreement Responsibilities Assignment (day 7)

  19. Confidentiality (handout (need new link) , case studies, contract)

  20. Harassment (case studies) Eval’d (day 9)

    1. Sexual harassment – guest speaker & quiz

    2. Harassment – video and package

  21. First Week at the Workplace (need new link)

  22. In-school Session #1

    1. Student Profile

    2. OSP Assignment

    3. More to add…

  23. Employment Standards Act Worksheet(s)

  24. In-school Session #2 (mid-semester) (student checklist(teacher notes)

    (note to self: remove this list after ensuring everything is on the checklist. format like session #3)

    1. MarkBook Updates

    2. Review of Weekly Journals

    3. Add up total hours from weekly log sheets (on MarkBook printout) and record here. Should be ~110 hours for 2 credits or ~55 hours for 1 credit. Record on inside from cover of file (the journal dates are here).

    4. Adjustment to Hours Forms

    5. Pathways to Opportunity Supervisor Award

    6. Don’t make these spelling mistakes!
    7. Student Handbook – In-school course expectations

      1. Choose 5-6 specific expectations from your related course

    8. Student Handbook – Placement Opportunities (p. 14)

    9. Student Handbook – Employer Specific Expectations (p. 14)

    10. Mid-term Self-evaluation

    11. Update Profile, including pictures

    12. SHSM Students – need copies of Passport to Safety certificate, WHMIS certificate, and Ontario Skills Passport assignment

    13. Overview of Final Presentation (get started early!)

      1. Tip: create a GoogleDoc (or other easily-accessible document) and add comments to this weekly

    14. Portfolio Overview

    15. Finish OSP Assignment

  25. Changing Roles

  26. Careers

  27. Ladder Quiz

  28. First Month at Placement

  29. Employer Assessment I (see note)

    1. worth 16% of final mark

 

Second Term

  1. Essential Skills Eval’d

  2. Rough Draft Work Experience

  3. Employability Standards

  4. Placement Description

  5. Thank You Letter

  6. Ontario Skills Passport

  7. In-school Session #3 (student checklist)

    1. Administration
    2. Union Presentation & Assignment
    3. Portfolio overview
    4. Reflective Assignment overview
  8. In-school session #4 (teacher notes)
    1. Course Evaluation
    2. MarkBook updates
      1. Anything to hand in?
      2. Any mistakes? (highlight and return report to instructor)
    3. # of Hours (should be 195 to 200 hours)
      1. Reminder of Adjustment to Hours form
    4. Presentations during Exam period — January 25 (see Summative, below)
    5. Thank You letters (see exemplar)
      1. sample(s) available in O: drive
      2. print two — one for employer, one for instructor
      3. address the envelope
    6. Hand in portfolio
  9. Employer Assessment II (see note)
    1. worth 24% of final mark

 

Summative

  1. Reflective Assignment Overview
    1. worth 20% of final mark
    2. Work Experience Reflection  (also available as Google Document)

    3. Rough copy due in-school session #3
    4. Report Checklist [marking checklist]
      1. Suggested Headings
  2. Final Presentation

    1. Marking Rubric
    2. Reference: Essential Skills & Work Habits website
  3. Display (used during presentation)
  4. Employability Skills Portfolio   

    1. worth 10% of final mark
    2. Section 7 Reflection Template
      1. Reference: Essential Skills & Work Habits website

 


 

TEJ2O Course Outline

Big Ideas

  • What are some cool advancements in electronics and computers? (“Cool Tech”)
  • How do I install operating systems such as Linux or Windows?
  • How do I network and configure computers?
  • What software will I install and use?
  • What kind of computer programming (coding) will I do?
  • How will I build and program circuits like a computer-controlled traffic light or an Arduino?
  • How do binary and digital logic make computers work?
  • What careers are related to computer technology and what education will I need for them?
  • What safety practices must I follow when working with electronic circuits and computers?
  • What are some environmental, ethical, and security issues related to computer technology?

Course Overview

This course introduces students to computer systems, networking, and interfacing, as well as electronics and robotics. Students will assemble, repair, and configure computers with various types of operating systems and application software. Students will build small electronic circuits and write computer programs to control simple peripheral devices or robots. Students will also develop an awareness of related environmental and societal issues, and will learn about secondary and postsecondary pathways and career opportunities in computer technology.

Course Outline/Resources

Always in development! Note that the ordered specified here is NOT the order the topics are learned. As in true “broad-based” or “project-based” fashion, the topics will be addressed as needed, depending on the projects chosen each semester.

 This is a work in progress and will be updated throughout the semester.

BTT1O Outline

Click me to enlarge.
Click image to enlarge.

Outline