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GLS1O, Grade 9, Skills for Success in Secondary School

GLS1O, Grade 9, Skills for Success in Secondary School

C$600.00Price

  • GLS1O COURSE OUTLINE

    Course Title: Skills for Success in Secondary School

    Grade: 9

    Ministry Course Code: GLS1O

    Course Type: Open

    Credit Value: 1.00

    Course Hours: 110

    Department: Guidance and Career Education

    Revision Date: N/A

    Policy Document:

    The Ontario Curriculum, Grades 9 and 10: Guidance and Career Education, 2006

    https://www.edu.gov.on.ca/eng/curriculum/secondary/guidance910currb.pdf

    Prerequisite: None


    COURSE DESCRIPTION


    This course focuses on learning strategies to help students become better, more independent learners. Students will learn how to develop and apply literacy and numeracy skills, personal management skills, and interpersonal and teamwork skills to improve their learning and achievement in school, the workplace, and the community. The course helps students build confidence and motivation to pursue opportunities for success in secondary school and beyond.


    OVERALL EXPECTATIONS


    Learning Skills:

    • identify and use a variety of literacy skills and strategies to improve reading, writing, and oral communication in everyday contexts;

    • identify and use a variety of numeracy skills and strategies to improve their practical application of mathematics in everyday contexts;

    • demonstrate an understanding of learning skills and strategies required for success in school.


    Personal Knowledge and Management Skills:

    • apply knowledge of their personal skills and learning strengths to develop strategies for success in secondary school;

    • identify and describe personal-management skills required for success, and explain their use to help maximize learning;

    • demonstrate the use of personal-management skills and strategies to enhance learning.


    Interpersonal Knowledge and Skills

    • identify and describe the knowledge and skills necessary for successful interpersonal relations and teamwork;

    • assess their interpersonal and teamwork skills and strategies, and explain how those skills requiring further development affect their learning;

    • demonstrate the ability to apply appropriate interpersonal and teamwork skills in a variety of learning environments.


    Exploration of Opportunities

    • apply their knowledge of school, work, and community involvement opportunities to develop a personal learning plan;

    • demonstrate an understanding of school and community resources and how these can be utilized to support their learning needs;

    • develop a portfolio of documents pertaining to self-assessment, research, and career exploration that are necessary for planning a pathway for secondary school success.

    OUTLINE OF COURSE CONTENT


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    EVALUATION SCHEME


    A final grade (percentage mark) is calculated at the end of the course and reflects the quality of the student’s achievement of the overall expectations of the course, in accordance with the provincial curriculum.


    The final grade will be determined as follows:


    • Seventy percent (70%) of the grade will be based on evaluation conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.


    • Thirty percent (30%) of the grade will be based on a final evaluation administered at or towards the end of the course. This evaluation will be based on evidence from one or a combination of the following: an examination, a performance, an essay, and/or another method of evaluation suitable to the course content. The final evaluation allows the student an opportunity to demonstrate comprehensive achievement of the overall expectations for the course.

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TEACHING AND LEARNING STRATEGIES

A variety of teaching and learning strategies are used to allow students many opportunities to attain the necessary skills for success in this course and in future studies. In all activities, consideration will be taken to ensure that individual students’ multiple intelligences and learning strengths are addressed through the use of varied and multiple activities in each lesson.

STRATEGIES FOR ASSESSMENT AND EVALUATION OF STUDENT PERFORMANCE

The primary purpose of assessment and evaluation is to improve student learning. Assessment and evaluation is based on the Ministry of Education’s Growing Success policy document, which articulates the Ministry’s vision for how assessment and evaluation is practiced in Ontario schools.

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Growing Success describes the three assessment types as follows:

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  • Assessment as Learning: focuses on the explicit fostering of students’ capacity over time to be their own best assessors, but teachers need to start by presenting and modelling external, structured opportunities for students to assess themselves.

     

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

     

  • Assessment of Learning: the assessment that becomes public and results in statements or symbols about how well students are learning.

ASSESSMENT AND EVALUATION

A variety of teaching and learning strategies are used to allow students many opportunities to attain the necessary skills for success in this course and in future studies. In all activities, consideration will be taken to ensure that individual students’ multiple intelligences and learning strengths are addressed through the use of varied and multiple activities in each lesson.

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PLAGIARISM

Plagiarism is a serious offense. It is defined as taking words, phrasing, sentence structure, or any other element of the expression of another person’s ideas, and using them as if they were your own. Plagiarism is a violation of another person’s rights, whether the material taken is great or small.Students will be assisted in developing strategies and techniques to avoid plagiarism. They need to be aware that plagiarized term work will be penalized and could result in a mark of zero.

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