The primary purpose of assessment
and evaluation is to improve student learning. Information gathered through
assessment helps teachers to determine students’ strengths and weaknesses in
their achievement of the curriculum expectations in each course. This
information also serves to guide teachers in adapting curriculum and
instructional approaches to students’ needs and in assessing the overall
effectiveness of programs and classroom practices.
For assessment and
evaluation, we follow the Ministry of
Education's Growing Success document, and by doing so
will benefit the students both in the present and future. We designed
assessments in such a way as to make it possible to gather and show evidence of
learning in a variety of ways to gradually release responsibility to the
students, and to give multiple and varied opportunities to reflect on learning
and receive detailed feedback.
Assessment and evaluation will be
based on the provincial curriculum expectations and the achievement levels
outlined in this document. Growing
Success articulates the vision
the Ministry has for the purpose and structure of assessment and evaluation
techniques.
In order to ensure that assessment
and evaluation are valid and reliable and that they lead to the improvement of
students’ learning, The Educators Academy’s assessment and evaluation
strategies focus on:
·
Address both what students learn
and how well they learn;
·
Are varied in nature, administered
over a period of time, and designed to provide opportunities for students to
demonstrate the full range of their learning;
·
Are appropriate for the learning
activities used, the purposes of instruction, and the needs and experiences of
the students;
·
Are fair to all students;
·
Accommodate students with special
education needs, consistent with the strategies outlined in their Individual
Education Plan; and those who are learning the
language of instruction (English or French)
·
Ensure that each student is given
clear directions for improvement;
·
Promote students’ ability to assess
their own learning and to set specific goals;
·
Include the use of samples of
students’ work that provide evidence of their achievement;
·
Are communicated clearly to
students and parents at the beginning of the school year and at other
appropriate points (Parent Teacher Nights) throughout the school year.
The overall
expectations are broad in nature, and the specific expectations define the
particular content or scope of the knowledge and skills referred to in the
overall expectations. Our teachers use their professional judgment to determine
which specific expectations should be used to evaluate achievement of the
overall expectations, and which ones will be covered in instruction and
assessment (e.g., through direct observation) but not necessarily evaluated.
Assessment for the purpose
of improving student learning is seen as both “assessment for learning” and
“assessment as learning”. As part of assessment for learning, teachers provide
students with descriptive feedback and coaching for improvement. Teachers
engage in assessment as learning by helping all students develop their capacity
to be independent, autonomous learners who are able to set individual goals,
monitor their own progress, determine next steps, and reflect on their thinking
and learning.
Teachers will obtain
assessment information through a variety of means, which may include formal and
informal observations, discussions, learning conversations, questioning,
conferences, homework, tasks done in groups, demonstrations, projects,
portfolios, peer and self-assessments, self-reflections, essays, and tests.
As essential steps in assessment for learning
and as learning, teachers need to:
·
plan assessment concurrently
and integrate it seamlessly with instruction;
·
share learning goals and
success criteria with students at the outset of learning to ensure that
students and teachers have a common and shared understanding of these goals and
criteria as learning progresses;
·
gather information about
student learning before, during, and at or near the end of a period of
instruction, using a variety of assessment strategies and tools;
·
use assessment to inform
instruction, guide next steps, and help students monitor their progress towards
achieving their learning goals;
·
analyse and interpret
evidence of learning;
·
give and receive specific
and timely descriptive feedback about student learning;
·
help students to develop
skills of peer and self-assessment.
Teachers will also ensure
that they assess students’ development of learning skills and work habits,
using the assessment approaches described above to gather information and
provide feedback to students.
Assessment
Strands:
The Educators Academy will ensure
that student work is assessed and/or evaluated in a balanced manner with
respect to the four categories, and that achievement of particular expectations
is considered within the appropriate categories.
Knowledge
and Understanding (K/U)
Thinking
and Inquiry (T/I)
Communication
(C)
Application
(A)
The purpose
of the achievement chart is to:
- provide a common framework that encompasses the curriculum
expectations for all courses outlined in this document;
- guide the development of quality assessment tasks and tools
(including rubrics);
- help teachers to plan instruction for learning;
- assist teachers in providing meaningful feedback to students;
·
provide
various categories and criteria with which to assess and evaluate student
learning.
Evaluation
and Reporting of Students’ Achievements by Report Cards
Student achievement is communicated
formally to students and parents by means of the Provincial Report Card. The report
card provides a record of the student’s achievement of the curriculum
expectations in every course, at particular points in the school year or
semester, in the form of a percentage grade. Report
cards are issued upon completion of the course. Each report card will focus on
related aspects of student achievement. The percentage grade will
represent the quality of the student’s overall achievement of the expectations
for the course and will reflect the corresponding level of achievement. The
Educators Academy will record a final grade for every course, and a credit is
granted for the course in which the student’s grade is 50% or higher.
- Seventy per cent of the grade will be based on
evaluations 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 per cent of the grade will be based on a
final evaluation in the form of an examination, performance, essay, and/or
other method of evaluation suitable to the course content and administered
towards the end of the course.
Ø Term work will account 70% of the course work
Ø Final Exam would be a value of 30%
Final
Assessment and Evaluation = 100%
The teacher will
also provide written comments concerning the student's strengths, areas for
improvement, and next steps (E–Excellent,
G–Good, S–Satisfactory, N–Needs Improvement).
The report card will indicate whether an OSSD credit has been earned or not.
Upon completion of a course, The Educators Academy will send a copy of the
report card back to the student's home school where the course will be added to
the ongoing list of courses on the student's Ontario Student Transcript. The report
card will also be sent to the student's home address for parents’
communication.
Evaluation
Instruments/ Strategies:
Rubrics Observation
Checklist Project
Work
Peer Interviewing
Self Researching
Group Conferencing
A Summary Description of Achievement
in Each Percentage Grade Range
and Corresponding Level of Achievement
|
Percentage Grade
Range
|
Achievement Level
|
Summary
Description
|
80-100%
|
Level 4
|
A very high to outstanding level of achievement.
Achievement is above the provincial standard.
|
70-79%
|
Level 3
|
A high level of achievement. Achievement is at the
provincial standard.
|
60-69%
|
Level 2
|
A moderate level of achievement. Achievement
is below, but approaching, the provincial standard.
|
50-59%
|
Level 1
|
A passable level of achievement. Achievement
is below the provincial standard.
|
below 50%
|
Level R
|
Insufficient achievement of curriculum
expectations. A credit will not be granted.
|
Achievement
Chart – Business Studies, Grades 11–12
Categories
|
50–59%
(Level
1)
|
60–69%
(Level
2)
|
70–79%
(Level
3)
|
80–100%
(Level
4)
|
Knowledge
and Understanding
|
The student:
|
|
|
|
Knowledge of
content
(e.g., facts,
terms,
definitions, procedures)
|
– demonstrates
limited
knowledge of
content
|
– demonstrates
some
knowledge of
content
|
–demonstrates
considerable
knowledge
of content
|
– demonstrates
thorough
knowledge
of content
|
Understanding
of content (e.g., concepts,
principles,
theories,
relationships,
methodologies
and/or technologies)
|
– demonstrates
limited
understanding
of
content
|
– demonstrates
some
understanding
of
content
|
–demonstrates
considerable
understanding
of content
|
– demonstrates
thorough
understanding
of content
|
Categories
|
50–59%
(Level
1)
|
60–69%
(Level
2)
|
70–79%
(Level
3)
|
80–100%
(Level
4)
|
Thinking/
Inquiry
|
The student:
|
|
|
|
Use of
planning skills
(e.g.,
focusing research,
gathering
information,
selecting
strategies,
organizing a project)
|
– uses
planning
skills with
limited
effectiveness
|
– uses
planning
skills with
some
effectiveness
|
– uses
planning skills
with
considerable
effectiveness
|
– uses
planning skills
with a high
degree
of effectiveness
|
Use of
processing skills
(e.g.,
analysing, interpreting, assessing,
reasoning,
generating
ideas,
evaluating, integrating, synthesizing,
seeking a
variety of
perspectives,
forming
conclusions)
|
– uses
processing
skills with
limited
effectiveness
|
– uses
processing
skills with
some
effectiveness
|
– uses
processing skills
with
considerable
effectiveness
|
– uses
processing skills
with a high
degree
of
effectiveness
|
Use of
critical/creative
thinking
processes
(e.g.,
evaluation of
business
situations,
problem
solving, decision making, detecting bias, research)
|
– uses
critical/creative
thinking
processes
with limited
effectiveness
|
– uses
critical/
creative
thinking
processes with
some
effectiveness
|
– uses
critical/creative
thinking
processes
with
considerable
effectiveness
|
– uses
critical/creative
thinking
processes
with a high
degree
of
effectiveness
|
Categories
|
50–59%
(Level
1)
|
60–69%
(Level
2)
|
70–79%
(Level
3)
|
80–100%
(Level
4)
|
Communication
|
The student:
|
|
|
|
Expression and
organization
of ideas and
information
(e.g., clear
expression,
logical organization) in oral, visual, and written forms, including
electronic forms (e.g., presentations,
charts,
graphs, tables, maps, models, web pages, spreadsheets,
flyers,
financial
statements,
letters,
memos, reports)
|
– communicates
for
different
audiences
and purposes
with
limited
effectiveness
|
– communicates
for
different
audiences
and purposes
with
some
effectiveness
|
– communicates
for
different
audiences
and purposes
with
considerable
effectiveness
|
– communicates
for
different
audiences
and purposes
with a
high degree of
effectiveness
|
Communication for different audiences (e.g.,
peers, business clients,
company supervisor)
and purposes (e.g., to
inform, to persuade) in
oral, visual, and written
forms, including electronic forms
|
– communicates
for different audiences
and purposes
with
limited
effectiveness
|
– communicates
for
different
audiences
and purposes
with
some
effectiveness
|
– communicates
for
different
audiences
and purposes
with
considerable
effectiveness
|
– communicates
for
different
audiences
and purposes
with a
high degree of
effectiveness
|
Use of
conventions,
vocabulary,
and terminology
of the
discipline
in oral,
visual, and written forms, including
electronic
forms
|
– uses
conventions,
vocabulary,
and
terminology of
the
discipline
with limited
effectiveness
|
– uses
conventions,
vocabulary,
and
terminology of
the
discipline
with some
effectiveness
|
– uses
conventions,
vocabulary,
and terminology of the discipline withconsiderable
effectiveness
|
– uses
conventions,
vocabulary,
and
terminology of
the
discipline
with a high
degree of
effectiveness
|
Categories
|
50–59%
(Level
1)
|
60–69%
(Level
2)
|
70–79%
(Level
3)
|
80–100%
(Level
4)
|
Application
|
The student:
|
|
|
|
Application of
knowledge and skills (e.g., concepts,
procedures,
processes,
use of
technology and
materials) in
familiar
contexts
|
– applies
knowledge
and skills in
familiar
contexts with
limited
effectiveness
|
– applies
knowledge
and skills in
familiar
contexts with
some
effectiveness
|
– applies
knowledge
and skills in
familiar
contexts with
considerable
effectiveness
|
– applies
knowledge
and skills in
familiar contexts with a high
degree of effectiveness
|
Transfer of knowledge
and skills (e.g., choice
of tools and software,
ethical standards,
concepts, procedures,
technologies) to new
contexts
|
– transfers
knowledge
and skills to
new
contexts with
limited
effectiveness
|
– transfers
knowledge
and skills to
new
contexts with
some
effectiveness
|
– transfers
knowledge
and skills to
new
contexts with
considerable
effectiveness
|
– transfers
knowledge
and skills to
new
contexts with
a high
degree of
effectiveness
|
Making
connections
within and
between
various
contexts (e.g.,
connections
between
business
studies and
personal
experiences,
opportunities,
social
and global
challenges
and
perspectives; cross curricular and multidisciplinary
connections)
|
– makes
connections
within and
between
various
contexts with
limited
effectiveness
|
– makes
connections
within and
between
various
contexts with
some
effectiveness
|
– makes
connections
within and
between
various
contexts
with
considerable
effectiveness
|
– makes
connections
within and
between
various
contexts
with a high
degree
of
effectiveness
|
Submission of Assignments
All assignments should be submitted for grading on the stated due date.
Any late assignments may be subjected to a 15% penalty.
Work not submitted within 5 school days after the stated due date will be
assigned a mark of 0.
If a student is ill or away for a documented reason, all assignments must
be submitted upon return to class, unless arrangements are negotiated with the
teacher.
It is vital that the student realize the potential consequences of
incomplete work and absences, including failure to gain the credit for the
course. It is the responsibility of the student to catch up on all work missed
from being absent.
Program Planning
Considerations
Teachers who are
planning a program in this subject will make an effort to take into account
considerations for program planning that align with the Ontario Ministry of
Education policy and initiatives in a number of important areas.
Planning Business
Studies Program for Exceptional Students
The Educators Academy believes that
classroom teachers are the key educators of students who have special education
needs. They have a responsibility to help all students to learn and work
collaboratively with special education resource teachers, where appropriate, to
achieve this goal.
In planning
business studies courses for exceptional students, The Educators Academy
teachers’ begin by examining both the curriculum expectations for the course
and the needs of the individual student to determine which of the following
options is appropriate for the student:
- no accommodations or modifications; or
- accommodations only; or
- modified expectations, with the possibility of
accommodations.
If the
student requires either accommodations or modified expectations, or both, our
teachers record the relevant information in his or her Individual Education
Plan (IEP).
Students
Require Accommodations Only:
In The Educators Academy, with the
aid of accommodations, some exceptional students are able to participate in the
regular course curriculum and to demonstrate their learning independently. We
believe on these three types of accommodations, Instructional accommodations by
which changes are in teaching strategies, including styles of presentation,
methods of organization, or use of technology and multimedia, Environmental
accommodations by which changes are that the student may require in the
classroom such as preferential seating or special lighting and Assessment
accommodations by which changes are in
assessment procedures that enable the student to demonstrate his or her
learning, such as allowing additional time to complete tests or assignments or
permitting oral responses to test questions.
The Educators Academy is committed
to ensuring that all students, especially those with special education needs,
are provided with the learning opportunities and supports they require to gain
the knowledge, skills, and confidence needed to succeed in a rapidly changing
society. The context of special education and the provision of special
education programs and services for exceptional students in Ontario are
constantly evolving.
The Educators Academy believes on
that:
·
All students can succeed.
·
Universal design and differentiated instruction are
effective and interconnected means of meeting the learning or productivity
needs of any group of students.
·
Successful instructional practices are founded on
evidence-based research, tempered by experience.
·
Classroom teachers are key educators for a student’s
literacy and numeracy development.
·
Each student has his or her own unique patterns of
learning.
·
Classroom teachers need the support of the larger
community to create a learning environment that supports students with special
education needs.
·
Fairness is not sameness.
Students
Require Modifications Only:
The Educators Academy provide comprehensive procedures
for the identification of exceptional pupils, for the placement of those pupils
in educational settings where the special education programs and services
appropriate to their needs can be delivered, and for the review of the identification
of exceptional pupils and their placement. If the student requires either
accommodations or modified expectations, or both, then we will take into
account these needs of exceptional students as they are set out in the
students' Individual Education Plan. Our courses offer a vast array of
opportunities for students with special educations needs to acquire the
knowledge and skills required for our evolving society.
The Educators Academy realizes that some exceptional
students will require modified expectations, which are different from the
regular course expectations. For most of these students, modified expectations
will be based on the regular course curriculum, with changes in the number
and/or complexity of the expectations. We carefully monitor that these are
reflected clearly in the student’s IEP, the extent to which expectations have
been modified. This decision must be communicated to the parents and the
students that
v
accommodations only; or
v
modified expectations, with the possibility of accommodations;
or
v
alternative expectations, which are not derived from
the curriculum expectations for a course and which constitute alternative
programs and/or courses.
In The Educators Academy, if a
student requires modified expectations in business studies courses, assessment
and evaluation of his or her achievement will be based on the learning
expectations identified in the IEP and on the achievement levels outlined in
the Growing Success document.
Program
Consideration for English Language Learners
All of our
Business studies courses can provide a wide range of options to address the
needs of ESL/ELD students. Since business seeks ways to address the needs of
diverse markets and communities, students can apply their own experiences and
backgrounds to analyze various markets’ needs and business strategies. In
addition, since businesses require employees with a wide range of skills and
abilities, many students will learn how their backgrounds and language skills
can contribute to business success.
Environmental
Education
Helping students
become environmentally responsible is a role assumed by The Educators Academy.
We work on different aspects like to promote learning about environmental
issues and solutions, to engage students in practicing and promoting
environmental stewardship in their community and to focus on the importance of
the education system providing leadership by implementing and promoting
responsible environmental practices so that all stakeholders become dedicated
to living more sustainably.
The Educators
Academy also ensures that the student will have opportunities to acquire the
knowledge, skills, perspectives and practices needed to become an
environmentally literate citizen. Our courses should provide opportunities for
each student to address environmental issues in their home, in their local
community, or even at the global level.
Anti
Discrimination Education
Antidiscrimination education
promotes a school climate and classroom practice that encourage all students to
work to high standards, ensure that they are given a variety of opportunities
to be successful, affirm their self-worth, and help them strengthen their sense
of identity and positive self-image.
Every student is
entitled to learn in a safe, caring environment, free from violence and
harassment. Students learn and achieve better in such environments. The safe
and supportive social environment at The Educators Academy is founded on
healthy relationships between all people. Healthy relationships are based on
respect, caring, empathy, trust, and dignity, and thrive in an environment in
which diversity is honoured and accepted. Healthy relationships do not tolerate
abusive, controlling, violent, bullying/harassing, or other inappropriate
behaviours. To experience themselves as valued and connected members of an
inclusive social environment, students need to be involved in healthy
relationships with their peers, teachers, and other members of The Educators
Academy community.
In The Educators Academy, the
business studies curriculum is designed to help students acquire the habits of
mind that are essential in a complex democratic society characterized by rapid
technological, economic, political, and social change. These include respect
and understanding with regard to individuals, groups, and cultures in Canada
and the global community, including an appreciation and valuing of the
contributions of Aboriginal people to the richness and diversity of Canadian
life. They also involve respect and responsibility for the environment and an
understanding of the rights, privileges, and responsibilities of citizenship.
Learning the importance of protecting human rights and of taking a stand
against racism and other expressions of hatred and discrimination at The
Educators Academy is also part of the foundation for responsible citizenship
and ethical business practice.
In The Educators Academy, students
learn about the changing workplace and the Canadian and global economy in the
business studies course designed by the Ministry of Education. Our students
also learn how business is carried out effectively and equitably in the local
and global workplace and how it is affected and enhanced by the diversity of
the global marketplace.
Teachers at The Educators Academy
design the learning activities in business studies courses which are inclusive
in nature, reflecting diverse points of view and experiences. They also enable
students to become more sensitive to the experiences and perceptions of others,
to value and show respect for diversity in the educational system and in the
wider society, and to make responsible and equitable decisions in their
personal and business relationships. The critical thinking and research skills
acquired in business studies courses enable students at The Educators Academy
to recognize bias and stereotyping in text and images, as well as
discriminatory attitudes that create barriers to productive relationships in
business and trade.
We hope that all
these attitudes and attributes provide a foundation on which students can
develop their own identity, explore interconnectedness with others, and form
and maintain healthy relationships.
Literacy, Numeracy
and Inquiry Skills
Literacy
is defined as the ability to use language and images in rich and varied forms
to read, write, listen, view, represent, and think critically about ideas. It
involves the capacity to access, manage, and evaluate information; to think
imaginatively and analytically; and to communicate thoughts and ideas
effectively. Literacy includes critical thinking and reasoning to solve
problems and make decisions related to issues of fairness, equity, and social
justice. Literacy connects individuals and communities and is an essential tool
for personal growth and active participation in a cohesive, democratic society.
Literacy involves a range of critical-thinking skills and is essential for
learning across the curriculum. Literacy instruction takes different forms of
emphasis in different subjects, but in all subjects, literacy needs to be
explicitly taught. Literacy, mathematical literacy, and inquiry/research skills
are critical to students' success in all subjects of the curriculum and in all
areas of their lives.
Success in all their secondary
school courses depends in large part on students’ literacy skills. The
activities and tasks that students undertake in the business studies curriculum
involve oral, written, and visual communication skills. For example, students
use language to record their observations, to describe their inquiries in both
informal and formal contexts, and to present their findings in presentations
and reports in oral, written, graphic, and multimedia forms. Communicating in a
business environment and using business software require the use and
understanding of specialized terminology. In all business studies courses at
The Educators Academy, students are required to use appropriate and correct
terminology, and are encouraged to use language with care and precision, in
order to communicate effectively.
The business studies course at The
Educators Academy builds on and reinforces certain aspects of the mathematics
curriculum. For example, clear, concise communication involves the use of
various diagrams, charts, tables, and graphs to organize, interpret, and
present information. In business studies courses, our teachers will develop
student’s ability to ask questions and conduct research as they plan and manage
projects. They also learn a variety of research methods in order to carry out
their investigations, and to know which methods to use in a particular inquiry.
Inquiry and
research are at the heart of learning in all subject areas at The Educators
Academy. Students are encouraged to develop their ability to ask questions and
to explore a variety of possible answers to those questions. As they advance
through the grades, they acquire the skills to locate relevant information from
a variety of print and electronic sources. The questioning they practiced in
the early grades becomes more sophisticated as they learn that all sources of information
that have a particular point of view and that the recipient of the information
has a responsibility to evaluate it, determine its validity and relevance, and
use it in appropriate ways. The ability to locate, question, and validate
information allows a student to become an independent, mature and lifelong
learner.
The Role of a
Library
The school library
program in many schools can help build and transform students' knowledge in
order to support lifelong learning in our information- and knowledge-based
society. The school library program of these schools supports student success
across the curriculum by encouraging students to read widely, teaching them to
examine and read many forms of text for understanding and enjoyment, and
helping them improve their research skills and effectively use information
gathered through research. The Educator Academy teachers assist students in
accessing a variety of online resources and collections (e.g., professional
articles, image galleries, videos, databases and much more). Our Teachers will
also guide students through the concept of ownership of work and the importance
of copyright in all forms of media.
The Role of Information and Communication Technology
In this
Introduction to Financial Accounting course, information technology is
considered a learning tool that must be accessed by the students in many areas.
As a result, students will develop transferable skills through their experience
with word processing, spreadsheets, journals, flow charts, and telecommunication
tools, as would be expected in an accounting environment. Information and
communication technologies are integrated into the business studies curriculum
in a way that mirrors the dynamic environment in which business is conducted
today, creating an authentic and relevant learning environment for students.
The
Ontario Skills Passport and Essential Skills
Ontario Skills Passport (OSP) is a
bilingual, web-based resource that enhances the relevance of classroom learning
for students and strengthens school–work connections. The skills described in
the OSP are the Essential Skills that the Government of Canada and other
national and international agencies have identified and validated, through
extensive research, as the skills needed for work, learning, and life. The Educators
Academy can engage students by using OSP tools and resources to show how what
they learn in class can be applied in the workplace and in everyday life.
The essential skills are
transferable, in that they are used in virtually all occupations. The OSP also
includes descriptions of important work habits, such as working safely, being
reliable, and providing excellent customer service. The OSP is designed to help
employers assess and record students’ demonstration of these skills and work
habits during their cooperative-education placements. Students can use the OSP
to identify the skills and work habits they already have, plan further skill
development, and show employers what they can do. The skills described in the
OSP are the essential skills that the Government of Canada and other national
and international agencies have identified and validated, through extensive
research, as the skills needed for work, learning, and life. Essential skills
provide the foundation for learning all other skills and enable people to
evolve with their jobs and adapt to workplace change. For further information
on the OSP and essential skills, visit: http://skills.edu.gov.on.ca.
Career Education
Most careers involve some aspect of
business practice – physicians and mechanics operate small businesses, artists
sell their art. The courses in business studies at The Educators Academy
prepare students for employment in such diverse areas as retailing, management,
technology, small business, government service, and professional careers. The
skills and knowledge that students acquire through business studies courses are
essential for a wide range of careers. Our students gain an understanding of
various aspects of business operation and practice through courses in all the
subjects in the discipline. In addition, In addition, focus on personal
management, interpersonal skills, and career development in the business
studies curriculum at The Educators Academy prepare students for success in
their working lives, whatever their career. Finally, teaching about different
kinds of businesses enable our students who are interested in a career in
business to think about the type of operation that is best suited to their
backgrounds and interests.
The framework of the
program is a four-step inquiry process based on four questions linked to four
areas of learning:
·
knowing yourself -
Who am I?;
·
exploring
opportunities - What are my opportunities?;
·
making decisions
and setting goals - Who do I want to become?;
·
achieving goals
and making transitions - What is my plan for achieving my goals?
PLANNING
PROGRAM PATHWAYS AND PROGRAMS LEADING TO SPECIALIST HIGH SKILLS MAJOR
The Educators
Academy courses are well suited for inclusion in Specialist High Skills Majors
(SHSM) or in programs designed to provide pathways to particular
apprenticeship, college, university, or workplace destinations. In some SHSM
programs, courses at The Educators Academy can be bundled with other courses to
provide the academic knowledge and skills important to particular economic
sectors and required for success in the workplace and postsecondary education,
including apprenticeship training.
Health and Safety
The business studies program
provides for exploration of a variety of concepts relating to health and safety
in the workplace. In planning learning activities, teachers at The Educators
Academy help students to achieve the curriculum expectations. Our teachers
ensure that students have opportunities to consider health and safety issues. Health
and safety issues are also addressed when learning involves cooperative
education and other workplace experiences. Our teachers who provide support for
students in workplace learning placements assess placements for safety and
ensure students to understand the importance of issues relating to health and
safety in the workplace. At the Educators Academy, before taking part in
workplace learning experiences, students acquire the knowledge and skills
needed for safe participation. Our students understand their rights to privacy
and confidentiality as outlined in the Freedom of Information and Protection of
Privacy Act. They have the right to function in an environment free from abuse
and harassment, and they need to be aware of harassment and abuse issues in
establishing boundaries for their own personal safety. They are informed about
academy policies and reporting procedures with respect to all forms of abuse
and harassment.
Resources:
·
Accounting 1, Sixth Edition, Pearson Education
Canada © 2002.
·
Accounting
Software
·
Microsoft Excel
·
Calculator
·
Simply Accounting, Student Version