The policy aims to maintain high
standards, improve student learning, and benefit students, parents, and
teachers in The Educators Academy. 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.
Assessment is the process of
gathering information from a variety of sources that accurately reflects how
well a student is achieving the curriculum expectations in a course. As part of
assessment, The Educators Academy teachers provide students with descriptive
feedback that guides their efforts towards improvement. Evaluation refers to
the process of judging the quality of student work on the basis of established
criteria, and assigning a value to represent that quality. Assessment and
evaluation will be based on the provincial curriculum expectations and the
achievement levels outlined in this document. To ensure that assessment,
evaluation, and reporting are valid and reliable, and that they lead to the
improvement of learning for all students, teachers use practices and procedures
that:
·
address both what students learn
and how well they learn;
·
are based both on the categories
of knowledge and skills and on the achievement level descriptions given in the
achievement chart;
·
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 the needs of students
with special education needs, consistent with the strategies outlined in their
Individual Education Plan;
·
accommodate the needs of students
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 course or the school term and at
other appropriate points throughout the school year.
Teachers
will use “assessment for learning” and “assessment as learning” practices to
help students identify: where they are in relation to the learning goals and
what next steps they need to take to achieve the goals. This ongoing feedback
will help prepare students for “assessment of learning”, the process of
collecting and interpreting evidence for the purpose of summarizing learning at
a given point in time, to make judgments about the quality of student learning
on the basis of established criteria, and to assign a value to represent that
quality.
Assessment Strands:
The Educators Academy will ensure
that student’s 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)
Assessment Strands
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.
Final Assessment and Evaluation = 100%
The teacher also
provides 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 indicates whether an OSSD credit has been earned or not. Upon
completion of a course, Educators Academy sends a copy of the report card back
to the student's home school where the course is added to the ongoing list of
courses on the student's Ontario Student Transcript. The report card is also
sent to the student's home address for parents’ communication.
Evaluation Instruments/ Strategies:
Rubrics Observation
Checklist Project
Work
Peer Interviewing
Self Researching
Group Conferencing
Assessment and Evaluation:
Final Assessment and Evaluation = 100%
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.
|
THE
ACHIEVEMENT CHART: COMPUTER STUDIES, GRADES 10–12
Categories
|
50–59%
(Level
1)
|
60–69%
(Level
2)
|
70–79%
(Level
3)
|
80–100%
(Level
4)
|
Knowledge and Understanding - Subject-specific content acquired in each course (knowledge), and
the comprehension of its meaning and significance (understanding)
|
|
The
student:
|
Knowledge of content (e.g., facts,
technical terminology, definitions, procedures, standards)
|
– 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, methodologies, use of tools)
|
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 – The use of critical and
creative thinking skills and/or processes
|
|
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, evaluating, integrating,
synthesizing)
|
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 computer solutions, problem solving, decision
making, detecting and correcting flaws, 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 conveying of meaning through various forms
|
|
The student:
|
Expression and organization of ideas
and information (e.g., clear expression, logical organization) in oral,
visual, and written forms (e.g., presentations, charts, graphs, tables, maps,
models, web pages, reports)
|
expresses and organizes ideas and
information with limited effectiveness
|
expresses and organizes ideas and
information with some effectiveness
|
expresses and organizes ideas and
information with considerable effectiveness
|
expresses and organizes ideas and
information with a high degree of effectiveness
|
Communication for different audiences
(e.g., peers, computer users, 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 with considerable 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 use of knowledge and skills to make connections within and
between various contexts
|
|
The student:
|
Application of knowledge and skills
(e.g., concepts, procedures, processes, use of tools) 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., between computer studies and personal experiences,
opportunities, social and global challenges and perspectives; between subjects
and disciplines)
|
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 10% 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
Students learn best when they are engaged in learning in a variety of
ways. Computer studies courses at The Educators Academy, lend themselves to a
wide range of approaches in that they require students to discuss issues, solve
problems, plan solutions, participate in the development of solutions, conduct
research, think critically, and work cooperatively. When students are engaged
in active and experiential learning, they tend to retain knowledge for longer
periods and to develop, acquire, and integrate key skills more completely.
Students in a computer studies class at The Educators Academy, typically
demonstrate diversity in the ways they learn best. It is important, therefore,
that students have opportunities to learn in a variety of ways – individually,
cooperatively, independently, with teacher direction, through hands-on
experience, and through examples followed by practice. In computer studies,
students are required to learn concepts, skills, procedures, and processes.
They develop competence in these various areas with the aid of instructional
and learning strategies that are suited to the particular type of learning. The
approaches and strategies used in the classroom at The Educators Academy help
students meet the expectations of this curriculum, vary according to both the
type of learning and the individual needs of the students.
Some of the teaching and learning strategies that are suitable to
material taught at The Educators Academy in computer studies employ
scaffolding. Scaffolding is an instructional approach that involves breaking
down tasks so that students can concentrate on specific, manageable objectives
and gradually build understanding and skill, with the aid of modelling by the
teacher and ample opportunity for practice. Scaffolding provides students with
a supportive structure within which to learn.
Other concepts taught at The Educators Academy in computer studies
involve abstract thinking, which are challenging for many students. Role
playing is one approach that can help students internalize new concepts.
Learning processes that involve students in physical activity can also lead to
better understanding and longer retention of concepts. The use of kinesthetic
learning can be an effective way to adapt computer studies to the varied
learning styles that students demonstrate.
Students’ attitudes towards computer studies have a significant effect on
their achievement of expectations. Teaching methods and learning activities
that encourage students to recognize the value and relevance of what they are
learning will go a long way towards motivating them to work and learn
effectively.
Planning Program
for Special Education Needs
The Educators Academy’s classroom
teachers are the key educators of students with special education needs. They
have a responsibility to help all students learn, and they work collaboratively
with special education teachers, where appropriate, to achieve this goal.
The Educators Academy’s classroom
teachers commit to assisting every student to prepare for living with the
highest degree of independence possible. The teachers at The Educators Academy
planning Computer Studies pay particular attention to the following beliefs:
•
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.
At The Educators Academy, students
demonstrate a wide range of learning styles and needs. Teachers plan programs
that recognize this diversity and give students performance tasks that respect
their particular abilities so that all students can derive the greatest
possible benefit from the teaching and learning process. The use of flexible
groupings for instruction and the provision of ongoing assessment are important
elements of programs that accommodate a diversity of learning needs.
In planning Computer Studies
courses for students with special education needs, our teachers begin by
examining the current achievement level of the individual student, the
strengths and learning needs of the student, and the knowledge and skills that
all students are expected to demonstrate at the end of the course, in order to
determine which of the following options is appropriate for the student:
v
no accommodations or modifications;
or
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.
There are three types of
accommodations:
·
Instructional accommodations are
changes in teaching strategies, including styles of presentation, methods of
organization, or use of technology and multimedia.
·
Environmental accommodations are
changes that the student may require in the classroom and/or school environment,
such as preferential seating or special lighting.
·
Assessment accommodations are
changes 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
If the student
requires either accommodations or modified expectations, or both, The Educators
Academy 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. Students who use
alternative techniques for communication may find a venue to use these special
skills in these courses. There are a number of technical and learning aids that
can assist in meeting the needs of exceptional students as set out in their
Individual Education Plan.
If a student requires
“accommodations only” in French courses, assessment and evaluation of his or
her achievement will be based on the appropriate course curriculum expectations
and the achievement levels outlined in this document. The IEP box on the
student’s Provincial Report Card will not be checked, and no information on the
provision of accommodations will be included.
Program
Considerations for English Language Learners
Ontario schools have some of the
most multilingual student populations in the world. The first language of
approximately 20 per cent of the students in Ontario’s English language schools
is a language other than English. In addition, some students use varieties of
English – also referred to as dialects – that differ significantly from the
English required for success in Ontario schools. Many English language learners
were born in Canada and raised in families and communities in which languages
other than English were spoken, or in which the variety of English spoken
differed significantly from the English of Ontario classrooms. Other English
language learners arrive in Ontario as newcomers from other countries; they may
have experience of highly sophisticated educational systems, or they may have
come from regions where access to formal schooling was limited.
When they start the courses at The
Educators Academy, many of these students are entering a new linguistic and
cultural environment. All our teachers share in the responsibility for these
students’ English-language development. English language learners (students who
are learning English as a second or additional language in English-language
schools) bring a rich diversity of background knowledge and experience to the
classroom. Teachers will find positive ways to incorporate this diversity into
their instructional programs and into the classroom environment. It is also
important for teachers to find opportunities to bring students’ languages into
the classroom, using parents and community members as a resource.
During the start of education at
The Educators Academy, English language learners receive support through one of
two distinct programs from our teachers who are specialized in meeting their
language-learning needs: English as a second language (ESL) and English
Literacy Development (ELD)
English as a Second Language (ESL)
programs are for students born in Canada or newcomers whose first language is a
language other than English, or is a variety of English significantly different
from that used for instruction in Ontario schools.
In planning programs for students
with linguistic backgrounds other than English, teachers at The Educators
Academy recognize the importance of the orientation process, understanding that
every learner needs to adjust to the new social environment and language in a
unique way and at an individual pace. For example, students
who are in an early stage of English-language acquisition may go through a
silent period during which they closely observe the interactions and physical
surroundings of their new learning environment. They may use body language rather
than speech or they may use their first language until they have gained enough
proficiency in English to feel confident of their interpretations and
responses. Students thrive in a safe, supportive, and welcoming environment
that nurtures their self-confidence while they are receiving focused literacy
instruction. When they are ready to participate, in paired, small-group, or
whole-class activities, some students begin by using a single word or phrase to
communicate a thought, while others speak quite fluently.
Responsibility for students’
English-language development is shared by our classroom teacher, our ESL
teacher and other staff at The Educators Academy. Sometimes volunteers and
peers are helpful in supporting English language learners in the language
classroom. Teachers at The Educators Academy adapted the instructional program
in order to facilitate the success of these students in their classrooms.
Appropriate adaptations include:
·
modification of some or all of the
subject expectations so that they are challenging but attainable for the
learner at his or her present level of English proficiency, given the necessary
support from the teacher;
·
use of a variety of instructional
strategies (e.g., extensive use of visual cues, graphic organizers, scaffolding;
previewing of textbooks, pre-teaching of key vocabulary; peer tutoring;
strategic use of students’ first languages);
·
use of a variety of learning
resources (e.g., visual material, simplified text, bilingual dictionaries, and
materials that reflect cultural diversity);
·
use of assessment accommodations
(e.g., granting of extra time; use of oral interviews, demonstrations or visual
representations, or tasks requiring completion of graphic organizers or cloze
sentences instead of essay questions and other assessment tasks that depend
heavily on proficiency in English).
Environmental
Education and Computer Studies
There are many
opportunities to integrate environmental education into the teaching of
computer studies at The Educators Academy. In each of the computer studies
courses, the expectations relating to environmental stewardship and
sustainability allow students to focus on learning related to critical
thinking, citizenship, and personal responsibility. Students analyse the impact
of computer use on the environment. Questions about the safe handling and
disposal of materials and substances used in computer studies provide students
with opportunities to explore how simple human interactions with the
environment can have significant consequences. Students are expected to
actively engage in developing and implementing strategies to reduce, reuse, and
recycle computers, their products, and associated technologies. As well, they
research government agencies and community partners who have developed relevant
opportunities to support these activities. By identifying and implementing
measures to reduce the negative effects of computers on the environment,
students contribute to responsible environmental stewardship.
Environmental
education can also be integrated into the design of other programming projects,
such as simulations that model healthy ecosystems (showing the balance between
plants and animals in an enclosed system); or the consequences of an
environmental catastrophe such as an oil spill on a coastline (including the
speed and depth of the oil spread and the impact of the oil on the area
affected); or the social costs and benefits of designing energy-efficient
buildings. The dynamic relationships resulting from human interaction with the
environment provide a rich context for developing authentic learning activities
within computer studies courses.
Anti Discrimination Education
The implementation of
antidiscrimination principles in education influences all aspects of school
life. It promotes a school climate that encourages all students to work to high
standards, affirms the worth of all students, and helps students strengthen
their sense of identity and develop a positive self-image. Antidiscrimination
education encourages students to think critically about themselves and others
in the world around them in order to promote fairness, healthy relationships,
and active, responsible citizenship.
The Educators Academy ensures that
school-community interaction reflects the diversity in the local community and
broader society. Consideration is given to a variety of strategies for
communicating and working with parents and community members from diverse
groups, in order to ensure their participation in such school activities as
parent teacher’s nights and teacher interviews. Families new to Canada, who may
be unfamiliar with the Ontario school system, is provided a special outreach
and encouragement in order to feel comfortable in their interactions at The
Educators Academy.
When planning instructional
activities for computer studies, teachers base their decisions on the needs of
students, taking into consideration the diversity of their abilities,
backgrounds, interests, and learning styles. Participation rates in computer
studies tend to be higher for male students than for female students. To
encourage greater participation among female students, at The Educators
Academy, more projects and activities are offered that have socially meaningful
applications. Providing outreach programs and establishing study groups for
young women help them to develop greater self-confidence in computer studies.
Technology fairs events introduce all students to a wide range of programming
and computer-related activities, such as animation and graphical programming,
and may encourage an interest in programming.
It is important to
have open and frank discussions about the kind of workplace environment
students are likely to encounter in the field of computer science. Inviting
female and visible minority role models who have had successful careers in
computer studies as guest speakers and recruiting female and visible minority
senior students at The Educators Academy as mentors enhance the interest and
motivation of students for whom computer studies. Also, exploring strategies to
enable students with different learning and social styles to work effectively
together encourage participation by students whose presence lead to a more
inclusive working environment at The Educators Academy.
Literacy, Mathematical Literacy and Inquiry/Research Skills
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.
At
The Educators Academy, many of the activities and tasks that our students
undertake in the computer studies curriculum involve the literacy skills
relating to oral, written, and visual communication. Computer studies also
require the use and understanding of specialized terminology. In our all
computer studies courses, students are expected to use appropriate and correct
terminology, and are encouraged to use language with care and precision in
order to communicate effectively.
At
The Educators Academy, our computer studies program also builds on, reinforces,
and enhances mathematical literacy. For example, clear, concise communication
often involves the use of diagrams, tables, and graphs, and many components of
the computer studies curriculum emphasize students’ ability to interpret and
use symbols and charts.
Inquiry
is at the heart of learning in all subject areas. At The Educators Academy, in
all computer studies courses, 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 sources, such as books,
periodicals, dictionaries, encyclopedia, interviews, videos, and the Internet.
The questioning they practised in the early grades becomes more sophisticated
as they learn that all sources of information 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 evaluate information allows our students to
become an independent and lifelong learner.
The Ontario Skills
Passport and Essential Skills
The
OSP is a bilingual web-based resource that enhances the relevance of classroom
learning for students and strengthens school– work connections. The
OSP provides clear descriptions of Essential Skills such as Reading Text,
Writing, Computer Use, Measurement and Calculation, and Problem Solving and
includes an extensive database of occupation-specific workplace tasks that
illustrate how workers use these skills on the job. 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 assess, practise, and build their Essential Skills and work habits and
transfer them to a job or further education or training.
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. These Essential Skills provide the foundation for learning all other
skills and enable people to evolve with their jobs and adapt to workplace
change.
Career
Education
Ongoing
discoveries and innovations coupled with rapidly evolving technologies have
resulted in an exciting environment at The Educators Academy in which
creativity and innovation thrive, bringing about new career opportunities.
Today’s employers seek candidates with strong technical skills,
critical-thinking and problem-solving skills, and the ability to work
cooperatively in a team, traits that are developed through participation in
computer studies courses. Computer studies courses enable our students to
develop, for example, problem-solving skills, design skills, technical
knowledge and skills, and the ability to conduct research, present results, and
work on projects both independently and in a team environment.
Cooperative
Education and Other Forms of Experiential Learning
Cooperative education and other forms of experiential
learning, such as job shadowing, field trips, and work experience, enable
students to apply the skills they have developed in the classroom to real-life
activities in the community and in the world of business and public service.
Cooperative education and other workplace experiences at The Educators Academy
help to broaden students’ knowledge of employment opportunities in a wide range
of fields, including computer programming, database analysis, computer science,
education, computer engineering, software engineering, information technology,
and game development. In addition, our students develop their understanding of
workplace practices, certifications, and the nature of employer–employee
relationships. The Educators Academy teachers support their students’ learning
by maintaining links with community-based businesses to ensure that students
have access to hands-on experiences that will reinforce the knowledge and
skills gained in school.
Students who choose a computer studies course at The
Educators Academy as the related course for two cooperative education credits
are able, through this packaged program, to meet the OSSD compulsory credit
requirements for groups 1, 2, and 3.
Planning
Program Pathways and Programs Leading to a Specialist High Skills Major
At the Educators Academy, Computer Studies courses are well
suited for inclusion in Specialist High Skills Majors (SHSMs) or in programs
designed to provide pathways to particular apprenticeship, college, university,
or workplace destinations. In some SHSM programs, courses in this curriculum
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. Our
Computer Studies courses can serve as the in-school link with cooperative
education credits that provide the workplace experience required not only for
some SHSM programs but also for various program pathways to postsecondary
education, apprenticeship training, and workplace destinations.
Health and Safety in Computer Studies
The
major health and safety concerns associated with computer use are
musculoskeletal injuries (including repetitive strain injuries) and eye strain.
Teachers at The Educators Academy, not only ensure that workstations are
ergonomically arranged but also encourage students to maintain good posture and
to take regular breaks to stand and stretch. It is also important to inform
students of the mental and emotional health risks associated with social
isolation – a familiar condition among heavy computer users.
Various
kinds of health and safety issues can arise when learning involves field trips.
Out-of-school field trips can provide an exciting and authentic dimension to
students’ learning experiences. They also take the teacher and students out of
the predictable classroom environment and into unfamiliar settings. Teachers at
Educators Academy preview and plan these activities carefully to protect
students’ health and safety
Resources:
No textbook is required for this
course, although the teacher will supply articles for students to read in order
to extend their knowledge of the course. Students will be given access to all
course material in class and will be given access to computer laboratories
during and after class hours in order to continue their learning. Students will
also be given access to any system required for the course.