These outcomes have been reworked using the City of York's working document
entitled: "The Future in Focus: A CURRICULUM FRAMEWORK". These are the
Learning Outcomes and Performance Indicators for all students Kindergarten to
Grade 9.
All outcomes for this project were drawn from the Grade 9
level outcomes, except for the ESL/ESD component, which was geared to the
individual students' abilities according to the Levels described.
LANGUAGE-OUTCOMES
| OUTCOME | GRADE 9 PERFORMANCE INDICATORS |
|---|---|
|
Students will: LISTENING AND SPEAKING vary oral language according to situation and audience. |
Students will demonstrate this learning by: a) developing and applying criteria for evaluating and improving oral presentations b) using vocabulary, voice and tone appropriat to different subject areas c) evaluating language for bias |
| READING 1. read for meaning. 2. use a variety of strategies when reading |
a) constrasting techniques and text features designed to
influence readers.
a) employing strategies to clarify meaning (e.g., question text, articulate problems, visualize information, make a note) |
| WRITING 1. write for a variety of purposes |
a) gathering information in point form before elaborating b) editorializing on personal or global issues c) formulating and organizing their research |
| 2. use the stages of the writing process | a) generating, exploring and developing topics and ideas before
writing b) editing their own writing and the writing of others |
ESL/ESD1
| 1. speak English for personal, social and academic purposes appropriate to the needs and expectations of the audience. | a) Level 2 - narrating an event briefly |
| 2. read a wide range of materials for a variety of purposes | a) Level 3 - selecting and reading simple material
on familiar and unfamiliar topicsfor academic purposes and personal enjoyment b) Level 4 -reading a variety of classroom materials (encyclopedia, CD ROM, non-fiction) |
| 3. write for a variety of purposes and for different audiences using conventions of written English according to their age/development. | a)
writing independently for broader audiences about topics beyond personal
experiences (e.g. project on space) b) writing first drafts with increasing independence, revising and editing with support. c) using standard spelling morst of the time. d) learning to use simple dictionaries to expand choice of words and to clarify meaning. |
SOCIAL STUDIES - OUTCOMES
| 1. use technology to examine investigate evidence. | a) selecting appropriate technologies and using them effectively for a variety of purposes. |
| 2. use a variety of resources to conduct research. | a) (Grade 6 &
9) - researching, describing and analyzing the ways in which individuals have
affected and contributed to the historical, cultural and/or economic
development of Canada. b) (Grade 6 & 9) - describing, identifying and analyzing significant events in the past and ways in which these events have contributed to the development of Canada. |
GUIDANCE OUTCOMES
| 1. set personal ,education and career goals. | a) taking personal responsiblity for managing time, organizing activities, making plans and evaluating progress. (e.g. - work log, self-evaluation, rubric parameters) |
INFORMATION TECHNOLOGY OUTCOMES
| 1. access information and search for and select using a wide variety of sources and technologies. | a) formulating a plan to choose the sources of
information. (checklist of resources) b) expanding the scope of on-line searches via the Internet. |
| 2. organize, analyze and evaluate information. | a) identifying opinion, bias, fact and validity.
|
| 3. present to various audiences using a wide range of media. | a) creating a bibliography. |