Outcome Chart - Ontario - Philosophy: Questions and Theories 12 HZT4U
Outcome Chart - Ontario - Philosophy: Questions and Theories 12 HZT4U
Outcome Chart - Ontario - Philosophy: Questions and Theories 12 HZT4U
Strands in the Technological Education curriculum
The overall and specific expectations for each course in the technological education curriculum are typically organized in four distinct but related strands. The strands are Fundamentals; Skills; Technology, the Environment, and Society; and Professional Practice and Career Opportunities.
The Grade Nine and Ten curriculum document Technological Education includes information on how media literacy is relevant to the content of these courses:
This outcome chart contains media-related learning outcomes from the Ontario Curriculum for Exploring Technology, Grade 9, with links to supporting resources on the MediaSmarts site.
This outcome chart contains media-related learning outcomes from the Ontario Curriculum for Communications Technology, Grade 10, with links to supporting resources on the MediaSmarts site.
This outcome chart contains media-related learning outcomes from the Ontario Curriculum for Computer Technology, Grade 10, with links to supporting resources on the MediaSmarts site.
This outcome chart contains media-related learning outcomes from the Ontario Curriculum for Transportation Technology, Grade 10, with links to supporting resources on the MediaSmarts site.
Strands in the Technological Education curriculum
The overall and specific expectations for each course in the technological education curriculum are typically organized in three distinct but related strands. The strands are Fundamentals; Skills; Technology, the Environment, and Society; and Professional Practice and Career Opportunities.
The Grade Eleven and Twelve curriculum document Technological Educationincludes information on how media literacy is relevant to the content of these courses:
This outcome chart contains media-related learning outcomes from the Ontario Curriculum for Communications Technology Broadcast and Print Production, Grade 11, with links to supporting resources on the MediaSmarts site.
The Manitoba Ministry of Education defines Career Development in this way:
The new realities of the contemporary workplace and the contemporary worker have changed our perception and use of the concept of career. Career development is now viewed as complex and multidimensional, involving growing through life and work - an interweaving of learning, experiencing, living, working, changing, and identifying and discovering pathways. Thus career development can be seen as the creation of an individual's life/work designs.
Overall Expectations
GLO A: Build and maintain a positive self-image.
Specific Expectations
1.A.1 Recognize how positive characteristics are the basis of a positive self-image.
1.A.2 Describe and practise how self-image influences behaviour.
1.A.3 Describe and recognize how personal behaviours influence the feelings and behaviours of others.
1.A.4 Demonstrate behaviours that will build self-esteem in self and others.