2. Planning for Teaching and Learning Long Term (Course) Planning

GUIDELINE HISTORY Guidelines are developed provincially. Guidelines are developed provincially. They are sometimes expanded upon at the Board level, particularly to add strategies and resources to the outlines provided by the Ministry of Education and Training. They are sometimes expanded upon at the Board level, particularly to add strategies and resources to the outlines provided by the Ministry of Education and Training. Provincial guidelines are developed by teams of classroom teachers,consultants,and administrators who are seconded for this purpose. Provincial guidelines are developed by teams of classroom teachers,consultants,and administrators who are seconded for this purpose.

Ontario’s guidelines typically change with each change in government. Ontario’s guidelines typically change with each change in government. During longer government tenures, we usually see the focus shift to the development of resources, support documents, and refinements of existing documents. During longer government tenures, we usually see the focus shift to the development of resources, support documents, and refinements of existing documents.

STRUCTURE OF THE CURRENT ONTARIO GUIDELINES INTRODUCTION INTRODUCTION - PURPOSES OF THIS COURSE - PURPOSES OF THIS COURSE - EXPLANATION OF WHAT THE SUBJECT ADDS TO THE STUDENT’S - EXPLANATION OF WHAT THE SUBJECT ADDS TO THE STUDENT’S EDUCATION EDUCATION - GOALS OF THE SUBJECT - GOALS OF THE SUBJECT - OVERVIEW OF THE CHANGES FROM THE PREVIOUS GUIDELINE - OVERVIEW OF THE CHANGES FROM THE PREVIOUS GUIDELINE

STRUCTURE CONTINUED ROLES OF THE PARENTS, TEACHERS, STUDENTS ROLES OF THE PARENTS, TEACHERS, STUDENTS AN EXPLANATION OF THE RELATIONSHIP BETWEEN THE GUIDELINE’S EXPECTATIONS AND THE ACHIEVEMENT LEVEL CHART AN EXPLANATION OF THE RELATIONSHIP BETWEEN THE GUIDELINE’S EXPECTATIONS AND THE ACHIEVEMENT LEVEL CHART THE GUIDELINE STRANDS (GENERAL TOPICS) THE GUIDELINE STRANDS (GENERAL TOPICS)

STRUCTURE CONTINUED GENERAL COMMENTS ABOUT SUBJECT RELATED ISSUES SUCH AS: GENERAL COMMENTS ABOUT SUBJECT RELATED ISSUES SUCH AS: - safety - safety - attitude development - attitude development - communication skill development ( Literacy Across the Curriculum) - communication skill development ( Literacy Across the Curriculum) - computer use - computer use - planning - planning

STRUCTURE CONTINUED - programming for exceptional students - programming for exceptional students - ACHIEVEMENT LEVEL CHARTS - ACHIEVEMENT LEVEL CHARTS SHOWING: SHOWING: * understanding of concepts * understanding of concepts * inquiry and design skills * inquiry and design skills * communication skills * communication skills * relationships of new ideas and * relationships of new ideas and connections connections

And Finally… The UNITS! Strands are provided for each grade before the next strand is addressed. Each unit outline provides: - a brief overview - 3 or 4 OVERALL EXPECTATIONS - SPECIFIC EXPECTATIONS aligned to the 4 areas of the Achievement Charts (i.e., concepts, inquiry, communication, connections)