2. Planning for Teaching 2. Planning for Teaching and Learningand Learning

Long Term (Course) PlanningLong Term (Course) Planning

GUIDELINE HISTORYGUIDELINE HISTORY

• Guidelines are developed provincially.Guidelines are developed provincially.

• They are sometimes expanded upon at the They are sometimes expanded upon at the Board level, particularly to add strategies Board level, particularly to add strategies and resources to the outlines provided by and resources to the outlines provided by the Ministry of Education and Training.the Ministry of Education and Training.

• Provincial guidelines are developed by Provincial guidelines are developed by teams of classroom teams of classroom teachers,consultants,and administrators teachers,consultants,and administrators who are seconded for this purpose.who are seconded for this purpose.

• Ontario’s guidelines Ontario’s guidelines typicallytypically change change with each change in government.with each change in government.

• During longer government tenures, During longer government tenures, we usually see the focus shift to the we usually see the focus shift to the development of resources, support development of resources, support documents, and refinements of documents, and refinements of existing documents.existing documents.

STRUCTURE OF THE CURRENT STRUCTURE OF THE CURRENT ONTARIO GUIDELINESONTARIO GUIDELINES

• INTRODUCTIONINTRODUCTION - PURPOSES OF THIS COURSE- PURPOSES OF THIS COURSE - EXPLANATION OF WHAT THE - EXPLANATION OF WHAT THE

SUBJECT ADDS TO THE STUDENT’S SUBJECT ADDS TO THE STUDENT’S EDUCATIONEDUCATION - GOALS OF THE SUBJECT- GOALS OF THE SUBJECT - OVERVIEW OF THE CHANGES - OVERVIEW OF THE CHANGES

FROM THE PREVIOUS GUIDELINEFROM THE PREVIOUS GUIDELINE

STRUCTURE CONTINUEDSTRUCTURE CONTINUED

• ROLES OF THE PARENTS, TEACHERS, ROLES OF THE PARENTS, TEACHERS, STUDENTSSTUDENTS

• AN EXPLANATION OF THE AN EXPLANATION OF THE RELATIONSHIP BETWEEN THE RELATIONSHIP BETWEEN THE GUIDELINE’S EXPECTATIONS AND GUIDELINE’S EXPECTATIONS AND THE ACHIEVEMENT LEVEL CHARTTHE ACHIEVEMENT LEVEL CHART

• THE GUIDELINE STRANDS (GENERAL THE GUIDELINE STRANDS (GENERAL TOPICS)TOPICS)

STRUCTURE CONTINUEDSTRUCTURE CONTINUED

• GENERAL COMMENTS ABOUT SUBJECT GENERAL COMMENTS ABOUT SUBJECT RELATED ISSUES SUCH AS:RELATED ISSUES SUCH AS:

- safety- safety - attitude development- attitude development - communication skill development - communication skill development

( Literacy Across the Curriculum)( Literacy Across the Curriculum) - computer use- computer use - planning- planning

STRUCTURE CONTINUEDSTRUCTURE CONTINUED

- programming for exceptional students- programming for exceptional students

- - ACHIEVEMENT LEVEL CHARTSACHIEVEMENT LEVEL CHARTS

SHOWINGSHOWING::

* 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

connectionsconnections

And Finally…And Finally…

• The UNITSThe UNITS!!• Strands are provided for each grade before the Strands are provided for each grade before the

next strand is addressed.next strand is addressed.• Each unit outline provides:Each unit outline provides: - a brief overview- a brief overview - 3 or 4 - 3 or 4 OVERALL EXPECTATIONSOVERALL EXPECTATIONS - - SPECIFIC EXPECTATIONSSPECIFIC EXPECTATIONS aligned aligned to the 4 areas of the Achievement Charts to the 4 areas of the Achievement Charts (i.e., concepts, inquiry, communication,(i.e., concepts, inquiry, communication, connections)connections)