TEJ1O - Grade 9 Integrated Technology
Introduction to Computer Technology


Ministry Course Expectations

Course Information

This course enables students to understand basic computers and programming concepts they will need in order to develop and build usable computer programs, as well as, use problem-solving skills to complete a multitude of tasks.

All courses within HDSB are taught in learning environments that promote inclusive education, and identify and eliminate discriminatory biases, systemic barriers, and power dynamics that limit the ability of students to participate, learn, grow, and succeed. All students see themselves reflected in the curriculum, their physical surroundings, and the broader environment, so that they are engaged in and empowered by their learning experiences.

Marking Categories:

  1. Knowledge............ 20%
  2. Thinking................. 20%
  3. Communication... 10%
  4. Application............. 50%
  5. Total:........................100%


What will students be expected to learn? (Key Learnings)

In this course, you will be expected to provide evidence that you can:

Digital Literacy

  • demonstrate understanding of how to develop products or provides services to meet identified needs;
  • identify ways to communicate design and research ideas and solutions through a variety of media;
  • demonstrate understanding of how to evaluate project work in relation to identified specifications;
  • describe the scope of activities supported by computer and information technology;
  • explain the fundamental concepts underlying the creation of a computer program.

Skills and Processes

  • fabricate products or deliver services using a design process and a variety of tols and equipment;
  • share information locally and globally using communication tools such as e-mail;
  • use a variety of computer software applications for research, to solve problems, and to document the design process;
  • identify production techniques and materials to meet design specifications;
  • use correctly a problem-solving model, such as a scientific method or a design-making model, completing all the required steps;

Impact and Consequences

  • apply safely standards when using materials, tools and equipment;
  • describe the environmental effects of materials, processes and resources;
  • demonstrate understanding of how developments in technology influence people's lives;
  • identify technology-based careers and their educational requirements;
  • apply acceptable guidelines/policies for software, equipment and materials;

Your skills as a learner will be assessed in the way you demonstrate:

Learning Skill "Look Fors"
Description
Responsibility
Fulfils responsibilities and commitments within the learning environment, completes and submits class work, homework, and assignments according to agreed-upon timelines, and takes responsibility for and manages own behaviour.
Independent Work
Independently monitors, assesses, and revises plans to complete tasks and meets goals. Uses class time appropriately to complete tasks, and follows instructions with minimal supervision.
Initiative
Looks for and acts on new ideas and opportunities for learning. Demonstrates the capacity for innovation and a willingness to take risks, and demonstrates curiosity and an interest in learning. Approaches new tasks with a positive attitude, and recognizes and advocates appropriately for the rights of self and others.
Organization
Devises and follows a plan for completing work and tasks. Establishes priorities and manages time to complete tasks and achieve goals. Identifies gathers, evaluates, and uses information, technology and resources to complete tasks.
Collaboration
Accepts various roles and an equitable share of work in a group. Responds positively to the ideas, opinions, values and traditions of others, and builds healthy peer-to-peer relationships through personal and media-assisted interactions. Works with others to resolve conflicts and builds consensus to achieve group goals. Shares information, resources and expertise, and promotes critical thinking to solve problems and makes decisions.
Self-Regulation
Sets own individual goals and monitors progress towards achieving them. Seeks clarification or assistance when needed. Assesses and reflects critically on own strengths, needs, and interests. Identifies learning opportunities, choices, and strategies to meet personal needs and achieves goals. Perseveres and makes an effort when responding to challenges.


You will be expected to demonstrate your understanding of these key learnings through your knowledge, thinking, communication and application of the learning.


Key Learnings
Description
Mark %
Knowledge
Emphasizes the ability to recall factual information, recognize fundamental concepts and the foundational skills of the subject/discipline.
20 %
Thinking/Inquiry
Emphasizes the thinking skills used in thinking processes to demonstrate the student's understanding of information they have processed.
20 %
Communication
Emphasizes the clear, precise and effective use of oral, written and visual language to communicate the student's understanding of information and ideas.
10 %
Application
Emphasizes the application and integration of knowledge, skills, processes and techniques to produce evidence of the student's understanding.
50 %


Note*** 70% of the student's mark comes from work completed during the term, which includes quizzes, creation and organization of files and folders and the use of various software packages.

Note*** 30% of your learning will be assessed at the end of the course (last two weeks of the block)through a final project, business presentation that incorporates the use of software programs, digital literacy and issues addressed throughout the semester and presented demonstrating effective business communication skills.

Final Mark Calculation
Mark %
Term Unit Work
70 %
Final Practical Evaluation Project
30 %
Final Grade on Report Card
100 %




Course Information

The following outline illustrates the marking categories and work description for each class unit of activity. Students will be marked on their individual work performance, including attitude, teamwork, working safely and behavior in class. Each unit's total mark will be structured according to the following marking categories:

Unit #
Unit Description
Periods
Course Description
1
Course Introductions
1
Students are introduced to the course
2
Introduction to VB.Net Programming
15
This unit involves students learning basic VB.Net programming
3
Summation Project
8
Students will create a final summation project
Total
24

Course Mark Percentages



Unit #
Unit Description
Mark Percent %
Course Description
1
Course Introductions
0%
Students are introduced to the course
2
Introduction to VB.Net Programming
70%
This unit involves students learning basic VB.Net programming
3
Summation Project
30%
Students will create a final summation project
Total
100%



The following table illustrates the general rubric that will be used to assess each student's ability in the Application, Knowledge, Thinking and Application categories:

Criteria
Level 1

50 -59%

Level 2

60 -69%

Level 3

70 - 79%

Level 4

80 - 100%

Application

ability to produce competent projects using all learned concepts from every unit

demonstrates limited ability
demonstrates some ability
demonstrates considerable ability
demonstrates a high-degree of ability
Knowledge

knowledge of fundamental unit lessons

demonstrates limited knowledge
demonstrates some knowledge
demonstrates considerable knowledge
demonstrates a high-degree of knowledge
Thinking

understanding of the comparisons between learned and applied concepts

demonstrates limited ability
demonstrates some ability
demonstrates considerable ability
demonstrates a high-degree of ability
Communication

ability to effectively communicate learned concepts

demonstrates limited ability
demonstrates some ability
demonstrates considerable ability
demonstrates a high-degree of ability