Northern Secondary School

Grade 9 Learning Strategies Evaluation Policy

Course and Contact Information
Course Title: Learning Strategies 1:
Skills for Success in Secondary School
Course Code: GLE 109
Grade: 9
Credit Value: 1
Level: Open
Prerequisite: Recommendation of principal
Academic Year : 2014 2015
Textbook: None
Department: Special Education
Curriculum Leader: Ms. Andrianopolitis
Teachers: Ms. Andrianopolitis, Mr. Jeffery, Ms.
McAlpine
Email
Contacts:


Telephone
Contact:



irene.andrianopolitis@tdsb.on.ca
scott.jeffery@tdsb.on.ca
alma.mcalpine@tdsb.on.ca

416-393-0284 ext (20043)



The grade 9 Learning Strategies course is based on the Ministry of Education and Training
document entitled The Revised Ontario Curriculum Grades 9 and 10 Guidance and Career
Education (2006).

Course Description:
This course focuses on learning strategies to help students become better, more independent
learners. Students will learn how to develop and apply literacy and numeracy skills, personal
management skills, and interpersonal and teamwork skills to improve their learning and
achievement in school, the workplace, and the community. The course helps students build
confidence and motivation to pursue opportunities for success in secondary school and beyond.

The learning strategies program is designed to promote three goals:
understand concepts related to lifelong learning, interpersonal relationships, and career
planning;
develop learning skills, social skills, a sense of social responsibility, and the ability to
formulate and pursue educational and career goals;
apply this learning to their lives and work in the school and the community.










Evaluation & Learning Skills

Achievement Categories Learning Skills
The learning strategies expectations in the
following achievement categories describe
the knowledge and skills that you are
expected to demonstrate:
Knowledge and Understanding
15%
(knowledge & understanding of content)

Thinking and Investigation
15%
(use of planning skills, processing skills,
& of critical/creative thinking processes)

Communication
15%
(expression and organization of ideas
and information, communication for
different and purposes, & the use of
conventions, vocabulary, and
terminology of the discipline in oral,
visual, and/or written forms)

Application
25%
(application of knowledge and skills in
familiar contexts, transfer of knowledge
and skills to new contexts, & making
connections within and between various
contexts)

Culminating Activity
30%

Responsibility
Fulfils responsibilities and commitments.
Completes and submits work according to
deadlines.
Accepts responsibility and manages own behaviour.
Organization
Devises and follows a plan for completing work.
Manages time to complete tasks.
Identifies, gathers, evaluates and uses information,
technology and resources to complete tasks.
Independent Work
Independently plans to complete tasks.
Uses class time appropriately to complete tasks.
Follows instruction with minimal supervision.
Collaboration
Accepts various roles and an equitable share of
work.
Responds positively to ideas of others.
Works with others to resolve conflicts and build
consensus.
Initiative
Looks for and acts on new opportunities for
learning.
Demonstrates capacity for innovation and risk.
Advocates appropriately for self and others.
Approaches new tasks with a positive attitude.
Self-Regulation
Sets own goals and monitors progress.
Seeks clarification or assistance when needed.
Reflects critically on own strengths, needs and
interests.
Perseveres when responding to challenges
Units of Study

Unit Number Unit of Study Explanation
Unit I Introduction Setting the
Foundation
(approx. 2 weeks)
This unit will introduce students into the world of high
school. Students will develop the necessary routines
needed to be successful learners (e.g. understanding their
timetable, locating their locker, determining which
method of tracking work/assignments they prefer, binder
organization, etc.)
Unit 2 Special Education Awareness
(approx. 6 weeks)
This unit will explore what it means to have an
exceptionality. Students will become familiar with the
different exceptionalities and what they mean through
gaining a better understanding of the language used in
their IEP. Students will develop a more thorough
awareness of what their strengths, needs, and
accommodations are through the examination of their
IEP. The unit will also address how students can access
their accommodations and provide them with strategies
on how to advocate for themselves.
Unit 3 Basic Literacy Skills
(approx. 5 weeks)
This unit will help students develop effective reading and
writing skills to improve their performance at school (e.g.
writing a clear topic sentence, supporting points,
concluding sentence, reading questions, pulling out
information from text, etc.). Students will learn to write a
variety of paragraphs (e.g. opinion, information, etc.).
The unit will also address the conventions of writing.
Students will be introduced to assistive technology to aid
them with their literacy skills (e.g. Read & Write Gold)
Unit 4 Multiple Intelligence
(approx. 5 weeks)
This unit will allow students to identify their preferred
learning style through gaining an understanding of all of
the multiple intelligences. Students will learn about each
MI and how this relates to the strengths and needs.
Unit 5 Expressing Yourself
(approx. 4 weeks)
This unit will help students understand the importance of
communication. Students will develop effective
communication skills which will aid them with both
speaking and listening. The unit will explore ways to
enhance their active listening skills and speaking skills for
presentations. Students will learn strategies for
communicating with their peers and teachers.
Unit 6 Group Dynamics
(approx. 5 weeks)
This unit will help students understand the importance of
developing skills which will help them work
collaboratively with others. The unit will focus on
strategies students can use to manage conflict when
working in groups. Student will engage in various team
building activities with their peers.
-------- Culminating Activity
(approx. 3 weeks)
The culminating activity is designed to evaluate the
overall expectations of the course. Students will be given
an assignment that will be completed in the presence of
their teacher. This assignment will make up 30% of the
final mark.
Course Policies
For convenience, some of our course policies are
outlined here. Refer to your Northern Agenda for
further details.
Homework
Homework will be assigned on a regular basis.
When no formal homework is assigned, you will be
responsible for carrying out independent study
and review. Completion of homework is
considered crucial to your success in this course.
Parents can play an important role by reviewing
important dates recorded in students agendas.
Assignments
You are expected to hand in assignments on time.
If assignments are persistently late, appropriate
measures will be taken, including referral to the
Vice Principal. Assignments will be accepted until
your teacher discusses them with the class or
returns them to the class. If the assignment has
not been submitted by this time you will receive a
mark of zero. It is the science departments policy
not to give additional assignments for the
purposes of boosting marks.

Daily Absences from Class
If you foresee missing a science class (trip, game or
appointment) it is your responsibility to see your
science teacher beforehand:
To hand in assignments due or write quizzes
To find out what you will be missing
For extended illness, arrangements will be made
to help you keep up with work missed.

Missed Tests
Tests will be announced well in advance. You will
always know if an absence will cause you to miss a
test. Please observe the following if this happens:

Foreseen Absence
If you know you are going to miss a test you must
discuss your options with your teacher prior to the
test, otherwise a mark of zero will be recorded. It
is your responsibility to make these alternate
arrangements with your teacher.

Illness
If you are ill and miss a test it is expected that you
see your teacher the day you return, even if you
do not have that class that day. It is your
responsibility to find your teacher immediately.
Failure to do this may generate a mark of zero. If
you are in good health and able to attend school,
be prepared to write the test immediately on your
return. A note explaining your absence from the
test will be required