Embedded Files
The following resources and supports have been, and continue to be, curated and/or developed by WRDSB educators. All resources should be considered within the framework of culturally responsive and relevant pedagogy in which the teacher recognizes who is in the classroom to design practices that better meet the needs of diverse student populations and gives each student an opportunity to succeed.
When making instructional decisions, WRDSB educators should also consider how
to center students and accommodate all students' learning needs in different classrooms; and
direction from the Ontario Ministry of Education related to Program Planning, Cross-Curricular and Integrated Learning, and Transferable Skills influences these decisions.
This framework includes:
building relationships with and between students;
offering a variety of resources that are accessible to each learner and reflect their diverse social and personal identities;
considering the curriculum to be flexible and adaptive to the lived experiences of students so they see themselves and their lives reflected in learning opportunities;
activating and building upon prior knowledge, honouring students' interests, strengths, and lived experiences, and valuing students' questioning as part of a reciprocal approach to knowledge-building;
providing a wide range of methods and opportunities for students to demonstrate their learning, ensuring high expectations, a variety of resources that are accessible to each learner, and appropriate supports; and
working to ensure that the socio-cultural consciousness of students is developed through instructional approaches to inform critical examination and action regarding social justice issues.*
*adapted from "Culturally Responsive Pedagogy," Capacity Building Series, Ontario Ministry of Education, November 2013 and Considerations for Program Planning, Ontario Ministry of Education, accessed June 2023.
When planning for ICD2O, it is important to keep the intended structure and connections between the strands in mind. According to the curriculum,
The expectations in the course are organized into three distinct but related strands. Strand A is an overarching strand focusing on the skills and considerations that will enable students to investigate concepts and integrate knowledge from the other two strands, and to make connections between computer studies and other disciplines. This strand also encourages students to examine various careers, including those in the skilled trades. In Strands B and C, students integrate Strand A expectations as they develop their understanding of strand-specific concepts; investigate hardware, software, and innovations; and use the concepts of programming and algorithms to design and create programs.
Throughout the course, learning related to the expectations in Strand A occurs in the context of learning related to the other two strands. (ICD2O curriculum, accessed May 2024)
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