Information and Communications Technology

A bundle of nine Grade 11 and Grade 12 credits

These credits make up the bundle:

• four information and communications technology major credits that provide sector-specific knowledge and skills. The four courses can be any combination of Grade 11 or 12 credits (including all four credits in Grade 11 or all four credits in Grade 12).  This may include up to three cooperative education credits related to the sector to count as the major credits (in addition to the two required cooperative education credits in the bundle).

• three other required credits from the Ontario curriculum. Schools may commit to including a contextualized learning activity (CLA) for the information and communications technology sector in each of the three credits. In each credit, some of the course expectations are then met through the CLA. (Schools that do not formally commit to including CLAs are still free to offer them in one or more of the credits.) The three credits include: 

  • one in English;1

  • one in mathematics; and

  • one in the arts or business studies or science (or a cooperative education credit related to the sector, which would be additional to the two cooperative education credits required in the bundle; see below); *note: allow an additional major credit to replace the science or business studies credit, see below; 

• two cooperative education credits that provide authentic learning experiences in a workplace setting, enabling students to refine, extend, apply, and practise knowledge and skills outlined in the cooperative education curriculum as well as sector-specific knowledge and skills.

Experiential learning and career exploration opportunities relevant to the sector might include the following:

• one-on-one observation of a cooperative education student at a placement in the ICT sector (an example of job twinning)

• a day-long observation of an ICT sector worker (e.g., telecommunications technician) (an example of job shadowing)

• a one- or two-week work experience with a member of an industry association or a professional in the ICTsector (e.g., a computer game developer) (an example of work experience)

• attendance at a sector or trade show, a conference, a symposium, or a job fair

• participation in a local, provincial, or national contest or competition with a focus on ICT

• a tour of a local television/film studio or network monitoring centre

For more information on Experiential Learning at YCDSB visit: https://ycdsb.link/elycdsb

Students are provided one or more reach ahead experiences – opportunities to take the next steps along their chosen pathway – as shown in the following examples:

• Apprenticeship: visiting an approved apprenticeship delivery agent in the sector

• College: interviewing a college student enrolled in a sector-specific program

• University: observing a university class in a sector-related program

• Workplace: interviewing an employee in the sector

All students pursuing an SHSM must complete at least one sector-partnered experience (SPE). SPEs are learning experiences tied to a student's chosen SHSM sector, developed and delivered by sector partners in tandem with teachers. All SPEs focus on one of the following:

• innovation, creativity, and entrepreneurship (ICE) 

• coding

• mathematical literacy

The concepts of innovation, creativity and entrepreneurship (ICE) are inextricably linked. Innovation is the generation and realization of a new idea in the world; this means that innovation contains within it elements of both creativity and entrepreneurship. Creativity comes into play in the generation of ideas to meet a need in the world, based on a fundamental belief that there is more than one right answer to a given problem. Entrepreneurship is the set of activities aimed at building, scaling and sustaining the new ideas into an organization, whether extending an existing organization or creating a new one.

ICE, coding (computer programming), and mathematical literacy are all areas of knowledge that are key to a wide variety of 21st century careers. An SPE is designed to support students in cultivating the mindset that is needed for success in any of these areas of focus – a mindset that includes proposing ideas and solutions, taking smart risks in a safe environment, studying the results, and applying critical thinking.

To support our SHSM program “Plugged In”, we provide a three-track Technological Education Program. Students from all three tracks are invited to participate in the technology-focused clubs offered at our school (e.g., The Robotics Club, Anime, Yearbook). 

Students in the Computer Science/Computer Engineering track set up and maintain our mathematics computer labs and create interactive web pages for student council.  They’ve also competed in Waterloo at the Canadian Computing Competition and the annual UOIT Robotics Competition where they finished 5th out of 30 teams in 2009.  

In the Communications Technology track, students collaborate with Rogers Communication to create promotional videos depicting everyday school life. They’ve also forged strong cross-curricular relationships with the Arts department notably in the areas of photography and music production.

Students focussing on Design Technology have strong relationships with the physics and mathematics departments. The "mini-machines" that are created in the “Design Tech” courses rely heavily on physics calculations such as force, angular velocity, and fluid dynamics. A course co-developed by Mathematics and “Design Tech” uses the construction shop as its primary classroom to learn mathematical concepts - students will quite literally "build" their math skills!