Make your own free website on Tripod.com

The Coey Communicator

Independent Directed Studies Follow-up to Environment & Sustainability Course

HOME

Environment & Sustainability Independent Directed Studies

 

Pre-Requisite: Environment & Sustainability 11 Course

 

Independent Directed Studies Topics

 

  • Climate Change: Science, Calculations and Predictions
  • Stuff consumption, mass consumerism, product life cycles eco-friendly, ethical and Sustainability
  • Sustainable Urban Agriculture (organic practices, resource use, local…)
  • Peak Oil & Renewable Energy Resources (water, wind, solar, geothermal…)
  • Wildlife Conservation Biology
  • Garry Oak Ecosystem Restoration
  • Salmon Enhancement with Watershed Restoration
  • Transportation Solutions for the Future (light rail, alternative fuel sources, infrastructure…)
  • Sustainable Waste Management Practices
  • Water Conservation
  • Air Quality and Pollution Control
  • Sustainable Community Planning and Design
  • Sustainable Housing and Architecture Earth Ships??
  • Government, Policy and Consumer impact
  • Towards a Green Economy and Green Collar Jobs
  • Global Sustainability  (environment & poverty, fair trade, education, Kyoto…)
  • Community Green Mapping
  • Ethno botany
  • Biomimicry

 

Independent Direct Studies Framework

 

 

District Name: Greater Victoria School District

School Name:  Reynolds Secondary School

Principal’s Name: Alana Charlton

Teacher Advisor: Heather Coey

Approval Date:

Principal’s Signature:

Advisor Signature:

Related Course that IDS is based on: Environment & Sustainability 11

Grade Level of Course:  11 or 12    (circle one)

Number of Course Credits:  1  2   3  4   (circle one)

 

One credit represents the value attached to the knowledge, skills and attitudes that most students can acquire in approximately 30 hours of instruction.  Independent Directed Studies will be based on the learning outcomes of a Ministry Authorized or Board/Authority Authorized Grade 10, 11 or 12 course.

 


Course Extension through Independent Directed Studies:

 

The Ministry has developed Focus Areas in the new Graduation Program to support and encourage students to further explore a career area that links to curriculum.  This may be done through a variety of experiences sponsored in school or by professionals in post secondary, industry, and/or community agencies.  These experiences will assist students in their transition from school to work and post secondary education as well as motivate them to complete their education. 

 

The Focus Area include:

 

  • Business & Applied Business
  • Fine Arts, Design & Media
  • Fitness & Recreation
  • Health & Human Services
  • Liberal Arts & Humanities
  • Science & Applied Science
  • Tourism, Hospitality & Foods
  • Trades & Technology

 Criteria for IDS:

 

  • IDS can only count toward Elective courses 
  • To participate in IDS, students must demonstrate the ability to work independently.  They do not need to complete the approved classroom course curriculum before they pursue an IDS in that course.
  • IDS must be approved by the school principal
  • Under teacher supervision, each student should develop an IDS plan that includes

       A process for ongoing facilitation and assessment

       Criteria for determining successful completion of the IDS

       A credit value (either one, two, three or four credits) and grade level (10, 11, or 12) for the proposed IDS

 (The Handbook of Procedures for the Graduation Program)

 

 

 

Procedure:

 

 

 

Time

Step 1

Application Process

To be established in collaboration by the student and teacher.

Step 2

Experience

Step 3

Reflection & Portfolio

                                                                                                   Total Hours

Variable: 30 to 120

Step 1: Application Process

 

         Identify the experience, course and curriculum connection

         Connect the experience to an identified Grad Program Focus Area(s)

         Establish a Learning Plan (student learning expectations)

         Develop assessment criteria

         Approval by principal

 

It is expected the student will:

       be able to relate purpose, content, structure of the proposed learning experience

 

 

                       

Step 2: Experience

 

            Participate in the learning experience identified in the Application Process.

 

It is expected the student will:

       engage in assigned activities for the prescribed time

       follow school, health and/or safety practices (submit non-standard worksite agreement, insurance or field trip forms as required)

       develop related employability skills

 

 

 

Step 3: Reflection and Evidence Submission

 

The student will participate in reflection activities to identify and evaluate learning as a result of participation in the activity/experience.

 

It is expected the student will:

       prepare documentation to include in a portfolio (this could include student reports, photographs, activity samples)

       update rsum information to include completed experiences

       connect personal experiences in the activity to the curriculum as identified in the Learning Plan

       discuss and share the experience(s) with the supervising teacher

 

Assessment Component:

 

An educator with a valid teaching certificate will evaluate each student on an individual basis.  The experience will differ for students and will vary significantly from one opportunity to another.  

Assessment may be based on:

 

       Student’s ability to meet the objectives of the IDS Learning Plan

       Student self-assessment through completion of the activity report

       Evidence connecting the experience to the identified Grad Program Focus Area(s)

       “Portfolio” of knowledge and experiences gained

Additional Information:

 

Through this opportunity it is expected that students will:

       gain experience that makes further study more meaningful

       gain information and experience to enable informed career choice and planning

       gain confidence in themselves

       develop and demonstrate networking skills

       initiate their own learning experiences