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Parent Letter
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Construction (Electrical) & Computer Engineering:  Students will have controlled access to the following:.     Powered hand tools including drills, sanders, rotating and reciprocating saws, soldering  irons, and multi-tool.    Non-powered hand tools including, knives, saws, hammers, pliers, ladders, wrenches,  and punches. Materials including solder, solvents, cleaners and glues.   Powered electrical circuits   Please see the safety shop Agreement

Parents are encouraged to view our Resources link,  we strive to provide as much free to use educational material. 

All Student Project work will be kept on their very own Google Drive,  please ask your son or daughter to share their work with you

We encourage Parent input in our project idea development, Please contact with any ideas.

Donations of electronic parts or useful material are most welcome    No TV or high energy devices Yet please contact us

We also welcome any parents to our clubs or after school mentor program,  If you are i the Computer Engineering Field or Robotics. Please contact us with any advice or sponsorship ideas.

Differential Learning Theory   link

Standards for all Courses    www.eoccc.org/expectations.html

  • Catholic Graduate Expectations 
  • Our goal for all students is that they experience an education based on the Catholic Graduate Expectations to become:
  • A Discerning Believer Formed in the Catholic Faith Community
  • An Effective Communicator
  • A Reflective and Creative Thinker
  • A Self-Directed, Responsible, Life-Long Learner
  • A Collaborative Contributor
  • A Caring Family Member
  • A Responsible Citizen
  • Assessment, Evaluation, and Reporting
  • The primary purpose of assessment and evaluation is to improve student learning.  The development of learning skills and work habits is a key indicator of future success. 
  • The following learning skills and works habits will be developed, assessed, and reported during this course:

  • Responsibility fulfills responsibilities and commitments
  • Organization manages time to complete tasks and achieve goals
  • Independent work uses class time appropriately to complete tasks

    Collaboration works with others and promotes critical thinking

    Initiative demonstrates curiosity and an interest in learning

    Self-Regulation sets goals and monitors progress towards achievement

  • The Achievement Chart
  • Students will be assessed and evaluated in a balanced manner on the following four areas:
  • Knowledge and Understanding – specific content and understanding of its meaning
  • Thinking – the use of critical and creative thinking skills and/or processes
  • Communication – the ability to convey meaning through a variety of forms
  • Application – the use of knowledge and skills to make connections
  • Students may be given multiple opportunities using a variety of assessment tasks to demonstrate their achievement of the curriculum expectations in this course. 
  • Levels of Achievement
  • The achievement chart identifies four levels of achievement:
  • Level 1 achievement falls below the provincial standard
  • Level 2 achievement approaches the provincial standard

    Level 3 achievement is at the provincial standard

    Level 4 achievement surpasses the provincial standard

  • Group Work
  • Collaboration is an important 21st Century skill.  Students will take part in a variety of group work activities throughout the year.  Student work within group work will be evaluated independently and each student will be assigned an individual mark.
  • Homework
  • Homework that is assigned is intended to assist the student in consolidating their skills and preparing for classroom instruction.  Homework will be reported as part of the learning skills on the report card.
  • Attendance
  • In order to fully participate in this course, students must have regular attendance.  Excessive absences and lates have a negative impact on student learning.  Attendance will be reported as part of the learning skills on the report card.
  • Evidence for Evaluation
  • Evidence of student achievement for evaluation is collected over time from three different sources –observations, conversations, and student products.
  • “Student products” may be in the form of tests or exams and/or assignments for evaluation. 
  • Students are responsible for providing evidence of their learning within given timelines.  Students will be assigned consequences for cheating, plagiarism, and not completing work.  A number of strategies will be attempted to ensure that all work is submitted on time.  Loss of school privileges may be a consequence for not meeting academic responsibilities.  Deducting marks for late assignments may occur if the student does not submit materials despite being provided alternative opportunities for work completion.
  • Awarding of Course Credit
  • Students who earn a mark of 50% or greater will earn one credit for the course with the following exceptions:
  • Students who do not provide sufficient evidence of achievement of course expectations will not earn their credit regardless of their mark. 
  • Students who do not complete their summative evaluation (exam and/or end of year performance task) will not earn their credit regardless of their mark.