| Resources | Courses |
- The content is aligned with Ministry of Education expectations for the specified resource (i.e., it aligns with the whole curriculum, a strand, a topic, or a concept).
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- All specific and overall expectations of the Ontario curriculum are addressed in the course.
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- The content supports online, classroom, and/or remediation activities.
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- Resources are appropriate for the skills and knowledge described in the curriculum expectations.
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- All material in the course relates to the course expectations.
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- Overall expectations, including the codes used in the Ontario curriculum, are clearly listed at the beginning of the course.
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- Specific expectations, including the codes used in the Ontario curriculum, are clearly listed at the beginning of each activity.
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- The content includes, as appropriate, ways to help students make connections within and between the strands of the subject or course, and between the subject/course content and the community and workplace.
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- The content is accurate and of sound scholarship, and has contemporary relevance.
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- The content is accurate and of sound scholarship, and has contemporary relevance.
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- The resource functions correctly.
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- Attention to safe practices is evident through appropriate warnings and information (for example, in images of people learning, working, and playing), and in the suitability of the learning activities.
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- Attention to safe practices is evident through appropriate warnings and information (for example, in images of people learning, working, and playing), and in the suitability of the learning activities.
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- The content reflects concepts of environmental responsibility, where appropriate within the context of the elementary subject or secondary course.
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- The content reflects concepts of environmental responsibility, where appropriate within the context of the course.
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- All material complies with copyright laws.
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- All material complies with copyright laws.
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- Permission has been granted for storage, sharing, distribution and use of all material, with intellectual property rights indicated.
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- Whenever possible, the content has a Canadian orientation, acknowledges Canadian contributions and achievements, and uses Canadian examples and references.
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- Whenever possible, the content has a Canadian orientation, acknowledges Canadian contributions and achievements, and uses Canadian examples and references.
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- The content uses Canadian spelling conventions and the International System for units of measurement (SI units).
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- The content uses Canadian spelling conventions and the International System for units of measurement (SI units).
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- Vocabulary and examples are familiar to Canadians.
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- Vocabulary and examples are familiar to Canadians.
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- The language is appropriate for the intended grade level.
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- The language is appropriate for the intended grade level.
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- Material, including graphics and other aids to help students understand the information, is presented in a style appropriate to the subject or discipline.
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- Discipline-specific language and symbols are used accurately, and technical terms are used in contexts that students can understand.
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- The language and content are appropriate for a broad audience (e.g., free of jargon and regionalisms).
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- The content supports a broad range of instructional strategies and learning styles.
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- The content is consistently presented with various learning styles in mind.
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- A variety of presentation styles are used (e.g., case studies, simulations, surveys, labs, drag-and-drop tasks).
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- Students have access to resources that enrich the course content.
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- Where appropriate, the content connects students with primary sources (e.g., through interviews, first-person accounts, artefacts).
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- The content helps students to use and think critically about information sources (e.g., printed matter, video, and Internet-based information).
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- The resource provides opportunities for students to engage in higher-order thinking and problem solving, to apply concepts and procedures, and to communicate their understanding.
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- Activities allow students to engage in abstract thinking and critical reasoning.
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- Information is presented in adequate depth and sophistication for the grade or course, and will build on students' previous knowledge and skills.
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- The content engages students in constructing knowledge and building on skills for literacy, numeracy, and/or lifelong learning.
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- The content facilitates the transfer and application of knowledge and/or skills.
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- The content provides opportunities to engage students in direct instructional activities, independent activities, and/or collaborative activities.
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- The material engages students in self-directed learning.
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- The material engages students in collaborative tasks and provides opportunities for students to communicate their learning and share with others (e.g., through chat, group work, and threaded discussion areas).
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- The course provides varied opportunities for monitored student-to-student and student-to-teacher interactions.
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- There is a requirement for ongoing interaction between the student and teacher.
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- Where assessment is a consideration, the connections between the instructional strategies and assessment are meaningful and are consistent with the assessment strategies for the subject or course.
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- Assessment and evaluation are aligned to course expectations.
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- Assessment and evaluation are aligned to subject-specific achievement charts.
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- Assessment and evaluation are administered evenly throughout the course.
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- Assessment and evaluation opportunities are provided in each unit.
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- Assessment and evaluation provide students with a full range of opportunities to demonstrate their learning (e.g., through essays, learning logs, conferencing, self-assessment).
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- Diagnostic and formative assessments prepare students for summative evaluation.
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- Assessment and evaluation opportunities are fair to all students (e.g., not culturally or geographically specific).
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- Assessment and evaluation activities are designed, where possible, to prevent plagiarism and cheating.
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- The content is balanced in its presentation and perspective.
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- The content is balanced in its presentation and perspective.
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- The content is free from racial, ethnocultural, religious, regional, gender-related or age-related bias; free from bias based on disability, sexual orientation, socioeconomic background, occupation, political affiliation, or membership in a specific group; and free from bias by omission.
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- The content reflects an awareness of, and sensitivity to, areas of bias (e.g., regarding appearance, belief systems, disabilities, family structures, gender, race and ethnicity, and socioeconomic status).
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- The content is free from discriminatory, exclusionary, or inappropriately value-laden language, images, and illustrations.
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- The content and activities in the resource are appropriate for students from diverse backgrounds and at different levels of physical ability.
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- The resource allows the teacher to accommodate students with special needs.
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- The course content provides flexibility for the teacher to adjust the parameters (e.g., level of difficulty, word lists) to accommodate students (e.g., those with special education needs, or second-language learners).
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- Where possible, the resource conforms to WC3 standards for accessibility (available online at http://www.w3.org/WAI).
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- Where possible, the course conforms to W3C standards for accessibility (available online at http://www.w3.org/WAI/).
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- Alternate text tags are present (e.g., for the benefit of visually impaired users, the name of the graphic appears when the user scrolls over a graphic).
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- The resource uses technology that is appropriate to the subject/discipline and that allows students to use and develop technology skills.
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- Where appropriate, students are encouraged to use various technologies to achieve learning goals.
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- Material is accessible using hardware and software currently available in Ontario schools.
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- Where possible, the content is accessible using hardware and software currently available in Ontario schools. (Some courses may require additional software for specialized purposes.)
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- In a resource that includes multiple files, an index.html or default.html web page is included as a menu page.
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- The content is divided into units and activities.
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- The content is organized logically and is easy to follow.
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- The content flows logically from activity to activity.
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- The appearance of activities is consistent throughout the entire resource. For example:
- Information is readable and visually appealing (e.g., with appropriate spacing).
- Where relevant, text is used and "chunked" appropriately (i.e., grouped logically, in understandable pieces).
- Font choices are consistent.
- Colour choices are consistent.
- There is appropriate use of bold and coloured text (e.g., headings, sub-headings, emphasized text).
- Graphics are related to the subject being presented.
- Scanned material, where used, is clear and properly aligned.
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- The appearance of activities is consistent throughout the entire course. For example:
- Information is readable and visually appealing (e.g., with appropriate spacing).
- Where relevant, text is used and "chunked" appropriately (i.e., grouped logically, in understandable pieces).
- Font choices are consistent.
- Colour choices are consistent.
- There is appropriate use of bold and coloured text (e.g., headings, sub-headings, emphasized text).
- Graphics are related to the subject being presented.
- Scanned material, where used, is clear and properly aligned.
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- Links are used appropriately. For example:
- There are no more than ten links per page.
- All external links are operational and point to the intended content.
- All links open in a separate browser window.
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- Animations and slide show presentations are clear and easy to use. For example:
- Information is presented clearly and concisely, without undue clutter.
- Animated sequences may be stopped, restarted, or replayed at any time.
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- Animations and slide show presentations, where used, are clear and easy to use. For example:
- Information is presented clearly and concisely, without undue clutter.
- Animated sequences may be stopped, restarted, or replayed at any time.
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