CURSO DE CIÊNCIAS E TECNOLOGIAS
Componentes de Formação Específica
| Matemática A |
| 1 disciplina bienal b)
1 disciplina bienal b) Física e Química A Biologia e Geologia Geometria Descritiva A Aplicações Informáticas f) Desenho B f) Economia A f) |
| 1 disciplina anual c)
Biologia Física B Química Geologia f) Ciência Politica f) Literaturas de Língua Portuguesa f) |
Escolha possível:
| Matemática A |
| Aplicações Informáticas
f)
Economia A f) |
| Ciência Politica f) |
CURSO DE CIÊNCIAS SÓCIO-ECONÓMICAS
Componentes de Formação Específica
| Matemática A |
| 1 disciplina bienal b)
1 disciplina bienal b) Economia A Geografia A História B Aplicações Informáticas f) Direito A f) |
| 1 disciplina anual c)
Direito B Sociologia Psicologia B Ciência Política f) Geografia C f) Literaturas de Língua Portuguesa f) |
Escolha possível:
| Matemática A |
| Aplicações Informáticas
f)
Economia A f) |
| Ciência Politica f) |
CURSO DE CIÊNCIAS SÓCIO-ECONÓMICAS
Componentes de Formação Específica
| Matemática A |
| 1 disciplina bienal b)
1 disciplina bienal b) Economia A Geografia A História B Aplicações Informáticas f) Direito A f) |
| 1 disciplina anual c)
Direito B Sociologia Psicologia B Ciência Política f) Geografia C f) Literaturas de Língua Portuguesa f) |
Escolha possível:
| Matemática A |
| Geografia A
Economia A |
| Direito B |
CURSO DE CIÊNCIAS SOCIAIS E HUMANAS
Componentes de Formação Específica
| História A |
| 1 disciplina bienal b)
1 disciplina bienal b) Matemática Aplicadas às Ciências Sociais Geografia A Direito A Economia A f) Aplicações Informáticas f) |
| 1 disciplina anual c)
Direito B Sociologia Psicologia B Ciência Política f) Geografia C f) Literaturas de Língua Portuguesa f) |
Escolha possível:
| História A |
| Geografia A
Economia A f) |
| Direito B |
Anexo 3
The Role of Technology in the Curriculum
Increasing reliance on computers, telecommunication networks, and information technologies in society and the workplace makes it essential for students to become computer literate and to develop "information literacy" skills. Information literacy is the ability to access, select, gather, critically evaluate, create, and communicate information, and to use the information obtained to solve problems and make decisions. In preparation for further education, employment, citizenship, and lifelong learning, students must be capable of deriving meaning from information by using a wide variety of information literacy skills.
As part of their training in computer and information literacy, students should become familiar with a range of available software programs. Among the applications that can aid student learning are simulations, multimedia resources, databases, and computer-assisted learning modules, many of which have been developed for use in particular disciplines. Students will also be expected to use software applications that help them develop general skills in such areas as writing, problem solving, research, and communication. Through e-mail, students can communicate with other students and with experts in
various fields across Ontario and around the world. It is important that students learn to critically evaluate the accuracy, validity, currency, comprehensiveness, and depth of the information they access using information technology, particularly the Internet. In general, teachers must try to ensure that students acquire the knowledge, skills, and attitudes that will allow them to use computer and information technology safely, effectively, confidently, and ethically.
Teachers should work collaboratively within and across disciplines to effectively plan for the integration of computers and information technologies into the teaching/learning process. As the technology capable of enhancing student learning becomes available, teachers should, within a reasonable period of time, incorporate that technology into their planning of instruction and learning activities in individual disciplines and, collaboratively, across disciplines. Effective school library programs can also help to promote the development of information literacy skills among all students by supporting and coordinating the collaborative planning and implementation of reading programs, inquiry and research tasks, and independent study.
Ministry of Education, The Ontario Curriculum - Grades 9 to 12 - Program Planning and Assessment, 2000
http://www.edu.gov.on.ca/eng/document/curricul/secondary/progplan/progplan.html
Anexo 4
Mathematics
The Role of Technology in the Curriculum.
Technology helps to make students more powerful learners by giving them the means to explore mathematical concepts more effectively. In the time gained by using technology, students can study fundamental ideas in greater depth, develop higher skill levels, and explore more applications.
Various forms of technology have application in many different areas of mathematics learning.
Calculators save students time in performing complex arithmetic calculations. Graphing utilities enable students to explore properties of the graphs of functions. Statistical software allows students to collect and analyse data effectively and quickly. Dynamic geometry software allows students to visualize spatial relationships, to test hypotheses, and to investigate the properties of loci. The use of technology in learning and doing mathematics also gives students excellent opportunities to develop their abilities in algorithmic thinking, for example, by creating templates in spreadsheets or by writing sequences of instructions in application programs as part of a problem-solving process.
The presence of technology as part of learning mathematics makes many new things possible,but it also places increasing importance on the ability of students to make mental judgements about expected results. For example, the student who uses a calculator to perform an arith-metic calculation should have the habit of using estimation to judge the reasonableness of the answer produced. Similarly, the student who produces a graph using technology should be capable of creating a mental approximation of the graph as a verification of the image on the screen.
This curriculum incorporates the use of technology
in the learning expectations. While the use of technology makes many things
possible in mathematics, acquiring the technology and gaining skills in
using it effectively take time. Full implementation of the curriculum will
occur as schools acquire the technology and teachers and students develop
skills in using it.
Ministry of Education, The Ontario Curriculum - Grades 9 to 12 - Mathematics, 2000
http://www.edu.gov.on.ca/eng/document/curricul/secondary/grade1112/math/math.html
Anexo 5
Technological education promotes the integration of learning across subject disciplines. For example, in designing a technological tool, students may gain information about its intended use (social science), about the materials used in its construction (science), about mathematical relationships describing its dimensions and shape (mathematics), and about the aesthetic qualities of its design (the arts); they may also create text that outlines procedures for the tool’s use (language). Similarly, technology supports students’ work in other subjects. It develops research skills, supports development in literacy and mathematics, and fosters creativity, critical thinking, and problem solving. In addition, it promotes global citizenship and environmental awareness.
Technological education contributes to learning in other areas of the curriculum by providing practical contexts and applications for the knowledge and skills acquired. For example, the technological education program relates to science in that students use scientific principles to design buildings and machines, and to history, the social sciences, and the humanities in that students assess the impact of the introduction of technologies on historical and current events. Technological education relies on English and literacy skills for the description of specifications, proposals, and evaluations, and has ties to the arts through its use of various media to model and present ideas and products. In technological education, students also consider the options provided by various technologies as they affect health and physical well-being. The connection to business studies is evident in the application of business principles to the study of the production and marketing of products in technological education.
Ministry of Education, The Ontario Curriculum - Grades 9 to 12 - Technological Education, 2000
http://www.edu.gov.on.ca/eng/document/curricul/secondary/grade1112/tech/tech.html