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HomeMy WebLinkAboutThe Huron Expositor, 1971-11-25, Page 2me HVRON1 EXPOSITOR, SEAFORTH, ONT., NOV. 25, 1971 ARNOLD ST.INNISSEN • Life — Health and Accident Registered Retirement Pensions — Income Tax Dedpctable Registered —Retirement Annuities Representing Sun Life Assurance Company of Canada TELEPHONE 527-0410 ' 17 GODERICH ST. EAST — SEAFORTH Read the Advertisements — It's a Profitable Pastime! WANT ADS BRING QUICK RESULTS: Dial 527-0240 HELP US CELEBRATE OUR 69th CHRISTMAS IN BUSINESS We are making an exceptional CHRISTMAS CAKE filled with top quality fruits and nuts Order yours NOW For 'CHRISTMAS 4 *50 lb. CRICH'S BAKERY Phone 527-0340 Seaforth Serving the Community for over 69 years. mann TIRE Huron Board of Education Studies Implications of Credit System The implications of the credit System in, secondary school , to become effective in al 1 Ontario high schools in September 1972, were discussed in detail Monday afternoon of the regular meeting of the Huron County Board of Ed- ucation meeting. This was the second of a ser- ies of information meeting con- cerning education scheduled for this fall and winter. The comm- ittee who presented the brief consisted of Gordon Smith, chairman, CHSS; Robert Homuth, CHSS; Arch Dobson, Seaforth SS; Jack Kopas, F.E.Madill SS; Ken Lawton, South Huron SS; and Jack Seaman, G oderich Coll- egiate. Charles Rau represented the trustees on this committee and Superintendent Frank Madill was the board office committee member. Outlining the background of the new credit system, Bob Ho- muth, principal of CHSS in Clin- ton, said that just a few years ago students had very little choice about the subjects they would take in secondary school. i Prior to 1964),, said Homuth " students entering Secondary School were offered a package of subjects with little or no choices , of courses. Students were forced to take subjects in many cases in whcih they had no aptitude or interest. If a student did not obtain a passing average he was obliged to repeat the entire year. In other words, he would 'be repeating subjects in which he had achieved well, and continue those subjects in which he had little or no com- petence or interest." "This led to dissatisfaction which resulted in many dro .p- outs" continued Homuth. "Under 10 percent of the students who en-, rolled in Grade 9 completed Grade 13. During this period the educational program was mainly geared to prepare stud- ents for University, Nursing in- stitutions and teachers' colleges. "In 1961 the Reorganized pro- gram of Studies- Roberts Plan- was introduced to better,meet the needs of students and hence raise the retention rate," said Homuth. "This was the period of Russian superiority in space ex- ploration which led to a great cry for technological training. More avenues should be opened to the students. This new plan off- ered courses in Arts arid' Sci- ence, Technology and Trade's with four and five year programs in each of the above branches. In addition a two-year occupa- tional program was offered to students who were transferred rather than promoted from Grade 8 of the elementary sys- tem. As a result of this program students were better able to se- lect courses for their needs and capabilities." It was evident that many more students fulilled the re- quirements for secondary schocti diplomas. The retention rate was better," continued Homuth. The system was still fairly rigid in that students after Grade 9 were locked-in in the program which they had selected. Toward the end of the 60s students were per- mitted to move from one branch to another." "By the end of the 60s the em- phasis on technological training was waning in favor of a more humanistic approach," Homuth explained. "Basic knowledge skills and aptitudes which have already been established must be,ome more highly developed in keeping with the increased demands of life in Canadian soc- iety. The vital qualities of curl- osity and imagination require consistent yet delicate stimula- tion. Among the basic prin- ciples of education there is also tkp fact tha t one of the greatest contributions a school can make to its students is to develop in them an active desire to continue learning throughout their lives." The knowledge explosion in most subject fields indicates the futility of emphasizing only the gathering and memorizing of large numbers of facts and de- tails." stated Homuth. "It is more important in most subjects that students learn to investigate think, analyze, synthesize, inter- pret and record. Any of the sub- ject discipline can provide an ad equate vehicle for the develop- ment of learning skills." Where the student selects his own program to meet his own needs and his own interests he - is apt to progress to an adequ- ate acquisition of knowledge and these learning skills." Homuth pointed out. The meaningful search for knowledge will con- tinue beyond his high school days into his adult life." ' "Heiice the credit system has been introduced in some schools and must be put Nieto effect inall schools by „..september 1972," concluded Homuth. "This will necessitate the use of individual timetables throughout all schools to accommodate students'. free- doms of choice." In summing up, .Superin- tendent Madill claimed this was "not an educational break- through" since this system has been either partially or fully in use in many schools for several years now. Jack Seaman, Guidance Head at GDCI, explained the four new areas of Study 'as designated by the Ontario Department of Edu- cation. They are Communicat- ions, those studies which are primarily concerned with man's interchange of thought and with all modes of human expression (such as langdages, creative writing, data processing, draft- ing, etc.); Social Sciences, those studies which are primarily con- cerned with man's unique nature and the spatial and social forces which affect Nis destiny and his interaction with the environment in which he lives (such as econ- omics, geography, history, mar- keting, world politics, etc.); pure and applied Sciences, those stu- dies and the skills facilitating them which are primIrily con- cerned with the properties of matter and energy and the con- ditions of their inaction, and with the application of this under- standing to the solution of prac- tical problems (for instance bus- iness machines, elements of technology, industrial arts,-- mathematics, sciences, etc.): and Arts, those studies which are concerned with the aesthetic nature of man and the creative expression of that nature (such as art, home economics, music, physical education, theatre arts, etc.). A credit is defined as suc- cessful completion of a course containing work that normally would be completed after 110" to 120 hours of scheduled class study. Seaman pointed out that on an average, this works out to about one period daily. For a secondary school grad-, uation diploma, a student must have satisfactorily completed 27 credits on. the following basis:• at least one credit from each of the four areas of 'study 'in each of the student's first two years in secondary school (eight cred- its: at least one further credit after the first two years from each of the four areas of study (four credits); and a further 15 credits for a total of 27. A secondary school honor graduation di ploma will be granted when the student com- pletes six credits at the Year Five (Grade 13) level. ' ,When the system goes into effect next September, students who have completed one year of secondary school will need a, total of 20 additional credits for a secondary school graduation diploma; those who have com- pleted two years (Grade 10) will need 13 credits; and students who have completed three years (Grade 11), a total of six credits. NOSING AHEAD Dasher? Dancer? Santa's most famous reindeer today is Rudolph of the red nose, from the 1939 song by Johnny Marks. PROOF OF PUDDING? In European countries, finding an almond in the ho)- •, iday pudding means marriage next year. ' ",An area of study may be defined as a broad segment of man's knowledge and inquiry," Seaman noted. The diploma requirements are designed to en- sure that each student obtains Some experience in each of these broad areas of knowledge and inquiry while still permitting a substantial degree of specializat- ion i.f desired." Seaman further commented that in Huron County, it may be found that schools are lacking in the types and varieties of Arts Courses offered.. Ken Lawton Sotith Huron DHS lisle-el-some of the implications of the system. "While this system seems to imply a new focus - learning skill is more important than learning content - it is the committee's opinibn that this focus already exists in our classrooms," said Lawton. He said that individual time- tables would be offered right down to first year level (Grade 9) and that as a result of the new credit system, it would actually become more easy to get a sec- ondary school graduation diploma. "This committee emphasizes that the facilities available as well as the student's choices will indicate to the principal and his staff the courses to be taught," stated Lawton. Any school lacking the necessary manpower, accommodation ote- equipment would be doing a disservice to offer a subject even if a sans-- factory number of students asked for it." "The committee is of the opinion based on present student enrollment projections the im- plementation of the credit system should cause no increase in capital expenditures fo t equip- ment," added Lawton. "It is assumed that the principals will provide essentially the same sub- jects in the future as they do now. HoweVer, this committee does feel that if many students elect to take a minimum program (only 2'7 credits) some schools will be hard pressed to accommodate these students in their un- scheduled time." "It should be noted that a student can achieve a secondary school graduation diploma by completing any 15 credits beyond the 12 required credits even though none is at the present Grade 12 level," said Lawton. "While the schools are obliged to strongly recommend a pro- gram of study and infOrm the student as to the worth of such a program it will be the perog- ative of the parent and the student, to accept 'or reject the recommended program". "The new greater freedoms of chOice of subject Imposes a heavy burden of responsibility on the students,"' continuedLaw- ton. "While choo.sitig to Meet their interests, they should also choose to meet their needs. They should therefore consider what possible subjects may be required to admission to various post secondary educational in- stitutions." "Since a diploma will be less meaningful in the future and since transcripts of marks will become more important, students should be made even more aware of the sigpificance of 'subjects taken and marks achieved," stated Lawton. "This burden of res- ponsibility. will be shared by parents, school administration and in particular by Guidance Department Counsellors who will find that a much greater pro- portion of their time will be spent with students concerning subject selection," concluded Lawton. Lawton pointed out that there will be no compulsory subjects and no prerequisites of subjects. There were eight recommen- dations made to the board by Arch Dobson and Jack Kopas. They were:. 1. That the principal and his staff encourage students to take a full program of studies in each year within their capabili- ties and the facilities available in the school; 2. That the principal and his staff offer programs of study from the four areas of study such that students in years one and two may gain a, basic igen- dation of knowledge—And exposure to various disciplines; 3. That the principal and his staff offer for students in years three, four and five, so far as facilities allow, courses in keep- ing with individual student's needs and interests, achieve- ments and abilities; . 4. That the principal and his staff in recognition of the student individual differences, continue to offer courses to 'develop the full potential of each student; 5. That the board continue the current policy of reviewing and meeting the increasing demands, placed on Guidance and Counsel- ling Services because of ,added responsibilities in counselling students; 6. k That the board make a study. of the adequacy of the existing facilities to meet future requirements of students during their unscheduled time; • 77 That the board study the use of computers for schedul- ing and recording under a credit system; 8. That the board establish a committee comprised of the director, supertntendents, prin- cipals, vice-principals and guid- ance department heads to in- vestigate programs such as ex- panding the' Arts area of study, establishing minimum class sizes .for new 'courses; student attendance regulations and any other problems 'relating to the implementation of the credit system. (Cbntinued on Page 10a) • AAKE A CLEAN SWEEP! Electrikbroom' Po‘kerf1.11 11101111' gets at dirt fast! Soicdl amigo. Cord. plug. SUNBEAM 9-SPEED Blender 33.80 . 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