example of a new course

gistfile1.txt

featured_courses = [
  {
    image: 'course-7.jpg',
    price: '555',
    title: 'Some new course',
    grades: ['9'],
    codes: ['XXX10'],
    credit_value: 1.0,
    instructor: 'Ms. Karen Morrison',
    course_type: 'Academic - Online Delivery',
    prerequisite: 'None',
    duration: '110 hours',
    department: 'English',
    ministry_curriculum_policy_documents: [
      {
        'link': 'http://www.edu.gov.on.ca/eng/curriculum/secondary/english910currb.pdf',
        'text': 'The Ontario Curriculum, Grades 9 and 10, English'
      }.to_json,
      {
        'link': 'http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf',
        'text': 'Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools. First edition: 2010'
      }.to_json,
      {
        'link': 'http://www.edu.gov.on.ca/eng/document/reports/literacy/panel/literacy.pdf',
        'text': 'Learning for All, Think Literacy Success, Grades 7–12: Report of the Expert Panel on Students at Risk in Ontario, 2003'
      }.to_json,
      {
        'link': 'http://www.ontla.on.ca/library/repository/mon/1000/10290793.pdf',
        'text': 'The Ontario Curriculum Writing Exemplars, Grade 9'
      }.to_json
    ],
    developers: ['IMG Education'],
    revision_date: '2017-11-1',
    description: 'This course is designed to develop the oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyse literary texts from contemporary and historical periods, interpret informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the use of strategies that contribute to effective communication. The course is intended to prepare students for the Grade 10 academic English course, which leads to university or college preparation courses in Grades 11 and 12. This course is comprised of four units, with a culminating activity.'
  },
 
---------------------------------------


expectations_arr = [
  {
    course_code: "XXX10",
    course_expectations: [
      {
        name: "Personal Management",
        criterias: [
          "use a self-assessment process to develop a personal profile for use in career development planning;",
          "evaluate and apply the personal-management skills and characteristics needed for school success, document them in their portfolio, and demonstrate their use in a variety of settings;",
          "demonstrate effective use of interpersonal skills within a variety of settings."
        ]
      },
      {
        name: "Exploration of Opportunities",
        criterias: [
          "use a research process to locate and select relevant career information from a variety of sources for inclusion in a portfolio;",
          "identify current trends in society and the economy and describe their effect on work opportunities and work environments;",
          "identify a broad range of options for present and future learning, work, and community involvement."
        ]
      },
      {
        name: "Preparation for Transitions and Change",
        criterias: [
          "use appropriate decision-making and planning processes to set goals and develop a career plan;",
          "analyse changes taking place in their personal lives, their community, and the economy, and identify strategies to facilitate smooth transitions during change;",
          "demonstrate an understanding of, and the ability to prepare for, the job-search process."
        ]
      }
    ]
  },

-----------------------------------------------------

course_content_units = [
  {
    course_code: "XXX10",
    content_description: "",
    units: [
      {
        name: "Unit 1",
        title: "Business Communications",
        content: "Applying the rules of English grammar to business communications, students will improve their writing and editing skills while developing a personal work portfolio using word processing, email, and other software. They will employ business standards and best practices to produce professional communications pieces including letters, resumes, and reports, and use appropriate means to transmit them. The summative assessment is a communications package.<br>Literacy: Writing for Business; Software: Google Docs",
        hours: 33
      },
      {
        name: "Unit 2",
        title: "Working With Data",
        content: "Focusing on spreadsheet software and databases, students will explore productivity, turning raw data into usable information. They will become proficient with fundamental business application programs (spreadsheet and database), taking a lab-style approach that emphasizes the manipulation of data, and the production of high quality documents including text, tables, and graphs. They will develop their data management skills by producing spreadsheet documents such as budgets, inventories, payrolls, or invoices. They will learn common database software skills such as querying, sorting, and updating records. Students will also learn to select appropriate software based on task characteristics. The summative assessment is an illustrated financial report.<br>Numeracy: Digital Mathematics; Software: Google Sheets, Google Docs",
        hours: 22
      },
      {
        name: "Unit 3",
        title: "Designing for Business",
        content: "While developing design skills, students will learn not only the importance of design within a business organization but also the influence of design on customers. They will become proficient with basic design software and learn to combine design with persuasive writing to create impact. The course takes a lab-style approach emphasizing the presentation of information, desktop publishing, and Web page development. The summative assessment is a Company Web page.<br>Numeracy: Design Mathematics; Software: Google Slides, Google Docs, Google Drawing, Google Sites",
        hours: 33
      },
      {
        name: "Unit 4",
        title: "Digital Research",
        content: "While exploring societal issues, students will develop their abilities to form opinions about the influence of information and communication technology on individuals, within communities, and throughout the world. Students will learn to analyze, describe, and explain ethics and issues as they relate to digital technology while building a set of values and best practices. The summative assessment is a digital manifesto.<br>Literacy: Reading for Business; Software: Google Docs, Google Slides",
        hours: 22
      }
    ]
  },
  
  
----------------------------------------


teaching_learning_strategies = [
  {
    course_code: "XXX10",
    teaching_and_learning_strategies_description: "",
    teaching_and_learning_strategies_description_list: [],
    teaching_and_learning_strategies: [
      {
        name: "Teacher Directed Learning",
        criterias: [
          "Asynchronous video lessons, explaining and modeling key concepts",
          "Asynchronous Power Points with key concepts, applications and relevant examples",
          "Synchronous sessions with the instructor"
        ]
      },
      {
        name: "Independent Learning",
        criterias: [
          "Inquiry and problem solving process using a prescribed series of steps",
          "Oral and written reports and presentations",
          "Open ended discussion questions",
          "Reading responses focusing on critical thinking and analysis",
          "Research skills focused upon using secondary sources to support ideas",
          "Written responses, often scaffolded with graphic organizers",
          "Mind maps: organize societal, environmental, and economic consideration of concepts discussed throughout the course",
          "Case Study Analysis: students will consider data from experiments or research to answer analysis/thinking questions"
        ]
      },
      {
        name: "Cooperative Learning",
        criterias: [
          "Brainstorming: group generation of ideas expressed without criticism or analysis",
          "Collaborative and cooperative learning: small group learning providing high levels of student engagement and interdependence",
          "Structured discussion and debate: allows for detailed analysis",
          "Formal presentation: collaborative approach to constructing presentations",
          "Student Led Discussion: students will design open-ended critical thinking questions to discuss with their classmates and facilitate discussion"
        ]
      },
      {
        name: "Self-Reflection",
        criterias: [
          "Use success criteria to set goals for learning",
          "Develop and use checklists to reflect on skills used and those to improve",
          "Specific questions and discussion will guided self-reflection skills for reflecting on on-going learning, process, interpretation and evaluation"
        ]
      }
    ]
  },