COURSE OUTLINE

COURSE TITLE	*English*
COMMON COURSE CODE	*ENG3U*
GRADE	11
COURSE TYPE	*Academic*
CREDIT VALUE	*1.0*
PREREQUISITE	*English, Grade 10, Academic*
CURRICULUM POLICY	*The Ontario Curriculum: English (Revised 2007)*
DOCUMENT	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Language Arts*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION

This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse challenging literary texts from various periods, countries, and cultures, as well as a range of informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on using language with precision and clarity and incorporating stylistic devices appropriately and effectively. The course is intended to prepare students for the compulsory Grade 12 university or college preparation course.

OVERALL CURRICULUM EXPECTATIONS

ORAL COMMUNICATION

Throughout this course, students will:

Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

READING AND LITERATURE STUDIES

By the end of this course, students will:

Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;
Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
Reading With Fluency: use knowledge of words and cueing systems to read fluently;
Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

WRITING

By the end of this course, students will:

Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;
Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

MEDIA STUDIES

By the end of this course, students will:

Understanding Media Texts: demonstrate an understanding of a variety of media texts;
Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	Short Stories Students will learn to recognize and use a variety of stylistic devices used in descriptive, persuasive, personal, and narrative texts. This unit will cover identifying main ideas and the elements of short stories and literary devices. Students will be examining a variety of short stories and non-fiction pieces using a variety of mediums and media styles. Students analyse the influence of social, cultural, and economic values and perspectives on text. Students develop skills in questioning, analysing, and responding to literature with a focus on voice and theme in the stories told.	26 hours
Unit 2	Shakespeare: Macbeth In this unit students will discover a Shakespearean text and compare it to have a better understanding of the phonological and semantic aspects of language in Elizabethan Drama. It also covers identifying several different characteristics and styles of Shakespearean play and its literary, informational, and graphic text forms and explaining how they help communicate meaning. Describing several different strategies, they used before, during, and after reading and explaining which ones were helpful; and identifying specific steps they can take to improve as readers of Shakespearean language.	28 hours
Unit 3	Novel Study: Kite Runner In this unit students will learn the purpose of different types of literary terms, and narrative styles. Explain the message intended by the specific novel and identify the components that conveys that message. Understand the different perspectives towards the media based on beliefs, values, and identity in society. Identify several different conventions and/or techniques used in familiar narration forms and explain how they convey meaning and influence their audience. Students discuss the moral dilemmas faced by the characters and understand the relationship between the character’s decisions and his/her dignity.	27 hours
Unit 4	Media Studies: Real-World Issues In this unit students will learn the purpose of different types of media resources such as texts, pictures and videos and the particular audience they are reflected towards. Explaining the message intended by the specific media and identifying the components that conveys that message. Understand the different perspectives towards the media based on beliefs, values, and identity. Identify several different conventions and/or techniques used in familiar media forms and explain how they convey meaning and influence their audience. Describe different strategies used in interpreting and creating media texts. Explain how their essential skills helped them interpret and produce media texts.	26 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.	3 hours
	TOTAL	110 hours

COURSE OUTLINE

COURSE TITLE	*Civics and Citizenship*
COMMON COURSE CODE	*CHV2O*
GRADE	10
COURSE TYPE	*Open*
CREDIT VALUE	*1.0*
PREREQUISITE	*None*
CURRICULUM POLICY	*The Ontario Curriculum Grade 9 and 10: Canadian and World Studies (Revised 2022)*
DOCUMENT	Growing Success (First Edition, 2010)
DEPARTMENT	*Social Sciences*
DEVELOPMENT DATE	*January 2022*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*55 HOURS*

COURSE DESCRIPTION

This course explores rights and responsibilities associated with being an active citizen in a democratic society. Students will explore issues of civic importance and the influence of social media, while developing their understanding of the role of civic engagement and of political processes in the local, national, and/or global community. Students will apply the concepts of political thinking and the political inquiry process to investigate, and express informed opinions about, a range of political issues and developments that are both of significance in today’s world and of personal interest to them. This course also includes learning on digital literacy and critical-thinking skills, the mechanisms of government, Indigenous governance systems and structures, the historical foundations of the rights and freedoms we enjoy in Canada, ways in which government policy affects individuals’ lives and the economy, and ways for students to serve their communities.

OVERALL CURRICULUM EXPECTATIONS

A. POLITICAL INQUIRY AND SKILL DEVELOPMENT

Throughout this course, students will:

A1. Political Inquiry: use the political inquiry process and the concepts of political thinking when investigating issues, events, and developments of civic importance;

A2. Developing Transferable Skills: apply in everyday contexts skills developed through investigations related to civics and citizenship education, and identify some careers in which civics and citizenship education might be an asset.

B. CIVIC AWARENESS OVERALL EXPECTATIONS

By the end of this course, students will:

B1. Civic Issues, Democratic Values: describe beliefs and values associated with democratic citizenship in Canada, and explain how they are related to civic action and to one’s position on civic issues

B2. Governance in Canada: explain, with reference to a range of issues of civic importance, the roles and responsibilities of various institutions, structures, and figures in Canadian governance

B3. Rights and Responsibilities: analyse key rights and responsibilities associated with citizenship, in both the Canadian and global context, and some ways in which these rights are protected

C. CIVIC ENGAGEMENT AND ACTION OVERALL EXPECTATIONS

By the end of this course, students will:

C1. Civic Contributions: analyse a variety of civic contributions, and ways in which people can contribute to the common good

C2. Inclusion and Participation: assess ways in which people express their perspectives on issues of civic importance and how various perspectives, beliefs, and values are recognized and represented in communities in Canada

C3. Personal Action on Civic Issues: analyse a civic issue of personal interest and develop a plan of action to address it

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	Political Inquiry and Skill Development This unit focuses on political inquiry and development. Students will learn how to use political inquiry to answer several civics questions. Students will learn about essential skills and work habits incorporated into civics education. This Strand will discuss different leadership styles, federalism in Canada and forms of government in Canada. Essential Questions: Why is the Canadian government organized into different levels and branches, and how do these different levels and branches function? How do the decisions made at the provincial and federal levels affect individuals? What are some ways in which I can make my voice heard within the political process?	20 hours
Unit 2	Civic Awareness This unit focuses on giving students the tools to become political thinkers. Through the use of political inquiry, students answer questions such as: What is the relationship between people’s beliefs and values and their positions on civic issues? Why is it important to understand how political structures and processes work? What are some ways in which I can make my voice heard within the political process? Students will examine the rights and responsibilities of citizens globally and in Canada and analyze how rights are protected. Essential Questions: What is the relationship between people’s beliefs and values and their positions on civic issues? Why is it important to understand how political structures and processes work?	17 hours
Unit 3	Civic Engagement in Action In this unit, students apply their political thinking to the global and Canadian context. Topical international and Canadian political situations, and people are examined so that students will see the role politics and activism plays around the world. Essential Questions: In what ways does the Canadian Charter of Rights and Freedoms protect me? What responsibilities come with these rights? How are people around the world impacted by key issues? What can I do to effect change on a global scale?	15 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.
	TOTAL	55 hours

COURSE OUTLINE

COURSE TITLE	*Functions and Applications, Grade 11*
COMMON COURSE CODE	*MCF3M*
GRADE	11
COURSE TYPE	*Mixed*
CREDIT VALUE	*1.0*
PREREQUISITE	*MPM2D, Principles of Mathematics, Grade 10, Academic or MFM2P, Foundations of Mathematics, Grade 10, Applied*
CURRICULUM POLICY	*The Ontario Curriculum Grades 11 and 12: Mathematics (Revised 2007)*
OTHER DOCUMENTS	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Mathematics*
DEVELOPMENT DATE	*September 2021*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION

This course introduces basic features of the function by extending students’ experiences with quadratic relations. It focuses on quadratic, trigonometric, and exponential functions and their use in modelling real-world situations. Students will represent functions numerically, graphically, and algebraically; simplify expressions; solve equations; and solve problems relating to applications. Students will reason mathematically and communicate their thinking as they solve multi-step problems.

OVERALL CURRICULUM EXPECTATIONS

A. Quadratic Functions

Throughout this course, students will:

A1. Expand and simplify quadratic expressions, solve quadratic equations, and relate the roots of a quadratic equation to the corresponding graph;

A2. Demonstrate an understanding of functions, and make connections between the numeric, graphical, and algebraic representations of quadratic functions;

A3. Solve problems involving quadratic functions, including problems arising from real-world applications

B. Exponential Functions

By the end of this course, students will:

B1. Simplify and evaluate numerical expressions involving exponents, and make connections between the numeric, graphical, and algebraic representations of exponential functions;

B2. Identify and represent exponential functions, and solve problems involving exponential functions, including problems arising from real-world applications;

B3. Demonstrate an understanding of compound interest and annuities, and solve related problems

C. Trigonometric Functions

By the end of this course, students will:

C1. Solve problems involving trigonometry in acute triangles using the sine law and the cosine law, including problems arising from real-world applications;

C2. Demonstrate an understanding of periodic relationships and the sine function, and make connections between the numeric, graphical, and algebraic representations of sine functions;

C3. Identify and represent sine functions, and solve problems involving sine functions, including problems arising from real-world applications.

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	Quadratic Functions Expand and simplify quadratic expressions, solve quadratic equations, and relate the roots of a quadratic equation to the corresponding graph. Demonstrate an understanding of functions, and make connections between the numeric, graphical, and algebraic representations of quadratic functions. Solve problems involving quadratic functions, including problems arising from real-world applications.	40 hours
Unit 2	Exponential Functions Simplify and evaluate numerical expressions involving exponents, and make connections between the numerical, graphic, and algebraic representations of exponential functions. Identify and represent exponential functions, and solve problems involving exponential functions, including problems arising from real-world applications. Demonstrate an understanding of compound interest and annuities, and solve related problems.	30 hours
Unit 3	Trigonometric Functions Solve problems involving trigonometry in acute triangles using the sine law, and the cosine law, including problems arising from real-world applications. Demonstrate an understanding of periodic relationships and the sine function, and make connections between the numerical, graphical, and algebraic representations of sine functions. Identify and represent sine functions, and solve problems involving sine functions, including problems arising from real-world applications.	30 hours
	Final Assessment: 10 hours final exam culminating activity, worth 10% of the final grade, meant as a summative evaluation of all strands.	10 hours
	TOTAL	110 hours

COURSE OUTLINE

COURSE TITLE	*English*
COMMON COURSE CODE	*ENG3U*
GRADE	11
COURSE TYPE	*Academic*
CREDIT VALUE	*1.0*
PREREQUISITE	*English, Grade 10, Academic or Applied*
CURRICULUM POLICY	*The Ontario Curriculum: English (Revised 2007)*
OTHER DOCUMENTS	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Language Arts*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION

This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse challenging literary texts from various periods, countries, and cultures, as well as a range of informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on using language with precision and clarity and incorporating stylistic devices appropriately and effectively. The course is intended to prepare students for the compulsory Grade 12 university or college preparation course.

OVERALL CURRICULUM EXPECTATIONS

ORAL COMMUNICATION

Throughout this course, students will:

Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

READING AND LITERATURE STUDIES

By the end of this course, students will:

Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;
Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
Reading With Fluency: use knowledge of words and cueing systems to read fluently;
Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

WRITING

By the end of this course, students will:

Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;
Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

MEDIA STUDIES

By the end of this course, students will:

Understanding Media Texts: demonstrate an understanding of a variety of media texts;
Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	Short Stories Students will learn to recognize and use a variety of stylistic devices used in descriptive, persuasive, personal, and narrative texts. This unit will cover identifying main ideas and the elements of short stories and literary devices. Students will be examining a variety of short stories and non-fiction pieces using a variety of mediums and media styles. Students analyse the influence of social, cultural, and economic values and perspectives on text. Students develop skills in questioning, analysing, and responding to literature with a focus on voice and theme in the stories told.	26 hours
Unit 2	Shakespeare: Macbeth In this unit students will discover a Shakespearean text and compare to have a better understanding of the phonological and semantic aspects of language in Elizabethan Drama. It also covers identifying several different characteristics and styles of Shakespearean play and its literary, informational, and graphic text forms and explaining how they help communicate meaning. Describing several different strategies, they used before, during, and after reading and explaining which ones were helpful; and identifying specific steps they can take to improve as readers of Shakespearean language.	28 hours
Unit 3	Novel Study: Kite Runner In this unit students will learn the purpose of different types of literary terms, and narrative styles. Explain the message intended by the specific novel and identify the components that conveys that message. Understand the different perspectives towards the media based on beliefs, values, and identity in society. Identify several different conventions and/or techniques used in familiar narration forms and explain how they convey meaning and influence their audience. Students discuss the moral dilemmas faced by the characters and understand the relationship between the character’s decisions and his/her dignity.	27 hours
Unit 4	Media Studies: Real-World Issues In this unit students will learn the purpose of different types of media resources such as texts, pictures and videos and the particular audience they are reflected towards. Explaining the message intended by the specific media and identifying the components that conveys that message. Understand the different perspectives towards the media based on beliefs, values, and identity. Identify several different conventions and/or techniques used in familiar media forms and explain how they convey meaning and influence their audience. Describe different strategies used in interpreting and creating media texts. Explain how their essential skills helped them interpret and produce media texts.	26 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.	3 hours
	TOTAL	110 hours

COURSE OUTLINE

COURSE TITLE	*Science*
COMMON COURSE CODE	*SNC2D*
GRADE	10
COURSE TYPE	*Academic*
CREDIT VALUE	*1.0*
PREREQUISITE	*Science, Grade 9, De-streamed*
CURRICULUM POLICY	*The Ontario Curriculum: Science (Revised 2008)*
DOCUMENT	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Sciences*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION

This course enables students to enhance their understanding of concepts in biology, chemistry, earth and space science, and physics, and of the interrelationships between science, technology, society, and the environment. Students are also given opportunities to further develop their scientific investigation skills. Students will plan and conduct investigations and develop their understanding of scientific theories related to the connections between cells and systems in animals and plants; chemical reactions, with a particular focus on acid–base reactions; forces that affect climate and climate change; and the interaction of light and matter.

OVERALL CURRICULUM EXPECTATIONS

A. Scientific Investigation Skills and Career Exploration

Throughout this course, students will:

A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

A2. identify and describe a variety of careers related to the fields of science under study, and identify scientists, including Canadians, who have made contributions to those fields.

B. Biology: Tissues, Organs, and Systems of Living Things

By the end of this course, students will:

B1. evaluate the importance of medical and other technological developments related to systems biology, and analyse their societal and ethical implications;

B2. investigate cell division, cell specialization, organs, and systems in animals and plants, using research and inquiry skills, including various laboratory techniques

B3. demonstrate an understanding of the hierarchical organization of cells, from tissues, to organs, to systems in animals and plants.

C. Chemistry: Chemical Reactions

By the end of this course, students will:
C1. analyse a variety of safety and environmental issues associated with chemical reactions, including the ways in which chemical reactions can be applied to address environmental challenges;

C2. investigate, through inquiry, the characteristics of chemical reactions;

C3. demonstrate an understanding of the general principles of chemical reactions, and various ways to represent them.

D. Earth and Space Science: Climate Change

By the end of this course, students will:
D1. analyse some of the effects of climate change around the world, and assess the effectiveness of initiatives that attempt to address the issue of climate change;

D2. investigate various natural and human factors that influence Earth’s climate and climate change;

D3. demonstrate an understanding of natural and human factors, including the greenhouse effect, that influence Earth’s climate and contribute to climate change.

E. Physics: Light and Geometric Optics

By the end of this course, students will:
E1. evaluate the effectiveness of technological devices and procedures designed to make use of light, and assess their social benefits;

E2. investigate, through inquiry, the properties of light, and predict its behaviour, particularly with respect to reflection in plane and curved mirrors and refraction in converging lenses;

E3. demonstrate an understanding of various characteristics and properties of light, particularly with respect to reflection in mirrors and reflection and refraction in lenses.

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	Biology Plants and animals, including humans, are made of specialized cells, tissues, and organs that are organized into systems. Developments in medicine and medical technology can have social and ethical implications.	27 hours
Unit 2	Chemistry Chemicals react with each other in predictable ways. Chemical reactions may have a negative impact on the environment, but they can also be used to address environmental challenges.	27 hours
Unit 3	Earth and Space Science Earth’s climate is dynamic and is the result of interacting systems and processes. Global climate change is influenced by both natural and human factors. Climate change affects living things and natural systems in a variety of ways. People have the responsibility to assess their impact on climate change and to identify effective courses of action to reduce this impact.	27 hours
Unit 4	Physics Light has characteristics and properties that can be manipulated with mirrors and lenses for a range of uses. Society has benefited from the development of a range of optical devices and technologies.	25 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.	3 hours
	TOTAL	110 hours

COURSE OUTLINE

COURSE TITLE	*Principles of Mathematics*
COMMON COURSE CODE	*MPM2D*
GRADE	10
COURSE TYPE	*Academic*
CREDIT VALUE	*1.0*
PREREQUISITE	*Math, Grade 9, De-streamed*
CURRICULUM POLICY	The Ontario Curriculum: Mathematics (Revised 2005)
OTHER DOCUMENT	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Mathematics*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION

This course enables students to broaden their understanding of relationships and extend their problem-solving and algebraic skills through investigation, the effective use of technology, and abstract reasoning. Students will explore quadratic relations and their applications; solve and apply linear systems; verify properties of geometric figures using analytic geometry; and investigate the trigonometry of right and acute triangles. Students will reason mathematically and communicate their thinking as they solve multi-step problems.

OVERALL CURRICULUM EXPECTATIONS

Throughout this course, students will:

PROBLEM SOLVING

develop, select, apply, and compare a variety of problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding;

REASONING AND PROVING

develop and apply reasoning skills (e.g., recognition of relationships, generalization through inductive reasoning, use of counter-examples) to make mathematical conjectures, assess conjectures, and justify conclusions, and plan and construct organized mathematical arguments;

REFLECTING

demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem (e.g., by assessing the effectiveness of strategies and processes used, by proposing alternative approaches, by judging the reasonableness of results, by verifying solutions);

SELECTING TOOLS AND COMPUTATIONAL STRATEGIES

select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems;

CONNECTING

make connections among mathematical concepts and procedures, and relate mathematical ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas, daily life, current events, art and culture, sports);

REPRESENTING

create a variety of representations of mathematical ideas (e.g., numeric, geometric, algebraic, graphical, pictorial representations; onscreen dynamic representations), connect and compare them, and select and apply the appropriate representations to solve problems;

COMMUNICATING

communicate mathematical thinking orally, visually, and in writing, using mathematical vocabulary and a variety of appropriate representations, and observing mathematical conventions.

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	Quadratic Relations of the Form y=ax^2 + bx + c By the end of this course, students will: determine the basic properties of quadratic relations; relate transformations of the graph of y = x^2 to the algebraic representation y = a(x – h) 2 + k; solve quadratic equations and interpret the solutions with respect to the corresponding relations; solve problems involving quadratic relations.	36 hours
Unit 2	Analytic Geometry By the end of this unit, students will: determine the basic properties of quadratic relations; relate transformations of the graph of y = x^2 to the algebraic representation y = a(x – h) 2 + k; solve quadratic equations and interpret the solutions with respect to the corresponding relations; solve problems involving quadratic relations.	36 hours
Unit 3	Trigonometry By the end of this course, students will: use their knowledge of ratio and proportion to investigate similar triangles and solve problems related to similarity; solve problems involving right triangles, using the primary trigonometric ratios and the Pythagorean theorem; solve problems involving acute triangles, using the sine law and the cosine law.	35 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.	3 hours
	TOTAL	110 hours

COURSE OUTLINE

COURSE TITLE	*English*
COMMON COURSE CODE	*ENG2D*
GRADE	10
COURSE TYPE	*Academic*
CREDIT VALUE	*1.0*
PREREQUISITE	*English, Grade 9, Academic or Applied*
CURRICULUM POLICY	The Ontario Curriculum: English (Revised 2007)
OTHER DOCUMENT	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Language Arts*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE 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.

OVERALL CURRICULUM EXPECTATIONS

ORAL COMMUNICATION

Throughout this course, students will:

Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

READING AND LITERATURE STUDIES

By the end of this course, students will:

Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;
Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
Reading With Fluency: use knowledge of words and cueing systems to read fluently;
Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading

WRITING

By the end of this course, students will:

Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;
Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

MEDIA STUDIES

By the end of this course, students will:

Understanding Media Texts: demonstrate an understanding of a variety of media texts;
Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.E. Liveable Communities

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	Short Stories Students will learn to recognize and use a variety of stylistic devices used in descriptive, persuasive, personal, and narrative texts. This unit will cover identifying main ideas and the elements of short stories and literary devices. Students will be examining a variety of short stories and non-fiction pieces using a variety of mediums and media styles. Students analyze the influence of social, cultural, and economic values and perspectives on text. Students develop skills in questioning, analyzing, and responding to literature with a focus on voice and theme in the stories told.	30 hours
Unit 2	Media Studies In this unit students will learn the purpose of different types of media resources such as texts, pictures and videos and the particular audience they are reflected towards. Explaining the message intended by the specific media and identifying the components that conveys that message. Understand the different perspectives towards the media based on beliefs, values, and identity. Identify several different conventions and/or techniques used in familiar media forms and explain how they convey meaning and influence their audience. Describe different strategies used in interpreting and creating media texts. Explain how their essential skills helped them interpret and produce media texts.	22 hours
Unit 3	Romeo and Juliet In this unit students will discover a Shakespearean text and compare to have a better understanding of the phonological and semantic aspects of language in Elizabethan Drama. It also covers identifying several different characteristics and styles of Shakespearean play and its literary, informational, and graphic text forms and explaining how they help communicate meaning. Describing several different strategies, they used before, during, and after reading and explaining which ones were helpful; and identifying specific steps they can take to improve as readers of Shakespearean language.	30 hours
Unit 4	Novel Study: The Great Gatsby In this unit students will learn the purpose of different types of literary terms, and narrative styles. Explain the message intended by the specific novel and identify the components that conveys that message. Understand the different perspectives towards the media based on beliefs, values, and identity in society. Identify several different conventions and/or techniques used in familiar narration forms and explain how they convey meaning and influence their audience. Students discuss the moral dilemmas faced by the characters and understand the relationship between the character’s decisions and his/her dignity.	25 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.
	TOTAL	110 hours

COURSE OUTLINE

COURSE TITLE	*Canadian History since World War I*
COMMON COURSE CODE	*CHC2D*
GRADE	10
COURSE TYPE	*Academic*
CREDIT VALUE	*1.0*
PREREQUISITE	*None*
CURRICULUM POLICY	*The Ontario Curriculum Grade 9 and 10: Canadian and World Studies (Revised 2018)*
OTHER DOCUMENT	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Social Sciences*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION

This course explores social, economic, and political developments and events and their impact on the lives of different individuals, groups, and communities, including First Nations, Métis, and Inuit individuals and communities, in Canada since 1914. Students will examine the role of conflict and cooperation in Canadian society, Canada’s evolving role within the global community, and the impact of various individuals, organizations, and events on identities, citizenship, and heritage in Canada. Students will develop an understanding of some of the political developments and government policies that have had a lasting impact on First Nations, Métis, and Inuit individuals and communities. They will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating key issues and events in Canadian history since 1914.

OVERALL CURRICULUM EXPECTATIONS

A. Historical Inquiry and Skill Development

Throughout this course, students will:

A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of Canadian history since 1914.

A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical investigation, and identify some careers in which these skills might be useful.

B. Canada, 1914–1929

By the end of this course, students will:

B1. Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments between 1914 and 1929, and assess their significance for different groups and communities in Canada, including First Nations, Métis, and Inuit communities (FOCUS ON: Historical Significance; Historical Perspective)

B2. Communities, Conflict, and Cooperation: analyse some key interactions within and between different communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the international community, from 1914 to 1929, and how these interactions affected Canadian society and politics (FOCUS ON: Historical Significance; Cause and Consequence)

B3. Identity, Citizenship, and Heritage: explain how various individuals, organizations, and specific social changes between 1914 and 1929 contributed to the development of identities, citizenship, and heritage in Canada (FOCUS ON: Continuity and Change; Historical Perspective)

C. Canada, 1929–1945

By the end of this course, students will:
C1. Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments between 1929 and 1945, and assess their impact on different groups and communities in Canada, including First Nations, Métis, and Inuit communities (FOCUS ON: Cause and Consequence; Historical Perspective)

C2. Communities, Conflict, and Cooperation: analyse some key interactions within and between communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the international community, from 1929 to 1945, with a focus on key issues that affected these interactions and changes that resulted from them (FOCUS ON: Cause and Consequence; Continuity and Change)

C3. Identity, Citizenship, and Heritage: explain how various individuals, groups, and events, including some major international events, contributed to the development of identities, citizenship, and heritage in Canada between 1929 and 1945 (FOCUS ON: Historical Significance; Historical Perspective)

D. Canada, 1945–1982

By the end of this course, students will:
D1. Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments in Canada between 1945 and 1982, and assess their significance for different individuals, groups, and/or communities in Canada, including First Nations, Métis, and Inuit individuals and communities (FOCUS ON: Historical Significance; Continuity and Change)

D2. Communities, Conflict, and Cooperation: analyse some key experiences of and interactions between different communities in Canada, including First Nations, Métis, and Inuit communities, as well as interactions between Canada and the international community, from 1945 to 1982 and the changes that resulted from them (FOCUS ON: Continuity and Change; Historical Perspective)

D3. Identity, Citizenship, and Heritage: analyse how significant events, individuals, and groups, including Indigenous peoples, Québécois, and immigrants, contributed to the development of identities, citizenship, and heritage in Canada between 1945 and 1982 (FOCUS ON: Historical Significance; Cause and Consequence)

E. Canada, 1982 to the Present

By the end of this course, students will:

E1. Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments in Canada from 1982 to the present, and assess their significance for different groups and communities in Canada, including First Nations, Métis, and Inuit communities (FOCUS ON: Historical Significance; Continuity and Change)

E2. Communities, Conflict, and Cooperation: analyse some significant interactions within and between various communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the international community, from 1982 to the present, and how key issues and developments have affected these interactions (FOCUS ON: Continuity and Change; Historical Perspective)

E3. Identity, Citizenship, and Heritage: analyse how various significant individuals, groups, organizations, and events, both national and international, have contributed to the development of identities, citizenship, and heritage in Canada from 1982 to the present (FOCUS ON: Historical Significance; Cause and Consequence)

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	Historical Inquiry and Skill Development This brief unit will review developing questions, investigating strategies, gathering evidence as well as organizing them and other methods needed to understand historical inquiry in study of Canadian history.	12 hours
Unit 2	Canada, 1914–1929 In this time period, students will investigate Canada’s National and international events, trends, and developments during this period that affected various groups and communities in Canada in different ways. Understand this period of major conflict and change in Canada and abroad. Study this period that covers predominant attitudes towards women, immigrants, First Nations, Métis, Inuit, and racialized groups and communities affected the development of identities and citizenship in Canada.	25 hours
Unit 3	Canada, 1929–1945 In this time period, students will learn about major events including the Great Depression and World War II, resulting from a variety of social, economic, and political factors, and affected various groups and communities in Canada in different ways. This was a period of strained and shifting relationships between different communities in Canada as well as between Canada and other countries. Discover actions of various individuals and communities had a major impact on the continuing development of Canada during this period.	28 hours
Unit 4	Canada, 1945–1982 The unit begins with a look at the types of major changes Canadian society experienced during this period, as a result of a variety of national and international social, cultural, and political factors. Although this period was marked by conflict and tensions, both nationally and internationally, Canada also participated in cooperative ways in the international community. Students will learn about how this was a time of major transformation in identities in Canada.	25 hours
Unit 5	Canada, 1982 to the Present This unit focuses on the national and international cultural, social, economic, political, and technological changes since 1982 have had a major impact on people in Canada. Students build an understanding of how historical factors continue to influence interactions and relationships between different groups, communities, and governments in Canada. They also study about the various social and political developments and events, as well as cultural icons, have had an impact on the development of heritage in Canada in these years.	17 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.	3 hours
	TOTAL	110 hours

COURSE OUTLINE

COURSE TITLE	*English*
COMMON COURSE CODE	*ENG4U*
GRADE	12
COURSE TYPE	*Academic*
CREDIT VALUE	*1.0*
PREREQUISITE	*English, Grade 11, University Preparation*
CURRICULUM POLICY	*The Ontario Curriculum: English (Revised 2007)*
DOCUMENT	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Language Arts*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION

This course emphasizes the consolidation of the literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse a range of challenging literary texts from various periods, countries, and cultures; interpret and evaluate informational and graphic texts; and create oral, written, and media texts in a variety of forms. An important focus will be on using academic language coherently and confidently, selecting the reading strategies best suited to particular texts and particular purposes for reading, and developing greater control in writing. The course is intended to prepare students for university, college, or the workplace.

OVERALL CURRICULUM EXPECTATIONS

ORAL COMMUNICATION

Throughout this course, students will:

Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

READING AND LITERATURE STUDIES

By the end of this course, students will:

Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;
Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
Reading With Fluency: use knowledge of words and cueing systems to read fluently;
Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

WRITING

By the end of this course, students will:

Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;
Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

MEDIA STUDIES

By the end of this course, students will:

Understanding Media Texts: demonstrate an understanding of a variety of media texts;
Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

COUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	Literary Movements This unit will explore a variety of literary theories (Marxism, feminism, existentialism, modernism etc.) at an introductory level. It covers identifying main ideas, volume of voice during oral presentations and debate strategies over various literary theories. Understanding what literary criticism is through evaluation, analysis, description, or interpretation of literary works.	26 hours
Unit 2	Hamlet In this unit students will discover a Shakespearean text and compare to have a better understanding of the phonological and semantic aspects of language in Elizabethan Drama. It also covers identifying several different characteristics and styles of Shakespearean play and its literary, informational, and graphic text forms and explaining how they help communicate meaning. Describing several different strategies, they used before, during, and after reading and explaining which ones were helpful; and identifying specific steps they can take to improve as readers of Shakespearean language.	28 hours
Unit 3	Personal and Rhetoric Writing In this unit students will learn how to identify topic, purpose and audience to adjust their writing style. Brainstorming ideas and generating support ideas for the main topic while adapting organizational skills in their writing. Determine whether the support details are relevant to the main idea and establishing a clear tone and purpose in their writing. Building upon little details such as vocabulary, diction, form, revision, spelling, grammar, punctuation, interconnected skills and metacognition.	27 hours
Unit 4	Novel Study: The Wars by Timothy Findley In this unit students will learn the purpose of different types of literary terms, and narrative styles. Explain the message intended by the specific novel and identify the components that conveys that message. Understand the different perspectives towards the media based on beliefs, values, and identity in society. Identify several different conventions and/or techniques used in familiar narration forms and explain how they convey meaning and influence their audience. Students discuss the moral dilemmas faced by the characters and understand the relationship between the character’s decisions and his/her dignity. Explain how their essential skills helped them interpret and produce media texts.	26 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.	3 hours
	TOTAL	110 hours

COURSE OUTLINE

COURSE TITLE	*Science*
COMMON COURSE CODE	*SNC1W*
GRADE	9
COURSE TYPE	*De-streamed*
CREDIT VALUE	*1.0*
PREREQUISITE	*None*
CURRICULUM POLICY	The Ontario Curriculum: Science (Revised 2008)
OTHER DOCUMENTS	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Science*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION

This course enables students to develop their understanding of concepts related to biology, chemistry, physics, and earth and space science, and to relate science to technology, society, and the environment. Throughout the course, students will develop and refine their STEM skills as they use scientific research, scientific experimentation, and engineering design processes to investigate concepts and apply their knowledge in situations that are relevant to their lives and communities. Students will continue to develop transferable skills as they become scientifically literate global citizens.

OVERALL CURRICULUM EXPECTATIONS

A. Scientific Investigation Skills and Career Exploration

Throughout this course, students will:
A1. Demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating).

A2. Identify and describe a variety of careers related to the fields of science under study, and identify scientists, including Canadians, who have made contributions to those fields.

B. Biology: Sustainable Ecosystems

By the end of this course, students will:
B1. Assess the impact of human activities on the sustainability of terrestrial and/or aquatic ecosystems, and evaluate the effectiveness of courses of action intended to remedy or mitigate negative impacts.

B2. Investigate factors related to human activity that affect terrestrial and aquatic ecosystems, and explain how they affect the sustainability of these ecosystems.

B3. Demonstrate an understanding of the dynamic nature of ecosystems, particularly in terms of ecological balance and the impact of human activity on the sustainability of terrestrial and aquatic ecosystems.

C. Chemistry: Atoms, Elements, and Compounds

By the end of this course, students will:

C1. Assess social, environmental, and economic impacts of the use of common elements and compounds, with reference to their physical and chemical properties.

C2. Investigate, through inquiry, the physical and chemical properties of common elements and compounds.

C3. Demonstrate an understanding of the properties of common elements and compounds, and of the organization of elements in the periodic table.

D. Earth and Space Science: The Study of the Universe

By the end of this course, students will:
D1. Assess some of the costs, hazards, and benefits of space exploration and the contributions of Canadians to space research and technology.

D2. Investigate the characteristics and properties of a variety of celestial objects visible from Earth in the night sky.

D3. Demonstrate an understanding of the major scientific theories about the structure, formation, and evolution of the universe and its components and of the evidence that supports these theories.

E. Physics: The Characteristics of Electricity

By the end of this course, students will:

E1. Assess some of the costs and benefits associated with the production of electrical energy from renewable and non-renewable sources, and analyse how electrical efficiencies and savings can be achieved, through both the design of technological devices and practices in the home.

E2. Investigate, through inquiry, various aspects of electricity, including the properties of static and current electricity, and the quantitative relationships between potential difference, current, and resistance in electrical circuits.

E3. Demonstrate an understanding of the principles of static and current electricity.

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	Biology Students will learn about: Ecosystems which are dynamic and have the ability to respond to change, within limits, while maintaining their ecological balance. Human responsibility to regulate their impact on the sustainability of ecosystems in order to preserve them for future generations.	26 hours
Unit 2	Chemistry Students will learn about: Elements and compounds specific physical and chemical properties that determine their practical uses. The use of elements and compounds has both positive and negative effects on society and the environment.	30 hours
Unit 3	Earth and Space Science Students will learn about: Different types of celestial objects in the solar system and universe have distinct properties that can be investigated and quantified. Human use of observational evidence of the properties of the solar system and the universe to develop theories to explain their formation and evolution. Space exploration that has generated valuable knowledge but at enormous cost.	24 hours
Unit 4	Physics Students will earn about: Electricity, a form of energy produced from a variety of non-renewable and renewable sources. The production and consumption of electrical energy has social, economic, and environmental implications. Static and current electricity have distinct properties that determine how they are used.	27 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.	3 hours
	TOTAL	110 hours

COURSE OUTLINE

COURSE TITLE	*Biology*
COMMON COURSE CODE	*SBI3U*
GRADE	11
COURSE TYPE	*Academic*
CREDIT VALUE	*1.0*
PREREQUISITE	*Science, Grade 10, Academic*
CURRICULUM POLICY	*The Ontario Curriculum: Sciences (Revised 2008)*
OTHER DOCUMENT	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Science*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION

This course furthers students’ understanding of the processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biodiversity; evolution; genetic processes; the structure and function of animals; and the anatomy, growth, and function of plants. The course focuses on the theoretical aspects of the topics under study, and helps students refine skills related to scientific investigation.

OVERALL CURRICULUM EXPECTATIONS

A. Scientific Investigation Skills and Career Exploration

Throughout this course, students will:

A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

A2. identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.

B. Diversity of Living Things

By the end of this course, students will:

B1. analyse the effects of various human activities on the diversity of living things;

B2. investigate, through laboratory and/or field activities or through simulations, the principles of scientific classification, using appropriate sampling and classification techniques;

B3. demonstrate an understanding of the diversity of living organisms in terms of the principles of taxonomy and phylogeny.

C. Evolution

By the end of this course, students will:
C1. analyse the economic and environmental advantages and disadvantages of an artificial selection technology, and evaluate the impact of environmental changes on natural selection and endangered species;

C2. investigate evolutionary processes, and analyse scientific evidence that supports the theory of evolution;

C3. demonstrate an understanding of the theory of evolution, the evidence that supports it, and some of the mechanisms by which it occurs.

D. Genetic Processes

By the end of this course, students will:

D1. evaluate the importance of some recent contributions to our knowledge of genetic processes, and analyse social and ethical implications of genetic and genomic research;

D2. investigate genetic processes, including those that occur during meiosis, and analyse data to solve basic genetics problems involving monohybrid and dihybrid crosses;

D3. demonstrate an understanding of concepts, processes, and technologies related to the transmission of hereditary characteristics.

E. Animals: Structure and Function

By the end of this course, students will:

E1. analyse the relationships between changing societal needs, technological advances, and our understanding of internal systems of humans;

E2. investigate, through laboratory inquiry or computer simulation, the functional responses of the respiratory and circulatory systems of animals, and the relationships between their respiratory, circulatory, and digestive systems;

E3. demonstrate an understanding of animal anatomy and physiology, and describe disorders of the respiratory, circulatory, and digestive systems.

F. Plants: Anatomy, Growth, and Function

By the end of this course, students will:

F1. evaluate the importance of sustainable use of plants to Canadian society and other cultures;

F2. investigate the structures and functions of plant tissues, and factors affecting plant growth;

F3. demonstrate an understanding of the diversity of vascular plants, including their structures, internal transport systems, and their role in maintaining biodiversity.

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	Diversity of Living Things Throughout this unit, students will: All living things can be classified according to their anatomical and physiological characteristics. Human activities affect the diversity of living things in ecosystems.	17 hours
Unit 2	Evolution Throughout this unit, students will: Evolution is the process of biological change over time based on the relationships between species and their environments. The theory of evolution is a scientific explanation based on a large accumulation of evidence. Technology that enables humans to manipulate the development of species has economic and environmental implications.	25 hours
Unit# 3	Genetic Processes Throughout this unit, students will: Genetic and genomic research can have social and environmental implications. Variability and diversity of living organisms result from the distribution of genetic materials during the process of meiosis.	24 hours
Unit 4	Animals: Structure and Function Throughout this unit, students will: Groups of organs with specific structures and functions work together as systems, which interact with other systems in the body. The development and uses of technology to maintain human health are based, in part, on the changing needs of society.	25 hours
Unit 5	Plants: Anatomy, Growth, and Function Throughout this unit, students will: Plants have specialized structures with distinct functions that enable them to respond and adapt to their environment. Plant variety is critical to the survival and sustainability of ecosystems.	16 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.	3 hours
	TOTAL	110 hours

COURSE OUTLINE

COURSE TITLE	*Chemistry*
COMMON COURSE CODE	*SCH3U*
GRADE	11
COURSE TYPE	*Academic*
CREDIT VALUE	*1.0*
PREREQUISITE	*Science, Grade 10, Academic*
CURRICULUM POLICY	*The Ontario Curriculum: Sciences (Revised 2008)*
OTHER DOCUMENT	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Sciences*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION

This course enables students to deepen their understanding of chemistry through the study of the properties of chemicals and chemical bonds; chemical reactions and quantitative relationships in those reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases. Students will further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as well as the impact of some common chemical reactions on society and the environment.

OVERALL CURRICULUM EXPECTATIONS

A. Scientific Investigation Skills and Career Exploration

Throughout this course, students will:

A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

A2. identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.

B. Matter, Chemical Trends, and Chemical Bonding

By the end of this course, students will:
B1. analyse the properties of commonly used chemical substances and their effects on human health and the environment, and propose ways to lessen their impact;

B2. investigate physical and chemical properties of elements and compounds, and use various methods to visually represent them;

B3. demonstrate an understanding of periodic trends in the periodic table and how elements combine to form chemical bonds.

C. Chemical Reactions

By the end of this course, students will:

C1. analyse chemical reactions used in a variety of applications, and assess their impact on society and the environment;

C2. investigate different types of chemical reactions;

C3. demonstrate an understanding of the different types of chemical reactions.

D. Quantities in Chemical Reactions

By the end of this course, students will:

D1. analyse processes in the home, the workplace, and the environmental sector that use chemical quantities and calculations, and assess the importance of quantitative accuracy in industrial chemical processes;

D2. investigate quantitative relationships in chemical reactions, and solve related problems;

D3. demonstrate an understanding of the mole concept and its significance to the quantitative analysis of chemical reactions.

E. Solutions and Solubility

By the end of this course, students will:

E1. analyse the origins and effects of water pollution, and a variety of economic, social, and environmental issues related to drinking water;

E2. investigate qualitative and quantitative properties of solutions, and solve related problems;

E3. demonstrate an understanding of qualitative and quantitative properties of solutions.

F. Gases and Atmospheric Chemistry

By the end of this course, students will:

F1. analyse the cumulative effects of human activities and technologies on air quality, and describe some Canadian initiatives to reduce air pollution, including ways to reduce their own carbon footprint;

F2. investigate gas laws that explain the behaviour of gases, and solve related problems;

F3. demonstrate an understanding of the laws that explain the behaviour of gases.

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	Matter, Chemical Trends, and Chemical Bonding By the end of this course, students will: Every element has predictable chemical and physical properties determined by its structure. The type of chemical bond in a compound determines the physical and chemical properties of that compound. It is important to use chemicals properly to minimize the risks to human health and the environment.	16 hours
Unit 2	Chemical Reactions By the end of this course, students will: Chemicals react in predictable ways. Chemical reactions and their applications have significant implications for society and the environment.	25 hours
Unit 3	Quantities in Chemical Reactions By the end of this course, students will: Relationships in chemical reactions can be described quantitatively. The efficiency of chemical reactions can be determined and optimized by applying an understanding of quantitative relationships in such reactions.	28 hours
Unit 4	Solutions and Solubility By the end of this course, students will: Properties of solutions can be described qualitatively and quantitatively, and can be predicted. Living things depend for their survival on the unique physical and chemical properties of water. People have a responsibility to protect the integrity of Earth’s water resources.	22 hours
Unit 5	Gases and Atmospheric Chemistry By the end of this course, students will: Properties of gases can be described qualitatively and quantitatively, and can be predicted. Air quality can be affected by human activities and technology. People have a responsibility to protect the integrity of Earth’s atmosphere.	16 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.	3 hours
	TOTAL	110 hours

COURSE OUTLINE

COURSE TITLE	*Functions*
COMMON COURSE CODE	*MCR3U*
GRADE	11
COURSE TYPE	*Academic*
CREDIT VALUE	*1.0*
PREREQUISITE	*Principles of Mathematics, Grade 10, Academic*
CURRICULUM POLICY	*The Ontario Curriculum: Mathematics (Revised 2007)*
DOCUMENT	*Growing Success (First Edition, 2010)*
COURSE DEVELOPER	*M. Arshad and Henna Bhatti*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION

This course introduces the mathematical concept of the function by extending students’ experiences with linear and quadratic relations. Students will investigate properties of discrete and continuous functions, including trigonometric and exponential functions; represent functions numerically, algebraically, and graphically; solve problems involving applications of functions; investigate inverse functions; and develop facility in determining equivalent algebraic expressions. Students will reason mathematically and communicate their thinking as they solve multi-step problems.

OVERALL CURRICULUM EXPECTATIONS

Throughout this course, students will:

Problem Solving

develop, select, apply, compare, and adapt a variety of problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding;

Reasoning and Proving

develop and apply reasoning skills (e.g., use of inductive reasoning, deductive reasoning, and counter-examples; construction of proofs) to make mathematical conjectures, assess conjectures, and justify conclusions, and plan and construct organized mathematical arguments;

Reflecting

demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem (e.g., by assessing the effectiveness of strategies and processes used, by proposing alternative approaches, by judging the reasonableness of results, by verifying solutions);

Selecting Tools and Computational Strategies

select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems;

Connecting

make connections among mathematical concepts and procedures, and relate mathematical ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas, daily life, current events, art and culture, sports);

Representing

create a variety of representations of mathematical ideas (e.g., numeric, geometric, algebraic, graphical, pictorial representations; onscreen dynamic representations), connect and compare them, and select and apply the appropriate representations to solve problems;

Communicating

communicate mathematical thinking orally, visually, and in writing, using precise mathematical vocabulary and a variety of appropriate representations, and observing mathematical conventions.

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	CHARACTERISTICS OF FUNCTIONS By the end of this course, students will: demonstrate an understanding of functions, their representations, and their inverses, and make connections between the algebraic and graphical representations of functions using transformations; determine the zeros and the maximum or minimum of a quadratic function, and solve problems involving quadratic functions, including problems arising from real-world applications; demonstrate an understanding of equivalence as it relates to simplifying polynomial, radical, and rational expressions.	20 hours
Unit 2	EXPONENTIAL FUNCTIONS By the end of this course, students will: evaluate powers with rational exponents, simplify expressions containing exponents, and describe properties of exponential functions represented in a variety of ways; make connections between the numeric, graphical, and algebraic representations of exponential functions; identify and represent exponential functions, and solve problems involving exponential functions, including problems arising from real-world applications.	25 hours
Unit 3	DISCRETE FUNCTIONS By the end of this course, students will: demonstrate an understanding of recursive sequences, represent recursive sequences in a variety of ways, and make connections to Pascal’s triangle; demonstrate an understanding of the relationships involved in arithmetic and geometric sequences and series, and solve related problems; make connections between sequences, series, and financial applications, and solve problems involving compound interest and ordinary annuities.	27 hours
Unit 4	TRIGONOMETRIC FUNCTIONS By the end of this course, students will: determine the values of the trigonometric ratios for angles less than 360º; prove simple trigonometric identities; and solve problems using the primary trigonometric ratios, the sine law, and the cosine law; demonstrate an understanding of periodic relationships and sinusoidal functions, and make connections between the numeric, graphical, and algebraic representations of sinusoidal functions; identify and represent sinusoidal functions, and solve problems involving sinusoidal functions, including problems arising from real-world applications.	35 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.	3 hours
	TOTAL	110 hours

COURSE OUTLINE

COURSE TITLE	*Physics*
COMMON COURSE CODE	*SPH3U*
GRADE	11
COURSE TYPE	*Academic*
CREDIT VALUE	*1.0*
PREREQUISITE	*Science, Grade 10, Academic*
CURRICULUM POLICY	*The Ontario Curriculum: Science (Revised 2008)*
OTHER DOCUMENT	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Science*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION

This course develops students’ understanding of the basic concepts of physics. Students will explore kinematics, with an emphasis on linear motion; different kinds of forces; energy transformations; the properties of mechanical waves and sound; and electricity and magnetism. They will enhance their scientific investigation skills as they test laws of physics. In addition, they will analyse the interrelationships between physics and technology, and consider the impact of technological applications of physics on society and the environment.

OVERALL CURRICULUM EXPECTATIONS

A. Scientific Investigation Skills and Career Exploration

Throughout this course, students will:

A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

A2. identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.

B. Kinematics

By the end of this course, students will:

B1. analyse technologies that apply concepts related to kinematics, and assess the technologies’ social and environmental impact;

B2. investigate, in qualitative and quantitative terms, uniform and non-uniform linear motion, and solve related problems;

B3. demonstrate an understanding of uniform and non-uniform linear motion, in one and two dimensions.

C. Forces

By the end of this course, students will:

C1. analyse and propose improvements to technologies that apply concepts related to dynamics and Newton’s laws, and assess the technologies’ social and environmental impact;

C2. investigate, in qualitative and quantitative terms, net force, acceleration, and mass, and solve related problems;

C3. demonstrate an understanding of the relationship between changes in velocity and unbalanced forces in one dimension

D. Energy and Society

By the end of this course, students will:

D1. analyse technologies that apply principles of and concepts related to energy transformations, and assess the technologies’ social and environmental impact;

D2. investigate energy transformations and the law of conservation of energy, and solve related problems;

D3. Demonstrate an understanding of work, efficiency, power, gravitational potential energy, kinetic energy, nuclear energy, and thermal energy and its transfer (heat)

E. Waves and Sound

By the end of this course, students will:

E1. analyse how mechanical waves and sound affect technology, structures, society, and the environment, and assess ways of reducing their negative effects;

E2. investigate, in qualitative and quantitative terms, the properties of mechanical waves and sound, and solve related problems;

E3. demonstrate an understanding of the properties of mechanical waves and sound and of the principles underlying their production, transmission, interaction, and reception.

F. Electricity and Magnetism

By the end of this course, students will:

F1. analyse the social, economic, and environmental impact of electrical energy production and technologies related to electromagnetism, and propose ways to improve the sustainability of electrical energy production;

F2. investigate, in qualitative and quantitative terms, magnetic fields and electric circuits, and solve related problems;

F3. demonstrate an understanding of the properties of magnetic fields, the principles of current and electron flow, and the operation of selected technologies that use these properties and principles to produce and transmit electrical energy

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	Kinematics Throughout this unit, students will: Motion involves a change in the position of an object over time. Motion can be described using mathematical relationships. Many technologies that apply concepts related to kinematics have societal and environmental implications.	16 hours
Unit 2	Forces Throughout this unit, students will: Forces can change the motion of an object. Applications of Newton’s laws of motion have led to technological developments that affect society and the environment.	25 hours
Unit 3	Energy and Society Throughout this unit, students will: Energy can be transformed from one type to another. Energy transformation systems often involve thermal energy losses and are never 100% efficient. Although technological applications that involve energy transformations can affect society and the environment in positive ways, they can also have negative effects, and therefore must be used responsibly.	28 hours
Unit 4	Waves and Sound Throughout this unit, students will: Mechanical waves have specific characteristics and predictable properties. Sound is a mechanical wave. Mechanical waves can affect structures, society, and the environment in positive and negative ways.	22 hours
Unit 5	Electricity and Magnetism Throughout this unit, students will: Relationships between electricity and magnetism are predictable. Electricity and magnetism have many technological applications. Technological applications that involve electromagnetism and energy transformations can affect society and the environment in positive and negative ways.	16 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.	3 hours
	TOTAL	110 hours

COURSE OUTLINE

COURSE TITLE	*Biology*
COMMON COURSE CODE	*SBI4U*
GRADE	12
COURSE TYPE	*Academic*
CREDIT VALUE	*1.0*
PREREQUISITE	*Biology, Grade 11, University Preparation*
CURRICULUM POLICY	*The Ontario Curriculum: Science (Revised 2008)*
OTHER DOCUMENT	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Science*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION

This course provides students with the opportunity for in-depth study of the concepts and processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biochemistry, metabolic processes, molecular genetics, homeostasis, and population dynamics. Emphasis will be placed on the achievement of detailed knowledge and the refinement of skills needed for further study in various branches of the life sciences and related fields.

OVERALL CURRICULUM EXPECTATIONS

A. Scientific Investigation Skills and Career Exploration

Throughout this course, students will:

A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

A2. identify and describe careers related to the fields of science under study, and describe contributions of scientists, including Canadians, to those fields.

B. Biochemistry

By the end of this course, students will:

B1. analyse technological applications of enzymes in some industrial processes, and evaluate technological advances in the field of cellular biology;

B2. investigate the chemical structures, functions, and chemical properties of biological molecules involved in some common cellular processes and biochemical reactions;

B3. demonstrate an understanding of the structures and functions of biological molecules, and the biochemical reactions required to maintain normal cellular function.

C. Metabolic Processes

By the end of this course, students will:

C1. analyse the role of metabolic processes in the functioning of biotic and abiotic systems, and evaluate the importance of an understanding of these processes and related technologies to personal choices made in everyday life;

C2. investigate the products of metabolic processes such as cellular respiration and photosynthesis;

C3. demonstrate an understanding of the chemical changes and energy conversions that occur in metabolic processes.

D. Molecular Genetics

By the end of this course, students will:

D1. analyse some of the social, ethical, and legal issues associated with genetic research and biotechnology;

D2. investigate, through laboratory activities, the structures of cell components and their roles in processes that occur within the cell;

D3. demonstrate an understanding of concepts related to molecular genetics, and how genetic modification is applied in industry and agriculture.

E. Homeostasis

By the end of this course, students will:

E1. evaluate the impact on the human body of selected chemical substances and of environmental factors related to human activity;

E2. investigate the feedback mechanisms that maintain homeostasis in living organisms;

E3. demonstrate an understanding of the anatomy and physiology of human body systems, and explain the mechanisms that enable the body to maintain homeostasis.

F. Population Dynamics

By the end of this course, students will:

F1. analyse the relationships between population growth, personal consumption, technological development, and our ecological footprint, and assess the effectiveness of some Canadian initiatives intended to assist expanding populations;

F2. investigate the characteristics of population growth, and use models to calculate the growth of populations within an ecosystem;

F3. demonstrate an understanding of concepts related to population growth, and explain the factors that affect the growth of various populations of species.

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	Biochemistry Technological applications that affect biological processes and cellular functions are used in the food, pharmaceutical, and medical industries. Biological molecules and their chemical properties affect cellular processes and biochemical reactions. Biochemical compounds play important structural and functional roles in cells of all living organisms.	16 hours
Unit 2	Metabolic Processes All metabolic processes involve chemical changes and energy conversions. An understanding of metabolic processes enables people to make informed choices with respect to a range of personal, societal, and environmental issues.	25 hours
Unit 3	Molecular Genetics DNA contains all the genetic information for any living organism. Proteins control a wide variety of cellular processes. Genetic research and biotechnology have social, legal, and ethical implications.	28 hours
Unit 4	Homeostasis Organisms have strict limits on the internal conditions that they can tolerate. Systems that maintain homeostasis rely on feedback mechanisms. Environmental factors can affect homeostasis.	22 hours
Unit 5	Population Dynamics Population growth follows predictable patterns. The increased consumption of resources and production of waste associated with population growth result in specific stresses that affect Earth’s sustainability. Technological developments can contribute to or help offset the ecological footprint associated with population growth and the consumption of natural resources. 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.	16 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.	3 hours
	TOTAL	110hours

COURSE OUTLINE

COURSE TITLE	*Calculus and Vectors*
COMMON COURSE CODE	*MCV4U*
GRADE	12
COURSE TYPE	*Academic*
CREDIT VALUE	*1.0*
PREREQUISITE	*The new Advanced Functions course (MHF4U) must be taken prior to or concurrently with Calculus and Vectors (MCV4U).*
CURRICULUM POLICY	*The Ontario Curriculum: Mathematics (Revised 2007)*
OTHER DOCUMENT	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Mathematics*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION

This course builds on students’ previous experience with functions and their developing understanding of rates of change. Students will solve problems involving geometric and algebraic representations of vectors and representations of lines and planes in 3D space; broaden their understanding of rates of change to include the derivatives of polynomial, sinusoidal, exponential, rational, and radical functions; and apply these concepts and skills to the modelling of real-world relationships. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended for students who choose to pursue careers in fields such as science, engineering, economics, and some areas of business, including those students who will be required to take a university-level calculus, linear algebra, or physics course.

OVERALL CURRICULUM EXPECTATIONS

Throughout this course, students will:

Problem Solving

develop, select, apply, compare, and adapt a variety of problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding;

Reasoning and Proving

develop and apply reasoning skills (e.g., use of inductive reasoning, deductive reasoning, and counter-examples; construction of proofs) to make mathematical conjectures, assess conjectures, and justify conclusions, and plan and construct organized mathematical arguments;

Reflecting

demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem (e.g., by assessing the effectiveness of strategies and processes used, by proposing alternative approaches, by judging the reasonableness of results, by verifying solutions);

Selecting Tools and Computational Strategies

select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems;

Connecting

make connections among mathematical concepts and procedures, and relate mathematical ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas, daily life, current events, art and culture, sports);

Representing

create a variety of representations of mathematical ideas (e.g., numeric, geometric, algebraic, graphical, pictorial representations; onscreen dynamic representations), connect and compare them, and select and apply the appropriate representations to solve problems;

Communicating

communicate mathematical thinking orally, visually, and in writing, using precise mathematical vocabulary and a variety of appropriate representations, and observing mathematical conventions.

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	RATE OF CHANGE By the end of this course, students will: demonstrate an understanding of rate of change by making connections between average rate of change over an interval and instantaneous rate of change at a point, using the slopes of secants and tangents and the concept of the limit; graph the derivatives of polynomial, sinusoidal, and exponential functions, and make connections between the numeric, graphical, and algebraic representations of a function and its derivative; verify graphically and algebraically the rules for determining derivatives; apply these rules to determine the derivatives of polynomial, sinusoidal, exponential, rational, and radical functions, and simple combinations of functions; and solve related problems.	36 hours
Unit 2	DERIVATIVES AND THEIR APPLICATIONS By the end of this course, students will: make connections, graphically and algebraically, between the key features of a function and its first and second derivatives, and use the connections in curve sketching; solve problems, including optimization problems, that require the use of the concepts and procedures associated with the derivative, including problems arising from real-world applications and involving the development of mathematical models.	30 hours
Unit 3	GEOMETRY AND ALGEBRA OF VECTORS By the end of this course, students will: demonstrate an understanding of vectors in two-space and three-space by representing them algebraically and geometrically and by recognizing their applications; perform operations on vectors in two-space and three-space, and use the properties of these operations to solve problems, including those arising from real-world applications; distinguish between the geometric representations of a single linear equation or a system of two linear equations in two-space and three-space, and determine different geometric configurations of lines and planes in three-space; represent lines and planes using scalar, vector, and parametric equations, and solve problems involving distances and intersections.	41 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.	3 hours
	TOTAL	110 hours

COURSE OUTLINE

COURSE TITLE	*Introduction to Anthropology, Psychology and Sociology, Grade 11*
COMMON COURSE CODE	*HSP3U1*
GRADE	11
COURSE TYPE	*Academic*
CREDIT VALUE	*1.0*
PREREQUISITE	*Grade 10 academic course in English, or the Grade 10 academic history course (Canadian and world studies)*
CURRICULUM POLICY	*The Ontario Curriculum Grades 9 to 12: Social Sciences and Humanities (Revised 2013)*
OTHER DOCUMENTS	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Social Science and Humanities*
DEVELOPMENT DATE	*September 2021*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION

This course provides students with opportunities to think critically about theories, questions, and issues related to anthropology, psychology, and sociology. Students will develop an understanding of the approaches and research methods used by social scientists. They will be given opportunities to explore theories from a variety of perspectives, to conduct social science research, and to become familiar with current thinking on a range of issues within the three disciplines.

OVERALL CURRICULUM EXPECTATIONS

A. Introduction to Social Sciences

Throughout this course, students will:

A1. Exploring: explore topics related to anthropology, psychology, and sociology, and formulate questions appropriate to each discipline to guide their research;

A2. Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods;

A3. Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry;

A4. Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills.

B. Anthropology

By the end of this course, students will:

B1. Theories, Perspectives, and Methodologies: demonstrate an understanding of major theories, perspectives, and research methods in anthropology;

B2. Explaining Human Behaviour and Culture: use an anthropological perspective to explain how diverse factors influence and shape human behaviour and culture;

B3. Socialization: use a cultural anthropology perspective to explain patterns of human socialization.

C. Psychology

By the end of this course, students will:

C1. Theories, Perspectives, and Methodologies: demonstrate an understanding of major theories, perspectives, and research methods in psychology;

C2. Explaining Human Mental Processes and Behaviour: use a psychological perspective to explain how diverse factors influence and shape human mental processes and behaviour;

C3. Socialization: use a psychological perspective to analyse patterns of socialization

D. Sociology

By the end of this course, students will:

D1. Theories, Perspectives, and Methodologies: demonstrate an understanding of major theories, perspectives, and research methods in sociology;

D2. Explaining Social Behaviour: use a sociological perspective to explain how diverse factors influence and shape individual and group social behaviour;

D3. Socialization: use a sociological perspective to explain patterns of socialization.

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	Introduction to Social Sciences This unit will introduce and explain the significance of the major social science disciplines that form the core of the curriculum course; sociology, anthropology, and psychology.	17 hours
Unit 2	Anthropology In this unit students will examine major theories, perspectives, and research methods in Anthropology. Anthropological perspectives and theories are used to explain factors that influence and shape human behaviour and culture, and patterns of socialization are explained through Cultural Anthropology. Finally, students explore explore the many different social science research methods that are used by Anthropologists.	30 hours
Unit 3	Psychology In this unit students will examine major theories, perspectives, and research methods in Psychology. Psychological perspectives and theories are used to explain factors that influence and shape human behaviour and culture, and patterns of socialization are explained through Psychological perspectives. Finally, students explore explore the many different social science research methods that are used by Psychologists.	30 hours
Unit 4	Sociology In this unit students will examine major theories, perspectives, and research methods in Sociology. Sociological perspectives and theories are used to explain factors that influence and shape human behaviour and culture, and patterns of socialization are explained through Sociological perspectives. Finally, students explore explore the many different social science research methods that are used by Sociologists	30 hours
	Final Assessment: 3 hours final culminating activity, worth 10% of the final grade, meant as a summative evaluation of all strands.	3 hours
	TOTAL	110 hours

COURSE OUTLINE

COURSE TITLE	*Advanced Functions*
COMMON COURSE CODE	*MHF4U*
GRADE	12
COURSE TYPE	*Academic*
CREDIT VALUE	*1.0*
PREREQUISITE	*Functions, Grade 11, University Preparation, or Mathematics for College Technology, Grade 12, College Preparation*
CURRICULUM POLICY	*The Ontario Curriculum: Mathematics (Revised 2007)*
DOCUMENT	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Mathematics*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION

This course extends students’ experience with functions. Students will investigate the properties of polynomial, rational, logarithmic, and trigonometric functions; develop techniques for combining functions; broaden their understanding of rates of change; and develop facility in applying these concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended both for students taking the Calculus and Vectors course as a prerequisite for a university program and for those wishing to consolidate their understanding of mathematics before proceeding to any one of a variety of university programs.

OVERALL CURRICULUM EXPECTATIONS

Throughout this course, students will:

Problem Solving

develop, select, apply, compare, and adapt a variety of problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding;

Reasoning and Proving

develop and apply reasoning skills (e.g., use of inductive reasoning, deductive reasoning, and counter-examples; construction of proofs) to make mathematical conjectures, assess conjectures, and justify conclusions, and plan and construct organized mathematical arguments;

Reflecting

demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem (e.g., by assessing the effectiveness of strategies and processes used, by proposing alternative approaches, by judging the reasonableness of results, by verifying solutions);

Selecting Tools and Computational Strategies

select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems;

Connecting

make connections among mathematical concepts and procedures, and relate mathematical ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas, daily life, current events, art and culture, sports);

Representing

create a variety of representations of mathematical ideas (e.g., numeric, geometric, algebraic, graphical, pictorial representations; onscreen dynamic representations), connect and compare them, and select and apply the appropriate representations to solve problems;

Communicating

communicate mathematical thinking orally, visually, and in writing, using precise mathematical vocabulary and a variety of appropriate representations, and observing mathematical conventions.

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	EXPONENTIAL AND LOGARITHMIC FUNCTIONS By the end of this course, students will: demonstrate an understanding of the relationship between exponential expressions and logarithmic expressions, evaluate logarithms, and apply the laws of logarithms to simplify numerical expressions; identify and describe some key features of the graphs of logarithmic functions, make connections among the numeric, graphical, and algebraic representations of logarithmic functions, and solve related problems graphically; solve exponential and simple logarithmic equations in one variable algebraically, including those in problems arising from real-world applications.	26 hours
Unit 2	TRIGONOMETRIC FUNCTIONS By the end of this course, students will: demonstrate an understanding of the meaning and application of radian measure; make connections between trigonometric ratios and the graphical and algebraic representations of the corresponding trigonometric functions and between trigonometric functions and their reciprocals, and use these connections to solve problems; solve problems involving trigonometric equations and prove trigonometric identities.	26 hours
Unit 3	POLYNOMIAL AND RATIONAL FUNCTIONS By the end of this course, students will: identify and describe some key features of polynomial functions, and make connections between the numeric, graphical, and algebraic representations of polynomial functions; identify and describe some key features of the graphs of rational functions, and represent rational functions graphically; solve problems involving polynomial and simple rational equations graphically and algebraically; demonstrate an understanding of solving polynomial and simple rational inequalities.	32 hours
Unit 4	CHARACTERISTICS OF FUNCTIONS CHARACTERISTICS OF FUNCTIONS By the end of this course, students will: demonstrate an understanding of average and instantaneous rate of change, and determine, numerically and graphically, and interpret the average rate of change of a function over a given interval and the instantaneous rate of change of a function at a given point; determine functions that result from the addition, subtraction, multiplication, and division of two functions and from the composition of two functions, describe some properties of the resulting functions, and solve related problems; compare the characteristics of functions, and solve problems by modelling and reasoning with functions, including problems with solutions that are not accessible by standard algebraic techniques.	23 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.	3 hours
	TOTAL	110 hours

COURSE OUTLINE

COURSE TITLE	*Chemistry*
COMMON COURSE CODE	*SCH4U*
GRADE	12
COURSE TYPE	*Academic*
CREDIT VALUE	*1.0*
PREREQUISITE	*Chemistry, Grade 11, University Preparation*
CURRICULUM POLICY	*The Ontario Curriculum: Sciences (Revised 2008)*
OTHER DOCUMENT	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Sciences*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION

This course enables students to deepen their understanding of chemistry through the study of organic chemistry, the structure and properties of matter, energy changes and rates of reaction, equilibrium in chemical systems, and electrochemistry. Students will further develop their problem-solving and investigation skills as they investigate chemical processes, and will refine their ability to communicate scientific information. Emphasis will be placed on the importance of chemistry in everyday life and on evaluating the impact of chemical technology on the environment.

OVERALL CURRICULUM EXPECTATIONS

A. Scientific Investigation Skills and Career Exploration

Throughout this course, students will:

A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

A2. identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.

B. Organic Chemistry

By the end of this course, students will:

B1. assess the social and environmental impact of organic compounds used in everyday life, and propose a course of action to reduce the use of compounds that are harmful to human health and the environment;

B2. investigate organic compounds and organic chemical reactions, and use various methods to represent the compounds;

B3. demonstrate an understanding of the structure, properties, and chemical behaviour of compounds within each class of organic compounds.

C. Structure and Properties of Matter

By the end of this course, students will:

C1. assess the benefits to society and evaluate the environmental impact of products and technologies that apply principles related to the structure and properties of matter;

C2. investigate the molecular shapes and physical properties of various types of matter;

C3. demonstrate an understanding of atomic structure and chemical bonding, and how they relate to the physical properties of ionic, molecular, covalent network, and metallic substances.

D. Energy Changes and Rates of Reaction

By the end of this course, students will:

D1. analyse technologies and chemical processes that are based on energy changes, and evaluate them in terms of their efficiency and their effects on the environment;

D2. investigate and analyse energy changes and rates of reaction in physical and chemical processes, and solve related problems;

D3. demonstrate an understanding of energy changes and rates of reaction.

E. Chemical Systems and Equilibrium

By the end of this course, students will:

E1. analyse chemical equilibrium processes, and assess their impact on biological, biochemical, and technological systems;

E2. investigate the qualitative and quantitative nature of chemical systems at equilibrium, and solve related problems;

E3. demonstrate an understanding of the concept of dynamic equilibrium and the variables that cause shifts in the equilibrium of chemical systems.

F. Electrochemistry

By the end of this course, students will:

F1. analyse technologies and processes relating to electrochemistry, and their implications for society, health and safety, and the environment;

F2. investigate oxidation-reduction reactions using a galvanic cell, and analyse electrochemical reactions in qualitative and quantitative terms;

F3. demonstrate an understanding of the principles of oxidation-reduction reactions and the many practical applications of electrochemistry.

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	Organic Chemistry Organic compounds have predictable chemical and physical properties determined by their respective structures. Organic chemical reactions and their applications have significant implications for society, human health, and the environment.	16 hours
Unit 2	Structure and Properties of Matter The nature of the attractive forces that exist between particles in a substance determines the properties and limits the uses of that substance. Technological devices that are based on the principles of atomic and molecular structures can have societal benefits and costs.	25 hours
Unit 3	Energy Changes and Rates of Reaction Energy changes and rates of chemical reactions can be described quantitatively. Efficiency of chemical reactions can be improved by applying optimal conditions. Technologies that transform energy can have societal and environmental costs and benefits.	25 hours
Unit 4	Chemical Systems and Equilibrium Chemical systems are dynamic and respond to changing conditions in predictable ways. Applications of chemical systems at equilibrium have significant implications for nature and industry.	25 hours
Unit 5	Electrochemistry Oxidation and reduction are paired chemical reactions in which electrons are transferred from one substance to another in a predictable way. The control and applications of oxidation and reduction reactions have significant implications for industry, health and safety, and the environment.	16 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.	3 hours
	TOTAL	110 hours

COURSE OUTLINE

COURSE TITLE	*Data Management*
COMMON COURSE CODE	*MDM4U*
GRADE	12
COURSE TYPE	*Academic*
CREDIT VALUE	*1.0*
PREREQUISITE	*Functions, Grade 11, University Preparation, or Functions and Applications, Grade 11, University/College Preparation*
CURRICULUM POLICY	*The Ontario Curriculum: Mathematics (Revised 2007)*
OTHER DOCUMENTS	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Mathematics*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION

This course broadens students’ understanding of mathematics as it relates to managing data. Students will apply methods for organizing and analysing large amounts of information; solve problems involving probability and statistics; and carry out a culminating investigation that integrates statistical concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. Students planning to enter university programs in business, the social sciences, and the humanities will find this course of particular interest.

OVERALL CURRICULUM EXPECTATIONS

Throughout this course, students will:

Problem Solving

develop, select, apply, compare, and adapt a variety of problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding;

Reasoning and Proving

develop and apply reasoning skills (e.g., use of inductive reasoning, deductive reasoning, and counter-examples; construction of proofs) to make mathematical conjectures, assess conjectures, and justify conclusions, and plan and construct organized mathematical arguments;

Reflecting

demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem (e.g., by assessing the effectiveness of strategies and processes used, by proposing alternative approaches, by judging the reasonableness of results, by verifying solutions);

Selecting Tools and Computational Strategies

select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems;

Connecting

make connections among mathematical concepts and procedures, and relate mathematical ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas, daily life, current events, art and culture, sports);

Representing

create a variety of representations of mathematical ideas (e.g., numeric, geometric, algebraic, graphical, pictorial representations; onscreen dynamic representations), connect and compare them, and select and apply the appropriate representations to solve problems;

Communicating

communicate mathematical thinking orally, visually, and in writing, using precise mathematical vocabulary and a variety of appropriate representations, and observing mathematical conventions.

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	COUNTING AND PROBABILITY solve problems involving the probability of an event or a combination of events for discrete sample spaces; solve problems involving the application of permutations and combinations to determine the probability of an event.	16 hours
Unit 2	PROBABILITY DISTRIBUTIONS demonstrate an understanding of discrete probability distributions, represent them numerically, graphically, and algebraically, determine expected values, and solve related problems from a variety of applications; demonstrate an understanding of continuous probability distributions, make connections to discrete probability distributions, determine standard deviations, describe key features of the normal distribution, and solve related problems from a variety of applications.	25 hours
Unit 3	ORGANIZATION OF DATA FOR ANALYSIS demonstrate an understanding of the role of data in statistical studies and the variability inherent in data, and distinguish different types of data; describe the characteristics of a good sample, some sampling techniques, and principles of primary data collection, and collect and organize data to solve a problem.	27 hours
Unit 4	STATISTICAL ANALYSIS analyse, interpret, and draw conclusions from one-variable data using numerical and graphical summaries; analyse, interpret, and draw conclusions from two-variable data using numerical, graphical, and algebraic summaries; demonstrate an understanding of the applications of data management used by the media and the advertising industry and in various occupations.	24 hours
Unit 5	CULMINATING DATA MANAGEMENT INVESTIGATION design and carry out a culminating investigation* that requires the integration and application of the knowledge and skills related to the expectations of this course; communicate the findings of a culminating investigation and provide constructive critiques of the investigations of others.	15 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.	3 hours
	TOTAL	110hours

COURSE OUTLINE

COURSE TITLE	*Grade 12 Foundations for College Mathematics*
COMMON COURSE CODE	*MAP4C*
GRADE	12
COURSE TYPE	*Applied*
CREDIT VALUE	*1.0*
PREREQUISITE	*Foundations for College Mathematics, Grade 11, College Preparation, or Functions and Applications, Grade 11, University/College Preparation*
CURRICULUM POLICY	*The Ontario Curriculum Grades 11 and 12: Mathematics (Revised 2007)*
OTHER DOCUMENTS	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Mathematics*
DEVELOPMENT DATE	*September 2021*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION

This course enables students to broaden their understanding of real-world applications of mathematics. Students will analyse data using statistical methods; solve problems involving applications of geometry and trigonometry; solve financial problems connected with annuities, budgets, and renting or owning accommodation; simplify expressions; and solve equations. Students will reason mathematically and communicate their thinking as they solve multi-step problems. This course prepares students for college programs in areas such as business, health sciences, and human services, and for certain skilled trades.

OVERALL CURRICULUM EXPECTATIONS

A. Trigonometry and Geometry

Throughout this course, students will:

A1. Solve problems involving measurement and geometry and arising from real-world applications;

A2. Explain the significance of optimal dimensions in real-world applications, and determine optimal dimensions of two-dimensional shapes and three-dimensional figures;

A3. Solve problems using primary trigonometric ratios of acute and obtuse angles, the sine law, and the cosine law, including problems arising from real-world applications, and describe applications of trigonometry in various occupations.

B. Data Management

By the end of this course, students will:

B1. Collect, analyse, and summarize two-variable data using a variety of tools and strategies, and interpret and draw conclusions from the data;

B2. Demonstrate an understanding of the applications of data management used by the media and the advertising industry and in various occupations.

C. Mathematical Models

By the end of this course, students will:

C1. Evaluate powers with rational exponents, simplify algebraic expressions involving exponents, and solve problems involving exponential equations graphically and using common bases;

C2. Describe trends based on the interpretation of graphs, compare graphs using initial conditions and rates of change, and solve problems by modelling relationships graphically and algebraically;

C3. Make connections between formulas and linear, quadratic, and exponential relations, solve problems using formulas arising from real-world applications, and describe applications of mathematical modelling in various occupations.

D. Financial Mathematics

By the end of this course, students will:

D1. Demonstrate an understanding of annuities, including mortgages, and solve related problems using technology;

D2. Gather, interpret, and compare information about owning or renting accommodation, and solve problems involving the associated costs;

D3. Design, justify, and adjust budgets for individuals and families described in case studies, and describe applications of the mathematics of personal finance.

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	Trigonometry and Geometry Solve problems involving real-world applications, using measurement and geometry. Solve problems involving trigonometry using primary trig ratios in acute and obtuse triangles using the sine law and the cosine law, including problems arising from real-world applications. Describe applications in various occupations.	25 hours
Unit 2	Data Management Solve problems involving two-variable data by collecting, organizing, analyzing, and evaluating data; interpret and draw conclusions from the data. Understand applications of data management used by the media and the advertising industry and other occupations.	25 hours
Unit 3	Mathematical Models Evaluate powers with rational exponents simplify algebraic expressions involving exponents and solve problems involving exponential equations graphically and using common bases. Describe trends based on the interpretation of graphs compare graphs using initial conditions and rates of change and solve problems by modelling relationships graphically and algebraically. Make connections between formulas and linear, quadratic, and exponential relations; solve problems, and describe applications of mathematical modelling in various occupations.	30 hours
Unit 4	Financial Mathematics Study annuities including mortgages; solve problems using technology. Gather and interpret information about owning vs renting accommodation, and solve problems involving the associated costs. Design justify and adjust budgets for individuals and families described in case studies, applying the mathematics of personal finance.	27 hours
	Final Assessment- 3 hours final culminating activity, worth 20% of the final grade, meant as a summative evaluation of all strands.	3 hours
	TOTAL	110 hours

COURSE OUTLINE

COURSE TITLE	*Physics*
COMMON COURSE CODE	*SPH4U*
GRADE	12
COURSE TYPE	*Academic*
CREDIT VALUE	*1.0*
PREREQUISITE	*Physics, Grade 11, University Preparation*
CURRICULUM POLICY	*The Ontario Curriculum: Sciences (Revised 2008)*
OTHER DOCUMENTS	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Sciences*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION

This course enables students to deepen their understanding of physics concepts and theories. Students will continue their exploration of energy transformations and the forces that affect motion, and will investigate electrical, gravitational, and magnetic fields and electromagnetic radiation. Students will also explore the wave nature of light, quantum mechanics, and special relativity. They will further develop their scientific investigation skills, learning, for example, how to analyse, qualitatively and quantitatively, data related to a variety of physics concepts and principles. Students will also consider the impact of technological applications of physics on society and the environment.

OVERALL CURRICULUM EXPECTATIONS

A. Scientific Investigation Skills and Career Exploration

Throughout this course, students will:

A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

A2. identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.

B. Dynamics

By the end of this course, students will:

B1. analyse technological devices that apply the principles of the dynamics of motion, and assess the technologies’ social and environmental impact;

B2. investigate, in qualitative and quantitative terms, forces involved in uniform circular motion and motion in a plane, and solve related problems;

B3. demonstrate an understanding of the forces involved in uniform circular motion and motion in a plane.

C. Energy and Momentum

By the end of this course, students will:

C1. analyse, and propose ways to improve, technologies or procedures that apply principles related to energy and momentum, and assess the social and environmental impact of these technologies or procedures;

C2. investigate, in qualitative and quantitative terms, through laboratory inquiry or computer simulation, the relationship between the laws of conservation of energy and conservation of momentum, and solve related problems;

C3. demonstrate an understanding of work, energy, momentum, and the laws of conservation of energy and conservation of momentum, in one and two dimensions.

D. Gravitational, Electric, and Magnetic Fields

By the end of this course, students will:

D1. analyse the operation of technologies that use gravitational, electric, or magnetic fields, and assess the technologies’ social and environmental impact;

D2. investigate, in qualitative and quantitative terms, gravitational, electric, and magnetic fields, and solve related problems;

D3. demonstrate an understanding of the concepts, properties, principles, and laws related to gravitational, electric, and magnetic fields and their interactions with matter.

E. The Wave Nature of Light

By the end of this course, students will:

E1. analyse technologies that use the wave nature of light, and assess their impact on society and the environment;

E2. investigate, in qualitative and quantitative terms, the properties of waves and light, and solve related problems;

E3. demonstrate an understanding of the properties of waves and light in relation to diffraction, refraction, interference, and polarization.

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	Dynamics Forces affect motion in predictable and quantifiable ways. Forces acting on an object will determine the motion of that object. Many technologies that utilize the principles of dynamics have societal and environmental implications.	16 hours
Unit 2	Energy and Momentum Energy and momentum are conserved in all interactions. Interactions involving the laws of conservation of energy and conservation of momentum can be analysed mathematically. Technological applications that involve energy and momentum can affect society and the environment in positive and negative ways.	25 hours
Unit 3	Gravitational, Electric, and Magnetic Fields Gravitational, electric, and magnetic forces act on matter from a distance. Gravitational, electric, and magnetic fields share many similar properties. The behaviour of matter in gravitational, electric, and magnetic fields can be described mathematically. Technological systems that involve gravitational, electric, and magnetic fields can have an effect on society and the environment.	24 hours
Unit 4	The Wave Nature of Light Light has properties that are similar to the properties of mechanical waves. The behaviour of light as a wave can be described mathematically. Technologies that use the principles of the wave nature of light can have societal and environmental implications.	25 hours
Unit 5	Revolutions in Modern Physics: Quantum Mechanics and Special Relativity Light can show particle-like and wave-like behaviour, and particles can show wavelike behaviour. The behaviour of light as a particle and the behaviour of particles as waves can be described mathematically.	17 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.	3 hours
	TOTAL	110 hours

COURSE OUTLINE

COURSE TITLE	*Mathematics, Grade 9*
COMMON COURSE CODE	*MTH1W*
GRADE	9
COURSE TYPE	*De-streamed*
CREDIT VALUE	*1.0*
PREREQUISITE	*None*
CURRICULUM POLICY	The Ontario Curriculum Grade 9 and 10: Mathematics (Revised 2005)
OTHER DOCUMENT	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Mathematics*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION

This course enables students to consolidate, and continue to develop, an understanding of mathematical concepts related to number sense and operations, algebra, measurement, geometry, data, probability, and financial literacy. Students will use mathematical processes, mathematical modelling, and coding to make sense of the mathematics they are learning and to apply their understanding to culturally responsive and relevant real-world situations. Students will continue to enhance their mathematical reasoning skills, including proportional reasoning, spatial reasoning, and algebraic reasoning, as they solve problems and communicate their thinking.

OVERALL CURRICULUM EXPECTATIONS

A. Problem Solving

Throughout this course, students will:

A1. Develop, select, apply, and compare a variety of problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding.

B. Reasoning and Proving

By the end of this course, students will:

B1. Develop and apply reasoning skills (e.g., recognition of relationships, generalization through inductive reasoning, use of counter-examples) to make mathematical conjectures, assess conjectures, and justify conclusions, and plan and construct organized mathematical arguments.

C. Reflecting

By the end of this course, students will:

C1. Demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem (e.g., by assessing the effectiveness of strategies and processes used, by proposing alternative approaches, by judging the reasonableness of results, by verifying solutions).

D. Selecting Tools and Computational Strategies

By the end of this course, students will:

D1. Select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems.

E. Connecting

By the end of this course, students will:

E1. Make connections among mathematical concepts and procedures, and relate mathematical ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas, daily life, current events, art and culture, sports).

F. Representing

By the end of this course, students will:

F1. Create a variety of representations of mathematical ideas (e.g., numeric, geometric, algebraic, graphical, pictorial representations; onscreen dynamic representations), connect and compare them, and select and apply the appropriate representations to solve problems.

G. Communicating

By the end of this course, students will:

G1. Communicate mathematical thinking orally, visually, and in writing, using mathematical vocabulary and a variety of appropriate representations, and observing mathematical conventions.

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	Number Sense and Algebra This unit will demonstrate an understanding of the exponent rules of multiplication and division, and apply them to simplify expressions. Students will understand how to manipulate numerical and polynomial expressions, and solve first-degree equations.	17 hours
Unit 2	Linear Relations Apply data-management techniques to investigate relationships between two variables. Demonstrate an understanding of the characteristics of a linear relation. Connect various representations of a linear relation.	30 hours
Unit 3	Analytic Geometry Determine the relationship between the form of an equation and the shape of its graph with respect to linearity and non-linearity. Determine, through investigation, the properties of the slope and y-intercept of a linear relation. Solve problems involving linear relations.	30 hours
Unit 4	Measurement and Geometry The unit allows students to determine, through investigation, the optimal values of various measurements. Solve problems involving the measurements of two-dimensional shapes and the surface areas and volumes of three-dimensional figures. Verify, through investigation facilitated by dynamic geometry software, geometric properties and relationships involving two-dimensional shapes, and apply the results to solving problems.	20 hours
Unit 5	Financial Literacy Demonstrate the knowledge and skills needed to make informed financial decisions. Identify a past or current financial situation and explain how it can inform financial decisions, by applying an understanding of the context of the situation and related mathematical knowledge. Identify financial situations that involve appreciation and depreciation, and use associated graphs to answer related questions. Compare the effects that different interest rates, lengths of borrowing time, ways in which interest is calculated, and amounts of down payments have on the overall costs associated with purchasing goods or services, using appropriate tools. Modify budgets displayed in various ways to reflect specific changes in circumstances, and provide a rationale for the modifications.	10 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.	3 hours
	TOTAL	110 HOURS

COURSE OUTLINE

COURSE TITLE	*Understanding Canadian Law, Grade 11*
COMMON COURSE CODE	*CLU3M*
GRADE	11
COURSE TYPE	*College/University Prep*
CREDIT VALUE	*1.0*
PREREQUISITE	*Canadian History since World War I, Grade 10, Academic or Applied*
CURRICULUM POLICY	*The Ontario Curriculum Grades 11 and 12: Canadian and World Studies (Revised 2015)*
OTHER DOCUMENTS	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Canadian and World Studies*
DEVELOPMENT DATE	*September 2021*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION

This course explores Canadian law, with a focus on legal issues that are relevant to the lives of people in Canada. Students will gain an understanding of laws relating to rights and freedoms in Canada; our legal system; and family, contract, employment, tort, and criminal law. Students will develop legal reasoning skills and will apply the concepts of legal thinking and the legal studies inquiry process when investigating a range of legal issues and formulating and communicating informed opinions about them.

OVERALL CURRICULUM EXPECTATIONS

A. Legal Foundations

Throughout this course, students will:

A1. Legal Principles: explain the role and importance of law and the fundamental principles of justice in Canada (FOCUS ON: Legal Significance);

A2. Legal Heritage: demonstrate an understanding of early laws and legal systems and their relationship to the Canadian legal system (FOCUS ON: Interrelationships);

A3. Legal Roles and Responsibilities: analyse the role and function of individuals, groups, and governments in Canadian law (FOCUS ON: Legal Significance; Interrelationships; Legal Perspective);

A4. Development of Law: analyse and describe how various social, scientific, and technological factors have influenced and continue to influence the development of Canadian law (FOCUS ON: Legal Significance; Continuity and Change).

B. Rights and Freedoms

By the end of this course, students will:

B1. Human Rights: explain the legal significance of the Canadian Bill of Rights, the Ontario Human Rights Code, the Canadian Charter of Rights and Freedoms (the Charter), and the Canadian Human Rights Act (FOCUS ON: Legal Significance);

B2. Development of Human Rights Law: analyse how various factors have influenced and continue to influence the development of human rights law in Ontario and Canada (FOCUS ON: Continuity and Change);

B3. Protecting Rights and Freedoms: analyse the relationship between the formal, legal recognition of rights and freedoms in Canada and how those rights are interpreted and protected in practice (FOCUS ON: Legal Significance; Interrelationships; Legal Perspective);

B4. Legal Limitations of Human Rights: analyse situations in which it may be appropriate to limit rights and freedoms, and explain the arguments for and against such limitations (FOCUS ON: Legal Significance; Legal Perspective).

C. Criminal Law

By the end of this course, students will:

C1. Foundations of Criminal Law: explain the foundational concepts of criminal law and their legal significance (FOCUS ON: Legal Significance);

C2. Legal Processes and Procedures: describe the structures and key roles and processes of the Canadian criminal justice system and explain key interrelationships among them (FOCUS ON: Interrelationships);

C3. Criminal Justice System: assess the ability of the Canadian criminal justice system to provide appropriate and even-handed justice to people living in Canada (FOCUS ON: Legal Perspective);

C4. Development of Criminal Law: analyse how various factors have influenced the development of Canadian criminal law (FOCUS ON: Legal Significance; Continuity and Change).

D. Civil Law

By the end of this course, students will:

D1. Introduction to Tort Law: analyse the legal foundations of tort law; the factors influencing its development; and the role of individuals, groups, and courts in its processes (FOCUS ON: Legal Significance);

D2. Introduction to Family Law: analyse the legal foundations of family law; the factors influencing its development; and the role of individuals, governments, and courts in its processes (FOCUS ON: Legal Significance; Continuity and Change);

D3. Introduction to Employment Law: analyse the legal foundations of employment law; the factors influencing its development; and the role of employers, employees, and the courts in its processes (FOCUS ON: Interrelationships; Legal Perspective);

D4. Introduction to Contract Law: analyse the legal foundations of contract law; the factors influencing its development; and the role of individuals, groups, and the courts in its processes (FOCUS ON: Legal Significance; Continuity and Change; Legal Perspective).

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	Legal Foundations In this introductory unit, students develop an understanding of what law is and why societies have laws. An examination of the historical roots of Canadian law assists students to develop an understanding of the Canadian legal system. Students examine the role of government, its agencies, and the courts in making, changing, or interpreting the law. Throughout the unit, students incorporate many of the methods of legal inquiry. With the culminating activity, students are asked to create a constitution.	20 hours
Unit 2	Rights and Freedoms This unit explores the sources of Canadian rights and freedoms. Students examine how rights and freedoms may differ and conflict. An examination of historical and contemporary barriers to the equal enjoyment of human rights in Canada helps students evaluate the impact of these barriers. Finally, as a result of their study of the rights and freedoms enshrined in Canadian law, students develop an understanding of how these rights and freedoms are interpreted, limited, and enforced in Canada and in Ontario.	20 hours
Unit 3	Criminal Law This unit introduces students to the main concepts of criminal law in Canada. They first examine specific terms that govern both the existence and classification of crime. They then apply some of those understandings to the study of youth crime and how Canadian society deals with this issue. Students then look at the investigation of crime and the role of police in investigation and arrest. An examination of the courts and trial process gives students a deeper understanding of the adversarial system and the roles of various officials and citizens in the court. Students look at the decision-making process involved in sentencing criminals to prison, and the rights of victims in these situations.	34 hours
Unit 4	Civil Law Students study the structure of the Canadian private law system. The unit is divided into four areas of concentration. The sub-topics within the unit are organized in a manner that builds upon the understanding of the differences between criminal and civil law, which leads to an examination of how the processes, legal institutions, and methods involved in bringing a civil dispute to trial operate. This leads to an examination of how the law applies to family matters. Finally, students analyse the role of law as it applies to contractual obligations, torts, and claims for compensation for personal loss. Students continue to expand their skills of legal inquiry in this unit. This unit offers students an excellent opportunity to further develop research skills in the analysis and interpretation of data related to private and civil law.	33 hours
	Final Assessment: 3 hours final culminating activity, worth 10% of the final grade, meant as a summative evaluation of all strands.	3 hours
	TOTAL	110 hours

COURSE OUTLINE

COURSE TITLE	English
COMMON COURSE CODE	ENG1D
GRADE	9
COURSE TYPE	Academic
CREDIT VALUE	1.0
PREREQUISITE	None
CURRICULUM POLICY	The Ontario Curriculum Grade 9 and 10: English (Revised 2007)
OTHER DOCUMENT	Growing Success (First edition, 2010).
Th DEPARTMENT	Language Arts
DEVELOPMENT DATE	January 2020
REVISION DATE	Ongoing
NUMBER OF SCHEDULED	110 HOURS

COURSE 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.

OVERALL CURRICULUM EXPECTATIONS

ORAL COMMUNICATION

Throughout this course, students will:

Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

READING AND LITERATURE STUDIES

By the end of this course, students will:

Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;
Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
Reading With Fluency: use knowledge of words and cueing systems to read fluently;
Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading

WRITING

By the end of this course, students will:

Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;
Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

MEDIA STUDIES

By the end of this course, students will:

Understanding Media Texts: demonstrate an understanding of a variety of media texts;
Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	Poetry In this unit students will demonstrate an understanding of poetic devices and identify their use in poems, they will make connections between poetic themes and the outside world, and listen to and understand oral poetic texts. Students will be identifying the effect of oral presentations, and understand poetic forms and create their own. It will cover listening strategies such as identifying main ideas, volume of voice during oral presentations and debate strategies. Understanding importance of different audiences and matching upon the criteria. Discovering different techniques of improvement for presentation speaking and listening skills.	27 hours
Unit 2	Short Stories Students will learn to recognize and use a variety of stylistic devices used in descriptive, persuasive, personal, and narrative texts. This unit will cover identifying main ideas and the elements of short stories and literary devices. Students will be examining a variety of short stories and non-fiction pieces using a variety of mediums and media styles. Students analyze the influence of social, cultural, and economic values and perspectives on text. Students develop skills in questioning, analyzing, and responding to literature with a focus on voice and theme in the stories told.	28 hours
Unit 3	Persuasive Writing In this unit students will learn how to identify topic, purpose and audience to adjust their writing style. Brainstorming ideas and generating support ideas for the main topic while adapting organizational skills in their writing. Determine whether the support details are relevant to the main idea and establishing a clear tone and purpose in their writing. Building upon little details such as vocabulary, diction, form, revision, spelling, grammar, punctuation, interconnected skills and metacognition.	27 hours
Unit 4	Media Studies In this unit students will learn the purpose of different types of media resources such as texts, pictures and videos and the particular audience they are reflected towards. Explaining the message intended by the specific media and identifying the components that conveys that message. Understand the different perspectives towards the media based on beliefs, values, and identity. Identify several different conventions and/or techniques used in familiar media forms and explain how they convey meaning and influence their audience. Describe different strategies used in interpreting and creating media texts. Explain how their essential skills helped them interpret and produce media texts.	25 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.	3 hours
	TOTAL	110 hours

COURSE OUTLINE

COURSE TITLE	Grade 9 French
COMMON COURSE CODE	FSF1D
GRADE	9
COURSE TYPE	Academic
CREDIT VALUE	1.0
PREREQUISITE	Minimum of 600 hours of French instruction, or equivalent
CURRICULUM POLICY	The Ontario Curriculum Grades 9 and 12: French as a Second Language (Revised 2014)
OTHER DOCUMENTS	Growing Success (First Edition, 2010)
DEPARTMENT	French as a Second Language – Core, Extended, and Immersion French, Grades 9 to 12
DEVELOPMENT DATE	September 2021
REVISION DATE	Ongoing
NUMBER OF SCHEDULED	110 HOURS

COURSE DESCRIPTION

This course provides opportunities for students to communicate and interact in French with increasing independence, with a focus on familiar topics related to their daily lives. Students will develop their skills in listening, speaking, reading, and writing by using language learning strategies introduced in the elementary Core French program, and will apply creative and critical thinking skills in various ways. They will also enhance their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for lifelong language learning.

OVERALL CURRICULUM EXPECTATIONS

A. Moi-même

Throughout this course, students will:

A1. Listening to Understand: determine meaning in a variety of authentic and adapted oral French texts, using a range of listening strategies;

A2. Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences;

A3. Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

B. Mes Amis Et Moi

By the end of this course, students will:

B1. Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;

B2. Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences;

B3. Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

C. La Nourriture

By the end of this course, students will:

C1. Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a range of reading comprehension strategies;

C2. Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of authentic and adapted text forms in French, including fictional, informational, graphic, and media forms;

C3. Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

D. Les Voyages

By the end of this course, students will:

D1. Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;

D2. The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;

D3. Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	Moi-même This unit focuses on gender and how it is treated in the French language: male and female endings, personal pronouns, recognizing gender words, agreement of adjectives in number and gender and basic vocabulary. Students will talk about themselves, their personality and tastes, while reviewing basic present tense structure and common vocabulary in preparation for the upcoming units.	30 hours
Unit 2	Mes Amis Et Moi This unit begins with a focus on the present and the passé compose. Strong emphasis is given to how to show possession (Possessive adjectives, how pronouns show possession). Reflexive verbs are studied next. Using aller, regular and irregular verbs to express ideas in the future are covered concluding with expressing ideas in time (yesterday, today, tomorrow). Finally, the imparfait is covered (Repeated or continuous actions in the past).	25 hours
Unit 3	La Nourriture In this unit students will learn vocabulary of various food and cuisine.	25 hours
Unit 4	Les Voyages Students will be exposed to a variety of Francophone cultures around the world, with a particular emphasis on music, celebrations, and travel considerations.	27 hours
	Final Assessment 3 hours final culminating activity, worth 10% of the final grade, meant as a summative evaluation of all strands.	3 hours
	TOTAL	110 hours

COURSE OUTLINE

COURSE TITLE	*Issues in Canadian Geography*
COMMON COURSE CODE	*CGC1D*
GRADE	9
COURSE TYPE	*Academic*
CREDIT VALUE	*1.0*
PREREQUISITE	*None*
CURRICULUM POLICY	*The Ontario Curriculum Grades 9 and 10: Canadian and World Studies (Revised 2018)*
OTHER DOCUMENTS	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Social Science*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION

This course examines interrelationships within and between Canada’s natural and human systems and how these systems interconnect with those in other parts of the world. Students will explore environmental, economic, and social geographic issues relating to topics such as transportation options, energy choices, and urban development. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate various geographic issues and to develop possible approaches for making Canada a more sustainable place in which to live.

OVERALL CURRICULUM EXPECTATIONS

A. Geographic Inquiry and Skill Development

Throughout this course, students will:

A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking when investigating issues relating to Canadian geography;

A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial technology skills, developed through the investigation of Canadian geography, and identify some careers in which a background in geography might be an asset.

B. Interactions in the Physical Environment

By the end of this course, students will:

B1. The Physical Environment and Human Activities: analyse various interactions between physical processes, phenomena, and events and human activities in Canada (FOCUS ON: Interrelationships; Geographic Perspective)

B2. Interrelationships between Physical Systems, Processes, and Events: analyse characteristics of various physical processes, phenomena, and events affecting Canada and their interrelationship with global physical systems (FOCUS ON: Patterns and Trends; Interrelationships)

B3. The Characteristics of Canada’s Natural Environment: describe various characteristics of the natural environment and the spatial distribution of physical features in Canada, and explain the role of physical processes, phenomena, and events in shaping them (FOCUS ON: Spatial Significance; Patterns and Trends)

C. Managing Canada`s Resources and Industries

By the end of this course, students will:

C1. The Sustainability of Resources: analyse impacts of resource policy, resource management, and consumer choices on resource sustainability in Canada (FOCUS ON: Interrelationships; Geographic Perspective)

C2. The Development of Resources: analyse issues related to the distribution, availability, and development of natural resources in Canada from a geographic perspective (FOCUS ON: Interrelationships; Geographic Perspective)

C3. Industries and Economic Development: assess the relative importance of different industrial sectors to the Canadian economy and Canada’s place in the global economy, and analyse factors that influence the location of industries in these sectors (FOCUS ON: Spatial Significance; Patterns and Trends)

D. Changing Populations

By the end of this course, students will:

D1. Population Issues: analyse selected national and global population issues and their implications for Canada (FOCUS ON: Interrelationships; Patterns and Trends)

D2. Immigration and Cultural Diversity: describe the diversity of Canada’s population, and assess some social, economic, political, and environmental implications of immigration and diversity for Canada (FOCUS ON: Spatial Significance; Geographic Perspective)

D3. Demographic Patterns and Trends: analyse patterns of population settlement and various demographic characteristics of the Canadian population (FOCUS ON: Spatial Significance; Patterns and Trends)

E. Liveable Communities

By the end of this course, students will:

E1. The Sustainability of Human Systems: analyse issues relating to the sustainability of human systems in Canada (FOCUS ON: Interrelationships; Geographic Perspective)

E2. Impacts of Urban Growth: analyse impacts of urban growth in Canada (FOCUS ON: Spatial Significance; Geographic Perspective)

E3. Characteristics of Land Use in Canada: analyse characteristics of land use in various Canadian communities, and explain how some factors influence land-use patterns (FOCUS ON: Spatial Significance; Patterns and Trends)

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	Canadian Connections & Methods of Geographic Inquiry This brief unit will review mapping skills, latitude and longitude, and other geographic methods needed for the study of geography.	12 hours
Unit 2	Physical Geography In their study of natural systems, students will use the concept of a region in their investigation of Canada’s Ecozones and the physical processes which shape them.	25 hours
Unit 3	Human and Cultural Geography In the investigation of human systems, students will be given opportunities to identify and analyze patterns of spatial organization, including land use, population distribution, migration in and out of Canada, selected Native land claim agreements and the transportation and communication systems.	30 hours
Unit 4	Economic Geography The unit begins with a look at the types of industry and then moves to an examination of the fishing, agriculture and energy industries as an example of the specific natural resource industries.	25 hours
Unit 5	Canada’s Global Geography This unit focuses on the environmental, economic, cultural and systematic linkages, which exist between Canada and the world around us. Special attention will be paid to the unique connections that Canada shares with the United States.	15 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.	3 hours
	TOTAL	110 HOURS

M’Learnin Student Centre

COURSE OUTLINE
COURSE TITLE	*Principles of Mathematics,*
COMMON COURSE CODE	*MTH1W*
GRADE	9
COURSE TYPE	*Academic*
CREDIT VALUE	*1.0*
PREREQUISITE	*None*
CURRICULUM POLICY	*The Ontario Curriculum Grade 9 and 10:* *Mathematics (Revised 2021)*
OTHER DOCUMENT	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Mathematics*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION/RATIONALE

This course enables students to consolidate, and continue to develop, an understanding of mathematical concepts related to number sense and operations, algebra, measurement, geometry, data, probability, and financial literacy. Students will use mathematical processes, mathematical modelling, and coding to make sense of the mathematics they are learning and to apply their understanding to culturally responsive and relevant real-world situations. Students will continue to enhance their mathematical reasoning skills, including proportional reasoning, spatial reasoning, and algebraic reasoning, as they solve problems and communicate their thinking.

OVERALL CURRICULUM EXPECTATIONS

#1 Problem Solving

Throughout this course, students will:

A1. Develop, select, apply, and compare a variety of problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding.

#2 Reasoning and Proving

By the end of this course, students will:

B1. Develop and apply reasoning skills (e.g., recognition of relationships, generalization through inductive reasoning, use of counter-examples) to make mathematical conjectures, assess conjectures, and justify conclusions, and plan and construct organized mathematical arguments.

#3 Reflecting

By the end of this course, students will:

C1. Demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem (e.g., by assessing the effectiveness of strategies and processes used, by proposing alternative approaches, by judging the reasonableness of results, by verifying solutions).

#4 Selecting Tools and Computational Strategies

By the end of this course, students will:

D1. Select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems.

#5 Connecting

By the end of this course, students will:

E1. Make connections among mathematical concepts and procedures, and relate mathematical ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas, daily life, current events, art and culture, sports).

#6Representing

By the end of this course, students will:

F1. Create a variety of representations of mathematical ideas (e.g., numeric, geometric, algebraic, graphical, pictorial representations; onscreen dynamic representations), connect and compare them, and select and apply the appropriate representations to solve problems.

#7 Communicating

By the end of this course, students will:

G1. Communicate mathematical thinking orally, visually, and in writing, using mathematical vocabulary and a variety of appropriate representations, and observing mathematical conventions.

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit# 1	Number Sense and Algebra This unit will demonstrate an understanding of the exponent rules of multiplication and division, and apply them to simplify expressions. Students will understand how to manipulate numerical and polynomial expressions, and solve first-degree equations.	20 hours
Unit# 2	Linear Relations Apply data-management techniques to investigate relationships between two variables. Demonstrate an understanding of the characteristics of a linear relation. Connect various representations of a linear relation.	30 hours
Unit#3	Analytic Geometry Determine the relationship between the form of an equation and the shape of its graph with respect to linearity and non-linearity. Determine, through investigation, the properties of the slope and y-intercept of a linear relation. Solve problems involving linear relations.	30 hours
Unit# 4	Measurement and Geometry The unit allows students to determine, through investigation, the optimal values of various measurements. Solve problems involving the measurements of two-dimensional shapes and the surface areas and volumes of three-dimensional figures. Verify, through investigation facilitated by dynamic geometry software, geometric properties and relationships involving two-dimensional shapes, and apply the results to solving problems.	20 hours
Unit# 5	Financial Literacy This unit allows students identify a past or current financial situation and explain how it can inform financial decisions, by applying an understanding of the context of the situation and related mathematical knowledge, identify financial situations that involve appreciation and depreciation, and use associated graphs to answer related questions, and compare the effects that different interest rates, lengths of borrowing time, ways in which interest is calculated, and amounts of down payments have on the overall costs associated with purchasing goods or services, using appropriate tools	10 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.
TOTAL		110 hours

M’Learnin Student Centre

COURSE OUTLINE
COURSE TITLE	*Issues in Canadian Geography*
COMMON COURSE CODE	*CGC1D*
GRADE	9
COURSE TYPE	*Academic*
CREDIT VALUE	*1.0*
PREREQUISITE	*None*
CURRICULUM POLICY	*The Ontario Curriculum Grades 9 and 10: Canadian and World Studies (Revised 2018)*
OTHER DOCUMENTS	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Social Science*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION/RATIONALE

This course examines interrelationships within and between Canada’s natural and human systems and how these systems interconnect with those in other parts of the world. Students will explore environmental, economic, and social geographic issues relating to topics such as transportation options, energy choices, and urban development. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate various geographic issues and to develop possible approaches for making Canada a more sustainable place in which to live.

OVERALL CURRICULUM EXPECTATIONS

1. Geographic Inquiry and Skill Development

Throughout this course, students will:

A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking when investigating issues relating to Canadian geography;

A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial technology skills, developed through the investigation of Canadian geography, and identify some careers in which a background in geography might be an asset.

2. Interactions in the Physical Environment

By the end of this course, students will:

B1. The Physical Environment and Human Activities: analyse various interactions between physical processes, phenomena, and events and human activities in Canada (FOCUS ON: Interrelationships; Geographic Perspective)

B2. Interrelationships between Physical Systems, Processes, and Events: analyse characteristics of various physical processes, phenomena, and events affecting Canada and their interrelationship with global physical systems (FOCUS ON: Patterns and Trends; Interrelationships)

B3. The Characteristics of Canada’s Natural Environment: describe various characteristics of the natural environment and the spatial distribution of physical features in Canada, and explain the role of physical processes, phenomena, and events in shaping them (FOCUS ON: Spatial Significance; Patterns and Trends)

3. Managing Canada`s Resources and Industries

By the end of this course, students will:

C1. The Sustainability of Resources: analyse impacts of resource policy, resource management, and consumer choices on resource sustainability in Canada (FOCUS ON: Interrelationships; Geographic Perspective)

C2. The Development of Resources: analyse issues related to the distribution, availability, and development of natural resources in Canada from a geographic perspective (FOCUS ON: Interrelationships; Geographic Perspective)

C3. Industries and Economic Development: assess the relative importance of different industrial sectors to the Canadian economy and Canada’s place in the global economy, and analyse factors that influence the location of industries in these sectors (FOCUS ON: Spatial Significance; Patterns and Trends)

4.Changing Populations

By the end of this course, students will:

D1. Population Issues: analyse selected national and global population issues and their implications for Canada (FOCUS ON: Interrelationships; Patterns and Trends)

D2. Immigration and Cultural Diversity: describe the diversity of Canada’s population, and assess some social, economic, political, and environmental implications of immigration and diversity for Canada (FOCUS ON: Spatial Significance; Geographic Perspective)

D3. Demographic Patterns and Trends: analyse patterns of population settlement and various demographic characteristics of the Canadian population (FOCUS ON: Spatial Significance; Patterns and Trends)

5.Liveable Communities

By the end of this course, students will:

E1. The Sustainability of Human Systems: analyse issues relating to the sustainability of human systems in Canada (FOCUS ON: Interrelationships; Geographic Perspective)

E2. Impacts of Urban Growth: analyse impacts of urban growth in Canada (FOCUS ON: Spatial Significance; Geographic Perspective)

E3. Characteristics of Land Use in Canada: analyse characteristics of land use in various Canadian communities, and explain how some factors influence land-use patterns (FOCUS ON: Spatial Significance; Patterns and Trends)

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit# 1	Canadian Connections & Methods of Geographic Inquiry This brief unit will review mapping skills, latitude and longitude, and other geographic methods needed for the study of geography.	15 hours
Unit# 2	Physical Geography In their study of natural systems, students will use the concept of a region in their investigation of Canada’s Ecozones and the physical processes which shape them.	25 hours
Unit# 3	Human and Cultural Geography In the investigation of human systems, students will be given opportunities to identify and analyze patterns of spatial organization, including land use, population distribution, migration in and out of Canada, selected Native land claim agreements and the transportation and communication systems.	30 hours
Unit# 4	Economic Geography The unit begins with a look at the types of industry and then moves to an examination of the fishing, agriculture and energy industries as an example of the specific natural resource industries.	25 hours
Unit# 5	Canada’s Global Geography This unit focuses on the environmental, economic, cultural and systematic linkages, which exist between Canada and the world around us. Special attention will be paid to the unique connections that Canada shares with the United States.	15 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.
	TOTAL	110 hours

M’Learnin Student Centre

COURSE OUTLINE
COURSE TITLE	English
COMMON COURSE CODE	ENG1D
GRADE	9
COURSE TYPE	Academic
CREDIT VALUE	1.0
PREREQUISITE	None
CURRICULUM POLICY	English revised 2007, The Ontario Curriculum
DOCUMENT	Growing Success (First edition, 2010)
DEPARTMENT	Language Arts
COURSE DEVELOPER	M. Arshad
DEVELOPMENT DATE	January 2020
REVISION DATE	Ongoing
NUMBER OF SCHEDULED	110 HOURS

COURSE DESCRIPTION/RATIONALE

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.

OVERALL CURRICULUM EXPECTATIONS

ORAL COMMUNICATION

Throughout this course, students will:

Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes.
Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes.
Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

READING AND LITERATURE STUDIES

Throughout this course, students will:

Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning.
Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning.
Reading With Fluency: use knowledge of words and cueing systems to read fluently.
Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

WRITING

Throughout this course, students will:

Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience.
Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience.
Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively.
Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

MEDIA STUDIES

Throughout this course, students will:

Understanding Media Texts: demonstrate an understanding of a variety of media texts.
Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning.
Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques.
Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.E. Liveable Communities.

OUTLINE OF COURSE UNITS

UNIT	DESCRIPTIONS	TIME AND SEQUENCE
Unit# 1	Oral Communication This unit will cover listening strategies such as identifying main ideas, volume of voice during oral presentations and debate strategies. Understanding importance of different audiences and matching upon the criteria. Discovering different techniques of improvement for presentation speaking and listening skills.	30 hours
Unit# 2	Reading and Literature Studies In this unit they will discover a variety of texts and compare to have a better understanding. It also covers identifying several different characteristics and styles of literary, informational, and graphic text forms and explaining how they help communicate meaning. Describing several different strategies they used before, during, and after reading and explain which ones were helpful; and identify specific steps they can take to improve as readers.	25 hours
Unit# 3	Writing In this unit students will learn how to identify topic, purpose and audience to adjust their writing style. Brainstorming ideas and generating support ideas for the main topic while adapting organizational skills in their writing. Determining whether the support details are relevant to the main idea and establishing a clear tone and purpose in their writing. Building upon little details such as vocabulary, diction, form, revision, spelling, grammar, punctuation, interconnected skills and metacognition.	27 hours
Unit# 4	Media Studies In this unit students will learn the purpose of different types of media resources such as texts, pictures and videos and the particular audience they are reflected towards. Explaining the message intended by the specific media and identifying the components that conveys that message. Understand the different perspectives towards the media based on beliefs, values, and identity. Identify several different conventions and/or techniques used in familiar media forms and explain how they convey meaning and influence their audience. Describe different strategies used in interpreting and creating media texts. Explain how their essential skills helped them interpret and produce media texts.	25 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.	3 hours
	Total	110 hours

M’Learnin Student Centre

COURSE OUTLINE
COURSE TITLE	*Principles of Mathematics*
COMMON COURSE CODE	*MPM2D*
GRADE	10
COURSE TYPE	*Academic*
CREDIT VALUE	*1.0*
PREREQUISITE	*Grade 9 Academic Math*
CURRICULUM POLICY	*The Ontario Curriculum:* *Mathematics (Revised 2005)*
OTHER DOCUMENT	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Mathematics*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION/RATIONALE

This course enables students to broaden their understanding of relationships and extend their problem-solving and algebraic skills through investigation, the effective use of technology, and abstract reasoning. Students will explore quadratic relations and their applications; solve and apply linear systems; verify properties of geometric figures using analytic geometry; and investigate the trigonometry of right and acute triangles. Students will reason mathematically and communicate their thinking as they solve multi-step problems.

OVERALL CURRICULUM EXPECTATIONS

Throughout this course, students will:

PROBLEM SOLVING

develop, select, apply, and compare a variety of problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding;

REASONING AND PROVING

develop and apply reasoning skills (e.g., recognition of relationships, generalization through inductive reasoning, use of counter-examples) to make mathematical conjectures, assess conjectures, and justify conclusions, and plan and construct organized mathematical arguments;

REFLECTING

demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem (e.g., by assessing the effectiveness of strategies and processes used, by proposing alternative approaches, by judging the reasonableness of results, by verifying solutions);

SELECTING TOOLS AND COMPUTATIONAL STRATEGIES

select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems;

CONNECTING

make connections among mathematical concepts and procedures, and relate mathematical ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas, daily life, current events, art and culture, sports);

REPRESENTING

create a variety of representations of mathematical ideas (e.g., numeric, geometric, algebraic, graphical, pictorial representations; onscreen dynamic representations), connect and compare them, and select and apply the appropriate representations to solve problems;

COMMUNICATING

communicate mathematical thinking orally, visually, and in writing, using mathematical vocabulary and a variety of appropriate representations, and observing mathematical conventions.

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit# 1	Quadratic Relations of the Form y ax2 = + bx + c By the end of this course, students will:• determine the basic properties of quadratic relations;• relate transformations of the graph of y = x2 to the algebraic representation y = a(x – h) 2 + k; • solve quadratic equations and interpret the solutions with respect to the corresponding relations; • solve problems involving quadratic relations.	36 hours
Unit# 2	Analytic Geometry By the end of this unit, students will:• determine the basic properties of quadratic relations;• relate transformations of the graph of y = x2 to the algebraic representation y = a(x – h) 2 + k; • solve quadratic equations and interpret the solutions with respect to the corresponding relations; • solve problems involving quadratic relations.	36 hours
Unit# 3	Trigonometry By the end of this course, students will: • use their knowledge of ratio and proportion to investigate similar triangles and solve problems related to similarity; • solve problems involving right triangles, using the primary trigonometric ratios and the Pythagorean theorem; • solve problems involving acute triangles, using the sine law and the cosine law.	38 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.
	TOTAL	110 hours

M’Learnin Student Centre

COURSE OUTLINE
COURSE TITLE	*Canadian History since World War I*
COMMON COURSE CODE	*CHC2D*
GRADE	10
COURSE TYPE	*Academic*
CREDIT VALUE	*1.0*
PREREQUISITE	*None*
CURRICULUM POLICY	*The Ontario Curriculum Grade 9 and 10: Canadian and World Studies (Revised 2018)*
OTHER DOCUMENT	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Social Sciences*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION/RATIONALE

This course explores social, economic, and political developments and events and their impact on the lives of different individuals, groups, and communities, including First Nations, Métis, and Inuit individuals and communities, in Canada since 1914. Students will examine the role of conflict and cooperation in Canadian society, Canada’s evolving role within the global community, and the impact of various individuals, organizations, and events on identities, citizenship, and heritage in Canada. Students will develop an understanding of some of the political developments and government policies that have had a lasting impact on First Nations, Métis, and Inuit individuals and communities. They will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating key issues and events in Canadian history since 1914.

OVERALL CURRICULUM EXPECTATIONS

1.Historical Inquiry and Skill Development

Throughout this course, students will:

A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of Canadian history since 1914.

A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical investigation, and identify some careers in which these skills might be useful.

2.Canada, 1914–1929

By the end of this course, students will:

B1. Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments between 1914 and 1929, and assess their significance for different groups and communities in Canada, including First Nations, Métis, and Inuit communities (FOCUS ON: Historical Significance; Historical Perspective)

B2. Communities, Conflict, and Cooperation: analyse some key interactions within and between different communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the international community, from 1914 to 1929, and how these interactions affected Canadian society and politics (FOCUS ON: Historical Significance; Cause and Consequence)

B3. Identity, Citizenship, and Heritage: explain how various individuals, organizations, and specific social changes between 1914 and 1929 contributed to the development of identities, citizenship, and heritage in Canada (FOCUS ON: Continuity and Change; Historical Perspective)

3.Canada, 1929–1945

By the end of this course, students will:

C1. Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments between 1929 and 1945, and assess their impact on different groups and communities in Canada, including First Nations, Métis, and Inuit communities (FOCUS ON: Cause and Consequence; Historical Perspective)

C2. Communities, Conflict, and Cooperation: analyse some key interactions within and between communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the international community, from 1929 to 1945, with a focus on key issues that affected these interactions and changes that resulted from them (FOCUS ON: Cause and Consequence; Continuity and Change)

C3. Identity, Citizenship, and Heritage: explain how various individuals, groups, and events, including some major international events, contributed to the development of identities, citizenship, and heritage in Canada between 1929 and 1945 (FOCUS ON: Historical Significance; Historical Perspective)

4.Canada, 1945–1982

By the end of this course, students will:

D1. Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments in Canada between 1945 and 1982, and assess their significance for different individuals, groups, and/or communities in Canada, including First Nations, Métis, and Inuit individuals and communities (FOCUS ON: Historical Significance; Continuity and Change)

D2. Communities, Conflict, and Cooperation: analyse some key experiences of and interactions between different communities in Canada, including First Nations, Métis, and Inuit communities, as well as interactions between Canada and the international community, from 1945 to 1982 and the changes that resulted from them (FOCUS ON: Continuity and Change; Historical Perspective)

D3. Identity, Citizenship, and Heritage: analyse how significant events, individuals, and groups, including Indigenous peoples, Québécois, and immigrants, contributed to the development of identities, citizenship, and heritage in Canada between 1945 and 1982 (FOCUS ON: Historical Significance; Cause and Consequence)

5.Canada, 1982 to the Present

By the end of this course, students will:

E1. Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments in Canada from 1982 to the present, and assess their significance for different groups and communities in Canada, including First Nations, Métis, and Inuit communities (FOCUS ON: Historical Significance; Continuity and Change)

E2. Communities, Conflict, and Cooperation: analyse some significant interactions within and between various communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the international community, from 1982 to the present, and how key issues and developments have affected these interactions (FOCUS ON: Continuity and Change; Historical Perspective)

E3. Identity, Citizenship, and Heritage: analyse how various significant individuals, groups, organizations, and events, both national and international, have contributed to the development of identities, citizenship, and heritage in Canada from 1982 to the present (FOCUS ON: Historical Significance; Cause and Consequence)

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit 1	Historical Inquiry and Skill Development This brief unit will review developing questions, investigating strategies, gathering evidence as well as organizing them and other methods needed to understand historical inquiry in study of Canadian history.	15 hours
Unit 2	Canada, 1914–1929 In this time period, students will investigate Canada’s National and international events, trends, and developments during this period that affected various groups and communities in Canada in different ways. Understand this period of major conflict and change in Canada and abroad. Study this period that covers predominant attitudes towards women, immigrants, First Nations, Métis, Inuit, and racialized groups and communities affected the development of identities and citizenship in Canada.	25 hours
Unit 3	Canada, 1929–1945 In this time period, students will learn about major events including the Great Depression and World War II, resulting from a variety of social, economic, and political factors, and affected various groups and communities in Canada in different ways. This was a period of strained and shifting relationships between different communities in Canada as well as between Canada and other countries. Discover actions of various individuals and communities had a major impact on the continuing development of Canada during this period.	28 hours
Unit 4	Canada, 1945–1982 The unit begins with a look at the types of major changes Canadian society experienced during this period, as a result of a variety of national and international social, cultural, and political factors. Although this period was marked by conflict and tensions, both nationally and internationally, Canada also participated in cooperative ways in the international community. Students will learn about how this was a time of major transformation in identities in Canada.	25 hours
Unit 5	Canada, 1982 to the Present This unit focuses on the national and international cultural, social, economic, political, and technological changes since 1982 have had a major impact on people in Canada. Students build an understanding of how historical factors continue to influence interactions and relationships between different groups, communities, and governments in Canada. They also study about the various social and political developments and events, as well as cultural icons, have had an impact on the development of heritage in Canada in these years.	17 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.
	TOTAL	110 hours

M’Learnin Student Centre

COURSE OUTLINE
COURSE TITLE	Calculus and Vectors
COMMON COURSE CODE	MCV4U
GRADE	12
COURSE TYPE	Academic
CREDIT VALUE	1.0
PREREQUISITE	The new Advanced Functions course (MHF4U) must be taken prior to or concurrently with Calculus and Vectors (MCV4U).
CURRICULUM POLICY	Mathematics 2007 Revised, The Ontario Curriculum
DOCUMENT	Growing Success (First edition, 2010)
DEPARTMENT	Mathematics
COURSE DEVELOPER	M. Arshad
DEVELOPMENT DATE	January 2020
REVISION DATE	Ongoing
NUMBER OF SCHEDULED	110 HOURS

COURSE DESCRIPTION/RATIONALE

This course builds on students’ previous experience with functions and their developing understanding of rates of change. Students will solve problems involving geometric and algebraic representations of vectors and representations of lines and planes in threedimensional space; broaden their understanding of rates of change to include the derivatives of polynomial, sinusoidal, exponential, rational, and radical functions; and apply these concepts and skills to the modelling of real-world relationships. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended for students who choose to pursue careers in fields such as science, engineering, economics, and some areas of business, including those students who will be required to take a university-level calculus, linear algebra, or physics course.

OVERALL CURRICULUM EXPECTATIONS

Problem Solving

Throughout this course, students will:

Develop, select, apply, compare, and adapt a variety of problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding.

Reasoning and Proving

By the end of this course, students will:

Develop and apply reasoning skills (e.g., use of inductive reasoning, deductive reasoning, and counter-examples; construction of proofs) to make mathematical conjectures, assess conjectures, and justify conclusions, and plan and construct organized mathematical arguments.

Reflecting

By the end of this course, students will:

Demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem (e.g., by assessing the effectiveness of strategies and processes used, by proposing alternative approaches, by judging the reasonableness of results, by verifying solutions).

Selecting Tools and Computational Strategies

By the end of this course, students will:

Select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems.

Connecting

By the end of this course, students will:

Make connections among mathematical concepts and procedures, and relate mathematical ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas, daily life, current events, art and culture, sports).

Representing

By the end of this course, students will:

Create a variety of representations of mathematical ideas (e.g., numeric, geometric, algebraic, graphical, pictorial representations; onscreen dynamic representations), connect and compare them, and select and apply the appropriate representations to solve problems.

Communicating

By the end of this course, students will:

Communicate mathematical thinking orally, visually, and in writing, using precise mathematical vocabulary and a variety of appropriate representations, and observing mathematical conventions.

OUTLINE OF COURSE UNITS

UNIT	DESCRIPTIONS	TIME AND SEQUENCE
Unit# 1	RATE OF CHANGE By the end of this course, students will: Demonstrate an understanding of rate of change by making connections between average rate of change over an interval and instantaneous rate of change at a point, using the slopes of secants and tangents and the concept of the limit. Graph the derivatives of polynomial, sinusoidal, and exponential functions, and make connections between the numeric, graphical, and algebraic representations of a function and its derivative. Verify graphically and algebraically the rules for determining derivatives; apply these rules to determine the derivatives of polynomial, sinusoidal, exponential, rational, and radical functions, and simple combinations of functions; and solve related problems.	35 hours
Unit# 2	DERIVATIVES AND THEIR APPLICATIONS By the end of this course, students will: Make connections, graphically and algebraically, between the key features of a function and its first and second derivatives, and use the connections in curve sketching. Make connections between trigonometric ratios and the graphical and algebraic representations of the corresponding trigonometric functions and between trigonometric functions and their reciprocals, and use these connections to solve problems. Solve problems, including optimization problems, that require the use of the concepts and procedures associated with the derivative, including problems arising from real-world applications and involving the development of mathematical models.	30 hours
Unit# 3	GEOMETRY AND ALGEBRA OF VECTORS By the end of this course, students will: Demonstrate an understanding of vectors in two-space and three-space by representing them algebraically and geometrically and by recognizing their applications. Perform operations on vectors in two-space and three-space, and use the properties of these operations to solve problems, including those arising from real-world applications. Distinguish between the geometric representations of a single linear equation or a system of two linear equations in two-space and three-space, and determine different geometric configurations of lines and planes in three-space. Represent lines and planes using scalar, vector, and parametric equations, and solve problems involving distances and intersections.	32 hours
Unit# 4	CHARACTERISTICS OF FUNCTIONS By the end of this course, students will: Demonstrate an understanding of average and instantaneous rate of change, and determine, numerically and graphically, and interpret the average rate of change of a function over a given interval and the instantaneous rate of change of a function at a given point. Determine functions that result from the addition, subtraction, multiplication, and division of two functions and from the composition of two functions, describe some properties of the resulting functions, and solve related problems. Compare the characteristics of functions, and solve problems by modelling and reasoning with functions, including problems with solutions that are not accessible by standard algebraic techniques.	25 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.	3 hours
	Total	110 hours

M’Learnin Student Centre

COURSE OUTLINE
COURSE TITLE	Chemistry
COMMON COURSE CODE	SCH4U
GRADE	12
COURSE TYPE	Academic
CREDIT VALUE	1.0
PREREQUISITE	Chemistry, Grade 11, University Preparation
CURRICULUM POLICY	Sciences 2008 Revised, The Ontario Curriculum
DOCUMENT	Growing Success (First edition, 2010)
DEPARTMENT	Science
COURSE DEVELOPER	M. Arshad
DEVELOPMENT DATE	January 2020
REVISION DATE	Ongoing
NUMBER OF SCHEDULED	110 HOURS

COURSE DESCRIPTION/RATIONALE

This course enables students to deepen their understanding of chemistry through the study of organic chemistry, the structure and properties of matter, energy changes and rates of reaction, equilibrium in chemical systems, and electrochemistry. Students will further develop their problem-solving and investigation skills as they investigate chemical processes, and will refine their ability to communicate scientific information. Emphasis will be placed on the importance of chemistry in everyday life and on evaluating the impact of chemical technology on the environment.

OVERALL CURRICULUM EXPECTATIONS

Scientific Investigation Skills and Career Exploration

Throughout this course, students will:

Demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating).
Identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.

Organic Chemistry

By the end of this course, students will:

Assess the social and environmental impact of organic compounds used in everyday life, and propose a course of action to reduce the use of compounds that are harmful to human health and the environment.
Investigate organic compounds and organic chemical reactions, and use various methods to represent the compounds.
Demonstrate an understanding of the structure, properties, and chemical behavior of compounds within each class of organic compounds.

Structure and Properties of Matter

By the end of this course, students will:

Assess the benefits to society and evaluate the environmental impact of products and technologies that apply principles related to the structure and properties of matter.
Investigate the molecular shapes and physical properties of various types of matter.
Demonstrate an understanding of atomic structure and chemical bonding, and how they relate to the physical properties of ionic, molecular, covalent network, and metallic substances.

Energy Changes and Rates of Reaction

By the end of this course, students will:

Analyse technologies and chemical processes that are based on energy changes, and evaluate them in terms of their efficiency and their effects on the environment.
Investigate and analyse energy changes and rates of reaction in physical and chemical processes, and solve related problems.
Demonstrate an understanding of energy changes and rates of reaction.

Chemical Systems and Equilibrium

By the end of this course, students will:

Analyse chemical equilibrium processes, and assess their impact on biological, biochemical, and technological systems.
Investigate the qualitative and quantitative nature of chemical systems at equilibrium, and solve related problems.
Demonstrate an understanding of the concept of dynamic equilibrium and the variables that cause shifts in the equilibrium of chemical systems.

Electrochemistry

By the end of this course, students will:

Analyse technologies and processes relating to electrochemistry, and their implications for society, health and safety, and the environment.
Investigate oxidation-reduction reactions using a galvanic cell, and analyse electrochemical reactions in qualitative and quantitative terms.
Demonstrate an understanding of the principles of oxidation-reduction reactions and the many practical applications of electrochemistry.

OUTLINE OF COURSE UNITS

UNIT	DESCRIPTIONS	TIME AND SEQUENCE
Unit# 1	Organic Chemistryg By the end of this course, students will: Organic compounds have predictable chemical and physical properties determined by their respective structures. Organic chemical reactions and their applications have significant implications for society, human health, and the environment.	15 hours
Unit# 2	Structure and Properties of Matter By the end of this course, students will: The nature of the attractive forces that exist between particles in a substance determines the properties and limits the uses of that substance. Technological devices that are based on the principles of atomic and molecular structures can have societal benefits and costs.	25 hours
Unit# 3	Energy Changes and Rates of Reaction By the end of this course, students will: Energy changes and rates of chemical reactions can be described quantitatively. Efficiency of chemical reactions can be improved by applying optimal conditions. Technologies that transform energy can have societal and environmental costs and benefits	27 hours
Unit# 4	Chemical Systems and Equilibrium By the end of this course, students will: Chemical systems are dynamic and respond to changing conditions in predictable ways. Applications of chemical systems at equilibrium have significant implications for nature and industry.	25 hours
Unit# 5	Electrochemistry By the end of this course, students will: Oxidation and reduction are paired chemical reactions in which electrons are transferred from one substance to another in a predictable way. The control and applications of oxidation and reduction reactions have significant implications for industry, health and safety, and the environment.	15 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.	3 hours
	Total	110 hours

M’Learnin Student Centre

COURSE OUTLINE
COURSE TITLE	Data Management
COMMON COURSE CODE	MDM4U
GRADE	12
COURSE TYPE	Academic
CREDIT VALUE	1.0
PREREQUISITE	Functions, Grade 11, University Preparation, or Functions and Applications, Grade 11, University/College Preparation
CURRICULUM POLICY	Mathematics 2007 Revised, The Ontario Curriculum
DOCUMENT	Growing Success (First edition, 2010)
DEPARTMENT	Mathematics
COURSE DEVELOPER	M. Arshad
DEVELOPMENT DATE	January 2020
REVISION DATE	Ongoing
NUMBER OF SCHEDULED	110 HOURS

COURSE DESCRIPTION/RATIONALE

This course broadens students’ understanding of mathematics as it relates to managing data. Students will apply methods for organizing and analyzing large amounts of information; solve problems involving probability and statistics; and carry out a culminating investigation that integrates statistical concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. Students planning to enter university programs in business, the social sciences, and the humanities will find this course of particular interest.

OVERALL CURRICULUM EXPECTATIONS

Problem Solving

Throughout this course, students will:

Develop, select, apply, compare, and adapt a variety of problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding.

Reasoning and Proving

By the end of this course, students will:

Develop and apply reasoning skills (e.g., use of inductive reasoning, deductive reasoning, and counter-examples; construction of proofs) to make mathematical conjectures, assess conjectures, and justify conclusions, and plan and construct organized mathematical arguments.

Reflecting

By the end of this course, students will:

Demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem (e.g., by assessing the effectiveness of strategies and processes used, by proposing alternative approaches, by judging the reasonableness of results, by verifying solutions).

Selecting Tools and Computational Strategies

By the end of this course, students will:

Select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems.

Connecting

By the end of this course, students will:

Make connections among mathematical concepts and procedures, and relate mathematical ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas, daily life, current events, art and culture, sports).

Representing

By the end of this course, students will:

Create a variety of representations of mathematical ideas (e.g., numeric, geometric, algebraic, graphical, pictorial representations; onscreen dynamic representations), connect and compare them, and select and apply the appropriate representations to solve problems.

Communicating

By the end of this course, students will:

Communicate mathematical thinking orally, visually, and in writing, using precise mathematical vocabulary and a variety of appropriate representations, and observing mathematical conventions.

OUTLINE OF COURSE UNITS

UNIT	DESCRIPTIONS	TIME AND SEQUENCE
Unit# 1	COUNTING AND PROBABILITY Solve problems involving the probability of an event or a combination of events for discrete sample spaces. Solve problems involving the application of permutations and combinations to determine the probability of an event.	15 hours
Unit# 2	PROBABILITY DISTRIBUTIONS Demonstrate an understanding of discrete probability distributions, represent them numerically, graphically, and algebraically, determine expected values, and solve related problems from a variety of applications. Demonstrate an understanding of continuous probability distributions, make connections to discrete probability distributions, determine standard deviations, describe key features of the normal distribution, and solve related problems from a variety of applications.	25 hours
Unit# 3	ORGANIZATION OF DATA FOR ANALYSIS Demonstrate an understanding of the role of data in statistical studies and the variability inherent in data, and distinguish different types of data. Describe the characteristics of a good sample, some sampling techniques, and principles of primary data collection, and collect and organize data to solve a problem.	27 hours
Unit# 4	STATISTICAL ANALYSIS Analyse, interpret, and draw conclusions from one-variable data using numerical and graphical summaries. Analyse, interpret, and draw conclusions from two-variable data using numerical, graphical, and algebraic summaries. Demonstrate an understanding of the applications of data management used by the media and the advertising industry and in various occupations.	25 hours
Unit# 5	CULMINATING DATA MANAGEMENT INVESTIGATION Design and carry out a culminating investigation* that requires the integration and application of the knowledge and skills related to the expectations of this course. Communicate the findings of a culminating investigation and provide constructive critiques of the investigations of others.	25 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.	3 hours
	Total	110 hours

M’Learnin Student Centre

COURSE OUTLINE
COURSE TITLE	Physics
COMMON COURSE CODE	SPH4U
GRADE	12
COURSE TYPE	Academic
CREDIT VALUE	1.0
PREREQUISITE	Physics, Grade 11, University Preparation
CURRICULUM POLICY	Sciences 2008 Revised, The Ontario Curriculum
DOCUMENT	Growing Success (First edition, 2010)
DEPARTMENT	Science
COURSE DEVELOPER	M. Arshad
DEVELOPMENT DATE	January 2020
REVISION DATE	Ongoing
NUMBER OF SCHEDULED	110 HOURS

COURSE DESCRIPTION/RATIONALE

>This course enables students to deepen their understanding of physics concepts and theories. Students will continue their exploration of energy transformations and the forces that affect motion, and will investigate electrical, gravitational, and magnetic fields and electromagnetic radiation. Students will also explore the wave nature of light, quantum mechanics, and special relativity. They will further develop their scientific investigation skills, learning, for example, how to analyse, qualitatively and quantitatively, data related to a variety of physics concepts and principles. Students will also consider the impact of technological applications of physics on society and the environment.

OVERALL CURRICULUM EXPECTATIONS

Scientific Investigation Skills and Career Exploration

Throughout this course, students will:

Demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating).
Identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.

Dynamics

By the end of this course, students will:

Analyse technological devices that apply the principles of the dynamics of motion, and assess the technologies’ social and environmental impact.
Investigate, in qualitative and quantitative terms, forces involved in uniform circular motion and motion in a plane, and solve related problems.
Demonstrate an understanding of the forces involved in uniform circular motion and motion in a plane.

Energy and Momentum

By the end of this course, students will:

Analyse, and propose ways to improve, technologies or procedures that apply principles related to energy and momentum, and assess the social and environmental impact of these technologies or procedures.
Investigate, in qualitative and quantitative terms, through laboratory inquiry or computer simulation, the relationship between the laws of conservation of energy and conservation of momentum, and solve related problems.
Demonstrate an understanding of work, energy, momentum, and the laws of conservation of energy and conservation of momentum, in one and two dimensions.

Gravitational, Electric, and Magnetic Fields

By the end of this course, students will:

Analyse the operation of technologies that use gravitational, electric, or magnetic fields, and assess the technologies’ social and environmental impact.
Investigate, in qualitative and quantitative terms, gravitational, electric, and magnetic fields, and solve related problems.
Demonstrate an understanding of the concepts, properties, principles, and laws related to gravitational, electric, and magnetic fields and their interactions with matter.

The Wave Nature of Light

By the end of this course, students will:

Analyse technologies that use the wave nature of light, and assess their impact on society and the environment.
Investigate, in qualitative and quantitative terms, the properties of waves and light, and solve related problems.
Demonstrate an understanding of the properties of waves and light in relation to diffraction, refraction, interference, and polarization.

Electricity and Magnetism

By the end of this course, students will:

Analyse the social, economic, and environmental impact of electrical energy production and technologies related to electromagnetism, and propose ways to improve the sustainability of electrical energy production.
Investigate, in qualitative and quantitative terms, magnetic fields and electric circuits, and solve related problems.
Demonstrate an understanding of the properties of magnetic fields, the principles of current and electron flow, and the operation of selected technologies that use these properties and principles to produce and transmit electrical energy.

OUTLINE OF COURSE UNITS

UNIT	DESCRIPTIONS	TIME AND SEQUENCE
Unit# 1	Dynamics Forces affect motion in predictable and quantifiable ways. Forces acting on an object will determine the motion of that object. Many technologies that utilize the principles of dynamics have societal and environmental implications	15 hours
Unit# 2	Energy and Momentum Energy and momentum are conserved in all interactions. Interactions involving the laws of conservation of energy and conservation of momentum can be analysed mathematically. Technological applications that involve energy and momentum can affect society and the environment in positive and negative ways	27 hours
Unit# 3	Gravitational, Electric, and Magnetic Fields Gravitational, electric, and magnetic forces act on matter from a distance. Gravitational, electric, and magnetic fields share many similar properties. The behaviour of matter in gravitational, electric, and magnetic fields can be described mathematically. Technological systems that involve gravitational, electric, and magnetic fields can have an effect on society and the environment	27 hours
Unit# 4	The Wave Nature of Light Throughout this unit, students will: Light has properties that are similar to the properties of mechanical waves. The behaviour of light as a wave can be described mathematically. Technologies that use the principles of the wave nature of light can have societal and environmental implications	25 hours
Unit# 5	Revolutions in Modern Physics: Quantum Mechanics and Special Relativity Light can show particle-like and wave-like behaviour, and particles can show wavelike behaviour. The behaviour of light as a particle and the behaviour of particles as waves can be described mathematically.	15 hours
	Final Assessment: 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.	3 hours
	Total	110 hours

M’Learnin Student Centre

COURSE OUTLINE
COURSE TITLE	*English*
COMMON COURSE CODE	*ENG1D*
GRADE	9
COURSE TYPE	*Academic*
CREDIT VALUE	*1.0*
PREREQUISITE	*None*
CURRICULUM POLICY	The Ontario Curriculum Grade 9 and 10: English (Revised 2007)
OTHER DOCUMENT	*Growing Success (First edition, 2010).*
Th DEPARTMENT	*Language Arts*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION/RATIONALE

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.

OVERALL CURRICULUM EXPECTATIONS

ORAL COMMUNICATION

Throughout this course, students will:

Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

READING AND LITERATURE STUDIES

By the end of this course, students will:

Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;
Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
Reading With Fluency: use knowledge of words and cueing systems to read fluently;
Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading

WRITING

By the end of this course, students will:

Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;
Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

MEDIA STUDIES

By the end of this course, students will:

Understanding Media Texts: demonstrate an understanding of a variety of media texts;
Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit# 1	Poetry In this unit students will demonstrate an understanding of poetic devices and identify their use in poems, they will make connections between poetic themes and the outside world, and listen to and understand oral poetic texts. Students will be identifying the effect of oral presentations, and understand poetic forms and create their own. It will cover listening strategies such as identifying main ideas, volume of voice during oral presentations and debate strategies. Understanding importance of different audiences and matching upon the criteria. Discovering different techniques of improvement for presentation speaking and listening skills.	30 hours
Unit# 2	Short Stories Students will learn to recognize and use a variety of stylistic devices used in descriptive, persuasive, personal, and narrative texts. This unit will cover identifying main ideas and the elements of short stories and literary devices. Students will be examining a variety of short stories and non-fiction pieces using a variety of mediums and media styles. Students analyze the influence of social, cultural, and economic values and perspectives on text. Students develop skills in questioning, analyzing, and responding to literature with a focus on voice and theme in the stories told.	28 hours
Unit# 3	Persuasive Writing In this unit students will learn how to identify topic, purpose and audience to adjust their writing style. Brainstorming ideas and generating support ideas for the main topic while adapting organizational skills in their writing. Determine whether the support details are relevant to the main idea and establishing a clear tone and purpose in their writing. Building upon little details such as vocabulary, diction, form, revision, spelling, grammar, punctuation, interconnected skills and metacognition.	27 hours
Unit# 4	Media Studies In this unit students will learn the purpose of different types of media resources such as texts, pictures and videos and the particular audience they are reflected towards. Explaining the message intended by the specific media and identifying the components that conveys that message. Understand the different perspectives towards the media based on beliefs, values, and identity. Identify several different conventions and/or techniques used in familiar media forms and explain how they convey meaning and influence their audience. Describe different strategies used in interpreting and creating media texts. Explain how their essential skills helped them interpret and produce media texts.	25 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.
	TOTAL	110 hours

M’Learnin Student Centre

COURSE OUTLINE
COURSE TITLE	*Canadian History since World War I*
COMMON COURSE CODE	*CHC2D*
GRADE	10
COURSE TYPE	*Academic*
CREDIT VALUE	*1.0*
PREREQUISITE	*None*
CURRICULUM POLICY	*The Ontario Curriculum Grade 9 and 10: Canadian and World Studies (Revised 2018)*
OTHER DOCUMENT	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Social Sciences*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION/RATIONALE

This course explores social, economic, and political developments and events and their impact on the lives of different individuals, groups, and communities, including First Nations, Métis, and Inuit individuals and communities, in Canada since 1914. Students will examine the role of conflict and cooperation in Canadian society, Canada’s evolving role within the global community, and the impact of various individuals, organizations, and events on identities, citizenship, and heritage in Canada. Students will develop an understanding of some of the political developments and government policies that have had a lasting impact on First Nations, Métis, and Inuit individuals and communities. They will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating key issues and events in Canadian history since 1914.

OVERALL CURRICULUM EXPECTATIONS

1.Historical Inquiry and Skill Development

Throughout this course, students will:

A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of Canadian history since 1914.

A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical investigation, and identify some careers in which these skills might be useful.

2.Canada, 1914–1929

By the end of this course, students will:

B1. Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments between 1914 and 1929, and assess their significance for different groups and communities in Canada, including First Nations, Métis, and Inuit communities (FOCUS ON: Historical Significance; Historical Perspective)

B2. Communities, Conflict, and Cooperation: analyse some key interactions within and between different communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the international community, from 1914 to 1929, and how these interactions affected Canadian society and politics (FOCUS ON: Historical Significance; Cause and Consequence)

B3. Identity, Citizenship, and Heritage: explain how various individuals, organizations, and specific social changes between 1914 and 1929 contributed to the development of identities, citizenship, and heritage in Canada (FOCUS ON: Continuity and Change; Historical Perspective)

3.Canada, 1929–1945

By the end of this course, students will:

C1. Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments between 1929 and 1945, and assess their impact on different groups and communities in Canada, including First Nations, Métis, and Inuit communities (FOCUS ON: Cause and Consequence; Historical Perspective)

C2. Communities, Conflict, and Cooperation: analyse some key interactions within and between communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the international community, from 1929 to 1945, with a focus on key issues that affected these interactions and changes that resulted from them (FOCUS ON: Cause and Consequence; Continuity and Change)

C3. Identity, Citizenship, and Heritage: explain how various individuals, groups, and events, including some major international events, contributed to the development of identities, citizenship, and heritage in Canada between 1929 and 1945 (FOCUS ON: Historical Significance; Historical Perspective)

4.Canada, 1945–1982

By the end of this course, students will:

D1. Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments in Canada between 1945 and 1982, and assess their significance for different individuals, groups, and/or communities in Canada, including First Nations, Métis, and Inuit individuals and communities (FOCUS ON: Historical Significance; Continuity and Change)

D2. Communities, Conflict, and Cooperation: analyse some key experiences of and interactions between different communities in Canada, including First Nations, Métis, and Inuit communities, as well as interactions between Canada and the international community, from 1945 to 1982 and the changes that resulted from them (FOCUS ON: Continuity and Change; Historical Perspective)

D3. Identity, Citizenship, and Heritage: analyse how significant events, individuals, and groups, including Indigenous peoples, Québécois, and immigrants, contributed to the development of identities, citizenship, and heritage in Canada between 1945 and 1982 (FOCUS ON: Historical Significance; Cause and Consequence)

5.Canada, 1982 to the Present

By the end of this course, students will:

E1. Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments in Canada from 1982 to the present, and assess their significance for different groups and communities in Canada, including First Nations, Métis, and Inuit communities (FOCUS ON: Historical Significance; Continuity and Change)

E2. Communities, Conflict, and Cooperation: analyse some significant interactions within and between various communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the international community, from 1982 to the present, and how key issues and developments have affected these interactions (FOCUS ON: Continuity and Change; Historical Perspective)

E3. Identity, Citizenship, and Heritage: analyse how various significant individuals, groups, organizations, and events, both national and international, have contributed to the development of identities, citizenship, and heritage in Canada from 1982 to the present (FOCUS ON: Historical Significance; Cause and Consequence)

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit# 1	Historical Inquiry and Skill Development This brief unit will review developing questions, investigating strategies, gathering evidence as well as organizing them and other methods needed to understand historical inquiry in study of Canadian history.	15 hours
Unit# 2	Canada, 1914–1929 In this time period, students will investigate Canada’s National and international events, trends, and developments during this period that affected various groups and communities in Canada in different ways. Understand this period of major conflict and change in Canada and abroad. Study this period that covers predominant attitudes towards women, immigrants, First Nations, Métis, Inuit, and racialized groups and communities affected the development of identities and citizenship in Canada.	25 hours
Unit# 3	Canada, 1929–1945 In this time period, students will learn about major events including the Great Depression and World War II, resulting from a variety of social, economic, and political factors, and affected various groups and communities in Canada in different ways. This was a period of strained and shifting relationships between different communities in Canada as well as between Canada and other countries. Discover actions of various individuals and communities had a major impact on the continuing development of Canada during this period.	28 hours
Unit# 4	Canada, 1945–1982 The unit begins with a look at the types of major changes Canadian society experienced during this period, as a result of a variety of national and international social, cultural, and political factors. Although this period was marked by conflict and tensions, both nationally and internationally, Canada also participated in cooperative ways in the international community. Students will learn about how this was a time of major transformation in identities in Canada.	25 hours
Unit# 5	Canada, 1982 to the Present This unit focuses on the national and international cultural, social, economic, political, and technological changes since 1982 have had a major impact on people in Canada. Students build an understanding of how historical factors continue to influence interactions and relationships between different groups, communities, and governments in Canada. They also study about the various social and political developments and events, as well as cultural icons, have had an impact on the development of heritage in Canada in these years.	17 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.
	TOTAL	110 hours

M’Learnin Student Centre

COURSE OUTLINE
COURSE TITLE	*Chemistry*
COMMON COURSE CODE	*SCH3U*
GRADE	11
COURSE TYPE	*Academic*
CREDIT VALUE	*1.0*
PREREQUISITE	*Science, Grade 10, Academic*
CURRICULUM POLICY	*The Ontario Curriculum: Sciences (Revised 2008)*
OTHER DOCUMENT	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Sciences*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION/RATIONALE

This course enables students to deepen their understanding of chemistry through the study of the properties of chemicals and chemical bonds; chemical reactions and quantitative relationships in those reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases. Students will further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as well as the impact of some common chemical reactions on society and the environment.

OVERALL CURRICULUM EXPECTATIONS

1.Scientific Investigation Skills and Career Exploration

Throughout this course, students will:

A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

A2. identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.

2.Matter, Chemical Trends, and Chemical Bonding

By the end of this course, students will:

B1. analyse the properties of commonly used chemical substances and their effects on human health and the environment, and propose ways to lessen their impact;

B2. investigate physical and chemical properties of elements and compounds, and use various methods to visually represent them;

B3. demonstrate an understanding of periodic trends in the periodic table and how elements combine to form chemical bonds.

3.Chemical Reactions

By the end of this course, students will:

C1. analyse chemical reactions used in a variety of applications, and assess their impact on society and the environment;

C2. investigate different types of chemical reactions;

C3. demonstrate an understanding of the different types of chemical reactions.

4.Quantities in Chemical Reactions

By the end of this course, students will:

D1. analyse processes in the home, the workplace, and the environmental sector that use chemical quantities and calculations, and assess the importance of quantitative accuracy in industrial chemical processes;

D2. investigate quantitative relationships in chemical reactions, and solve related problems;

D3. demonstrate an understanding of the mole concept and its significance to the quantitative analysis of chemical reactions.

5.Solutions and Solubility

By the end of this course, students will:

E1. analyse the origins and effects of water pollution, and a variety of economic, social, and environmental issues related to drinking water;

E2. investigate qualitative and quantitative properties of solutions, and solve related problems;

E3. demonstrate an understanding of qualitative and quantitative properties of solutions.

6.Gases and Atmospheric Chemistry

By the end of this course, students will:

F1. analyse the cumulative effects of human activities and technologies on air quality, and describe some Canadian initiatives to reduce air pollution, including ways to reduce their own carbon footprint;

F2. investigate gas laws that explain the behaviour of gases, and solve related problems;

F3. demonstrate an understanding of the laws that explain the behaviour of gases.

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit# 1	Matter, Chemical Trends, and Chemical Bonding By the end of this course, students will: ● Every element has predictable chemical and physical properties determined by its structure. ● The type of chemical bond in a compound determines the physical and chemical properties of that compound. ● It is important to use chemicals properly to minimize the risks to human health and the environment.	16 hours
Unit# 2	Chemical Reactions By the end of this course, students will: ● Chemicals react in predictable ways. ● Chemical reactions and their applications have significant implications for society and the environment.	25 hours
Unit# 3	Quantities in Chemical Reactions By the end of this course, students will: ● Relationships in chemical reactions can be described quantitatively. ● The efficiency of chemical reactions can be determined and optimized by applying an understanding of quantitative relationships in such reactions.	28 hours
Unit# 4	Solutions and Solubility By the end of this course, students will: ● Properties of solutions can be described qualitatively and quantitatively, and can be predicted. ● Living things depend for their survival on the unique physical and chemical properties of water. ● People have a responsibility to protect the integrity of Earth’s water resources.	25 hours
Unit# 5	Gases and Atmospheric Chemistry By the end of this course, students will: ● Properties of gases can be described qualitatively and quantitatively, and can be predicted. ● Air quality can be affected by human activities and technology. ● People have a responsibility to protect the integrity of Earth’s atmosphere.	16 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.
	TOTAL	110 hours

Diploma and Certificates

It is the right and obligation of every student at least till the age of 18, to stay in school and achieve their Ontario Secondary School Diploma (OSSD).

The Requirements are:
30 credits
40 hours of community involvement activities
Ontario Secondary School Literacy Requirement

Credits To Earn OSSD

A total of 30 credits are required by the student to complete their high school education and get the OSSD.

18 COMPULSORY CREDITS

12 OPTIONAL CREDITS (ONE FROM EACH GROUP)

4 credits in English (1 credit per grade)*
3 credits in Mathematics (at least 1 credit in Grade 11 or 12)
2 credits in Science
1 credit in Canadian history
1 credit in Canadian geography
1 credit in the Arts (Drama, Music, or Visual Arts)
1 credit in Health and Physical Education
1 credit in French as a Second Language
0.5 credit in Career Studies
0.5 credit in Civics

Group 1: 1 additional credit in:
English, or French as a second language, or a Native language, or a classical or an international
language, or social sciences and the humanities, or Canadian and world studies, or guidance and
career education, or cooperative education**
Group 2: 1 additional credit in:
Health and physical education, or the arts, or business studies, French as a second
language, or cooperative education**
Group 3: 1 additional credit in:
Science (Grade 11 or 12), technological education, French as a second language, computer studies,
or cooperative education**

Substitutions for Compulsory Credit Requirements

Upon the request of student/parent, or the need of student to succeed in the learning journey, the principal may approve of substituting up to three compulsory credits with courses from other subject areas specified in the list of compulsory credit requirements. Each substitution will be recorded on the student’s Ontario Student Transcript.

Ontario Secondary School Certificate (OSSC) Requirements

The Ontario Secondary School Certificate (OSSC) requires a student must earn a minimum of
14 credits.

7 REQUIRED COMPULSORY CREDITS:	12 OPTIONAL CREDITS (ONE FROM EACH GROUP)
2 credits in English 1 credit in Mathematics 1 credit in Science 1 credit in Canadian Geography or Canadian History 1 credit in Health and Physical Education 1 credit in the arts, computer studies, or technological education	Selected by students from available courses Substitutions for compulsory credits also apply to the OSSC.

The Certificate of Accomplishment

The Certificate of Accomplishment is an option for those students who are planning to go directly into workplace or will be going into specialized training right after high school. In such cases the students who leave school without fulfilling the requirements for the Ontario Secondary School Diploma or the Ontario Secondary School Certificate may be granted a Certificate of Accomplishment.

40 hours of Community Involvement

Today’s students are the leaders of tomorrow, and should be trained to give back to their community. One of the requirements for diploma that students must complete is a minimum of 40 hours of community involvement activities. These activities are to be completed outside of students’ school hours such as during lunch time, after school, on weekends, or during school holidays. Students may not use the hours put towards cooperative education and work experience, through paid work, or duties normally performed by a paid employee towards their community involvement hours. Students’ will submit the hours using the Community Involvement form for approval and record.

Curriculum

Credits

All courses at M’Learnin Centre offer credits towards your OSSD. In order to receive a credit, the student must pass the course with a grade of 50% or more. A course must meet the minimum 110 hours of learning to meet the course curriculum expectations.

Types of Courses: Grades 9 and 10

3 different types of courses offered in Grades 9-10.

Academic courses develop students’ knowledge and skills through the study of theory and abstract problems. These courses focus on the essential concepts of a subject and explore related concepts as well. They incorporate practical applications as appropriate.
Applied courses focus on the essential concepts of a subject and develop students’ knowledge and skills through practical applications and concrete examples. Familiar situations are used to illustrate ideas, and students are given more opportunities to experience hands-on applications of the concepts and theories they study.
Open courses which comprise a set of expectations that are appropriate for all students, are designed to broaden students’ knowledge and skills in subjects that reflect their interests and prepare them for active and rewarding participation in society. They are not designed with the specific requirements of university, college, or the workplace in mind.

Types of Courses: Grades 11 and 12

5 types of courses offered in Grades 11-12

College preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for most college programs or for admission to specific apprenticeship or other training programs.
University preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for university programs.
University/College preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for specific programs offered at universities and colleges.
Workplace preparation courses are designed to equip students with the knowledge and skills they need to meet the expectations of employers, if they plan to enter the workforce directly after graduation, or the requirements for admission to certain apprenticeship or other training programs.
Open courses which comprise a set of expectations that are appropriate for all students, are designed to broaden students’ knowledge and skills in subjects that reflect their interests and prepare them for active and rewarding participation in society. They are not designed with the specific requirements of university, college, or the workplace in mind.

Course Coding

Course codes consist of five characters: three letters followed by a number and letter.

EXAMPLE: MPM1D

FIRST 3 LETTERS	FOURTH LETTER	LAST LETTER
The first three letters indicate the subject area and discipline. Examples: A = Arts B = Business Studies C = Canadian and World Studies L = Classical and International Languages I = Computer Studies E = English F = French G = Guidance and Career Education P = Health and Physical Education M = Mathematics N = Native Studies S = Science H = Social Sciences and the Humanities T = Technological Education	The fourth character represents the grade. 1: Grade 9 2: Grade 10 3: Grade 11 4: Grade 12	The type of course and the course pathway is indicated in the last character of the course code. D – Academic O – Open P – Applied C – College M – University/College U -University

M’Learnin Student Centre

COURSE OUTLINE
COURSE TITLE	*Science*
COMMON COURSE CODE	*SNC2D*
GRADE	10
COURSE TYPE	*Academic*
CREDIT VALUE	*1.0*
PREREQUISITE	*Science, Grade 9, Academic or Applied*
CURRICULUM POLICY	*The Ontario Curriculum: Science (Revised 2008)*
DOCUMENT	*Growing Success (First Edition, 2010)*
DEPARTMENT	*Sciences*
DEVELOPMENT DATE	*January 2020*
REVISION DATE	*Ongoing*
NUMBER OF SCHEDULED	*110 HOURS*

COURSE DESCRIPTION/RATIONALE

This course enables students to enhance their understanding of concepts in biology, chemistry, earth and space science, and physics, and of the interrelationships between science, technology, society, and the environment. Students are also given opportunities to further develop their scientific investigation skills. Students will plan and conduct investigations and develop their understanding of scientific theories related to the connections between cells and systems in animals and plants; chemical reactions, with a particular focus on acid–base reactions; forces that affect climate and climate change; and the interaction of light and matter.

OVERALL CURRICULUM EXPECTATIONS

1.Scientific Investigation Skills and Career Exploration

Throughout this course, students will:

A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

A2. identify and describe a variety of careers related to the fields of science under study, and identify scientists, including Canadians, who have made contributions to those fields.

2.Biology: Tissues, Organs, and Systems of Living Things

By the end of this course, students will:

B1. evaluate the importance of medical and other technological developments related to systems biology, and analyse their societal and ethical implications;

B2. investigate cell division, cell specialization, organs, and systems in animals and plants, using research and inquiry skills, including various laboratory techniques

B3. demonstrate an understanding of the hierarchical organization of cells, from tissues, to organs, to systems in animals and plants.

3.Chemistry: Chemical Reactions

By the end of this course, students will:

C1. analyse a variety of safety and environmental issues associated with chemical reactions, including the ways in which chemical reactions can be applied to address environmental challenges;

C2. investigate, through inquiry, the characteristics of chemical reactions;

C3. demonstrate an understanding of the general principles of chemical reactions, and various ways to represent them

4.Earth and Space Science: Climate Change

By the end of this course, students will:

D1. analyse some of the effects of climate change around the world, and assess the effectiveness of initiatives that attempt to address the issue of climate change;

D2. investigate various natural and human factors that influence Earth’s climate and climate change;

D3. demonstrate an understanding of natural and human factors, including the greenhouse effect, that influence Earth’s climate and contribute to climate change.

5.Physics: Light and Geometric Optics

By the end of this course, students will:

E1. evaluate the effectiveness of technological devices and procedures designed to make use of light, and assess their social benefits;

E2. investigate, through inquiry, the properties of light, and predict its behaviour, particularly with respect to reflection in plane and curved mirrors and refraction in converging lenses;

E3. demonstrate an understanding of various characteristics and properties of light, particularly with respect to reflection in mirrors and reflection and refraction in lenses.

OUTLINE OF COURSE UNITS

Unit	Descriptions	Time and Sequence
Unit# 1	Biology ● Plants and animals, including humans, are made of specialized cells, tissues, and organs that are organized into systems. ● Developments in medicine and medical technology can have social and ethical implications.	27 hours
Unit# 2	Chemistry ● Chemicals react with each other in predictable ways. ● Chemical reactions may have a negative impact on the environment, but they can also be used to address environmental challenges.	27 hours
Unit# 3	Earth and Space Science ● Earth’s climate is dynamic and is the result of interacting systems and processes. ● Global climate change is influenced by both natural and human factors. ● Climate change affects living things and natural systems in a variety of ways. ● People have the responsibility to assess their impact on climate change and to identify effective courses of action to reduce this impact.	27 hours
Unit# 4	Physics ● Light has characteristics and properties that can be manipulated with mirrors and lenses for a range of uses. ● Society has benefited from the development of a range of optical devices and technologies.	28 hours
	Final Assessment 3 hours final exam culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands.
	TOTAL	110 hours

Role of Educators

The responsibility and role of the teachers and educators is to monitor student progress and provide constructive feedback and evaluation through assignments, discussion forums, online tutorials (blended program), and be accessible to the student when needed through email.

Student Responsibilities

Student’s behaviour and actions are safe and mature.
Student’s demonstrate honesty and integrity in their character and work.
Students show respect to all members of the school (students, teachers, parents/guardians and staff) at all times.
Students must show respect and care for the school property (ex. Online school site).
Students should show responsibility in terms of attending classes and regulating their work habits.

Students try their best in every aspect of academics, and take the initiative to use the resources.

Student Success

Students need to have a computer or laptop, and a good internet connection. We prefer students to have a webcam or video accessibility so they may interact with their teachers as part of their program during conferences.

Stable high-quality internet connection and an
Up to date laptop or desktop computer
Microphone and video camera.

Recommended Softwares/Applications:

Adobe Acrobat Reader
Word processor
Microsoft Word
Excel

Terms & Reporting Periods

There are no official start or end dates for a term or semester. Therefore, the reporting period at M’Learnin will take place at three and six months, or 55 hours and 110 hours, into the course enrolment of a student. The 3 months or 55 hours will be the mid-term report and the 6 month or 110 hours will be the final report.

Sample Student Schedule/Timetable

Students are strongly encouraged and expected to log in to their student portal at least 3 times a week, in order to complete the 110 hours of course content. Failure to do so (for 2 weeks) will lead to a warning. Students can set their own days and times.

SUNDAY	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY	SATURDAY
Student log in and complete the tasks and lessons		Student log in and complete the tasks and lessons		Student log in and complete the tasks and lessons

OR

SUNDAY	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY	SATURDAY
	Student log in and complete the tasks and lessons		Student log in and complete the tasks and lessons			Student log in and complete the tasks and lessons

Attendance Policy

Attendance is a critical component of student success and learning process in a course. It is mandatory for all students to attend classes, sign in to their student portal, complete all assigned work, and participate in discussions/activities assigned by the teacher. It is the duty of the student to complete the minimum instructional hours outlined by Ministry of Education.

All Ontario schools are required to keep a track of student attendance. At M’learnin, the attendance is recorded for every student based on the number of times they logged in and completed their lessons.
If failed to log in for over extended period of time without any reports to the admin will lead to warnings as follows:
1st Warning: A student has not logged in to the course and completed any
work between 14 days.
2nd Warning: A student has not logged in and completed any work for 30 days.
3rd and last Warning:
If no communication or improvement in attendance is made from the student’s second warning, the student will be dropped from the course.
If this within a week after the midterm report card then withdrawal (‘W’) will be reported on their transcript.

Plagiarism

Plagiarism is when you take credit and submit work that is not yours. It can occur in any course or grade level. If your teacher identifies plagiarism in any assignments or assessments, he/she will give a verbal warning to the student, alongside a mark of zero for that particular assignment. If plagiarism occurs after the first incident, further consequences will be given, which may lead to failure in course. The student may get the chance to appeal on the first incident to the principal and teacher. Students are to demonstrate their achievement with the best of their abilities.

Student Misconduct

M’Learnin educators and staff will try their best to report and take action against any misconduct of any student immediately. The consequences are listed below, and students should try to avoid reaching such circumstances in which such actions become obligatory.

First Occurrence: Verbal warning
Second Occurrence: Administration will contact the parent/guardian of the student
Third Occurrence: The principal may suspend the student for 7 days (week).
Final Occurrence: The principal will expel the student, and inform the parent/guardian. (Please note that no refunds will be given, and the student will lose their credit.)

Some offences that may lead to suspension or expulsion are: Unacceptable classroom behavior (during discussions, live tutorials, or on forums) towards peers and/or teachers, such as foul language or bullying, uttering threats etc. or tardiness and/or absence from class without any notice beforehand, continuous misbehaviour even after ample warning, more than once incidences of plagiarism or cheating or absenteeism from majority of classes for long period of time.

Appropriate Use of Technology

M’Learnin Centre is a fully online school, therefore the student must use the technology in an responsible, respectful, and safe manner, otherwise the consequences of inappropriate or unacceptable use of technology or the online platform may result in the removal of the student from the course without refund. In addition, the student and parent (if under the age of 18) will be contacted.

Below are some unacceptable actions (but may not be limited to the following) that the student may be identified with:

Offensive, obscene, or indecent material (documents, images, text)
Defamatory material
Infringements of copyright of another person
Handling of unsolicited commercial or advertising material
Causing technical problems such as corrupting or destroying other user’s data
Violating the privacy of others online

School Support and Resources Services

M’Learnin Students are strongly encouraged to get in touch with the admin, staff, or educators at M’learnin for any support, guidance, questions or concerns they may have throughout their courses or enrollment with us. We dedicate our time and experience to help our students at each step. Please email at [email protected] and we will be happy to get in touch with you.
Here are few examples of support offered:

Course Selections
Support for English Language learners or ESL
Support for transition from middle to high school
Student support (how to create a schedule, how to do well in tests etc.)
Applying to university or college
Using resources at libraries in the community (http://www.mtc.gov.on.ca/en/libraries/oplweb.shtml)
Using online library such as: eCampus Ontario Online Library ( https://www.ecampusontario.ca/open-education-resources/)
Strategies and resources (www.careercruising.com)

Role of Educators

Student Responsibilities

Student Success

Recommended Softwares/Applications:

Terms & Reporting Periods

Sample Student Schedule/Timetable

Attendance Policy

Plagiarism

Student Misconduct

Appropriate Use of Technology

School Support and Resources Services

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