ESL

ESLCurriculum 2

Go back to High School Curriculum 1

Basic Literacy Skills, ELD Level 1, Open (ELDBO)
(English Language Development)
This course builds on students’ previous education and language knowledge to introduce basic literacy skills and to help students adjust to their new cultural environment. Students will learn to read and write for everyday purposes, personal development, and enjoyment. Students will also learn school routines and personal management skills.
Oral and Visual Communication
Overall Expectations
By the end of this course, students will:

participate in discussions about personal information and experiences;

respond appropriately to oral instructions and information in a classroom setting;

obtain key information from media sources and create simple media works.

Specific Expectations
Developing Proficiency in Oral Communication
By the end of this course, students will:

retell past experiences and compare them with current circumstances (e.g., complete statements beginning That reminds me of.... or That makes me think of....);

ask and answer questions for clarification or confirmation (e.g., ask about public-address announcements; ask a teacher to repeat an instruction);

listen to and ask questions following oral classroom presentations by teachers, peers, and others;

follow oral instructions that outline a series of steps (e.g., complete a timetable from oral instructions);

restate school announcements, teacher directions, or peers’ responses.

Using English in Socially and Culturally Appropriate Ways
By the end of this course, students will:

use common expressions to facilitate communication (e.g., to take turns; to get attention; to end a conversation);

use appropriate language to express opinions and offer advice (e.g., complete statements beginning with If I were you...., Maybe you could...., and Why don’t you...?).

Developing Media Knowledge and Skills
By the end of this course, students will:

retell stories heard on tape or seen on video;

participate in discussions about personal or class visits to school displays, community events, or museums;

make school announcements;

create class collages;

design advertisements, posters, or notices.

Reading
Overall Expectations
By the end of this course, students will:

understand some basic facts and concepts about printed texts;

read a variety of simple written materials;

use some basic reading strategies, with teacher guidance.

Specific Expectations
Developing Beginning Literacy Skills
By the end of this course, students will:

restate key information or retell events from material read aloud (e.g., identify characters in a story; retell the next event in a sequence; restate a reason or an example provided);

participate in discussions that focus on personal responses to stories or newspaper articles read aloud (e.g., tell about a similar event; ask peers about their experiences);

identify the front and back of a book and the top and bottom of a page;

follow from left to right and from line to line while the teacher reads aloud;

identify the letters of the Roman alphabet in printed texts.

Reading and Responding
By the end of this course, students will:

recognize important notices and signs in the school and community;

participate in choral reading of group stories, chants, poems, and excerpts from familiar stories the teacher has read aloud;

read their own or class-generated stories;

understand a bank of sight words and use them in various activities (e.g., make lists; classify words; recognize sight words in simple stories);

read simple written materials (e.g., pattern books, picture books, recipes, charts, simple stories);

select books for personal enjoyment, with teacher guidance;

report on personal reading experiences in various ways (e.g., retell a story; complete a simple reading log; discuss a book with the teacher and/or class).

Using Reading Strategies for Comprehension
By the end of this course, students will:

use alphabetical order to sort lists by initial letter;

use some basic reading strategies to decipher simple texts (e.g., sight recognition of some high-frequency words, knowledge of sound-letter correspondence, interpretation of contextual clues);

identify and talk about a variety of text forms (e.g., lists, recipes, stories, letters);

use pictorial dictionaries.

Writing
Overall Expectations
By the end of this course, students will:

use some basic patterns of standard Canadian English in some simple forms of writing;

write simple texts following some conventions of standard Canadian English.

Specific Expectations
Developing Beginning Literacy Skills
By the end of this course, students will:

print and write the Roman alphabet in upper- and lower-case letters;

copy phrases and sentences with left-to-right progression.

Developing Accuracy in Written Communication
By the end of this course, students will:

produce short, structured pieces of writing (e.g., journal entries, narratives, lists);

use capitalization and punctuation in simple sentences;

use common phonics rules and knowledge of simple spelling patterns to spell words (e.g., add a silent e when a vowel “says” its own name, as in hope; drop a silent e before adding an ending, as in hope/hoping; double the consonant when adding endings to a “vowel sandwich,” as in hop/hopped/hopping).

Social and Cultural Competence
Overall Expectations
By the end of this course, students will:

demonstrate a beginning awareness and appreciation of Canada’s regional and cultural diversity;

demonstrate adaptation to some key teacher expectations and school routines.

Specific Expectations
Developing Citizenship Awareness and Skills
By the end of this course, students will:

demonstrate respect for cultural differences in Canada by showing courtesy and sensitivity to others;

communicate information about various cultures (e.g., describe naming practices, forms of address, celebrations);

participate in discussions about family roles and relationships, including the role of the adolescent in various cultures;

demonstrate suitable behaviour in co-educational and/or mixed-age groups (e.g., treat male and female peers with equal respect);

identify different regions and cultural groups within Canada;

demonstrate knowledge of some basic facts of Canadian geography (e.g., label provinces and major cities on maps; complete charts showing population statistics of individual provinces and cities);

demonstrate knowledge of some basic facts about the founding peoples of Canada (e.g., identify various groups of Native peoples and describe key features of their lifestyle before the arrival of Europeans; label a timeline to show key events in the process of European settlement);

name the regions, provinces, territories, and capital cities of Canada;

report on school and community events (e.g., school assemblies, sports events, local festivals);

contribute to teacher-led class discussions about important news events.

Adapting to the School Setting
By the end of this course, students will:

find and map important locations in the school and community;

identify key school and community personnel;

follow individual school timetables, including special school schedules (e.g., “short period” days);

follow important school routines (e.g., emergency procedures);

follow essential classroom routines (e.g., distribute and share classroom resources; listen attentively to instructions and classroom discussions; focus attention on individual tasks);

work cooperatively with a partner on shared classroom tasks;

follow some basic study routines (e.g., bring necessary materials to class; organize notebooks; complete homework);

interact appropriately with peers and teachers in most classroom situations (e.g., offer or ask for help; express disagreement politely).

Basic Literacy Skills, ELD Level 2, Open (ELDBO)
This course helps students to develop basic literacy skills and to understand the changing world around them. Students will read for information and enjoyment, expand their vocabulary, produce some simple forms of writing, and develop and use fundamental study skills. Students will also learn to participate effectively in group tasks and to use school and community resources.
Oral and Visual Communication
Overall Expectations
By the end of this course, students will:

participate in discussions about personal experiences and opinions;

recognize different levels of formality in spoken English and use language appropriately in specific situations;

create and analyse simple media works.

Specific Expectations
Developing Proficiency in Oral Communication
By the end of this course, students will:

use appropriate language to facilitate classroom and group discussions (e.g., to keep a discussion on task; to agree or disagree);

use common expressions and language patterns for a variety of language functions (e.g., use prepositions, adjectives, and sequence words to explain a process; use modals such as should and might to offer advice);

present book talks or projects using visual aids (e.g., prepare and refer to a poster illustrating a topic; develop a graphic organizer to provide an overview and use an overhead projector to show it to the class).

Using English in Socially and Culturally Appropriate Ways
By the end of this course, students will:

use informal language appropriately (e.g., with peers);

use more formal language when necessary (e.g., to make introductions; to confirm an appointment; to apologize).

Developing Media Knowledge and Skills
By the end of this course, students will:

participate in discussions about the effects on consumer buying habits of television commercials and other forms of advertising;

identify common elements of newspaper and magazine formats (e.g., columns, headlines, news stories);

create headlines, posters, talk shows, or interviews related to classroom topics or personal reading.

Reading
Overall Expectations
By the end of this course, students will:

read and listen to others read a variety of materials;

use some strategies to build vocabulary;

use some key reading strategies, with teacher guidance;

locate key information in simple print and non-print reference materials, with teacher guidance.

Specific Expectations
Reading and Responding
By the end of this course, students will:

read along while listening to stories and other materials being read aloud;

identify and describe various forms of writing (e.g., poems, newspaper stories, letters);

choose books for a variety of purposes, including personal enjoyment, with teacher guidance;

read a variety of fiction and non-fiction materials designed or adapted for beginning learners of English (e.g., with controlled vocabulary and sentence structure);

read personally selected material on a daily basis (e.g., participate in silent reading sessions in class; read a minimum number of pages at home each day);

respond to personal reading in a variety of ways (e.g., write in reading logs; create posters; write “blurbs” for book jackets; participate in discussions with teacher and peers).

Developing Vocabulary
By the end of this course, students will:

use thematic word lists and knowledge of word families to build vocabulary;

use learner dictionaries;

identify synonyms, antonyms, homophones, and homonyms for familiar words.

Using Reading Strategies for Comprehension
By the end of this course, students will:

recognize familiar structures in new words (e.g., word endings, compound words, prefixes);

use a variety of strategies to determine the meaning of unfamiliar words (e.g., break words into meaningful units; consult learner dictionaries);

decipher simple texts, using rules about phonics and syllabification and knowledge of common prefixes, suffixes, and roots;

use background knowledge and context clues to make inferences and predict outcomes (e.g., respond to instructions and questions such as Find a word that means the same as this one; Why do you think the main character in the story did that?; What do you think the main character will do next?).

Developing Research Skills
By the end of this course, students will:

find information in subject-specific sources (e.g., illustrated dictionaries, encyclopaedias, CD-ROMs);

record key words and information (e.g., on a graphic organizer provided by the teacher);

use discussion to clarify understanding of information located (e.g., work collaboratively to share information and organize it in a chart under headings such as main ideas and examples).

Writing
Overall Expectations
By the end of this course, students will:

write for a variety of purposes in a variety of simple forms, with teacher guidance;

use some elements of the writing process to plan writing;

write simple texts following the conventions of standard Canadian English.

Specific Expectations
Relating Purpose to Form
By the end of this course, students will:

write short answers to oral and written questions about familiar topics;

participate in shared writing activities in small groups (e.g., contribute a sentence; suggest an alternative phrase);

complete simple forms (e.g., an application for a library card);

write daily to record personal learning, experiences, and feelings;

write in a variety of forms (e.g., simple dialogues, retold stories, autobiographical accounts);

organize notebooks for different subject areas, using titles, dates, and required forms (e.g., outline a format for solving mathematics problems).

Applying the Writing Process
By the end of this course, students will:

participate in structured prewriting activities (e.g., brainstorm writing topics; use graphic organizers to sort and classify information);

compose a first draft of a specific form of writing, with teacher guidance (e.g., narrative, personal account, explanation);

edit a first draft of a specific form of writing, with teacher guidance;

use simple word-processing software to compose and edit pieces of writing, with teacher guidance (e.g., use “cut and paste” functions; use a spell checker);

use simple graphics software to format and embellish pieces of writing, with teacher guidance (e.g., experiment with different fonts; centre text inside a border; import clip-art images).

Developing Accuracy in Written Communication
By the end of this course, students will:

use some common spelling patterns and rules (e.g., plural markers, silent letters, double letters, and the “i before e” rule);

capitalize the beginning of sentences and frequently occurring proper nouns (e.g., names, countries, months);

use some common verb forms (e.g., simple present, simple past, present progressive, simple future, forms of go plus infinitive);

use correct punctuation in simple sentences, with some consistency (e.g., periods and question marks at the end of sentences, apostrophes in commonly used contractions).

Social and Cultural Competence
Overall Expectations
By the end of this course, students will:

communicate information about current local, national, and global issues;

demonstrate understanding of and respect for the wide variety of cultures and languages in Canada;

use school and community resources;

respond with increasing confidence to a variety of teaching and learning situations;

identify some personal goals and use a variety of strategies to pursue them.

Specific Expectations
Developing Citizenship Awareness and Skills
By the end of this course, students will:

describe and compare cultural variations in non-verbal communication (e.g., gestures, facial expressions, eye contact);

identify and discuss some cultures and languages in Canada (e.g., identify various Native peoples by name and participate in a group discussion about key features of their cultures; interview peers to obtain and compare information about specific cultural practices, such as the naming of children);

participate in discussions about personal and social issues related to school and community events (e.g., preparing for exams; finding books in their own languages);

contribute to teacher-led class discussions of important news events.

Adapting to the School Setting
By the end of this course, students will:

use school and community resources to support classroom learning (e.g., libraries, computers, tutoring programs, study rooms);

identify and use a range of community resources (e.g., recreation centres, banks);

record homework and other assignments in a specific place, such as a planner;

use time-management skills to organize homework, complete assignments on time, and make up missed work;

participate in directed group work;

ask questions to obtain information and clarification from teachers and peers;

express opinions appropriately in teacher-led classroom discussions (e.g., pay attention to peers’ and teacher’s comments; respond by building on peers’ and teacher’s comments; express disagreement politely).

Developing Personal and Career Goals
By the end of this course, students will:

identify some key personal and educational goals (e.g., complete a personal timeline projecting five or ten years into the future, identifying key events and tasks along the way).

Literacy in Daily Life, ELD Level 3, Open (ELDCO)
This course helps students to expand their reading and writing skills and their ability to use language to analyse the changing world around them. Students will learn effective study skills and personal management and career-planning strategies. Students will improve their language proficiency through a variety of practical reading and writing tasks, short guided research projects, classroom discussions, and oral presentations.
Oral and Visual Communication
Overall Expectations
By the end of this course, students will:

participate in discussions and guided presentations on a variety of personal and school-related topics;

demonstrate awareness of different varieties of spoken English and use formal and informal styles of spoken English appropriately and competently most of the time;

create and analyse a variety of simple media works.

Specific Expectations
Developing Proficiency in Oral Communication
By the end of this course, students will:

contribute to discussions by sharing ideas and information and responding to the contributions of others;

use non-verbal communication techniques appropriately in discussions and guided presentations (e.g., eye contact, variations in pace, gestures, pause for effect).

Using English in Socially and Culturally Appropriate Ways
By the end of this course, students will:

identify and compare different varieties of spoken English (e.g., standard Canadian English, Newfoundland English, standard Trinidadian English, Trinidadian Creole);

compare the styles of language used in various situations (e.g., the colloquial language used in a television sitcom segment versus the formal language of a news broadcast);

use the appropriate style of language in a variety of role plays (e.g., use colloquial, polite, and formal styles, respectively, for a request or an apology to a peer, a teacher, or an employer);

self-monitor language use some of the time (e.g., use gonna and going to appropriately in informal and formal situations).

Developing Media Knowledge and Skills
By the end of this course, students will:

identify important similarities and differences among different types of media (e.g., compare news events as presented on television, on radio, and in newspapers; compare fictional stories as presented on television, in films, and in magazines);

participate in discussions about the use and effect of stereotypes in the media (e.g., gender roles in television sitcoms, family relationships in advertising);

create news reports and brief dramatic presentations, using technology (e.g., short videotapes and computer- generated visuals).

Reading
Overall Expectations
By the end of this course, students will:

read and respond to a variety of fiction and non-fiction materials, with teacher guidance;

use a variety of strategies to build vocabulary;

choose appropriate reading strategies;

locate and use information from print and non-print sources for guided research projects, with teacher guidance.

Specific Expectations
Reading and Responding
By the end of this course, students will:

choose and read books for a variety of purposes, including study and personal enjoyment;

express opinions and participate in discussions about fictional characters, stories, and books (e.g., through literature study groups, short book talks, and drama presentations);

report on their personal reading (e.g., provide short summaries and recommendations for other readers);

describe the function of key elements in a story (e.g., character, plot, setting);

identify a writer’s or character’s point of view in short stories.

Developing Vocabulary
By the end of this course, students will:

use knowledge of common prefixes, suffixes, and root words to determine the pronunciation and meaning of unfamiliar words;

use a variety of strategies to learn specialized terms in subject areas (e.g., create and consult personal word lists or dictionaries; create graphic organizers; chart word families).

Using Reading Strategies for Comprehension
By the end of this course, students will:

identify the main idea and supporting details in a piece of writing;

read efficiently for information (e.g., compare product prices; check schedules; make appointments);

scan texts for specific information (e.g., dates, names, places).

Developing Research Skills
By the end of this course, students will:

find information in a variety of classroom and library sources (e.g., print and non-print magazines and newspapers, CD-ROMs);

organize information for oral or written presentation (e.g., using point-form notes, cue cards, poster boards).

Writing
Overall Expectations
By the end of this course, students will:

write in a variety of forms for various purposes and audiences, with teacher guidance;

use the writing process to edit written work, with teacher guidance;

use some sentence structures and conventions of standard Canadian English correctly in written work.

Specific Expectations
Relating Purpose to Form
By the end of this course, students will:

write creatively and to describe personal experiences (e.g., compose stories, poems, or dialogues on topics of personal interest);

use journals to record events, observations, and opinions;

write in a variety of forms (e.g., short descriptions, narratives, short reports);

take notes from texts, videos, and group presentations, with teacher guidance.

Applying the Writing Process
By the end of this course, students will:

participate in prewriting discussions and activities (e.g., brainstorm to generate ideas; use graphic organizers to organize main ideas);

edit a first draft to correct specific items outlined in a checklist (e.g., items of grammar, spelling, and punctuation);

use simple word-processing software to compose and edit pieces of writing;

use simple graphics software to format and embellish pieces of writing.

Developing Accuracy in Written Communication
By the end of this course, students will:

use conventional spelling for commonly used and personally significant words;

use appropriate verb tenses and make subjects and verbs and nouns and pronouns agree in written work, some of the time;

vary sentence structure to create interest and emphasis, following models provided by the teacher;

use correct punctuation in simple sentences (e.g., statements, questions, explanations).

Social and Cultural Competence
Overall Expectations
By the end of this course, students will:

demonstrate an understanding of the main elements of the Canadian political system;

participate in discussions about the connections among cultures in Canada;

respond appropriately to most teaching and learning situations;

identify potential educational and career goals and appropriate strategies to use in pursuing them;

participate in discussions about local, national, and global issues.

Specific Expectations
Developing Citizenship Awareness and Skills
By the end of this course, students will:

demonstrate knowledge of basic facts about the levels of government in Canada;

explain basic facts about the Canadian electoral system (e.g., how voters are enumerated, who has the right to vote, how to mark a ballot);

find and discuss information about the political parties in Canada;

participate in discussions about important local, national, and international current events and issues;

compare customs of different cultural groups in Canada (e.g., dating, marriage, and child-rearing practices);

participate in discussions about the benefits and challenges of living among diverse cultures;

demonstrate respect for the languages and language varieties spoken by others.

Adapting to the School Setting
By the end of this course, students will:

negotiate roles and tasks in group learning activities;

accept responsibility for their own learning (e.g., keep track of homework; complete assignments on time; be prepared for class);

use a variety of study skills to complete assignments (e.g., establish a study schedule; organize notes and study for tests and examinations; meet with peers to plan group projects).

Developing Personal and Career Goals
By the end of this course, students will:

find and share information on the education, experience, and skills required for a variety of careers (e.g., consult guidance department brochures and personnel; use computer programs such as career- information databases; participate in job shadow programs);

identify and explore possible individual career goals (e.g., participate in career days and field trips to career centres and local businesses).

Literacy for School and Work, ELD Level 4, Open (ELDDO)
This course prepares students to participate in the educational program that will allow them to continue their education, seek employment, and participate in Canadian society as informed citizens. Students will acquire a wide variety of literacy skills and learning strategies through guided reading and writing tasks, the use of a range of media resources in guided research projects, and opportunities to communicate in a variety of formal and informal situations.
Oral and Visual Communication
Overall Expectations
By the end of this course, students will:

participate in discussions and short oral presentations about a variety of school, workplace, and personal topics;

demonstrate understanding and appreciation of different varieties of spoken English;

use and respond appropriately to the formal and informal styles of spoken English suited to school, workplace, and social situations;

create, analyse, and interpret a variety of media works.

Specific Expectations
Developing Proficiency in Oral Communication
By the end of this course, students will:

participate effectively in classroom discussions and oral presentations (e.g., by explaining, persuading, summarizing);

use a variety of communication strategies to sustain conversations (e.g., ask for clarification; paraphrase; use appropriate facial expressions and gestures);

recognize and use the styles of spoken English required in a variety of workplace situations (e.g., evaluate customer and employee interactions as presented in a video; role-play an employee asking for advice from a supervisor).

Using English in Socially and Culturally Appropriate Ways
By the end of this course, students will:

listen to and analyse different varieties of English used in poems and stories (e.g., poems and stories from England, the Caribbean, or Newfoundland);

analyse taped conversations to distinguish formal from informal English (e.g., cafeteria conversations, office interactions, parent/student/teacher conferences);

use the appropriate style of language in a variety of role plays (e.g., introducing a new student to other classmates, participating in a job interview, making weekend plans with friends);

use standard Canadian English appropriately in school and workplace situations.

Developing Media Knowledge and Skills
By the end of this course, students will:

interpret, compare, and evaluate the points of view taken in a variety of media works (e.g., newspaper articles, films, advertisements);

describe the functions of different elements in magazines and newspapers (e.g., headlines, feature articles, editorials);

identify strategies used in different media to influence audiences (e.g., celebrity endorsements, appeals to emotion);

create a variety of media works (e.g., classroom newspapers, video advertisements, radio documentaries).

Reading
Overall Expectations
By the end of this course, students will:

read and respond to a variety of fiction and non-fiction materials, with minimal teacher support;

use appropriate reading strategies to understand and interpret a variety of fiction and non-fiction materials;

extract information from texts in a variety of subject areas, with teacher guidance;

locate and evaluate information from a variety of print and non-print resources and use it for guided research projects, career exploration, and personal interest.

Specific Expectations
Reading and Responding
By the end of this course, students will:

extract information from texts in a variety of subject areas, with teacher guidance;

choose and respond to personal reading materials suitable to their age and interests;

respond to personally selected books in a variety of ways (e.g., record ideas and feelings in a reading log; write book reviews; present book talks).

Developing Vocabulary
By the end of this course, students will:

use a variety of strategies to expand their vocabulary (e.g., recognize changes of meaning caused by prefixes and suffixes; infer meaning from context; use dictionaries and thesauri to determine meaning and usage and to identify parts of speech);

recognize and use key elements of standard textbook formats to find required information (e.g., tables of contents, indexes, boldface type, italics).

Using Reading Strategies for Comprehension
By the end of this course, students will:

use a variety of reading strategies to determine meaning (e.g., cueing systems, self-correction, prediction, background knowledge);

explain how a reading strategy suits a specific reading task (e.g., adjusting reading speed to suit the purpose and difficulty of a task);

recognize some common cross-cultural themes and figures in folk tales and stories (e.g., the coming-of-age theme, the trickster figure).

Developing Research Skills
By the end of this course, students will:

consult print and electronic sources to acquire information (e.g., print and non-print magazines and newspapers, CD-ROMs, the Internet);

skim and scan text to choose relevant materials (e.g., to identify material at an appropriate level; to locate sections that deal with specific topics);

compare and evaluate ideas and information from more than one source, for guided research projects;

summarize main points for guided research projects, using graphic organizers (e.g., charts, tables, Venn diagrams).

Writing
Overall Expectations
By the end of this course, students will:

write in a variety of forms for personal purposes, to carry out classroom assignments, and to pursue career goals, with teacher guidance;

organize and develop ideas, using linked paragraphs;

use the writing process to revise and edit written work, with teacher guidance;

use the sentence patterns and conventions of standard Canadian English correctly most of the time in written work.

Specific Expectations
Relating Purpose to Form
By the end of this course, students will:

write for personal and career-related purposes (e.g., letters, newspaper advertisements, résumés);

take notes on information presented in class, using graphic organizers, blackboard outlines, and other aids;

link ideas, using a variety of transitional words and phrases suited to the purpose (e.g., the same as, also to indicate comparison; first, then to clarify sequence; because, because of to indicate a cause-and-effect relationship);

fill out a wide variety of forms of varying complexity (e.g., job applications, driver’s licence forms, SIN applications).

Applying the Writing Process
By the end of this course, students will:

participate in prewriting discussions and activities (e.g., develop graphic organizers; produce written outlines);

draft and revise the content of short compositions, working independently or with a peer;

edit short compositions to correct specific items outlined on a checklist (e.g., to ensure subject-verb agreement, consistency of tenses, inclusion of transitional words and phrases);

produce an edited copy of a short composition;

use word-processing software to compose and edit pieces of writing;

use graphics software to format and embellish pieces of writing.

Developing Accuracy in Written Communication
By the end of this course, students will:

use knowledge of spelling conventions to spell words correctly most of the time in personal and school-related compositions;

use knowledge of the forms and rules of English grammar (e.g., verb tenses, conditional forms, rules for subject-verb agreement) to write correctly most of the time;

use a variety of sentence structures for interest and/or emphasis;

use punctuation correctly most of the time.

Social and Cultural Competence
Overall Expectations
By the end of this course, students will:

demonstrate an understanding of the rights and responsibilities of living in Canada;

participate in discussions and debates on local, national, and global issues and events;

demonstrate flexibility as learners in different teaching and learning situations;

identify personal and career goals and plan how to achieve them.

Specific Expectations
Developing Citizenship Awareness and Skills
By the end of this course, students will:

participate in discussions about social and political documents that affect how our society works (e.g., the Canadian Charter of Rights and Freedoms, the Ontario Human Rights Code, district school board race relations policies);

identify and use the skills needed to seek assistance in the school and community (e.g., use, and help others to use, the services of school guidance departments and community and school support services; explain their district school board’s harassment policy and procedures);

participate in discussions about media perspectives on social and cultural issues (e.g., newspaper and television selection and presentation of facts, images, and opinions related to race, gender, and age);

use knowledge of strategies for conflict resolution in simulations, role plays, and group discussions;

participate in discussions about similarities and differences in the needs and values of people of different generations and cultures and both genders;

explain the significance of some local, national, and international current events;

respond to issues in current events (e.g., through writing assignments, role plays).

Adapting to the School Setting
By the end of this course, students will:

participate fully in group activities (e.g., contribute productively to all group tasks; assist others in the group; help keep the group on task);

participate constructively in a variety of learning and teaching situations (e.g., independent research, oral presentations, varied assessment situations);

use study skills effectively to achieve learning goals (e.g., select suitable study strategies; use self-monitoring and self- correcting strategies).

Developing Personal and Career Goals
By the end of this course, students will:
participate in a real or simulated job search (e.g., seek opportunities; tailor a résumé; write a covering letter and/or make a telephone call to accompany a job application; prepare for and participate in an interview).
Go back to High School Curriculum 1