| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | Course Code | Name | Description | Pre Req | ||||||||||||||||||||||
2 | AMG3O | Guitar Outlines | Guitar, Grade 11, Open | This course develops students’ musical literacy through performance and the preparation and presentation of music productions. Students will perform works at a level consistent with previous experience. Independently and collaboratively, students will use current technology and the creative and critical analysis processes to plan, produce, present, and market musical productions. Students will respond to, reflect on, and analyse music from various genres and periods, and they will develop skills transferable to other aspects of their life and their careers. | None | |||||||||||||||||||||
3 | AMG4M | Guitar Outlines | Guitar, Grade 12, University/College Preparation | This course enables students to enhance their musical literacy through the creation, appreciation, analysis, and performance of music. Students will perform traditional, commercial, and art music, and will respond with insight to live and recorded performances. Students will enhance their understanding of the function of music in society and the impact of music on themselves and various communities and cultures. Students will analyse how to apply skills developed in music to their life and careers. | Music, Grade 11, University/College Preparation | |||||||||||||||||||||
4 | ADA1O | Drama Outlines | Drama, Grade 9, Open | This course provides opportunities for students to explore dramatic forms and techniques, using material from a wide range of sources and cultures. Students will use the elements of drama to examine situations and issues that are relevant to their lives. Students will create, perform, discuss, and analyse drama, and then reflect on the experiences to develop an understanding of themselves, the art form, and the world around them. | None | |||||||||||||||||||||
5 | ADA2O | Drama Outlines | Drama, Grade 10, Open | This course provides opportunities for students to explore dramatic forms, conventions, and techniques. Students will explore a variety of dramatic sources from various cultures and representing a range of genres. Students will use the elements of drama in creating and communicating through dramatic works. Students will assume responsibility for decisions made in the creative and collaborative processes and will reflect on their experiences. | None | |||||||||||||||||||||
6 | ADA3M | Drama Outlines | Drama, Grade 11, University/College Preparation | This course requires students to create and perform in dramatic presentations. Students will analyse, interpret, and perform dramatic works from various cultures and time periods. Students will research various acting styles and conventions that could be used in their presentations, and analyse the functions of playwrights, directors, actors, designers, technicians, and audiences. | Drama, Grade 9 or 10, Open | |||||||||||||||||||||
7 | ADA3O | Drama Outlines | Drama, Grade 11, Open | This course requires students to engage in dramatic processes and the presentation of dramatic works, and emphasizes the application of drama skills in other contexts and opportunities. Students will interpret and present works in a variety of dramatic forms, create and script original works, and critically analyse the processes involved in producing drama works. Students will develop a variety of skills related to collaboration and the presentation of drama works. | None | |||||||||||||||||||||
8 | ADA4E1 | Drama Outlines | Drama, Grade 12, Workplace Preparation | This course requires students to create, present, and analyse a variety of dramatic works relevant to the workplace. Students will build trust and collaborative skills and develop self-confidence through hands-on experience and project-based learning in drama activities. Students will also explore skills related to the study of drama that can be applied in the workplace. | Drama, Grade 11, Open | |||||||||||||||||||||
9 | ADA4M1 | Drama Outlines | Drama, Grade 12, University/College Preparation | This course requires students to experiment individually and collaboratively with forms and conventions of both drama and theatre from various cultures and time periods. Students will interpret dramatic literature and other texts and media sources while learning about various theories of directing and acting. Students will examine the significance of dramatic arts in various cultures, and will analyse how the knowledge and skills developed in drama are related to their personal skills, social awareness, and goals beyond secondary school. | Drama, Grade 11, University/College preparation | |||||||||||||||||||||
10 | AMG2O | Guitar Outlines | Guitar, Grade 10, Open | None | ||||||||||||||||||||||
11 | AMG3M | Guitar Outlines | Guitar, Grade 11, University/College Preparation | This course provides students with opportunities to develop their musical literacy through the creation, appreciation, analysis, and performance of music, including traditional, commercial, and art music. Students will apply the creative process when performing appropriate technical exercises and repertoire and will employ the critical analysis processes when reflecting on, responding to, and analysing live and recorded performances. Students will consider the function of music in society and the impact of music on individuals and communities. They will explore how to apply skills developed in music to their life and careers. | Music, Grade 9 or 10 Open | |||||||||||||||||||||
12 | AMR3M | Rep Outlines | Music Repertoire, Grade 11, University/College Preparation | This course provides students with opportunities to develop their musical literacy through the creation, appreciation, analysis, and performance of music, including traditional, commercial, and art music. Students will apply the creative process when performing appropriate technical exercises and repertoire and will employ the critical analysis processes when reflecting on, responding to, and analysing live and recorded performances. Students will consider the function of music in society and the impact of music on individuals and communities. They will explore how to apply skills developed in music to their life and careers. | Music, Grade 9 or 10 Open | |||||||||||||||||||||
13 | AMR4M | Rep Outlines | Music Repertoire, Grade 12, University/College Preparation | This course enables students to enhance their musical literacy through the creation, appreciation, analysis, and performance of music. Students will perform traditional, commercial, and art music, and will respond with insight to live and recorded performances. Students will enhance their understanding of the function of music in society and the impact of music on themselves and various communities and cultures. Students will analyse how to apply skills developed in music. | Music, Grade 11, University/College Preparation | |||||||||||||||||||||
14 | AMS1O | Strings Outlines | Strings, Grade 9, Open | This course emphasizes the creation and performance of music at a level consistent with previous experience and is aimed at developing technique, sensitivity, and imagination. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop an understanding of the conventions and elements of music and of safe practices related to music, and will develop a variety of skills transferable to other areas of their life. | None | |||||||||||||||||||||
15 | AMS2O | Strings Outlines | Strings, Grade 10, Open | This course emphasizes the creation and performance of music at a level consistent with previous experience. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop their understanding of musical conventions, practices, and terminology and apply the elements of music in a range of activities. They will also explore the function of music in society with reference to the self, communities, and cultures. | None | |||||||||||||||||||||
16 | AMS3M | Strings Outlines | Strings, Grade 11, University/College Preparation | This course provides students with opportunities to develop their musical literacy through the creation, appreciation, analysis, and performance of music, including traditional, commercial, and art music. Students will apply the creative process when performing appropriate technical exercises and repertoire and will employ the critical analysis processes when reflecting on, responding to, and analysing live and recorded performances. Students will consider the function of music in society and the impact of music on individuals and communities. They will explore how to apply skills developed in music to their life and careers. | Music, Grade 9 or 10 Open | |||||||||||||||||||||
17 | AMS4M | Strings Outlines | Strings, Grade 12, University/College Preparation | This course enables students to enhance their musical literacy through the creation, appreciation, analysis, and performance of music. Students will perform traditional, commercial, and art music, and will respond with insight to live and recorded performances. Students will enhance their understanding of the function of music in society and the impact of music on themselves and various communities and cultures. Students will analyse how to apply skills developed in music to their life and careers. | Music, Grade 11, University/College Preparation | |||||||||||||||||||||
18 | AMU1O | Music Outlines | Instrumental Music, Grade 9, Open | This course emphasizes the creation and performance of music at a level consistent with previous experience and is aimed at developing technique, sensitivity, and imagination. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop an understanding of the conventions and elements of music and of safe practices related to music, and will develop a variety of skills transferable to other areas of their life. | None | |||||||||||||||||||||
19 | AMU2O | Music Outlines | Instrumental Music, Grade 10, Open | This course emphasizes the creation and performance of music at a level consistent with previous experience. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop their understanding of musical conventions, practices, and terminology and apply the elements of music in a range of activities. They will also explore the function of music in society with reference to the self, communities, and cultures. | None | |||||||||||||||||||||
20 | AMU3M | Music Outlines | Instrumental Music, Grade 11, University/College Preparation | This course provides students with opportunities to develop their musical literacy through the creation, appreciation, analysis, and performance of music, including traditional, commercial, and art music. Students will apply the creative process when performing appropriate technical exercises and repertoire and will employ the critical analysis processes when reflecting on, responding to, and analysing live and recorded performances. Students will consider the function of music in society and the impact of music on individuals and communities. They will explore how to apply skills developed in music to their life and careers. | Music, Grade 9 or 10 Open | |||||||||||||||||||||
21 | AMU4E | Music Outlines | Music, Grade 12, Workplace Preparation | This course provides students with the fundamental knowledge and skills needed to succeed in the music workplace. Students will, at a level consistent with previous experience, perform appropriate musical works. Independently and collaboratively, students will use current technology and the creative and critical analysis processes to plan, produce, and market music presentations that reflect a broad spectrum of workplace contexts. In addition, students will explore ethical and safe practices related to music. | Music, Grade 11, Open | |||||||||||||||||||||
22 | AMU4M | Music Outlines | Instrumental Music, Grade 12, University/College Preparation | This course enables students to enhance their musical literacy through the creation, appreciation, analysis, and performance of music. Students will perform traditional, commercial, and art music, and will respond with insight to live and recorded performances. Students will enhance their understanding of the function of music in society and the impact of music on themselves and various communities and cultures. Students will analyse how to apply skills developed in music to their life and careers. | Music, Grade 11, University/College Preparation | |||||||||||||||||||||
23 | AMV1O | Vocal Outlines | Vocal Music, Grade 9, Open | This course emphasizes the creation and performance of music at a level consistent with previous experience and is aimed at developing technique, sensitivity, and imagination. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop an understanding of the conventions and elements of music and of safe practices related to music, and will develop a variety of skills transferable to other areas of their life. | None | |||||||||||||||||||||
24 | AMV2O | Vocal Outlines | Vocal Music, Grade 10, Open | This course emphasizes the creation and performance of music at a level consistent with previous experience. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop their understanding of musical conventions, practices, and terminology and apply the elements of music in a range of activities. They will also explore the function of music in society with reference to the self, communities, and cultures. | None | |||||||||||||||||||||
25 | AMV3M | Vocal Outlines | Vocal Music, Grade 11, University/College Preparation | This course provides students with opportunities to develop their musical literacy through the creation, appreciation, analysis, and performance of music, including traditional, commercial, and art music. Students will apply the creative process when performingappropriate technical exercises and repertoire and will employ the critical analysis processes when reflecting on, responding to, and analysing live and recorded performances. Students will consider the function of music in society and the impact of music on individuals and communities. They will explore how to apply skills developed in music to their life and careers. | Music Grade 9 or 10, Open | |||||||||||||||||||||
26 | AMV4M | Vocal Outlines | Vocal Music, Grade 12, University/College Preparation | This course enables students to enhance their musical literacy through the creation, appreciation, analysis, and performance of music. Students will perform traditional, commercial, and art music, and will respond with insight to live and recorded performances. Students will enhance their understanding of the function of music in society and the impact of music on themselves and various communities and cultures. Students will analyse how to apply skills developed in music to their life and careers. | Music, Grade 11, University College Preparation | |||||||||||||||||||||
27 | ASM2O | Media Arts Outlines | Media Arts, Grade 10, Open | This course enables students to create media art works by exploring new media, emerging technologies such as digital animation, and a variety of traditional art forms such as film, photography, video, and visual arts. Students will acquire communications skills that are transferable beyond the media arts classroom and develop an understanding of responsible practices related to the creative process. Students will develop the skills necessary to create and interpret media art works | None | |||||||||||||||||||||
28 | ASM3M | Media Arts Outlines | Media Arts, Grade 11, University/College Preparation | This course focuses on the development of media arts skills through the production of art works involving traditional and emerging technologies, tools, and techniques such as new media, computer animation, and web environments. Students will explore the evolution of media arts as an extension of traditional art forms, use the creative process to produce effective media art works, and critically analyse the unique characteristics of this art form. Students will examine the role of media artists in shaping audience perceptions of identity, culture, and values. | Media Arts, Grade 10, Open | |||||||||||||||||||||
29 | ASM3O | Media Arts Outline | Media Arts, Grade 11, Open | This course enables students to create media art works using available and emerging technologies such as computer animation, digital imaging, and video, and a variety of media. Students will explore the elements and principles of media arts, the connections between contemporary media art works and traditional art forms, and the importance of using responsible practices when engaged in the creative process. Students will develop the skills necessary to create and interpret media art works | None | |||||||||||||||||||||
30 | ASM4E | Media Arts Outlines | Media Arts, Grade 12, Workplace Preparation | This course focuses on a practical approach to a variety of media arts challenges related to the interests of the student and provides students with opportunities to examine media arts in relation to the world of work. Students will develop works that express their views on contemporary issues and will create portfolios suitable for use in post - secondary work experiences. Students will critically analyse the role of media artists in shaping audience perceptions of identity, culture, and community values, particularly within the context of the workplace. | Media Arts, Grade 11, Open | |||||||||||||||||||||
31 | ASM4M | Media Arts Outlines | Media Arts, Grade 12, University/College Preparation | This course emphasizes the refinement of media arts skills through the creation of a thematic body of work by applying traditional and emerging technologies, tools, and techniques such as multimedia, computer animation, installation art, and performance art. Students will develop works that express their views on contemporary issues and will create portfolios suitable for use in either career or postsecondary education applications. Students will critically analyse the role of media artists in shaping audience perceptions of identity, culture, and community values. | Media Arts, Grade 11, University/College preparation | |||||||||||||||||||||
32 | ATC1O1 | Dance Outlines | Dance, Grade 9, Open | This course gives students the opportunity to explore their technical and compositional skills by applying the elements of dance and the tools of composition in a variety of performance situations. Students will generate movement through structured and unstructured improvisation, demonstrate an understanding of safe practices with regard to themselves and others in the dance environment, and identify the function and significance of dance within the global community. | None | |||||||||||||||||||||
33 | ATC2O1 | Dance Outlines | Dance, Grade 10, Open | This course emphasizes the development of students’ technique and creative skills relating to the elements of dance and the tools of composition in a variety of performance situations. Students will identify responsible personal and interpersonal practices related to dance processes and production, and will apply technologies and techniques throughout the process of creation to develop artistic scope in the dance arts. | None | |||||||||||||||||||||
34 | ATC3M1 | Dance Outlines | Dance, Grade 11, University/College Preparation | This course emphasizes the development of students’ artistry, improvisational and compositional skills, and technical proficiency in dance genres from around the world. Students will apply dance elements, techniques, and tools in a variety of ways, including performance situations; describe and model responsible practices related to the dance environment; and reflect on how the study of dance affects personal and artistic development. | Dance, Grade 9 or 10, Open | |||||||||||||||||||||
35 | ATC3O1 | Dance Outlines | Dance, Grade 11, Open | This course emphasizes the development of students’ movement vocabulary relating to dance genres from around the world, and of their understanding of the elements of dance and the tools of composition in a variety of performance situations. Students will research and explain how physical, intellectual, and artistic skills developed in dance can be applied in a wide range of careers. They will apply tools and techniques throughout the process of creation and presentation, and reflect on how studies in the dance arts affect personal identity. | None | |||||||||||||||||||||
36 | ATC4E1 | Dance Outlines | Dance, Grade 12, Workplace Preparation | This course enables students to develop performance and interpersonal skills through the study of dance. Students will apply the elements of dance and the tools of composition to develop a physical vocabulary that can be used to create and communicate through dance. Students will research and explain how physical, intellectual, and artistic skills developed in the dance arts are transferable to a wide range of careers and workplace environments. They will develop an understanding of practices associated with healthy living, the benefits of self-discipline, and the importance of continuing engagement in the arts. | Dance, Grade 11, Open | |||||||||||||||||||||
37 | ATC4M | Dance Outlines | Dance, Grade 12 | This course emphasizes the development of students’ technical proficiency, fluency in the language of movement in dance genres from around the world, and understanding of dance science. Students will explain the social, cultural, and historical contexts of dance; apply the creative process through the art of dance in a variety of ways; and exhibit an understanding of the purpose and possibilities of continuing engagement in the arts as a lifelong learner. | Dance, Grade 11, University/College Preparation | |||||||||||||||||||||
38 | AVI1O1 | Visual Arts Outlines | Visual Arts, Grade 9, Open | This course is exploratory in nature, offering an overview of visual arts as a foundation for further study. Students will become familiar with the elements and principles of design and the expressive qualities of various materials by using a range of media, processes, techniques, and styles. Students will use the creative and critical analysis processes and will interpret art within a personal, contemporary, and historical context. | None | |||||||||||||||||||||
39 | AVI2O1 | Visual Arts Outlines | Visual Arts, Grade 10, Open | This course enables students to develop their skills in producing and presenting art by introducing them to new ideas, materials, and processes for artistic exploration and experimentation. Students will apply the elements and principles of design when exploring the creative process. Students will use the critical analysis process to reflect on and interpret art within a personal, contemporary, and historical context. | None | |||||||||||||||||||||
40 | AVI3M | Visual Arts Outlines | Visual Arts, Grade 11, University/College Preparation | This course enables students to further develop their knowledge and skills in visual arts. Students will use the creative process to explore a wide range of themes through studio work that may include drawing, painting, sculpting, and printmaking, as well as the creation of collage, multimedia works, and works using emerging technologies. Students will use the critical analysis process when evaluating their own work and the work of others. The course may be delivered as a comprehensive program or through a program focused on a particular art form (e.g. photography, video, computer graphics, information design). | Visual Arts, Grade 9 or 10, Open | |||||||||||||||||||||
41 | AVI3O1 | Visual Arts Outlines | Visual Arts, Grade 11, Open | This course focuses on studio activities in one or more of the visual arts, including drawing, painting, sculpture, photography, printmaking, collage, and/or multimedia art. Students will use the creative process to create art works that reflect a wide range of subjects and will evaluate works using the critical analysis process. Students will also explore works of art within a personal, contemporary, historical, and cultural context. | None | |||||||||||||||||||||
42 | AVI4M | Visual Arts Outlines | Visual Arts, Grade 12, University/College Preparation | This course focuses on enabling students to refine their use of the creative process when creating and presenting two- and three-dimensional art works using a variety of traditional and emerging media and technologies. Students will use the critical analysis process to deconstruct art works and explore connections between art and society. The studio program enables students to explore a range of materials, processes, and techniques that can be applied in their own art production. Students will also make connections between various works of art in personal, contemporary, historical, and cultural contexts. | Visual Arts, Grade 11, University/College preparation | |||||||||||||||||||||
43 | AVM3O | Visual Arts Outlines | Drawing and Painting, Grade 11, University/College Preparation | This course enables students to further develop their technical skills, conceptual breadth and knowledge in visual art, focusing specifically on drawing and painting media. Students will use the creative process to explore a wide range of themes through studio work that will include drawing and painting in its many forms. Students will use the critical analysis process when evaluating their own work and the work of others. | None | |||||||||||||||||||||
44 | AWD4M | Visual Arts Outlines | Portfolio, Grade 12, University/College Preparation | This course focuses on portfolio preparation for post-secondary Art and Design programs and refining students’ use of the creative process when making and presenting two- and three-dimensional artworks. A variety of traditional and contemporary media and technologies will be used. Students will use the critical analysis process to deconstruct artworks (their own, their peers’, other artists’) to deepen their artistic understanding and to prepare for portfolio interviews. Critiques, personal reflection and peer feedback are at the centre of this course. The studio program enables students to explore a range of materials, processes, and techniques that can be applied in their own portfolio / art production. Students will also make connections between various works of art in personal, contemporary, historical, and cultural contexts. | Visual Arts, Grade 11, University/College preparation | |||||||||||||||||||||
45 | AWQ2O1 | Photography Outlines | Photography, Grade 10, Open | This course enables students to develop their skills in producing and presenting photography by introducing them to new ideas, materials, and processes for artistic exploration and experimentation. Students will apply the elements and principles of design when exploring the creative process. Students will use the critical analysis process to reflect on and interpret art and photography within a personal, contemporary, and historical context | None | |||||||||||||||||||||
46 | AWQ3M | Photography Outlines | Photography, Grade 11, University/College Preparation | This course enables students to further develop their knowledge and skills in visual arts and photography. Students will use the creative process to explore a wide range of themes through studio work as well as the creation of collage, multimedia works, and works using emerging technologies. Students will use the critical analysis process when evaluating their own work and the work of others. | Photography, Grade 10 Open | |||||||||||||||||||||
47 | AWQ3O1 | Photography Outlines | Photography, Grade 11, Open | This course focuses on studio activities in photography. Students will use the creative process to create art works that reflect a wide range of subjects and will evaluate works using the critical analysis process. Students will also explore photographic works within a personal, contemporary, historical, and cultural context. | None | |||||||||||||||||||||
48 | AWQ4M | Photography outlines | Photography, Grade 12, University/College Preparation | This course focuses on enabling students to refine their use of the creative process when creating photographic pieces. Students will use the critical analysis process to deconstruct art works and explore connections between art and society. The studio program enables students to explore a range of materials, processes, and techniques that can be applied in their own photographic production. Students will also make connections between various works of art in personal, contemporary, historical, and cultural contexts | Photography, Grade 11, University/College Preparation | |||||||||||||||||||||
49 | BAF3M | BAF3M Course Outline | Financial Accounting Fundamentals, Grade 11, University/College | This course introduces students to the fundamental principles and procedures of accounting. Students will develop financial analysis and decision-making skills that will assist them in future studies and/or career opportunities in business. Students will acquire an understanding of accounting for a service and a merchandising business, computerized accounting, financial analysis, and ethics and current issues in accounting. | None | |||||||||||||||||||||
50 | BAT4M | BAT4M Course Outline | Financial Accounting Principles, Grade 12, University/College | This course introduces students to advanced accounting principles that will prepare them for postsecondary studies in business. Students will learn about financial statements for various forms of business ownership and how those statements are interpreted in making business decisions.This course expands students’ knowledge of sources of financing, further develops accounting methods for assets, and introduces accounting for partnerships and corporations. | Financial Accounting Fundamentals, Grade 11, University/College preparation | |||||||||||||||||||||
51 | BBB4M | BBB4M Course Outline | International Business Fundamentals, Grade 12, University/College | This course provides an overview of the importance of international business and trade in the global economy and explores the factors that influence success in international markets. Students will learn about the techniques and strategies associated with marketing, distribution, and managing international business effectively.This course prepares students for postsecondary programs in business, including international business, marketing, and management. | None | |||||||||||||||||||||
52 | BBI1O/2O | BBI1O BBI2O Course Outline | Introduction to Business, Grade 9 or 10, Open | This course introduces students to the world of business. Students will develop an understanding of the functions of business, including accounting, marketing, information and communication technology, human resources, and production, and of the importance of ethics and social responsibility. This course builds a foundation for further studies in business and helps students develop the business knowledge and skills they will need in their everyday lives. | None | |||||||||||||||||||||
53 | BDI3C | BDI3C Course Outline | Entrepreneurship: The Venture, Grade 11, College | This course focuses on ways in which entrepreneurs recognize opportunities, generate ideas, and organize resources to plan successful ventures that enable them to achieve their goals. Students will create a venture plan for a school-based or student-run business.Through hands-on experiences, students will have opportunities to develop the values, traits, and skills most often associated with successful entrepreneurs. | None | |||||||||||||||||||||
54 | BDP3O | BDP3O Course Outline | Entrepreneurship: The Enterprising Person, Grade 11, Open | This course examines the importance of enterprising employees in today’s changing business environment. Students will learn about the skills and attributes of enterprising employees, the distinguishing features of their work environments, and the challenges and rewards of becoming an enterprising person. Students will also have an opportunity to demonstrate and develop enterprising skills by planning and organizing a school or community event | None | |||||||||||||||||||||
55 | BDV4C | BDV4C Course Outline | Entrepreneurship: Venture Planning in an Electronic Age | This course provides students with the opportunity to develop and apply entrepreneurial skills through the creation of a venture plan that capitalizes on the potential of e-commerce. Students will research and identify an opportunity for a venture.They will then complete the components of a venture plan that includes a website. | None | |||||||||||||||||||||
56 | BMI3C | BMI3C Course Outline | Marketing: Goods, Services, Events, Grade 11, College | This course introduces the fundamental concepts of product marketing, which includes the marketing of goods, services, and events. Students will examine how trends, issues, global economic changes, and information technology influence consumer buying habits. Students will engage in marketing research, develop marketing strategies, and produce a marketing plan for a product of their choice. | None | |||||||||||||||||||||
57 | BMX3E | BMX3E Course Outline | Marketing: Retail and Service, Grade 11, Workplace | This course focuses on marketing activities in the retail and service sectors. Students will examine trends and global influences on marketing decisions, and will learn about the importance of customer service in developing a customer base and maintaining customer loyalty. Through hands-on learning, students will develop personal selling and information technology skills that will prepare them for a variety of marketing-related positions in the workplace. | None | |||||||||||||||||||||
58 | BOG4E | BOG4E Course Outline | Business Leadership: Becoming a Manager | This course helps students prepare for managerial positions in their future careers. Students will focus on the development of core skills required to become a successful manager, including operations management, inventory control, marketing, financial planning, scheduling, and communication. Students will also explore the management challenges of hiring, training, and motivating employees, and complying with legal requirements. | None | |||||||||||||||||||||
59 | BOH4M | BOH4M Course Outline | Business Leadership: Management Fundamentals, Grade 12, University/College | This course focuses on the development of leadership skills used in managing a successful business. Students will analyse the role of a leader in business, with a focus on decision making, management of group dynamics,workplace stress and conflict, motivation of employees, and planning. Effective business communication skills, ethics, and social responsibility are also emphasized. | None | |||||||||||||||||||||
60 | BTA3O | BTA3O Course Outline. | Information and Communication Technology: The Digital Environment, Grade 11, Open | This course prepares students for the digital environment. Using a hands-on approach, students will further develop information and communication technology skills through the use of common business software applications.The concept and operation of e-business will be explored, and students will design and create an e-business website.The skills developed in this course will prepare students for success in the workplace and/or postsecondary studies. | None | |||||||||||||||||||||
61 | BTT1O/2O | BTT1O BTT2O Course Outline | Information and Communication Technology in Business, Grade 9 or 10, Open | This course introduces students to information and communication technology in a business environment and builds a foundation of digital literacy skills necessary for success in a technologically driven society. Students will develop word processing, spreadsheet, database, desktop publishing, presentation software, and website design skills.Throughout the course, there is an emphasis on digital literacy, effective electronic research and communication skills, and current issues related to the impact of information and communication technology | None | |||||||||||||||||||||
62 | CGC1D | Gr 9/10 CWS Course Outline Folder | Issues in Canadian Geography, Grade 9 | 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 | None | |||||||||||||||||||||
63 | CGD3M | Geography Course Outline Folder | Regional Geography, Grade 11 | This course explores interrelationships between the land and people in a selected region as well as interconnections between this region and the rest of the world. Students will explore the region’s environmental, socio-economic, and cultural characteristics and will investigate issues related to natural resources, economic development and sustainability, population change, globalization, and quality of life. Students will apply the concepts of geographic thiking and the geographic inquiry process, including spatial technologies, to inverstigate a range of geographic issues in the region. | Canadian Geographic Issues, Grade 9, Academic or Applied | |||||||||||||||||||||
64 | CGF3M | Geography Course Outline Folder | Forces of Nature: Physical Processes and Disasters, Grade 11 | In this course, students will explore physical processes related to the earth’s water, land, and air. They will investigate how these processes shape the planet’s natural characteristics and affect human systems, how they are involved in the creation of natural disasters, and how they influence the impacts of human disasters. Throughout the course, students will apply the concepts of geographic thinking and the geographic inquiry process and use spatial technologies to analyse these processes, make predictions related to natural disasters, and assess ways of responding to them. | Canadian Geographic Issues, Grade 9, Academic or Applied | |||||||||||||||||||||
65 | CGG3O | Geography Course Outline Folder | Travel and Tourism: A Geographic Perspective, Grade 11 | This course focuses on issues related to travel and tourism within and between various regions of the world. Students will investigate unique environmental, sociocultural, economic, and political characteristics of selected world regions. They will explore travel patterns and trends, as well as tensions related to tourism, and will predict future tourism destinations. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate the impact of the travel industry on natural environments and human communities. | Canadian Geographic Issues, Grade 9, Academic or Applied | |||||||||||||||||||||
66 | CGR4E | Geography Course Outline Folder | Living in a Sustainable World, Grade 12 | This course examines the impact of human activity on the natural environment. Students will explore the use of natural spaces and resources and the effects of planning decisions and consumer choices on natural systems. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate practical solutions to environmental issues, enabling them to make more sustainable decisions at home, in the workplace, and in the local community. | Canadian Geographic Issues, Grade 9, Academic or Applied | |||||||||||||||||||||
67 | CGO4M | Spatial Technologies in Action, Grade 12 | This course provides a foundation for students who wish to pursue a career that requires the ability to use computer-based spatial technologies. Students will analyse and propose solutions to real-life issues related to spatial organization, such as determining transportation routes, the most appropriate location for community services, or potential conservation and preservation areas. Students will extend their ability to use geographic information systems (GIS), global positioning systems (GPS), and remote sensing and to create maps, charts, and graphs. Students will apply the concepts of geographic thinking and the geographic inquiry process to investigate various issues related to spatial organization. | Prerequisite: Any university, university/college, or college preparation course in Canadian and world studies, English, or social sciences and humanities | ||||||||||||||||||||||
68 | CGR4M | Geography Course Outline Folder | The Environment and Resource Management, Grade 12 | This course explores interactions between the natural and human environment, with a particular focus on the impact of human activity on various ecosystems. Students will explore resource management and sustainability practices, as well as related government policy and international protocols. Applying the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, students will investigate the relationship between people and the natural environment and will propose approaches for developing more sustainable relationships, including environmentally responsible actions that support stewardship. | Any university, university/college, or college preparation course in Canadian and world studies, English, or social sciences and humanities | |||||||||||||||||||||
69 | CGT3O | Introduction to Spatial Technologies, Grade 11 | This course enables students to develop practical skills associated with spatial technologies and to investigate related career opportunities. Students will develop their ability to use geographic information systems (GIS), global positioning systems (GPS), and remote sensing. They will apply the concepts of geographic thinking and the geographic inquiry process when conducting fieldwork, collecting and organizing data, and analysing spatial images such as different types of maps and aerial photographs. | Canadian Geographic Issues, Grade 9, Academic or Applied | ||||||||||||||||||||||
70 | CGR4M | Geography Course Outline Folder | The Environment and Resource Management, Grade 12 | This course investigates interactions between natural and human systems, with a particular emphasis on the impacts of human activity on ecosystems and natural processes. Students will use the geographic inquiry process, apply the concepts of geographic thinking, and employ a variety of spatial skills and technologies to analyse these impacts and propose ways of reducing them. In the course of their investigations, they will assess resource management and sustainability practices, as well as related government policies and international accords. They will also consider questions of individual responsibility and environmental stewardship as they explore ways of developing a more sustainable relationship with the environment. | Any university, university/college, or college preparation course in Canadian and world studies, English, or social sciences and humanities | |||||||||||||||||||||
71 | CGW4C | Geography Course Outline Folder | World Issues: A Geographic Analysis, Grade 12 | This course explores many difficult challenges facing Canada and the world today – challenges such as unequal access to food, water, and energy; urbanization; globalization; and meeting the needs of a growing world population while ensuring the sustainability of the natural environment. Students will explore these and other world issues from environmental, social, economic, and political perspectives, while applying the concepts of geographic thinking, the geographic inquiry process, and spatial technologies to guide and support their investigations. | Canadian Geographic Issues, Grade 9, Academic or Applied | |||||||||||||||||||||
72 | CGW4U | Geography Course Outline Folder | World Issues: A Geographic Analysis, Grade 12 | In this course, students will address the challenge of creating a more sustainable and equitable world. They will explore issues involving a wide range of topics, including economic disparities, threats to the environment, globalization, human rights, and quality of life, and will analyse government policies, international agreements, and individual responsibilities relating to them. Students will apply the concepts of geographic thinking and the geographic inquiry process, including the use of spatial technologies, to investigate these complex issues and their impacts on natural and human communities around the world. | Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities | |||||||||||||||||||||
73 | CHA3U | History Course Outline Folder | American History, Grade 11, University | This course explores key aspects of the social, economic, and political development of the United States from precontact to the present. Students will examine the contributions of groups and individuals to the country’s evolution and will explore the historical context of key issues, trends, and events that have had an impact on the United States, its identity and culture, and its role in the global community. Students will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating various forces that helped shape American history. | Grade 10 Canadian History Since World War I, Academic or Applied | |||||||||||||||||||||
74 | CHC2D | Gr 9/10 CWS Course Outline Folder | Canadian History Since World War I, Grade 10, Academic | This course explores social, economic, and political developments and events and their impact on the lives of different groups, 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 Canadian identity, citizenship, and heritage. 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. | None | |||||||||||||||||||||
75 | CHC2P | Gr 9/10 CWS Course Outline Folder | Canadian History Since World War I, Grade 10, Applied | This course focuses on the social context of historical developments and events and how they have affected the lives of people in Canada, including First Nations, Métis and Inuit individuals and communities since 1914. Students will explore interactions between various communities in Canada as well as contributions of individuals and groups to Canadian heritage and identity. Students will develop an understanding of some key political developments and government policies that have had an 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 the continuing relevance of historical developments and how they have helped shape communities in present-day Canada. | None | |||||||||||||||||||||
76 | CHE3O | History Course Outline Folder | Origins and Citizenship: The History of a Canadian Ethnic Group, Grade 11, Open | This course focuses on the history of people who came to Canada from a specific country or region. Students will explore historical developments and events in the group’s country of origin, the factors that influenced the decision of members of this group to emigrate, their historical experiences in Canada, and their contributions to Canadian identity and heritage. Students will apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating various aspects of the group’s history. | Canadian History since World War I, Grade 10, Academic or Applied, or the locally developed compulsory course (LDCC) in Canadian history | |||||||||||||||||||||
77 | CHI4U | History Course Outline Folder | Canada: History, Identity, and Culture, Grade 12, University | This course traces the history of Canada, with a focus on the evolution of our national identity and culture as well as the identity and culture of various groups that make up Canada. Students will explore various developments and events, both national and international, from precontact to the present, and will examine various communities in Canada and how they have contributed to identity and heritage in Canada. Students will investigate the development of culture and identity, including national identity, in Canada and how and why they have changed throughout the country’s history. They will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, as they investigate the people, events, and forces that have shaped Canada. | Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities | |||||||||||||||||||||
78 | CHM4E | History Course Outline Folder | Adventures in World History, Grade 12 | This course examines significant developments and events in world history from earliest times to the present. Students will explore a variety of social, cultural, economic, and political developments in different regions of the world and during different periods. In addition to investigating how conflict, religion, work, and technology have helped shape people’s lives, students will examine the contributions of some significant individuals to our global heritage. Students will apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating a variety of human experiences in world history. | Canadian History since World War I, Grade 10, Academic or Applied, or a locally developed compulsory course (LDCC) | |||||||||||||||||||||
79 | CHT3O | History Course Outline Folder | World History since 1900: Global and Regional Interactions, Grade 11 | This course focuses on major developments in world history from 1900 to the present. Students will explore the causes and consequences of global and regional conflicts, the impact of significant individuals and social movements, and the effects of social, economic, and political developments around the world. Students will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating interactions within and between nations and other historical developments and events, including those that continue to affect people in various parts of the world. | Canadian History since World War I, Grade 10, Academic or Applied, or a locally developed compulsory course (LDCC) | |||||||||||||||||||||
80 | CHV2O | Gr 9/10 CWS Course Outline Folder | Civics and Citizenship, Grade 10, | This course explores rights and responsibilities associated with being an active citizen in a democratic society. Students will explore issues of civic importance such as healthy schools, community planning, environmental responsibility, 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. | None | |||||||||||||||||||||
81 | CHW3M | History Course Outline Folder | World History to the End of the Fifteenth Century, Grade 11 | This course explores the history of various societies and civilizations around the world, from earliest times to around 1500 CE. Students will investigate a range of factors that contributed to the rise, success, and decline of various ancient and pre-modern societies throughout the world and will examine life in and the cultural and political legacy of these societies. Students will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating social, political, and economic structures and historical forces at work in various societies and in different historical eras. | Grade 10 Canadian History Since World War I, Academic or Applied | |||||||||||||||||||||
82 | CHY4U | History Course Outline Folder | World History since the Fifteenth Century, Grade 12 | This course traces major developments and events in world history since approximately 1450. Students will explore social, economic, and political changes, the historical roots of contemporary issues, and the role of conflict and cooperation in global interrelationships. They will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, as they investigate key issues and ideas and assess societal progress or decline in world history. | Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities | |||||||||||||||||||||
83 | CHY4C | World History since the Fifteenth Century, Grade 12 | Any university, university/college, or college preparation course in Canadian and world studies, English, or social sciences and humanities | |||||||||||||||||||||||
84 | CIA4U | CIA4U Course Outline.pdf | Analysing Current Economic Issues, Grade 12 | This course examines current national and global economic trends and policies from diverse perspectives. Students will explore the impact of choices that individuals and institutions, including governments, make in responding to local, national, and global economic issues such as globalization and global economic inequalities, trade agreements, national debt, taxation, social spending, and consumer debt. Students will apply the concepts of economic thinking and the economic inquiry process, including economic models, to investigate, and develop informed opinions about, current economic issues and to help them make reasoned economic decisions. | Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities | |||||||||||||||||||||
85 | CIC4E | CIC4E Course Outline.pdf | Making Personal Economic Choices, Grade 12 | This course provides students with a fundamental understanding of a variety of key economic issues and practices, helping them develop their ability to make informed economic choices in their day-to-day lives. Students will examine practical financial matters, such as personal budgeting, taxes, credit and debt, and savings and investment, as well as various economic issues, such as those related to the underground economy, economic inequality, and consumer behaviour. Students will apply the concepts of economic thinking, the economic inquiry process, and economic models to investigate various economic issues and structures and to analyse the impact of economic decisions, including their own decisions, at the individual, community, and national levels. | Canadian History since World War I, Grade 10, Academic or Applied, or a locally developed compulsory course (LDCC) | |||||||||||||||||||||
86 | CIE3M | CIE3M Course Outline.pdf | The Individual and the Economy, Grade 11 | This course explores issues and challenges facing the Canadian economy as well as the implications of various responses to them. Students will explore the economic role of firms, workers, and government as well as their own role as individual consumers and contributors, and how all of these roles contribute to stability and change in the Canadian economy. Students will apply the concepts of economic thinking and the economic inquiry process, including economic models, to investigate the impact of economic issues and decisions at the individual, regional, and national level. | Canadian History since World War I, Grade 10, Academic or Applied | |||||||||||||||||||||
87 | CLN4C | Law Course Outline Folder | Legal Studies, Grade 12 College Preparation | This course provides a foundation for students who wish to pursue a career that requires an understanding of law. Students will explore the importance of law, analysing contemporary legal issues and their relevance to daily life. They will investigate the requirements for various law-related careers as well as legal responsibilities in the workplace. Students will apply the concepts of legal thinking and the legal studies inquiry process to investigate their rights and responsibilities, legal processes and structures, and the role of law in a changing society | Civics and Citizenship, Grade 10 | |||||||||||||||||||||
88 | CLN4U | Law Course Outline Folder | Canadian and International Law, Grade 12 | This course explores a range of contemporary legal issues and how they are addressed in both Canadian and international law. Students will develop an understanding of the principles of Canadian and international law and of issues related to human rights and freedoms, conflict resolution, and criminal, environmental, and workplace law, both in Canada and internationally. Students will apply the concepts of legal thinking and the legal studies inquiry process, and will develop legal reasoning skills, when investigating these and other issues in both Canadian and international contexts. | Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities | |||||||||||||||||||||
89 | CLU3E | Law Course Outline Folder | Understanding Canadian Law in Everyday Life, Grade 11 | This course enables students to develop a practical understanding of laws that affect the everyday lives of people in Canada, including their own lives. Students will gain an understanding of the need for laws, and of their rights, freedoms, and responsibilities under Canadian law. Topics include laws relating to marriage, the workplace, cyberbullying, and criminal offences. Students will begin to develop legal reasoning skills and will apply the concepts of legal thinking and the legal studies inquiry process when investigating legal issues that are relevant to life in Canada today. | Canadian History since World War I, Grade 10, Academic or Applied | |||||||||||||||||||||
90 | CLU3M | Law Course Outline Folder | Understanding Canadian Law, Grade 11, University/College | 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. | Grade 10 Canadian History Since World War I, Academic or Applied | |||||||||||||||||||||
91 | COP3O | Co-op and Career Course Outline Folder | Cooperative Education linked to a related course | This course consists of a learning experience connected to a community and a cooperative education curriculum that incorporates relevant expectations from the student’s related course (or courses). Students will develop skills, knowledge, and habits of mind that will support them in their learning, including their education and career/life planning, at school and beyond, today and in the future. Within the context of their experience connected to a community, students will apply, extend, and refine skills and knowledge acquired in their related course or courses and will apply skills, knowledge, and habits of mind that will protect and promote their health, safety, and well-being. They will create and implement a learning plan that meets their particular interests and needs, reflect on their learning, and make connections between their experience in the community and other aspects of their lives. | ||||||||||||||||||||||
92 | COP4O | Co-op and Career Course Outline Folder | Cooperative Education linked to a related course | This course consists of a learning experience connected to a community and a cooperative education curriculum that incorporates relevant expectations from the student’s related course (or courses). Students will develop skills, knowledge, and habits of mind that will support them in their learning, including their education and career/life planning, at school and beyond, today and in the future. Within the context of their experience connected to a community, students will apply, extend, and refine skills and knowledge acquired in their related course or courses and will apply skills, knowledge, and habits of mind that will protect and promote their health, safety, and well-being. They will create and implement a learning plan that meets their particular interests and needs, reflect on their learning, and make connections between their experience in the community and other aspects of their lives. | ||||||||||||||||||||||
93 | CPW4U | Politics Course Outline Folder | Canadian and World Politics, Grade 12 | This course explores various perspectives on issues in Canadian and world politics. Students will explore political decision making and ways in which individuals, stakeholder groups, and various institutions, including governments, multinational corporations, and non-governmental organizations, respond to and work to address domestic and international issues. Students will apply the concepts of political thinking and the political inquiry process to investigate issues, events, and developments of national and international political importance, and to develop and communicate informed opinions about them. | Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities. | |||||||||||||||||||||
94 | CPC 30 | Politics in Action: Making Change, Grade 11 | This course enables students to develop plans for change in their local, national, and/or global community. Students will explore various issues to determine where change is needed, and why .They will examine the effectiveness of various problem-solving strategies and the role of organizations and governments in relation to specific issues, and will apply this knowledge when determining appropriate approaches for promoting change. Students will apply the concepts of political thinking and the political inquiry process, develop a plan of action that addresses a specific issue, and advocate for change for the common good. | Civics and Citizenship, Grade 10, Open | ||||||||||||||||||||||
95 | DCO3O | Co-op and Career Course Outline Folder | Creating Opportunities through Cooperative Education | This course consists of a learning experience connected to a community and a cooperative education curriculum focused on developing skills, knowledge, and habits of mind that will support students in their learning, including their education and career/life planning, at school and beyond, today and in the future. Within the context of their experience connected to a community, students will apply skills, knowledge, and habits of mind that will protect and promote their health, safety, and well-being and that will strengthen their inquiry, decision-making, and leadership skills. Students will create and implement a learning plan that meets their particular interests and needs, reflect on their learning, and make connections between their experience in the community and other aspects of their lives. | ||||||||||||||||||||||
96 | EBT4O1 | English | Business and Technological Communication | This course emphasizes practical writing and communication skills that are needed in the world of business and technology. Students will analyse the characteristics of effective models of business and technical communications; gather information to write reports, business letters, memos, manuals, instructions, and brochures; and integrate graphics and text, using technology appropriately for formatting and special effects. They will also make a number of oral and visual presentations. | English, Grade 11, University Preparation, College Preparation, or Workplace Preparation | |||||||||||||||||||||
97 | ELDAO1 | ELDAO1 | English Literacy Development, ELD Level 1, Open | This course is intended for English language learners who have had limited access to schooling and thus have significant gaps in their first-language literacy skills. Students will use basic listening and speaking skills to communicate in English for everyday purposes; develop readiness skills for reading and writing; begin to read highly structured texts for everyday and school-related purposes; and use basic English language structures and sentence patterns in speaking and writing. This course will also help student become familiar with school routines. | ||||||||||||||||||||||
98 | ELDBO1 | ELDBO1 | English Literacy Development, ELD Level 2, Open | This course is intended for English language learners who have had limited access to schooling and thus have significant gaps in their first-language literacy skills. Students will use their developing listening and speaking skills to communicate in English for everyday purposes; develop reading strategies to understand a variety of simple texts; produce simple forms of writing; apply increasing knowledge of English grammatical structures in speaking and writing; expand their vocabulary; and develop fundamental study skills. This course will also provide opportunities for students to become familiar with their knowledge of Canada and diversity. | ELDAO1 or equivalent | |||||||||||||||||||||
99 | ELDCO1 | ELDCO! | English Literacy Development, ELD Level 3, Open | This course builds on students’ growing literacy and language skills and extends their ability to communicate in English about familiar and school-related topics. Students will make brief oral presentations; improve their literacy skills through a variety of contextualized and supported reading and writing tasks; distinguish between fact and opinion in short written and oral texts; complete short guided-research projects; and engage in a variety of cooperative learning activities. This course will enable students to strengthen and extend their study and personal-management strategies and to broaden their understanding of Canadian diversity and citizenship. | ELDBO1 or equivalent | |||||||||||||||||||||
100 | ELDDO1 | ELDDO1 | English Literacy Development, ELD Level 4, Open | This course extends students’ literacy skills and ability to apply learning strategies effectively, and teachers them how to use community resources to enhance lifelong learning. Students will communicate with increased accuracy and fluency for a variety of academic and everyday purposes; perform a variety of guided reading, writing, and viewing tasks; and use media and community resources to complete guided-research projects. This course further develops the critical thinking skills students will need to participate in Canadian society as informed citizens. | ELDCO1 or equivalent |