Course Description:

Course Description:

Western Protocol - General Outcomes Grades 10-12
Foundational Objectives - Mathematics A 30

1. Probability
2. Data Analysis
3. Matrices
4. Complex Numbers
5. Quadratic Equations
6. Polynomial and Rational Functions
7. Exponential and Logarithmic Functions

Course Description:

The curriculum goals are intended to provide for students the mathematical preparation essential to:

• function as consumers and workers; that is, to develop the skills and knowledge of concepts necessary to meet the needs of the average worker and consumer. This can be accomplished by developing an understanding of the relationship between problem solving in the real-world and the mathematics taught in schools;
• function as informed responsible citizens; that is, to develop the ability to analyze and interpret quantitative information.
• obtain a liberal education; that is, to develop logical thinking skills, effective work habits and an appreciation of mathematics;
• become capable problem solvers; that is, to develop the desire, confidence and ability to solve problems;
• communicate mathematically; and,
• pursue further study in mathematics and mathematically related areas.

Course Description:

Calculus 30 is a 100-hour course.  The content of the Calculus 30 curriculum guide has been divided into nine units:

A.      Introduction

B.       Functions

C.       Limits and Continuity

D.      Differentiation

E.       Applications of Derivatives to Curve Sketching

F.       Practical Applications of Derivatives

G.       Derivatives of the Transcendental Functions

H.      Integration

I.         The Fundamental Theorem of Calculus

Many of the units contain both compulsory and optional learning objectives.  The optional learning objectives have been included to indicate other possible topics for interested or advanced students and are found in Appendix A.  The optional learning objectives should only be used with the full class if time permits.  These objectives should not be addressed at the expense of any of the compulsory learning objectives.

Course Description:

The focus of the renewed accounting curriculum is to provide young people with practical business and financial knowledge and skills to function effectively in our changing and complex technological and market-based society. The needs of all students for decision making, resource management, citizenship, career and personal planning and financial skills must be present in the curriculum.

Young people leaving school today need essential understandings, economic, financial, and consumer skills and attitudes to cope successfully and to participate productively in an information society. Students must be able to manage personal finances, act appropriately according to their rights and responsibilities as citizens, process information effectively and efficiently, make sound decisions about life careers and choices, and participate constructively as consumers and producers. These general competencies must be coupled with those that may lead to employment or advanced studies in business.

Course Description:

The focus of the renewed accounting curriculum is to provide young people with practical business and financial knowledge and skills to function effectively in our changing and complex technological and market-based society. The needs of all students for decision making, resource management, citizenship, career and personal planning and financial skills must be present in the curriculum.

Young people leaving school today need essential understandings, economic, financial, and consumer skills and attitudes to cope successfully and to participate productively in an information society. Students must be able to manage personal finances, act appropriately according to their rights and responsibilities as citizens, process information effectively and efficiently, make sound decisions about life careers and choices, and participate constructively as consumers and producers. These general competencies must be coupled with those that may lead to employment or advanced studies in business.

Course Description:

Media Studies 20 is concerned with helping students develop an informed and critical understanding of the nature of the mass media, the messages contained in the mass media, the techniques used by them, and the impact of these media.

The following principles form a foundation for teaching Media Studies 20.

• Language learning thrives when students are engaged in meaningful use of language. In this course, students should be given many opportunities to experiment and explore the various media and the issues associated with them. They should be encouraged to become involved in analysis, inquiry, and "hands on" activities related to the media.
• This course places language and the mass media in the context of communication. Throughout each module, students should be encouraged to apply the "5W+H" questioning process to each communication context.
  • Who is communicating?
  • What is being communicated?
  • To whom is it communicated?
  • What medium is used?
  • What is the purpose of the communication? To inform and instruct? To persuade? To entertain?
  • How effective is the communication?
• Media literacy involves understanding mass media and how they affect us. Students should explore the values and tastes that are relevant to their own community and the impact of the mass media on their community.
• A balanced view of each medium is important. The positive features of the mass media as well as the negative features should be examined.

In addition, five key concepts underlie the Media Studies 20 course.

• The mass media use carefully crafted messages that present a particular sense of what the world is and how it works. While all of us have our own view of the way the world is "constructed" based on our experiences, many of our notions are influenced by what the mass media show us.
• Each medium has its own forms and conventions. Language, design, sound, lighting, camera angles, etc. are used to construct meaning in a particular way.
• Each media message has its own ideology and biases. Recognizing values and biases is part of being media literate.
• Media messages often have commercial implications. Most media production is undertaken as a business with a goal of making a profit. This can influence what is presented in the mass media.
• The mass media are responded to and interpreted in different ways. No individual or group is entirely alike any other. Each audience will react to and interpret media messages in a different way. The informed viewer, listener, and reader analyzes the media message and tries to understand and appreciate how and why a particular interpretation is made.

Course Description:

English Language Arts B30 (ELA B30) is an issue-oriented course that is organized around human concerns in a global society. English Language Arts B30 examines global perspectives using traditional and contemporary world literature in a comparative manner. Issue-based units in this curriculum are:

The Human Condition--In Search of Self

Related issues include: Identity and Sense of Self, Human Qualities and Ideals, Human Relationships, Joy and Inspiration, Doubt and Fear.

The Social Experience--Beyond Personal Goals

Related issues include: Individual and Social Responsibility; Truth and Justice; Ambition, Power, and the Common Good; Social Criticism; Causes and Crusades.

Sample units for ELA A30, Diverse Landscapes and People (50 hours), and ELA B30, The Human Condition--In Search of Self (50 hours), are provided in the curriculum guide. These sample units can be used as models for planning and teaching.

Course Description:

English language Arts A30 (ELA A30) is organized around themes that focus on Canadian literature and society.

Canada--Diverse Landscapes and Peoples

Possible subthemes include: A Vast and Varied Land, Nature and the Seasons, Regional Landscapes, Identity and Diversity, Personalities and Values.

Canada--Diverse Voices

Possible subthemes include: Aboriginal Voices, Voices Through Time, Regional Voices, Multicultural Voices, Female and Male Voices, Marginalized Voices.

Course Description:

English Language Arts 20 (ELA 20) is organized around themes that are of interest to adolescents and that focus on self, society, and what it means to be human. In this course:

• language processes are integrated

• language provides the foundation for all learning, including the study of literature and other forms of communication

• students use language to learn, think, and communicate effectively, and to understand the functions and forms of language.

Sample themes suggested in this curriculum are:

Recollection--A Journey Back

Possible subthemes include: Innocence and Experience, Family and Peer Relationships, School and Education, Wonder and Imagination, Triumphs and Defeats.

Anticipation--On the Threshold

Possible subthemes include: Roles and Responsibilities, Choices and Commitments, Perspectives and Passages, Values and Goals.

A sample unit for ELA 20, Recollection--A Journey Back, is provided in the curriculum guide. 
 

Course Description:

English Language Arts B10 (ELA B10) is an issue-oriented course that is organized around the human concerns facing contemporary society. Issue-based units suggested in this curriculum are:

Decisions--Action or Apathy

Related issues include: Life Pressures, Values, Consequences, Career Decisions, Apathy versus Action.

Environment and Technology--Reality and Responsibility

Related issues include: Survival, Disasters, Animal Rights, Urban and Rural Issues, Ecology and Technology.

Equality--Pain and Pride

Related issues include: Judging and Misjudging Others, Rights and Responsibilities, Inequalities, Racial Tensions, Justice and Fairness.

One sample unit for ELA A10, The Unknown (50 hours), and one for ELA B10, Equality (50 hours), are provided in the curriculum guide. These sample units can be used as models for planning and teaching.

Course Description:

English Language Arts A10 (ELA A10) is organized around themes. Thematic units suggested in this curriculum are:

Canadian Frontiers and Homeland--Journeys and Discoveries

Possible sub-themes include: Roots and Identity, Traditions and Celebrations, Beliefs and Search for Meaning, Cultural Encounters.

Challenges--Opportunities and Obstacles

Possible sub-themes include: Quests and Adventures, Courage and Leadership, Struggle and Achievement, Conflict and Search for Peace.

The Unknown--Hopes and Fears Possible sub-themes include: Mystery and Suspense, The Unexplained, Fantasy, Science Fiction, The Future .

Course Description:

Food Studies is a curriculum designed to teach about foods and nutrition. The mission is both educational and preventive. The skills and knowledge taught in this curriculum will increase resourcefulness of students and help them to develop self-reliance and independence. The curriculum is also designed to provide opportunity for achievement and success at projects and activities that in turn builds self-image and increases self-confidence. The curriculum ideas and learning objectives develop skills necessary for life.

The Foods Studies curriculum combines academic and practical foods experiences and is an option for all students. The study of foods is important because every person must eat to live. As well, the preparation of food whether at school or at home can be a creative, interesting, enjoyable, and rewarding experience.

Many students are responsible for meal preparation at home. With the increasing number of single parent families and working parents, meal preparation is often the responsibility of younger family members. Knowledge and understanding of basic food preparation and nutrition is important in order to make healthy food choices for individual and family well-being.

Knowledge about nutrition is an important component of a healthy lifestyle. Food-related health problems and eating disorders are major health concerns in Canada. The impact of eating highly refined, processed foods is affecting our short and long term health. Damage caused by poor nutrition is cumulative and often begins with poor food habits in childhood. A study of food can expose students to accurate information as well as provide opportunities for students to gain competence in making informed, reasoned choices.

Traditional food preparation skills are being lost in today's fast paced lifestyles. Much of the food consumed is fast foods, partly prepared foods, or food eaten away from home. Time constraints and the effects of advertising have dramatically changed the types of foods prepared and eaten. Contrary to advertising claims, the preparation of nutritious foods does not have to be time consuming or difficult. Less preparation at home means less transfer and reinforcement of food preparation skills. Students need the opportunity to learn and practise preparation techniques in the classroom or in the workplace.

Course Description:

Law is considered to be part of social science education, which refers to the disciplines that deal with the characteristic elements of human society. The Law 30 course is designed to assist students to become active, informed and productive citizens who know and understand their legal rights and responsibilities. Through the course, students develop an understanding of the concept of rule of law, and learn that the law reflects, and is shaped by, society's values and attitudes regarding social and human relationships. The course begins by developing students' understanding of the abstract nature of law, its sources and purposes. The abstract nature of law is made relevant through study of the concrete application of law to current legal issues in Canada and the global community. Topics addressed include foundations of Canada's legal system, criminal and civil law, family law, employment and labour law, contract and consumer law, environmental law and international law.

Goals

The general goals of the Law 30 program are to help students to:

• understand that law is part of everyday life
• understand fundamental legal principles, practices and consequences
• recognize, accept and act upon their legal rights and responsibilities
• develop knowledge, skills and positive attitudes about the law
• develop problem-solving and decision-making skills with regard to legal issues and problems
• develop critical analysis and dialectical thinking skills, including the ability to evaluate and resolve law-related issues
• communicate effectively to share their understanding and ideas, and to share and defend their opinions
• develop an appreciation of the individual's ability to influence the law
• explore law-related career opportunities and options
• develop skills in working independently, as well as collaboratively and cooperatively.

Course Description:

All young people need to understand the interrelationship among individuals, the business world, and government. All young people need competencies that will enable them to manage their own lives and careers effectively. They should be able to manage personal finances; act appropriately according to their rights and responsibilities as citizens; process information effectively and efficiently; make sound decisions about life choices and careers; and, participate constructively as both consumers and producers. These general competencies should be coupled with those that may lead to employment in business and to taking advanced business studies at the post-secondary level.

With the escalating availability of data and information, the Canadian marketplace is an increasingly complex and changing forum of which every member of society is a part. Individuals preparing for all types of adult responsibilities require a sound understanding of how to create, access, use, and manage information. The integration of keyboarding, communication, management, and computer applications proposed in this curriculum will assist students to make the transition to adulthood and lifelong learning.

Course Description:

The curriculum goals are intended to provide for students the mathematical preparation essential to:

• function as consumers and workers; that is, to develop the skills and knowledge of concepts necessary to meet the needs of the average worker and consumer. This can be accomplished by developing an understanding of the relationship between problem solving in the real-world and the mathematics taught in schools;
• function as informed responsible citizens; that is, to develop the ability to analyze and interpret quantitative information.
• obtain a liberal education; that is, to develop logical thinking skills, effective work habits and an appreciation of mathematics;
• become capable problem solvers; that is, to develop the desire, confidence and ability to solve problems;
• communicate mathematically; and,
• pursue further study in mathematics and mathematically related areas.

Emphasis is placed on how to compute, measure, estimate, and interpret mathematical data and when to apply these same skills and techniques. An understanding of why these processes apply is also stressed. The intent is to develop self-reliant, self-motivated, confident life-long learners.

Course Description:

Small business in Canada produces a significant number of new jobs, and makes a tremendous contribution to the economy. Students enrolled in Entrepreneurship 30 will have the opportunity to learn about the various characteristics of entrepreneurs and will have the opportunity to create a working venture. Students will develop an appreciation for the spirit of entrepreneurship, and for the planning, marketing, and financing that go into a successful venture.

Course Description:

The focus of the accounting curriculum is to provide young people with practical business and financial knowledge and skills to function effectively in our changing and complex technological and market-based society. The needs of all students for decision making, resource management, citizenship, career and personal planning and financial skills must be present in the curriculum.

Young people leaving school today need essential understandings, economic, financial, and consumer skills and attitudes to cope successfully and to participate productively in an information society. Students must be able to manage personal finances, act appropriately according to their rights and responsibilities as citizens, process information effectively and efficiently, make sound decisions about life careers and choices, and participate constructively as consumers and producers. These general competencies must be coupled with those that may lead to employment or advanced studies in business.

Course Description:

Interior Design allows students to gain an appreciation of the design fundamentals that form the foundation by which all design is judged. Learning how to manipulate and apply the tools of design in a variety of situations in the home is a major focus throughout the course of study. Opportunities for creative application of design fundamentals are provided in the Application of Design module.

Interior design components and treatments are examined as they apply to design interiors in residential and commercial buildings. Walls, ceilings, floors, windows, doors, furniture, and accessories are discussed in relation to application principles and construction studied in the course. Decorating trends from the past to today are discussed in relation to availability, use, selection, and practicality of materials as students seek to evaluate what is good design.

Course Description:

Unit 1 Introduction to Developmental Psychology
Unit 2 Prenatal Development
Unit 3 Infancy
Unit 4 Childhood
Unit 5 Adolesence
Unit 6 Adulthood

Course Description:

1. Gain knowledge about First Nations, Métis and Inuit nations.

2. Clarify their own cultural identities, and function effectively within their local and broad-based communities.

3. Become sensitive, understanding and respectful of other cultural groups.

4. Understand First Nations, Métis and Inuit philosophies and the underlying importance of land, culture and the ideals that foster respect for the environment.

5. Understand the important connection between the preservation of language and tradition to the preservation of culture.

6. Appreciate the contributions made by First Nations, Métis and Inuit peoples to the development of Canada and contemporary Canadian society.

7. Appreciate current issues, and the historical context that affects First Nations, Métis and Inuit peoples and their position in Canadian society.

8. Develop knowledge about Aboriginal rights, land claims, treaties, legal distinctions and related policies such as the Indian Act.

Course Description:

Course Description:  This course integrates algebra, consumer mathematics, and geometry into a course that gives the individual a foundation for seeing the value of mathematics, and appreciating its role in society.  Students develop the mathematical skills that are necessary to solve real-world problems and become self-motivated, confident, life-long learners.  A scientific calculator is required.  A graphing calculator may be used.

Mathematics 20 covers the following topics:

• irrational numbers
• credit and loans
• income and property taxes
• polynomials and rational expressions
• quadratic functions and equations
• probability
• angles and polygons
• circles

Course Description:

The aim of Life Transitions is to enable students to acquire and refine the knowledge, skills and abilities to plan and enhance their personal health, family life, community life, and career development in order to effectively manage the change encountered in the transitions they will face throughout life.

Course Description:

History 30 is a Canadian Studies program emphasizing those forces that have shaped and continue to shape the Canadian Nation. The topics of Biography, Paradigms, Confederation, External Affairs, and Nationalism are important concepts in the course. The course also requires that you have an understanding of the events shaping Canada in the 21st century.

Course Description:

Information Processing provides students with the basic skills necessary to use the computer and computer applications software to process many types of information effectively and efficiently. For a detailed outline visit the Saskatchewan Information Processing 10 curriculum.

Information Processing 10 focuses on building skills for using computer for personal use including topics such as:

• keyboarding
• word processing
• presentations
• spreadsheets
• Internet use
• multimedia