Grade 12 English University Preparation ENG4U Course Outline
Department: English | Course Developer: Canada Online School | Credit value: 1.0 | Credit Hours: 110
Development Date: April 2018 | Revision Date: N/A
Ministry Document: English, The Ontario Curriculum, Grades 11 and 12, 2007
This course emphasizes the consolidation of the literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse a range of challenging literary texts from various periods, countries, and cultures; interpret and evaluate informational and graphic texts; and create oral, written, and media texts in a variety of forms. An important focus will be on using academic language coherently and confidently, selecting the reading strategies best suited to particular texts and particular purposes for reading, and developing greater control in writing. The course is intended to prepare students for university, college, or the workplace.
|Unit Title||Expected Hours||Final Grade Weighting|
|Communicating Effectively||20||70% – Grades and the curriculum strands evaluated are cumulative across the entire term. Specific mark weightings may sometimes be adjusted at teacher’s discretion to better reflect cumulative learning. Learning must be achieved and then retained.|
|Final Summative||3||30% – An exam which covers all course learning.|
Teaching & Learning Strategies
Students will be exposed to different genres of text and develop understanding of text features, organization, conventions. Students will think critically and analyze text while doing independent research. Students will practice oral and written exercises to communicate their own ideas and analysis on presented texts/media. Students will learn to review, edit, and cite research in the publishing process. Students will have opportunities to reflect on their learning.
Textbooks and other required resources
- Hamlet by Shakespeare
- 1984 by George Orwell
- An Internet connection and a device with basic web browsing capabilities (see System Requirements in Course Calendar)
These resources are in the public domain in Canada and can be provided by COS. Copyright laws vary from country to country so international students should check their local law to ensure you can use the COS distributed copies legally or acquire it another way.
Assessment & Evaluation
Assessment & evaluation is based on the Ministry of Education’s Growing Success (click to access) guidelines. Students are evaluated on:
|Four Achievement Categories
· Knowledge & Understanding (KU)
· Thinking & Inquiry (TI)
· Communication (C)
· Application (A)
These are incorporated in every assessment as part of each curriculum strand.
| Curriculum Strands
· Oral Communication
· Reading and Literature Studies
· Media Studies
These are the areas of learning that students will be evaluated against Ontario curriculum standards.
|Six Learning Skills/Work Habits
· Independent Work
These are assessed and reported separately from curriculum expectations.
Strands and Overall Expectations
- Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes.
- Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes.
- Reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.
Reading and Literature Studies
- Read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning.
- Recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning.
- Use knowledge of words and cueing systems to read fluently.
- Reflect on and identify their strengths as readers, area for improvement, and the strategies they found most helpful before, during, and after reading.
- Generate, gather, and organize ideas and information to write for an intended purpose and audience.
- Draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience.
- Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively.
- Reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.
- Demonstrate an understanding of a variety of media texts.
- Identify some media forms and explain how the conventions and techniques associated with them are used to create meaning.
- Create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques.
- Reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.
Special Program Planning Considerations
COS develops its programs with consideration for Ontario Ministry of Education policies and initiatives. Many areas of special consideration are embedded naturally within course content. These include but are not limited to the following:
- Students with special education needs: Our courses and teachers will strive to equitably accommodate exceptional students with support and/or modified expectations they may need as per their Individual Education Plan (IEP). The modified expectations or support may take the form of altered assignments, differently formatted tests/exams, the use of special technological tools, etc. Special education accommodations are only implemented to provide fair treatment to students who have a demonstrated and documented need.
- English language learners: COS has strategies in place to support students who are learning English as a second language. Teachers are made aware which students are in or were in ESL programs and will make appropriate accommodations or provide resources to help them gain more proficiency.
- Environmental protection: Whenever possible, issues in environmental protection are highlighted, provided as extra interest topics, or used as examples during courses.
- Healthy Relationships: Every student is entitled to a safe environment based on mutual respect. Our courses use online discussions, case studies, role play, etc, to encourage cooperation and constructive comments. Students also learn about building healthy relationships through course content that highlights inclusive values.
- Equity and inclusive education: Diversity is valued at COS and we encourage students to share their unique life experiences and perspective while respecting others’ different values or viewpoints. Learning activities and the curriculum reflect the multicultural nature of Canada and the importance of equitable and inclusive treatment of all others.
- Financial literacy: Students must learn to make informed financial decisions and understand economic forces to be effective members of society. COS and the Ministry are working to embed financial literacy skills and knowledge in courses as appropriate.
- Critical thinking, literacy, numeracy and inquiry: Literacy is more than reading and writing. Its definition is constantly evolving and by today’s standard increasingly needs more sophisticated skills. It is the entire set of skills that allow a person to critically comprehend, analyze, generate and process information in all its forms, and then communicate it meaningfully to others. Every subject is responsible for enhancing students’ literacy, including mathematical literacy (numeracy). Students learn to inquiry deeply and think critically at all times, use relevant terminology, and conduct their own research. They will form opinions backed by logical evidence, detect bias, uncover implied meanings, and take big picture perspectives. With numeracy, students learn to not only perform mathematical operations but also understand their significance, application, and hidden biases.
- School library: A library provides access to resources and also allows students to develop skills in research. COS does not have a library in the conventional sense but we do provide information to students on how to access information they need, find useful texts or other media, and use electronic tools of research. In general, this information is made publicly available through our website.
- Information and communications technology (ICT): By use the COS online learning platform, students will naturally develop transferable skills relating to ICT. Students will learn to use various electronic tools to communicate, cooperate, and conduct research. Students will also be made aware of pitfalls and potential abuse in using the Internet or other electronic tools.
- The Ontario Skills Passport: This is a free bilingual web-based resource to help students understand what are Essential Skills needed for success in school, work, and life. We encourage students to review their learning and see how they develop such skills. For more information, visit http://www.skills.edu.gov.on.ca.
- Education and career/life planning: As students progress through their courses, they will be provided opportunities to learn about future opportunities and how to make career choices. Teachers are available to guide students through their planning and COS provides resources for students to research these opportunities on their own, using the Individual Pathways Plan process.
- Cooperative education and experiential learning: COS does not have a co-op program but we recognize the value of experiential learning and will direct students to information regarding Ministry programs and opportunities when needed.
- Ethics: As part of the process of forming opinions and thinking critically, students will learn to develop their sense of ethics as it relates to both society and private decision making. As an academic institution, COS also requires students to understand ethical conduct in their academic work. Students learn about the consequences of plagiarism both dishonest and negligent, as well as the accepted conventions for citing the work of others properly.