Grade 11 Course Descriptions
This course emphasizes the artistic enquiry process. Students will have the opportunity to acquire an artistic vocabulary and to develop a personal style. This course is equally divided between teacher-directed projects and student initiated projects using a variety of media.
The course introduces and refines the basic concepts of biology as a science through the use of written exercises, multimedia, laboratory exercises, text readings, research, internet exploration, movie clips and project work. The main emphasis will be on human anatomy and physiology with extensions into the chemical basis of life.
● A sound understanding of the major organ systems and their interactions in the human body
● A better understanding of personal and local wellness issues
● An ability to understand and explain the defense mechanisms the body employs for protection and control
● Introduction: Characteristics of Life and Biological Molecules
● Wellness and Homeostasis
● Digestion and Nutrition
● Transportation and Respiration
● Excretion and Waste Management
● Protection and Control
● Wellness and Homeostatic Changes
Term assignments will be completed on a regular basis to develop and use basic scientific skills (researching, graphing, designing experiments, using technology, and analyzing results). Assignments will be completed to enhance and expand upon topics discussed in class.
A student will benefit from this course in future career training and courses related to biology. A good basis in biological science is necessary for careers in medicine, physiotherapy, ecology, veterinary medicine, nursing, laboratory technology, dietary planning, and physical education.
This course is designed to prepare students for scientific study, inquiry, and understanding interactions of matter. It is a rigorous course that requires students to apply mathematical and logical meaning to chemical reactions, while exposing them to sophisticated laboratory work. The course lays foundations necessary for future studies in chemistry and the sciences and science-related courses.
Science 20S and Introduction to Applied and Pre-Calculus Mathematics 20S. (It is recommended that students taking this course have a final mark of at least 70% in the above-named prerequisites).
● Physical Propertes of Matter
● Gases and the Atmosphere
● Chemical Reactions
● Organic Chemistry
Term assignments (labs, projects, tests and written work) will be completed on a regular basis. Assignments will be designed to both engage and to assess learning.
A student will benefit from this course in developing greater scientific literacy, lab and analytical skills. Students will receive the foundation necessary to pursue advanced Chemistry courses and careers in a wide variety of fields such as medicine, engineering, physics, chemistry, ecology, and geology.
Computer Science 30S (CS30S) continues from CS20S and is intended for students who are interested in pursuing computer science after high school. Students should have strong problem solving skills, strong mathematical skills, and the ability to work independently on large projects. An understanding of basic programming is required.
CS30S will use Java, although other tools may be included to introduce students to specific concepts and techniques.The focus of this course will be object oriented design and its application in the development of applications that use a graphic interface. This will prepare students for CS40S. Students will also research topics in computer science such as memory allocation and/or algorithms and their analysis.
CS20S, or instructor approval, strong problem solving and math skills as well as the ability to work independently.
The purpose of this course is to provide students with the skills needed to design create and implement animated content ranging from simple display animations to interactive animations controlled by user input.
Students will be encouraged to think and learn independently. Problem solving skills will be developed. Self-starters will excel and self-discipline will be a key component to success in this course. Students will complete projects of varying lengths (ranging from single class to term long) throughout the term. These projects will serve as both assessment and a vehicle for students to extend their ability and sophistication in working with digital media.
● Simple animations
● Interactive animations
● Interactive game design
Digital Media I is recommended but not required.
Debate and Critical 31G thinking is an optional course which will involve both a theoretical and a practical component. This course aims to instruct students in the art of preparing arguments and examining the arguments of others. Learning to debate helps students to develop decision-making abilities and reasoning skills that can then be applied in all areas of their lives, careers, and academic studies. An understanding of argumentation, reason, logic, critical thinking, and discourse is important for all students. There is no pre-requisite for this course.
● To examine the role of debate in a democratic society and understand the nature and function of debate.
● To briefly examine the historical connection between philosophy and debate.
● To develop critical thinking skills
● To examine the components and structure or a good argument and to learn how to shape an argument for a particular audience
● To understand and recognize patterns of public debate.
● To gain familiarity with the rules of debate used for common formats (e.g. cross examination and parliamentary style)
● To learn to conduct effective research on particular debate resolutions and how to design a plan of action in response to a resolution.
● To construct an affirmative and a negative argument for a given resolution
● To engage in debates with other students in the class and with students from other schools
● To analyze stylistic devices that contribute to the effectiveness of debate.
This course builds on the skills of Dramatic Arts 30S and emphasizes the ability to work successfully as a member of a dramatic troupe. The class will work on a production which will be chosen to build on the class dynamic and to challenge and develop the acting skills of each member.
Students will gain an appreciation of the influence of various creative people and movements within theatre. Students will effectively work on scenes alone, in partners, and in groups; at times they will create, develop and rehearse their own work.
Students must have completed Dramatic Arts 30S or its equivalent.
The content and structure of Dramatic Arts 30S will be chosen to reflect the students’ interests and to extend acting techniques through practical experience. The course will emphasize script interpretation, scene analysis, characterization and construction of character, rehearsal techniques, scene blocking, vocal technique, physical technique, and auditioning techniques.
Students will work toward at least one presented dramatic piece per term ranging from partnered scene work to monologues to collectively created plays. Commitment and willingness to work toward in-class presentations and the production goals of this course are necessary; therefore 100% attendance is required.
Students will be required to attend class, participate in the classroom/workshop environment, and rehearse both within and outside of scheduled class time. Students’ progress will be assessed on individual contribution, participation, and skill development.
This course develops individual skill in theatre arts, contributes to increased self-confidence, and encourages collaborative decision making. Students will also increase their ability to use their voice and physical body to communicate meaning and will gain a deeper understanding of theatre and dramatic form. Students interested in pursuing careers in professional theatre, the arts, communication, education or any field that requires presentation will find this course beneficial.
Students will be expected to dress in a manner appropriate to class activities. Specific requirements will be announced in the first class.
This required course examines a variety of literary selections including, short stories, poetry, novels, and plays. Students will take both an aesthetic and pragmatic approach to studying the genres. Students will learn to read the various works critically and will be asked to respond in academic writing, creative pieces, group, and oral work.
Evaluation in Literary Focus 30S will be based on variety of criteria including creative writing, formal essay writing, oral presentations, occasional tests and exams.
One Grade 11 English credit is required for high school graduation. English 30S is the normal prerequisite for Literary Focus 40S, which is in turn, necessary for entrance into many university programs.
Transactional Focus 30E is an entry-level English course that introduces International/EAL students to the literature, culture and academic expectations of the typical English classroom. The “E” designation indicates that this course is specifically designed for those students who speak English as an additional language. The pace of the class, the material and reading selections studied, and the language skills taught in class will be adapted to meet the specific needs of ESL/international students. The primary objective of this course is to help EAL students develop the communication and academic skills needed to succeed in English 40S courses and ultimately at the university level.
The course will focus on both aesthetic and transactional forms. Initially, students will complete a review of English grammar, sentence structure, paragraph structure, and vocabulary. They will also focus on improving their general reading skills.
As the course progresses, students will learn how to respond personally and critically to a wide variety of literary and artistic texts such as short stories, poetry, novels, plays, and film.
Students will also be introduced to transactional forms including memos, letters, summary writing and reports. Tests, oral presentations, creative writing, and group work are additional components to the course.
Students will work on assignments that will challenge them to think, speak, read, listen, and write in a variety of academic and creative ways. In addition to essays, class discussions, tests, and oral presentations, students will be required to produce a variety of both written and oral assignments.
This course will prepare EAL students for Comprehensive and/or Transactional English 40S courses in the following year by addressing any difficulties students may be having with English and by continual and focused skill development in all six language areas.
Ce cours est destiné aux francophones et aux étudiants du programme d’immersion.
Les buts du cours
Ce cours permettra à l’élève de perfectionner son expression orale et écrite. Il / elle sera amené/e à développer ses habiletés langagières par l’étude de la grammaire, de la littérature et des textes non-littéraires.
Les cours préalables
Le cours de Français 20F
Les sujets à l’étude a
Ce cours a pour but de perfectionner et d’approfondir les connaissances grammaticales de l’élève. Il / elle fera donc l’étude systématique des verbes, de l’orthographe grammaticale et des parties du discours. Dans le but de développer son esprit de synthèse et d’analyse, l’élève sera appelé à faire la lecture de romans, de pièces de théâtre, de nouvelles, de poésie et d’une variété de textes non-littéraires. Les élèves verront des spectacles de musique, des pièces de théâtre et des films français au cours de l'année. Ces activités leur permettront de vivre la culture et d'approfondir leurs connaissances tout en suivant le programme d'études.
Afin de perfectionner l’écrit, l’élève fera des dictées, des exercices de grammaire et des rédactions. Pour améliorer son expression orale, il / elle devra participer aux discussions en classe, présenter des scènes ou des monologues dramatiques et faire des présentations orales sur les textes littéraires et non-littéraires à l’étude.
L’étudiant aura besoin d’un bon dictionnaire français, par exemple Le Petit Robert I.
French 30S is part of the Core French (Français de base) program beginning in grade 4. This program integrates four components—experience/communication, culture, language, and general language education—so that learners are able to apply practical linguistic knowledge at a personal level. French plays, concerts and films will be integrated into the curricula to help students experience language and culture more deeply.
● To improve French language skills
● To increase linguistic accuracy
● To expand language learning strategies
● To better understand Canadian and international French-language speaking cultures
The following themes from Voyages 2 will be explored:
● Portes ouvertes (travel)
● On s’exprime (artistic expression)
● Bien dans sa peau (healthy lifestyle)
● Ça décolle! & Face à l’avenir (life after high school)
Linguistic topics include: le plus-que-parfait, le futur antérieur, le conditionnel antérieur, l’infinitif présent, l’infinitif passé, et le subjonctif présent.
Students are evaluated on the development of their listening, speaking, reading, and writing skills. Assignments include Voyages 2 workbook exercises, research, problem-solving activities, interviews, projects, and presentations.
Research shows that second-language students develop greater problem-solving skills, perform better in their native language, and become more open to other cultures.
This course is taught almost entirely in French. Students must be willing to participate, be resourceful, take risks, and feel frustrated - all essential aspects of acquiring a second language.
This required course introduces students to the social and political history of Canada. The “E” designation indicates that adaptations will be made to the pacing and content to accommodate the language needs of EAL students. History content and themes will be used as a vehicle to help EAL students improve their language, research and thinking skills. Students may be placed in this course after placement testing or consultation with instructor of the EAL program.
Due to the adapted pace of the course, some changes will be made to learning outcomes and the number of topics covered in the standard Manitoba Canadian History curriculum. The content therefore will focus on the following broad topics or units:
● Canadian geography
● Canadian Wildlife
● First Peoples of Canada
● The Northwest Passage
● Arrival of the Europeans
● Life in New France
● The Fur Trade
● The struggle for Canada
● The Loyalists
● Life in Upper and Lower Canada
● The Great Migration
● Canada today
● Canadian government
● Famous Canadians: past and present
When appropriate, accommodations will be made to encourage ESL/International students to apply their thinking skills to analyze issues and topics from their own nations as well as those from Canada.
Students can expect a variety of assignments such as oral presentations, reports, tests, and inquiry-based learning projects. Students will go on a number of outings to visit sites of historical and educational significance.
History 30E will help International students to become better informed about Canada and will also serve as a support to help them improve their communication and language skills. This course is compulsory for a Manitoba High School Diploma.
Students in this course will learn and apply the Historical Thinking Concepts to the history of Canada, from archaeological, anthropological and traditional indigenous accounts of its pre-European history through development into the contemporary multi-cultural constitutional democracy.
Topics can include Pre-European Civilizations, New France, Indigenous-European relations, the Fur Trade, French-British competition for North American supremacy, British North America, Confederation, immigration, the Wars, Canada-USA relations, Post-War economic and diplomatic relations, Constitution crisis and First Nations reconciliation and justice.
Students are expected to read independently, apply research skills, support opinion with evidence and reason, and engage in discussions of contemporary consequences of Canada’s history for modern citizens.
Successful completion of Geographic Issues of the 21st Century 20F or permission of the Dean.
Grade 11 Applied Mathematics (30S) is intended for students considering post-secondary studies that do not require a study of theoretical calculus. The course is context driven and promotes the learning of numerical and geometrical problem-solving techniques as they are related to the world around us. It builds upon foundation knowledge and skills from Grade 10 Introduction to Applied and Pre-Calculus Mathematics and develops a foundation for Grade 12 Applied Mathematics.
The primary goals of Applied Mathematics is to assist students to develop critical–thinking skills through problem solving and through making mathematical predictions based on real-world models. To attain this goal, students may collect data in experiments and activities and then develop mathematical concepts by analyzing that data. Students are encouraged to learn and demonstrate effective communication skills through a variety of media. Students are expected to become proficient in both oral and written communication skills.
● Problem solving
● Quadratic functions
● Research project
● Systems of inequalities
Introduction to Applied and Precalculus Mathematics 20S
A graphics calculator is mandatory for this Applied course. It is recommended that students purchase a Texas Instrument TI-83 or TI-83 Plus.
Pre-Calculus Mathematics 30S is a very demanding and fast paced course designed for students who intend to study calculus and related mathematics as part of post-secondary education. The course takes a deductive approach, where the theory is studied first, and then applied to solve problems. This course is intended for students with an aptitude and enjoyment of traditional mathematics.
Assessment tools may include assignments, on-line assignments, quizzes, texts, and examinations.
Introduction to Pre-Calculus and Applied Mathematics 20S (It is recommended that students taking this course have a final mark of at least 70% in the prerequisite).
● Sequences and series
● Absolute values
● Quadratic functions
● Rational function
● Reciprocal functions
A graphing calculator is required for this course.
This course is a continuation of Music Band 20G. Students will take musicianship and skills to the next level, will be exposed to a more challenging repertoire, and will achieve a much higher level of performance and overall understanding of musical communication and interpretation. Students will participate in a variety of school concerts, festivals, and other special events. Performance dress is required.
Band 20S or permission of the Instructor.
In this course students will have the opportunity to develop their musical interests and abilities through participation in a choral program with heavy emphasis on performance of choral music. The general objective of the program is to enable students to gain, through performance, an understanding of a wide range of choral literature. Students will acquire singing skills including vocal production, breath control, diction, and phrasing. Attention will be given to ensemble skills involving listening, voice blending, and the discipline necessary for choral singing. Students will be expected to participate in rehearsals, concerts, recitals, festivals, and other performances outside of regular class hours. Performance dress is required.
Music Choral 20S or permission of the instructor.
This compulsory full-credit course is designed to help students take greater ownership of their own physical fitness, to encourage them to seek out activities that interest them, and to engage in active lifestyles into their future. Students will be exposed to a variety of topics such as nutrition, mental health, substance abuse and fitness management. These topics will make up one third of the course content.
Students will also be required to attend a variety of activities throughout the year, exposing them to various fitness experiences. This will make up one third of the course.
Finally, the students will be required to develop and implement the personal activity portion of the course on their own time via a personal physical activity plan. Students will be introduced to safety and risk management planning to minimize the associated risks of the activities they have chosen. This will make up the final third of the course content.
Students will be graded for completion of the course with a Complete or Incomplete designation.
NOTE: Parents/guardians will be required to review students’ physical activity plan and sign a Parent Declaration and Consent Form acknowledging their approval of the chosen activities and acceptance of the responsibility for risk management, safety, and supervision. Parents/guardians will also be required to verify the entries of students’ physical activity log through a sign-off procedure.
Physics 30S is the course intended for students who have not previously studied physics. It is the first half of a joint 30S-40S course. The Physics 40S course is not independent of the 30S course, but a continuation of it.
Physics is the study of the principles governing the physical world. It deals with the causes, effects, and relationships of natural physical phenomena. An understanding of physics is achieved by learning to describe the real world around us, both in words and in mathematical language. Experimental activities will play a role in the development of this view.
The major purpose of this course is to introduce students to scientific ways of thinking about the world around them, learning to view the world and discussing it in unambiguous language. Emphasis is on incorporating the physical description of the world into students’ everyday experience of the world. The use of mathematics in describing events in the real world is developed. Students will also acquire a basic knowledge of experimental lab techniques in physics.
Pre-Calculus or Applied Math 20S as well as Science 20S are recommended. Students should plan to enroll in Pre-Calculus or Applied Math 30S concurrently.
In the first part of the course, models and scientific theories are intertwined with motion concepts such as position, displacement, velocity, and acceleration. These concepts are then developed to describe motion of objects in the real world and are expanded to include the study of kinematics. The second part of the course focuses on dynamics, the forces that cause motion, with applications to the world around us. Electric, Magnetic and Gravitational fields and forces are introduced at this time as well. The final part of the course focuses on one and two dimensional waves as they relate to both light and sound.
Students can expect regular tests as well as occasional short quizzes and assigned problems to check daily work (which is emphasized). Laboratory work to demonstrate understanding and develop technique is also involved.
Physics helps students understand and describe the world in which they live. The skills acquired studying physics apply to many subject areas; describing, measuring, analyzing, inferring, and reporting are useful in daily life. Physics is a requirement for many professional areas including engineering, medicine, science, and technology. (Consult your university calendar for complete details.) Physics 30S is the prerequisite for Physics 40S, and a number of post-secondary programs, such as various technical certificates. There are a variety of occupations that require some knowledge of physics, perhaps only at the 30S level, where Physics 30S serves as a basis for developing more particular skills.
Students require a geometry set and a non-programmable scientific calculator (sin, cos, tan).
Spanish 30S is the second year of the three-year program at the high-school level. This course expands upon student knowledge and background from Spanish 20F. Interactive activities, role-play, and multimedia material will continue to be used; one such activity is a cultural video exchange with young people in Lima, Peru. Students are expected to participate actively. The course focuses on pertinent language points, as well as providing selected literary passages from Spanish texts, and the opportunity to develop research skills. Students are evaluated on the development of their ability to speak, understand, read and write Spanish at an intermediate level.
● To improve Spanish language skills to be used in a variety of situations and for a variety of purposesPrerequisites
● To use Spanish effectively and competently at an intermediate level
● To maximize the effectiveness of language learning strategies
● To explore the cultures of the Spanish-speaking world
Spanish 20F (from a three year program) or Spanish 10F (from a four-year program)
● Activities and weather
● Extra-curricular activities: leisure time and plans
● Vacations: nature excursions and ecology
● Shopping and fashion
● Social life: friends at home and abroad
● Food and restaurants
● Sports and health
Workbook exercises, research, interviews, presentations, interactive activities and problem-solving, role-playing, short novels, virtual project and EL mundo de habla hispana.
There is significant evidence to suggest that learning another language enhances the use of the first language, promotes cognitive flexibility, creativity, and develops awareness and sensitivity to other cultures. Moreover, in today’s workplace, it is an asset to have the ability to communicate and interact effectively with different cultures.