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SBI3U Biology Grade 11

Course Outline

Course Title: Biology, Grade 11, University Preparation

Course Code: SBI3U
Grade: 11
Course Type: University Preparation
Credit Value: 1.0
Prerequisite: SNC2D Science, Grade 10, Academic
Curriculum Policy Document: Science, The Ontario Curriculum, Grades 11 and 12, 2008 (Revised)
Course Developer: Toronto eSchool
Department: Science
Department Head: Sofika Haxhi, M.Sc., B.Ed., OCT
Developed Date: 2016
Most Recent Revised Date: 2022

Course Description

Biology Grade 11 – SBI3U course furthers students' understanding of the processes that occur in biological systems.
Students will study theory and conduct investigations in the areas of biodiversity; evolution; genetic processes; the
structure and function of animals; and the anatomy, growth, and function of plants. The course focuses on the theoretical
aspects of the topics under study, and helps students refine skills related to scientific investigation.

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Course Contents:

Unit Unit Titles and Descriptions Time

Diversity of Living Things:
In this Unit, students will analyze the effects of various human activities on the diversity of living things;
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1 investigate the principles of scientific classification using appropriate sampling and classification
hours
techniques; demonstrate an understanding of the diversity of living things, in terms of both the
principles of taxonomy and phylogeny.
Genetic Processes:
In this Unit, students will evaluate the importance of recent contributions to our knowledge of genetic
processes, and analyze the social and ethical implications of genetic and genomic research; investigate 22
2
genetic processes, including those that occur during meiosis, and analyze data to solve basic genetics hours
problems involving monohybrid and dihybrid crosses; demonstrate an understanding of concepts,
processes, and technologies related to the transmission of hereditary characteristics.
Evolution:
In this Unit, students will: analyze the economic and environmental advantages and disadvantages of an
artificial selection technology, and evaluate the impact of environmental changes on natural selection 22
3
and endangered species; investigate evolutionary processes, and analyze scientific evidence that hours
supports the theory of evolution; demonstrate an understanding of the theory of evolution, the
evidence that supports it, and some of the mechanisms by which it occurs.
Animal: Structure and Function
In this Unit, students will analyze the relationships between changing societal needs, technological
advances, and our understanding of internal systems of humans; investigate, through laboratory inquiry
21
4 or computer simulation, the functional responses of the respiratory and circulatory systems of animals,
hours
and the relationships between their respiratory, circulatory, and digestive systems; demonstrate an
understanding of animal anatomy and physiology, and describe disorders of the respiratory, circulatory,
and digestive systems.
Plants: Anatomy, Growth, and Function
In this Unit, students will evaluate the importance of sustainable use of plants to Canadian society and
20
5 other cultures; investigate the structures and functions of plant tissues, and factors affecting plant
hours
growth; and demonstrate an understanding of the diversity of vascular plants, including their
structures, internal transport systems, and their role in maintaining biodiversity.
6 Final Exam 3 hours
110
Total
hours

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Overall Curriculum Expectations: SBI3U

A. Scientific Investigation Skills and Career Exploration

demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating
A1
and planning, performing and recording, analysing and interpreting, and communicating);
identify and describe careers related to the fields of science under study, and describe the contributions of
A2
scientists, including Canadians, to those fields.
B. Diversity of Living Things
B1 analyse the effects of various human activities on the diversity of living things;
investigate, through laboratory and/or field activities or through simulations, the principles of scientific
B2
classification, using appropriate sampling and classification techniques;
demonstrate an understanding of the diversity of living organisms in terms of the principles of taxonomy and
B3
phylogeny.
C. Evolution
analyse the economic and environmental advantages and disadvantages of an artificial selection technology, and
C1
evaluate the impact of environmental changes on natural selection and endangered species;
C2 investigate evolutionary processes, and analyse scientific evidence that supports the theory of evolution;
demonstrate an understanding of the theory of evolution, the evidence that supports it, and some of the
C3
mechanisms by which it occurs.
D. Genetic Processes
evaluate the importance of some recent contributions to our knowledge of genetic processes, and analyse social
D1
and ethical implications of genetic and genomic research;
investigate genetic processes, including those that occur during meiosis, and analyse data to solve basic genetics
D2
problems involving monohybrid and dihybrid crosses;
demonstrate an understanding of concepts, processes, and technologies related to the transmission of hereditary
D3
characteristics.
E. Animals: Structure and Function
analyse the relationships between changing societal needs, technological advances, and our understanding of
E1
internal systems of humans;
investigate, through laboratory inquiry or computer simulation, the functional responses of the respiratory and
E2
circulatory systems of animals, and the relationships between their respiratory, circulatory, and digestive systems;
demonstrate an understanding of animal anatomy and physiology, and describe disorders of the respiratory,
E3
circulatory, and digestive systems.
F. Plants: Anatomy, Growth and Function
F1 evaluate the importance of sustainable use of plants to Canadian society and other cultures;
F2 investigate the structures and functions of plant tissues, and factors affecting plant growth;
demonstrate an understanding of the diversity of vascular plants, including their structures, internal transport
F3
systems, and their role in maintaining biodiversity.

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Teaching / Learning Strategies

As in a conventional classroom, instructors employ a range of strategies for teaching a course:

• Clear writing that connects biological concepts to relevant situational problems

• Examples of full solutions in various contexts and opportunities to practice
• Direct instruction and coaching on student work by the teacher

In addition, teachers and students have at their disposal a number of tools that are unique to electronic learning
environments:

• Electronic simulation activities

• Video presentations
• Discussion boards and email
• Assessments with real-time feedback
• Interactive activities that engage both the student and teacher in the subject
• Peer review and assessment
• Internet Instructional Videos

All course material is online, no textbook is required. Assignments are submitted electronically. Tests are completed online
at a time convenient for the student, and the course ends in a final exam which the student writes under the supervision of a
proctor approved by Toronto eSchool at a predetermined time and place. The final mark and report card are then forwarded
to the student's home school.

Students must achieve the Ministry of Education learning expectations of a course and complete 110 hours of planned
learning activities, both online and offline, in order to earn a course credit. Students must keep a learning log throughout
their course which outlines the activities they have completed and their total learning hours. This log must be submitted
before the final exam can be written.

The chart below indicates some general examples of online and offline activities.

Online Learning Activities Offline Learning Activities

Watching instructional videos Reading materials for course
Watching additional resources videos Studying instructional material
Completing online timed assignments Practicing skills
Contributing to Forums Completing assignments
Uploading video presentations Completing essays
Communicating with instructor Preparing presentations
Participating in live conferences Reviewing for tests and exams
Practicing through online quizzes Researching topics on internet
Reviewing peer submissions
Assessing peer presentations
Completing online timed exam

Students are expected to access and participate actively in course work and course forums on a regular and frequent basis.
This interaction with other students is a major component of this course and there are minimum requirements for student
communication and contribution.

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Assessment and Evaluation

TorontoeSchool's approach to assessment and evaluation is based on the Ontario Ministry of Education's Growing Success
2010 document. Assessment is the process of gathering information that accurately reflects how well a student is achieving
the curriculum expectations in a subject or course.
The primary purpose of assessment is to improve student learning. Assessment for this purpose is seen as both "assessment
for learning" and "assessment as learning". As part of assessment for learning, teachers provide students with descriptive
feedback and coaching for improvement. Teachers engage in assessment as learning by helping all students develop their
capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress,
determine next steps, and reflect on their thinking and learning. Toronto eSchool teachers use evidence from a variety of
sources in their assessment. These include formal and informal observations, discussions, conversations, questioning,
assignments, projects, portfolios, self-assessments, self-reflections, essays, and tests.

Assessment occurs concurrently and seamlessly with instruction. Our courses contain multiple opportunities for students to
obtain information about their progress and achievement, and to receive feedback that will help them improve their learning.
Students can monitor their own success through the tracking of learning goals and success criteria throughout all courses.

Summative "assessment of learning" activities occur at or near the end of periods of learning. Evidence of student
achievement for evaluation is also collected over time from different sources, such as discussions, conversations and
observation of the development of the student's learning. Using multiple sources of evidence increases the reliability and
validity of this evaluation. The evaluations are expressed as a percentage based upon the levels of achievement.

Strategies for Assessment and Evaluation of Student Performance

Assessment as Learning Assessment for Learning Assessment of Learning

In all Units, students are expected to submit a
In all Units students can complete an online Each Unit ends with an
mid-unit assignment directly to the instructor. The
practice quiz on each lesson that tests their assignment that is submitted
assignment provides a number of questions,
knowledge of fundamental facts and definitions. directly to the instructor. A
problems, and activities balanced around the four
The quiz can be retaken as many times as needed grade is recorded based on the
categories of the Achievement Chart: Knowledge
and only the highest score is recorded. Students Learning Goals and Success
and Understanding, Thinking, Application, and
discover their areas of weakness and can take steps Criteria for that Unit. Students
Communication. The instructor grades each
to improve on them. The student and instructor can may be asked to resubmit parts
assignment and provides descriptive feedback and
then have a conversation on how best to assist the of the assignment, or a
the student is asked to provide feedback on the
student's learning. modified assignment.
feedback.
A Mid-Unit Assignment asks students to videotape
themselves presenting solutions to various
problems, or results of research, and post them to Mid-Unit Video Presentation Assignments are At the end of each Unit,
the forum for review by the instructor and selected used by the instructor as a form of diagnostic and students complete an online
peers. These comments and observations can be formative assessment to help adjust instruction test of the material. A grade is
used to help the student assess their own listening based on the needs of the student. It is another way recorded and the instructor can
and communicating skills, as well as their progress the instructor gathers evidence for evaluating initiate a conversation with the
through the course. Feedback from both the student performance. student if there are concerns.
instructor and the student can help the student
advocate for their own learning.
Occasionally instructors ask a student to post a
solution to a unique problem designed for that
Instructors communicate with their students
student to the discussion forum, or to comment on At the end of the course,
through email or live chat sessions. Students can
the posting of another student. These activities students complete a final exam
raise concerns and reflect on their own personal
become part of the student's grade under the that covers all the material
goals and learning during these one to one
category "Online Collaboration" and provide an studied in the course.
conversations with their instructors.
opportunity for the instructor to provide feedback
to the student.

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Example of an Assessment Rubric for an Assignment in this Course

SBI3U Unit 1: Diversity of Living Things

Learning Goals
• I will be able to describe the purpose of a phylogenetic tree
• I will be able to construct a phylogenetic tree
Level
Success Criteria
1 2 3 4
I can state what a trait is
I can state the purpose of phylogenetic trees
I can describe the organization a of a phylogenetic tree
I can identify an outgroup from a list of animals
I can state what a derived trait is
I can construct a synapomorphy table
I can construct a phylogenetic tree
Teacher Feedback:

Student Feedback:

Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation
techniques. There are seven fundamental principles that ensure best practices and procedures of assessment and evaluation
by Torontoeschool teachers. Assessment and evaluations:

1. are fair, transparent, and equitable for all students;

2. support all students, including those with special education needs, those who are learning the language of
instruction (English or French), and those who are First Nation, Metis, or Inuit;
3. are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the
interests, learning styles and preferences, needs, and experiences of all students;
4. are communicated clearly to students and parents at the beginning of the school year or course and at other
appropriate points throughout the school year or course;
5. are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students
to demonstrate the full range of their learning;
6. provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning
and achievement
7. develop students' self-assessment skills to enable them to assess their own learning, set specific goals, and plan
next steps for their learning.

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The Final Grade

The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills
required for effective learning. The percentage grade represents the quality of the student's overall achievement of the
expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the
discipline. A credit is granted and recorded for this course if the student's grade is 50% or higher. The final grade for this
course will be determined as follows:

• 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will
reflect the student's most consistent level of achievement throughout the course, although special consideration
will be given to more recent evidence of achievement.
• 30% of the grade will be based on a final exam administered at the end of the course.

The Course Final Grade will be determined in this way:

Contribution to Discussion Forum 10%

Unit Lesson Assignments 30%
Midterm Assignment 10%
Final Assignment 20%
Final Exam 30%

The Report Card

Two official report cards are issued - midterm and final. Each report card will focus on two distinct but related aspects of
student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally,
the course median is reported as a percentage. The teacher will also provide written comments concerning the student's
strengths, areas for improvement and next steps. Second, the learning skills are reported as a letter grade, representing one
of four levels of accomplishment. The report cards contain separate sections for the reporting of these two aspects. The
report card also indicates whether an OSSD credit has been earned.

Academic Responsibility and Integrity:

Practice is a crucial part for Science. Students are expected to use all resources provided online, complete all exercises
provided prior to solutions posted. Additionally, students are highly encouraged to go to our online discussion forum to
ask questions and discuss course materials. Please do not post solutions to assignment questions on forum before due
dates to avoid committing plagiarism.

It is essential for both educational and ethical reasons that each person does his/her own work. There is a distinction
between getting help and copying. Learning tasks that students complete, as well as all assignments, tests and exams
which students submit for evaluation must be their own work. Plagiarism, including electronic theft and
misrepresentation of original work, cheating, theft of evaluation instruments, use of unauthorized aids and false
representation of identity will result in appropriate consequences. Penalty for each plagiarized work is a 10% reduction in
the final grade.

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Achievement Chart: Overall

The purpose of the achievement chart is to:

1. provide a common framework that encompasses all curriculum expectations for all courses;
2. guide the development of high-quality assessment tasks and tools;
3. help teachers plan instruction for learning;
4. assist teachers in providing meaningful feedback to students;
5. provide various categories/criteria with which to assess and evaluate students' learning.

The achievement chart provides a reference point for all assessment practice and a framework within which achievement
will be assessed and evaluated.

1. The chart is organized into four broad criteria; Knowledge / Understanding, Thinking / Investigation,
Communication, and Application.
2. The achievement chart describes the levels of achievement of the curriculum expectations within each subset of
criteria.
3. The "descriptor" indicates the characteristic of performance, with respect to a particular criterion, on which
assessment or evaluation is focused.
4. A specific "qualifier" is used to define each of the four levels of achievement. It is used along with a descriptor to
produce a description of performance at a particular level.
5. The following table provides a summary description of achievement in each percentage grade range and
corresponding level of achievement:

A Summary Description of Achievement in Each Percentage Grade Range

and Corresponding Level of Achievement
Percentage
Achievement
Grade Summary Description
Level
Range
A very high to outstanding level of achievement. Achievement is above the
80-100% Level 4
provincial standard.
70-79% Level 3 A high level of achievement. Achievement is at the provincial standard.
A moderate level of achievement. Achievement is below, but approaching, the
60-69% Level 2
provincial standard.
A passable level of achievement. Achievement is below the provincial
50-59% Level 1
standard.
Insufficient achievement of curriculum expectations. A credit will not be
below 50% Level R
granted.

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Achievement Chart : Science, Grades 9–12

50–59% 60–69% 70–79% 80–100%

Categories
(Level 1) (Level 2) (Level 3) (Level 4)
Knowledge and Understanding - Subject-specific content acquired in each course (knowledge), and the comprehension
of its meaning and significance (understanding)
The student:
Knowledge of content
demonstrates some demonstrates
(e.g., facts, terminology, demonstrates limited demonstrates thorough
knowledge of considerable
definitions, safe use of knowledge of content knowledge of content
content knowledge of content
equipment and materials)
demonstrates limited demonstrates some demonstrates demonstrates thorough
understanding of content
understanding of content understanding of considerable understanding of
(e.g., concepts, ideas, theories,
content understanding of content
principles, procedures,
content
processes)

Thinking - The use of critical and creative thinking skills and/or processes
The student:
Use of initiating and planning
skills and strategies (e.g.,
uses planning skills uses planning skills uses planning skills with
formulating questions, identifying uses planning skills
with moderate with considerable a high degree of
the problem, developing with limited effectiveness
effectiveness effectiveness effectiveness
hypotheses, selecting strategies
and resources, developing plans)
Use of processing skills and
strategies (e.g., performing and
recording, gathering evidence uses processing skills uses processing skills uses processing skills
uses processing skills
and data, observing, with some with considerable with a high degree of
with limited effectiveness
manipulating materials and using effectiveness effectiveness effectiveness
equipment safely, solving
equations, proving)
Use of critical/creative thinking
processes, skills, and strategies
uses critical / creative uses critical / creative uses critical / creative
(e.g., analysing, interpreting, uses critical / creative
thinking processes thinking processes with thinking processes with
problem solving, evaluating, thinking processes with
with some considerable a high degree of
forming and justifying limited effectiveness
effectiveness effectiveness effectiveness
conclusions on the basis of
evidence )
Communication - The conveying of meaning through various forms
The student:
Expression and organization of expresses and
expresses and expresses and organizes
ideas and information (e.g., clear expresses and organizes organizes ideas and
organizes ideas and ideas and information
expression, logical organization) ideas and information information with
information with with a high degree of
in oral, visual, and/or written with limited effectiveness considerable
some effectiveness effectiveness
forms (e.g., diagrams, models) effectiveness
Communication for different communicates for
communicates for communicates for communicates for
audiences (e.g., peers, adults) different audiences and
different audiences and different audiences different audiences and
and purposes (e.g., to inform, to purposes with
purposes with limited and purposes with purposes with a high
persuade) in oral, visual, and/or considerable
effectiveness some effectiveness degree of effectiveness
written forms effectiveness
uses conventions,
Use of conventions, vocabulary, uses conventions, uses conventions,
vocabulary, and uses conventions,
and terminology of the discipline vocabulary, and vocabulary, and
terminology of the vocabulary, and
in oral, visual, and/or written terminology of the terminology of the
discipline with terminology of the
forms (e.g., symbols, formulae, discipline with limited discipline with some
considerable discipline with a high
scientific notation, SI units) effectiveness effectiveness
effectiveness degree of effectiveness

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Application - The use of knowledge and skills to make connections within and between various contexts
The student:
Application of knowledge and
skills (e.g., concepts and applies knowledge and
applies knowledge applies knowledge and
processes, safe use of applies knowledge and skills in familiar
and skills in familiar skills in familiar contexts
equipment, scientific skills in familiar contexts contexts with
contexts with some with a high degree of
investigation skills) in familiar with limited effectiveness considerable
effectiveness effectiveness
contexts effectiveness

Transfer of knowledge and skills

transfers knowledge transfers knowledge
(e.g., concepts and processes, transfers knowledge and transfers knowledge and
and skills to and skills to unfamiliar
safe use of equipment, scientific skills to unfamiliar skills to unfamiliar
unfamiliar contexts contexts with
investigation skills) to unfamiliar contexts with limited contexts with a high
with some considerable
contexts effectiveness degree of effectiveness
effectiveness effectiveness

Making connections between

makes connections makes connections makes connections
science, technology, society, and makes connections
between science, between science, between science,
the environment (e.g., assessing between science,
technology, society, technology, society, technology, society, and
the impact of science on technology, society, and
and the environment and the environment the environment with a
technology, people and other the environment with
with some with considerable high degree of
living things, and the limited effectiveness
effectiveness effectiveness effectiveness
environment)
Proposing courses of practical proposes courses of
proposes courses of proposes courses of proposes highly
action to deal with problems practical action of
practical action of limited practical action of effective courses of
relating to science, technology, considerable
effectiveness some effectiveness practical action
society, and the environment effectiveness

Resources Required by the Students

• Access to SBI3U online course of study

• Access to a scanner or digital camera
• Access to a spreadsheet and word-processing software
• Access to Gizmos and other virtual simulations
• Access to YouTube

Note: This course is entirely online and does not require or rely on any textbook. Should students wish to seek
additional information we would recommend these texts for reference:

• Biology 11, Nelson Education Ltd, 2011.

• Biology 11, Mcgraw-Hill Ryerson, 2001

Program Planning Considerations for Science

Teachers who are planning a program in this subject will make an effort to take into account considerations for program
planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas:

1. Education for students with special education needs

2. Environmental education
3. Equity and inclusive education
4. Financial literacy education
5. Ontario First Nations, Metis, and Inuit education
6. Role of information and communications technology
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 7. English language learners
8. Career education
9. Cooperative education and other workplace experiences
10. Health and safety

1. Education for Students with Special Education Needs:

Torontoeschool is committed to ensuring that all students are provided with the learning opportunities and supports they
require to gain the knowledge, skills, and confidence they need to succeed in a rapidly changing society. The context of
special education and the provision of special education programs and services for exceptional students in Ontario are
constantly evolving. Provisions included in the Canadian Charter of Rights and Freedoms and the Ontario Human Rights
Code have driven some of these changes. Others have resulted from the evolution and sharing of best practices related to the
teaching and assessment of students with special educational needs.

The provision of special education programs and services for students at Torontoeschool rests within a legal framework The
Education Act and the regulations related to it set out the legal responsibilities pertaining to special education. They provide
comprehensive procedures for the identification of exceptional pupils, for the placement of those pupils in educational
settings where the special education programs and services appropriate to their needs can be delivered, and for the review of
the identification of exceptional pupils and their placement.

Teachers will take into account the needs of exceptional students as set out in the students' Individual Education Plan. The
online courses offer a vast array of opportunities for students with special educations needs to acquire the knowledge and
skills required for our evolving society. Students who use alternative techniques for communication may find a venue to use
these special skills in these courses. There are a number of technical and learning aids that can assist in meeting the needs of
exceptional students as set out in their Individual Education Plan. In the process of taking their online course, students may
use a personal amplification system, tela-typewriter (via Bell relay service), an oral or a sign-language interpreter, a scribe,
specialized computer programs, time extensions, ability to change font size, oral readers, etc.

2. Environmental Education:

Environmental education teaches students about how the planet's physical and biological systems work, and how we can
create a more sustainable future. Good curriculum design allows environmental issues and topics to be woven in and out of
the online course content. This ensures that the student will have opportunities to acquire the knowledge, skills,
perspectives and practices needed to become an environmentally literate citizen. The online course should provide
opportunities for each student to address environmental issues in their home, in their local community, or even at the global
level.

3. Equity and Inclusive Education:

Torontoeschool is taking important steps to reduce discrimination and embrace diversity in our online school in order to
improve overall student achievement and reduce achievement gaps due to discrimination. The Ontario Equity and Inclusive
Education Strategy was launched in April 2009 and states that all members of the Torontoeschool community are to be
treated with respect and dignity. This strategy is helping Torontoeschool educators better identify and remove
discriminatory biases and systemic barriers to student achievement. These barriers related to racism, sexism, homophobia
and other forms of discrimination may prevent some students from reaching their full potential. The strategy supports the
Ministry's key education priorities of high student achievement, reduced gaps in student achievement and increased
accountability and public confidence in Ontario's schools. Students, regardless of their background or personal
circumstances, must be given every opportunity to reach their full potential. Research shows that when students feel
welcomed and accepted in their school, they are more likely to succeed academically. Torontoeschool desires to create a
culture of high expectations where factors such as race, age, gender, sexual orientation and socio-economic status do not
prevent students from achieving ambitious outcomes.

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4. Financial Literacy Education:

Financial literacy may be defined as having the knowledge and skills needed to make responsible economic and financial
decisions with competence and confidence. Since making financial decisions has become an increasingly complex task in
the modern world, students need to have knowledge in various areas and a wide range of skills in order to make informed
decisions about financial matters. Students need to be aware of risks that accompany various financial choices. They need to
develop an understanding of world economic forces as well as ways in which they themselves can respond to those
influences and make informed choices. Torontoeschool considers it essential that financial literacy be considered an
important attribute of a well-educated population. In addition to acquiring knowledge in such specific areas as saving,
spending, borrowing, and investing, students need to develop skills in problem solving, inquiry, decision making, critical
thinking, and critical literacy related to financial and other issues. The goal is to help students acquire the knowledge and
skills that will enable them to understand and respond to complex issues regarding their own personal finances and the
finances of their families, as well as to develop an understanding of local and global effects of world economic forces and
the social, environmental, and ethical implications of their own choices as consumers. The Ministry of Education and
Torontoeschool are working to embed financial literacy expectations and opportunities in all courses as appropriate, as part
of the ongoing curriculum review process.

5. Ontario First Nations, Metis, and Inuit Education:

First Nation, Metis, and Inuit students in Ontario will need to have the knowledge, skills, and confidence they need to
successfully complete their elementary and secondary education in order to pursue postsecondary education or training
and/or to enter the workforce. They will need to have the traditional and contemporary knowledge, skills, and attitudes
required to be socially contributive, politically active, and economically prosperous citizens of the world. All students in
Ontario will need to have knowledge and appreciation of contemporary and traditional First Nation, Metis, and Inuit
traditions, cultures, and perspectives. Torontoeschool and the Ministry of Education are committed to First Nation, Metis,
and Inuit student success. Torontoeschool teachers are committed to (1) developing strategies that will increase the capacity
of the education system to respond to the learning and cultural needs of First Nation, Metis, and Inuit students; (2) providing
quality programs, services, and resources to help create learning opportunities for First Nation, Metis, and Inuit students
that support improved academic achievement and identity building; (3) providing a curriculum that facilitates learning
about contemporary and traditional First Nation, Metis, and Inuit cultures, histories, and perspectives among all students
where possible; and (4) developing and implementing strategies that facilitate increased participation by First Nation, Metis,
and Inuit parents, students, communities, and organizations in working to support the academic success of the student.

6. The Role of Information and Communications Technology in the Curriculum.

Information literacy is the ability to access, select, gather, critically evaluate, and create information. Communication
literacy refers to the ability to communicate information and to use the information obtained to solve problems and make
decisions. Information and communications technologies are utilized by all Torontoeschool students when the situation is
appropriate within their online course. As a result, students will develop transferable skills through their experience with
word processing, internet research, presentation software, and telecommunication tools, as would be expected in any other
course or any business environment.

7. English Language Learners:

This Torontoeschool online course can provide a wide range of options to address the needs of ESL/ELD students. This
online course must be flexible in order to accommodate the needs of students who require instruction in English as a second
language or English literacy development. The Torontoeschool teacher considers it to be their responsibility to help
students develop their ability to use the English language properly. Appropriate modifications to teaching, learning, and
evaluation strategies in this course may be made in order to help students gain proficiency in English, since students taking
English as a second language at the secondary level have limited time in which to develop this proficiency. This online
course can provide a wide range of options to address the needs of ESL/ELD students. Well written content will aid ESL
students in mastering not only the content of this course, but as well, the English language and all of its idiosyncrasies.

12
Torontoeschool has created course content to enrich the student's learning experience. In addition, since many occupations
in Canada require employees with capabilities in the English language, many students will learn English language skills
which can contribute to their success in the larger world.

8. Career Education:

As the online student progresses through their online course, their teacher is available to help the student prepare for
employment in a huge number of diverse areas. With the help of their teacher, students will learn to set and achieve goals
and will gain experience in making meaningful decisions concerning their career choices. The skills, knowledge and
creativity that students acquire through this online course are essential for a wide range of careers. Throughout their
secondary school education, students will learn about the educational and career opportunities that are available to them;
explore and evaluate a variety of those opportunities; relate what they learn in their courses to potential careers in a variety
of fields; and learn to make appropriate educational and career choices.

9. Cooperative Education and Other Workplace Experiences:

By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in
the world in which they live. Cooperative education and other workplace experiences will broaden their knowledge of
employment opportunities in a wide range of fields. In addition, students will increase their understanding of workplace
practices and the nature of the employer-employee relationship. Torontoeschool teachers will try to help students link to
Ministry programs to ensure that students have information concerning programs and opportunities.

10. Health and Safety in Science:

Teachers must model safe practices at all times and communicate safety expectations to students in accordance with
school board and Ministry of Education policies and Ministry of Labour regulations. Teachers are responsible for
ensuring the safety of students during classroom activities and also for encouraging and motivating students to assume
responsibility for their own safety and the safety of others. Teachers must also ensure that students have the
knowledge and skills needed for safe participation in science activities.

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