Grade 11 Compulsory Courses

ELA 30S/E/M - At least one of the following:

1. English Language Arts: Comprehensive Focus, students develop a range of literacy skills that deepen their engagement with and appreciation of a variety of texts and help them function more effectively in their private sphere and in the global community. The language uses explored in the Comprehensive Focus fall along a continuum that includes both pragmatic and aesthetic uses. Students engage with and compose texts that inform, persuade, analyze, foster understanding and empathy, reflect culture, express feelings and experience, and bring enjoyment. They explore the aesthetic properties of language used in conveying experience, and the denotative properties used in communicating information and points of view.

From: Senior 3 English Language Arts Manitoba Curriculum Framework of Outcomes and Senior 3 Standards

This course is designed to allow students to develop their skills in each of the six language arts.  Students will listen, read, write, view, speak and represent to the following curricular outcomes:

  • GLO 1- Explore thoughts, ideas, feelings and experiences

  • GLO 2- Comprehend and respond personally and critically to oral, print and other media texts

  • GLO 3- Manage ideas and information

  • GLO 4- Enhance the clarity and artistry of communication

  • GLO 5- Celebrate and build community  

These skills will be developed through a number of thematic units.  Each unit will include a number of works and projects that build upon the six English Language Arts and the curricular outcomes through a unifying theme.

2. English Language Arts: Literary Focus (hereafter referred to as the Literary Focus) provides students with opportunities to enrich their lives and their understanding of themselves and the world through engagement with aesthetic texts. The Literary Focus emphasizes the aesthetic uses of language: language that enlightens, fosters understanding and empathy, reflects culture, expresses feelings and experience, and brings enjoyment. As listeners, readers, and viewers, students move imaginatively into the worlds created by texts and deepen their appreciation of language. As poets, fiction writers, playwrights, and actors, they explore the aesthetic properties of language to convey experience, ideas, and perspectives. Students’ engagement with texts is fundamental to the Literary Focus. The texts students explore and compose include a variety of informal and formal discourse, ranging from free-writing, conversations, friendly letters, journals, and improvised drama to scripts, poetry, short stories, novels, and videos. These texts fall along a continuum of pragmatic, expressive, and aesthetic language uses, with an emphasis on texts that accomplish aesthetic purposes—that is, texts that use language primarily to capture and represent experience, feelings, or vision and to create an imagined reality. Of the various texts students read and produce within the Literary Focus, approximately 70 percent are aesthetic and 30 percent pragmatic in purpose. In reading, listening, and viewing for aesthetic purposes, students seek to enter an imaginative experience that illuminates and enlarges their world. Students sometimes deepen their reading of aesthetic texts by exploring related pragmatic texts. They may, for example, gather historic information related to the setting of a novel, or read criticism to explore other interpretations of an aesthetic text. Similarly, in composing texts, students function primarily as poets, playwrights, and filmmakers, rather than as scholars of literature, but they also on occasion produce pragmatic texts. They may, for example, write an allegory with the intention of shaping the attitudes or opinions of the audience, conduct an on-stage interview to explore an issue that emerged from their reading, write a review to assess a performance, or prepare advertising to publicize a drama or poetry reading.
The student learning outcomes within the Literary Focus identify the knowledge, skills and strategies, and attitudes that characterize effective aesthetic communication. Students enhance their skill in reading and appreciating a range of forms, genres, and media, and they learn the conventions of various aesthetic forms. They explore the effect of a range of voices, diction, and forms in self-expression, and they explore the creative potential of collaboration. The student learning outcomes of the Literary Focus assert the importance of aesthetic texts both in mirroring and in shaping society. The vicarious experiences students encounter in texts enhance their empathy for others and provide them with opportunities to confront the ethical questions of their own and other cultures. The Literary Focus seeks to foster in students an engagement with language that will have a lifelong enriching effect and will contribute to the aesthetic life of communities. 

3. English Language Arts: Transactional Focus are identified in this section of the ELA Framework. Senior 4 students reinforce and build on the knowledge, skills and strategies, and attitudes developed in previous grades. The Transactional Focus assists students in becoming increasingly independent in making meaningful and effective language choices. In the Transactional Focus, students develop and refine a range of knowledge, skills and strategies, and attitudes that help them function effectively in various communities. The Transactional Focus emphasizes the pragmatic uses of language: language that informs, directs, persuades, analyzes, argues, and explains. In attaining the learning outcomes of the Transactional Focus, students engage with and compose texts primarily for pragmatic purposes: to gain information or discern another point of view, to compare and weigh ideas, and to conduct daily transactions. The Transactional Focus addresses a variety of informal and formal discourse, ranging from impromptu speech and instructions to debates and formal presentations; from exploratory group discussion to seminar participation and formal interviews; from note taking, data gathering, and representation to illustrated written instructions, case studies, and research reports. Students’ engagement with texts is fundamental to the Transactional Focus. Texts are selected on the basis of purpose, with an emphasis on texts that use language primarily to convey information or viewpoints or to prompt an action from an audience. Some of these texts, such as non-fiction books, technical manuals, and handbooks, use pragmatic language, while others, such as documentaries, feature articles, and creative nonfiction, have pragmatic purposes but convey information or viewpoints through language that often has an aesthetic effect. Of the various texts students read in the Transactional Focus, approximately 70 percent are pragmatic and 30 percent are aesthetic in purpose. The texts students produce in the Transactional Focus are mainly pragmatic in purpose; however, students often use highly aesthetic language to compose texts, such as editorials, speeches, and advertisements, that accomplish pragmatic purposes. Introduction 151 Introduction Senior 4 English Language Arts: Transactional Focus Student Learning Outcomes for Senior 4 English Language Arts: Transactional Focus The student learning outcomes of the Transactional Focus identify the knowledge, skills and strategies, and attitudes that characterize effective pragmatic communication. Because pragmatic communication is audience-specific, students enhance their skills in shaping communication for their audience. They learn the conventions of various pragmatic forms and the purpose and effect of these conventions. As listeners, readers, and viewers, they examine and analyze the effect of various language techniques and learn to evaluate information for accuracy, logic, and relevance. As speakers, writers, and representers, they learn to express themselves clearly and logically and to select the language register and tone appropriate for their purpose and audience. Through a wide range of projects and learning experiences, students learn to use and interpret a variety of oral, print, and other media texts, to manage data and information efficiently, and to plan and work collaboratively. The student learning outcomes of the Transactional Focus describe the knowledge, skills and strategies, and attitudes that students require to meet present and evolving literacy demands. Students use language effectively to think, to respond to texts, to manage diverse ideas and information, to communicate, and to learn. Using language effectively and understanding its functions are fundamental to experiencing personal satisfaction and becoming responsible, contributing citizens and lifelong learners. 

Life/Work Building 35S/E/M - Th
is is a Rolling River School Division Compulsory Course.

The Work Experience that Grade 11 & 12 students participate in allow each person to see first-hand a career that they are interested in. They are given the chance to choose an area of interest and businesses that they would like to see. The hope is that by going out, participating and seeing the work that people do on a daily basis will help students connect the dots between education and careers. This program encourages students to stay in school because they see the correlation between business, labour, education and the community. It gets students thinking about what their next steps are past graduation and increases their self-confidence and social skills.

Outcomes of the Career Preparation and Exploration program, students will receive two half credits, Life/Work Building 35S and Life/Work Transitioning 45S.

Math 30S/E/M - At least one of the following:
1. Applied Mathematics
Applied Mathematics is intended for students considering post-secondary studies that do not require a study of theoretical calculus. It is context driven and promotes the learning of numerical and geometrical problem-solving techniques as they relate to the world around us. It builds upon the foundation knowledge and skills from Grade 10 Introduction to Applied and Pre-calculus Mathematics and builds a foundation for Grade 12 Applied Mathematics. Primary goals of Applied Mathematics are to have students develop critical-thinking skills through problem solving and model real-world situations mathematically to make predictions. The topics covered will include: logic reasoning, quadratic functions, statistics, systems of inequalities, trigonometry, research project.

2. Essential Math 30S/E/M
Essential Mathematics 30S is intended for students whose post-secondary planning does not include a focus on mathematics and science related fields. Grade 11 Essential Mathematics is a one-credit course emphasizing consumer applications, problem solving, decision making, and spatial sense. Grade 11 Essential Mathematics builds on the knowledge and skills of Grade 10 Essential Mathematics and provides a foundation for the topics studied in Grade 12 Essential Mathematics. The topics covered include: Analysis of Games, Managing Money, 3-D Geometry, Relations and Patterns, Statistics, Trigonometry, Analysis of Games & Numbers, and Design Modelling.

3. Pre-Calculus Mathematics 30S/E/M
Pre-Calculus Mathematics 30S is designed for students who intend to study calculus and related mathematics as part of post-secondary education. It builds on the topics studied in Grade 10 Introduction to Applied and Pre-Calculus Mathematics and provides background knowledge and skills for Grade 12 Pre-Calculus Mathematics. The course comprises a high-level study of theoretical mathematics with an emphasis on problem solving and mental mathematics. There are 8 major topics: Quadratic Equations, Radicals, Quadratic Functions, Sequences, Rationales, Trigonometry, Systems of Equations, Inequalities.

History of Canada 30F/E/M
History of Canada focuses on citizenship as a core concept and engages students in historical inquiry and critical thinking. Guided by essential questions, students focus on the history of Canada from pre-contact times to the present. Through this process students become historically literate and better able to understand the Canada of today. (Adapted from Manitoba Education, Citizenship and Youth).

Physical Education 30S/E/M
The Grade 11 Physical Education/Health Education courses focuses on the development of a healthy lifestyle through participation in a variety of enjoyable activities that have the potential to engage students’ interest into their future. Students will also study the components of fitness management, Mental and Emotional Health, Social Impact of Sport and Substance use and Abuse. It is the intention of Grade 11 Phys-ed to promote the discovery of activities suited to students’ individual interests and abilities, which will enable and empower students to adopt active lifestyles that persist into their futures.

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