Principles Underlying the English Curriculum
The English curriculum is based on the belief that language learning is critical to responsible and productive citizenship, and that all students can become successful language learners.
The curriculum is designed to provide students with the knowledge and skills that they need to achieve this goal. It aims to help students become successful language learners.
Successful language learners:
- understand that language learning is a necessary, life-enhancing, reflective process;
- communicate – that is, read, listen, view, speak, write, and represent – effectively and with confidence;
- make meaningful connections between themselves, what they encounter in texts, and the world around them;
- think critically;
- understand that all texts advance a particular point of view that must be recognized, questioned, assessed, and evaluated;
- appreciate the cultural impact and aesthetic power of texts;
- use language to interact and connect with individuals and communities, for personal growth, and for active participation as world citizens.
Research has shown that when students are given opportunities to choose what they read and what they write about, they are more likely to discover and pursue their own interests. In keeping with this finding, the curriculum requires that students select some of the texts they read and decide on the topic, purpose, and audience for some of the works they produce. Research has also shown that effective readers and writers unconsciously apply a range of skills and strategies as they read and write. By identifying and explicitly teaching these skills and strategies, teachers enable all students to become effective communicators. The English curriculum focuses on comprehension strategies for listening, viewing, and reading; on the most effective reading and writing processes; on skills and techniques for effective oral and written communication and for the creation of effective media texts; and on the language conventions needed for clear and coherent communication. In addition, it emphasizes the use of higher-level thinking skills, including critical literacy skills, to enable students to understand, appreciate, and evaluate what they read and view at a deeper level, and to help them become reflective, critical, and independent learners.
| Grade 9 | Grade 10 | Grade 11 | Grade 12 |
| ENG1L1 (Locally Developed) | ENG2L1 (Locally Developed) | ENG3E1 (Workplace) | ENG4E1 (Workplace) |
| ENG1P1 (Applied) | ENG2P1 (Applied) | NBE3C1(College) | ENG4C1 (College) |
| ENG1D1 (Academic) | ENG2D1 (Academic) | NBE3U1 (University)
| ENG4U1 (University) |
| ENG1DZ (Williams Pre-IB) | ENG2DZ (Williams Pre-IB) | ENG3UZ (International Baccalaureate) | ENG4UZ (International Baccalaureate) ETS4UZ (International Baccalaureate) |
| OLC4O1 (Open) Literacy Course |
Please note: All courses may not be offered or available every year.
Grades 9 and 10
Students in Grades 9 and 10 choose between course types on the basis of their strengths, achievement, and post-secondary goals. The course types offered in Grades 9 and 10 are defined as follows:
Academic courses develop students’ knowledge and skills through the study of theory and abstract problems. These courses focus on the essential concepts of a subject and explore related concepts as well. They incorporate practical applications as appropriate. Sample activities include essay writing, class and independent novel study, media studies, and introduction to non-fiction prose (essay) analysis.
Applied courses focus on the essential concepts of a subject, and develop students’ knowledge and skills through practical applications and concrete examples. Familiar situations are used to illustrate ideas, and students are given more opportunities to experience hands-on applications of the concepts and theories they study. Some sample activities are research, journal writing, comprehension/critical thinking/application questions, character studies, et cetera.
Locally Developed courses are designed to give students the learning opportunities, flexibility and support they need to meet the curriculum expectations in their courses and to proceed towards a diploma. They prepare students for further education and work, and help them to become independent, productive, and responsible members of society. Some sample activities include collaborative/small group work (e.g. novel or film study), summary writing, media studies (e.g. reading and creating a graphic text like a poster), practicing interviews, et cetera.
Grades 11 and 12
Students in Grades 11 and 12 choose between course types on the basis of their strengths, achievement, and post-secondary goals. The course types offered in Grades 11 and 12 are defined as follows:
University preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for university programs. Sample assignments could include panel discussions, non-fiction prose analysis, argumentative and persuasive writing, as well as the study of critical literary theories.
College preparation courses are designed to equip students with the knowledge and skills the need to meet the requirements for entrance to most college programs or for admission to specific apprenticeship or other training programs. Sample assignments could include report writing, instructional/process analysis essays, graphic texts, media deconstruction.
Workplace preparation courses are designed to equip students with the knowledge and skills they need to meet the expectations of employers, if they plan to enter the workplace directly after graduation, or the requirements for admission to many apprenticeship or other training programs. Sample assignments could include résumé writing, self-awareness and metacognition pieces, access to research for the purpose of planning for personal goals, the reading of manuals, et cetera.
The Ontario Literacy Course (OLC) is an open course that is offered as part of the English program, emphasizing the importance of reading and writing skills across the curriculum and in everyday life. The course prepares students for the literacy demands they will face in post-secondary endeavors. The course serves as one way for students to achieve the provincial literacy requirement for graduation. Students must have first attempted the Ontario Secondary School Literacy Test (OSSLT) before signing up for the course.
The International Baccalaureate Programme is a bundle of courses; entry into the programme is completed through an application process when the student is in Grade 8. The Williams Pre-IB courses in Grades 9 and 10 prepare students for the IB Diploma Programme in Grades 11 and 12.
English Pathways
Please contact your child’s English teacher or the Guidance Department to discuss how each course leads to the next grade and academic stream, as determined by the Ontario Ministry of Education.
Opportunities
Grade 12 graduates have an opportunity to earn one of two academic achievement certificates in English. The University Award is given to the student with the highest academic standing in a University level English course and the College Award is given to the student with the highest academic standing in the College level English course.
When offered, students who enjoy English might be interested in joining the school newspaper, the creative writing club, or the debate club. Periodically, opportunities for students to participate in writing contests arise. Students interested in creative writing contests are encouraged to join the creative writing club.
Resources
- Asynchronous Writing Practice
- OSSLT Practice Test (more information can be found through the Literacy department)
- Plagiarism.org
- Purdue Online Writing Lab (OWL)
- Seneca College MLA Guide
Every effort is made to cover the above topics in class. It is still highly recommended that students visit these sites for further supplementary learning to support their provided course of study.