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## Course |
## Course Outline |
## Independent## $79 |
## Facilitated## $399 |
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Grade 1 Mathematics | Outline | ||

Grade 2 Mathematics | Outline | ||

Grade 3 Mathematics | Outline | ||

Grade 4 Mathematics | Outline | ||

Grade 5 Mathematics | Outline | ||

Grade 5 Language | Outline | ||

Grade 6 Language | Outline | ||

Grade 6 Science & Technology | Outline | ||

Grade 7 Language | Outline | ||

Grade 7 Science & Technology | Outline | ||

Grade 7 Mathematics | Outline | ||

Grade 8 Language | Outline | ||

Grade 8 Mathematics | Outline | ||

Grade 8 Science & Technology | Outline |

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This course builds on the Kindergarten curriculum to further develop students’ understanding of fundamental mathematical concepts by exploring topics related to number sense and numeration, measurement, geometry and spatial sense, patterning and algebra, and data management and probability. Students will work with numbers up to 50 while representing money amounts and performing addition and subtraction. Through investigation, students will measure with non-standard units and begin to tell time. Students build their understanding of two- and three-dimensional shapes, recognize symmetry, and describe location. Students will create patterns and establish an understanding of equality. Students collect, organize, read and display data, and consider the likelihood of events. Throughout the course, students begin developing the mathematical processes of problem-solving, reasoning and proving, reflecting, selecting tools and computational strategies, connecting, representing, and communicating at a basic level. Through investigation of real-life problems, students develop a strong foundation of mathematical knowledge and skills. This course prepares students for grade 2 mathematics. The course relies on the assistance of a learning coach to support young students through the content.

Full Grade 1 Mathematics Course Outline**Course Code:** MAT1

**Curriculum Policy Document:** The Ontario Curriculum Grades 1-8: Mathematics, 2005 (revised)

**Department:** Primary

**Course Developer:** Virtual Elementary School

**Development Date:** 2019

Students show, compare, and order numbers up to 50. Students will read and write numbers, estimate amounts, and count by 1s, 2s, and 5s. Students also find ordinal numbers, order the months of the year, and read a calendar.

In the patterning unit, students find, describe, and create patterns. Students use shapes, colours, numbers, sounds, and actions to create and analyse patterns around them.

Students develop an understanding of basic addition and subtraction, including utilizing the appropriate symbols and strategies.

Students develop an understanding of basic addition and subtraction, including utilizing the appropriate symbols and strategies.

Students sort, find, and name shapes, find symmetry and create symmetrical designs, and describe and create their own designs. Students also describe positions and locations.

In this unit, students learn about recording, organizing, and reading data in pictographs and concrete graphs. Students also ask and answer questions about graphs.

Students investigate creating, showing, and finding equal groups using a balance model. Students also use addition and subtraction to create equal groups.

Students explore composing and decomposing numbers up to 20, and develop a basic understanding of fractions through learning about wholes, halves, thirds, and fourths.

Students explore probability through examining likely and unlikely events in everyday situations by describing and comparing the likelihood of events.

Students find, sort, and build two-dimensional and three-dimensional shapes and figures. Students also compare and describe shapes in everyday contexts.

Students learn how to estimate, measure, and describe capacity and mass. Students also learn to read digital and analogue clocks, write the time to the half hour, and relate temperature to season.

Students learn about the value of coins and count and compare money amounts. Students also solve addition and subtraction problems related to money.

The evaluation for this course is based on the student's achievement of curriculum expectations. The final letter grade represents the quality of the student's overall fulfillment of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. The final grade will be determined based on each of the 12 units (8.3% each) and 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. There is no final assessment, such as an exam, in this course.

This course builds on the grade 1 curriculum to further develop students’ understanding of fundamental mathematical concepts by exploring topics related to number sense and numeration, measurement, geometry and spatial sense, patterning and algebra, and data management and probability. Students work with numbers up to 100 representing money amounts, investigating fractions, and establishing a basic understanding of multiplication and division. Students begin exploring measurement with centimetres and metres, measure perimeter, area, mass and capacity in non-standard units, acquire an understanding of temperature, and build on their skills to tell time. Students develop an understanding of geometric properties, continuing to work with two- and three-dimensional shapes, locate a line of symmetry, and describe relative locations and paths of motion. Students identify and describe patterns, build on an understanding of equality using addition and subtraction, and develop strategies to facilitate computation. Students collect, organize, read, and display data using various graphs, and describe probability. Throughout the course, students reinforce the mathematical processes of problem-solving, reasoning, proving, reflecting, selecting tools and computational strategies, and connecting, representing, and communicating at a developing level. Through investigation of real-life problems, students develop a strong foundation of mathematical knowledge and skills. This course prepares students for grade 3 mathematics. The course relies on the assistance of a learning coach to support young students through the content.

Full Grade 2 Mathematics Course Outline**Course Code:** MAT2

**Curriculum Policy Document:** The Ontario Curriculum Grades 1-8: Mathematics, 2005 (revised)

**Department:** Primary

**Course Developer:** Virtual Elementary School

**Development Date:** 2019

Students show, compare, and order numbers up to 100. Students count by 1s, 2s, 5s, 10s, and 25s up to 200 and count back by 1s and 10s. Students also read and write numbers up to 20.

Students identify, describe, and create growing, shrinking, and repeating patterns. Students also find patterns in addition and subtraction equations and explore equality.

Students learn about composing and decomposing numbers and rounding numbers to the nearest ten. Students also solve addition and subtraction problems using mental strategies, math tools, and vertical equations.

Students collect, organize, and read data, create graphs, and ask and answer questions about data. Students also explore and describe probability with experiments.

Students investigate fractions, multiplication and division. Students analyse the relationship between a whole and the size of its parts, compare fractions, and make a whole. Students also develop an understanding of multiplication and division with equal groups.

Students go on a pirate adventure to identify, describe, sort, and build two-dimensional and three-dimensional shapes. Students also describe locations and draw a map.

Students count and work with money. Students also add and subtract with money.

In this unit, students measure height, length, and width using centimetres and metres. Students also describe temperature, tell and measure time, estimate, measure, and record capacity and mass, and estimate, measure, and record area.

The evaluation for this course is based on the student's achievement of curriculum expectations. The final letter grade represents the quality of the student's overall fulfillment of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. The final grade will be determined based on each of the 8 units (12.5% each) and 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. There is no final assessment, such as an exam, in this course.

This course builds on the grade 2 curriculum to further develop students’ understanding of fundamental mathematical concepts by exploring topics related to number sense and numeration, measurement, geometry and spatial sense, patterning and algebra, and data management and probability. Students will work with numbers up to 1000, represent money amounts, continue investigating fractions, and build on addition, subtraction, multiplication, and division skills. Through investigations, students measure distance, perimeter, mass, and capacity using increasing formal units of measurement, identify temperature benchmarks, and develop a further understanding of time. Students begin exploring angles, quadrilaterals, and congruent shapes, continue working with two- and three-dimensional shapes, describe movement, and recognize transformations. Students will continue creating and extending patterns and begin representing geometric patterns in various ways, determine the missing numbers in equations, and investigate the properties of zero and one in multiplication. Students will collect, organize, read, and display data in various types of graphs, establish an understanding of mode, and predict the frequency of an outcome. Throughout the course, students reinforce the mathematical processes of problem-solving, reasoning and proving, reflecting, selecting tools and computational strategies, connecting, representing, and communicating at a developing level. Through investigation of real-life problems, students develop a strong foundation of mathematical knowledge and skills. This course prepares students for grade 4 mathematics. The course relies on the assistance of a learning coach to support young students through the content.

Full Grade 3 Mathematics Course Outline**Course Code:** MAT3

**Curriculum Policy Document:** The Ontario Curriculum Grades 1-8: Mathematics, 2005 (revised)

**Department:** Primary

**Course Developer:** Virtual Elementary School

**Development Date:** 2019

Students learn about representing, comparing, and ordering numbers up to 1000, count by 1s, 2s, 5s, 10s, 25s, and 100s, and count back by 10s, 25s, and 100s. Students will also read and write numbers up to 100, compose, decompose, and round.

In this unit, students add and subtract three-digit numbers mentally using math tools and vertical equations. Students also explore fact families.

Students identify, extend, and create patterns using objects, shapes, and numbers while analysing patterns found on farms.

Students sort, collect, organize, and read data, learn about mode, and explore probability games.

Students investigate fractions, multiplication, and division. Students analyse arrays, equal groups, number lines, and hundreds charts, and solve multiplication and division problems.

In this unit, students describe, compare, sort, and build two-dimensional and three-dimensional shapes, and identify flips, slides, and turns. Students also identify and compare right angles.

Students explore everyday situations related to money to estimate, count, and show money values, and add and subtract money values up to 10 dollars.

Students investigate measurement by examining length, height, and distance, measuring perimeter, area, mass, and capacity, estimating, reading, and recording temperatures, and reading time. Students also solve problems involving time, days, weeks, and years.

The evaluation for this course is based on the student's achievement of curriculum expectations. The final letter grade represents the quality of the student's overall fulfillment of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. The final grade will be determined based on each of the 8 units (12.5% each) and 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. There is no final assessment, such as an exam, in this course.

This course builds on the grade 3 curriculum to further develop students’ understanding of fundamental mathematical concepts by exploring topics related to number sense and numeration, measurement, geometry and spatial sense, patterning and algebra, and data management and probability. Students work with numbers up to 10 000, represent money amounts up to $100, and develop the concept of place value up to tenths. Students represent and compare fractions, relate halves, fifths, and tenths to decimals, and build on addition, subtraction, multiplication, and division skills. They add and subtract three-digit numbers and multiply and divide two-digit whole numbers by one-digit whole numbers. Through investigations, students measure length, mass, volume, area, and perimeter, measure time intervals, determine elapsed time, compare mass and capacity, and relate years to decades and decades to centuries. Students identify the properties of parallelograms, classify two-dimensional shapes, identify angles, classify prisms and pyramids, construct three-dimensional figures, describe location using a grid system, and perform and describe reflections. Students relate the term and term number in a numeric sequence and generate patterns involving addition, subtraction, multiplication, and reflections. Students determine the missing numbers in equations and use the commutative and distributive properties. Students collect, organize, read, and display data in stem-and-leaf plots and double bar graphs. Students also understand median, compare two sets of data, predict the frequency of an outcome, and investigate how the number of repetitions of a probability experiment affects the conclusion. Throughout the course, students reinforce the mathematical processes of problem-solving, reasoning and proving, reflecting, selecting tools and computational strategies, connecting, representing, and communicating. Through investigation of real-life problems, students develop a strong foundation of mathematical knowledge and skills. This course prepares students for grade 5 mathematics. The course relies on the assistance of a learning coach to support young students through the content.

Full Grade 4 Mathematics Course Outline**Course Code:** MAT4

**Curriculum Policy Document:** The Ontario Curriculum Grades 1-8: Mathematics, 2005 (revised)

**Department:** Junior

**Course Developer:** Virtual Elementary School

**Development Date:** 2019

In the Representing Numbers unit, students learn to read and write numbers up to 1000, show an understanding of place value up to 10 000, represent, compare, and order numbers up to 10 000, and round four-digit numbers in real-life situations.

In the Geometry unit, students draw lines of symmetry on 2D shapes, identify, compare, and classify quadrilaterals, explore benchmark angles, and identify, describe, and classify prisms and pyramids. Students construct 3D figures and nets of 3D figures, construct and sketch skeletons of 3D figures, draw and describe nets of rectangular and triangular prisms, and construct 3D figures using congruent shapes. Students also identify and describe the location of an object on a grid, identify, perform, and describe reflections, create and extend patterns with reflections, and create and analyze symmetrical designs.

In the Addition and Subtraction unit, students add and subtract two-digit numbers using mental strategies, add and subtract four-digit numbers using partial sums, add and subtract four-digit numbers vertically, and read, represent, and add money amounts up to $100.

In the Multiplication and Division unit, students multiply and divide by 8, multiply and divide by 9, solve multiplication problems mentally, multiply and divide 10, 100, and 1000 using mental strategies, and multiply and divide using a variety of tools. Students solve vertical multiplication equations, divide two-digit by one-digit numbers, solve multiplication problems by estimating, describe relationships using multiplication, and explore multiplication and unit rates.

In the Patterning and Algebra unit, students create and extend patterns, analyze terms and term numbers, create number patterns, and predict terms in a pattern. Students also determine the relationship between multiplication and division, find the missing number in a multiplication problem, and identify the commutative and distributive properties.

In the Fractions and Decimal Numbers unit, students represent fractions, identify the fraction of a group, compare and order fractions, show equivalent fractions, and count by halves, thirds, fourths, and tenths. Students also read and write decimal numbers, show place values from 0.1 to 10 000, represent, compare, and order decimal numbers up to tenths, count forward, add and subtract decimal numbers, and explore the relationship between fractions and decimal numbers.

In the Data Management and Probability unit, students collect data by conducting a survey, and collect and organize data in charts, tables, and graphs. Students read, interpret, and draw conclusions on data, demonstrate an understanding of the median, describe and compare sets of data, and explore probability and probability experiments.

In the Measurement unit, students measure length, height, and distance, draw length, and estimate, measure, and record the perimeter of a polygon. Students determine the relationships among length, perimeter, and area, compare perimeters and areas, and estimate, measure, and record mass. Students investigate grams and kilograms, capacity, millilitres and litres, and volume. They also compare mass and capacity. Students determine elapsed time and solve problems involving years, decades, and centuries.

The evaluation for this course is based on the student's achievement of curriculum expectations. The final letter grade represents the quality of the student's overall fulfillment of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. The final grade will be determined based on each of the 8 units (12.5% each) and 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. There is no final assessment, such as an exam, in this course.

This course builds on the Grade 4 curriculum to further develop students’ understanding of fundamental mathematical concepts by exploring topics related to number sense and numeration, measurement, geometry and spatial sense, patterning and algebra, and data management and probability. Students work with numbers up to 100 000, proper and improper fractions, and mixed numbers, and develop the concept of place value up to hundredths. Students count forward and backwards by 0.01, and build on addition, subtraction, multiplication, and division skills by solving problems with multiplication of whole digit numbers and solving problems with addition and subtraction of decimal numbers to hundredths. They also explore proportional reasoning by investigating whole-number rates. Through investigations, students measure and record perimeter, area, temperature change, and elapsed time. Students also determine the relationships among units and measureable attributes, specifically looking at the area of a rectangle and the volume of a rectangular prism. They identify and classify two-dimensional shapes by side and angle properties, compare and sort three-dimensional figures, and identify and construct nets of prisms and pyramids. Students identify and describe the location of an object using cardinal directions, and translate two-dimensional shapes. Furthermore, students investigate a table of values to determine relationships in growing and shrinking patterns, and investigate repeating patterns involving translations. Students demonstrate, through investigation, an understanding of the use of variables in equations. In addition, students collect and organize discrete or continuous primary and secondary data and display the data using charts and graphs. Students read, describe and interpret primary data and secondary data presenting in charts and graphs, and represent as a fraction the probability that an outcome will occur through a simple probability experiment, using systematic lists and area models. Throughout the course, students reinforce the mathematical processes of problem-solving, reasoning and proving, reflecting, selecting tools and computational strategies, connecting, representing, and communicating. Through investigation of real-life problems, students develop a strong foundation of mathematical knowledge and skills. This course prepares students for Grade 6 mathematics. The course relies on the assistance of a learning coach to support young students through the content.

Full Grade 5 Mathematics Course Outline**Course Code:** MAT5

**Curriculum Policy Document:** The Ontario Curriculum Grades 1-8: Mathematics, 2005 (revised)

**Department:** Junior

**Course Developer:** Virtual Elementary School

**Development Date:** 2019

In the Numbers Up to 100 000 unit, students learn to read and write numbers up to 10 000, explore place value up to 100 000, and represent numbers up to 100 000. Students also compare and order whole numbers and solve problems up to 100 000.

In the Patterning unit, students identify, extend and create geometric and numeric patterns, and build models from a table to show numeric patterns. Students make tables of values by adding or subtracting a rule in words and make a table of values for a pattern generated by multiplying or dividing. Students also make predictions related to growing and shrinking geometric and numeric patterns. Finally, students extend and create repeating patterns using translations.

In the Multiplication and Division unit, students solve addition and subtraction problems, solve multiplication problems mentally, multiply two-digit numbers, and multiply decimal numbers by 10, 100, 1000, and 10 000. Students also investigate relationships involving whole number rates, divide with concrete materials and algorithms, and divide three-digit whole numbers with standard algorithms. Furthermore, students divide decimal numbers by 10 and 100, solve problems using division, develop an understanding that letters or symbols can be used to show unknown values, and use letters or symbols in equations involving simple rates. Students also find the missing number in addition, subtraction, multiplication, and division equations.

In the Geometry unit, students identify and classify polygons as regular or irregular, identify acute, right, obtuse, and straight angles, and measure and construct angles up to 90°. Students identify and classify triangles from their angle and side properties, construct triangles, and identify and classify three-dimensional figures including prisms, right prisms, and pyramids. Students also identify prisms and pyramids from nets and construct nets of prisms and pyramids. Furthermore, students locate an object using cardinal directions and a coordinate system, compare grid systems used on maps, identify, describe and perform translations, and create and analyse designs by translating and reflecting shapes.

In the Working with Decimal Numbers unit, students read and write decimal numbers, read and write money amounts to $1000, explore place value of decimal numbers and represent, compare, and order decimal numbers. Students round decimal numbers to the nearest tenth, count forward by hundredths, and count backwards by hundredths. Students show equivalent decimal numbers, and add and subtract decimal numbers.

In the Fractions unit, students represent proper and improper fractions, represent mixed numbers, convert improper fractions and mixed numbers, and show equivalent fractions. Students also compare proper and improper fractions, as well as compare and order fractions and mixed numbers. Furthermore, students explore equivalent fractions and decimal numbers and investigate the relationship between fractions and decimal numbers.

In the Data Management and Probability unit, students develop an understanding of discrete and continuous data and data collection methods. Students explore samples of larger populations, collect and record data, organize data in charts, tables and graphs, as well as read, interpret, and draw conclusions from data. Students calculate the mean and use it to describe data and compare sets of data. To investigate probability, students explore possible outcomes in a probability experiment, represent probability using fractions, and perform a probability experiment.

In the measurement unit, students estimate and measure the perimeter of polygons, find unknown side lengths, estimate and measure the area of polygons, and create 2D shapes with the same perimeter or area. Students find the perimeter and area of a rectangle, solve perimeter problems, and solve problems by estimating and calculating the area of rectangles, converting metres into centimetres, and converting kilometres into metres. Furthermore, students investigate measuring the mass of an object using the appropriate unit, find the volume of a rectangular prism, and determine the relationship between capacity and volume. Students also measure time and intervals with seconds and elapsed time, solve problems between 12- and 24-hour clocks, as well as measure, record, and represent temperature changes over time.

In this course, students will do more than master basic language skills, they will learn to value the power of language and use it responsibly. Students will learn how to express feelings and opinions and support these opinions with research. They will learn how to use language in formal and informal situations and how to communicate clearly; orally, in writing, and through a variety of media. As students read and reflect on a rich variety of literary, informational, and media texts, they will develop a deeper understanding of themselves and others and of the world around them. They will also develop the ability to understand and critically interpret a range of texts and to recognize that a text conveys one particular perspective among many.

**Course Code:** LAN5

**Curriculum Policy Document:** Language, Grades 1 – 8, 2006 Revised

**Department:** Junior

**Course Developer:** Virtual Elementary School

**Development Date:** 2016

Students will learn about the book of *Guiness World Records*. They will read and analyze parts of these texts while practicing before, during, and after reading strategies. Students will be given the opportunity to complete numerous interactive activities and to view several short video clips which focus on enhancing active listening skills. Students will discuss lesson materials while applying formal speaking strategies and finally, students will set personal Language goals that they would like to accomplish during the duration of this course. They will design and implement a plan how to achieve these goals.

A very important guest by the name of Mr. Tiddle will visit the Virtual Elementary School classroom and whisk away one lucky student to take part in a cross-cultural adventure. Mr. Tiddle is the make-believe owner of a board game company in Toronto called Schwallemer Games. He is facing problems with his business because there are other competitors who are becoming more popular. His goal is to find a Grade 5 student to design a new, unique and innovative board game. This student will travel to countries around the World to learn about their cultures and various games. The student will be asked to complete tasks and assignments that will enhance literacy skills such as the ability to give effective presentations. There will also be numerous reading, writing, and viewing exercises.

Students will learn about two important gold rushes that occurred in Canadian history including the Klondike Gold Rush, and the Caribou Gold Rush. Students will experience a series of flash-backs that will take them back in time to Dawson City. During these flash-backs, students will meet key figures like Skookum Jim and Tagish Charlie. They will learn what life was like during the gold rushes while continuing to strengthen crucial literacy skills. There will be two novel studies in this unit.

Students are back in the Virtual Elementary School classroom setting for this unit. However, strange things seem to be happening at the school. For example, when asked to go to the Art Supplies closet, an unexpected green alien is hiding out amongst the art supplies. Are these events real, or are they imaginary? Students will learn the differences between fiction and non-fiction literature. They will read and view numerous examples of these two writing styles. They will examine Expository Writing components as well as Narrative Writing components. There are many opportunities for students to read and to write in this unit.

Virtual Elementary School has another exciting visitor who comes to talk to the class. This famous individual is none other than Walt Disney. He teaches the students about cartoon animation from past to present. Students will observe, interpret, and create many of their own cartoons, comic-strips, and animations. Spelling tips and strategies will also be practiced in this unit. Students will be given the chance to read several graphic texts and to write and to create their own graphic texts.

The evaluation of the student’s achievement in this course is based on the student’s achievement of the curriculum expectations. The percentage grade represents the student’s overall achievement and reflects the corresponding level of achievement as described in the Achievement chart for this discipline. The final grade for this course is calculated based on each of the five units (20% each) which are broken down into differentiated summative assignments. There are no tests so to speak, but rather assignments that assess an understanding of the expectations as outlined in the units above.

Students will use their life experiences and knowledge from the foundational skills acquired in their primary school years to complete creative, descriptive, and persuasive writing assignments and compelling presentations. Students will engage in meaningful interactions with texts and will explore complex topics through personal reflection. Multiple perspectives will be identified by exploring regional cultures and through the study of media literacy. Upon completion of this course, students will have the proficiency to enter the intermediate language course.

**Course Code:** LAN6

**Curriculum Policy Document:** Language, Grades 1 – 8, 2006 Revised

**Department:** Junior

**Course Developer:** Virtual Elementary School

**Development Date:** 2012

The first unit of the course will examine non-fiction literature with a focus on media literacy. Presentation skills are reviewed with respect to reading out loud to a specific audience and are assessed through creative writing as well as informational texts. Finally, a checkup of writing descriptively is explored as students develop their skillset for this course.

Students explore various festivals around the world through reading and writing activities. They will learn to write using connective text and utilize their creative side when creating visual media projects. They will learn to write persuasively as they propose an interesting festival in their own community.

The elements of non-fiction and fiction are examined, specifically myths and legends. After learning further writing tools, students will create a dialogue, an invention, and a piece of persuasive fiction. Presentation skills are revisited in preparation of writing a song and the design of a commercial. A full legend is written utilizing the whole writing process including story mapping, rough draft, editing, revision and final draft.

Fiction is examined as students travel across Canada using a VIA rail pass that takes them to the far reaches of the country. Exploring regional cultures and everything that characterizes them provides the backdrop for student reflection and the creation of an fictional autobiography. Students continue to learn to speak with confidence and present their opinions to others. Reinforcing personal reflection results when students learn how to properly journal their own thoughts.

The final unit of this course consolidates the skills in reading comprehension that students have been exposed to since the first unit. Many of the reading and writing activities are conducted in a shared method, using the coach or peers at home to move through some of the lessons with. Learning the skills associated with writing a great introduction, developing characters and plots, as well as creating an effective climax and conclusion are displayed in the production of a complete fictional story. This final project allows the student to establish themself as one ready to enter the Intermediate language program.

The evaluation of the student’s achievement in this course is based on the student’s achievement of the curriculum expectations. The percentage grade represents the student’s overall achievement and reflects the corresponding level of achievement as described in the Achievement chart for this discipline. The final grade for this course is calculated based on each of the five units (20% each) which are broken down into differentiated summative assignments. There are no tests so to speak, but rather assignments that assess an understanding of the expectations as outlined in the units above.

Students will learn that biodiversity includes diversity among individuals, species, and ecosystems. Through investigations and observations, students will learn the substantial effects of flight technologies on both society and the environment and the properties that make flight possible. In unit three, students will build on prior learning of electricity by exploring devices that convert electricity to other forms of energy, as well as energy conservation and alternative ways of producing energy. Finally, students will study objects in the sky, particularly their form, movements, and interactions, and past and present-day space science.

**Course Code:** SCI6

**Curriculum Policy Document:** Science & Technology, Grades 1 – 8, 2006 Revised

**Department:** Junior

**Course Developer:** Virtual Elementary School

**Development Date:** 2012

The first unit in the Grade 6 Science course examines the diverse world of living things around us. Classifying these organisms as well as investigating the threats they face in the region where you live is a theme that prevalent throughout the unit. On a global scale, examining climate change and the resulting species at risk sets up the final section of the unit; protecting this valuable resource that spans communities, countries, and the ecosystems within them - biodiversity.

Students must first learn about the properties of air that make flight possible. Through investigations, observations, and experiments, students will discover that flight occurs when the characteristics of structures take advantage of certain properties of air. They will then apply their newly acquired knowledge to design and test a flying device. In the final unit, students will examine the impact flight has on society and the environment as a whole.

Building on their prior learning, students will explore devices that convert electricity to other forms of energy. The design and safe construction of circuits should further strengthen students’ understanding of how electrical systems work. Students apply and communicate their understanding of renewable and non-renewable resources used to produce electricity.

In learning about space, students will focus on past and present-day contributions of space science to the quality of human life while developing an understanding of the natural and man-made structures found in our universe. Space technology’s impact on the environment and the venture into commercial space travel are explored.

The evaluation of the student’s achievement in this course is based on the student’s achievement of the curriculum expectations. The percentage grade represents the student’s overall achievement and reflects the corresponding level of achievement as described in the Achievement chart for this discipline. The final grade for this course is calculated based on each of the four units (25% each) which are broken down as such: Assignments 65%; Mid-Unit Test 15%; Final Unit Test 20%.

This course will review and expand upon literary forms such as poetry, descriptive writing, fiction and non-fiction, as well as oral communication skills. Students will have the opportunity to explore the influence of media on their lives, create media texts, and develop research skills through expository writing. By taking this course, students will gain to a greater level of independence as language users and ready themselves for the grade 8 Language course.

**Course Code:** LAN7

**Curriculum Policy Document:** Language, Grades 1 – 8, 2006 Revised

**Department:** Intermediate

**Course Developer:** Virtual Elementary School

**Development Date:** 2012

The first unit of the course will examine various literary forms and encourage the student to begin to write freely and descriptively. Numerous writing tools are reviewed, modeled, and practiced as students read various forms of texts including fiction, poetry, and scripts. Finally, passive and active listening is reviewed to prepare them for the oral component of the course.

Students explore numerous types of inventions including historical, futuristic, and aboriginal ones that inform their design and development of some media literacy. Combining expository and persuasive writing styles offers students a chance to create emotionally charged texts.

Non-fiction as a form is closely inspected as well as the various criteria that define it. Students will be exposed to the types of non-fiction elements they may find in the world around them in the content of the unit itself. Writing a formal speech and presenting it to the teacher form the final major oral assignment.

Interactive writing takes the stage in this exciting unit as students develop an understanding of how to create this reader focused form of writing. Exploring classic fiction and learning about more advanced writing techniques, such as foreshadowing, allow students increased proficiency in narrative writing.

The final unit of this course consolidates the skills in reading comprehension that students have been exposed to since the first unit. Students are encouraged to let their creativity take over as they learn about mythical lands and are forced to decide if some are based on fact, or fiction. Continued exposure and mastering of reading and writing tools, allow the student to ready themselves for the Grade 8 language program.

The evaluation of the student’s achievement in this course is based on the student’s achievement of the curriculum expectations. The percentage grade represents the student’s overall achievement and reflects the corresponding level of achievement as described in the Achievement chart for this discipline. The final grade for this course is calculated based on each of the five units (20% each) which are broken down into differentiated summative assignments.There are no tests so to speak, but rather assignments that assess an understanding of the expectations as outlined in the units above.

In this course, students will study the many impacts that humans have on the environment through the exploration of existing ecosystems. In unit two, students will experiment with pure substances and mixtures and will come to recognize that most matter is either a solution or a mechanical mixture. Heat energy will be explored and students will examine the critical role heat plays in natural processes and human life. By working to understand the nature of heat, students will gain new insights into the ways that heat affects our world, the causes and effects of heat, its properties, and heat transfer. Finally, students will consider the functions that structures must perform and the impact of these structures on the environment.

**Course Code:** SCI7

**Curriculum Policy Document:** Science & Technology, Grades 1 – 8, 2006 Revised

**Department:** Intermediate

**Course Developer:** Virtual Elementary School

**Development Date:** 2012

The study of ecosystems is an introduction to the study of ecology and involves investigation of the complex interactions between all types of organisms and their environment. Students will learn that ecosystems consist of communities of plants and animals that are dependent on each other as well as on the non-living parts of the environment. They will also learn that groups of ecosystems make up biomes, which, in turn, are components of the biosphere. In investigating ecosystems, students will examine the effects of natural factors, such as climate changes, as well as the impact of technological changes on the environment.

By exploring the distinction between pure substances and mechanical mixtures and solutions, students will come to recognize that most matter is either a solution or a mechanical mixture-including most foods and drinks, many medicines, cosmetics, building materials, cleaning agents and so on. Introduction of a scientific model (the particle theory) used to describe the particular nature of matter will provide a conceptual basis for students’ learning in this area.

Students will learn about the causes and effects of heat. They will investigate its properties and how these are related to measurement of temperature. Students will also be introduced to the particle theory, which can help them to explain their observations and to understand both the relationship between heat and temperature and the concept of heat capacity. Society’s need to maintain its ability to produce heat is another focus of study. Students will consider ideas about recycling excess or waste heat and about how to make better use of alternative, renewable heat sources to replace non-renewable resources that are being depleted.

Students will learn more about the effects of forces that act on and within different structural forms. Using increasingly sophisticated techniques, students will continue to investigate how different structural forms support or withstand loads by designing, building, and testing solid (or mass structures), shell structures, and frame structures.

The evaluation of the student’s achievement in this course is based on the student’s achievement of the curriculum expectations. The percentage grade represents the student’s overall achievement and reflects the corresponding level of achievement as described in the Achievement chart for this discipline. The final grade for this course is calculated based on each of the four units (25% each) which are broken down as such: Assignments 65%; Mid-Unit Test 15%; Final Unit Test 20%.

This course provides students with the tools to create a strong mathematical foundation by exploring topics related to Number Sense and Numeration, Measurement, Geometry and Spatial Sense, Patterning and Algebra, and Data Management and Probability. Students will work with a variety of representations of numbers to build a strong foundation of number sense. They will develop and apply formulas to trapezoids, prisms, and other shapes, as well as convert between different types units. Through investigations, students will identify relationships between sets of lines, parallelograms, and other geometric shapes. Algebraic and linear relationships will be explored and rules will be formed as patterns emerge. Students will display data in a variety of ways and make inferences based on results and real world investigations. Throughout this course, students will think critically and communicate their findings as they solve multi-step problems.

**Course Code:** MAT7

**Curriculum Policy Document:** Mathematics, Grades 1 – 8, 2006 Revised

**Department:** Intermediate

**Course Developer:** Virtual Elementary School

**Development Date:** 2012

Number sense refers to a general understanding of number and operations as well as the ability to apply this understanding in flexible ways to make mathematical judgments and to develop useful strategies for solving problems. In this strand, students develop their understanding of number by learning about different ways of representing numbers and about the relationships among numbers. They learn how to count in various ways, developing a sense of magnitude. They also develop a solid understanding of the four basic operations and learn to compute fluently, using a variety of tools and strategies.

Measurement concepts and skills are directly applicable to the world in which students live. Many of these concepts are also developed in other subject areas, such as science, social studies, and physical education.

Spatial sense is the intuitive awareness of one’s surroundings and the objects in them. Geometry helps us represent and describe objects and their interrelationships in space. A strong sense of spatial relationships and competence in using the concepts and language of geometry also support students’ understanding of number and measurement.

One of the central themes in mathematics is the study of patterns and relationships. This study requires students to recognize, describe, and generalize patterns and to build mathematical models to simulate the behaviour of real-world phenomena that exhibit observable patterns.

The related topics of data management and probability are highly relevant to everyday life. Graphs and statistics bombard the public in advertising, opinion polls, population trends, reliability estimates, descriptions of discoveries by scientists, and estimates of health risks, to name just a few.

The evaluation of the student’s achievement in this course is based on the student’s achievement of the curriculum expectations. The percentage grade represents the student’s overall achievement and reflects the corresponding level of achievement as described in the Achievement chart for this discipline. The final grade for this course is calculated based on each of the five units (20% each) which are broken down as such: Knowledge & Understanding Set 10%; Mid-Unit Test 30%; Thinking & Communication Set 10%; Application Assignment 10%; Final Unit Test 40%.

This course consolidates student’s language knowledge, skills, and strategies and their ability to use them independently. Students will create increasingly complex oral, print, and media texts. Non-fiction texts are closely inspected in this course, as well as traditional poetry and key concepts in popular culture. The final unit consolidates skills in reading comprehension and writing to ensure students have a greater level of independence as language users before entering high school.

**Course Code:** LAN8

**Curriculum Policy Document:** Language, Grades 1 – 8, 2006 Revised

**Department:** Intermediate

**Course Developer:** Virtual Elementary School

**Development Date:** 2012

The first unit of the course will examine various types of traditional poetry and encouarge the student to be creative. Presentation skills are reviewed with respect to reading out loud to a specific audience. Finally, a checkup of writing descriptively is explored as students develop their skillset for this course.

Students examine some key concepts in popular culture including consumerism, trends, marketing and advertising. They will apply and communicate their own product review after developing a new item with an advertising campaign with the knowledge and understanding they have gained. They will explore the writing tools irony and satire and apply them to a comic writing assignment.

The elements of short stories will be reviewed as well as the most common forms of this traditional literary form. Passive and active listening are considered and reflected upon. Presentation skills are revisited in preparation for the large oral assignment in the next unit. A full short story is written using the whole writing process including story mapping, rough draft, editing, revision and final draft.

Non-fiction as a form is closely inspected as well as the various criteria that define it. Students will be exposed to the types of non-fiction elements they may find in the world around them in the content of the unit itself. Various types of heroes are examined and reflected on. Writing a formal speech and presenting it to the teacher form the final major oral assignment.

Students have a choice in the final unit of the course, which consolidates the skills in reading comprehension that students have been exposed to since the first unit. After having another look at the elements of fantasy or a first look at the elements of teen angst, novel studies assess the learning skills the student has fostered over the previous months. Continued exposure to writing tools such as analogy, symbolism and metaphor allow the student to establish themself as a student ready to enter the secondary school language program.

The evaluation of the student’s achievement in this course is based on the student’s achievement of the curriculum expectations. The percentage grade represents the student’s overall achievement and reflects the corresponding level of achievement as described in the Achievement chart for this discipline. The final grade for this course is calculated based on each of the five units (20% each) which are broken down into differentiated summative assignments.There are no tests so to speak, but rather assignments that assess an understanding of the expectations as outlined in the units above.

This course enables students to deepen their understanding of mathematical concepts related to Number Sense and Numeration, Measurement, Geometry and Spatial Sense, Patterning and Algebra, and Data Management and Probability. Students will gain a thorough understanding of the different representation of numbers and use this understanding to extend their knowledge into sequences and solving algebraic expressions. Students will also focus on geometric properties of circles and polygons through investigation and applications. Through practical examples, students will analyze different sets of data and make conclusions based on the results. Throughout this course students will reason mathematically and communicate their thinking as they solve multi-step problems.

**Course Code:** MAT8

**Curriculum Policy Document:** Mathematics, Grades 1 – 8, 2006 Revised

**Department:** Intermediate

**Course Developer:** Virtual Elementary School

**Development Date:** 2012

Representing and ordering rational numbers; representing numbers using exponential notation; solving multi-step problems involving whole numbers and decimals; multiplying and dividing fractions and integers; multiplying and dividing decimals by powers of ten; applying order of operations in expressions with brackets and exponents; solving problems involving percents to one decimal place and percents greater than 100; solving problems involving rates and proportions.

Converting between cubic centimetres and cubic metres and between millilitres and cubic centimetres; developing circumference and area relationships for a circle; developing and applying the formula for the volume of a cylinder; determining and applying surface-area relationships for cylinders.

Sorting quadrilaterals by geometric properties involving diagonals; constructing circles; investigating relationships among similar shapes; determining and applying angle relationships for parallel and intersecting lines; relating the numbers of faces, edges, and vertices of a polyhedron; determining and applying the Pythagorean relationship geometrically; plotting the image of a point on the coordinate plane after applying a transformation.

Representing the general term in a linear sequence, using one or more algebraic expressions; translating statements, using algebraic equations; finding the term number in a pattern algebraically when given any term; solving linear equations involving onevariable terms with integer solutions using a “balance” model.

Collecting categorical, discrete, and continuous data; organizing data into intervals; displaying data using histograms and scatter plots; using measures of central tendency to compare sets of data; comparing two attributes using data management tools; comparing experimental and theoretical probabilities; calculating the probability of complementary events.

The evaluation of the student’s achievement in this course is based on the student’s achievement of the curriculum expectations. The percentage grade represents the student’s overall achievement and reflects the corresponding level of achievement as described in the Achievement chart for this discipline. The final grade for this course is calculated based on each of the five units (20% each) which are broken down as such: Knowledge & Understanding Set 10%; Mid-Unit Test 30%; Thinking & Communication Set 10%; Application Assignment 10%; Final Unit Test 40%

In this course, students will develop their knowledge of organisms by focusing on the structure and function of cells in plants and animals. Students will explore fluids and the diverse applications involved in fluid mechanics while exploring the impact of fluids on industrial processes. The smooth functioning of society depends on a number and variety of systems and students will learn about how the needs of society influences the evolution of systems. Finally, students will learn about the water systems on earth and the important role that water systems play in global ecosystems.

**Course Code:** SCI8

**Curriculum Policy Document:** Science & Technology, Grades 1 – 8, 2006 Revised

**Department:** Intermediate

**Course Developer:** Virtual Elementary School

**Development Date:** 2012

The first unit in the Grade 8 Science course has students explore what is perhaps the most important physical tool a scientist uses – the microscope. The characteristics of living things and the cell theory form the basis for an understanding of the building block of life, the cell, and its components. Students will discover the process of cell division and cellular transport which will assist them as they move forward in this course and in their career as biologists. Finally, recent innovations in microbiology and the impact biological processes have on the environment are examined.

The concept of fluids major influence on our lives is introduced and examined in greater detail with the particle theory. The characteristics of fluids are investigated as they relate to viscosity, density and buoyancy. Humans ability to control the flow of fluids (fluid systems) is reviewed and students will communicate and apply an understanding of the concept when they design and build a pneumatic or hydraulic device. The impact fluids have on our environment, both good and bad, are introduced before being revisited later in the course.

An understanding that along with fluids, structures are everywhere in our lives is developed by examining both natural and man-made structures and their components. The terms mass, weight, work and energy are explored in more detail in Grade 8 and form the basis for an understanding of simple machines and their benefits. Mechanical advantage and system efficiency are terms expose students to the realization that since the beginning of time, especially since the industrial revolution, man has been creating structures to make their lives easier. At the end of the unit, students turn the microscope on themselves and investigate the ways in which they can change their own impact on the environment.

Fluids are revisited, specifically water, this time in a system approach. Water systems on a global, municipal and personal level are investigated in this final unit. The differences between fresh and salt water are examined as well as the importance both have on watersheds, weather and life. The case of Walkerton, Ontario is explored and the resulting policy changes that were made in North America. Water consumption and conservation are familiar terms that are reviewed along with what happens when too much or not enough water are present in an area. Finally, students are responsible for advising the public on a water issue.

The evaluation of the student’s achievement in this course is based on the student’s achievement of the curriculum expectations. The percentage grade represents the student’s overall achievement and reflects the corresponding level of achievement as described in the Achievement chart for this discipline. The final grade for this course is calculated based on each of the four units (25% each) which are broken down as such: Assignments 65%; Mid-Unit Test 15%; Final Unit Test 20%.