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In this unit, students will revisit fundamental facts related to a distance-time graph, reinforcing their understanding of this graphical representation. The curriculum includes a comprehensive review of transformations and their impact on a given graph. Essential concepts such as function notation, relations, range, domain, and function notation will also be revisited to ensure a solid understanding.
Towards the culmination of the unit, strategies will be introduced to enhance comprehension of rates of change, providing students with effective tools to navigate this critical aspect of the mathematical landscape. Through this holistic approach, students will consolidate and strengthen their grasp of these foundational mathematical principles.
In this unit the students will investigate polynomial and rational functions. They will extend their knowledge about linear and quadratic functions to include cubic, quartic and quintic functions. Students will explore their graphs and characteristics, also distinguish polynomial functions from sinusoidal and exponential functions, and compare and contrast the graphs of various polynomial functions with the graphs of other types of functions. Students will also determine, through investigation with and without technology, key features (i.e., vertical and horizontal asymptotes, domain and range, intercepts, positive/negative intervals, increasing/decreasing intervals) of the graphs of rational functions that are the reciprocals of linear and quadratic functions, and make connections between the algebraic and graphical representations of these rational functions. Students will solve problems involving applications of simple rational functions and equations and explain the difference between the solution to an equation in one variable and the solution to an inequality in one variable, also demonstrate that given solutions satisfy an inequality and determine solutions to simple rational inequalities in one variable by graphing the corresponding functions, using graphing technology, and identifying intervals for which x satisfies the inequalities.In this unit, students will explore polynomial and rational functions, expanding their knowledge from linear and quadratic functions to include cubic, quartic, and quintic functions. They'll analyze graphs and characteristics, distinguishing polynomial functions from sinusoidal and exponential functions. Comparative analysis will involve contrasting polynomial functions with other types. Students will determine key features (vertical/horizontal asymptotes, domain/range, intercepts, positive/negative intervals, increasing/decreasing intervals) of rational functions, reciprocals of linear and quadratic functions. Connections between algebraic and graphical representations will be emphasized. Problem-solving will include applications of simple rational functions and equations. The difference between solutions to equations and inequalities in one variable will be explained, demonstrating solution satisfaction and determining solutions to simple rational inequalities via graphing technology, identifying satisfying intervals for x.
In this unit, students will acknowledge the radian as an alternative unit for measuring angles in addition to degrees. The radian measure of an angle will be defined as the length of the arc subtended by this angle at the center of a unit circle. They will then establish and apply the relationship between radian and degree measure. The unit also involves sketching graphs for f(x)=sinx and f(x)=cosx using angle measures expressed in radians. Students will determine and describe key properties, such as a period of 2Ď€ and an amplitude of 1, in terms of radians.
Furthermore, students will learn to represent a sinusoidal function with an equation, either given its graph or properties, with angles expressed in radians. Recognition of trigonometric identities as equations universally true within a domain will be emphasized. Students will prove these identities through reasoning skills, employing various relationships, and verify them using technology. This unit offers a comprehensive exploration of the radian measure, trigonometric functions in radians, and the principles of trigonometric identities.
In this unit, students establish connections between logarithmic and exponential equations, recognizing their interrelation. The correlation between the laws of exponents and the laws of logarithms will be highlighted, and students will verify these logarithmic laws with or without the use of technology. Application of logarithmic laws to simplify and evaluate numerical expressions is another focus.
The unit also encompasses problem-solving involving exponential and logarithmic equations, emphasizing algebraic solutions. Real-world applications will be explored, demonstrating the practical relevance of solving problems in this context. Overall, the unit provides a comprehensive understanding of the connections and applications of logarithmic and exponential equations, offering a practical and theoretical foundation for students.
The final assessment task is a proctored three-hour exam, constituting 30% of the student's final mark.
Overrall expectations
By the end of this course, students will:
By the end of this course, students will
By the end of this course, students will
By the end of this course, students will
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Assessment for learning will directly influence student learning by reinforcing the connections between assessment and instruction, and provide ongoing feedback to the student. Assessment for learning occurs as part of the daily teaching process and helps teachers form a clear picture of the needs of the students because students are encouraged to be more active in their learning and associated assessment. Teachers gather this information to shape their teaching environment.
Assessment for learning is:
The purpose of assessment for learning is to create self-regulated and lifelong learners.
Grade 12 HHS4U, Families in Canada examines issues and challenges facing individuals and families in Canada’s diverse society. In this course, students will draw on sociological, anthropological and psychological theories and research to examine factors affecting families and assess policies and practices intended to support Canadian families.Social sciences and humanities courses focus on the use of disciplined, structured inquiry to understand human beings, human behaviour, and human nature. These courses promote the use of reason as part of the structured inquiry process, while also recognizing the limitations of reason as a way of learning, knowing, and understanding.
| Percentage of Final Mark | Categories of Mark Breakdown |
| 70% | Assessments of Learning Tasks Throughout the Term |
| 30% | Final Written Examination And/Or RST |
A student’s final grade is reflective of their most recent and most consistent level of achievement.
The balance of the weighting of the categories of the achievement chart throughout the course is:
| CHALLENGE AND CHANGE IN SOCIETY | Knowledge | Inquiry/Thinking | Communication | Application |
| 100% | 20% | 30% | 20% | 30% |
Cheating and Plagiarism
KAI global school commits to having policies for assessments that minimize the risk of cheating. We also commit to begin each course with refresher learning on academic integrity.
In the event of incidences of academic dishonesty, the student, Academic Director (and, in the case of students under 18, their parents) will be notified of the occurrence, of the consequence, and of the potential consequences of subsequent incidents.
Improper Citation
Grades 11 and 12
Unaccredited Paraphrasing
Grade 11 and 12
Unaccredited Verbatim
Grades 11 and 12
Full Plagiarism
Grade 11 and 12
Teachers will use a variety of instructional strategies to help students become independent, strategic and successful learners. The key to student success is effective, accessible instruction. When planning this course of instruction, the teacher will identify the main concept and skills of the course, consider the context in which students will apply their learning and determine the students’ learning goals. The instructional program for this course will be well planned and will support students in reaching their optimal level of challenge for learning, while directly teaching the skills that are required for success.
Understanding student strengths and needs will enable the teacher to plan effective instruction and meaningful assessments. Throughout this course the teacher will continually observe and assess the students’ readiness to learn, their interests, and their preferred learning styles and individual learning needs.
Teachers will use differentiated instructional approaches such as:
During this course, the teacher will provide multiple opportunities for students to apply their knowledge and skills and consolidate and reflect upon their learning.
The teacher in this course is the key educator of students with special education needs. The teacher has a responsibility to help all students learn, and will work collaboratively with the guidance counselor, where appropriate, to achieve this goal. In planning this course, the teacher will pay particular attention to the following guidelines:
The teacher will use the following strategies:
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In planning this course for students with linguistic backgrounds other than English, the teacher will create a safe, supportive, and welcoming environment that nurtures the students’ self-confidence while they are receiving course instruction. Most English language learners who have developed oral proficiency in everyday English will nevertheless require instructional scaffolding to meet curriculum expectations. The teacher will adapt the instructional program in order to facilitate the success of these students in their classes. Appropriate adaptations and strategies for this course will include:
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KAI global school will promote active and engaged citizenship, which includes greater awareness of the distinct place and role of Indigenous (First Nation, MĂ©tis, and Inuit) peoples in our shared heritage and in the future in Ontario.
KAI global school will:
ICT tools will be integrated into this course for whole-class instruction and for the design of curriculum units that contain varied approaches to learning in order to meet diverse needs and interests of the students in this class. At the beginning of this class, all students will be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred. ICT used in this course will include:
| Information and Communication Technology | |
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The knowledge and skills students acquire in this course will be useful in helping students recognize the value of their education and applications to the world outside of school and identify possible careers, essential skills and work habits required to succeed. Students will learn how to connect their learning in asking questions and finding answers to employable skills.
During this course the teacher will:
The teacher will support students in this course in education and career/life planning by providing them with learning opportunities, filtered through the lens of the four inquiry questions, that allow them to apply subject-specific knowledge and skills to work-related situations; explore subject-related education and career/life options; and become competent, self-directed planners.
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I love the freedom of self-studying. I can work on my own time. I also have a flexible schedule and super supportive teachers.
Besides the fact that Kanata Academy International helped me to enlarge my field of knowledge and be eager to learn, what I love most about it is how understanding and kind the teachers are. Their motivational words and their encouragement helped me more than anything to develop self-confidence, discover my strengths and work on my weaknesses.
I love everything about KAI; especially the assignments in the courses. My teachers always ask me to do interesting projects and presentations… I felt a sense of achievement every time I completed my work. I also felt so energized and motivated when receiving encouraging feedback from my teachers. The kind of assessments I did at KAI really encourages me a lot.
Kanata Academy International has given me the chance to explore my academic abilities and excel in all the courses. The teachers are very supportive and kind, and they were by our side until the end. I am grateful for this wonderful learning experience!
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