Online - Ontario - Canada
In this unit, students will embark on a comprehensive exploration of media by defining the concept and citing relevant examples. They will distinguish various media platforms, understand their unique characteristics, and grasp the diverse purposes they serve. Students will delve into the importance of media in everyday life and recognize the significance of different eras in media development. They will critically analyze the distinction between media representations and real-life scenarios, delving into the intricate elements of the communication process.
Furthermore, students will cite examples for each step in the communication process and apply this knowledge to dissect advertisements effectively. They will gain a deep understanding of Media Literacy, allowing them to decipher diverse media texts and comprehend different points of view.
Moreover, students will showcase their creativity by designing advertisements tailored to specific purposes and target audiences. They will learn and apply the ABCDE Five-Step Strategy, both in analyzing existing media and creating their own content. Additionally, students will demonstrate their command of grammatical structures and conventions of written English, ensuring accurate and effective communication at this level.
In this unit, students will engage with the novel 'Piecing Me Together' by participating in in-depth discussions and reflections on the discussion forum. Through these interactions, they will demonstrate their understanding of the novel's themes and characters. Additionally, students will acquire the skill of crafting thoughtful journal entries, expressing their insights and reactions to the text.
Furthermore, students will broaden their perspective by watching Kimberlé Crenshaw’s TED Talk, delving into the urgency of intersectionality. They will draw connections between the ideas presented in the talk and the novel's characters, fostering a deeper understanding of the intersectional issues explored in 'Piecing Me Together'. Through these activities, students will gain a nuanced comprehension of the novel and its complex themes.
In this unit, students will showcase their understanding of the writing process by responding to prompts that prompt them to articulate their thoughts and emotions regarding Canadian citizenship and diversity. They will critically interpret Watchmojo’s video on Canadian stereotypes, delving into the nuances of cultural perceptions.
Additionally, students will employ a variety of strategies to read and comprehend news articles centered around the Canadian Charter of Rights and Freedoms. They will engage with the material, demonstrating their comprehension by reviewing and responding to sample scenarios that highlight Canadian citizens’ rights and responsibilities.
Moreover, students will delve into the complexities of Canada's governance structure, grasping the concepts related to the three levels of government. Through correlative reasoning, they will gain insights into the Canadian economy, fostering a holistic understanding of the country's political and economic landscape. Through these activities, students will cultivate a comprehensive understanding of Canadian society and its multifaceted aspects.
In this unit, students will master the art of utilizing diverse connecting devices and transition words and phrases. These tools will enable them to effectively illustrate relationships between ideas and information within linked sentences and paragraphs. They will further enhance their writing skills by crafting longer and more intricate texts, conveying information and ideas for academic purposes through a variety of forms and formats.
Additionally, students will ensure the precision and clarity of their written expression by employing the appropriate grammatical structures and conventions of written English. This emphasis on grammar and language conventions will elevate the quality of their academic work, fostering effective communication and expression of complex ideas.
This summative task, designated at the conclusion of the course, consolidates various expectations covered throughout the program. It is designed to assess and evaluate a student’s capacity to demonstrate their comprehension of these expectations. This assessment goes beyond the final product; it also encompasses the student's ability to articulate their understanding through meaningful conversation and observation, ensuring a comprehensive evaluation of their knowledge and skills.
Overrall expectations
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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, Métis, 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:
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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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