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KAI Global School offers what we call “Collaboration Credits”.
These credits involve an approved third party to meet the practical requirements of the Curriculum Expectations of a course.
KAI Global School tracks the expectations, verifies the third party and communicates with the third party to verify hours and curriculum expectations are met. KAI provides any theory or missing expectations via way of lessons, discussions and projects. KAI will administer a Rich Summative Task and/or Exam worth 30% of the final grade.
In this unit, students will identify current global and/or local issues that involve food either directly or indirectly, and make suggestions to help the world or your community deal with these issues, describe the impact of various diseases, dietary restrictions, and health conditions on nutrient requirements, food choices, and meal planning of a person’s eating habits, and provide advice to people suffering from diet-related diseases to improve their nutrition.
In this unit, students will explore various strategies to influence adolescents, encouraging safe behavior while discouraging potentially harmful actions. They will gain the ability to describe warning signs and symptoms indicative of depression and suicidal thoughts. Additionally, students will identify sources of support crucial for aiding individuals contemplating suicide. The unit will delve into the social and financial impacts of behaviors and actions often undertaken by teenagers, which can lead to injuries or death. Throughout, students will develop a comprehensive understanding of strategies aimed at guiding adolescents to make safe choices and avoid engaging in potentially harmful or dangerous behavior, while also recognizing the signs and symptoms associated with depression and suicidal thoughts.
In this unit, students will showcase an understanding of various types of substance abuse, including recognizing their signs, symptoms, and impact on personal health and well-being. They will apply their knowledge of the intricate connections between substance use, addictive behaviors, and both physical and mental health. This understanding will empower them to make safer decisions concerning the use of medications, drugs, and other substances, as well as their participation in potentially addictive activities. Additionally, students will articulate the risk factors that elevate an individual's likelihood of engaging in any form of substance abuse.
In this unit, students will explore various aspects, including describing factors contributing to the stigmatization of mental illness. They will identify strategies aimed at reducing stigma within their local community. Additionally, students will delve into the topic of sexually transmitted infections, discussing preventive health measures and support systems available for individuals affected by such infections. Furthermore, the unit will foster an understanding of various mental illnesses and addictions, covering their causes, manifestations, and impact on personal health and well-being. The exploration extends to a comprehensive examination of factors influencing the stigma associated with mental illness, along with the identification of strategies to mitigate this stigma within the local community.
This is a proctored exam, accounting for 30% of your final grade.
Note: This course is entirely online and does not require or rely on any textbooks.
All recommended resources are intended to guide students toward items they may find useful throughout the course. It's important to highlight that not obtaining these recommended items will not hinder a student from completing the course. At all assessment points, students are given options and can fulfill course requirements without investing in specialty items.
For online students, the completion of hours necessitates the use of a third-party coach or fitness instructor approved by KAI Global School. The coach and/or fitness instructor will be responsible for verifying hours, completing expectation checklists, and maintaining communication with the teacher as needed. The teacher will furnish course materials online for all other curriculum expectations and a Rich Summative Task.
To effectively engage in the course, students are advised to have the following:
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:
Unlock your potential and join KAI Global School for an enriching educational journey ahead!
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:
| 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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