Subject area descriptions are based on what students are expected to learn by the end of a course (provincial learning outcomes). Classroom programming may vary to accommodate local situations such as second language learners and students with special needs. Parents are encouraged to discuss specific details about their child's programming with the subject area teachers.

In all grades, students develop skills in literacy and communication, working with others, solving problems, and using information and communication technologies.

 

Through the study of English LA - Immersion, each student from Kindergarten to Grade 12 learns to understand, appreciate, and use language in everyday life. Students learn to listen, speak, read, write, view, and represent at different times and in different ways, both in the English language arts classroom and in their day-to-day experiences outside it. To assist them in these learning experiences, teachers and students choose and use appropriate learning resources, including for example, novels, plays, essays, film, and poetry.

Grade 10 students are required to achieve one credit in Grade 10 (Senior 2) English LA - Immersion Arts (20F).

 

 

 

 

 

 

 

 

 

 

Note: In this course, selection of materials for study is determined by schools, teachers, and students, and may vary from one classroom to another.

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Throughout the secondary cycle, students extend and enhance their oral and written communication skills and value the French language and francophone cultures.

Grade 10 students are required to achieve one credit in (Senior 2) Français langue seconde - immersion (20F).

In Grade 10, students understand and interpret a variety of oral and written texts and react to them, applying critical thinking; they thus

• distinguish essential from extraneous information;
• identify simple logical relationships in the texts;
• identify the themes in certain media texts;
• analyze certain linguistic and non-linguistic techniques used by the media to transmit their message;
• identify the elements that create a sense of reality, suspense, exaggeration or surprise;
• interpret the message of poetic text based on their experiences;
• react critically to texts based on factors such as the relevance of the information given and the coherence with which the ideas are presented;
• plan, adjust and support their understanding by various means that have to do with the communication situation, the comprehension strategies, the characteristics of the texts and various tools (such as dictionaries and reference materials).

The students develop, evaluate, produce, organize, refines and share ideas and opinions; they thus

• describe a learning experience by explaining the context, the process and the outcomes;
• improvise, along with other students, in reaction to a suggested situation;
• write a text presenting information or arguments, respecting the order and the structure appropriate to their communication project;
• write a story that contains an unexpected event;
• include in their text an introduction that explains what it is about and a conclusion that synthesizes it;
• organize, verify and edit what they produce by various means that have to do with the communication situation, the characteristics of the texts, the respect for the rules of the language, the style, various tools (such as dictionaries and reference materials) and the performance of tasks.

The students value their French learning as a tool for personal, intellectual and social development; they thus

• show an appreciation of contemporary film and drama from the Francophonie (French speaking world);
• show an appreciation of the contribution of contemporary personalities to Canadian and international Francophonie;
• recognize the advantages of bilingualism in their cultural, academic and professional life.

Note: In this course, selection of materials for study is determined by schools, teachers, and students, and may vary from one classroom to another.

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The Senior Years mathematics curricula emphasize important interrelated processes, including communication, connections, estimation and mental mathematics, problem solving, reasoning, and visualization.

Grade 10 students must acquire a minimum of one mathematics credit by successfully completing one of the following Grade 10 (Senior 2) courses. (They may hold credit for more than one Grade 10 mathematics course.)

Grade 10 (Senior 2) Mathematics Courses
Applied Mathematics (20S)	Consumer Mathematics (20S)	Pre-Calculus Mathematics (20S)

Grade 10 Applied Mathematics

Through classroom learning activities in Applied Mathematics, students acquire technical communication skills, solve problems using technology, and develop responsibility and flexibility in their work habits.

Using technology as a tool, students explore many mathematical concepts, often while working on projects. While the content of the Applied Mathematics curriculum is similar to that of the Pre-Calculus Mathematics curriculum, the emphasis on technology as a means of solving problems allows modelling of many real-world situations. The following table identifies the topics addressed in the Senior Years Applied Mathematics curriculum.

• Spreadsheets
• Exploring Mathematics Using Technology
• Technical Communication
• Linear Models and Patterns
• 2D/3D Projects
• Relations and Functions
• Coordinate Geometry
• Measurement Technology
• Trigonometry
• Data Management and Analysis

Refer to post-secondary mathematics requirements for information on admission to Manitoba colleges and universities.

Grade 10 Consumer Mathematics

The Consumer Mathematics curriculum emphasizes number sense, consumer problem solving, and decision making.

Students develop valuable knowledge and skills that will allow them to make informed decisions as they become independent citizens. The Consumer Mathematics curriculum addresses financial management, career exploration, home ownership and maintenance, as well as more traditional topics such as trigonometry and statistics. The following table identifies the topics addressed in the Senior Years Consumer Mathematics curriculum.

• Problem Analysis
• Analysis of Games and Numbers
• Wages and Salaries
• Spreadsheets
• Trigonometry
• Spatial Geometry
• Consumer Decisions
• Geometry Project
• Personal Banking
• Probability and Sampling

Refer to post-secondary mathematics requirements for information on admission to Manitoba colleges and universities.

Grade 10 Pre-Calculus Mathematics

Pre-Calculus Mathematics is designed for students who will be continuing studies at the post-secondary level in fields related to mathematics and science. This curriculum is intended as preparation for calculus at the university level.

The study of functions is the major focus of the Pre-Calculus Mathematics curriculum. Other topic areas include algebra, geometry, trigonometry, probability, and statistics. The following table identifies the topics addressed in the Senior Years Pre-Calculus Mathematics curriculum.

• Polynomials and Factoring
• Analytic Geometry
• Trigonometry
• Exponents and Radicals
• Geometry
• Rational Expressions and Equations
• Functions
• Statistics and Probability
• Variation and Sequence
  

Refer to post-secondary mathematics requirements for information on admission to Manitoba colleges and universities.

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The combined physical education/health education curriculum develops the knowledge, skills, and attitudes for maintaining physically active and health lifestyles. The curriculum focuses on making healthy decisions related to physical activity participation, healthy eating, substance use, sexual reproductive health, and injury prevention. It encourages schools to involve parents in planning for implementation of content that might be sensitive in some communities.

All K-12 schools are expected to use the combined physical education/health education curriculum as of September 2005. The aim of the curriculum is to provide students with planned and balanced programming to develop the knowledge, skills, and attitudes for physically active and healthy lifestyles.

The following are the content highlights for Grade 10 outlined according to the five general learning outcomes (GLOs) titled Movement, Fitness Management, Safety, Personal and Social Management, and Healthy Lifestyle Practices.

General Learning Outcomes (GLOs)	Content Highlights
1. Movement
The student will demonstrate competency in selected movement skills and knowledge of movement development and physical activities with respect to different types of learning experiences, environments, and cultures.	Students participate in a variety of physical activities that includes more lifetime pursuits such as tennis, golf, dance, walking. They learn how to analyze and refine the activity-specific concepts and skills for personal improvement. Where applicable, they learn officiating skills.
2. Fitness Management
The student will demonstrate the ability to develop and follow a personal fitness plan for lifelong physical activity and well-being.	Students expand their knowledge of the principles of training and conditioning, examine how different physical activities contribute to fitness development and disease prevention, and look at factors that affect adherence to their personal fitness plan. They assess and analyze their own fitness levels (including heart rate monitoring) and participate in different types of training and conditioning activities that contribute to a personal fitness plan.
3. Safety
The student will demonstrate safe and responsible behaviours to manage risks and prevent injuries in physical activity participation and in daily living.	Students are expected to explain safety rules and procedures, risk factors, exercise techniques, and reasons for appropriate dress to minimize the risk to themselves and others for all class activities. As well, they are required to demonstrate safe behaviours in class activities and CPR. As part of the health education component, students learn about the hazards in the community and recreational facilities, and gain an understanding of global health and sustainable development.
4. Personal and Social Management
The student will demonstrate the ability to develop self-understanding, to make health-enhancing decisions, to work cooperatively and fairly with others, and to build positive relationships with others.	To increase their understanding of personal and social management, students analyze factors that affect personal goal-setting and decision-making, look at communication skills for getting along with others, building relationships, emotional health, loss and grief, and stress management. As well, they learn how Sport and The Arts contribute to social and cultural development. Students design, implement, evaluate and revise an action plan that includes personal goal-setting. They also discuss and apply communication skills and stress management strategies in a variety of case scenarios.
5. Healthy Lifestyle Practices
The student will demonstrate the ability to make informed decisions for healthy living related to personal health practices, active living, healthy nutritional practices, substance use and abuse, and human sexuality.	Students examine healthy practices related to use of technology and illness/disease prevention, including mental health, active living, nutrition, substance use and abuse, addictions, personal relationships, sexuality, reproduction, pregnancy, sexually transmitted infections, and HIV/AIDS, as well as accessing community agencies and resources. Students design a plan for active living and healthy eating that includes food label information. As well they apply the decision-making/problem solving process in case scenarios related to substance use and abuse, building healthy relationships, and responsible sexual behaviour.

Note: In Grade 10, the health topics that contain potentially sensitive content are substance use and abuse prevention and human sexuality in GLO 5. Prior to teaching the content, schools are expected to communicate appropriate information to parents, including a parental option. A parental option means that parents may choose a school-based or alternative delivery (e.g., home, professional counselling).

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In the Kindergarten to Grade 12 science classroom, students are actively engaged in "doing" science and developing related skills and attitudes, as well as extending their understanding of science concepts. In addition, they make links between science and daily life, and learn to appreciate both the power and limitations of science as a way of understanding their world.

Grade 10 students are required to achieve one credit in Grade 10 (Senior 2) Science (20F).

Grade 10 students deepen their understanding of science concepts in the following units (thematic clusters):

• Dynamics of Ecosystems
• Chemistry in Action
• In Motion (the Physics of Objects in Motion)
• Weather Dynamics

These topic areas serve as contexts for students to develop the following skills, attitudes, and understanding about the nature of science:

• Recognize that scientific knowledge has evolved and that technology has played a role in this process.
• Plan and conduct experiments that constitute a fair test, including controlling variables, recording and analyzing data, and drawing conclusions that explain the results of investigations.
• Make decisions on science-related issues, based on the evidence and methods commonly employed among the sciences.
• Investigate societal, environmental, and economic impacts of science and technology.
• Recognize the importance of maintaining a balance between the needs of humans and a sustainable environment.
• Appreciate the contributions of people of various cultures to the development of science and technology.

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Students in Senior Years social studies develop knowledge, skills, and attitudes related to people's ways of life, past and present, in Canada and elsewhere in the world. Through social studies students gain a better understanding of the society in which they live, and their roles within society.

A new social studies curriculum is under development. Schools will continue to use the existing curriculum until notified by the Department to use the new one.

Geography of Canada

Grade 10 Social Studies focuses on the characteristics of the physical and social environments of Canada. Students will explore the concepts of space and society in the context of a geographical study. They will develop attitudes, skills, and knowledge allowing them to contribute to society effectively and responsibly through the following themes:

1. Canada's geographical situation
2. The physical environment
3. Population
4. Natural resources
5. Industry
6. Energy

Grade 10 students are required to achieve one credit in Grade 10 (Senior 2) Social Studies (20G).

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