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.

Students are required to achieve credit in one of the following three Grade 12 English LA - Immersion courses; however, they may take more than one.

Grade 12 students are required to write a provincial standards test in English language arts. The test, worth 30 percent of their final mark, is based on Grade 12 English language arts curricula.

Transactional Focus (40S) Grade 12	Comprehensive Focus (40S) Grade 12	Literary Focus (40S) Grade 12
This course focuses on the day-to-day use of language for a variety of practical purposes. Students produce and engage with oral, written, and visual texts that inform, direct, persuade, plan, analyze, argue, and explain. Students may, for example, view television and film documentaries, write proposals and reports, or listen to radio programs, speeches, and debates to gather or communicate knowledge, information, and perspectives. While the texts students read, view, and write have a practical purpose, they often use literary devices and expressive language to convey meaning.	This course balances practical and literary purposes and uses of language. (See descriptions of Transactional Focus and Literary Focus.) Students produce and explore oral, written, and visual texts that inform, persuade, analyze, foster understanding and empathy, reflect culture, express feelings and experiences, and bring enjoyment.	This course focuses on the purposes and forms of literature. Students produce and engage with a variety of oral, written, and visual texts that enlighten, foster understanding and empathy, reflect culture, express feelings and experiences, and bring enjoyment. They may, for example, view films, read novels, listen to songs, create sculptures, or write poems to bring pleasure to others or themselves, respond to experiences, or express feelings. They may also read, view, or write texts that, for example, inform, persuade, or analyze.

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

 

 

 

 

 

 

 

 

 

 

Refer to post-secondary English language arts requirements for information on admission to Manitoba colleges and universities.

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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 12 students are required to achieve one credit in (Senior 4) Français langue seconde - immersion (40S).

In Grade 12, students understand and interpret a variety of oral and written texts and react to them, applying critical thinking; they thus

• identify the elements that reveal objectivity or subjectivity in the way facts are presented;
• identify certain complex logical relationships in texts;
• analyse the relationship between the different components of a story;
• discuss the treatment of themes and values presented in a film or a play;
• discuss the social impact of a French song;
• react critically to analytical and persuasive texts by referring to elements such as the value of the information and the strength of the arguments presented, the structure of the texts, the effectiveness of the analysis and the argumentation;
• react to the images in poetic text;
• 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, refine and share ideas and opinions; they thus

• make a presentation of a formal nature, supported by technological aids;
• write persuasive and/or analytical texts that respect the characteristics of such texts;
• relate a personal experience, write a story in which they bring out the elements of drama, humour or suspense, or explore the playful aspect of language;
• 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 classical and contemporary drama and film from the Canadian and international Francophonie;
• show an appreciation of the richness of the Francophonie in Canada;
• pursue their learning of French independently.

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 12 students must acquire a minimum of one mathematics credit by successfully completing one of the following Grade 12 (Senior 4) courses. (They may hold credit for more than one Grade 12 mathematics course.)

Grade 12 students are required to write a provincial standards test, worth 30 percent of their final mark, in one of the three Grade 12 mathematics courses.

Grade 12 (Senior 4) Mathematics Courses
Applied Mathematics (40S)	Consumer Mathematics (40S)	Pre-Calculus Mathematics (40S)

Grade 12 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.

• Matrix Modelling
• Vectors
• Personal Finance
• Probability
• Variability and Statistical Analysis
• Design and Measurement
• Applications of Periodic Functions
• Sequences

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

Grade 12 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
• Personal Finance
• Design and Measurement
• Government Finances
• Statistics
• Investigative Project
• Career/Life Project
• Investments
• Income Tax
• Variation and Formulas
• Completing a Portfolio

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

Grade 12 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.

• Circular Functions
• Transformations
• Trigonometric Identities
• Exponents and Logarithms
• Permutations, Combinations, and Binomial Theorem
• Conics
• Probability
• Geometric Sequences
• Statistics (Optional)

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

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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.	In Grade 12, through Module A: Physical Activity Practicum, students have the opportunity to participate or specialize in activities of their choice. Students will set personal goals related to their physical activity plan. These personal goals may focus on health-related fitness components and/or skill-related fitness components, depending on the students’ choice of physical activity/sport and ability.
2. Fitness Management
The student will demonstrate the ability to develop and follow a personal fitness plan for lifelong physical activity and well-being.	The specific learning outcomes addressed in Module B: Fitness Management continue to help students develop a pattern of daily and/or regular participation in physical activities and develop an understanding of how to acquire/maintain optimal personal health and fitness. Students will further their understanding of the Stages of Change continuum (i.e., pre-contemplation, contemplation, preparation, action, and maintenance stages) through self-reassessment, and they will use these findings to apply the processes of change in goal setting. The ultimate goal is for each student to value physical activity as a key component of health and to take ownership for his or her fitness through regular participation in physical activity. In the physical activity practicum, Grade 12 students are required to achieve a minimum of 55 hours of moderate to vigorous physical activity that contributes to cardiorespiratory endurance plus one or more of the other health-related fitness components (muscular strength, muscular endurance, and flexibility). The lessons in Module B: Fitness Management will assist students in setting personal health and fitness goals for their physical activity practicum. In addition, the topics of health and fitness consumerism, trends, and misconceptions will aid students in their decision making as it relates to their physical activity lifestyle choices. For the physical activity practicum, students will choose safe, ethical, and age/developmentally appropriate physical activities IN-class or OUT-of-class that will contribute to the goals of their physical activity plan. The OUT-of-class model provides students with more opportunity to take responsibility and to be accountable for their participation while receiving guidance and support from their teacher and parents. Fitness assessment is optional as part of this curriculum. If teachers and/or students choose to do fitness assessments, they need to use a humanistic approach that emphasizes education, prevention, and intervention. Fitness assessment is used to establish personal goals and to monitor individual progress, rather than to compare one student’s results to those of others, as in norm-referenced testing.
3. Safety
The student will demonstrate safe and responsible behaviours to manage risks and prevent injuries in physical activity participation and in daily living.	This GLO continues to be emphasized in Module A: Physical Activity Practicum and in Module B: Fitness Management relative to physical activity participation and in the other PE/HE modules relative to making safe decisions in daily living. Safety education and risk management are essential to helping students prevent injury, reduce risks, and avoid potentially dangerous situations, whether the topic is related to PE or HE. Students, parents, the school, and the community are all involved in managing risk for the non-school-based activities that occur during the OUT-of-class component of this course. Students are provided the opportunity to choose physical activities suited to their own interests and abilities through the OUT-of-class delivery model. With this choice, students take more responsibility, along with their parents, for becoming informed about the safe and responsible behaviours related to the selected physical activities. Since all physical activity involves an element of risk, teachers, parents, and students have the responsibility to minimize risks and hazards at all times. Students and parents must follow the local policy and procedures (i.e., sign-off process) for school-based and nonschool-based OUT-of-class physical activities.
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.	In the Grade 12 curriculum, Module D: Personal and Social Development and Module E: Healthy Relationships are extensions of the learning outcomes related to the Personal Development and Social Development strands. The following personal and social management skills that are identified in the Framework are reinforced in each module: - goal-setting/planning skills - decision-making/problem-solving skills - interpersonal skills - conflict-resolution skills - stress-management skills
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.	The strands identified for GLO 5 in the Framework, Nutrition, Active Living, and Human Sexuality. In the Grade 12 curriculum these strands are addressed in Module C: Nutrition, Module A: Physical Activity Practicum, and Module E: Healthy Relationships, respectively. The focus continues to be on accessing accurate and useful information and applying this information to support healthy decision making (e.g., healthy eating). Learning about the benefits and importance of active healthy lifestyle practices for prevention of chronic disease or illness is also reinforced. Healthy and unhealthy relationships are examined with a focus on communication, rights and responsibilities, and supports and services.

Note:  In Grade 12, Module E: Healthy Relationships in GLO 4 and 5 contains potentially sensitive content in the areas of personal safety (i.e., sexual exploitation/assault) as well as in the area of human sexuality. 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.

In Grade 12 Biology, Chemistry, Interdisciplinary Topics in Science, and Physics are optional courses.

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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.

In Grade 12, social studies is an optional course.

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