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 technology.
Through the study of English language arts, 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 Language Arts (20F).
- seek and consider others' experiences, ideas, and opinions, and explain how these connect to or expand their own understanding
- recall and review their language achievements to establish goals for further learning and select methods of learning to achieve these goals
- learn strategies and select appropriate ones to understand what they read, see, and hear
- respond personally and critically to a range of materials they read, see, and hear
- recognize and explain different methods used to communicate information, ideas, and opinions
- plan and conduct inquiry or research to investigate a variety of questions and topics by accessing and evaluating appropriate information sources
- use or adapt a variety of methods to appeal to an audience and to achieve their purpose in communicating information, ideas, and opinions
- use a variety of skills and strategies to revise, edit, and proofread their work
- work cooperatively with others by encouraging and supporting them; and recognize and analyze the effect of this process on self
Note: In this course, selection of materials for study is determined by schools, teachers, and students, and may vary from one classroom to another.
Senior Years English Language Arts...
The Senior Years mathematics curricula emphasize important interrelated processes, including communication, connections, estimation and mental mathematics, problem solving, reasoning, and visualization.
Grade 10 Applied
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
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
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.
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.
In grades 11 and 12 students must complete a physical activity practicum that addresses health-related fitness components. This physical activity practicum must be a minimum of 55 hours of moderate to vigorous physical activity.
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 badminton, ultimate, aerobics, cross country skiing. They learn how to analyze and adapt the associated concepts and skills to guide their practicing and help contribute to their personal success. They learn officiating skills where applicable. |
| 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 continue to learn about the health and fitness benefits of physical activity, muscular system and principles of training and conditioning. They assess and analyze their own skill- and health-related fitness components and participate in an individualized fitness plan. They use heart rate monitoring techniques to determine their response to activities of different intensities (e.g. mild, moderate, vigorous). They examine factors that may affect their personal fitness planning and development and look at ways to help overcome these barriers. Designing effective warm-up and cool down routines related to selected sports/physical activities is required. |
| 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 show an understanding of safety rules and procedures, risk factors, common injuries, reasons for appropriate dress related to equipment and facilities for selected indoor and outdoor activities. As well, students are required to demonstrate safe behaviours in class activities and basic first aid. As part of the health education component, students gain an understanding of the issues related to community safety laws and policies, accessing valid health information, and dealing with abusive and violent situations. |
| 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. | As part of learning about personal and social management, students examine personal strengths and qualities, career choices, and skills for employability in preparation for setting personal goals for the future. They design, implement, and evaluate a personal action plan of their choice. They also learn about behaviours or skills for developing healthy relationships, achieving success, and dealing with conflict, anger, or dangerous situations. They will have the opportunity to discuss and apply these skills in different 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 the healthy practices related to developing close relationships, substance use and abuse prevention, addictions, sexual reproductive health, healthy pregnancy, sexually transmitted infections, HIV/AIDS as well as community agencies and resources available to help. They also learn about making health-enhancing decisions related to substance use 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).
Senior Years Physical Education/Health Education...
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.
Social studies is the study of people in relation to each other and to the world in which they live. In Manitoba, social studies comprises the disciplines of history and geography, draws upon the social sciences, and integrates relevant content from the humanities. As a study of human beings in their physical, social, and cultural environments, social studies examines the past and present, and looks toward the future. Social studies helps students acquire the skills, knowledge, and values necessary to become active democratic citizens and contributing members of their communities, locally, nationally, and globally.
The new Geographic Issues of the 21st Century curriculum was implemented system-wide in the 2007-08 school year.
Geographic Issues of the 21st Century (Required)
Grade 10 students focus on geographic issues of the contemporary world. They explore the nature of geography and develop skills related to geographical thinking. Students use the tools of geography, including geographic information systems to examine issues and problems. They study concepts related to ownership and development of natural resources, production and distribution of food, development of industry and trade, and increasing urbanization. Students consider these issues in the context of Canada, North America and the world. Through their study, students become aware of the importance of the environment, stewardship, and sustainable development, as well as the social, political, and economic implications of their personal choices.
Cluster 1: Geographic Literacy
This cluster has five Learning Experiences. It provides students opportunities to become familiar with the discipline of geography and to understand why it is important. Students define the term geography, identify its various fields, make connections between place and identity, investigate global environmental types, and consider the complexity of the global environment and the importance of stewardship in the preservation of this environment.
Cluster 2: Natural Resources
This cluster has three Learning Experiences. It focuses on the variety and locations of the world’s natural resources, which influences where people live as well as their economic activities. Students identify where the major natural resources are located, consider diverse perspectives towards ownership and development, and examine issues related to sustainability of resource extraction and consumption, including the implications of their personal consumer choices.
Cluster 3: Food From the Land
This cluster has four Learning Experiences and focuses on the production and acquisition of the basic human necessity of food. Students identify the location of major food production areas around the world and consider physical and human factors that influence food production. Students describe the impact of agricultural practices on the physical environment and show how food production has changed over time, specifically in the Canadian prairies. Students also consider issues related to fresh and saltwater food resources, the impact of climate change, and concerns regarding genetic manipulation and modification. Students identify the stages involved in food production as well as issues related to scarcity and distribution of food.
Cluster 4: Industry and Trade
This cluster has three Learning Experiences and focuses on industry and trade in Canada, North America, and the World. Students become familiar with terminology related to industry and trade, examine the different levels of industry, and identify the factors that determine the location of industries. Students identify the geographic locations of the major manufacturing regions in North America and the World, as well as Canada’s major trading partners and the major trade products. Students also explore current industry and trade developments, including the increasing involvement of Aboriginal peoples in Canadian business and industry. Students identify current issues related to industry, trade, and globalization, and consider the economic, social and environmental impacts of their consumer choices.
Cluster 5: Urban Places
This cluster has four Learning Experiences and focuses on urbanization and related issues in Canada and around the World. Students become familiar with the terminology related to urbanization and consider the merits of living in rural, remote and urban places. Students investigate factors that influence the location of cities, the various functions of urban places, and identify the factors leading to the emergence of mega cities around the World. Students consider major environmental, economic and social issues facing modern urban centres. Students also consider the importance of urban planning and are encouraged to value the social diversity of urban centres.
American History (Optional)
The primary intent of the American History course is to create a greater understanding of significant events that shaped the history of the United States. It is a survey course with a focus on those historical developments that have influenced the world, especially Canada. The course will help students explore and better understand the impact that American history has had on shaping American society and influencing other areas of the world
This course provides opportunities for students to identify individuals who helped shape American history and to examine their contributions.
Major Topics
The course is divided into five units:
- Unit I: Colonization, Revolution, and Constitution
- Unit II: Territorial Expansion, Civil War and Reconstruction
- Unit III: Economic, Social and Political Developments, from 1865 – 1919
- Unit IV: Foreign Policy and Domestic Changes from 1895 – 1945
- Unit V: The United States since World War II
Go to Grade 10 Social Studies Curriculum
Senior Years Social Studies...