Page 15 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

There are no provisions for the development of courses that focus on particular areas in media arts. The course descriptions in media arts provide a comprehensive outline of the knowledge and skills that are covered in those courses.
The course codes given in the chart on page 10 identify the courses for each subject that are outlined in this document. Courses that focus on a particular area of a subject should be assigned the appropriate code. A list of focus courses for the arts can be found on
the curriculum page for the arts, under the section “Resource Documents Specific to
this Subject”, on the ministry’s website, at www.edu.gov.on.ca. For example, the code identifying a Grade 11 open course called Dance – Hip Hop and Urban is ATR3O; the code identifying a Grade 12 university/college preparation course called Music – Repertoire is AMR4M.
All the courses that a school offers will be listed in the school course calendar, along with the course codes. For courses that focus on a particular area, an additional sentence identifying that area should be included in the course descriptions in school calendars.
CURRICULUM EXPECTATIONS
The expectations identified for each course describe the knowledge and skills that students are expected to develop and demonstrate in their class work, on tests, and in various other activities on which their achievement is assessed and evaluated.
Two sets of expectations – overall expectations and specific expectations – are listed for each strand, or broad area of the curriculum. (The strands are numbered A, B, and C.) Taken together, the overall and specific expectations represent the mandated curriculum.
The overall expectations describe in general terms the knowledge and skills that students are expected to demonstrate by the end of each course.
The specific expectations describe the expected knowledge and skills in greater detail.
The specific expectations are grouped under numbered headings, each of which indi- cates the strand and the overall expectation to which the group of specific expectations corresponds (e.g., “B2” indicates that the group relates to overall expectation 2 in strand B). This organization is not meant to imply that the expectations in any one group are achieved independently of the expectations in the other groups. The subheadings are used merely to help teachers focus on particular aspects of knowledge and skills as they plan learning activities for their students.
Most specific expectations are accompanied by examples and “teacher prompts”, as requested by educators. The examples, given in parentheses, are meant to clarify the requirement specified in the expectation, illustrating the kind of knowledge or skill, the specific area of learning, the depth of learning, and/or the level of complexity that the expectation entails. The teacher prompts are meant to illustrate the kinds of questions teachers might pose in relation to the requirement specified in the expectation. Both the examples and the teacher prompts are intended as suggestions for teachers rather than as an exhaustive or a mandatory list. Teachers can choose to use the examples and prompts that are appropriate for their classrooms, or they may develop their own approaches that reflect a similar level of complexity. Whatever the specific ways in which the requirements outlined in the expectations are implemented in the classroom, they must, wherever possible, be inclusive and reflect the diversity of the student population and the population of the province.
THE PROGRAM IN THE ARTS
13