Page 476 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 11, Workplace Preparation
E1. Foundations of Criminal Law: demonstrate an understanding of some of the foundational concepts of criminal law in Canada (FOCUS ON: Legal Significance)
E2. Legal Processes and Procedures: describe key organizational structures, roles, and steps involved in the criminal trial process, and the relationships among the various elements (FOCUS ON: Interrelationships)
E3. Development of Criminal Law: explain how various factors have influenced the development of Canadian criminal law and the criminal justice system (FOCUS ON: Continuity and Change; Legal Perspective)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
SPECIFIC EXPECTATIONS
E1. Foundations of Criminal Law
FOCUS ON: Legal Significance
By the end of this course, students will:
E1.1 explain the legal meaning of some terms used to describe the elements of a crime (e.g., mens rea, actus reus) and different types of crime (e.g., indictable, summary, hybrid)
E1.2 describe various serious offences defined under the Criminal Code of Canada (e.g., assault, murder, break and enter, theft), other federal statutes (e.g., weapons offences, violations of food and drug regulations), and provincial laws (e.g., motor vehicle offences)
E1.3 describe the objectives and some key provisions of the Youth Criminal Justice Act (e.g., ages of criminal responsibility, sentencing alternatives, protection of the privacy of accused youths, criminal procedures better tailored to the needs of youths, rules regarding the removal of youths to adult court under certain circumstances) and assess the appropriateness of the legislation as a response to youth crime
Sample questions: “Why does the Youth Criminal Justice Act make it an offence to make public the identity of a youth accused of a crime? What are some instances in which a judge might authorize the release of this information?”
E2. Legal Processes and Procedures
FOCUS ON: Interrelationships
By the end of this course, students will:
E2.1 describe the requirements involved in bringing an accused person to trial (e.g., protocols for legal search and arrest, protocols for the collection and sharing of evidence, conditions governing pre-trial release) and explain why these may differ in some cases (e.g., bail conditions may be stringent where there is a risk of violence or a flight risk)
Sample question: “Why might people who are considered to be a flight risk not be granted bail?”
E2.2 describe the roles of the key participants in a criminal trial (e.g., defence counsel, the prosecutor, the jury, the judge) in relation to the steps in the criminal trial process (e.g., jury selection, presen- tation of evidence, delivery of verdict, sentencing procedures and alternatives)
Sample questions: “Why is it difficult to select a jury for some high-profile cases? Why might it be necessary in some cases to hold the trial in a different community?”
E2.3 explain the relationship between the purpose of the sentence (e.g., rehabilitation, punishment, deterrence, protection of the public) and various sentencing options (e.g., participation in an anger management program, house arrest, participation in a sentencing circle, sentencing options related to restorative justice, community service, incarceration)
E. CRIMINAL LAW OVERALL EXPECTATIONS
By the end of this course, students will:
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