Page 13 - The Ontario Curriculum, Grades 11 and 12: Mathematics, 2007

Half-Credit Courses
The courses outlined in this document are designed to be offered as full-credit courses. However, with the exception of the Grade 12 university preparation courses, they may also be delivered as half-credit courses.
Half-credit courses, which require a minimum of fifty-five hours of scheduled instruct- ional time, must adhere to the following conditions:
The two half-credit courses created from a full course must together contain all of the expectations of the full course. The expectations for each half-credit course must be divided in a manner that best enables students to achieve the required knowledge and skills in the allotted time.
A course that is a prerequisite for another course in the secondary curriculum may be offered as two half-credit courses, but students must successfully complete both parts of the course to fulfil the prerequisite. (Students are not required to complete both parts unless the course is a prerequisite for another course they wish to take.)
The title of each half-credit course must include the designation Part 1 or Part 2. A half credit (0.5) will be recorded in the credit-value column of both the report card and the Ontario Student Transcript.
Boards will ensure that all half-credit courses comply with the conditions described above, and will report all half-credit courses to the ministry annually in the School October Report.
CURRICULUM EXPECTATIONS
The expectations identified for each course describe the knowledge and skills that stu- dents are expected to acquire, demonstrate, and apply in their class work, on tests, and in various other activities on which their achievement is assessed and evaluated.
Two sets of expectations are listed for each strand, or broad curriculum area, of each course. The overall expectations describe in general terms the knowledge and skills that stu-
dents 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 arranged under numbered subheadings that relate to the overall expectations and that may serve as a guide for teachers as they plan learning activities for their students. The specific expectations are also num- bered to indicate the overall expectation to which they relate (e.g., specific expecta- tion 3.2 is related to overall expectation 3 in a given strand). The organization of expectations in subgroupings is not meant to imply that the expectations in any subgroup are achieved independently of the expectations in the other subgroups. The subheadings are used merely to help teachers focus on particular aspects of knowledge and skills as they develop and use various lessons and learning acti- vities with their students.
In addition to the expectations outlined within each strand, a list of seven “mathematical process expectations” precedes the strands in all mathematics courses. These specific expectations describe the knowledge and skills that constitute processes essential to the effective study of mathematics. These processes apply to all areas of course content, and
THE PROGRAM IN MATHEMATICS
11