Unit Titles and Description	Time Allocated
Unit One: Organic Chemistry Students will demonstrate an understanding of how the predictable chemical and physical properties of organic compounds are determined by their respective structures. They will also assess the significant implications of organic chemical reactions and their applications for society, human health, and the environment.	25 hours
Unit Two: Structure and Properties of Matter Students will demonstrate an understanding of how the nature of attractive forces that exist between particles in a substance determines the properties and limits the uses of that substance. They will also evaluate the societal benefits and costs of technological devices that are based on the principles of atomic and molecular structures.	20 hours
Unit Three: Energy Changes and Rates of Reaction Students will demonstrate an understanding of how energy changes and rates of reaction can be described quantitatively. They will investigate ways to improve the efficiency of chemical reactions by applying optimal conditions. Students will also evaluate the societal and environmental costs and benefits of technologies that transform energy.	22 hours
Unit Four: Chemical Systems and Equilibrium Students will demonstrate an understanding of the predictable ways in which chemical systems are dynamic and respond to changing conditions. They will also assess the significant implications for nature and industry of applying chemical systems at equilibrium.	20 hours
Unit Five: Electrochemistry Students will demonstrate an understanding of the predictable way in which electrons are transferred from one substance to another in oxidation and reduction reactions. They will also assess the significant implications of controlling and applying oxidation and reduction reactions for industry, health and safety, and the environment.	20 hours
Exam
Final Exam 30% This is a proctored exam worth 30% of your final grade.	3 hours
Total Hours	110 hours

Resources required by the student:

Note: This course is entirely online and does not require or rely on any textbook.

• Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
• Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
• Stable internet connection
• Downloaded highschool chemistry which contains interactive chemistry labs for students. After completing the labs, the students will be able to calculate the final concentration of the products of any chemical reaction, calculate the solubility product of a heterogeneous reaction and calculate the half-life time of a reaction.
• A non-programmable, non-graphing, scientific calculator

Resources provided by Kanata Academy

• Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
• Supplemental Ebook materials for physics
• Access to Canva for Education if needed
• Access to Labster for their virtual laboratory simulations
• Interactive Periodic Table
• Online Calculator

SCH4U- Chemistry,
Grade 12, University Preparation

Scientific Investigation Skills and Career Exploration	Organic Chemistry	Structure and Properties of Matter
Overall Expectations: By the end of this course. students will: demonstrate scientific investigation skills (related to both inquiry and research) in the four area f skills (initiating and planning. performaing and recording, analysing and interpreting, and communicating); identify and describe careers related to the fields of science under study, and describe the contributions of scientists, inlcuding Canadians, to those fields.	Overall Expectations: By the end of this course students will: assess the social and environmetal impact of organic compounds used in everyday life, and propose a curse of action to reducr health and the environment; investigate organic compounds and organic chemical reactions, and use various methods to represent the compounds; demonstrate an understanding of the structure, properties, and chemical behaviour of compounds within each class of organic compounds.	Overall Expectations: By the end of this course students will: assess the benefits to society and evaluate the environmental impact of products and technologies that apply prnciples related to the structure and properties of matter; investigate the molecular shape and physical properties of various types of matter; demonstrate an understanding of atomic structure and chemical bonding, and how they relate to the physical properties of ionic, molecular, covalent network and metalic substances.
Energy Changes and Rates of Reaction	Chemical Systems and Equilibrium	Electrochemistry
Overall Expectations: By the end of this course students will: analyse technologies and chemical processes that are based on energy changes, and evaluate them in term of their efficiency and their effect on the environment; invenstigate and analyse energy changes and rates of reaction in physical and chemical processes, and solve related problems; demonstrate an understanding of energy changes and rates of reaction.	Overall Expectations: By the end of this course students will: analyse chemical equilibrium processes and assess their impact on biological systems activity; investigate the equalitative and quantitative nature of chemical system at equilibrium, and solve related problems; demonstrate an understanding of the concept of dynamic equilibrium and the variables that cause shifts in the equilibrium of checmical systems.	Overall Expectations: By the end of this course students will: analyse technologies and processes relating to electrochemistry, and their implications for society, health and safety, and the environment; investigate oxidation-reduction reaction using galvanic cell, and analyse electrochemical reactions in qualitative and quantitative terms; demonstrate an understanding of the principles of oxidation-reduction reactions and the many practical application of electrochemistry.

STRATEGIES FOR ASSESSMENT AND EVALUATION OF STUDENT PERFORMANCE:

Our assessment and evaluation theory is based on the Growing Success document from the Ministry of Education, and we believe that this is in the best interests of students. We want to construct assessment in a way that allows us to collect and display evidence of learning in a variety of methods, gradually passing over responsibility to students, and giving students multiple and varied opportunities to reflect on their learning and receive thorough feedback.

Growing Success reflects the Ministry’s vision for assessment and evaluation processes, including their purpose and structure. To ensure the finest assessment and evaluation methods and procedures, Kanata Academy teachers must follow seven essential principles. Assessments and evaluations of Kanata Academy:

• are equitable, transparent, and fair to all students
• assist all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit;
• are carefully planned to relate to curriculum expectations and learning goals, as well as, to the greatest extent possible, to all students' interests, learning styles and preferences, needs, and experiences;
• are clearly communicated to students and parents at the start of the course, as well as at other points throughout the school year or course;
• are ongoing, varied in nature, and administered over time to provide students with multiple opportunities to demonstrate the full scope of their learning;
• support improved learning and achievement, provide ongoing descriptive feedback that is clear, specific, meaningful, and timely.
• develop students' self-assessment skills so that they can evaluate their own learning, set specific goals, and plan the next steps for their learning

For a full explanation, please refer to Growing Success.

There are three forms of assessment that will be used throughout this course:

Assessment for Learning: Assessment for learning will directly influence student learning by reinforcing the connections between assessment and instruction, and provide ongoing feedback to the student. Assessment for learning occurs as part of the daily teaching process and helps teachers form a clear picture of the needs of the students because students are encouraged to be more active in their learning and associated assessment. Teachers gather this information to shape their teaching environment.

Assessment for learning is:

• Ongoing
• Is tied to learning outcomes
• Provides information that structures the teachers’ planning and instruction
• Allows teachers to provide immediate and descriptive feedback that will guide student learning

The purpose of assessment for learning is to create self-regulated and lifelong learners.

Assessment as Learning: Assessment as learning is the use of a task or an activity to allow students the opportunity to use assessment to further their own learning. Self and peer assessments allow students to reflect on their own learning and identify areas of strength and need. These tasks offer students the chance to set their own personal goals and advocate for their own learning.

The purpose of assessment as learning is to enable students to monitor their own progress towards achieving their learning goals.

Assessment of Learning: Assessment of learning will occur at or near the end of a period of learning; this summary is used to make judgements about the quality of student learning using established criteria, to assign a value to represent that quality and to communicate information about achievement to students and parents.

Evidence of student achievement for evaluation is collected over time from three different sources - observations, conversations, and student products. Using multiple sources of evidence will increase the reliability and validity of the evaluation of student learning.

Teaching & Learning Strategies

This course's main goal is to assist students in learning science and applying their knowledge and skills. Language is used effectively, confidently, and flexibly by course writers.

• Effective instructional strategies and learning activities build on students' prior knowledge, stimulate their attention, and provide opportunities for meaningful practice. Students will be more interested if they can understand the link between the scientific concepts they are studying and how they are used in the world around them and in real-life situations.
• Teachers will design activities and challenges that actively involve students in investigations that respect the ideas and talents they bring to the table while also improving their conceptual understandings and vital abilities. Students will be able to employ scientific reasoning throughout their life if they understand huge ideas.
• Contextualized teaching and learning also gives teachers valuable insights into their students' thinking, conceptual grasp, and ability to reflect on their work. This knowledge enables teachers to provide assistance to students in order to improve their learning. To meet a diversity of learning styles, interests, and skill levels, a number of instructional tactics are employed to give learning opportunities..
• Incorporating interactive tools and recorded video discussion that help students stay focused and engaged in the class. Additionally, it aids students in mastering the physics concept.
• Virtual laboratories, simulations, and journal papers have all been used. Virtual laboratories, such as gizmos and labster, are one of the most effective ways to connect students to the actual world. Because of the dangers and limited face-to-face connection, students are able to undertake numerous experiments that are difficult to perform in traditional laboratories
• Virtual clues can easily supplement auditory information, allowing students to better engage with ideas.
• The multi-sensory experiences improve their understanding and memorization skills. Drawings, diagrams, and image analysis are used to aid theory, as well as laying up instances to demonstrate its application side.
• The sequence of lab procedures can be better taught using pictures with words.
• Scaffolding on their laboratory activities and unit projects provide the students support level along the process of learning given by the teacher. Teacher feedback at each level enables students to improve both style and content in their written pieces.
• Students who are not challenged are both recipes for a lack of learning, so the quality and quantity of homework should be evaluated. Giving immediate feedback is the greatest way to keep track of students’' progress.
• Using online applications such as periodic table apps students can see the trends in electronegativity and atomic radius overlaid on the table. Elemental is also an online application, a simple tool for drawing chemical structures and reactions. These are some online applications that can be used in chemistry that can help students to understand the concept well with the guidance of the teacher by sharing screening recordings on how to use the application step by step.

THE FINAL GRADE

This course's evaluation is based on the student's ability to meet curriculum requirements and demonstrate the abilities necessary for effective learning. The final percentage grade reflects the student's overall achievement of the course's expectations and reflects the corresponding degree of achievement as specified in the discipline's achievement chart. If the student has a grade of 50% or above in this course, a credit is given and recorded. The following criteria will be used to determine the final grade:

Percentage of Final Mark	Categories of Mark Breakdown
70%	Assessments of Learning Tasks Throughout the Term
30%	Final Written Examination, RST or project

A student’s final grade is reflective of their most recent and most consistent level of achievement.

The balance of the weighting of the categories of the achievement chart throughout the course is:

CHEMISTRY	Knowledge	Inquiry/Thinking	Communication	Application
100%	25%	25%	25%	25%

The Report Card

Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement.

First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student's strengths, areas for improvement, and next steps. Second, the learning skills are reported as a Needs Improvement, Satisfactory, Good and Excellent. The report card also indicates whether an OSSD credit has been earned.

Upon completion of a course, Kanata Academy will send a copy of the report card back to the student's home school (if in Ontario) where the course will be added to the ongoing list of courses on the student's Ontario Student Transcript. The report card will also be sent to the student's home address.

PROGRAM PLANNING CONSIDERATIONS FOR ONLINE COURSES

Teachers creating a program in this course will make an effort to explore program planning considerations that match with Ontario Ministry of Education policy and efforts in a number of key areas.

Cheating and Plagiarism

Kanata Academy commits to having policies for assessments that minimize the risk of cheating. We also commit to begin each course with refresher learning on academic integrity.

In the event of incidents of academic dishonesty, the student, Academic Director (and, in the case of students under 18, their parents) will be notified of the occurrence, of the consequence, and of the potential consequences of subsequent incidents.

Improper Citation

Grades 11 and 12

First Instance: A warning and an opportunity to redo the piece.

Subsequent Instance: An opportunity to redo the piece to a maximum grade of 75%.

Unaccredited Paraphrasing

Grade 11 and 12

First Instance: An opportunity to redo the piece to a maximum grade of 75%.

Subsequent Instance: An opportunity to redo the piece to a maximum grade of 50%.

Unaccredited Verbatim

Grade 11 and 12

First Instance: An opportunity to redo the piece to a maximum grade of 50%.

Subsequent Instance: A grade of zero. No opportunity to resubmit.

Full Plagiarism

Grade 11 and 12

First Instance: A grade of zero. No opportunity to resubmit.

Subsequent Instance: A grade zero. No opportunity to resubmit.

Instructional Approaches

Teachers will use a variety of instructional strategies to help students become independent, strategic and successful learners. The key to student success is effective, accessible instruction. When planning this course of instruction, the teacher will identify the main concept and skills of the course, consider the context in which students will apply their learning and determine the students’ learning goals. The instructional program for this course will be well planned and will support students in reaching their optimal level of challenge for learning, while directly teaching the skills that are required for success.

Understanding student strengths and needs will enable the teacher to plan effective instruction and meaningful assessments. Throughout this course the teacher will continually observe and assess the students’ readiness to learn, their interests, and their preferred learning styles and individual learning needs.

Teachers will use differentiated instructional approaches such as:

• adjusting the method or pace of instruction
• using a variety of resources
• allowing a wide choice of topics
• adjusting the learning environment
• scaffolding instruction

During this course, the teacher will provide multiple opportunities for students to apply their knowledge and skills and consolidate and reflect upon their learning.

Planning the Program for Students with Special Educational Needs

Kanata Academy is committed to ensuring that all students, especially those with special needs, have access to the learning opportunities and support they require to develop the knowledge, skills, and confidence required to succeed in today's rapidly changing society. The context for special education in Ontario, as well as the provision of special education programs and services for exceptional students, are constantly evolving. Provisions in the Canadian Charter of Rights and Freedoms and the Ontario Human Rights Code prompted some of these changes.

The teacher in this course is the key educator of students with special education needs. The teacher has a responsibility to help all students learn, and will work collaboratively with the guidance counselor, where appropriate, to achieve this goal. In planning this course, the teacher will pay particular attention to the following guidelines:

• All students have the ability to succeed
• Each student has his or her own unique patterns of learning
• Successful instructional practices are founded on evidence-based research, tempered by experience
• Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students
• Online teachers are the key educators for a student’s literacy and numeracy development
• Online teachers need the support of the larger school community to create a learning environment that supports students with special education needs
• Fairness is not sameness

The teacher will use the following strategies:

Students with Special Educational Needs
Extra time on tests and extended deadlines for major assessments Complete tasks or present information in ways that cater to individual learning styles Variety of teaching and learning strategies Scaffolding Break down (chunk) assignments Computer for assessments and exams Formula sheets, memory aids oral and written instructions Cue cards during instruction and Assessments Graphic organizers	Specific strategies to enhance recall Non-verbal cues and reminders to remain focused Oral testing Allow for sufficient response time Experiential learning experiences so that students can make connections between curriculum and real world examples Conferencing Prompting students through lessons and assessments Refocusing strategies Periodic breaks

Planning the Program for Students with English as a Second Language

In planning this course for students with linguistic backgrounds other than English, the teacher will create a safe, supportive, and welcoming environment that nurtures the students’ self-confidence while they are receiving course instruction. Most English language learners who have developed oral proficiency in everyday English will nevertheless require instructional scaffolding to meet curriculum expectations. The teacher will adapt the instructional program in order to facilitate the success of these students in their classes. Appropriate adaptations and strategies for this course will include:

Students with English as Second Language
Body language and non-verbal communication Model expectations Subject-specific dictionary Cooperative learning Concrete examples and materials Avoid idioms Bilingual Dictionaries Buddy system Peer tutors Allow sufficient response time Graphic organizers Scaffolding Story maps	Conferencing Pre-writing strategies Literature circle Journal Previewing course readings / texts Materials that reflect cultural diversity Free voluntary reading Guided Reading Guided Writing Think Aloud Whole-Class Response Editing checklist

Supporting First Nations, Métis and Inuit Students

Kanata Academy will promote active and engaged citizenship, which includes greater awareness of the distinct place and role of Indigenous (First Nation, Métis, and Inuit) peoples in our shared heritage and in the future in Ontario.
Kanata Academy will:

• increase the focus in school strategic planning to promote the voluntary, confidential self-identification of First Nation, Métis, and Inuit students as a means to enhance the success and well-being of Aboriginal students and to help close the achievement gap
• continue to identify and share practices and resources to help improve First Nation, Métis, and Inuit student achievement and close the achievement gap
• increase the training in our schools to respond to the learning and cultural needs of First Nation, Métis, and Inuit students
• provide quality programs, services, and resources at our schools to support First Nation, Métis, and Inuit student
• provide quality programs, services, and resources at our schools who support First Nation, Métis, and Inuit students to help create learning opportunities that support improved academic achievement and identify building
• provide curriculum links that facilitates learning about contemporary and traditional First National, Métis, and Inuit cultures, histories, and perspectives among all students
• develop awareness among teachers of the learning styles of First Nation, Métis, and Inuit students and employ instructional methods designed to enhance the learning of all First Nation, Métis, and Inuit students
• implement targeted learning strategies for effective oral communication and mastery of reading and writing
• implement strategies for developing critical and creative thinking
• provide access to a variety of accurate and reliable Aboriginal resources such as periodicals, books, software, and resources in other media, including materials in the main Aboriginal languages in schools with First Nation, Métis, and Inuit students
• provide a supportive and safe environment for all First Nation, Métis, and Inuit students

The Role of Information and Communication Technology

The ability to access, select, gather, critically assess, and produce information is known as information literacy. The ability to transmit information and use that information to solve problems and make decisions is referred to as communication literacy. When it is suitable within their online course, all Kanata Academy students use information and communication technologies. ICT tools will be integrated into this course for whole-class instruction and for the design of curriculum units that contain varied approaches to learning in order to meet diverse needs and interests of the students in this class. At the beginning of this class, all students will be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred. ICT used in this course will include:

Information and Communication Technology
Websites Online libraries Archives Public records YouTube Curriculum Digital Resources Widgets Online Graphing Calculator	Cell phones iPads DVDs Digital Camera Edsby G Suite Office 365 Gizmos Labster Gradeslam Mathspace Mathletics Screencastify

Despite the fact that the Internet is a tremendous learning tool, there are risks associated with its use. All students should be educated about problems such as Internet privacy, security, and responsible use, as well as the potential for abuse of modern technology, particularly when it is used to spread hatred.

Environmental Education Connections

Kanata Academy takes on the responsibility of assisting students in becoming ecologically conscious. The primary objective is to encourage students to learn about environmental challenges and solutions. The second purpose is to get students to practice and promote environmental care in their neighborhoods. The third goal emphasizes the necessity of educational leadership in implementing and supporting responsible environmental practices so that all stakeholders are committed to living more sustainably. Environmental education teaches students about the physical and biological systems that make up our planet, as well as how to build a more sustainable future. The Ontario Curriculum, Grades 9-12: Environmental Education, Scope and Sequence of Expectations, 2011, will help Kanata Academy faculty weave environmental education in and out of the online course content with good curriculum design. This guarantees that the student has the opportunity to gain the necessary knowledge, skills, views, and practices to become an ecologically literate citizen. Each student should be able to handle environmental issues at home, in their local community, or even on a worldwide scale as part of the online course.

Healthy Relationships in the learning Environment

Every student has the right to learn in an environment that is free of violence and harassment. In such settings, students learn and achieve more. Healthy interactions between all people are the foundation of Kanata Academy’s secure and supportive social environment. Respect, care, empathy, trust, and dignity are the foundations of healthy relationships, and they thrive in an environment that values and accepts variety. Abuse, control, violence, bullying/harassment, or other inappropriate behaviors are not tolerated in healthy partnerships. Students must be involved in good connections with their classmates, teachers, and other members of the Kanata Academy community in order to feel valued and connected as members of an inclusive social environment.

The school curriculum is the most effective tool to teach all pupils about healthy and respectful relationships. Teachers in Kanata Academy can encourage this learning in a variety of ways. They can, for example, help students acquire and practice the skills they'll need to form healthy relationships by allowing them to use critical-thinking and problem-solving tactics and address challenges through group discussions, role play, case study analysis, and other methods.

All staff aim to foster a culture of collaboration, respect, and open-mindedness. Our students are able to develop an understanding of the complexities of a variety of topics as a result of these attitudes and characteristics. Furthermore, by exploring situations from diverse viewpoints, students gain not only a better grasp of other points of view on these subjects, but also a respect for different points of view. As they analyze events and situations from the perspectives of people all across the world, Kanata Academy students will hopefully build empathy. Students can build their own identity, investigate connections with others, and form and maintain healthy relationships using these attitudes and characteristics as a basis.

Equity and Inclusive Education in the Learning Environment

At Kanata Academy we embrace multiculturalism, human rights and diversity as fundamental values. Bullying, hate propaganda and cyber bullying, racism, religious intolerance, homophobia and gender-based violence are still evident in our communities and, unfortunately, in our schools. At Kanata Academy we address the needs of a rapidly changing and increasingly complex society by ensuring that our policies evolve with changing societal needs.

Kanata Academy will:

• create and support a positive safe online learning climate that fosters and promotes equity, inclusive education, diversity
• develop and implement an equity and inclusive education policy
• will share effective practices and resources and promote and participate in collaborative learning opportunities
• seek out community partners to support school efforts by providing resources and professional learning opportunities

Ethics in the Learning Environment

At Kanata Academy teachers provide varied opportunities for students to learn about ethical issues and to explore the role of ethics in decision making.

The following strategies will be used to develop students’ understanding of ethics:

• Making community connections
• Model ethical behavior
• Inclusive practice
• Foster positive relationships with others

Financial Literacy Connections

There is a growing recognition that the education system has a vital role to play in preparing young people to take their place as informed, engaged, and knowledgeable citizens in the global economy.

Because making informed decisions about economic and financial matters has become an increasingly complex undertaking in the modern world, where appropriate, the teacher will give students the opportunity to build knowledge and skills.

Strategies that will be used will include:

• Community Connections
• Simulation
• Problem Solving
• Inquiry-based learning
• Cross-curricular connections
• Critical literacy skills
• Setting financial goals
• Developing interpersonal skills

Literacy, Mathematical Literacy, and Inquiry Skills

At Kanata Academy it is the responsibility of all of our teachers to explicitly teach literacy and inquiry skills. The following skills will be developed in each course delivered at Kanata Academy:

• Extract information
• Analyze various types of digital representations, including graphs, charts, diagrams, etc.
• Use appropriate and correct terminology, including that related to the concepts of disciplinary thinking
• Making community connections
• Peer reflecting
• Simulation
• Problem solving
• Cross-curricular connections
• Foster use of proper terminology
• Inquiry and research skills
• Helps students to develop a language for literacy, inquiry and numeracy skills
• Assist students with developing communication skills in areas of literacy, inquiry and numeracy

Cooperative Education

Students will be able to easily connect their classroom learning to real-life activities in the world they live in by applying the abilities they have gained. Cooperative education and other work experiences will increase their understanding of career options in a variety of disciplines. Students will also have a better grasp of workplace procedures as well as the nature of the employer-employee relationship. Virtual High School will make every effort to connect students to Ministry programs in order to ensure that they are informed about programs and possibilities.

Experiential Learning

Central to the philosophy at Kanata Academy is the focus on experiential learning. Planned learning experiences in the community, including job shadowing, field trips, and hands-on experiences will provide our students with opportunities to see the relevance of their classroom learning in a work setting, make connections between school and work, and explore a career of interest as they plan their pathways through secondary school and make postsecondary plans.

Health and Safety in the Learning Environment

It is critical that classroom practice and the learning environment comply with relevant federal, provincial, and municipal health and safety legislation and by-laws in order to provide a suitable learning environment for the Kanata Academy teachers and students, including, but not limited to, the Workplace Safety and Insurance Act, the Workplace Hazardous Materials Information System (WHMIS), and other relevant federal, provincial, and municipal health and safety legislation and by-laws (OHSA). The Occupational Safety and Health Administration (OSHA) mandates that all schools maintain a safe and effective learning and working environment for both students and staff.

The Role of the School Library

Although Kanata Academy does not have an official school library, students are encouraged to use e-books, local libraries, GALE resource archives and Curriculum Video Digital resources to develop important research and inquiry skills.

Promotion of Careers

The knowledge and skills students acquire in this course will be useful in helping students recognize the value of their education and applications to the world outside of school and identify possible careers, essential skills and work habits required to succeed. Students will learn how to connect their learning in asking questions and finding answers to employable skills.

During this course the teacher will:

• ensure that all students develop the knowledge and skills they need to make informed education and career/life choices;
• Provide learning environment and online school-wide opportunities for this learning; and;
• Engage parents and the broader community in the development, implementation, and evaluation of the program, to support students in their learning
• Use the four-step inquiry process linked to the four areas of learning

Knowing yourself - Who am I ?

Exploring opportunities - What are my opportunities?

Making decisions and setting goals - Who do I want to become?

Achieving goals and making transitions - What is my plan for achieving my goals?

The teacher will support students in this course in education and career/life planning by providing them with learning opportunities, filtered through the lens of the four inquiry questions, that allow them to apply subject-specific knowledge and skills to work-related situations; explore subject-related education and career/life options; and become competent, self-directed planners.