Course Code:ADB3M
Course Description
Department: Guidance and Career Education
Course Type:Open
Credit Value: 1.0
Prerequisite: None
Curriculum Policy Document:Guidance and Career Education, The Ontario Curriculum, Grades 11 and 12, 2006 (Revised)
Course Developer: Kanata Academy International
Development Date: 2021
This course requires students to create and perform in dramatic presentations. Students will analyse, interpret, and perform dramatic works from various cultures and time periods. Students will research various acting styles and conventions that could be used in their presentations, and analyse the functions of playwrights, directors, actors, designers, technicians, and audiences.
Course Outline
ADB3M , Grade 11 Drama Music Theatre, is a Collaboration Course
Canadian Global School offers what we call “Collaboration Credits”. These credits involve an approved third party to meet the practical requirements of the Curriculum Expectations of a course. Canadian Global School tracks the expectations, verifies the third party and communicates with the third party to verify hours and curriculum expectations are met. CGS provides any theory or missing expectations via way of lessons, discussions and projects. CGS will administer a Rich Summative Task and/or Exam worth 30% of the final grade.
A couple examples of how this can work:
- A student takes Guitar lessons or Music lessons from a teacher/company in the community. The practical part of the course would be taken with that Music Teacher and the theory and Summative would be taken as an online course at Canadian Global School.
- A student takes Vocal lessons. The practical part of the course would be taken with that Music Teacher and the theory and Summative would be taken as an online course at Canadian Global School.
- A student plays competitive hockey and all ice time and dryland hours accumulated and counted as the practical portion of the credit (s) and the theory and Summative would be taken as an online course at Canadian Global School.
- A student dances at a competitive dance school or at a vocational dance school where dance exams are offered. The practical part of the course would be taken with their Dance School and the theory and Summative would be taken as an online course at Canadian Global School.
- A student is in competitive gymnastics or cheer. The practical part of the course would be taken with their Gymnastics School and the theory and Summative would be taken as an online course at Canadian Global School.
- A student is in competitive swimming. The practical part of the course would be taken with their Swim Club and the theory and Summative would be taken as an online course at Canadian Global School.
- A student is part of a Theater company. The practical part of the course would be taken with their Theater company and the theory and Summative would be taken as an online course at Canadian Global School.
- Many competitive sports are able to fit the criteria for collaboration courses; just ask us!
Important information:
- Canadian Global School will grant credits only when hours are verified and paperwork has been filled out by the teacher, coach or instructor and all theory and summatives have been completed.
- Canadian Global School will provide all paperwork, consult with the third party to ensure the integrity of the course and help facilitate the student; however, it will be the student and parents responsibility to make sure all hours are fulfilled and all lessons and tasks are completed online with Canadian Global School
- Contact us for more information and for suggestions of third parties.
| Department | Grade 11 Course Code/Name | Grade 12 CourseCode/Name |
| Music | AMU3M – Music
AMV3M – Vocal Music AMC3M – Music for Creating |
AMU4M – Music
AMV4M – Vocal Music AMC4M – Music for Creating |
| Dance | ATC3M – Dance | ATC4M – Dance |
| Hockey/Sport | PAI3O – Healthy Living and Small Group Activities
PAF3O – Healthy Living and Personal Fitness Activities PAQ3O – Healthy Living and Aquatic Activities PAR3O – Healthy Living and Rhythm and Movement Activities |
PAI4O – Healthy Living and Small Group Activities
PAF4O – Healthy Living and Personal and Fitness Activities PAQ4O – Healthy Living and Aquatic Activities PAR4O – Healthy Living and Rhythm and Movement Activities |
| Drama | ABD3M – Drama Music Theatre | ADA4M – Drama
ADD4M – Drama: Production ADB4M – Drama Music Theatre |
Note: This course is entirely online and does not require or rely on any textbook.
Grade 11 Drama Music Theatre
Overall Expectations:
By the end of this course, students will:
- The Creative Process: use the creative process and a variety of sources and forms, both individuallyand collaboratively, to design and develop drama works;
- Elements and Conventions: use the elements and conventions of drama effectively in creating individual and ensemble drama works, including works based on a variety of sources;
- Presentation Techniques and Technologies: use a variety of presentation techniques and technologicaltools to enhance the impact of drama works and communicate for specific audiences and purposes.
Overall Expectations:
By the end of this course, students will:
- The Critical Analysis Process: use the critical analysis process to reflect on and evaluate their ownand others’ drama works;
- Drama and Society: demonstrate an understanding of how societies present and past use or have useddrama, and of how creating and viewing drama can benefit individuals, groups, and communities;
- Connections Beyond the Classroom: identify knowledge and skills they have acquired through dramaactivities, and demonstrate an understanding of ways in which they can apply this learning in personal, social, and career contexts.
Overall Expectations:
By the end of this course, students will:
- Concepts and Terminology: demonstrate an understanding of the nature and functions of dramaforms, elements, conventions, and techniques, including the correct terminology for the various components;
- Contexts and Influences: demonstrate an understanding of the origins and development of dramaand theatre arts and their influence on past and present societies;
- Responsible Practices: demonstrate an understanding of safe, ethical, and responsible personal andinterpersonal practices in drama activities.
Strategies for Assessment and Evaluation of Student Performance
There are three forms of assessment that will be used throughout this course:
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 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 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 and Learning Strategies
Visual Arts AVI1O provides students opportunities to sharpen the skills they have previously acquired through various assignments ranging from interactive independent learning tutorials, essays, critical analysis, digital media activities, video and photography creation. Presentation techniques form the basis of study as students create oral presentations through screencasts, and audio files in conjunction with media arts-related assignments that reflect their understanding of visual arts.
- Students interact in student-paced and instructor-paced interactive, engaging instructional lessons.
- Creating and presenting, Reflecting, Responding and Analysing and foundations strategies enhance students to develop and refine their critical and creative skills, problem-solving skills, and communication skills, while engaged in arts activities, projects, and exploration.
- Videos in the course illustrate topics such as drawing techniques, photography, digital media and art history lectures.
- Scaffolding longer visual arts-related assignments allow students to work with the process of creating. Teacher feedback at each level enables students to improve both style and content in their art work projects
- By accomplishing prompts on interactive lessons, students can reflect on different texts. In addition, constant communication with teachers ensures that the students understand complex topics and apply them in their media arts projects.
- Independent, creative and critical thinking are practiced throughout the units to prepare students for university.
ENROLL A CHILD
The Final Grade
| Percentage of Final Mark | Categories of Mark Breakdown |
| 70% | Assessments of Learning Tasks Throughout the Term |
| 30% | Final Written Examination And/Or RST |
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:
| Drama Music Theater | Knowledge | Inquiry/Thinking | Communication | Application |
| 100% | 20 | 30 | 20 | 30 |
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, Canadian Global School 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
Cheating and Plagiarism
Canadian Global School 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
Grades 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
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 | |
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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 Special Educational Needs | |
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Supporting First Nations, Métis and Inuit Students
Canadian Global School 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.
Canadian Global School 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
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 | |
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Literacy, Mathematical Literacy, and Inquiry Skills
At Canadian Global School 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 Canadian Global School:
Equity & Inclusive Education in the Learning Environment
At Canadian Global School 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
Healthy Relationships in the learning Environment
At Canadian Global School, every student is entitled to learn in a safe, respectful and caring environment, free from violence and harassment. The teacher will create a safe and supportive environment in the class by cultivating
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.
Environmental Education Connections
Although there are no specific environmental connections in this course, teachers will develop an environmental understanding fostered through
Ethics in the Learning Environment
At Canadian Global School teachers provide varied opportunities for students to learn about ethical issues and to explore the role of ethics in decision making.
Cooperative education programs allow students to earn secondary school credits while completing a work placement in the community. These programs compliment students’ academic programs and are valuable for all students, whatever their post-secondary destination.
Cooperative education courses may be earned using this course as one of the related courses.
Central to the philosophy at Canadian Global School 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.
As part of every course, students must be made aware that health and safety in their learning environment are the responsibility of all participants – at home, at school, and in the workplace. Teachers will model safe practices at all times when communicating with students online.
Although Kanata Academy International 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.