This is an MEES required course designed to inform students about different cultures and religions around the world. It does not take the position that one is better than another but exposes the students to the many religions, cultures and currents of thought found globally. The purpose is to educate students in order to increase their understanding of the world around them. The course also examines ethics through investigating ethical and moral situations both in history and occurring in our world today. The goal is to have students become engaged participants in our modern pluralistic society.

The ERC program has been designed with three subject-specific competencies that students are expected to develop in this course:

A learning environment is provided that encourages the students to actively participate in class and to form their opinions and create their own autonomy. Dynamic interaction within the class is encouraged in the form of debates and discussions. Each student is encouraged to share their personal opinions on issues, while listening and learning from the thoughts of others. A wide variety of sources are  consulted to engage and enhance student learning.

 

This is the first of two History of Quebec and Canada (HQC) courses in the second cycle of the Quebec Education Program. The HQC program is organized as a chronological survey, with Grade 9 studying “Origins to 1840” and Grade 10 examining “1840 to today.” The general objectives of the HQC program focus on the characterization and interpretation of the distinguishing features of the historical path taken by Quebec society. The curriculum involves the study of the interaction between the diverse groups within the complex entity that form the nation. There are two subject-specific competencies that students are expected to develop in the HQC program: characterizes a period in the history of Quebec and Canada; and interprets a social phenomenon. Specific content begins with a primer on the geographical attributes of the region to enhance understanding of historical realities, such as settlement and economic development. There are four main chapters within the course: the experience of the Indigenous peoples and the colonization attempts from origins to 1608; the evolution of colonial society under French rule 1608-1760; the Conquest and the change of empire 1760-1791; and the demands and struggles of nationhood 1791-1840.

 

Beginner: This introductory music course is designed for the very beginner who has no previous music training. Students select an instrument and learn to play a few simple pieces by the end of the year. A music method book, which includes sample tunes from various cultures, is used to introduce the notes on the instruments. Theory and practice are mutually developed at a pace that allows students to grasp the basic elements of rhythm and melody. Students begin their musical literacy by being able to express themselves using basic musical terminology.

Advanced: Students in their second or third year of study on their instrument are now learning jazz band repertoire as well as popular repertoire. They further develop their technique and playing skills as they work in large and small groups and learn to solo. Music theory and ear training include a study of more complex melodic and rhythmic patterns as well as scales and basic melodic structure in the major keys.

 

This course, which is interconnected with the Quebec Education Plan’s Personal Development subject area, introduces students to topics related to healthy lifestyle choices, including cardiovascular health, introductory first aid (Red Cross), hygiene, the impact of alcohol and tobacco on the body and others. Topics from the sexuality curriculum are explored to help students better understand themselves and develop healthy relationships. The physical education portion of this course promotes comprehension, ability and commitment in each student that will in turn foster an enjoyment and appreciation for healthy living, wellness and a long-lasting active lifestyle. Students participate in a variety of activities with the goal of improving the wellness of the body, mind and spirit. Students learn and practice the skills and rules for team sports, such as ultimate Frisbee, flag rugby, futsal, touch football, capture the flag, cooperative games and more. There is a consistent focus on positive personal and social behaviours, with an emphasis on fair play. 

 

This is an intermediate course where students continue to build on artistic competencies as they extend their media literacy in areas such as painting, drawing and sculpture. Students have the opportunity to broaden their experience and consolidate fundamental skills needed to achieve desired creative effects. Contributions to the development of cultural and social values as well as personal meaning in their art are explored. Students adopt effective work methods and seek to achieve the fullest potential in their art.

 

Students begin the course by studying the theory of evolution followed by historical and chronological study of the rise and fall of the various civilizations of the Middle East that gave rise and power to the main religions of the area and how they spread throughout the world. The basic philosophy and backdrop to world religions will be studied as well as the top five religions of the world in detail: Judaism, Christianity, Islam, Hinduism and Buddhism. The course also looks at various artwork and cultural elements with religious significance. Then the course turns towards the modern-day justice system and law and investigates current events and ethical dilemmas and challenging, controversial topics. The course ends with a study of the future of humanity and what challenges the students will face in the future as adults.

 

This is the second of two History of Quebec and Canada (HQC) courses in the second cycle of the Quebec Education Program (QEP). The HQC program is organized as a chronological survey, with Grade 9 studying “Origins to 1840” and Grade 10 examining the period “1840 to Today.” The objectives and competencies of the HQC program remain the same as those discussed in the Grade 9 course. Specific content begins with two primers - one analyzing the geographical attributes of the region and the other a recap of some key content and concepts studied in Grade 9. There are four main chapters within the course:  formation of the Canadian federal system 1840-1896; nationalism and the autonomy of Canada 1896-1945; modernization of Quebec and the Quiet Revolution 1945-1980; societal choices in contemporary Quebec 1980 to the present day. Students must take and pass this required course to obtain a high school matriculation certificate in the Province of Quebec. There is a compulsory uniform final examination administered by the MEQ. The examination covers only the material covered during Grade 10 (Grade 9 HQC is not required to experience success with the Grade 10 course/final examination).

 

Prerequisite: Music 10 (this is not an introductory course). Students in their fourth and/or fifth year of study on their instrument work on more advanced jazz band repertoire and small and large ensemble pieces, further developing their technique and refining their performance skills. Students are expected to develop their personal performance skills to a level of confidence where they can improvise and solo comfortably within the group. Music theory includes a study of major and minor scales, intervals, triadic chord structure and harmonic progressions. Ear training includes both rhythmic and melodic dictation. Students submit their own original song compositions.

A mature focus is developed at this level in terms of critical assessment and art as a tool for communication and creativity. Students acquire a stronger grasp of the manipulation of materials while learning to express their thoughts, values and feelings in a visual form. Exploring through study periods, students further develop their exposure to new concepts and mediums. Art history and theory bring their work into relevant context and strengthen their individual growth as art makers.

 

In this course, students are invited to explore problems and issues affecting various societies through various geographic and historical perspectives along with economic and political dimensions. Students become better prepared to understand global events and place these events within the context of today’s complex world.

Economics 11 exposes students to a broad cross-section of basic economic theory. This course provides students with the knowledge base to function as informed consumers and producers operating within the global economic system. In this course, students read and respond to a range of economic issues based on current, real-world situations. They are given the opportunity to develop their oral expression skills through discussion, debating and presentations. Developing abilities in this area is a key to successful communication as well as an essential skill for success in college and the labour market of the 21st century.

This program focuses on helping students manage their personal finances based on situations they are already familiar with or are likely to face in the near future. The program emphasizes three financial areas: consumption of goods and services, integration into the workforce and continuing education. Each issue requires students to use critical judgment, make informed choices and estimate costs, all while considering the various laws involved.