Ontario’s English curriculum is based on the belief that language learning is critical to responsible and productive citizenship, and that all students can become successful language learners. The curriculum is designed to provide students with the knowledge and skills that they need to achieve this goal. It aims to help students become successful language learners.
Successful English Learners:
- understand that language learning is a necessary, life-enhancing, reflective process;
- communicate – that is, read, listen, view, speak, write, and represent – effectively and with confidence;
- make meaningful connections between themselves, what they encounter in texts, and the world around them;
- think critically;
- understand that all texts advance a particular point of view that must be recognized, questioned, assessed, and evaluated;
- appreciate the cultural impact and aesthetic power of texts;
- use language to interact and connect with individuals and communities, for personal growth, and for active participation as world citizens.
During the twentieth century, science played an increasingly important role in the lives of all Canadians. It underpins much of what we now take for granted, from life-saving pharmaceuticals to clean water, the places we live and work in, computers and other information technologies, and how we communicate with others. The impact of science on our lives will continue to grow as the twenty-first century unfolds. Consequently, scientific literacy for all has become a goal of science education throughout the world. Scientific literacy can be defined as possession of the scientific knowledge, skills, and habits of mind required to thrive in the science-based world of the twenty-first century.
A scientifically and technologically literate person is one who can read and understand common media reports about science and technology, critically evaluate the information presented, and confidently engage in discussions and decision-making activities regarding issues that involve science and technology.
The Goals of Science Program
Achievement of both excellence and equity underlies the three major goals of the secondary science program. The Ontario Curriculum, Grades 9 outlines not only the skills and knowledge that students are expected to develop but also the attitudes that they will need to develop in order to use their knowledge and skills responsibly. The three goals of the science program are as follows:
1. to relate science to technology, society, and the environment
2. to develop the skills, strategies, and habits of mind required for scientific inquiry
3. to understand the basic concepts of science
Every course in the secondary science program focuses on these three goals. The goals are reflected within each strand of every course in the three overall expectations, which in turn are developed in corresponding sets of related specific expectations. The same three goals also underlie assessment of student achievement in science.
Science is taught in manner not only to understand the creation around us but also to appreciate the Creator who has made such intricate, precise and well-connected systems that make our lives possible and comfortable.
Mathematical knowledge becomes meaningful and powerful in application. This curriculum embeds the learning of mathematics in the solving of problems based on real-life situations. Other disciplines are a ready source of effective contexts for the study of mathematics. Rich problem-solving situations can be drawn from closely related disciplines, such as computer science, business, recreation, tourism, biology, physics, or technology, as well as from subjects historically thought of as distant from mathematics, such as geography or art. It is important that these links between disciplines be carefully explored, analysed, and discussed to emphasize for students the pervasiveness of mathematical knowledge and mathematical thinking in all subject areas.
The Grade 9 courses in this curriculum build on the knowledge of concepts and skills that students are expected to have by the end of Grade 8. The strands used are similar to those of the elementary program,with adjustments made to reflect the new directions mathematics takes in secondary school. The Grade 9 courses are based on principles that are consistent with those that underpin the elementary program, facilitating the transition from elementary school. These courses reflect the belief that students learn mathematics effectively when they are initially given opportunities to investigate ideas and concepts and are then guided carefully into an understanding of the abstract mathematics involved. Skill acquisition is an important part of the program; skills are embedded in the contexts offered by various topics in the mathematics program and should be introduced as they are needed.
The Grade 9 mathematics curriculum is designed to foster the development of the knowledge and skills students need to succeed in their subsequent mathematics courses, which will prepare them for the postsecondary destinations of their choosing.
The Islamic studies Curriculum at the school is its most essential component. It is predicated on a serious study of the entire Qur`an – Within four years of High-School, students navigate the study of the entire Qur`an with key emphasis on vocabulary, learning the fundamentals of the Arabic language, memorization of some key passages and surahs, extractions in Islamic History and the other sciences of Islam and most importantly, life lessons. These eight courses that will span all four years will result in a certificate of Quran Studies at graduation.
The business studies curriculum examines the multifaceted functions and operations of businesses, from small businesses to multinational enterprises. These businesses drive the economy, influence the standard of living and the nature and number of jobs, and play a role in the career decisions of many secondary school students. Students are motivated and learn best when they understand the relevance of what they are studying.The business studies program provides rich opportunities for relevant, real-world learning experiences.These experiences reinforce theoretical learning and at the same time provide authentic contexts in which students can apply what they have learned. In business studies, programs that provide pathways to specific apprenticeship and workplace destinations and that include cooperative education courses provide students with valuable information and connections that help them to explore potential work and business opportunities.
The Goals of Business Studies
The fundamental purpose of the business studies program is to provide students with the knowledge, skills, and attitudes necessary to achieve success in secondary school, the workplace, postsecondary education or training, and daily life.
The goals of the business studies curriculum are to enable students to:
- gain an understanding of business concepts through the study of subjects such as accounting, entrepreneurship, information and communication technology (ICT), international business, marketing, and business leadership;
- achieve business, economic, financial, and digital literacy;
- develop the skills, including critical thinking skills, and strategies required to conduct research and inquiry and communicate findings accurately, ethically, and effectively;
- apply the knowledge, skills, and attitudes acquired through the study of business to a variety of learning tasks and relate them to business phenomena on the local, national, and global levels
- develop lifelong learning skills that will help them adapt to technological advancements, the changing workplace, and the global economy;
- make connections that will help them take advantage of potential postsecondary educational, work, and business opportunities.
These goals can be achieved in a concrete and practical context through real-world learning activities that combine the acquisition and application of knowledge and skills
We at Al-Manarat High School will offer Grade 9 French in collaboration with Independant Learning Centre (ILC).
Health And Physical Education
This curriculum helps students develop an understanding of what they need in order to make a commitment to lifelong healthy, active living and develop the capacity to live satisfying, productive lives. Healthy, active living benefits both individuals and society in many ways – for example, by increasing productivity and readiness for learning, improving morale, decreasing absenteeism, reducing health-care costs, decreasing anti-social behaviour such as bullying and violence, promoting safe and healthy relationships, and heightening personal satisfaction. Research has shown a connection between increased levels of physical activity and better academic achievement, better concentration, better classroom behaviour, and more focused learning. Other benefits include improvements in psychological well-being, physical capacity, self-concept, and the ability to cope with stress. The expectations that make up this curriculum also provides the opportunity for students to develop social skills and emotional well-being. In the senior grades, three destination courses provide students with knowledge and skills related to specialized areas that they may choose to pursue after graduation. The practical, balanced approach adopted in all courses in this curriculum will help students move successfully through secondary school and postsecondary education or training, and into the workplace. In health and physical education, students will learn the skills needed to be successful in life as active, healthy, and socially responsible citizens.
Learning Geography will enable students to become responsible, active citizens within the diverse communities to which they belong. As well as becoming critically thoughtful and informed citizens who value an inclusive society. Students will have the skills they need to solve problems and communicate ideas and decisions about significant developments, events, and issues.
Students will work towards:
- developing an understanding of the characteristics and spatial diversity of natural and human environments and communities, on a local to a global scale;
- analysing the connections within and between natural and human environments and communities;
- developing spatial skills through the use of spatial technologies and the interpretation, analysis, and construction of various types of maps, globes, and graphs;
- being responsible stewards of the Earth by developing an appreciation and respect for both natural and human environments and communities
Send Us A Message
Al-Manarat Islamic High School
2550 Argentia Rd Unit #121,
Mississauga, ON L5N 5R1, Canada
Email : info@almanarathighschool.
Phone : 905-997-0260, 905-997-0269