Introduction
This course explores issues and challenges facing the Canadian economy as well as the implications of various responses to them. You will explore the economic role of firms, workers, and government as well as your own role as individual consumers and contributors, and how all of these roles contribute to stability and change in the Canadian economy. You will apply the concepts of economic thinking and the economic inquiry process, including economic models, to investigate the impact of economic issues and decisions at the individual, regional, and national level.
An OSSD credit course
This course has been developed based on the following Ontario Ministry of Education documents:
- Canadian and World Studies, The Ontario Curriculum, Grades 11 and 12, 2015 (Revised)
- Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools (2010)
Curriculum Expectations
| A Economic Inquiry and Skill Development | |
| A1 | Economic Inquiry: use the economic inquiry process and the concepts of economic thinking when investigating current economic issues in Canada |
| A2 | Developing Transferable Skills: apply in everyday contexts skills developed through economic investigation, and identify various careers in which a background in economics might be an asset |
| B Fundamentals of Economics | |
| B1 | Scarcity and Choice: analyse the relationship between scarcity and choice and how these considerations affect economic decision making |
| B2 | Economic Models: apply economic models to analyse economic choices and issues affecting Canada and Canadians |
| B3 | Political and Economic Systems: analyse how different political and economic systems and entities, including governments in Canada, make economic decisions |
| B4 | Financial Planning: demonstrate an understanding of key considerations related to personal financial planning, and use economic data to analyse the costs and benefits of personal financial decisions |
| C Economic Challenges and Responses | |
| C1 | Market Systems: analyse how various factors, including the practices of different stakeholders, affect markets and the value of goods |
| C2 | Workers in Canada: explain the main roles, practices, and concerns of workers, both organized and unorganized, in Canada |
| C3 | Employment Patterns and Trends: analyse patterns and trends related to employment and unemployment in Canada, their causes, and their impact on individuals and society |
| C4 | Economic Inequality: analyse causes and measures of, as well as responses to, economic inequality in Canada |
| D Interrelationships among Economic Citizens | |
| D1 | Producers and Consumers: analyse ways in which producers and consumers participate in the Canadian economy and some ways in which governments affect this participation |
| D2 | Government Intervention: analyse various ways in which governments in Canada intervene in the economy as well as factors that influence this intervention |
| D3 | Economic Citizenship: explain the roles, perspectives, and influence of various economic citizens in Canada |
| E Economic Interdependence | |
| E1 | Perspectives on Scarcity and Sustainability: analyse competing perspectives on scarcity and sustainability in Canada and assess their significance |
| E2 | Weighing Trade-offs, Making Choices: explain the criteria that governments and firms in Canada use to weigh trade-offs and make economic choices |
| E3 | Economic Globalization: assess the impact of globalization, including international trade and investment, on the Canadian economy |
How you are assessed in this course
At Agile Preparatory Academy, tests and assignments are carefully crafted to promote understanding of course content and help students achieve academic success. This success translates to high grades achieved by our students, which reflect a thorough understanding of concepts covered in the course as well as meeting and exceeding curriculum expectations.
Assessment FOR / AS / OF learning
Our teachers champion the idea that the primary purpose of assessment and evaluation is to improve student learning. Our teachers monitor student progression through the course and provide reflection and feedback that guides students towards improvement. The assessment and evaluation strategies of our school follow the Ministry of Education's policies and curriculum requirements. Our teachers use the following types of assessments to improve student learning:
Assessment for learning – These assessments include practice questions which do not contribute significantly (or at all) to the final grade. These assessments give students opportunities to practice their skills and test their knowledge prior to attempting assessments that affect their final grade. It also gives students and teachers opportunities to identify gaps in understanding and discover concepts that have been misunderstood. Here, our teacher gives students descriptive feedback and coaching for improvement.
Assessment as learning – These assessments include self reflections. The purpose of these assessments is to help students develop their capacity to be independent and autonomous learners who are able to set their own goals, monitor their own progress, determine next steps, and reflect on their thinking and learning. These tasks allow students to identify areas of strengths and weaknesses and allow them to advocate for their own learning.
Assessment of learning – These assessments contribute to the final mark of the course. Our teachers ensure that these assessments are ongoing, varied in nature, and administered over a period of time to give multiple opportunities to our students to demonstrate the full range of their learning. It allows our teachers to judge the quality of student learning with respect to curriculum expectations and assign a percentage grade to represent that quality. These assessments are designed to be fair, transparent, and equitable for of our students.
The Final Grade
The overall grade of the course is composed of:
- 70% from course work
- 30% from final evaluation
Most of the overall grade, 70%, is based on course work done prior to the final evaluation. This portion of the grade reflects the student's most consistent level of achievement in the course, with special consideration given to more recent evidence of achievement. Here, our teachers gather evidence of learning from assignments, projects, presentations, and tests throughout the course (Assessment of Learning), giving students multiple opportunities to perform well.
The balance, only 30% of the overall grade, is gathered from final evaluations administered at the end of the course. The final assessment may be a final exam, a final project, or a combination of both an exam and a project.
The OSSD credit
A credit is granted and recorded when the final percentage mark in this course is 50 per cent or higher.
Agile Prep Academy is a high school through which a student can earn credits towards the Ontario Secondary School Diploma (OSSD) high school diploma. We are in compliance with Ontario Ministry of Education policies, and are assessed and authorized by the Ministry to grant the OSSD diploma as well as OSSD credits.
Our courses are taught online, which allows our students to meet and exceed the online credit requirements needed for graduation. For further high school graduation requirements, including the Online learning graduation requirement, please visit the Ministry’s website.