Introduction
This course examines current Canadian and international economic issues, developments, policies, and practices from diverse perspectives. Students will explore the decisions that individuals and institutions, including governments, make in response to economic issues such as globalization, trade agreements, economic inequalities, regulation, and public spending. Students will apply the concepts of economic thinking and the economic inquiry process, as well as economic models and theories, to investigate, and develop informed opinions about, economic trade-offs, growth, and sustainability and related economic issues.
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)
Course Details
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 Canadian and international economic issues |
| 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: demonstrate an understanding of the significance of the concept of scarcity and how it influences economic choices and decisions of various economic stakeholders |
| B2 | Supply and Demand Models: demonstrate an understanding of supply and demand models, including how to apply these models, and of factors that affect supply and demand |
| B3 | Economic Thought and Decision Making: analyse how economic and political ideas and various sociocultural factors affect economic decision making |
| C Firms, Markets, and Economic Stakeholders | |
| C1 | The Firm and Market Structures: demonstrate an understanding of markets and theories of the firm |
| C2 | Economic Trade-Offs and Decisions: analyse economic trade-offs from the perspective of different stakeholders, including those in different countries, and how trade-offs influence economic decisions |
| C3 | The Role of Government in Redressing Imbalance: explain ways in which governments, both in Canada and internationally, intervene in the economy to help address social needs and economic imbalances |
| D Macroeconomics | |
| D1 | Macroeconomic Models and Measures: demonstrate an understanding of various macroeconomic models and measures, including indicators used to measure economic inequalities, and assess their usefulness |
| D2 | Fiscal Policy: demonstrate an understanding of fiscal policy in Canada, including how it is shaped and its impact |
| D3 | Monetary Policy: analyse various aspects of monetary policy in Canada and their impact on the economy |
| E Global Interdependence and Inequalities | |
| E1 | Theories and Models of International Trade: analyse various theories, models, and issues relating to international trade |
| E2 | International Economic Developments: analyse the impact of some key international economic events and developments as well as various responses to them |
| E3 | International Economic Power and Inequality: explain the main causes and effects of global economic disparities and assess the effectiveness of responses to these disparities |
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.