Grade 11 Course Descriptions 2021-2022
- English Language Arts
- Language Acquisition
- Social Sciences
- Design Technology
- Physical & Health Education
English Language Arts
IBDP ENGLISH - Programme language A: language and literature
The grade 11 English language arts course refines the students’ abilities in reading, writing, speaking, and listening. In preparation for the year-end MEES provincial exam, the course focuses on the requirements of literary response, pre-writing strategies, peer editing and revising for the requisite genres of writing, e.g., planning, reflective, narrative, expository and persuasive. Students will be evaluated according to the three provincial competencies of talk, reading, and production.
Further, all students will work within the IB DP Programme language A: language and literature framework ensuring that students are prepared to pursue a variety of post-secondary options in English (CEGEP, IB DP Year 2, Pre-University):
The language A: language and literature course aims at studying the complex and dynamic nature of language and exploring both its practical and aesthetic dimensions. The course will explore the crucial role language plays in communication, reflecting experience and shaping the world, and the roles of individuals themselves as producers of language. Throughout the course, students will explore the various ways in which language choices, text types, literary forms and contextual elements all affect meaning. Through close analysis of various text types and literary forms, students will consider their own interpretations, as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts. The aims of studies in language and literature courses are to enable students to engage with a range of texts, including both literary and non-literary texts.
FRANÇAIS BASE - IB FRENCH: AB INITIO
Le cours de langue ab initio est un cours d'apprentissage de la langue destiné aux élèves ne connaissant pas ou peu la langue. Il est construit autour de trois thèmes: individu et société, loisir et travail, et environnements urbains et ruraux. Chaque thème contient une liste de sujets permettant aux élèves de pratiquer et d'explorer la langue et de développer leur compréhension interculturelle. En développant leurs compétences réceptives, productives et interactives, les élèves développent leur aptitude à réagir et interagir de façon appropriée dans un certain nombre de situations de la vie quotidienne.
FRANÇAIS DE BASE - IB B SL
L’élève à qui s’adresse ce cours s’exprime bien en français, mais en lecture, sa compréhension conceptuelle n’est pas très développée. De même, en écriture, il éprouve des difficultés à structurer des phrases simples et complexes. C’est pourquoi, le programme de français base du ministère de l'Éducation ainsi que le programme de IB B, niveau moyen, répondront aux besoins de l’élève afin de lui permettre de répondre aux attentes du ministère et du programme IB. Des compétences interactives, productives et réceptives seront développées à travers une étude contextualisée de la langue, des textes et des thèmes, de plus, la compréhension interculturelle et le plurilinguisme seront des objectifs primordiaux de ce cours. L’élève sera également exposé à une vaste gamme de textes authentiques et réalisera des travaux dans un éventail de contextes de communication. De plus, l’élève suivant ce programme devra réussir l’examen du ministère à la fin de l’année afin d’obtenir son diplôme d’étude secondaire.
FRANÇAIS ENRICHI (Pour les élèves non IB)
L’élève qui suit le cours de français du programme enrichi du MEES ne fait pas partie du programme IBDP. La troisième année du 2e cycle du cours secondaire présentera à l’élève un défi de taille puisqu’il sera appelé à réussir l’examen final uniforme à la fin de l’année. Les articles de journaux exploitant l’actualité, les textes d’opinion ainsi que le roman feront l’objet de lectures et de sujets d’écriture au cours de l’année. Des textes argumentatifs, explicatifs et narratifs seront également travaillés en écriture. Des lectures plus avancées seront proposées. Il est à noter que la progression des apprentissages du programme enrichi en français langue seconde du ministère de l’Éducation est très similaire à celle du programme de français langue d’enseignement. C’est pourquoi, l’élève de ce programme doit être compétent pour pouvoir le suivre.
IB FRENCH B SL/HL ENRICHI
Le cours de français B niveau moyen (SL) est un cours d’apprentissage d’une langue supplémentaire conçu pour les élèves ayant une expérience préalable de l’apprentissage de la langue française. Il met principalement l’accent sur l’acquisition de la langue et sur le développement des compétences linguistiques grâce à l’étude et à l’utilisation d’un éventail de supports écrits et oraux, allant des échanges oraux quotidiens à l’écriture de divers types de textes courants. Le cours est construit autour d’un tronc commun et d’options, qui favorise une perspective interculturelle. Le cours de français B (SL) cherche à développer la compréhension internationale, à susciter un intérêt pour les questions mondiales et à faire prendre conscience aux élèves de leurs responsabilités à l’échelle locale. Il vise également à développer une ouverture interculturelle chez les élèves, ce qui va également dans le sens de la relation entre le cours de langue et la dimension internationale. De plus, le programme de langue seconde enrichi sera enseigné en vue de l'examen du MEES à la fin de l'année.
IB FRENCH B HL: Français - Langue d’enseignement
Le cours de français B niveau supérieur (HL) est un cours d’apprentissage d’une langue supplémentaire conçu pour les élèves ayant une expérience préalable de l’apprentissage de la langue concernée. Il met principalement l’accent sur l’acquisition de la langue et sur le développement des compétences linguistiques grâce à l’étude et à l’utilisation d’un éventail de supports écrits et oraux, allant des échanges oraux quotidiens aux textes littéraires. Le cours est construit autour d’un tronc commun, d’options et d’œuvres littéraires qui favorisent une perspective interculturelle. Le cours de français B (HL) cherche à développer la compréhension internationale, à susciter un intérêt pour les questions mondiales et à faire prendre conscience aux élèves de leurs responsabilités à l’échelle locale. Il vise également à développer une ouverture interculturelle chez les élèves. Le volet littéraire, quant à lui, distingue le niveau supérieur du niveau moyen. De plus, le programme de langue seconde enrichi sera enseigné en vue de l'examen du MEES à la fin de l'année. À la fin de l’année, les élèves de ce cours auront la possibilité de faire l’examen du ministère en Français - Langue d’enseignement, sec. V.
FRENCH LANGUAGE ACQUISITION OVERVIEW
The French language acquisition overview shows the phases of French from grades 9 through Pre-U. The current French teacher will recommend the appropriate placement for the following school year. For students new to LCC, there may be French placement testing.
MATHEMATICS – CULTURAL, SOCIAL, AND TECHNICAL OPTION (CST)
This course follows the mathematics curriculum of the ministère de l’Éducation et de l’Enseignement supérieur (MEES) for secondary cycle 2, year 3 (grade 11), with the addition of certain topics and project-based learning. This course covers a range of mathematical topics in statistics, probability, geometry and graph theory, and is intended by MEES for students planning to pursue CEGEP studies in social sciences and arts. This course is taught concurrently with the IB Applications and Interpretation SL course.
MATHEMATICS – TECHNICAL SCIENTIFIC (TS)
This course follows the mathematics curriculum of the ministère de l’Éducation et de l’Enseignement supérieur (MEES) for secondary cycle 2, year 3 (grade 11), with the addition of certain topics that our department feels necessary to adequately prepare our students for post-secondary studies in mathematics. This course covers a wide range of mathematical topics in algebra, geometry and statistics, and is intended for students planning to pursue CEGEP studies in commerce and social sciences. Please note that this course may not be sufficient for students wishing to study commerce at university outside Quebec and therefore Pre-U Calculus and Vectors is recommended. This course is taught concurrently with the IB Analysis and Approaches SL course.
MATHEMATICS – SCIENCE OPTION (SN)
This course follows the mathematics curriculum of the ministère de l’Éducation et de l’Enseignement supérieur (MEES) for secondary cycle 2, year 3 (grade 11), with the addition of certain topics that our department feels necessary to adequately prepare our students for post-secondary studies in mathematics. This course covers a wide range of mathematical topics in algebra, conics, functions, and pre-calculus, and is intended for students planning to pursue CEGEP studies in sciences and commerce. It is taught concurrently with the common content for the IB Analysis and Approaches SL course.
MATHEMATICS – SCIENCE OPTION (SN) HL 11
This course continues the mathematics curriculum of the ministère de l’Éducation et de l’Enseignement supérieur (MEES) for secondary cycle 2, year 3 (grade 11) that was started in the Extended Grade 10 SN. This course covers a wide range of extended mathematical topics in algebra, functions, sequences and series, pre-calculus, and additional IB HL course topics, and is intended for students planning to pursue CEGEP studies in pure mathematics, sciences and commerce. The HL mathematics course follows the IB Analysis and Approaches HL curriculum.
The math continuum shows the progression of math courses from grades 10 through Pre-U. The current math teacher or the academic advisor can help you figure out the right progression. For students new to LCC, the admissions office can help advise you.
In the Contemporary World course, students choose a pressing world issue to research and then develop a position on that problem through a 2,000-2,500-word essay. The students have to examine various points of view on the issue. They must reflect on anything that may influence their thinking, such as media treatment of the issue, then debate the issue and consider opportunities for social action. Taking a position on a contemporary world issue involves participating as a responsible citizen in social debate. The course is mainly, but not solely, focused on an inquiry-based method of learning where the students pursue an issue of particular interest to them. They then research a variety of sources, develop a thesis, build an outline for a paper, write a draft, receive and give editing feedback and produce a research paper, complete with proper citations. The issues on which the students are expected to take positions stem from the problems they have interpreted through guided readings and class debate. In the paper, they must support their respective viewpoints and propose solutions.
This course is designed to help students acquire the knowledge and vocabulary needed to take informed positions on financial issues. To be able to take a position, students must analyze a variety of resources, and think carefully and critically about their unique situation. Throughout the course, students explore and take a position on: spending vs. saving, budgeting, banking, vehicles to grow savings, mortgages, taxes, professionalism, as well as investing and stocks. Learning and evaluation situations include: group and individual presentations, a stock market challenge, becoming experts in a publicly traded company, SWOT analysis, article analysis and discussion, and a variety of written submissions. This course is taught online.
This course takes an interdisciplinary approach to global economic issues of the Post-Cold War Era. It serves as an introduction to basic economic concepts, such as supply and demand, opportunity cost, banking, monetary flows, fiscal policy, monetary policy, international trade, exchange rates, and economic development in developing countries. Topics to be studied include microeconomics, macroeconomics, globalization, resource management, sustainable development, international trade, and the global economy. The content of this course will appeal to students with an interest in economics, economic development, international affairs and political science, as well as serve as a useful base for those wishing to pursue studies in international development, commerce and/or social sciences at the post-secondary level.
This course acquaints students with the main issues that confront our planet today. Students discover the great inequalities that exist among people of our world by studying the major issues confronted by our global citizens. With our “global village” getting smaller, it is essential that contemporary students become aware of world concerns relating to population, resources, disease, the environment, economic development, political conflict, and cultural controversy. They learn how to identify and analyze issues, recognize causes and consequences, and suggest workable solutions to these concerns.
*This course is available as a two-year course at both the standard and higher levels.
This course looks at historical phenomena from a thematic perspective. The course emphasizes the importance of encouraging students to think historically as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and an understanding of multiple interpretations of history. The course involves a challenging and demanding critical exploration of the past using a variety of learning activities, such as debates, simulations, text analysis and seminars. Students draw on both primary and secondary sources in their study of the following units: The Cold War, Authoritarian States (with a focus on Nazi Germany & Castro’s Cuba), and Rights and Protests.
*This course is available as a two-year course at both the standard and higher levels.
IBDP Business Management SL/HL
Business management explores a variety of important business themes for students who are considering pursuing business or commerce as a career, or simply exploring their entrepreneurial spirit. The course emphasizes a formalized vocabulary to help students express business concepts and analysis that they would otherwise only be exposed to in higher levels of post-secondary education. Students learn to analyze, discuss and evaluate business activities at local, national and international levels. The course covers a range of organizations from all sectors, as well as the socio-cultural and economic contexts in which those organizations operate.The course has a variety of learning activities, such as written reports, simulations, text and data analysis, and business case studies. It is structured around the following units: business organization, human resources, finance and accounting, marketing, and operations management.
*This course is available as a two-year course at both the standard and higher levels.
Grade 11 Biology HL
This HL senior level biology course is designed to prepare students for Year II of the HL International Baccalaureate Diploma Programme. The program covers an in-depth exploration of human anatomy and physiology, as well as ecological and evolutionary principles. Lab experiences include microscopy, dissection, use of digital probes, and biological assays. Skills in data collection, presentation and analysis are developed throughout the program. Daily reading and learning new biological terminology and its application is required for success.
- Pre-requisite course: Grade 10 STE (minimum 85%)
This senior level chemistry course follows the grade 10 science courses and provides the necessary background for those students who wish to continue their studies in science after high school. Emphasis in this course is on developing a deeper understanding of the concepts through application and experimentation. Concepts covered are stoichiometry, gas laws, thermodynamics, kinetics and equilibrium (including acids and bases). This course covers the full MEES curriculum, with some additional topics for IB SL students.
To register in this course, students must have an average of 78% or above in both grade 10 science (ST & EST) and mathematics (science option).
Students in the HL program study the same material covered in the regular program but in greater depth with more time dedicated to experimental methods. This program emphasizes data collection, analysis of data and encourages experimental design. This course covers an extended MEES curriculum, with some additional topics for IB HL students. Students planning on continuing in HL Chemistry Year 2 should register for this course. Students must have an average of 88% or above in both grade 10 science (ST & EST) and mathematics (science option).
IBDP Environmental Systems and Societies SL
ESS is firmly grounded in both the exploration of cultural, economic, ethical, political and social interactions of societies with the environment and a scientific exploration of environmental systems in their structure and function. As a result of studying this course, students become equipped with the ability to recognize and evaluate the impact of our complex system of societies on the natural world.
ESS is an interdisciplinary course offered in the Diploma Programme. Because it is an interdisciplinary course, students can have it count as either a group 3 (social sciences) or group 4 (science) course.
Students will be able to study this course successfully with no specific previous knowledge of science or geography. ESS aims to foster an international perspective, awareness of local and global environmental concerns and an understanding of the scientific methods is prioritized. Students study eight different topics covering biodiversity, conservation, and sustainability related to the global economy and political sphere. The most important aspect of the ESS course is hands-on work in the laboratory and/or out in the field.
This course is a continuation of the science technology and the environment course taken in grade 10, and provides the necessary background for students who wish to continue their studies in science after high school. It is an introductory physics course that encourages students to develop an understanding of concepts through experimentation. The program emphasizes the importance of the quantitative nature of science, experimental technique, communication, problem-solving and the place of science in the context of the human experience. This course covers the full MEES curriculum, with some additional topics for IB SL students. To register in this course, students must have an average of 78% or above in both grade 10 science (ST & EST) and mathematics (science option).
Students in the HL program cover the same material as the SL students with an additional emphasis on higher order problems. Additional topics in mechanics are covered, including wave mechanics, simple harmonics and the doppler effect. Subject to time constraints, further IB topics such as thermal physics and/or electromagnetics are also covered. Students planning on continuing in HL Physics Year 2 should register in this course. They must have an average of 88% or above in both grade 10 science (ST & EST) and mathematics (science option).
Sport, health & exercise science
The objective of this course is to build basic understanding of concepts related to the science of exercise, nutrition, and coaching psychology. Students gain a base knowledge of anatomy and physiology as it relates to biomechanics and human growth/development. They then use this knowledge to create scientifically-based nutrition and training programs which will be used practically in the school’s fitness centre. Lastly, the students research proven coaching methods and build on their own leadership skills while working with younger students developing their age-appropriate skill acquisition. In order to be successful in this course, a student should have a strong interest in athletics/training, a willingness to participate fully in training periods and a basic understanding of human biology covered in previous science courses.
The science continuum shows the progression and choice of science courses from grades 10 through Pre-U. The current science teacher or the academic advisor can help you figure out the right progression. For students new to LCC, the admissions office can help advise you.
Grade 11 Design Technology is a fun and engaging course for students who are interested in product design, entrepreneurship, architecture, fashion, and design as a practice for sociocultural change. Students learn about classic design, design history, and theories that have shaped the way products are made, distributed and discarded. Design is an interdisciplinary subject that is commonly recognized in the arts, engineering, user experience, commerce, material and social sciences. Research through design is also emerging as an important academic method for speculating possible futures. As such, it is a practical area of study for students interested in sustainable innovation and developing 21st-century skills which can be applied to any field of interest. Please note that students must be autonomous, organized, and curious, as it requires a higher level of technical and creative rigour. Students have the year to build prototypes in the Fab Lab and develop solutions for real-world problems. Those interested in the two-year IB option will have complementary material to cover in addition to having two years to complete their design prototypes.
Physical & Health Education
Physical & Health Education
The physical education program is dedicated to the development of mind, body, and heart. Based on the IB Creativity, Activity, Service (CAS) programme, the grade 11 year in P.E. is focused on developing lifetime sport interest and abilities, as well as habitual exercise practices, through choice and participation. Students are also introduced to various international sports. Proactive leadership and cooperation with teachers and peers are qualities students should always be trying to develop. Each student must plan, accomplish, and reflect on a minimum of 50 hours of activity. This activity may coincide with the Creativity and Service of the CAS. The P.E. staff offers choices for the students to engage in their CAS plans, as well as support and guidance in selection of viable options.
ADVANCED LEVEL ART
Students who elect to take art in grade 11 must have a keen interest and strong ability, as this course requires concentration and extra effort outside of class time. Students are exposed to a variety of media, art techniques and visual concepts. Over the course of the year, the students come to a deeper level of understanding of the creative process, gaining mastery over several art media. They refine studio skills to discover ways in which art becomes a powerful tool of communication. Critical analysis will be sharpened for judging the student’s own artwork and the artwork of others. There is a strong focus on understanding and applying the creative process to produce original works of art. Each student produces a body of studio work for exhibition. There is also a required drawing component in each unit of study that places a strong emphasis on developing and strengthening drawing skills in a variety of drawing media and styles. The goal of practical work is to provide a portfolio containing examples of work in various media. Interest in specific media is encouraged but a generalist approach is considered the best preparation for those who may wish to pursue art in CEGEP or university. Successful completion of grade 10 art or teacher approval based upon a portfolio submission is normally a prerequisite.
IB VISUAL ARTS HL/SL
The IB Visual Arts course consists of three major components to be completed over a two-year period: a comparative study, a process portfolio and an exhibition of studio artworks. The comparative study is an independent, critical and contextual investigation exploring artworks, objects and artifacts from differing cultural contexts. Students compare at least three different artworks, by at least two different artists, with commentary. The process portfolio component consists of carefully selected materials which evidence their experimentation, exploration, manipulation and refinement of a variety of visual arts activities during the two-year course. For the exhibition component, students submit for assessment a selection of eight to eleven resolved artworks for their exhibition.
Short Film Production
In this film course, students study various genres of film throughout history, reviewing and analyzing famous scenes and the constructs and theory that were behind their production. Students also produce their own short film throughout the course of the year (10-minute duration). Film genres to be explored include full-length feature films, short films, silent movies, animations, stop motion, special effects, and much more. Students learn the theoretical and technical aspects of analyzing, writing, filming and editing. A number of hands-on production assignments accompany each unit (e.g., producing a stop motion film, an animation, a three-minute special effects film, etc.). The best work is published online (LCC TV), and students are encouraged to submit their films to festivals, including SIFF.ca, hosted by LCC. This course is compatible with IB film (year 1) and, as such, IB students may continue with the second part of the IB film course at the Pre-U level. All course content is online, be it video tutorials or course notes (see www.siff.ca).
For this course there is both informal individual instruction and group instruction. Students are allowed to play guitar independently and progress is monitored and expected. All levels are welcome and guitars are provided.
Students must have previous musical experience to take this course. Enrolment is predicated on having passed grade 10 instrumental music, or having the permission of the music faculty. Students work on developing their musical skills in a wind ensemble setting and are expected to additionally participate in band rehearsals on Mondays after school. Expectations are that students attend the annual music camp for a weekend of lessons and rehearsals (estimated fee of $240.00 for 2021-22).
DESIGN & INNOVATION - HOW TO MAKE ALMOST ANYTHING (PART 2)
This class continues where the grade 10 class left off and further introduces students to the Fab Academy model. Students are expected to build a completely digitally-fabricated object or portfolio piece including a website with instructions on how it was made. These projects will be shared on our Fab Lab website for other Labs to learn from and will be presented at the year-end design fair. Projects can range from textiles, to electronics, programming, décor items and more. This course promises many opportunities to learn new creative skills for motivated students with all interests as they work towards a refined portfolio that demonstrates new skills they have acquired in the Fab Lab.
GRADE 11 PLAY
Students go on the exciting journey of selecting, rehearsing and performing a play. The focus is on organizing all aspects of the play. All students audition for parts and are members of the crew as well. There are two after-school commitments for dress rehearsals in April and a final evening performance.
Lights, action, camera! Students can participate in a variety of photography activities and video production opportunities that are suited to their interests.
The Wire is a visual arts option in grade 11, although any student may contribute articles. Students hone their writing skills by creating news articles, editorials, reviews and features. They also learn how to conduct interviews, edit effectively and design the layout.
Students can produce work in this course that they would be proud to display irrespective of their perceived artistic abilities. Activities range from: poster design and advertising, painting – layered tempera technique, art appreciation, Op art abstract design using pen and ink, and/or printmaking.
Being part of the yearbook team is a great way to make memories. Participants can showcase their talent in writing, photography and design, and learn invaluable skills in the areas of organization, teamwork, computer technology and communication. The yearbook tells the story of the people and events that made the school year memorable.