zilongwang/ReadingBank huggingface dataset:
Sorcery Gain control of target artifact, creature, or enchantment. Lands you control don’t untap during your next untap step. * The control-change effect of Kefnet’s Last Word lasts indefinitely. It doesn’t wear off during the cleanup step. * If the target permanent is an illegal target by the time Kefnet’s Last Word resolves, the entire spell is countered. Your lands will untap during your next untap step as normal. * Gaining control of a creature doesn’t cause you to gain control of any Auras or Equipment attached to it. They’ll remain attached, but an Aura’s effect that affects “you” still affects its controller rather than you, the controller of an Equipment can move it during his or her next main phase, and so on. * In a multiplayer game, if a player leaves the game, all cards that player owns leave as well, and any effects that give the player control of permanents immediately end. ----- Leave {1}{W} Instant Return any number of target permanents you own to your hand. // Chance {3}{R} Sorcery Aftermath (Cast this spell only from your graveyard. Then exile it.) Discard any number of cards, then draw that many cards. * You are a permanent’s owner if the card representing it began the game in your deck, or if it’s a token that entered the battlefield under your control. Leave can target a permanent you own but don’t control. ----- Lethal Sting {2}{B} Sorcery As an additional cost to cast Lethal Sting, put a -1/-1 counter on a creature you control. Destroy target creature. * If you don’t control any creatures or can’t put any -1/-1 counters on any creature you control, you can’t cast Lethal Sting. ----- Life Goes On {G} Instant You gain 4 life. If a creature died this turn, you gain 8 life instead. * You won’t gain more than 8 life if more than one creature died this turn. * Life Goes On checks whether a creature has died during the turn only as it resolves. ----- The Locust God {4}{U}{R} Legendary Creature — God 4/4 Flying
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Elegant Edgecrafters {4}{G}{G} Creature — Elf Artificer 3/4 Elegant Edgecrafters can’t be blocked by creatures with power 2 or less. Fabricate 2 (When this creature enters the battlefield, put two +1/+1 counters on it or create two 1/1 colorless Servo artifact creature tokens.) * Once a creature with power 3 or greater has blocked Elegant Edgecrafters, changing the power of the blocking creature won’t cause Elegant Edgecrafters to become unblocked. ----- Eliminate the Competition {4}{B} Sorcery As an additional cost to cast Eliminate the Competition, sacrifice X creatures. Destroy X target creatures. * Once you announce that you’re casting Eliminate the Competition, players can’t try to remove creatures you’d like to sacrifice. * If you somehow cast Eliminate the Competition without paying its mana cost, you’ll still choose a value for X and sacrifice X creatures. ----- Embraal Bruiser {1}{B} Creature — Human Warrior 3/1 Embraal Bruiser enters the battlefield tapped. Embraal Bruiser has menace as long as you control an artifact. * Once a creature has blocked Embraal Bruiser, gaining menace won’t cause Embraal Bruiser to become unblocked. ----- Engineered Might {3}{G}{W} Sorcery Choose one — • Target creature gets +5/+5 and gains trample until end of turn. • Creatures you control get +2/+2 and gain vigilance until end of turn. * The set of creatures affected by Engineered Might’s second mode is determined as the spell resolves. Creatures you begin to control later in the turn and noncreature permanents that become creatures later in the turn won’t get +2/+2 or gain vigilance. ----- Era of Innovation {1}{U} Enchantment
Otepec Huntmaster {1}{R} Creature — Human Shaman 1/2 Dinosaur spells you cast cost {1} less to cast. {T}: Target Dinosaur gains haste until end of turn. * To determine the total cost of a Dinosaur spell, start with the mana cost or alternative cost you’re paying, add any cost increases, then apply any cost reductions. The converted mana cost of the creature remains unchanged, no matter what the total cost to cast it was. ----- Perilous Voyage {1}{U} Instant Return target nonland permanent you don’t control to its owner’s hand. If its converted mana cost was 2 or less, scry 2. * If the target permanent is an illegal target by the time Perilous Voyage resolves, the entire spell is countered. You won’t scry. * Use the permanent’s converted mana cost as it existed on the battlefield to determine whether you scry. * If a permanent has {X} in its mana cost, X is considered to be 0. ----- Pious Interdiction {3}{W} Enchantment — Aura Enchant creature When Pious Interdiction enters the battlefield, you gain 2 life. Enchanted creature can’t attack or block. * If the creature this Aura would enchant is an illegal target by the time Pious Interdiction resolves, the entire spell is countered. It won’t enter the battlefield, so its ability won’t trigger. ----- Pirate’s Cutlass {3} Artifact — Equipment When Pirate’s Cutlass enters the battlefield, attach it to target Pirate you control. Equipped creature gets +2/+1. Equip {2} ({2}: Attach to target creature you control. Equip only as a sorcery.) * You can cast Pirate’s Cutlass even if you control no Pirates. ----- Pounce {1}{G} Instant Target creature you control fights target creature you don’t control. (Each deals damage equal to its power to the other.) * If either or both targets are illegal when Pounce tries to resolve, no creature will deal or be dealt damage. -----
vicious souls to distance you and your people from Islam in the name of Islam, and from the truth in the name of the truth. Here are seven facts, O’ Shi’a, as contained in the book “Al-Kafi” which is the basis of your belief and a source of Shi’aism. Please look into it and think about it. I pray to Allah Almighty to show you the truth as it is and to help you joining it and to enable you to absorb it. Indeed there is none to be worshipped except Him. And there is no one capable except him. The First Fact
Ithna A’shariyya (the twelve Imams) said: Allah Almighty became angry upon Shi’a. So he gave me a choice between myself and themselves. So I saved them by offering myself. Now O’ Shi’a! What does this story imply, in which you are forced to believe and verify literally. It means that Musa Al-Kazim (May Allah have mercy upon him) was pleased to kill himself as a ransom for his followers; so that Allah may forgive them and enter them into the paradise without any accounting. Consider O’ Shi’a – may Allah guide me and yourself to all
explain this rather than a full passage : Was not the second caliph of the Muslims murdered by a Magain slave ? Was is not Abdullah bin Saba, a Jew, who carried the flag of Fitnah against Caliph ‘Uthman who eventually fell a victim to it. By this act, he sowed the first seed of evil and Fitnah in the Muslim land. In this cursed womb, the Satan of Shi’a was created and born, carrying the flag of two innovations: Wilaya and Imamah like two swords turned against Islam and Muslims. By calling towards Wilaya (friendship) he labeled the companions of the Prophet (SAS) as Kafir and cursed them. In
Area of Learning: Applied Design, Skills, and Technologies — Tourism Grade 11 BIG IDEAS Services and products can be designed through consultation and collaboration. Personal design choices require the evaluation and refinement of skills. Tools and technologies can influence communications and relationships. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Applied Design Understanding context Engage in consumer-centred research and empathetic observation Defining Establish a point of view for a chosen design opportunity Identify potential consumers, intended impact, and possible unintended negative consequences for a chosen tourism design opportunity Identify criteria for success, constraints, and possible unintended negative consequences Ideating Identify gaps to explore in the tourism industry Generate ideas and enhance others’ ideas to create possibilities Critically analyze how competing social, ethical, and community factors may impact design Screen ideas against criteria and constraints, and prioritize them for prototyping Collaborate with potential consumers throughout the design process when possible Prototyping Identify and use a variety of sources of inspiration and information Compare, select, and employ techniques that facilitate a given task or process Develop a product plan and/or service plan that includes key stages and resources Students are expected to know the following: design for tourism and hospitality services and products consumer types factors that influence tourism products and services and consumer choices evolving sectors of the tourism industry in a changing marketplace economic influence of tourism characteristics of services as distinct from goods local factors in the evolution of tourism over time agencies that influence the development, management, and marketing of tourism products, services, and destinations marketing considerations and strategies for industry management marketing through evolving industry technologies First Peoples tourism and the local/provincial market and economy cultural sensitivity and etiquette, including ethics of cultural appropriation hospitality and communication skills to interact effectively with local and international tourists
Questionnaire for quotation request Cleanroom Date : Prepared by : Client : Project : Location of work : Attendee(s) : Position(s) : Telephone : Email : 1. Work activities in the relevant cleanroom: 2. Client’s question for PP4CE: 3. Description of situation with measurements, if possible: Is a draft design of the cleanroom available? Yes / No If no, what are the required dimensions (L x W x H) and layout of the cleanroom areas? Area no. Length Width Height Kind of activity 4. What are the possible requirements that may be expected in the future: Area no. ISO 14644 GMP class Temperature [°C] RV [%] Air change per hour Pressure [Pa] Lighting [lux] …. ºC +/- …. ºC …. % +/- …. % …. ºC +/- …. ºC …. % +/- …. % …. ºC +/- …. ºC …. % +/- …. % …. ºC +/- …. ºC …. % +/- …. % …. ºC +/- …. ºC …. % +/- …. % (ISO class conform NEN-EN-ISO 14644-1:2016 / GMP class conform Volume 4 EU Guidelines to Good Manufacturing Practice Medicinal Products 2008)
Select the services tab in the sub-navigation bar. Click on the plus icon (“add”) to add a new service; a data entry screen opens after clicking. Fill out the data required; mandatory fields are marked red, a complete data entry is advised. Click on add at bottom of the data entry screen to complete the addition of a new certificate. How to edit a service? Click on templates in the main navigation bar. Select the services tab in the sub-navigation bar.
PHYSICAL HEALTH EDUCATION Content – Elaborations Grade 10 movement concepts: include: — body awareness (e.g., parts of the body, weight transfer) — spatial awareness (e.g., general spacing, directions, pathways) — effort awareness (e.g., speed, force) — relationships with others and objects strategies: plans and/or ideas that will help a player or team successfully achieve a movement outcome or goal (e.g., moving into space away from an opponent to receive a pass) monitor and adjust physical exertion levels: could include: — using heart rate monitors — checking pulse — checking rate of perceived exertion (e.g., a five-point scale to self-assess physical exertion level) individual and dual activities: activities that can be done individually and/or with others; could include: — jumping rope — swimming — running — bicycling — Hula Hoop rhythmic activities: activities designed to move our bodies in rhythm; could include: — dancing — gymnastics games: types of play activities that usually involve rules, challenges, and social interaction; could include: — tag — parachute activities — co-operative challenges — Simon Says — team games — traditional Aboriginal games FITT principle: a guideline to help develop and organize personal fitness goals based on: — Frequency – how many days per week — Intensity – how hard one exercises in the activity (e.g., percentage of maximum heart rate) — Type – the type of activity or exercise, focusing on the fitness goal (e.g., jogging for cardio endurance) — Time – how long the exercise session lasts
Area of Learning: PHYSICAL AND HEALTH EDUCATION — Fitness and Conditioning Grade 11 BIG IDEAS Our personal fitness can be maintained or enhanced through participation in a variety of activities at different intensity levels. Knowing how our bodies move and function helps us stay safe during exercise. Following proper training guidelines and techniques can help us reach our health and fitness goals. Making healthy choices can help us reach our health and fitness goals. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Healthy and active living Participate daily in physical activities designed to enhance and maintain health components of fitness Identify, apply, and reflect on strategies used to pursue personal fitness goals Identify and describe the relationships between healthy eating, overall health, and performance in fitness activities Analyze health messages from a variety of sources and describe their potential influences on health and well-being Analyze a variety of fitness myths and fads Plan ways to overcome potential barriers to participation in fitness and conditioning activities Explain how developing competencies in fitness and conditioning activities can increase confidence and encourage lifelong participation in physical activities Human anatomy and physiology Identify and describe how muscles produce movement in different parts of the body and how to train those muscles Identify and describe the influences of different training styles on fitness results Students are expected to know the following: anatomical terminology skeletal system, including bones and joints ways to train the muscular and cardiovascular systems different types of muscle, including cardiac and skeletal muscle relationships between energy systems and muscle fibre types different types and functions of connective tissue components of an exercise session exercise safety and etiquette ways to monitor and adjust physical exertion levels, including heart-rate monitoring and repetition ranges principles of program design, including training principles to enhance personal fitness levels, such as the FITT principle, SAID principle, and specificity effects of different types of fitness activities on the body sources of health information influences of food choices and eating patterns on physical performance performance-enhancing supplements and drugs
availability of evidence; crimes that were committed at the direction of senior officials). The Republic of Croatia has a unified electronic court system. It should be noted that one of the requirements for accession of the Republic of Croatia to the European Union was the investigation of war crimes. 2.8. Also representatives of the Ukrainian delegation had the opportunity to learn about the activities of the State Department of housing (further – the Department) and its role in system of the state. These questions had previously been under the aegis of the Ministry of regional development and European Union funds, which had 20 years of experience in the implementation of housing programs. The Department was established by the Government of the Republic of Croatia in may 2013 for managemant, reconstruction and construction of housing for residents displaced from areas of special state concern, refugees and former tenancy rights owners after October 1991. Since 1995, Croatia has implemented the reconstruction Program, which initially was aimed the reconstruction of zones of special attention (areas that have suffered in the result of the civil war) for them to achieve the level of other Croatian regions. Funding for the program was carried out by the loans provided by the EU. Currently there are two programs for the reconstruction of housing, aimed at encouraging demographic and economic progress, the completion of the recovery program, return of pre-war population to their houses. The decision in regard to the construction and reconstruction is adopted at the local level, the Department, in its turn, monitors the execution of the program. Despite the fact that in Ukraine today state efforts are aimed at restoration and development of peace in the regions where anti-terrorist operation took place, it was interesting to learn Croatian model of housing provision in the framework of the program, namely: - giving a house or an apartment to the families for rent; - allotment of land and provision of construction materials for the construction of family houses or provision of construction materials for repair, reconstruction and modernization of family houses or flats, or building a family house on the land owned by the applicant; - provision of land and construction materials for construction of a residential blocks of apartments; - provision of municipal house or apartment. This experience can be useful for Ukraine, and these models of housing provision may be taken into account in the development of state and/or regional programs by the Government of Ukraine to provide housing for internally displaced persons and persons whose houses were destroyed or damaged during the antiterrorist operation.
Area of Learning: Applied Design, Skills, and Technologies — Business Computer Applications Grade 12 BIG IDEAS Services and products can be designed through consultation and collaboration. Business creates opportunities to enable change. Tools and technologies can be adapted for specific purposes. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Applied Design Conduct research to determine the product best suited to the application Choose a direction and point of view for the task at hand Identify potential users, intended impact, and possible unintended negative consequences Make decisions about premises and boundaries that define the task at hand Identify gaps to explore options with the goal of enhancing the potential of the product Generate ideas, individually and collaboratively, to contribute to the creation of a business product Prioritize ideas for drafting a sample product for the task Identify, critique, and use a variety of sources of inspiration and information Outline and design a draft approach based on research, premises, and boundaries Create and use complex business applications to support business and client needs Record and track iterations of work generated Students are expected to know the following: computer peripherals basic operating systems and software operations on multiple platforms industry-standard business application software efficient integration of multiple software components within all aspects of business application suites business approach to creating and formatting documents and using custom tools for enhancement, including: e-mail protocol and etiquette header, footer, table of contents, mail merge, font, word art, text box business protocol, formality, and tone in business documents and applications formulas and functions in a spreadsheet design, creation, and manipulation of databases and database objects calendar scheduling, viewing, and syncing, including resource scheduling in shared calendars narration, custom animations, and effects in presentation software notetaking and note-management software brochures, flyers, calendars, publications, and other business communications
Area of Learning: SCIENCE — Provincial Core Curriculum Grade 10 BIG IDEAS DNA is the basis for the diversity of living things. Energy change is required as atoms rearrange in chemical processes. Energy is conserved, and its transformation can affect living things and the environment. The formation of the universe can be explained by the big bang theory. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Questioning and predicting Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest Make observations aimed at identifying their own questions, including increasingly complex ones, about the natural world Formulate multiple hypotheses and predict multiple outcomes Planning and conducting Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative) Assess risks and address ethical, cultural, and/or environmental issues associated with their proposed methods and those of others Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data Ensure that safety and ethical guidelines are followed in their investigations Processing and analyzing data and information Experience and interpret the local environment Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information Seek and analyze patterns, trends, and connections in data, including describing relationships between variables (dependent and independent) and identifying inconsistencies Students are expected to know the following: DNA structure and function patterns of inheritance mechanisms for the diversity of life: mutation and its impact on evolution natural selection and artificial selection applied genetics and ethical considerations rearrangement of atoms in chemical reactions acid-base chemistry law of conservation of mass energy change during chemical reactions practical applications and implications of chemical processes, including First Peoples knowledge nuclear energy and radiation law of conservation of energy potential and kinetic energy transformation of energy local and global impacts of energy transformations from technologies formation of the universe: big bang theory components of the universe over time astronomical data and collection methods
Area of Learning: SCIENCE — Chemistry Grade 11 BIG IDEAS Atoms and molecules are building blocks of matter. Organic chemistry and its applications have significant implications for human health, society, and the environment. The mole is a quantity used to make atoms and molecules measurable. Matter and energy are conserved in chemical reactions. Solubility within a solution is determined by the nature of the solute and the solvent. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Questioning and predicting Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world Formulate multiple hypotheses and predict multiple outcomes Planning and conducting Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative) Assess risks and address ethical, cultural, and/or environmental issues associated with their proposed methods Use appropriate SI units and appropriate equipment, including digital technologies, to systematically and accurately collect and record data Apply the concepts of accuracy and precision to experimental procedures and data: significant figures uncertainty scientific notation Processing and analyzing data and information Experience and interpret the local environment Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information Students are expected to know the following: quantum mechanical model and electron configuration valence electrons and Lewis structures chemical bonding based on electronegativity bonds/forces organic compounds applications of organic chemistry the mole dimensional analysis reactions stoichiometric calculations using significant figures local and other chemical processes green chemistry solubility of molecular and ionic compounds stoichiometric calculations in aqueous solutions analysis techniques
Area of Learning: SCIENCE — Environmental Science Grade 11 BIG IDEAS Complex roles and relationships contribute to diversity of ecosystems. Changing ecosystems are maintained by natural processes. Human practices affect the sustainability of ecosystems. Humans can play a role in stewardship and restoration of ecosystems. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Questioning and predicting Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world Formulate multiple hypotheses and predict multiple outcomes Planning and conducting Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative) Assess risks and address ethical, cultural, and/or environmental issues associated with their proposed methods Use appropriate SI units and appropriate equipment, including digital technologies, to systematically and accurately collect and record data Apply the concepts of accuracy and precision to experimental procedures and data: significant figures uncertainty scientific notation Processing and analyzing data and information Experience and interpret the local environment Students are expected to know the following: abiotic characteristics: aquatic atmospheric edaphic levels of biotic diversity ecosystem complexity: roles relationships population dynamics energy flow through ecosystems matter cycles through and between living systems succession First Peoples knowledge and other traditional ecological knowledge in sustaining biodiversity benefits of ecosystem services human actions and their impact on ecosystem integrity First Peoples ways of knowing and doing resource stewardship restoration practices
Area of Learning: SCIENCE — Geology Grade 12 BIG IDEAS Minerals, rocks, and earth materials form in response to conditions within and on the Earth’s surface and are the foundation of many resource-based industries. Earth’s geological and biological history is interpreted and inferred from information stored in rock strata and fossil evidence. The plate tectonic theory explains the changes that occur within Earth and to Earth’s crust throughout geological time. The form, arrangement, and structure of rocks are affected by three-dimensional forces over time. Weathering and erosion processes continually reshape landscapes through the interaction of the geosphere with the hydrosphere and atmosphere. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Questioning and predicting Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world Formulate multiple hypotheses and predict multiple outcomes Planning and conducting Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative) Assess risks and address ethical, cultural, and/or environmental issues associated with their proposed methods Use appropriate SI units and appropriate equipment, including digital technologies, to systematically and accurately collect and record data Apply the concepts of accuracy and precision to experimental procedures and data: significant figures uncertainty scientific notation Students are expected to know the following: classification of minerals processes of rock formation: igneous sedimentary metamorphic B.C. resource deposits and others: origin and formation economic, environmental, and First Peoples considerations the geologic time scale and major events in Earth’s history the local and global fossil record: evidence of evolution methods of fossil formation First Peoples perspectives methods for relative and absolute dating of rocks, fossils, and geologic events reconstruction of Earth’s past through correlation of fossil data and rock strata
Example 2: SCIENCE — Specialized Science (Fisheries) (Environmental Science, Chemistry, Anatomy and Physiology, Life Sciences, Topics in Fisheries) Grade 12 BIG IDEAS Biodiversity is dependent on the complex interactions and processes between biotic and abiotic factors. Human activities have implications in the local and global environments. Elements and compounds have specific properties. Organ systems work together to maintain homeostasis. Health of aquatic ecosystems is critical to sustainable fisheries. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Questioning and predicting Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world Formulate multiple hypotheses and predict multiple outcomes Planning and conducting Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative) Students are expected to know the following: species and ecological roles (adapted from Environmental Science 11 and Life Sciences 11) taxonomic principles for classifying organisms (from Life Sciences 11)
Example 2: SCIENCE — Specialized Science (Fisheries) (Environmental Science, Chemistry, Anatomy and Physiology, Life Sciences, Topics in Fisheries) Grade 12 Learning Standards (continued) Curricular Competencies Content Critically analyze the validity of information in primary and secondary sources and evaluate the approaches used to solve problems Assess risks in the context of personal safety and social responsibility Applying and innovating Contribute to care for self, others, community, and world through individual or collaborative approaches Co-operatively design projects with local and/or global connections and applications Contribute to finding solutions to problems at a local and/or global level through inquiry sustainable resource practices (adapted from Environmental Science 11 and 12) restoration and stewardship practices in local and global environments (adapted from Environmental Science 11)
Area of Learning: CORE FRENCH Grade 11 BIG IDEAS Listening and viewing with intent supports our acquisition of French. The communicative context determines how we express ourselves. Language and culture are interconnected and shape our perspective, identity, and voice. Exploring diverse forms of cultural expression promotes greater understanding of our own cultural identity. Acquiring French provides a unique opportunity to access and interact with the Francophone world. Developing proficiency in French provides diverse opportunities. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Thinking and communicating Explore and interpret a wide variety of texts Identify perspectives in texts Use a range of strategies to support communication Derive and negotiate meaning in a wide variety of contexts Respond personally to a variety of texts Make word choices and adjust register to express intended meaning Adjust speech and writing to reflect different purposes Engage in meaningful conversations on a variety of topics of interest Express themselves with increasing fluency, both orally and in writing Narrate stories, both orally and in writing Personal and social awareness Explore regional variations in French Explore Francophone cultural expression Explore connections between language and culture Recognize that language and culture have been influenced by the interactions of First Peoples and Francophone communities in Canada Explore the importance of story in personal, family, and community identity Engage in experiences with Francophone communities and people Identify and explore personal, educational, and professional opportunities requiring proficiency in French Students are expected to know the following: commonly used vocabulary and sentence structures for communication in past, present, and future time frames: questions sequences of events predictions personal experiences opinions comparisons and contrasts elements of a variety of types of texts register and language etiquette idiomatic expressions from across la francophonie ethics of cultural appropriation and plagiarism
Area of Learning: SECOND LANGUAGES — Punjabi Grade 11 BIG IDEAS Listening and viewing with intent supports our acquisition of a new language. Language and culture are interconnected and shape our perspective, identity, and voice. The communicative context determines how we express ourselves. Exploring diverse forms of cultural expression promotes greater understanding of our own cultural identity. Developing proficiency in a new language provides unique opportunities for careers, travel, personal growth, and study abroad. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Thinking and communicating Recognize how choice of words affects meaning Derive meaning in a wide variety of contexts Demonstrate degrees of formality in speech and writing to reflect different purposes Analyze cultural points of view in texts Use various strategies to increase understanding and produce oral and written language Narrate stories, both orally and in writing Respond personally to a variety of texts Exchange ideas and information, both orally and in writing Express themselves with growing fluency, orally and in writing Share information using the presentation format best suited to their own and others’ diverse abilities Students are expected to know the following: increasingly complex vocabulary, sentence structures, and expressions, including: complex questions sequence of events in stories a diverse range of personal experiences, lifestyles, and relationships explanation and justification of opinions points of view First Peoples perspectives connecting language and culture, including oral histories, identity, and place past, present, and future time frames language formality and etiquette the impact of historical events on Punjabi language and culture connections between language and culture Punjabi works of art contributions of Punjabi communities and Punjabi Canadians to Canada ethics of cultural appropriation and plagiarism Area of Learning: SECOND LANGUAGES — Punjabi Grade 11
Area of Learning: SECOND LANGUAGES — Spanish Grade 11 BIG IDEAS Listening and viewing with intent supports our acquisition of a new language. Language and culture are interconnected and shape our perspective, identity, and voice. The communicative context determines how we express ourselves. Exploring diverse forms of cultural expression promotes greater understanding of our own cultural identity. Developing proficiency in a new language provides unique opportunities for careers, travel, personal growth, and study abroad. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Thinking and communicating Recognize how choice of words affects meaning Derive and negotiate meaning in speech and a variety of other texts and contexts Analyze cultural points of views in texts Demonstrate degrees of formality in speech and writing to reflect different purposes Use various strategies to increase understanding and produce oral and written language Narrate stories, both orally and in writing Respond personally to a variety of texts Exchange ideas and information, both orally and in writing Express themselves with growing fluency, both orally and in writing Share information using the presentation format best suited to their own and others’ diverse abilities Students are expected to know the following: increasingly complex vocabulary, sentence structures, and expressions, including: complex questions sequence of events in stories personal lifestyles and relationships explanation and justification of opinions points of view First Peoples perspectives connecting language and culture, including oral histories, identity, and place past, present, and future time frames language formality and etiquette distinguishing features of major Spanish and Hispanic regional dialects Hispanic works of art ethics of cultural appropriation and plagiarism Area of Learning: SECOND LANGUAGES — Spanish Grade 11 Learning Standards (continued)
Thinking and communicating Recognize the relationships between French letter patterns and pronunciation Derive meaning from a variety of texts Recognize the relationships between intonation and meaning Use various strategies to support communication Seek clarification of meaning Engage in conversations about familiar topics Exchange ideas and information using complete sentences, orally and in writing Comprehend and narrate stories, both orally and in writing Express themselves and comprehend others through various modes of presentation French alphabet, phonemes, and letter patterns gender and number common, high-frequency vocabulary and sentence structures for communication in past, present, and future time frames: various types of questions greetings and introductions basic information about, descriptions of, and interests of self and others degrees of and reasons for likes, dislikes, and preferences descriptions of items, places, and events descriptions of emotions and physical states simple needs sequences of events common elements of stories Francophone communities traditions and other cultural practices in various Francophone regions idiomatic expressions from across la francophonie lives of Francophone Canadians and their contributions to society ethics of cultural appropriation and plagiarism Area of Learning: SECOND LANGUAGES — Core French Introductory Grade 11 Learning Standards (continued) Curricular Competencies Content Personal and social awareness Explore and share information about Francophone communities Explore regional variations in French Explore Francophone cultural expression Explore and share information about connections between indigenous communities and the French language Explore the lives and contributions of Francophone Canadians Explore the importance of story in personal, family, and community identity
Area of Learning: SECOND LANGUAGES — Mandarin Chinese Introductory Grade 11 MANDARIN CHINESE – INTRODUCTORY 11 Description Mandarin Introductory 11 has been developed to offer an opportunity for students who did not begin Mandarin in the elementary grades to enter Mandarin at the secondary level. Mandarin Introductory 11 is an intensive course, designed to cover essential learning standards from Grades 5 to 10 in an accelerated time frame in order to prepare students for Mandarin 11. It should be noted that this course does not replace the richness of the regular Mandarin 5-10 curriculum. It is assumed that students would have limited to no background in Mandarin prior to enrolment. However, as contexts vary, districts may use their discretion with regard to admission criteria for this course. Enrolment in Mandarin Introductory 11 is not limited to Grade 11 students, and there are no prerequisites for this course. Area of Learning: SECOND LANGUAGES — Mandarin Chinese Introductory Grade 11 BIG IDEAS Listening and viewing with intent supports our acquisition and understanding of a new language. Stories help us to acquire language and understand the world around us. Expressing ourselves in a new language requires courage, risk taking, and perseverance. Exploring diverse forms of cultural expression allows us to experience and appreciate cultural diversity. Acquiring a new language provides a unique opportunity to access and interact with diverse communities. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Thinking and communicating Students are expected to know the following: phonetic systems tonal variations
Demonstrate awareness of the relationships between sounds, phonetic representation, Chinese characters, and meaning Identify and produce Chinese characters Comprehend key information in speech and other texts Use language-learning strategies to increase understanding Narrate stories, both orally and in writing Exchange ideas and information, both orally and in writing Seek clarification and verify meaning Share information using the presentation format best suited to their own and others’ diverse abilities Personal and social awareness Engage in experiences with Mandarin-speaking people and Chinese communities Consider personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens Recognize First Peoples perspectives and knowledge, other ways of knowing, and local cultural knowledge commonly used Chinese characters basic parts and radicals common, high-frequency vocabulary, sentence structures, and expressions, including: types of questions self and others comparisons places, time opinions and beliefs communicative functions elements of common types of texts and stories First Peoples perspectives connecting language and culture, including oral histories, identity, and place cultural practices in various Chinese communities Chinese works of art ethics of cultural appropriation and plagiarism
Area of Learning: SECOND LANGUAGES — American Sign Language (ASL) Grade 8 BIG IDEAS Viewing with intent supports our acquisition and understanding of a new language. We can express ourselves and discuss the world around us in a new language. With increased fluency, we can participate actively in reciprocal interactions. We can share our experiences and perspectives through stories. Creative works are an expression of language and culture. Acquiring a new language and learning about another culture deepens our understanding of our own language and of Deaf language and culture. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Thinking and communicating Recognize the relationships between common handshapes, movement, and location of signs and how they can be used to make different meanings Comprehend key information and supporting details in communications Use various strategies to increase understanding and produce language Narrate and retell stories Exchange ideas and information using complete ASL sentences Seek clarification and verify meaning Share information using the presentation format best suited to their own and others’ diverse abilities Personal and social awareness Identify, share, and compare information about Deaf communities around the world Describe similarities and differences between their own cultural practices and cultural practices of the local Deaf community Explore ways to engage in Deaf cultural experiences Examine personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens Recognize First Peoples perspectives and knowledge; other ways of knowing, and local cultural knowledge Students are expected to know the following: non-manual signals common, high-frequency vocabulary and ASL structures, including: types of questions people, objects, and personal interests comparisons common emotions and physical states basic beliefs and opinions past, present, and future time frames common elements of stories Deaf communities around the world society’s perceptions of Deaf people through time cultural aspects of Deaf communities creative works from Deaf culture D/deaf perspectives and points of view First Peoples perspectives connecting language and culture, including histories, identity, and place
Area of Learning: Applied Design, Skills, and Technologies — Culinary Arts Grade 12 Learning Standards (continued) Curricular Competencies Content Prototyping Identify, critique, and use a variety of sources of inspiration and information Select appropriate recipes, techniques, and procedures for desired outcome Analyze ingredients and materials for effective use and potential for reuse, recycling, and biodegradability Make changes to tools, ingredients, and procedures to create and refine a given culinary task or process Testing Identify and communicate with sources of feedback Use an appropriate test to determine the success of the dish, technique, or skill Apply testing results and critiques to make appropriate changes Making Identify and use appropriate tools, technologies, materials, processes, and time needed for production Apply diverse artistic elements to culinary creations Create and use a variety of garnishes Demonstrate several seasoning methods Use materials in ways that minimize waste Sharing Explore how and with whom to share or promote culinary dishes and creativity Critically reflect on the success of their culinary task and/or process and describe how it may be improved Demonstrate and assess their ability to work effectively both individually and collaboratively, including their ability to share and maintain an efficient co-operative workspace Applied Skills Apply best practices of culinary professionalism and safety procedures for themselves, co-workers, and users in the teaching kitchen
Area of Learning: SOCIAL STUDIES — Economic Theory Grade 12 BIG IDEAS Contemporary economic theory, practice, and terminology are grounded in centuries of economic theory. Observing, interpreting, and judging past economic conditions from different perspectives and worldviews gave rise to competing theoretical approaches. The implementation of economic theories has profound effects on social and political decision making and movements. Economic systems have underlying and often opposing ethical standards and implications. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions Assess the significance of theoretical developments at particular times and places (significance) Assess the justification for competing economic theories after investigating the adequacy of facts, interpretation, and evidence (evidence) Compare and contrast continuities and changes within and between economic theories (continuity and change) Assess how historical conditions influenced the development of economic theories (cause and consequence) Assess how economic theories affected social and political change (cause and consequence) Explain different perspectives on past and present economic theories by considering prevailing norms, values, worldviews, and beliefs (perspective) Make reasoned ethical judgments about the past and present application of economic theories in economic, social, and political policy and decision making (ethical judgment) Students are expected to know the following: economic practice from money to mercantilism classical theories of value, growth, and distribution classical theories of money, banking, and government economic policy Marxist economics neoclassical economics and theories of markets Keynesian theory of money, investment, and cycles contemporary economic thought contemporary economics and First Peoples