This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life.
Courses Type: College Preparation
Prerequisite: ENG2D or ENG2P
Grade 11 Workplace English allows students to enhance their overall literacy and communication skills. Throughout this course, students will study the content, form, and style of various informational and graphic texts, as well as literary texts from Canada and abroad. They will also have the opportunity to practice using language with precision and clarity through the creation of oral, written, and media texts across a variety of practical forms.
ENG3E Online Course Outline and Timeline
Below is the suggested sequence of course unit delivery as well as the recommended number of hours to complete the respective unit. For complete details of targeted expectations within each unit and activity, please see each Unit Overview found in the ENG3E course profile.
| Unit Order | Unit Name | Suggested Time |
|---|---|---|
| Unit 1 | Orientation | 20 Hours |
| Unit 2 | Writing | 30 Hours |
| MID SEMESTER POINT | ||
| Unit 3 | Reading and Communication | 28 Hours |
| Unit 4 | Novel Studies | 30 Hours |
| FINAL | Final Exam | 2 Hours |
| View Sample GradebookTotal | 110 Hours |
Please note, as per Ministry guidelines, OVS has a mandatory 14 day minimum requirement for student enrollment to be eligible for a midterm report card and 28 days enrollment to be eligible for a final report card.
Fundamental Concepts Covered in Grade 11 English Online Course
The expectations in the compulsory courses of the English curriculum are organized in four strands, or broad areas of learning: Oral Communication, Reading and Literature Studies, Writing, and Media Studies. The program in this course is designed to develop a range of essential skills in these four interrelated areas, built on a solid foundation of knowledge of the conventions of standard English and incorporating the use of analytical, critical, and meta-cognitive thinking skills. Students learn best when they are encouraged to consciously monitor their thinking as they learn, and each strand includes expectations that call for such reflection. The knowledge and skills described in the expectations in the four strands of the language curriculum will enable students to understand, respond to, create, and appreciate a full range of literary, informational, and media texts. The areas of learning are closely interrelated, and the knowledge and skills described in the four strands are interdependent and complementary. Teachers plan activities that blend expectations from the four strands in order to provide students with the kinds of experiences that promote meaningful learning and that help them recognize how literacy skills in the four areas reinforce and strengthen one another.