Academy of Distance Education

Grade 12 English Course Outline

School Name: Academy of Distance Education

Department: Department of English

Curriculum policy document: The Ontario Curriculum, Grade 11 and 12, English,

2007 (Revised)

Course Developer: Mohamed Ahmed

Course Development Date: October 2010

Course Revision Date: October 2010

Course Title: English

Course Type: University Preparation

Course Level: Grade 12

Course Code: ENG 4U

Credit Value: 1.0

Duration: 110 hours

Course Origin: This course is developed at Academy of Distance Education’s School department of English from the Ontario curriculum document:  “Ontario curriculum, English grades 11 and 12, 2007 (Revised)”.

Course Description: This course emphasizes the consolidation of the literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyze a range of challenging literary texts from various periods, countries, and cultures; interpret and evaluate informational and graphic texts and create oral, written, and media texts in a variety of forms. An important focus will be on using academic language coherently and confidently, selecting the reading strategies best suited to particular texts and particular purposes for reading, and developing greater control in writing. The course is intended to prepare students for university, college, or the workplace.

Prerequisite: English, Grade 11, university preparation

Curricular Expectations



By the end of this course, students will:

1. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

3. Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.



By the end of this course, students will:

1. Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;

2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

3. Reading With Fluency: use knowledge of words and cueing systems to read fluently;

4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

Strand 3: WRITING


By the end of this course, students will:

1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;

2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;

3. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;

4. Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.



By the end of this course, students will:

1. Understanding Media Texts: demonstrate an understanding of a variety of media texts;

2. Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;

3. Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;

4. Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

Course Content outline:

Units, Unit titles, Sequence of Delivery, and time of Delivery.

Unit 1

Novel Study

24 hours

Unit 2

Essay/Short Stories

25 hours

Unit 3

Media Studies

19 hours

Unit 4

Drama Study

25 hours

Unit 5

Independent Study

17 hours

Total    110 hours

Teaching and Learning Strategies and Tools

Because the course the nature of the teaching strategies of the course is electronic delivery, media for conveying learning will be either synchronous or asynchronous. Academy of Distance Education is dedicated to maximize possibility of establishing “comfort zone” for students while opportunities for learning successfully are continuously explored. For that reason, both of the mediums of electronic delivery mentioned above are equally utilized as per the need and suitability of each one in different situations.

Examples E- Teaching/ E-Learning Strategies in the course/courses:

  • Lectures/handouts/note taking (through on-line vehicles both synchronously and asynchronously)
  • Case Studies (both synchronously and asynchronously)
  • Brainstorming (in virtual class discussions as well as in face book or other social sites used for the purpose of e-learning and e-teaching)
  • Writing (research, essays, poems)
  • Homework, class work, assignments
  • Labs and demonstrations (mainly computer simulations to accommodate distance learning)
  • Small/large group discussions (virtual classes or one-on-one virtual situations)
  • Multimedia presentations (all on-line)
  • Guest speeches

Teaching/Learning Tools: (all designed to meet the requirements of e-schooling)

  • Textbook
  • Overhead projector, screen, electronic writing devices like the electronic pen pad and transparencies
  • Online software, CDs, DVDs, videos/films
  • Chart paper,
  • Posters
  • Online educational activities and games
  • Relevant scientific sites & magazines & articles

Strategies for teaching and learning include, among others, the following:

Direct teaching strategies:

  • Lectures (virtual Class direct lecturing)
  • Timed Class Discussion (among students as well as instructors)
  • Film/video (asynchronous relaying)
  • Textbook use
  • Note taking

Indirect Teaching:

  • Interviews (virtual)
  • Guided internet search (virtual on-line guidance)
  • Panel discussions (collective synchronous)
  • Debates (synchronous)

Independent Learning Activities

  • Essay Writing
  • Homework
  • Reading Journal

Assessment & Evaluation Strategies

All assessments conducted by ADE are based on both comprehensive, supervised testing as well assigned mailed by the student. Some of the regular unit tests are designed to be written in a supervised and ADE controlled site at the domicile of the student to maximize the benefits of both learning and teaching despite the untraditional classroom environment.

A variety of assessment strategies will be employed throughout course in anticipation of achieving maximum precision in assessing what and how well students learned the curricular expectations of the course. Throughout the course assessment methods, especial care will be given to linking Achievement Chart Categories to the Curricular expectations.  All assessment and evaluation strategies will be based on the new or updated assessment and evaluation strategies published by the ministry of education of Ontario effective 2010 including, but not limited to, “Education Policy and Program Update April 2010”; 2) “Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, 2010” 3) the “Ontario Student Record, 2010”; 4) the “Ontario Student transcript, 2010” “. All of the above assessment and evaluation strategies introduced by the Ministry of Education for this academic year and beyond heavily emphasize three types of assessment: assessment for learning; assessment as learning; and assessment of learning. Assessment for learning which is aimed at improving student learning rather than assessing what students learned, rests on diagnostic and formative assessment meant mainly for the feedback. Assessment as learning will be based on self assessment and peer assessment among students. Assessment of learning will the only one based on summative assessments conducted at the end of units of study or even sub-units of study. Following is a summary of assessment strategies from which clusters suitable for different areas of the course are to be chosen from.

Paper and Pencil

  • Tests (both supervised in a site and on-line access controlled testing)
  • Quizzes (access controlled quizzing)
  • Examinations (only supervised and conducted in a site by an ADE proctor)

Performance Methods

  • Projects
  • Portfolios
  • Essays
  • Presentations

Personal communication

  • Interviews
  • Classroom Discussion (virtual)
  • Conferences (virtual)
  • Seminars (virtual)

Assessment tools for all assessment strategies include check lists, anecdotal records, marking schemes, scaling methods, teaching log and rubrics.


Two parts make up the evaluation of student achievement, grades, through the different assessment strategies mentioned above.

a) The term work, which is conducted throughout the course units, accounts for 70% of the overall grade for the course. Assessment for this portion is spread through out the course up until six weeks before the end of the study term.

b) The final evaluation will account for 30% of the final overall grade for the course.  Its assessment takes place during the last 6 weeks of the study term and will in the form of a final examination more than two thirds of which comes from material covered after November 15, 2006.

Breakdown of unit assessment and Evaluation: the total of 70%

Unit 1: Essays/Short Stories

This unit’s work will account for 12 of the 70 marks for coursework

Tests                                        4.0%

Assignments                            3.0%

Quizzes            /Class work                  3.0%

Journal Writing                           2.0%


Total Unit 1 Evaluation                    12%

Unit 2: Novel Study: This unit’s work will account for 20 of the 70 marks for coursework.

Tests                                        8.0%

Assignments                            5.0%

Quizzes            /Class work                  2.0%

Presentation                             3.0%

Essay                                       2.0%


Total Unit 2 Evaluation                    20%

Unit 3: Media Studies

This unit’s work will account for 10 of the 70 marks for coursework

Tests                                        4.0%

Assignments                            2.0%

Quizzes/Class work                 2.0%

Journal Writing                           2.0%


Total Unit 3 Evaluation                    10%

Unit 4: Drama Study:

This unit’s work will account for 18 of the 70 marks for coursework

Tests                                        6.0%

Assignments                            4.0%

Quizzes            /Class work                  3.0%

Journal Writing                                    3.0%

Essay                                       2.0%


Total Unit 4 Evaluation                    18%

Unit 5: Independent Study

This unit’s work will account for 10 of the 70 marks for the coursework. Assessment instrument or method will be an assignment covering on a number of research-oriented works based on self-guided student learning on pre-specified topics relevant to the course.

Essay                                       6.0%

Presentation                             4.0%


Total Unit 5 Evaluation                    10%

The final assessment covers what students have been learning the length of the course with more emphasis on the more recent parts.  It will be managed within the last 6 Weeks in full course (through the year) and the last three weeks in half credit course (Sep to Jan) and accounts for 30% of the overall grades that will appear in the “final” box of the report card.  The final evaluation will be administered as follows:

Final Examination                                                                                                       20%

Performance Task                                                                                                       10%

Total for final evaluation                                                                                            30%

Overall Grade mark 70+30 = 100%


Grade 12-Eng4U

Main Text

1-Conrad R The Act of Writing: Canadian Essays for Composition. McGraw Hill: Toronto, 2007)

Supplementary Texts:

2-Orwell, = G.  1984. Penguin: London, 1950.

3-Shakespeare, W. Hamlet Dover: Toronto, 2005

4-Language Power J (Gage Learning)