{"id":4623,"date":"2025-07-04T18:24:47","date_gmt":"2025-07-04T18:24:47","guid":{"rendered":"https:\/\/ctrl-f.ca\/en\/?post_type=curriculum&#038;p=4623"},"modified":"2025-08-18T20:49:30","modified_gmt":"2025-08-18T20:49:30","slug":"ontario-economics","status":"publish","type":"curriculum","link":"https:\/\/ctrl-f.ca\/en\/curriculum\/ontario-economics\/","title":{"rendered":"Ontario Canadian and World Studies &#8211; Economics"},"content":{"rendered":"<p>CTRL-F: Verification Skills learning outcomes link explicitly Ontario&#8217;s Canadian and World Studies Economics program. The relevant curricular outcomes are listed by grade level and course below.<\/p>\n<p><em><strong>Last updated August 15, 2025.<\/strong><\/em><\/p>\n<hr \/>\n<p>&nbsp;<\/p>\n<h3 style=\"text-align: center;\"><strong>GRADE 11<\/strong><\/h3>\n<h4 style=\"text-align: left;\"><span style=\"color: #7e3f85;\"><strong>Grade 11 The Individual and the Economy<\/strong><\/span><\/h4>\n<p><em><span style=\"font-weight: 400;\">*Throughout this course, when planning instruction, teachers should weave the expectations from strand A in with the expectations from strands B\u2013E.<\/span><\/em><\/p>\n<p>A1. Economic Inquiry<\/p>\n<ul>\n<li>A1.2<span style=\"font-weight: 400;\"> &#8211; select and organize relevant data, evidence, and information on economic issues in Canada from a variety of primary and secondary sources ensuring that their sources reflect a range of perspectives<\/span><\/li>\n<li>A1.3 &#8211;<span style=\"font-weight: 400;\"> assess the credibility of sources, data, evidence, and information relevant to their investigations<\/span><\/li>\n<\/ul>\n<p>A2. Developing Transferable Skills<\/p>\n<ul>\n<li>A2.2<span style=\"font-weight: 400;\"> &#8211; apply in everyday contexts skills and work habits developed through economic investigations<\/span><\/li>\n<li>A2.3 &#8211; <span style=\"font-weight: 400;\">apply the concepts of economic thinking when analysing current events involving economic issues in order to enhance their understanding of these events and their role as informed citizens<\/span><\/li>\n<\/ul>\n<p>D1. Producers and Consumers<\/p>\n<ul>\n<li>D1.2 &#8211; <span style=\"font-weight: 400;\">assess the sources and quality of information available to consumers about products on the market in Canada<\/span><\/li>\n<\/ul>\n<p>D3. Economic Citizenship<\/p>\n<ul>\n<li>D3.4 &#8211;<span style=\"font-weight: 400;\"> explain ways in which individuals and groups, including firms, influence the economic policy of governments in Canada, and assess the extent of this influence (e.g., with reference to voting, lobbying, financial support for political parties, media support for or criticism of policy, reports\/position papers of think tanks, unethical business practices, promises of investment or threats or withdrawing investment)<\/span><\/li>\n<\/ul>\n<hr \/>\n<p>&nbsp;<\/p>\n<h3 style=\"text-align: center;\"><strong>GRADE 12<\/strong><\/h3>\n<h4 style=\"text-align: left;\"><span style=\"color: #7e3f85;\"><strong>Grade 12 Analysing Current Economic Issues<\/strong><\/span><\/h4>\n<p><em><span style=\"font-weight: 400;\">*Throughout this course, when planning instruction, teachers should weave the expectations from strand A in with the expectations from strands B\u2013E.<\/span><\/em><\/p>\n<p>A1. Economic Inquiry<\/p>\n<ul>\n<li>A1.2<span style=\"font-weight: 400;\"> &#8211; select and organize relevant data, evidence, and information on economic issues in Canada from a variety of primary and secondary sources ensuring that their sources reflect a range of perspectives<\/span><\/li>\n<li>A1.3 &#8211;<span style=\"font-weight: 400;\"> assess the credibility of sources, data, evidence, and information relevant to their investigations<\/span><\/li>\n<\/ul>\n<p>A2. Developing Transferable Skills<\/p>\n<ul>\n<li>A2.2<span style=\"font-weight: 400;\"> &#8211; apply in everyday contexts skills and work habits developed through economic investigations<\/span><\/li>\n<li>A2.3 &#8211; <span style=\"font-weight: 400;\">apply the concepts of economic thinking when analysing current events involving economic issues in order to enhance their understanding of these events and their role as informed citizens<\/span><\/li>\n<\/ul>\n<p>B4. Economic Thought and Decision Making<\/p>\n<ul>\n<li>B4.3<span style=\"font-weight: 400;\"> &#8211; analyse ways in which sociocultural factors (e.g., class, gender, ethnicity, age, education, beliefs and values, the media) and the influence of political-economic stakeholders (e.g., firms, lobby groups, think tanks, unions, interest groups) affect economic decisions<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<hr \/>\n<p><strong>References:<\/strong><\/p>\n<p><span style=\"font-weight: 400;\">Ontario Ministry of Education. (2015). <\/span><em><span style=\"font-weight: 400;\">The Ontario Curriculum Grades 11 and 12: Canadian and World Studies &#8211;\u00a0 Economics, Geography, History, Law, Politics. <\/span><\/em><a href=\"https:\/\/www.edu.gov.on.ca\/eng\/curriculum\/secondary\/2015cws11and12.pdf\" target=\"_blank\" rel=\"noopener\"><i><span style=\"font-weight: 400;\">https:\/\/www.edu.gov.on.ca\/eng\/curriculum\/secondary\/2015cws11and12.pdf<\/span><\/i><\/a><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"menu_order":0,"template":"","provinceterritory":[417],"class_list":["post-4623","curriculum","type-curriculum","status-publish","hentry","provinceterritory-ontario"],"acf":[],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/ctrl-f.ca\/en\/wp-json\/wp\/v2\/curriculum\/4623","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ctrl-f.ca\/en\/wp-json\/wp\/v2\/curriculum"}],"about":[{"href":"https:\/\/ctrl-f.ca\/en\/wp-json\/wp\/v2\/types\/curriculum"}],"wp:attachment":[{"href":"https:\/\/ctrl-f.ca\/en\/wp-json\/wp\/v2\/media?parent=4623"}],"wp:term":[{"taxonomy":"provinceterritory","embeddable":true,"href":"https:\/\/ctrl-f.ca\/en\/wp-json\/wp\/v2\/provinceterritory?post=4623"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}