Grade 11 Scope

How to read this scope

Each unit_id in the frontmatter resolves to a unit file under units/. start_day/end_day map the unit onto the 180-day school year; the list is a continuous sequence from day 1 to day 180 with no gaps or overlaps. domain and pillar name the primary domain(s) and pillar(s) each unit serves. domain_weighting expresses the intended balance of instructional time across the ten domains, in percent of the year. lesson_count counts the core lessons; the days between lessons carry flex time, assessment, integration, and celebration. assessment_plan describes how a learner’s growth is seen and recorded at this level.

Year at a glance

The Grade 11 year is a spiral that deepens what Grade 10 began. Where Grade 10 learned to examine, defend, and act on what it synthesized, Grade 11 learns to articulate, commit, and stand for it: a values-and-purpose statement, empathy for distant and future others, and authorship of a personal project. Learners are co-authors throughout, never students. The year opens inward, with three units consolidating the self, the body, and the community.

Feelings, Identity & Purpose (U.11.001, D01) asks learners to articulate the emotional climate of a group or society, to trace their emotional growth, and to carry a values-and-purpose statement into a self-directed project. Body, Wellness & Movement (U.11.002, D03) makes the body a deliberate practice and a shared public concern: mind-body regulation explained, movement traditions compared across cultures, inclusive activity designed, and nutrition read through policy, culture, and budget. Relationships, Community & Solidarity (U.11.003, D02) turns care outward across difference and distance — deep listening, sustained trust, empathy for people never met, fairness weighed against empathy, and a mutual-aid effort begun with real accountability.

The heart of the year is given to the three great tools of school, now wielded at near-full maturity. Language, Literature & Argument (U.11.004, D04) becomes the multilingual, critical, and persuasive voice: listening across difference, a speech that answers counterarguments fairly, texts compared across translations, extended original writing, and real interpreting — home language first, multilingualism as wealth. Mathematics & Reasoning (U.11.005, D05) extends modeling into sequences and series, vectors and matrices, periodic and exponential change, and the normal distribution, closing with a survey the learner designs and critiques. Science: Systems, Evidence & Our Origins (U.11.006, D06) carries evidence discipline into defended investigations that report uncertainty, a comparison of scientific, indigenous, and artistic ways of knowing, the evidence for evolution, and the quantum and cosmological scales. Creative & Aesthetic Expression (U.11.007, D07) gives the co-author’s deliberate voice to art, music, performance, curation, and design, each addressed to a social or environmental issue. Health, Care & Access (U.11.008, D03) returns to the body with agency: reaching care, advocating for oneself, and designing respectful support for chronic conditions and disabilities.

The final third steps into the full adult questions. Global History: Transformation, Knowledge & Justice (U.11.009, D08) weighs one long-term transformation and who gained and lost, argues for centering marginalized knowledge traditions, follows peoples who kept their languages under pressure, and reads climate and social movements — many-voiced, never one nation’s triumph. Ethics, Justice & Political Economy (U.11.010, D09) asks how structures shape the choices people can make, what a good life and a good society mean across traditions, how justice and power relate, and what solidarity requires of citizens. Technology, Media & the Living Earth (U.11.011, D10) gathers the year into governance and stewardship, neither worship nor fear: how technologies are governed, how their harms fall unevenly, propaganda and the free press that resists it, and place-based stewardship beside industrial use.

The year closes in All of Me, All of Us (U.11.012, D01 + D02), gathering the year’s purpose, community, and living Earth, and looking ahead to Grade 12, the capstone year.

Throughout, the four pillars are interwoven. Intellectual awareness (P3) carries the most weight — the multilingual critical voice, the next rung of modeling, the systems-and-evidence discipline of science, and the creative arts — while contextual and ecological awareness (P4) holds a large and steady share, for Grade 11 faces the deepest questions of power and justice. Emotional and social awareness (P1) remains the ground: values and purpose are articulated and committed to, and deep listening, empathy for distant others, and collective responsibility matter more than ever. A known, cared-for, capable body-and-self (P2) is the foundation. The hardest truths — inequality, ecological crisis, injustice, moral ambiguity — are met with intellectual tools and agency, never nihilism.