three-oaks-senior-high-2019-20-handbook.pdf, Lecture notes of English

Download three-oaks-senior-high-2019-20-handbook.pdf and more Lecture notes English in PDF only on Docsity! THREE OAKS SENIOR HIGH SCHOOL, COURSE DESCRIPTION HANDBOOK 20119-2020, wXV REP NV, fe > aS ARS SEnon WS TABLE OF CONTENTS A. GENERAL INFORMATION PAGE Introduction ......................................................................................................... 1 Credit System ...................................................................................................... 1 Semester System ................................................................................................. 1 Promotion ........................................................................................................ 1-2 Types of Programs ........................................................................................... 2-3 Types of Courses ............................................................................................. 3-4 Graduation Requirements & Course Requirements - Full Time Students ....... 4-5 Course Coding System ........................................................................................ 5 Courses Available ........................................................................................... 6-7 Course Selection .............................................................................................. 7-8 Registration Procedure ........................................................................................ 8 Course Changes .................................................................................................. 9 Academic Awards Assembly ............................................................................. 9 Specific Information for Grade 12 Students .................................................. 9-10 Summary of Entrance Requirements for Maritime Post-Secondary Institutions .............................................................................. 11 Student Services ........................................................................................... 11-12 Learning Centre (Library) ................................................................................ 12 Three Oaks Technology ................................................................................... 12 Academy Diploma Program ............................................................................ 13 Course Registration Checklist .......................................................................... 14 Guidelines for Changing Courses .................................................................. 14 Sample Registration Form (Grade 10) ............................................................. 15 Sample Registration Form (Grade 11, 12) ....................................................... 16 B. COURSE DESCRIPTION Arts Program ................................................................................................ 17-19 Music Program ............................................................................................. 19-21 Business Education Program ....................................................................... 21-22 Career Education Program ........................................................................... 22-23 Career & Technical Education Program ...................................................... 24-28 Communication & Information Technology Program ...................................... 29 English Program .......................................................................................... 29-33 Mathematics Program ................................................................................. 34-35 Physical Education Program ........................................................................ 35-36 Resource Program ........................................................................................ 36-37 Science Program .......................................................................................... 37-40 Social Sciences & Humanities Program ...................................................... 40-41 Social Studies Program ............................................................................... 41-43 French Programs .......................................................................................... 44-45 3 A wide range of work placements is possible. Assessment of the student will be determined by the employer and the supervising teacher and will be based on good working skills such as: attendance, punctuality, attitude, quality of work and workplace relationships. Entry to the program will be determined by the school in consultation with the Co-operation Education teacher. Students’ past attendance and punctuality are factors considered for entry. (Contact school counsellors or teacher for more information) 5. INDEPENDENT STUDY PROGRAM This program supports students who may need extra assistance to be full participants in all aspects of school life. Students are provided with teacher support and the guidance they need to complete their school year successfully. Students who have scheduling conflicts, or struggle academically in the regular classroom may be candidates for the Independent Study program. Entry to this program is determined by administration and staff in consultation with parents and the student. Please contact a member of the Student Services Team for more information. 6. PRE-APPRENTICESHIP / VOCATIONAL PROGRAM This program offers students an introduction to the trades in the areas of aerospace, welding, carpentry and motor vehicle repair. Through a possible six credits in each program, students receive insight into future technical education programs and careers in the trades. 7. PEER HELPING PROGRAM A student enrolled in peer helping will have the opportunity to earn a credit while helping another student(s) meet challenges they are encountering in their curriculum. The Peer Helpers work with individual students or small groups and are closely supervised by the classroom teacher and/or advisory teacher. After being selected through an interview process, the successful applicants will be given a brief training program. This program will outline their responsibilities as well as present strategies and techniques which may help the Peer Helper in meeting the specific needs of his or her assigned student(s). TYPES OF COURSES Courses are offered at various levels of difficulty to better match the varying needs, interests and ability levels of students. The following is the variety available at Three Oaks Senior High School: A. ADVANCED (University Preparatory - second course number is usually a “1” - ex. English 511) Courses at this level will provide the student with a deeper and more intensive understanding of the subject area. Students choosing these courses will normally be those who have demonstrated a high degree of competency and interest in the subject area. These courses provide a higher level of preparation for studies beyond high school. B. ACADEMIC (University Preparatory - second course number is a 2 - ex. Math 421) Courses at this level provide the student with an in-depth understanding of the subject matter. Students choosing these courses will normally be those who have demonstrated the ability to cope with subjects requiring a studious approach. The content and method of instruction will require a high degree of student performance. Courses at this level are necessary for admission to university and many programs at Holland College. There are some academic courses that universities do not recognize for entrance into their school. Check with the university admissions office to make sure your courses meet admission requirements. 4 C. GENERAL (the second course number is usually a 3 ex. Science 431) Courses at this level provide basic training and understanding in the subject area. Students choosing these courses are normally those who have experienced difficulty in coping with the more academic aspects of the subject area. The content and approach of these courses should provide a broad, general understanding of the subject matter. Courses taken at this level will not prepare students for admission to university but may allow entry into some trade, technical training, and college programs. D. PRACTICAL (The second course number is a “5” ex. Science 451) Courses at this level are designed to provide a program for students who have experienced considerable difficulty in school over the years and are unable to cope with Academic or General level courses. The material is of interest to the age group in that it relates to everyday experiences. School recommendation is required for entry into these courses. E. OPEN (The second course number is a “0” ex. Art 401) Courses at this level are open to all students. Generally speaking, these are elective courses and are activity oriented. These courses are not acceptable as credits for admission to university. F. MODIFIED (The second course numbers a “6” ex. Science 461) Courses at this level must be approved by Administration in consultation with the Resource teacher and the subject teacher. This requires an independent plan and signature from the parent/guardian, as the course code will change, indicating that the course has been modified on the student transcript. FULL-TIME STUDENTS AT THREE OAKS Course Requirements Our present system allows for a maximum course load of eight (8) credits at each grade level. As a Gr. 10 student, you must register in eight (8) credits which would include 1 Credit in English, Mathematics, Science, Social Studies, Career Explorations and Physical Education. As a Gr. 11 student, you must register for eight (8) credits which would generally include at least 1 course in English, Science, Social Studies and Mathematics. As a Gr. 12 student, you must register for a minimum of seven (7) credits which must include a Grade 12 level English; a grade 12 Mathematics, Science and Social Studies are recommended. As a graduate of Three Oaks or any other school, decisions regarding registration will be made considering factors such as course availability and class size. Requirement Social Studies - Though a variety of courses are offered in the area of Social Studies, each of which is of value depending on your interests and future plans, you are required to include at least one Canadian History or Canadian Geography course in your three year in order to graduate). Science - If you are registering for Science courses at the academic level, you should include at least 1 of Biology, Chemistry or Physics in your choice. If you plan to go on to university in the Science related areas, you are encouraged to take a minimum of 2 of Biology, Chemistry and Physics in Grades 11 and 12, based on your program of choice. Graduation Requirements Students who enter Three Oaks at the Grade 10 level, or students who transfer from another P.E.I. high school or from out of province: (a) must earn a minimum of 20 credits which must include 3 English credits (one of which must be English 621A or 631A), 2 credits in Mathematics, 2 credits in Science, 2 credits in Social Studies (one of which must be CAS401A, GEO421A, HIS421G/J, LAW521A, LAW521F, LAW531A, HIS621A, HIS621B or POL621A). (b) 5 of the 20 credits must be at the Grade 12 level (600 or 800 level courses). (c) 1 physical education credit (which must be PED401A). (d) 1 career education and personal 5 development credit (which must be CEO401A). (e) 1 credit from a course identified as a creativity or innovation course These courses include: Automotive (701A, 801 A-E) Carpentry (701A, 801A-E), Computer Studies (521A, 621A), Creative Multimedia 801A, Creative Writing 521A, Culinary (801A, 801B), Design Technology 701A, Dramatic Arts (701A, 801A, 621A), Environmental Science 621A, Global Issues (621A, 631A), Independent Study (521A, 621A), Music (421A, 421B, 521A, 521B, 621A, 621B, 801A), Robotics 801A, Visual Arts (401A, 501A, 601A, 621A), Welding (701A, 801A - E), or a French credit. For complete information on graduation requirements refer to Minister's Directive No. MD 2015-01 NOTE: Only a single compulsory core subject requirement is met when two credits are attained at the same grade but at different difficulty levels. For example: If a student has both 421A and 421K math credits, the student receives two credits ~ one classified as a math credit, the other as an elective credit and, therefore, the student still requires a minimum of one more grade 11 math credit to satisfy graduation requirements. Home- schooled students must consult the Public Schools Branch before registration. Course Coding System Course Coding System — Grades 10 to 12 Each unique course code is composed of seven characters, with a course title associated with it. Example: MAT521A – mathematics, grade 11, academic, 1 credit, English language course CWS502A- co-operative work study, grade 11, open, 2 credits, English language course Subject Description Grade Category Credit Value Program Course Identifier Distinguishes between courses that would otherwise be identical in their coding. (3 characters) MAT (1 character) 5 (1 character) 2 (1 character) 1 (1 character) A e.g., MAT = math HIS = history 4 = Grade 10 5 = Grade 11 6 = Grade 12 7 = Grade 10 or 11 8 = Grade 11 or 12 9 = Grade 10, 11, or 12 0 = Open 1 = Enriched or Advanced 2 = Academic 3 = General 4 = Vocational 5 = Practical 6 = Modified 7 = Intervention 0 = no credit (for Grades 7-9) 1 = one credit 2 = two credits 3 = three credits 4 = four credits 5 = one half credit A to E, K = English- language F to J = French immersion M to Q = French- language S = AP and IB T = external credential W to Z = local program 8 (9) Remember to make any necessary changes in your course selection prior to the end of this school year. You must be prepared to attend the courses for which you register. Do not assume you can change a course after the end of June. Make your selections carefully now to avoid disappointment in September and February!! (10) Grade 12 students ... do not assume that you will be allowed to take a course in second semester that (a) you failed first semester; or (b) you wish to retake to obtain a higher mark. REGISTRATION PROCEDURE GRADE 10 A sample of the TOSH grade ten registration form is on page 17. This form is for your use only. An official registration form will be given to you by your home room teacher or counsellor.  Grade ten core courses are located in the blocks under Step 1.  Elective courses available to grade tens are located under Step 2.  On the lower half of the form, space is provided for your teachers’ comments and recommendations and for the approval and signatures of you and your parents/guardians.  Enter the course code of your 8 selected courses and also in case a course is unavailable, enter a course you would change into the block “if not” and a course you would take into the block “then” (this is in Step 3). GRADE 11 & 12 A sample registration form for Grade 11 and 12 students is on page 18. This form is for your use only. An official registration form will be given to you by your home room teacher or counsellor. The required courses are listed in the first four blocks. You should choose at least one course from each of these blocks giving a minimum of 4 credits. The remaining courses are considered as electives and are listed in the other blocks. Your electives may be chosen from these blocks or from courses not already selected in the first four blocks. Guidelines for Registering Three Oaks Current Grade 10 & 11 All staff and students should carefully read the course description hand book prior to registration. 1. A student who has failed a subject has four choices when registering for the next school year: (a) Repeat the same course. (b) Discontinue study in the subject if it is not compulsory. (c) Choose a similar course at the same grade but at a lesser level of difficulty. (d) Choose a similar course at the next grade but at a lesser level of difficulty (see below) 2. Registration will be updated in June if a student passes a course they were failing. 3. Current Grade 10 students who obtain four or more credits will become Grade 11 students. All current Grade 11 students who are eligible to graduate in June of next year will become Grade 12 students. Those who have at least four credits and are NOT eligible to graduate in June of next year are Grade 11 students. 4. Students are encouraged to register for one course in English, mathematics, science and social studies. Students registering for Grade 10 & 11 must register for 8 credits. Students registering for Grade 12 must register for 7 or 8 credits. No student should register for three Mathematics courses in one year. Students in their 4th year at Three Oaks will see Mr Jason Gallant. 5. Universities require five core academic subjects (middle digit of 1 or 2). Students who are eligible to register for advanced courses are encouraged to do so. Students are advised to refer to page 10 in the handbook for advice in selecting the proper academic courses. Additional academic courses (beyond the 5 required for admission) will be to the student's advantage. 9 COURSE CHANGES Courses you register for are those you must be prepared to take. Requests for routine changes may be accepted until the end of this school year. Only in very special cases will requests for course changes be approved in September or February. Make your selections carefully now to avoid disappointment in September! Students are responsible for initiating and following up on course changes. The steps to follow include: (1) You are encouraged to discuss the proposed change with the subject teacher of the course you wish to discontinue and your parent(s)/guardian(s). (2) Pick up a course change form from the main office or Student Services. (3) You are encouraged to complete the form with the assistance of a school counsellor or subject teacher. (4) Return form to the main office or Student Services. (5) Continue to follow your original schedule until you are notified of a change. You will receive a new schedule if the change is approved by administration. (6) You may not change into a course that is full. (7) Courses that are discontinued one calendar month after the start of the semester will be indicated as discontinued on your transcript. (8) Courses cannot be discontinued once the final assessment period in the semester has commenced. ACADEMIC AWARDS ASSEMBLY Each fall an Academic Awards Assembly is held to recognize the academic achievements of the Grade 11 and 12 students for their previous year’s work. Certificates are given to students who obtained the highest mark in each Grade 10 and 11 course offered in that school year. Certificates are also given to each Honours student. To obtain Honours at Three Oaks for Grade 10 or Grade 11, a student must take 8 courses from Three Oaks during each of the respective years, the average of all eight (8) courses must be a minimum of 80% and must have no mark less than 70%. The students earning the top ten averages also receive special recognition. The top ten in grade 10 and grade 11 will be calculated based on 8 courses. SPECIFIC INFORMATION FOR GRADE 12 STUDENTS 1. CREDIT RECOVERY If graduation requirements are not met due to failing one or two courses, a request to "make up" the unsatisfactory work can be made according to the following guidelines: (1) Make up is limited to a maximum of two courses per year and is only permitted if the mark is 45% or higher; (2) The nature of the make up (exam, project, etc.) is to be decided by the subject teacher; (3) Make up for Semester I courses must be requested and arranged within the first week of Semester II and completed by the end February of the current school year; (4) Make up for Semester II courses must be arranged at the end of Semester II; (5) Supplemental exams from June are written in September. (6) The highest yearly mark that may be obtained in a subject through the make-up program is 50%. 2. STUDENT RANKING for UNIVERSITY SCHOLARSHIPS Each year, after first semester, all members of the graduating class who have an average of 85% or higher are ranked. Ranking is based on the Governor General’s criteria. Ranking is sent only to the schools requested by the student. 10 3. PRIZES - TROPHIES - AWARDS Any student eligible to graduate is automatically considered for prizes, trophies and awards listed (a) - (e) and (g), for which they qualify. Most scholarships and bursaries (f) require an application. Students who previously graduated are not eligible for such awards. The following is a general description of the various prizes, trophies and awards presented at graduation and the criteria for selection. (a) Governor General's Medal This award is based upon criteria issued by the Government of Canada. It is given to the student in the graduating class with the highest average in all 500, 600, 700 & 800 level courses, regardless of the grade during which the course is attempted. Each student may have a different number of courses used for their average. (b) Prizes for High Standing Academic Level and Above - Ten prizes for high academic standing will be presented to students meeting the following criteria: (i) Must have been enrolled as a full time student in grades 11 and 12. (ii) Must have achieved success in 12 courses (at or above the grade 11 or 12 Academic level) in the grade 11 and 12 years. (iii) Marks considered will include grade 11 and 12 English marks plus the 10 highest marks in 10 other courses (at or above the grade 11 or grade 12 Academic level) in grade 11 or 12 years. General and Practical Level- Five prizes for high academic standing will be presented to students meeting the following criteria: (i) Must be enrolled as a full time student in grades 11 and 12 at Three Oaks. (ii) Must have achieved success in English and/or Math at the General or Practical level (iii) Marks considered will include grade 11 and 12 English marks plus the highest marks in five other courses (any level) in grade 11 or 12 years. (c) Subject Prizes - There will be at least one prize for each Grade 12 course offered at our school. The winner of each will be the graduate having the highest mark. Other Academic Prizes - A variety of other prizes and awards are given to students who excel academically. Information on these can be found in Student Services. (d) Honour Diploma - To be recognized as an honor graduate, a student must: Successfully complete the Provincial Graduation Requirements, and achieve an aggregate of 480 in six (6) Grade 12 courses (600 and 800 level), one of which is English, and have no mark lower than 70% in the six (6) Grade 12 courses included in the aggregate calculation (e) Scholarships and Bursaries - Post-secondary institutions and local organizations sponsor these. In each case, students must apply to be considered. So please keep your eyes and ears open to ensure that no opportunity is missed. Local scholarship/bursary information will be made available to you in the second semester via a memo to Grade 12 home rooms and through the Student Services bulletin board. Scholarships information from post-secondary institutions are included in their calendars. (g) Extra-curricular Awards - Only a few such awards are presented at Graduation as most are given out at the Awards Assembly, Band Banquet, Athletic Banquet and Graduation Banquet, all of which occur just prior to Graduation. These awards are selected by the staff. 13 Academy Diploma Program The Academy Diploma Program (ADP) is a specialization program approved by the Department of Education, Early Learning and Culture which enables students to gain sector-specific skills and knowledge in the context of engaging, career-related learning environments. ADPs help students to focus on graduation and pursue their post-secondary goals. This program is part of the PEI Career Education Framework, which was developed in 2008, and will assist in the students’ transition from secondary school to apprenticeship training, college, university, or the labour market by providing them with real world knowledge, skills, and experiences related to potential future educational and career pathways. Participating in an ADP enables students to: 1. customize their secondary school education to reflect their interests and talents while meeting the requirements for the PEI High School Graduation Certificate; 2. select a bundle of eight to ten required credits focused on sector-specific knowledge and skills that are valued by the sector and post-secondary educational institutions; 3. designed to help prepare students for a post-secondary destination of their choice in a particular economic sector; 4. designed with the flexibility to allow students to shift between pathways (e.g., to switch from a path leading to college to an apprenticeship focus), or to discontinue the program if their career plans change in Grade 11 or 12; 5. provide evidence of achievement of the required components of the ADP (e.g., sector-recognized certifications) for prospective employers and post-secondary educational institutions; 6. explore, identify, and refine career goals, and make informed decisions about their post-secondary options; take part in community based learning opportunities that will help them gain confidence in their ability to be successful, refine skills and work habits, and make informed choices about future career pathways and next steps; 7. participate in pathway exploration experiences aligned with their field of interest; develop skills, knowledge, and work habits related to Literacy and Essential Skills, and the Innovation Skills Profile, which are required in a particular sector, and have the performance of their skills, knowledge, and work habits assessed and documented; 8. enhance the above skills in the context of engaging, sector-specific learning environments; 9. access resources, equipment, and expertise that may not be available in their school. Marine Science ADP allows students to explore careers in a variety of related fields, including oceanography, aquaculture, marine biology and ecology, SCUBA and commercial diving, marine vessel engineering and navigation, etc. It also encourages students to make links between marine science and their other subject areas through contextualized learning activities. The program includes a variety of experiences, including tours, guest lecturers, hands-on research activities, industry-recognized certifications, and opportunities for educational travel. Aviation Career ADP is a ministry-approved specialized program that allows students to focus their learning on a specific economic sector (aviation) while meeting the requirements for graduation and assists in their transition from secondary school to apprenticeship training, college, university, or the workplace. This Career Academy enables students to gain sector-specific skills and knowledge in the context of engaging, career-related learning environments (including an aviation Co-Op placement) and helps them focus on graduation and on pursuing their Post-Secondary goals which may include the aviation industry. Three Oaks Senior High School offers an ADP program in Marine Biology and Aviation. Please see Mr. Chris Higginbotham or Mr. Donnie Gallant for more information on their respective ADP Programs. 14 Course Registration Checklist 2019 – 2020 Name: 1.CEO401 Required (1) Social Studies(2)one required Cdn. content 1.Physical Education PED401 Required (1) 1. 2. Creativity or Innovation Required (1) 1. English (3) Grade 12 Credits (5) 1. 1. 2. 2. 3. 3. 4. Math (2) 5. 1. 2. Electives 1. 2. Science (2) 3. 1. 4. 2. 5. 6. Total Credits to Date - The number in parenthesis indicates the number of courses for each area required for graduation purposes. Graduation requires student earn a minimum of 20 courses including the indicated required General Guidelines for Changing Course Levels A student who attains a mark of 50% in a subject will be permitted to take the same subject at the next grade and at the same level. Note that there are a number of courses that highly recommend a minimum 60% or higher average. These prerequisites indicate that previous success in this area is essential to future success in a higher level course. However, students who have not attained an average of 50% may register according to the following general guidelines subject to school approval. 1. A student who has a mark below 35% in a subject may NOT take the same subject at a lower level in a higher grade. 2. A student who has a mark of 35% to 49% in a subject may request to take the same subject at a lower level in a higher grade. This does not apply to English courses. EXAMPLE: Ancient History 421, mark of 42% - he/she may be permitted to take Canadian Law 531. Of course, he/she would not get credit for Ancient History 421. 3. A student who wishes to choose an academic course at the grade 10 level after successful completion of a general course may request to do so provided he/she has: (a) an average of 80% or more at the general level or (b) school permission 4. Level changes require an approval of the subject teacher. 15 Three Oaks Senior High School Grade 10 Registration Form 2019-2020 Name:_____________________________________ (Please Print) Telephone:__________________ SUMMERSIDE INTERMEDIATE  MISCOUCHE CONSOLIDATED  ATHENA CONSOLIDATED  STEP 1 – CHOOSE THE APPROPRIATE COURSES FROM THE BLOCKS BELOW English English 421A English 471A English 471C Code 1 3 4 Mathematics Mathematics 421A Math 421A Bridging Math Math421K Code 17 16/17 18 Social Studies Ancient & Medieval His. 421A Canadian Geography 421A Canadian Studies 401A Code 46 48 49 Science Science 421A Science 431A Applied Science 701A Code 31 32 33 French Immersion History 421G French 421F Code 47 73 Require meeting between T.O.S.H. and Intermediate School to discuss possible Transition Action Plan or Cohort class placement. STEP 2 - CHOOSE ELECTIVES TO MAKE UP A TOTAL OF EIGHT COURSES Electives Writing 421 The World of Business Visual Art 401A French Core 421A Music Instrumental 421A Music Choral 421B Physical Education 401A * Required ITC 401A Design Technology 701A Code 2 63 66 74 85 88 92 95 96 Electives Foods and Nutrition Carpentry Tech Introduction Automotive Tech Introduction Career Exploration & Opportunity 401A *Required Aircraft Maintenance Dramatic Arts EAL701A EAL701B EAL701C EAL701D Code 103 108 111 121 215 215 217 218 219 220 Recommendations for placement in the core subjects at TOSH by current subject teacher. ENGLISH____________________________________________________________________________________________________ SOCIAL STUDIES____________________________________________________________________________________________ MATH_____________________________________________________________________________________________________ SCIENCE_____________________________________________________________________________________________________ PARENTS WHO WISH TO DISCUSS REGISTRATION CONCERNS, PLEASE CHECK HERE  Student Signature ___________________ Parent/Guardian Signature_________________________ School Signature ____________________ Date __________________________________________ Special registration requests can be made via email to Jason Gallant([email protected]) STEP 3 – PLACE THE COURSE CODE OF COURSES SELECTED IN THE BOXES BELOW. BE SURE TO COMPLETE THE” IF NOT THEN” BOXES IF NOT THEN 92 121 18 ART621A - Visual Arts This course builds upon the skills, concepts, media, techniques, ideas, and experiences developed in ART501A. Students are expected to develop and demonstrate growth in their proficiency of skills; use of artistic concepts; exploration of media and techniques; gathering of information and knowledge; reflecting historical and cultural awareness; divergent thinking when problem-solving; support for the values and principles of sustainability in our world; and communication of ideas, thoughts, feelings, and inspirations. Students will reflect on and share how the above is combined in their artwork to create and express a strong visual personal statement/message. Students will critically view a comparative study of two artworks using the skills of a persuasive argument. They will examine art and artists of the modern and contemporary art movements, and apply this knowledge to their artwork and writings. In the first half of the semester, students will be expected to use their artistic statement and artwork as a guide to select an artist/culture/artistic style to research for an inquiry-based project. Students are expected to present their research in both visual and written form. In the second half of the semester, students are expected to create a community-based project that develops a close relationship between investigation and a purposeful, creative process in their artwork and writings. The community-based project will encourage students to understand themselves and their relationship to each other and the wider community. Both the inquiry-based project and the community-based project encourage a respect for cultural and aesthetic differences, and promote creative thinking and problem solving. Students will be expected to exhibit and present a body of three artworks that supports their exploration, research, and experience from the following: the development of their artistic thought and voice; an inquiry- based project; a community-based learning project. The ART621A course has a strong emphasis on self-criticism and working independently. Students will continue to create, collect, record, explore, and reflect in their workbook and portfolio on a regular basis. Students will be expected to reassess their artist statement periodically throughout the semester and add, delete, and modify to represent their way of thinking, doing, and expressing. ARTS - Dramatic Arts Courses DRA621A - Dramatic Arts This course will focus on the creation of a collaborative dramatic work of art through a Project Based Learning (PBL) approach. It will build upon the skills, concepts, techniques, ideas, knowledge, and experiences in DRA701A, plus they will be introduced to a foundational component that will explore and analyze theatre production, script writing, and acting. Students will critically view dramatic works using the skills of a persuasive argument. They will examine dramatic genres, time periods, and styles, and apply this knowledge to the creation of their selected focus in their dramatic work. Students will present the results of their PBL in a performance and in a reflective presentation. Throughout this course, students are expected to develop and demonstrate growth in their proficiency of skills; use of artistic concepts; exploration of media and techniques; gathering of information and knowledge; reflecting historical and cultural awareness; divergent thinking when problem-solving; support for the values and principles of sustainability in our world; and communication of ideas, thoughts, feelings, and inspirations. 19 This course has a strong emphasis on self-criticism and working independently. Students will continue to create, collect, record, explore, and reflect in their logbook/blog and portfolio on a regular basis. Students will be expected to develop and reassess their artist statement throughout the course. Prerequisite: DRA701A or permission from the teacher (based on level of skill and knowledge) DRA701A - Dramatic Arts DRA701A is an introductory course in drama, focusing on the personal growth of the student. Through extensive work in improvisation in both small and large groups, students gain confidence as they explore and communicate ideas, experiences, and feelings in a range of dramatic forms. Students will analyze, experience, and perform scripts through the study of movement and speech. Students will be required to create, collect, record, explore, and reflect in their logbook/blog and portfolio on a regular basis. DRA701A is the foundation for all future course work in drama and theatre. This course is a recommended prerequisite for DRA801A and DRA621A. DRA801A - Dramatic Arts This course will focus on the technical aspects of theatre production. Students will be expected to work collaboratively with their classmates on a class production. It will build upon technical skills, concepts, techniques, ideas, knowledge, and experiences in DRA701A, plus they will be introduced to a foundational component that will explore and examine theatre production, script writing, and acting. Students will critically view the technical approach to dramatic works and discuss their findings using the skills of a persuasive argument. They will examine dramatic genres, time periods, and styles, and apply this knowledge to the technical production of a dramatic work. Students are expected to develop and demonstrate growth in their proficiency of technical skills; use of artistic concepts; exploration of media and techniques; gathering of information and knowledge; reflecting historical and cultural awareness; divergent thinking when problem-solving; support for the values and principles of sustainability in our world; and communication of ideas, thoughts, feelings, and inspirations. This course has a strong emphasis on self-criticism and working independently. Students will continue to create, collect, record, explore, and reflect in their logbook/blog and portfolio on a regular basis. Students will be expected to develop and reassess their artist statement throughout the course. Prerequisite: DRA701A or permission from the teacher (based on level of skill and knowledge). MUSIC -Music Courses MUS421A – Music MUS421A will refine and build upon the musical concepts, knowledge, and skills of the grade nine instrumental music program. The MUS421A course will explore and investigate pieces from a variety of styles and time periods with a specific emphasis on Canadian content and the Baroque Era. Students will be expected to choose one piece from the Baroque time period as a musical study. 20 Through the strands of Create and Perform, Listen and Perform, and Read and Perform, students will be introduced to scale identification of whole tone; interval identification of major and perfect ascending; and relative harmonic and melodic minor scales/arpeggios of C, Eb, and Ab. They will demonstrate an understanding of the following musical expressions: affectuoso, brillante, expressivo, glissando, and risoluto. Students will be expected to perform a solo and be an independent part of a small ensemble. Prerequisite: 9MUSA (Grade 9 Music) or permission from the teacher (based on musical level). MUS421B – Music This course is designed for the student who has an interest in choral music. It includes theory and the history of choral music as well as instruction to choral methods. Students will practice reading through solfege. They will relate these elements to each other and to singing encountered through performance. Listening skills will be developed as instruction in materials of choral music will be offered. Students will learn proper vocal care and maintenance. They will be exposed to a variety of choral singing genres including classic, vocal jazz, gospel, and show choirs. MUS521A – Music The course builds upon the musical concepts, knowledge, and skills of MUS421A. Students will be expected to refine, build upon, and explore the musical concepts of rhythm and metre, pitch and harmony, form, expression, and content through the three strands of Create and Perform, Listen and Perform, and Read and Perform. They will demonstrate an understanding of the following musical expressions: ad libitum, alla marica, ben maracato, con forza, con spirito, furioso, quasi, and vigoroso. In MUS521A, students will be introduced to rhythmic dictation in compound time; pentatonic scale identification; melodic dictation, chord identification of augmented, diminished, or dominant 7th; identification of intervals played simultaneously: major, minor, and perfect; and identification of chord change. They will demonstrate that they are able to play major scales/arpeggios/thirds: A and E concert; relative harmonic and melodic minor scales/arpeggios of Db, G, and D concert; and read and play pentatonic scale. Through the context of music, students will explore the characteristics of the Classical Era. They will be expected to choose one composer from this time period on which to do a musical study. Students will also examine their own Canadian culture and how music plays a role in creating and defining that culture. Prerequisite: MUS421A or permission from the teacher (based on musical level) MUS521B – Music This course is a continuation of MUS421B. Students will progress to a higher level of theory and singing. The theory aspect will include choral music composition, sight singing, and solfege. Students will be introduced to conducting techniques. They will continue to study choral music history and listening. Prerequisite: MUS421B MUS621A – Music This course is built upon the musical concepts, knowledge, and skills studied in MUS521A. Students are expected to refine these concepts, knowledge, and skills. They will also be introduced to new concepts, knowledge, and skills through creating, listening, and performing. They will explore chords in four voices (open and closed positions) and demonstrate an understanding of the following musical expressions: a cappella, attaca, con fuoco, deciso, mesto, and troppo. 23 CWS502A/B – Cooperative Education and CWS602A/B – Cooperative Education Cooperative Education is an experiential method of learning that formally integrates classroom studies with learning through productive work experiences in a field related to a student’s academic or career goals. It provides progressive experiences in integrating theory and practice. The Cooperative Education course is a partnership among students, schools, and the community, with specified responsibilities for each. This course consists of a classroom component and a placement component. Prior to the placement, all students must demonstrate an understanding of the pre-placement orientation expectations and participate in the development and implementation of their personalized placement learning plans. These plans outline the specific goals that the students, teachers, and employers have regarding opportunities to apply and extend knowledge and practice, and refine skills to demonstrate student achievement of placement expectations that reflect current workplace practices and standards. Credit Guidelines A maximum of four cooperative education credits are recognized for high school graduation purposes. Under exceptional circumstances, and with authorization of the Director of Public Schools Branch and school principal, the maximum allowable cooperative education credits for high school graduation may be increased to eight. Recommendation – for those students with excellent attendance and 70% in CEO401A PHP501A – Peer Helping Students enrolled in this course will have an opportunity to earn a credit while helping and supporting the learning of other students with special, unique educational needs. Peer helpers assist students in meeting the many challenges they encounter in differentiated learning environments and in the resource room. After being selected through an application process, successful applicants will participate in a brief training program outlining the roles and responsibilities of peer helpers and are provided with strategies and techniques to utilize while meeting the specific individual needs of his/her assigned student(s). Peer helpers will facilitate one-on-one learning with students and are closely monitored by the classroom teacher and peer helping teacher. PHP601A – Peer Helping Students enrolled in this course will have an opportunity to earn a credit while helping and supporting the learning of other students with special, unique educational needs. Peer helpers assist students in meeting the many challenges they encounter in differentiated learning environments and in the resource room. After being selected through an application process, successful applicants will participate in a brief training program outlining the roles and responsibilities of peer helpers and are provided with strategies and techniques to utilize while meeting the specific individual needs of his/her assigned student(s). Peer helpers will facilitate one-on-one learning with students and are closely monitored by the classroom teacher and peer helping teacher. This group of peer helpers will enhance their understanding of the students to which they are assigned by researching the students’ particular conditions and contributing ideas to the development of the students’ Individual Education Plans (as appropriate). Selection of these peer helpers will stem from successes observed in the PHP501A program and successful completion of the referral and application process. Through special consideration, students may take PHP601A without having taken PHP501A. 24 CAREER AND TECHNICAL EDUCATION Automotive AUT701A – Introduction to Auto Service Technology Introduction to Auto Service introduces students to tools, equipment, theories, and practices common to the trade with a constant emphasis on safe work habits. In this course, students will learn how to communicate effectively and present themselves professionally; assemble components using a variety of fasteners and adhesives; perform basic heating, cutting, and welding procedures; diagnose and service wheels and tires, and perform basic maintenance. This course is a prerequisite for all other CTE-Automotive courses. AUT801A – Basic Power Train A basic working knowledge of the major systems of a vehicle is essential for any auto service technician. The basic powertrain course introduces students to engine operation, cooling systems, and vehicle drivelines. Students will learn about the operation of internal combustion engines and various fuel types and practice performing accurate measurements using a variety of common measuring tools. Students will conduct tests and service vehicle cooling systems, and learn to diagnose and repair problems related to vehicle drivelines. AUT801B – Brake Systems Brakes are one of the most fundamental safety systems on a vehicle. This course focuses on the components, types, service, and diagnosis of brake systems. Students will develop a clear knowledge of the fundamentals of friction and hydraulics related to brake component function. They will learn to service, repair, and diagnose drum brake systems, disc brake systems, and power brakes, and will be introduced to anti-lock brake systems. AUT801C – Electrical Systems Today’s automobiles use electricity to operate many different devices and systems. During this course, students will develop a basic understanding of electrical principles, fundamentals of magnetism, and scientific principles related to vehicle electrical systems. They will learn to service, test, and diagnose problems related to batteries. They will service and repair basic electrical circuits, use electrical meters, and scan tools to test and diagnose vehicle electrical systems. AUT801D – Steering Systems The steering gear mechanism is an integral component of any vehicle system. Students will learn how to diagnose and correct problems related to vehicle steering components. They will also learn about the service and repair of manual and power steering systems, steering columns, and basic frame construction. AUT801E – Suspension Systems Suspension and steering components are second only to brakes among the most crucial safety systems in any vehicle. Students will learn about common steering angles and how each affects vehicle handling, and about basic alignment procedures. They will also learn to diagnose and correct problems related to vehicle suspension and steering components and perform a standard motor vehicle inspection. Prerequisite: All AUT801 credits and permission from the teacher (based on level of skill and knowledge) 25 Carpentry CAR701A – Introduction to Carpentry Technology Introduction to Carpentry Technology is a project based course where students can expect to be engaged in carpentry projects that will develop their technical skills and challenge their critical thinking. CAR701A provides students the opportunity to develop technical skills with tools, equipment, and safe work practices within a Carpentry setting. Students will be challenged to apply math concepts to solve technical problems and develop their literacy skills through design and drawing techniques. Students are expected to develop safe work habits, effective time/project management skills and work effectively with others. CAR701A is the prerequisite course for all 800 level CTE-Carpentry Technology courses CAR801A – Framing Systems Level I Framing Systems Level I is a project based course that introduces students to the fundamentals of framing within the Carpenter trade. Students will develop technical skills related to wall and floor framing and develop knowledge related to the effect forces have on, and how forces are transferred through structures. Students are expected to develop safe work habits, effective time/project management skills and work effectively with others. CAR801A is the prerequisite courses for CAR801B - Framing Systems Level II CAR801B – Framing Systems Level II Framing Systems Level II builds on the technical skills introduced in the Framing Skills Level I course. Students are expected to perform framing tasks with an increased proficiency and be able to articulate why particular techniques are used in different situations. Students will explore the building envelope and understand its implications related to framing and structures. Students are expected to continue to develop safe work habits, effective time/project management skills and work effectively with others. CAR801C – Carpentry Skills Level I Carpentry Skills Level I is a project based course designed to introduce students to the wide range of carpentry and construction skills required when working within the carpentry trade. Students are expected to develop their technical skills related to the safe operation of common woodworking tools, technical drawings, and essential skills required within the Carpenter trade. Students are expected to develop safe work habits, effective time/project management skills and work effectively with others. CAR801C is the prerequisite courses for CAR801D - Carpentry Skills Level II CAR801D – Carpentry Skills Level II Carpentry Skills Level II builds on the technical skills and knowledge introduced in the Level I course. Students are expected to perform construction and carpentry related projects/tasks with a high level of technical skills and be able to articulate why particular techniques are used in different situations. Students are expected to continue to develop safe work habits, effective time/project management skills and work effectively with others. CAR801E – Carpentry Apprenticeship Carpentry Apprenticeship is designed to provide students who are considering a future career related to the skilled trades an understanding of the skills and knowledge expected from an apprentice. The course will provide students an opportunity to explore the full range of topics expected from a level I Carpenter apprentice. Students will work on projects that support the continued development of their technical skills while becoming more articulate in their knowledge related to the carpentry trade. Prerequisite: All CAR801 credits and permission from the teacher (based on level of skill and knowledge) 28 Aviation AAR701X – Introduction to Aviation Designed to provide an orientation to the many disciplines in the aviation industry, this program outlines the careers available in the aviation and aerospace sectors and introduces the student to skills required to take on those careers. AAR802X – Aviation 1st Component Designed to provide an orientation to the many disciplines in the aviation industry, this program outlines the careers available in the aviation and aerospace sectors and introduces the student to skills required to take on those careers. The program includes skills transferrable to many sectors including workplace safety and safety regulations, the Workplace Hazardous Materials Information System, the use and care of basic hand tools and precision measuring. Aviation specific training includes safety in aviation environments, basic theory of flight (airplanes and helicopters), hardware, sheet metal work and aircraft maintenance. Practical activities are provided to enhance the training throughout the course and include the assembly of basic electronic kits. Toward the end of the semester, students may opt to take a job-shadow placement at a local aerospace company. Prerequisite: AAR701X or permission from the instructor AAR802Y – Aviation 2nd Component This course is a continuation of Aviation 802X and will expand the knowledge and skills of the student. The course will include a more complete study of the theory of flight, and cover the operation and maintenance of piston and turbine engines and aircraft structural repair. Aircraft materials and construction, electrical basics and electrical safety, as well as aircraft inspection and maintenance documentation will form a large part of the module. Practical projects will include piston engine work, sheet metal work and maintenance and inspection of a certified aircraft. Students will also do some “on the job training”. Prerequisite: AAR802X or permission from the instructor CWS602A – Aviation 3rd Component Students may enter this program from 802X or 802Y. For those students who enjoy the aircraft maintenance environment, this course will allow them to continue in the aviation program. Most of this course will be Co-op placements with local aviation and aerospace companies. Prerequisite: AAR80Y or permission from the instructor TRA602X – Holland College Transitions Program This course offers hands-on, post-secondary exploration in a college setting. Students test-drive a variety of college programs including: multiple trades, policing and health and community based programs. This program is unique in several ways as students attend Holland College Campus and work in small teams of 5-6 students, led by mentors. They also enjoy tours and volunteering in a variety of businesses in the surrounding community. Students who are well-suited to this program include those who are unsure about what they want to do following graduation and/or prefer hand-on activities in a variety of settings. This program encourages innovation, creativity and professional work ethic. Student outcomes include: increased knowledge about career options, opportunities to learn about their community and above all, increased self-confidence and positive outlook for their future. To find out more contact your school counsellor or call the Holland College Transitions Program Coordinator, Joan Diamond at (902) 629-4248. Prerequisite - CEO421A 29 Communication and Information Technology CMM801A – Creative Multimedia Creative Multimedia students will acquire basic web and multimedia production skills through practical experience with digital media technologies. The course will be activity-based, and taught from a design point-of- view. Creations will be presented in a portfolio format. Modules include Digital Design Principles, Digital Imaging, Animation, Audio/Video Editing, and Web Authoring. This is an introductory level course and no prerequisites are required. CMP521A – Introductory Computer Studies The CMP521A course focuses on the development of problem solving skills through the analysis, design, and implementation of digital solutions. The following topic areas are addressed throughout the course: the computer and its effects upon society, database management, HTML, Cascading Style Sheets, and structured programming. This is an introductory level course and no prerequisites are required. CMP621A – Computer Studies CMP621A is a continuation of the CMP521A course with special emphasis on the acquisition of problem solving, critical thinking, and independent learning skills. The syllabus of this course focuses on programming and dynamic website publishing/app programming. Students will be required, through major projects, to demonstrate the attainment of the specific curriculum outcomes of this course. Good mathematical skills and the successful completion of the CMP521A course are highly recommended for students enrolling in this course. ITC401A – Information Technology Communication ITC401A will provide students with foundational skills in the use of business productivity software. In this course, students will have the opportunity to develop knowledge and enhance skills in keyboarding, word processing, desktop publishing, visual presentations, spreadsheet and graphing, effective Internet searching, and e-mail usage. A variety of computer literacy and digital citizenship topics will be discussed throughout the course. Skills and knowledge acquired in this course are useful in all curriculum areas in high school, during post- secondary studies, and will be transferable to the workplace. Awareness of ergonomics and proper keyboarding techniques will reduce physical strain from increased use of computer technology at home and at work. ENGLISH English Core Courses ENG421A – English This integrated Language Arts course is designed to help students reach a high level of skill in all three strands of the English Language Arts Curriculum: Speaking and Listening, Reading and Viewing, and Writing and Other Ways of Representing. This course is grounded in fundamental skills that ensure students are prepared for the variety of pathways they may take after high school. This course will include a balanced literacy program with a variety of resources to engage students in meaningful activities that will support their development in the ten specific curriculum outcomes. Recommendation – Students with a solid background in grade 9 Language Arts 30 ENG471A/B – English This course will focus on essential literacy skills. Throughout the course, students will examine a range of strategies that will support them throughout the reading process. Students will apply these strategies before, during and after reading. Students will examine purpose, structure and characteristics of text, and will also refine writing skills to construct a variety of texts. Speaking and listening is a foundational element of this course where students will demonstrate effective communication skills. Students will also examine oral texts. Although this course will not be graded with a percentage, student achievement will be reflected on a continuum of learning. This continuum will measure student achievement within the three strands of this course: Speaking and Listening, Reading and Viewing, and Writing and Other Ways of Representing. Successful students will demonstrate at least one grade level of growth in the Specific Curriculum Outcomes. Recommendation- Students requiring significant intervention in the areas of reading and writing. ENG471C – English This course will focus on essential literacy skills. Throughout the course, students will examine a range of strategies that will support them throughout the reading process. Students will apply these strategies before, during and after reading. Students will evaluate purpose, structure and characteristics of text and will also refine writing skills to construct increasingly complex texts (narrative, expository, persuasive, and visual/multimedia). Speaking and listening is a foundational element of this course where students will demonstrate effective communication skills. Students will also evaluate speaker’s verbal and nonverbal language. Although this course will not be graded with a percentage, students will be regularly evaluated on a continuum of learning. This continuum will measure student achievement within the three strands of this course: Speaking and Listening, Reading and Viewing, and Writing and Other Ways of Representing. Successful students will demonstrate achievement of essential literacy skills and are encouraged to transition to the academic program. Please note: there are no prerequisites for English 471C. Recommendation- Students requiring additional intervention in the areas of reading and writing before enrolment in ENG421A. ENG511X - English This Enriched English course is offered only to mature students who have good study habits, above average reading and writing ability, and marks consistently above 85%. The course will use texts from the four genres in the 521 English program, and an additional Shakespearean play. Students will complete a variety of assignments based on the literature as well as a major literary research assignment. A heavy emphasis will be placed on the analysis of the studied material. Oral presentations, group work, and the ability to work independently are key components of this course. Prerequisite - Teacher Recommendation & a mark of 85%+ in English 421A & Recommend HIS421A. ENG521A – English Examines major genres such as drama, poetry, fiction, nonfiction and visual/multimedia. While recognizing the diverse community of learners, ENG 521A requires all students to apply previously attained knowledge and skill in new ways, thus leading them to higher levels of achievement and increasing their skill in Speaking and Listening, Reading and Viewing, Writing and Representing. ENG421A, ENG521A and ENG621A are sequential courses. There may, however, be exceptional circumstances in which a student transfers into ENG521A or ENG621A from another program. Recommendation – 60% in ENG421A. 33 opportunities to listen and speak in English, while developing their English language fluency, accuracy, and comprehension. Although the four strands of language (listening, speaking, reading, and writing) are interrelated, the main emphasis of this course is on listening and speaking. Students will be recommended to take EAL701B the same semester as EAL701A, where possible, as both courses complement one another. Students who have successfully met the outcomes in EAL701A and EAL701B will be highly recommended to take EAL701C. EAL701B – English as an Additional Language (Beginning/Introductory Level) This beginning/introductory level course will be offered to students who already speak at least one other language, or who come from a home in which another language is used. This course will support students’ development and progression of English language proficiency, which is required for success in school and in the community. It will be highly recommended to students whose English language proficiency level in reading and writing is assessed at the beginner/introductory level. This course intends to provide students with ample opportunities to read and write in English, while developing their reading and writing strategies, comprehension, response, and analysis. Although the four strands of language (listening, speaking, reading, and writing) are interrelated, the main emphasis of this course is on reading and writing. Students will be recommended to take EAL701A the same semester as EAL701B where possible, as both courses complement one another. Students who have successfully met the outcomes in EAL701A and EAL701B will be highly recommended to take EAL701C. EAL701C – English as an Additional Language (Intermediate Level) This intermediate level course will be offered to students who already speak at least one other language, or who come from a home in which another language is used. This course will support students’ further development and progression of English language proficiency, which is required for success in school and in the community. It will be highly recommended to students whose English language proficiency level in listening, speaking, reading, and writing is assessed at the intermediate level, or for those who have successfully completed EAL701A and EAL701B. This course provides students with ample opportunities to listen, speak, read, and write in English. The emphasis of this course is on the four interrelated strands: listening, speaking, reading, and writing. It is recommended that students who successfully complete EAL701C will then take EAL701D to further progress in their English language proficiency. EAL701D – English as an Additional Language (High/Intermediate/Advanced Level) This high intermediate/advanced level course will be offered to students who already speak at least one other language, or who come from a home in which another language is used. This course will support students’ further development and progression of English language proficiency, which is required for success in the school and in the community. It will be highly recommended to students whose English language proficiency level in listening, speaking, reading, and writing is assessed at the high-intermediate level, or for students who have successfully completed EAL701C. This course provides students with ample opportunities to listen, speak, read, and write in English. The emphasis of this course is on the four interrelated strands: listening, speaking, reading, and writing. It is highly recommended that students complete EAL701D before taking ENG421A or ENG471A. 34 MATHEMATICS MAT421A – Foundations of Mathematics and Pre-Calculus 10 This is an introductory academic high school mathematics course which is a prerequisite for all other academic A and B mathematics courses. Included are such topics as measurement systems, surface area and volume, right triangle trigonometry, exponents and radicals, polynomials, linear relations and functions, linear equations and graphs, and solving systems of linear equations. It is recommended that students in this course have a strong background in grade nine mathematics. MAT421K – Apprenticeship and Workplace Mathematics 10 MAT421K is an introductory high school mathematics course which demonstrates the importance of essential skills. MAT421K, combined with the grade eleven course (MAT521K) and a grade twelve course (MAT621K or MAT801A), will meet the requirements necessary to enter some community college programs. This course includes topics such as measurement, area, the Pythagorean Theorem, trigonometry, geometry, unit pricing and currency exchange, income, and basic algebra. MAT521A – Foundations of Mathematics 11 This is a second-level mathematics course which is designed to provide students with the mathematical understandings and critical-thinking skills identified for post-secondary studies in programs that do not require the study of theoretical calculus. The topics covered are logical reasoning, angles and triangles, trigonometry, statistics and probability, systems of linear inequalities, quadratic functions, and proportional reasoning. MAT421A is a prerequisite for this course MAT521B – Pre-Calculus 11 This is a second-level mathematics course which is designed to provide students with the mathematical understandings and critical-thinking skills identified for entry into post-secondary programs that require the study of theoretical calculus. The topics covered are sequences and series, trigonometry, quadratic functions, radical functions, rational functions, absolute value functions, systems of equations, and inequalities. MAT421A is a prerequisite for this course. As well, it is recommended that students have a strong background in MAT421A, especially in the areas of radicals and factoring of polynomials.. MAT521E – Pre-Calculus Elective This course, although optional, is highly recommended for students in the pre-calculus pathway. The topics covered are logical reasoning, geometry, statistics, probability, and financial mathematics. MAT521E is intended for students in the Pre‐Calculus pathway only. MAT521K – Apprenticeship and Workplace Mathematics 11 MAT521K continues the exploration of how essential skills are used in the workplace and in everyday life. MAT521K, combined with a Grade 12 mathematics course (MAT621K or MAT801A) will meet the requirements to enter some community college programs. This course includes topics such as surface area and volume, trigonometry, scale diagrams, compound interest, financial mathematics, slope, proportional reasoning, and statistics. MAT421K or MAT421A is a prerequisite for this course. 35 MAT611B – Calculus This is an introductory calculus course which is intended for students planning to enroll in post-secondary programs that require the study of calculus, such as engineering or most science programs. It introduces students to topics such as limits and continuity, derivatives and their applications, and integrals and their applications. MAT621B is a prerequisite for this course. As well, it is recommended that students have a strong background in MAT621B. MAT621A – Foundations of Mathematics 12 This is a third level mathematics course which is intended for students planning to enroll in post-secondary programs that do not require the study of calculus, such as arts programs. It introduces students to topics such as financial mathematics; logical reasoning; probability; combinatorics; functions; and polynomial, exponential, logarithmic, and trigonometric functions. MAT521A or MAT 521B are prerequisites for this course. MAT621B – Pre-Calculus 12 This is a third level mathematics course which is intended for students planning to enroll in post-secondary programs that require the study of calculus, such as science or engineering programs. It introduces students to topics such as transformations, functions, trigonometry, exponential functions, logarithmic functions, function operations, and combinatorics. MAT521B is a prerequisite for this course. MAT801A – Applied Mathematics This course emphasizes essential mathematical skills that are used in various trades-related careers. Students are involved with a variety of hands-on activities directly related to mathematics and trades-related courses. MAT801A will meet the requirements for some community college programs. The units of study include mathematical essentials, construction/housing, electrical, spatial sense, and fabrication. PHYSICAL EDUCATION LED621A – Leadership (Formally PED621 – Physical Education Leadership) This course will enable students to personally develop their leadership attributes, skills, and styles needed to create, plan, lead, and safely implement projects that will enhance the well‐being of self and others. By building on a foundation of leadership concepts and theories, students will have many opportunities to apply their learning to develop effective communication strategies, group dynamics, and teamwork skills, and become more socially and personally responsible for their actions. Students will extend their leadership abilities and discover service learning opportunities to model effective leadership both within and beyond the classroom. This course will allow students to take pride in their learning by presenting evidence of their personal leadership and how this growth will benefit them in all areas of their lives. 38 Some course content is flexible to allow teachers and students to take advantage of selecting crops or areas of special interest. Students who take AGS801A Agriscience may not take AGS621A Agriscience. BIO521A – Biology This is the first science course in which the focus is entirely on the life sciences. BIO521A will provide students with the opportunity to increase their scientific literacy by developing foundational knowledge and skills as well as the opportunity to make connections between the life sciences, technology, society, and the environment. The units of study include: Biodiversity; Interactions Among Living Things; Maintaining Dynamic Equilibrium I (Systems: Circulatory, Respiratory, Digestive, Excretory, Immune); Matter and Energy for Life. BIO621A – Biology This is the second science course in which the focus is entirely on the life sciences. BIO621A builds upon, in part, the knowledge and skills obtained from BIO521A and will provide students with the opportunity to increase their scientific literacy by continuing to develop foundational knowledge and skills as well as the opportunity to make connections between the life sciences, technology, society, and the environment. The units of study include: Evolution, Change, and Diversity; Genetic Continuity; Maintaining Dynamic Equilibrium II (Systems: Nervous, Endocrine); Reproduction and Development. BIO801A – Human Biology This course is designed to introduce students to the structure, function, and interrelation of the various systems in the human body that are required to maintain homeostasis. The units of study include: Blood and Immunity; Endocrine System; Nutrition; Circulatory System; Genetics; Reproductive System; Digestive System; Homeostasis; Respiratory System; Embryonic Development; Muscular System; Skeletal System, Excretory System;Nervous System. BIO801A will provide students with the opportunity to develop knowledge, skills, and the science-technology- society-environment connections concerning the functioning of their body. This course will be offered in 2019-2020, but will be not offered during 2020-2021, alternating years with Animal Science 801A). CHM521A – Chemistry This is the first science course in which the focus is entirely on the attitudes, skills, knowledge, and STSE connections involving chemistry. CHM521A builds upon the knowledge and skills developed in the Chemical Reactions unit in SCI421A. The units of study include: From Structures to Properties; Organic Chemistry; Stoichiometry. CHM521A provides the quantitative foundation as well as the chemical structure and properties required for the future study of chemistry. 39 CHM621A – Chemistry This is the second course in which the focus is entirely on the attitudes, skills, knowledge, and STSE connections involving chemistry. CHM521A provides the foundation for the units of study in CHM621A. The units of study include: Acids and Bases; Electrochemistry; From Solutions to Kinetics to Equilibrium; Thermochemistry. Prerequisite: CHM521A ENV621A – Environmental Science ENV621A seeks to promote an appreciation and understanding of the environment and sustainable development. Some topics will include: Ecological Principles; Environmental Challenges and Successes; Ethics; Human Population and Carrying Capacity; Natural Resources; Sustainability; World Views. Some course content is flexible to allow teachers and students to take advantage of selecting local topics or areas of special interest. A portion of the course is dedicated to project-based learning where critical thinking, problem-solving, and decision-making skills will be developed in the process of examining and analyzing environmental issues. With guidance and teacher-directed models, students will learn to follow a scientific inquiry process within their own investigations of environmental issues. Prerequisite: SCI421A PHY521A – Physics This is the first science course in which the focus is entirely on the attitudes, skills, knowledge, and STSE connections involving physics. PHY521A provides the quantitative and theoretical foundation for the units of study in PHY621A by introducing wave motion and examining, in one-dimension, the topics of kinematics, dynamics, and momentum. The units of study include: Kinematics (study and description of motion); Dynamics (study of forces that explain motion); Momentum and Energy; Waves. PHY621A – Physics This is the second course in which the focus is entirely on the attitudes, skills, knowledge, and STSE connections involving physics. PHY521A provides the foundation for the units of study in PHY621A. Topics related to kinematics, dynamics, and energy in PHY621A will include two-dimensional analysis. The units of study include: Application of Vectors; Circular and Planetary Motion; Electricity and Magnetism. Prerequisite: PHY521A SCI421A – Science This course introduces students to topics that are relevant in today’s world. It should inspire students to continue their study in the sciences in later years. The units of study include: Chemical Reactions; Motion; Sustainability of Ecosystems; Weather Dynamics. 40 SCI431A – Science This course introduces students to concepts that are relevant in today’s world. It encourages students to become interested and inquisitive in a variety of scientific topics. The course is divided into four units: Chemical Reactions; Ecosystems; Physics; Weather Systems. Lab and field activities will complement the curriculum. SCI701A – Applied Science SCI701A is a physical science course that develops students’ scientific and technological knowledge and skills through the use of technology and a robotics design and construction context. It contains a balance of theory, design, and experimental activities that builds student scientific and technological literacy using the processes of inquiry, problem solving, and decision-making. Furthermore, this course provides students with an opportunity to investigate energy resources in order to help them appreciate the importance of energy and alternate fuel sources. As well, students will explore a range of career opportunities in the area of applied science. SOCIAL SCIENCES AND HUMANITIES FAM421A – Family Life Education This personal development curriculum has themes on relationships, human sexuality, and healthful living. It is intended to help students know and appreciate themselves; develop a variety of skills, attitudes, and behaviours that promote successful relationships; assume responsibility for personal health and well-being; and enhance the central roles played by work and family in daily life. Its main focus is on adolescence. This course is designed to be participatory with emphasis upon effective communicating and decision-making. FAM621A – Family Life Unit topics included are: Family as a Basic Unit, Choosing a Partner, Getting Married, The Marriage Relationship, Facing Family Challenges, Transition to Parenthood, Late Adulthood, and the Nature of Marriage and the Family. FDS421A – Foods and Nutrition FDS421A will provide the student with an understanding of nutritional science and food preparation. The focus of the course is on personal and family wellness in relation to healthy eating, using Canada’s Food Guide. Kitchen skills, meal planning, and food preparation will be developed through foods lab experiences. Students may be interested in Foods and Nutrition for personal development, as an introduction to post-secondary education, or for a career in food services. This is a recommended prerequisite course for all Culinary Skills courses. HOS801A – Hospitality and Tourism This course is designed to make students aware of the scope and relative importance of this industry to the people and economy of Prince Edward Island. Through interactive experiences with the industry, students will work on activities and projects which will help them to be familiar with the various sectors of the industry such as accommodations, travel trade, food and beverage, recreations, events and conferences, attractions, tourism services, and transportation. 43 HIS621A – Canadian History This course was developed specifically to represent an Atlantic Canadian perspective within our national context. The course is organized into thematic units which address persistent questions in Canada’s development as a nation. These questions form the basis for five of the six units in the course: Globalization, Development, Sovereignty, Governance, and Justice. The sixth unit, Independent Study, engages students in a specific piece of historical research. The course emphasizes the importance of student inquiry and research using historiography and the historical method in the examination of Canada’s history. Key topics studied through these approaches include, but are not limited to, First Nations, Colonialism, Confederation, World Wars, Free Trade, Constitutional Issues, Canada’s Role in the Global Community, Industrialization, Human Rights Issues, and Immigration/Migration. This course is offered in 2019-2020, but is not offered in 2020-2021, alternating years with History 621B. HIS621B – PEI History A central focus of this course is the question, “What does it mean to be an Islander?” Using multiple sources and current concepts of inquiry and learning, students will investigate the social, cultural, political, and economic development of PEI from its earliest records of settlement to the present. Students will study various historical themes and issues through a range of time periods to learn about Prince Edward Island’s place in the world as a small island with its own unique story. Students will be challenged to deliberate on current Island issues and to recognize how history sometimes repeats itself in cases such as out-migration, economic development, and land issues. A major objective of the course is for students to utilize community resources, histories, and people as a basis for their own inquiry into a particular topic of Island history. This course is not offered 2019-2020, but is offered 2020-2021, alternating years with History 621A. LAW521A – Introductory Law This course is an introduction to Canadian law with an exploration of fundamental concepts such as the purpose of law, development of law, and administration of law in Canada. The course is organized into units that include Foundations of Law, Criminal Law, and Civil Law. Another unit, based upon an inquiry approach, provides an opportunity for students to further explore specific areas of interest that are not included in the core units such as Family Law, Contractual Law, Aboriginal Law, Media and Internet Law, and other areas of interest. Recommendation – 60% in History 421A or Geography 421A. LAW531A – Introductory Law This course is similar to LAW521A in that it provides an introduction to many of the same concepts. Students will be able to gain an understanding of Canadian law through the use of case studies and explorations of legal issues. The course is organized into three units: Foundations of Law, Criminal Law, and Civil Law. The Civil Law unit also includes a section on Family Law. Topics of study include fundamentals of law, the Charter of Rights and Freedoms, criminal and civil law procedures, youth and law, sentencing, and remedies and defenses, among other areas of interest. POL621A – Advanced Political Studies Advanced Political Studies broadens students’ views of the world’s major political systems. This course begins by examining human nature and the need for government. Students will explore the values behind democratic and non-democratic forms of governments as they will be challenged to analyze world problems through different viewpoints. Throughout the course there will be opportunity for improving critical literacy skills through discussion, debate and analysis of current political events. 44 FRENCH PROGRAMS Core French FRE421A – French FRE421A is composed of modules organized according to the experience and interests of teenagers. There are four recommended modules: Canadians, Childhood Memories, Volunteering, and Getting a Driver’s License. Both oral and written communication skills are developed in the context of authentic situations, and French is the working language of the classroom. For each module studied, the student will be responsible for completing a final project or task, and all work in that unit will contribute to the achievement of that goal. Evaluation will be based on listening, reading comprehension, written, and oral production. FRE521A – French FRE521A is a continuation of the FRE421A program but with different themes which include Extreme Weather, Film-Making, Planning a Trip, Lifestyles – Knowing Yourself, Crime and Violence, and The Theatre. FRE621A – French The same philosophy, methodology, and organization of modules is used in FRE621A as is outlined at the two previous levels. The themes identified for this level are Racism and Discrimination, The Arts, Media, Life after School, and Technology in Society. French Immersion FRE421F – French Immersion Language Arts This integrated course encourages continued development of lexical and syntactical capacities, which directly support an increased level of ease in communication over time, through meaningful practice. Oral and written texts of various genres are studied. Students hone their narrative and descriptive skills, incorporating appropriate, precise grammatical elements. Please note, the programme d’études for FRE421F - French Immersion Language Arts is currently being revised. FRE521F – French Immersion Language Arts Building on foundational communication skills which are solidified in FRE421F, this course incorporates metacognition and self-evaluation, as strategies to increase ease of communication with increasingly complex and/or unfamiliar subjects. Students incorporate pertinent details to defend ideas and are able to compare and contrast elements pertaining to abstract subjects. Spontaneous communication is increasingly fluid and students are able to advance an exchange through effective use of language functions. Please note, the programme d’études for FRE521F - French Immersion Language Arts is currently being revised. FRE621F – French Immersion Language Art This course is the point of culmination for French language development in the K-12 system. The expectations for receptive and expressive language capacities are rigorous, and this is matched with increasing autonomy of students in their own learning. Language capacities are demonstrated through the construction of clear, precise texts, which effectively justify understanding of abstract ideas with conviction. Students are able to adapt their language register spontaneously, and with ease, in order to provide a synthesis or argument in various contexts, including comparing and critiquing literature of various genres. Please note, the programme d’études for FRE621F - French Immersion Language Arts is currently being revised. 45 French Language Social Studies HIS421G – Canadian History/Histoire du Canada This course has been developed around the fundamental concept of citizenship. Its aim is to engage students in the process of historical thinking and exploration. As students find themselves encouraged or lead by essential questioning, they are required to study Canadian history from the first Aboriginal settlements to today’s preoccupations. The main objective of this course is to promote the development of historic conscience in order to enable students to understand better contemporary Canada. LAW521F – Canadian Law/Le droit This is an introductory law course designed to give students an overview of the following legal topics: introduction to the Canadian legal system, rights of the individual, criminal law, civil law, the Young Offenders Act, family law, the law on drugs and alcohol, and immigration laws. Students will be expected to research and examine current legal issues and case studies. SOC621F – The Individual in Society/L’individu en société This course is an introduction to social and psychological issues. It is designed to develop students’ understanding of society and/or their own needs and motivations. Students will learn social science research procedures involving experiments, surveys, and reports. Learning activities also include discussions, debates, role-playing, case studies, and exposure to a variety of print and non-print media. The course embraces four major themes: Human Communication; Social Institutions; The Impact of Culture; The Individual in Society. Optional Themes: Prejudice and Discrimination; The Economically Underprivileged in Society.