Secondary Course Calendar - Renfrew Collegiate Institute

Transcription

Secondary Course Calendar
2014-2015
Message from the Director
It is my pleasure to introduce the course selection booklet for
our secondary schools in the Renfrew County District School
Board. The secondary school years are exciting times, and I’m
extremely proud of the range of programs and services our
schools provide to our students. As you can see by turning the
pages of this document, we’ve created pathways and
opportunities for students who intend on graduating from
secondary school to enter the workforce or to continue their
education at a college or university. Regardless of your plans
beyond secondary school, your education is an investment in
your future, and it is important to make sure you take the time
to understand what pathways are offered to you and how to
make the most out of your secondary school experience.
Over the past few years, several new initiatives have improved
our secondary school experience and should be highlighted as
they are referenced in this document. These include our
Student Success Strategy, Specialist High Skills Majors,
Cooperative Education, Dual Credit Program, Special Education
Programs, New Transition Programs, and Student Engagement.
In addition, our Board has invested heavily into new
technologies, eLearning, blended learning, and character
education.
In closing, I would like to reference our mission statement –
“The RCDSB works together to create outstanding educational
experiences that honour the uniqueness of each individual.”
This sets a high bar for us all and I’m confident our schools will
rise to the occasion and provide each of you with an education
worth remembering!
Roger Clarke
Director of Education
Renfrew County District School Board
2 Renfrew County District School Board
Table of Contents
Reaching Every Student ............................................................................................................................ 5
Graduation Requirements for Secondary Schools .................................................................................... 6
Ontario Secondary School Diploma (OSSD) Requirements .................................................................. 6
Community Involvement ...................................................................................................................... 6
Ontario Secondary School Literacy Test (OSSLT) .................................................................................. 7
Ontario Secondary School Literacy Course (OSSLC) ............................................................................. 8
Ontario Secondary School Certificate (OSSC) ....................................................................................... 8
Certificate of Accomplishment ............................................................................................................. 8
Education Planner ..................................................................................................................................... 9
Understanding Courses and Course Codes ............................................................................................. 10
Types of Courses in Grade 9 & 10 ....................................................................................................... 11
Types of Courses in Grade 11 & 12 ..................................................................................................... 11
Additional Considerations for Accumulation of Credits ..................................................................... 12
General Information ............................................................................................................................... 13
Ontario Student Record ...................................................................................................................... 13
Ontario Student Transcript ................................................................................................................. 13
Full Disclosure ..................................................................................................................................... 13
Course Cancellation and Closure ........................................................................................................ 14
Course Changes ................................................................................................................................... 14
Semester System ................................................................................................................................. 14
Assessment and Evaluation Policies ................................................................................................... 14
eLearning ................................................................................................................................................. 15
Pathways to Success ............................................................................................................................... 16
Student Success .................................................................................................................................. 16
Experiential Learning .......................................................................................................................... 16
Ontario Youth Apprenticeship Program (OYAP) ................................................................................. 18
PASS - Partnering To Achieve Student Success ................................................................................... 18
Dual Credits ......................................................................................................................................... 18
Other Opportunities............................................................................................................................ 19
Specialist High Skills Majors (SHSM) ....................................................................................................... 19
Focus Programs ....................................................................................................................................... 25
French as a Second Language (FSL) Programs ........................................................................................ 28
2014-2015 Secondary Course Calendar
3
English As A Second Language (ESL) Programs ....................................................................................... 29
Special Education Programs .................................................................................................................... 29
Continuing & Community Education ...................................................................................................... 32
Other Supports & Resources for Students .............................................................................................. 34
Code of Conduct and Expectations of Students ..................................................................................... 36
Arnprior District High School .................................................................................................................. 40
Fellowes High School .............................................................................................................................. 44
Mackenzie Community School ................................................................................................................ 49
Madawaska Valley District High School .................................................................................................. 53
Opeongo High School .............................................................................................................................. 57
Renfrew Collegiate Institute ................................................................................................................... 61
Valour School .......................................................................................................................................... 65
eLearning ................................................................................................................................................. 69
Course Descriptions and Prerequisite Charts ......................................................................................... 70
The Arts ....................................................................................................................................... 71
Business Studies .......................................................................................................................... 75
Canadian & World Studies .......................................................................................................... 78
Computer Studies........................................................................................................................ 85
English ......................................................................................................................................... 87
French as a Second Language ..................................................................................................... 91
Guidance and Career Education ................................................................................................. 94
Health and Physical Education .................................................................................................... 96
Interdisciplinary Studies .............................................................................................................. 98
Mathematics ............................................................................................................................. 100
Native Studies ........................................................................................................................... 104
Science ...................................................................................................................................... 106
Social Sciences and Humanities ................................................................................................ 111
Technological Education ........................................................................................................... 119
Reaching Every Student
The Renfrew County District School Board,
through its secondary school program, is
committed to equip all students with the
knowledge, skills and attitudes they need for
successful outcomes – smooth transitions to
the postsecondary destinations of their choice.
Our schools offer educational programs that
promote high standards, while providing
students with learning opportunities and
supports needed for success.
Successful completion of secondary education
in Ontario is important and a valuable step
toward postsecondary opportunities. Students
may create or choose a program pathway that
prepares them for direct entry to:
• Apprenticeship Programs,
• College,
• Community Living,
• University, or
• The Workplace.
There is value, honour and dignity in all
postsecondary destinations and all sectors of
employment. A student’s Program Pathway is
his or her educational program and reflects the
goals that help motivate him or her to complete
secondary school. Building a successful
pathway through school requires planning and
is a cooperative effort involving students,
parents/guardians, teachers and guidance
counsellors. Factors you must consider in your
planning include:
• most recent levels of achievement,
• preferred learning style,
• strengths, and
• immediate educational needs.
Early success in high school is essential.
Statistics in Ontario show very clearly that
failure in courses in grade 9 and 10 is a
significant factor in students dropping out of
school. Appropriate course selection and a
proactive plan for success are important.
Schools in Renfrew County have a strong focus
on Student Success. In each of our high
schools, Classroom teachers, Student Success
teachers, Guidance counsellors, Special
Education teachers, School Support counsellors,
Co-operative Education teachers and
Administrators form strong teams who are
dedicated to successful outcomes for all
students. For our students making the
transition from grade 8 to grade 9, there has
never been greater attention paid to their
strengths and needs, while focusing on
opportunities for success. We are proud to
have the excellent and exciting transition
program “Link Crew” in all of the RCDSB
secondary schools.
This Course Calendar is a valuable tool to assist
families in planning and reviewing a pathway to
success for all students. On page 9 of this
course calendar, there is course selection
planning guide. Students are encouraged to
make use of this planning guide during this
years’ course selection process, and it should be
kept as a record for future years.
The final decision regarding course selection is
the responsibility of students and their
parent/guardians, if they are under 18 years of
age. A student’s achievement from the past
several years, together with advice from the
school, should be considered when choosing
the most appropriate program for him/her.
Please contact the Student Services department
at your school for assistance during the course
selection process.
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Graduation Requirements for Secondary Schools
Ontario Secondary School Diploma
(OSSD) Requirements
The OSSD is granted, on the recommendation
of the Principal of the secondary school last
attended, to a student who has successfully
fulfilled the following requirements:
• 30 credits, including 18 compulsory
credits and 12 optional credits
• 40 hours of community involvement
• Completion of the literacy requirement.
Notes:
*The Ontario Secondary School Literacy Course
(OSSLC) may be used to meet the Grade 11 or
12 English compulsory credit requirement. The
Grade 11 Contemporary Aboriginal Voices
course may be used to meet the Grade 11
English compulsory credit requirement.
**A maximum of 2 credits in French as a
Second Language may count as additional
compulsory credits, 1 credit from Group 1, and
1 credit from either Group 2 or Group 3.
Compulsory Credits (total of 18)
Students must earn the following 18
compulsory credits towards their OSSD:
•
•
•
•
•
•
•
•
•
•
4 credits in English (1 credit per grade)*
3 credits in Mathematics (at least 1 credit in
Grade 11 or 12)
2 credits in Science
1 credit in Canadian History
1 credit in Canadian Geography
1 credit in the Arts
1 credit in Health and Physical Education
1 credit in French as a Second Language
0.5 credit in Civics
0.5 credit in Career Studies
Plus one credit from each of the following
groups:
• Group 1: English, or French as a Second
Language**, or Classical or International
languages, or Native languages, or Canadian
and World Studies, or Native Studies, or
Social sciences and the Humanities, or
Guidance and Career Education, or
Cooperative Education***.
• Group 2: The Arts, or Business Studies, or
Health and Physical Education, or French as
a Second Language**, or Cooperative
Education***.
• Group 3: Science (Grade 11 or 12), or
Computer Studies, or Technological
Education, or French as a Second
Language**, or Cooperative Education***.
***A maximum of 2 credits in cooperative
education may count as additional compulsory
credits, selected from any of Groups 1, 2, or 3.
Optional Credits (total of 12)
In addition to the 18 compulsory credits,
students have to earn 12 optional credits in
courses of their choice, selected from the full
list of courses available in the school. Optional
credits allow students to build an educational
program that suits their individual interests and
meets university, college, apprenticeship, or
work requirements.
Community Involvement
Every student who begins secondary school in
Ontario is required to complete 40 hours of
community involvement in order to receive a
diploma. The purpose of this requirement is to
encourage students to develop an
understanding of the various roles they can play
in their community and to help them develop a
greater sense of belonging within the
community.
The school provides a document that outlines
information on the community involvement
diploma requirements for students and parents,
as well as for the persons and organizations
who are asked by students to sponsor a
particular community involvement activity.
These community involvement hours are
credited for volunteer work completed
beginning in the summer immediately
preceding their entry into grade 9.
Roles and Responsibilities of Students
In consultation with their parents, students will
select an activity or activities from the board’s
list of approved activities, or choose an activity
that is not on the list, provided that it is not an
activity specified on the ministry’s and the
board’s lists of ineligible activities. If the
activity is not on the board’s list of approved
activities, the student must obtain approval
from the principal before beginning the activity.
The safety of the student is paramount. It
should be noted that students will not be paid
for performing any community involvement
activity. These requirements must be met
outside of regularly scheduled class time.
A “Completion of Community Involvement
Activities” form must be completed by the
student, the student’s parent, and the
community sponsor (that is, the person or
organization that provided the community
involvement opportunity for the student). The
student must submit the form to the principal
or other school contact upon completion of the
40 hours or upon completion of a specific
activity.
Roles and Responsibilities of Parents
Parents should provide assistance to their child
in the selection of their community involvement
activities. Parents are also encouraged to
communicate with the community sponsor and
the school principal if they have any questions
or concerns. A parent must sign the
“Completion of Community Involvement
Activities” form if the student is under the age
of eighteen years.
Ontario Secondary School Literacy
Test (OSSLT)
All students must successfully complete the
literacy requirement in order to earn a
Secondary School Graduation Diploma. For
most students this requirement will be met
through the administration of the Literacy Test
in the spring of Grade 10. The test is based on
Ontario curriculum expectations for language
and communication, particularly reading and
writing, up to and including Grade 9.
The test will identify areas for remediation for
students who are unsuccessful in completing
the test. Students who write the test but do
not succeed may retake the test and must
successfully complete both the reading and
writing components in order to pass. There is
no limit to the number of times the test may be
taken.
Accommodations
Students who are receiving Special Education
programs and services that have an Individual
Education Plan (IEP) may receive the
accommodations that are set out in the
students’ IEP.
Deferrals
Deferral of the test may occur for students who
might benefit. This would include students who
have been identified as exceptional and
students registered in English as a second
language/English Literacy Development courses
who have not yet acquired the level of
proficiency in English required for successfully
completing the test. The Principal determines if
a deferral should be granted and time period
for the deferral.
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Exemptions
Students whose IEP indicates that the student is
not working towards the attainment of a
Secondary School Graduation Diploma may,
with parental consent and approval of the
Principal, be exempted from participating in the
Literacy Test.
Ontario Secondary School Literacy
Course (OSSLC)
Students may also meet the literacy
requirements for graduation by successfully
completing the OSSLC. This course is designed
to help students acquire and demonstrate the
cross-curricular literacy skills that are evaluated
by the test.
Students will read a variety of informational,
narrative, and graphic texts and will produce a
variety of forms of writing, including
summaries, information paragraphs, opinion
pieces, and news reports. Students will also
maintain and manage a portfolio containing a
record of their reading experiences and samples
of their writing.
enroll in or complete the OSSLC, owing to
unforeseen circumstances.
Also eligible for the adjudication process are
students who were receiving special education
programs or services, and who had an IEP
documenting required accommodations, but,
owing to unforeseen circumstances, did not
have access to these accommodations when
they were taking the OSSLT.
Ontario Secondary School
Certificate (OSSC)
The OSSC will be granted, on request, to a
student who leaves school before earning the
OSSD and who has earned a minimum of 14
credits, as follows:
Compulsory Credits (total of 7)






2 credits in English
1 credit in Mathematics
1 credit in Science
1 credit in Canadian Geography or
History
1 credit in Health and Physical Education
1 credit in the Arts or Technological
Education.
To be eligible to take the course, students must
have attempted the OSSLT at least once and
been unsuccessful in that attempt. This course
can also be used to count as the Grade 11 or
Grade 12 English compulsory course.
Optional Credits (total of 7)
Literacy Adjudication Process
Certificate of Accomplishment
At the end of the school year, a school board
adjudication panel may provide certain
students with an additional opportunity to
meet the literacy graduation requirement.
These students include those who would
otherwise be eligible to graduate but, through
no fault of their own, have not been able to
take advantage of the normal opportunities to
write the OSSLT and/or have not been able to
Students who leave school before fulfilling the
requirements for the OSSD or the OSSC may be
granted a Certificate of Accomplishment. The
Certificate of Accomplishment may be a useful
means of recognizing achievement for students
who plan to take certain vocational programs or
other kinds of further training, or who plan to
find employment after leaving school.

7 credits selected by the student from
available courses.
Education Planner
Use the following chart to plan your course selection each year:
Subject
Grade 9
Grade 10
Grade 11
Grade 12
1
English
English
English
English
2
Mathematics
Mathematics
Mathematics
**
3
Science
Science
4
Canadian
Geography
5
French
Canadian
History
Civics & Career
Studies
6
Health & Physical
Education
7
Arts
Additional
8
** To keep as many post-secondary options open as possible, students are encouraged to take a Mathematics
course in Grade 12 as well.
Checklist for OSSD Requirements
Compulsory Credits:
1 Credit from each of the following groups:
4 English
3 Mathematics
2 Science
1 Canadian Geography
1 Canadian History
1 French as a Second Language
1 The Arts
1 Health & Physical Education
0.5 Civics
0.5 Career Studies










 Group 1 Credit
English, or French as a Second Language, or Classical
or International languages, or Native languages, or
Canadian and World Studies, or Native Studies, or
Social sciences and the Humanities, or Guidance and
Career Education, or Cooperative Education.
 Group 2 Credit
The Arts, or Business Studies, or Health and Physical
Education, or French as a Second Language, or
Cooperative Education.
 Group 3 Credit
Science (Grade 11 or 12), or Computer Studies, or
Technological Education, or French as a Second
Language, or Cooperative Education.
12 Optional Credits












 40 Community Involvement Hours
 Successful completion of the provincial literacy requirement (OSSLT or OSSLC)
9
Understanding Courses and Course Codes
All courses are identified by a 6-character code common to all secondary schools in Ontario. For
example, ENG 1D1 is the code for the Grade 9 Academic English course. The following chart explains
how to interpret course codes:
ENG
The first three characters indicate the
course title. These abbreviations are
set by the Ministry.
Major Subject Areas
A = The Arts
B = Business Studies
C = Canadian & World Studies
E = English
F = French
G = Guidance & Career Education
H = Social Studies & the Humanities
I = Computer Studies
I = Interdisciplinary Studies
K = Non-Credit Courses
L = Classical & International Languages
M = Mathematics
N = Native Studies
O = OSSLC
P = Physical & Health Education
S = Science
T = Technological Education
1
The fourth
character
indicates the
grade level of
the course.
D
The fifth character
indicates the type of
course.
Grades
Course Type
Grades
1 = Grade 9
2 = Grade 10
3 = Grade 11
4 = Grade 12
Grade 9 & 10
D = Academic
L = Locally Developed
O = Open
P = Applied
Languages
A = Level 1
B = Level 2
C = Level 3
D = Level 4
E = Level 5
Grade 11 & 12
C = College
E = Workplace
M = University/College
O = Open
U = University
1
The sixth character is
designated by the
school for internal
purposes.
School-Designated
Credits
A credit is granted in recognition of the successful completion of a course that has been scheduled for
a minimum of 110 hours, and has been developed from a Ministry of Education curriculum guideline
or has been approved by the Ministry. Half or partial credits may also be offered, and the amount of
scheduled time will be assigned accordingly (e.g., 55 hours required for a half-credit course).
Prerequisites
A prerequisite is a course that must be completed before being allowed entry into another course.
Prerequisite courses help students to gain the knowledge and skills needed in later grade levels.
10 R e n f r e w C o u n t y D i s t r i c t S c h o o l B o a r d
Types of Courses in Grade 9 & 10
Students in Grades 9 and 10 will make the
choice between academic, applied and locally
developed courses primarily on the basis of
their strengths, interests, and needs. The
selection of courses for exceptional students
should also be guided by information in the
student’s Individual Education Plan.
Academic Courses
Academic courses develop students’
knowledge and skills through the study of
theory and abstract problems. These courses
focus on the essential concepts of a subject
and explore related concepts as well. They
incorporate practical applications as
appropriate.
Applied Courses
Applied courses focus on the essential
concepts of a subject, and develop students’
knowledge and skills through practical
applications and concrete examples. Familiar
situations are used to illustrate ideas, and
students are given more opportunities to
experience hands-on applications of the
concepts and theories they study.
Locally Developed Courses
Locally Developed compulsory courses focus
on the knowledge and skills that students need
to be well prepared for success in grades 11
and 12 Workplace Preparation Courses.
Opportunities to develop, enhance, and
practice literacy, and mathematical literacy
processes, concepts, skills and strategies are
the focus of the expectations in these courses.
Open Courses
Open courses are designed to prepare students
for further study in a subject, and to enrich
their education generally. These courses
comprise a set of expectations that are
appropriate for all students in a given grade.
Types of Courses in Grade 11 & 12
Students in grades 11 and 12 will choose from
among four destination-related course types:
University Preparation, University/College
Preparation, College Preparation, and
Workplace Preparation. Open courses are also
offered in Grades 11 and 12. Students will
make their choices based on their interests,
achievement, and career goals.
It is very important that students choose
courses for the appropriate destination in
order to ensure their interest and their
success. University/College (M) and University
(U) courses, for example, have a high level of
difficulty and mostly theoretical content.
Workplace (E) and College (C) courses will be
more reasonably paced and will include
practical real-life examples and applications.
University Preparation Courses
University preparation courses are designed to
equip students with the knowledge and skills
they need to meet the entrance requirements
for university programs. An emphasis is placed
on theoretical knowledge and supporting
application in the course content as well as the
development of independent research and
learning skills.
University/College Preparation Courses
University/College preparation courses are
designed to equip students with the
knowledge and skills they need to meet the
entrance requirements for specific programs
offered at universities and colleges. These
courses place emphasis on both the theoretical
aspects of the course content and the practical
applications.
11
College Preparation Courses
College preparation courses are designed to
equip students with the knowledge and skills
they need to meet the requirements for
entrance to most college programs or for
admission to apprenticeship or other training
programs. These courses focus on concrete
applications of the concepts and theories that
are studied and help to develop critical
thinking and problem solving skills.
The principal makes the decision in
consultation with the parents/guardians and
appropriate staff.
Prior Learning Assessment and
Recognition Process (PLAR)
Students may obtain credits for knowledge and
skills they have acquired outside of school.
This prior learning is assessed and evaluated to
determine whether the student has met the
provincial course expectations.
Workplace Preparation Courses
Workplace preparation courses are designed
to equip students with the knowledge and
skills they need to meet the expectations of
employers, if they plan to enter the workplace
directly after graduation, or the requirements
for admission to certain apprenticeship or
other training programs. They emphasize
practical skills and stress the importance of
life-long learning.
Open Courses
Open courses are designed to broaden
students’ knowledge and skills in subjects that
reflect their interests and to prepare them for
active and rewarding participation in society.
They are not designed with the specific
requirements of universities, colleges, or the
workplace in mind.
Additional Considerations for
Accumulation of Credits
Substitutions for Compulsory Courses
Up to three substitutions can be made for
compulsory courses during a student’s high
school career. The decision to make a
substitution for a compulsory course is done if
the student’s educational interest is best
served.
Students may “challenge” a specific course for
credit if they can provide evidence indicating a
likelihood of success. Since Grade 9 is viewed
as a foundation year for all Ontario students,
the PLAR process does not apply to Grade 9
credits.
A student who believes that she or he
possesses the full range of knowledge and
skills for a Grade 10 to 12 course in the school
course calendar should refer to the Student
Services Department for information about
completing the application.
The student should be prepared to provide
reasonable substantive evidence for success in
the challenge process (e.g. a portfolio,
documentation of related course work,
recommendation from a teacher, etc.).
Furthermore, the student will be required to
demonstrate achievement of the course
expectations through formal tests, including
exams, and other assessment strategies
appropriate for the particular course.
Students who are successful in the challenge
assessment will receive a final percentage
grade and a credit for the course.
Music Credits
Transfer Courses
A maximum of two credits may be earned by
students who present evidence of satisfactory
standing in recognized programs offered by
conservatories or colleges of music.
Transfer courses enable students who alter
their post-secondary plans to transfer from
one type of course to another in Grades 10, 11
and 12. Transfer courses are designed to
provide the knowledge and skills required to
bridge the gap between two courses of
different types.
General Information
Ontario Student Record
Ontario Student Transcript
The Ontario Student Record (OSR) is the official
school record for a student. Every Ontario
school keeps an OSR for each student enrolled
at that school. The OSR contains achievement
results, credits earned, diploma requirements
completed and other information important to
the education of the student. Students and
their parents (if the student is not an adult)
may examine the contents of the OSR.
At the conclusion of each year, a summary of
courses attempted and credits gained will be
maintained in each student's Ontario Student
Transcript. Courses will be entered under the
common course code and the percentage
obtained will be reported. This very important
document is available for students and their
parents or guardians to see on request.
The Education Act and Freedom of Information
Legislation protect these records. The Ontario
Ministry of Education, under the authority of
the Education Act of the province of Ontario,
requires that each school maintain a record of
basic information for each student registered
in the school. The information will be used for
the purposes of the proper education and wellbeing of the student and for necessary
statistical purposes. Personal information on
this form is collected under the authority of
the Education Act, R.S.O. 1990 c.E.2, as
amended, and will be used for the OSR and for
administrative purposes.
Questions about collection may be directed to
the school principal.
When a student receives his/her diploma or
decides to terminate his/her formal schooling,
an Ontario Student Transcript will be issued on
request.
Full Disclosure
Full disclosure applies to all Grade 11 and 12
courses and means that if a student withdraws
from, repeats or fails a Grade 11 or 12 course,
it must be recorded on the OST.
Repeated Grade 11 and 12 courses will both
show on the transcript with their recorded
mark, however only one credit will be granted
and the lower mark will have an “R” in the
credit column.
Failed Grade 11 and 12 courses will show on
the OST.
13
Withdrawals from Grade 11 and 12 courses will
show on the OST, if they are dropped 5
instructional days after the first report card of
the semester or later. They do not show if
they are dropped before the 5 instructional
days following the first report card.
Course Cancellation and Closure
Courses may be cancelled due to insufficient
enrollment and staffing considerations. A
course may be closed due to class size
limitations. If a cancellation or closure were to
occur, students will be notified and asked to
select an alternate course or an alternate
course from the student’s course option sheet
will be substituted.
Course Changes
Course change requests will only be considered
for a valid reason. The school may consider a
course change request for reasons including:
 changes in level of difficulty
 timetable errors
 changes in career plans
 post-secondary admission
requirements
 medical accommodations
 summer school results
All requests for course changes are subject to
approval and space available in courses.
Semester System
The school year is divided into two equal parts:
SEMESTER 1 runs from September to the end
of January; SEMESTER 2 runs from February to
the end of June.
In each semester, the student has the
opportunity to take four courses and obtain
four credits for a total of eight credits per year.
Final examinations occur at the end of each
semester.
Parents should receive a formal report on the
progress of their student four times per year,
once at the mid-point of each semester and
once at the end of each semester. Parents, of
course, are invited to contact the school at any
time to get an up-date on the progress of their
child.
Assessment and Evaluation
Policies
Students will be evaluated based on the
achievement charts in the Provincial
Curriculum Policy Documents for the courses in
which they are enrolled. Evaluation is based
on the level of achievement the student
demonstrates in the skills and knowledge
covered in a course.
Seventy percent (70%) of the evaluation is
based on classroom work and may be
determined through a variety of methods, such
as ongoing class demonstrations,
presentations, essays, performances and
classroom tests and quizzes.
Teachers will use “Assessment for Learning”
and “Assessment as Learning” practices to help
students identify; what the learning goals are,
where they are in relation to the learning goals
and what next steps they need to take to
achieve the goals.
This ongoing feedback will help prepare
students for “Assessment of Learning”, the
process of collecting and interpreting evidence
for the purpose of summarizing learning at a
given point in time, to make judgments about
the quality of student learning on the basis of
established criteria, and to assign a value to
represent that quality.
Thirty percent (30%) of the evaluation is based
on a final summative evaluation that may be
determined through one or a variety of
methods in the latter portion of the course.
These could include a portfolio, essay,
examination and/or demonstration. This final
evaluation reflects the range and level of
student skills and knowledge towards the
conclusion of the course and will give students
an opportunity to synthesize the different
aspects of their learning for each particular
course.
eLearning
Online learning is quickly becoming an
important part of education in all pathways,
including college, university and in the
workplace. eLearning courses may allow for
more flexibility in a student’s timetable and
may allow students to access courses that will
complement their timetables but that are not
available in their school. These courses
provide students with the opportunity to build
independent learning skills, which will help
them be successful in any post-secondary
pathway.
eLearning options are available to all students
registered with the Renfrew County District
School Board. You may be an ideal candidate
for eLearning if you have high achievement in
the Learning Skills (Responsibility,
Organization, Independent Work,
Collaboration, Initiative and Self-Regulation).
eLearning requires the same time commitment
as a traditional day-school class. However, the
method of delivery allows for flexibility in the
schedule, and students may choose to
complete the course work outside of the
traditional school day or traditional school
environment. It is not required that the
students and teacher are working on the
course at the same time. However, the course
will follow the same semester start and end
dates as a traditional face-to-face class, and
there will be timelines for completing tasks,
assignments and other assessments within the
course.
The RCDSB currently offers a variety of online
courses taught by qualified teachers who
provide innovative, relevant and engaging
eLearning experiences. All eLearning courses
meet the same curriculum requirements of
face-to-face classes, as set out by the Ontario
Ministry of Education. In addition, the RCDSB
is a member of the Ontario eLearning
Consortium, which may allow students to
access specialized courses from other school
boards who also offer courses through the
Consortium.
See page 69 for a listing of the eLearning
courses that are being offered for this school
year.
15
Pathways to Success
Student Success
Experiential Learning
The goal of Student Success is to reach every
student in need and provide an opportunity to
assure success. The Student Success Team
includes the Principal, the Student Success
Teacher, Special Education, Guidance, Co-op
and the School Support Counsellor.
Planned learning experiences that take place in
the community include job shadowing, job
twinning, work experience and virtual work
experience, and cooperative education. They
provide students who are enrolled in courses
of all types and in all disciplines with the
opportunity to enhance their school programs.
Experiential learning can assist all students,
including exceptional students, who are bound
for university, college, apprenticeship, or the
workplace, in making career decisions as well
as in developing the knowledge, skills, and
attitudes that are essential in today’s society.
All forms of experiential learning are a valuable
complement to students’ academic experience
and preparation for the future. When
organized in a sequential fashion that meets
career development needs, experiential
learning can maximize student growth and
development, and should be encouraged. See
the following chart for a summary of each
potential learning experience.
Together the Student Success Team members:
 identify and instruct struggling students
in their courses,
 direct student advocacy,
 provide more options for learning and
work completion,
 monitor student progress,
 facilitate transition from elementary to
secondary and secondary to work/postsecondary education,
 provide credit rescue, an intervention
for students that are struggling in a
specific credit course. It can provide a
variety of supports to assist with
classroom instruction, organization and
assessment for struggling students.
 may recommend credit recovery, an
intervention to recover a credit after an
unsuccessful initial attempt. Credit
Recovery is just one of several options
for any student who fails, but the final
determination of Credit Recovery
Placement is made by the school’s
Credit Recovery Team
The Student Success Team works with school
staff, students, parents, and the community to
ensure more students earn the credits
necessary to graduate.
Forms of Experiential Learning and Related Programs
Length
Credit Value
Description
Key Elements
Job Shadowing (e.g., Take Our Kids to Work)
½ to 1 day
(in some cases,
up to 3 days)
None
One-on-one observation of a worker at a
place of employment.



Involves the pairing of a student with a worker
in a specific occupation.
May be integrated with a credit course.
May be part of a student’s school-work
transition program.
Job Twinning
½ to 1 day
None
One-on-one observation of a cooperative
education student at his or her
placement.

A planned learning opportunity, within
any credit course, that provides students
with relatively short-term work
experiences, usually of 1 or 2 weeks’
duration, not exceeding 4 weeks.

A simulated work experience, within any
credit course, that allows students,
including students who receive a special
education program or services and
students in rural areas, to take advantage
of a greater variety of experiences than
those available in the local economy.

A planned learning experience, for which
credits are earned, that integrates
classroom theory and learning
experiences at a workplace to enable
students to apply and refine the
knowledge and skills acquired in a
related curriculum course or a locally
developed course.




Involves the pairing of a student with a
cooperative education student.
May be integrated with a credit course.
May be part of a student’s school-work
transition program.
Work Experience
1-4 weeks
None



Involves a short-term, subject-related work
placement.
Forms an integral part of a specific credit
course.
Requires pre-placement orientation.
Requires a learning plan.
Virtual Work Experience
The equivalent
of 1-4 weeks
None



Involves a short-term, subject-related virtual
work placement facilitated through the use of
computer software and the Internet.
Forms an integral part of a specific credit
course.
Requires a learning plan.
Cooperative Education
Full term (year
or semester)
1 credit per 110hour Cooperative
Education credit
course
successfully
completed





Requires a written application process.
Requires a personalized placement learning
plan.
Integrates classroom and workplace learning.
Is monitored by the cooperative education
teacher.
Involves student assessment.
Involves the earning of credits.
School-Work Transition Programs
Varies, but
typically not
less than 2
years (3-4
semesters over
Grades 11 and
12)
Varies with type
of planned
workplace
experience
A combination of school-and work-based
education and training involving a variety
of learning opportunities.




Is oriented towards students who will be
entering the workforce directly after high
school.
Involves the development of partnerships with
employers.
Involves the enhancement of curriculum with
input from employers.
Involves the earning of cooperative education
credits.
17
Ontario Youth Apprenticeship
Program (OYAP)
What is OYAP?
OYAP is an enhanced co-op program, which
allows students to start to learn a skilled trade
(through apprenticeship) while at the same
time completing the requirements (through coop credits) for Ontario Secondary School
graduation.
What is an Apprenticeship?
An apprenticeship is an agreement between a
student who wants to learn a skilled trade, an
employer/sponsor who provides the training
and the Ministry of Training Colleges and
Universities Apprenticeship branch.
Who is Eligible?





Students must be enrolled full-time
during the program
Students must be 16 years of age and
must have earned 16 credits to
participate in OYAP.
Students must be recommended by
appropriate departments (e.g.
Technological studies, Student Services,
Co-op).
Students must have a strong desire to
pursue a career in a skilled occupation.
Students must complete all of the
compulsory courses required for the
OSSD.
Program of Study
Year 1 and 2: Regular academic program with
appropriate electives.

Appropriate electives are linked to on
the job training or Co-op.
Year 3: Regular academic program with
appropriate electives plus enhanced Co-op
placement (pre-apprenticeship or
apprenticeship on the job training).
Year 4: Regular academic program with
appropriate electives plus enhanced Co-op
placement (pre-apprenticeship or
apprenticeship on the job training).
Check out the OYAP website at
http://www.oyap.com for more information
on this program.
PASS - Partnering To Achieve
Student Success
PASS is a school/college/industry partnership
that provides direction for students exploring
career possibilities in the areas of Business
Studies, Outdoor Education, Hospitality and
Tourism, and Electronics/Communication
Technology.
In the Eastern Ontario region, Algonquin
College, Loyalist College, St. Lawrence College
and nine local school boards have partnered
and are working with local industries to offer
students a logical pathway into the colleges’
programs. The PASS program is open to any
grade 11 or 12 student enrolled in a school
where the “pathway” courses are offered.
Check out the PASS website at
http://www.passpathways.on.ca for more
resources, opportunities and suggestions
regarding consideration of college as a
destination.
Dual Credits
Dual credit programs are Ministry-approved
programs that allow students, who are still in
secondary school, to take college or
apprenticeship courses that count towards
both an Ontario Secondary School Diploma and
a postsecondary certificate, diploma, or
degree, or an apprenticeship certification.
Students may earn up to 4 optional credits for
college-delivered dual credit courses. Students
may not use college-delivered dual credits to
meet compulsory credit requirements or to
satisfy the related course requirement for a
Cooperative Education program.
In Renfrew County, we have a partnership with
Algonquin College for the Dual Credit Program.
Because of the requirement to attend the
college one afternoon per week, these courses
will be most suitable for students who are
registered in Co-op or for part-time senior
students.
Other Opportunities
Correspondence courses, other on-line
courses, summer school, alternative
adolescent high schools (PAL), specialized
programs offered in other Renfrew County
secondary schools are also available to support
students. Make an appointment with Student
Services to discuss any of these options.
Specialist High Skills Majors (SHSM)
These are opportunities now available in all
RCDSB secondary schools for students with an
interest in a particular sector to “major” in that
area while they are still in high school. By
completing a SHSM program in that sector,
they will receive an enhanced diploma and
transcript upon graduation.
Pathways to support students in all four postsecondary destinations (Apprenticeship,
College, University and Workplace) are
available within each SHSM.
When a student is registered in one of the
SHSM programs, they will participate in:
 Eight bundled grade 11 and 12 credits,
including four credits in the major area
of study ,
 Sector-recognized certifications &
safety awareness training (e.g., First Aid
& CPR, WHMIS, Health and Safety,
CAD/CAM, Service Excellence, Fall
Arrest)
 Experiential Learning opportunities
(e.g., job shadowing, work experience,
sector trade shows, job twinning, tours)

Use of the Ontario Skills Passport for
documentation of essential skills and
work habits as identified by Human
Resources and Social Development
Canada,
 Reach-ahead experiences at the
student’s likely post-secondary
destination,
 A minimum of two Cooperative
Education credits linked to the major
credits.
o Students in the university
pathway are advised to
complete their cooperative
education credits in Grade 11 to
allow room in their Grade 12
timetables for credits needed to
meet university entrance
requirements.
Depending on the school, a SHSM may be
designed to have a particular focus; however,
where a choice of focus areas is offered,
students may select one.
For more information, or an application form,
contact Student Services.
19
Arts & Culture
Schools
 Arnprior DHS
 Mackenzie CS
 Madawaska Valley DHS
 Valour School
Description
According to the Canada Council for the Arts, arts
and culture are essential elements in the new
global economy – not only for their entertainment
value but also for the skills they develop in
individuals. For example, an arts education
challenges people to think critically and to solve
problems creatively – skills that are now in high
demand. During the 1990s, the culture sector
labour force grew by 31 per cent, compared to a
growth rate of 20 per cent for Canada’s labour
force as a whole.
Business
Schools
 Arnprior DHS
Description
In 2006, over a third of Canada’s workforce of
approximately 14.5 million people was employed in
the fields of trade and commerce, finance and
insurance, administration and support, and real
estate and leasing. The business sector, the central
pillar of Canada’s economy, is bursting with
opportunities, from positions as accountants and
clerks to administrators and retailers. Because of
globalization and new technology, the business
sector also offers opportunities to young
entrepreneurs to aim at the international market.
As long as there is commerce, qualified and
knowledgeable workers in business will find
prospects either in one of Canada’s prospering
companies or as an entrepreneur in one of their
own.
Construction
Schools
 Arnprior DHS
 Mackenzie CS
 Opeongo HS
 Renfrew CI
Description
According to the Ontario Construction Secretariat,
the construction industry is one of Ontario’s largest
employers. The Construction Sector Council has
created a province-by-province, trade-by-trade
labour market forecast for the next nine years. In
Ontario, it is estimated that 60,000 workers will be
required to replace those retiring, who will take
essential technical, supervisory, and management
skills with them. Furthermore, an additional 75,000
workers will be needed to fill positions related to
new construction between 2009 and 2017. There
are four categories of work in the construction
industry. Each requires the use of different
equipment and workers with a variety of skills.
Depending on the career chosen, a graduate could
work in any or all of these categories:
 new home building and renovation,
including building, remodelling, or
renovating houses and apartment buildings
 heavy industrial construction, including
building industrial facilities such as cement,
automotive, chemical, or power plants,
refineries, and oil-sands installations
 institutional and commercial construction,
including building commercial and
institutional buildings and structures such
as stadiums, schools, hospitals, grain
elevators, and swimming pools
 civil engineering construction, including
engineering projects such as highways,
dams, water and sewer lines, power and
communication lines, and bridges.
Energy
Environment
Schools
 Mackenzie CS
 Renfrew CI
Description
Energy is an emerging and expanding sector that
encompasses all aspects of energy generation,
distribution, and consumption, including research
and development, design, construction,
installation, and maintenance. Core industries in
this sector include: renewable and alternative
energy such as wind, solar, and biomass, power
generation and distribution, fossil fuels, and energy
efficiency.
Energy conservation at all stages of power
generation, distribution, and consumption is a
major concern for all stakeholders in the energy
sector, including energy producers, governments,
and consumers. Urban energy consumption in
Canada grew by 20 per cent from 1990 to 2005 and
will continue to rise as Canada’s population
increases and its economy expands. World demand
for energy is projected to increase by 44 per cent
from 2006 to 2030.
Career opportunities in this sector are abundant
because of the aging energy workforce and
increasing public demand for greener power
sources. In 2005, there were approximately
250,000 jobs in the energy sector. Industry Canada
predicts that 13,000 jobs will be created in the
renewable energy sector by 2012, including
projected job growth of over 100 per cent in solar
industries.
Students enrolled in the SHSM–Energy will be
involved in today’s rapid and exciting changes in
green energy technologies. They will have the
opportunity to solve some of the most pressing
issues facing modern societies while having good
prospects for a varied career in a dynamic sector.
Schools
 Mackenzie CS
 Renfrew CI
Description
Employment in the environment sector has
boomed in recent years, and, according to industry
experts, existing labour shortages in this sector are
expected to increase as regulations to meet
Canada’s goals regarding climate change come into
effect.
ECO Canada’s Profile of Canadian Environmental
Employment 2007 defines environmental
employment as work in at least one of these
sectors of the economy:
 environmental protection – work related to
air quality, water quality, land quality,
waste management, restoration and
reclamation, human and environmental
health and safety, environmental
protection management
• conservation and preservation of natural
resources – work related to fisheries and
wildlife, forestry, agriculture, mining,
energy, parks and natural reserves, natural
resources management
• environmental sustainability – work
related to education, research and
development, policy and legislation,
communications and policy awareness,
management for sustainable development.
Forestry
Schools
 Opeongo HS
Description
The Canadian forest products industry is a
major generator of employment in both rural and
urban Canada. Canada’s forests, sawmills and pulp
and paper facilities directly employ close to
238,200 Canadians. Factoring in employment from
related industries such construction, chemicals,
engineering and transportation the Canadian forest
21
product industry supports over 604,300 direct and
indirect jobs. The forest products industry is also
the largest employer of Aboriginal peoples
employing over 17,000 and depends upon 1400
Aboriginal businesses for its day to day operations.
Ontario is blessed with vast, sustainable, managed
forests, the foundation of a forest products
industry that manufactures high-quality products
for world markets, such as specialty grade papers,
engineered wood products, and composite building
products.
Health and Wellness
Schools
 Arnprior DHS
 Fellowes HS
 Mackenzie CS
 Opeongo HS
 Renfrew CI
Description
Kinesiologist, child care worker, audiologist, fitness
instructor, doctor, nurse, physiotherapist, youth
care worker, hospital porter, and medical
technician are just some of the numerous and
varied occupations in the health and wellness
sector.
This sector not only has a wide variety of careers,
but also is significant for the number of workers it
employs. According to Canada’s Health Care
System, published by Health Canada in 2005,
“approximately 1.6 million people work in health
care an d social services in Canada”. The same
publication states that this figure makes this sector
“the nation’s third largest employer after
manufacturing and the retail trade”.
The demand for health and wellness professionals
will only increase. One reason is that a large
number of employees in the sector are nearing
retirement age. In addition, as our population ages,
the demands on the health care sector will rise.
Horticulture and Landscaping
Schools
 Opeongo HS
Description
Ornamental horticulture and landscaping is a
multibillion-dollar industry offering thousands of
full- and part-time employment opportunities in
Ontario.
The sector is growing rapidly due to unprecedented
residential and commercial construction activity.
There will be a great demand, as well as expanded
entrepreneurial opportunities, for skilled
employees in this sector over the coming years.
The need for management of local parks and
botanical or heritage gardens, maintenance of
sports grounds, and construction of domestic
gardens is growing, as is consumer demand for
outdoor recreation, environmental sustainability,
and eco-tourism.
Hospitality and Tourism
Schools
 Fellowes HS
 Opeongo HS
Description
The tourism industry presents many advantages for
employees because it offers a selection of well over
400 occupations. Tourism jobs also tend to provide
plenty of opportunities for advancement, widely
transferable skills, and ongoing training. The
tourism industry is divided into five sub-sectors:
hospitality and tourism, accommodation, food and
beverage services, recreation, and travel services.
Tourism industries are an important employment
sector in Canada. In 2009, this sector accounted for
1.6 million jobs, representing 9.4 per cent of the
17.1 million jobs in Canada. Between now and
2025, spending on tourism goods and services in
Canada is expected to grow to $201 billion, and it is
estimated that 219,000 tourism jobs will go unfilled
due in part to declining birth rates and an aging
workforce.
Information and Communications
Technology
Schools
 Opeongo HS
 Valour School
Description
Information and communications technology (ICT)
is the sector that processes information (which
includes capturing, transmitting, and displaying
information) using electronic systems. The ICT
sector continues to transform our economy and
everyday life. Core industries in this sector include:
• communications systems (e.g.,
telecommunications, cable/broadband,
broadcasting, and other program
distribution systems)
• computer systems (e.g., computer
engineering, technical support, electronics,
robotics, network engineering)
• software and digital media (e.g., computer
programming, computer and video games,
simulations, computer animation, data
management, web design, web portals,
Internet security).
Any of the above areas may include a range of
activities dealing with design and development,
sales and marketing, security, training, and
maintenance and repair.
According to Industry Canada, the total number of
ICT workers in Canada rose from 578,613 to
572,107 between 2002 and 2008, an increase of
10.7 per cent. Employees in the ICT sector are well
compensated. On average, an ICT worker earned
$58,618 in 2007 – 46 per cent more than the
economy-wide average of $40,083.
Students enrolled in the SHSM–Information and
Communications Technology will be involved in
today’s rapid and exciting changes in technology
and will contribute to new and emerging media
and technologies in the years to come.
Justice, Community Safety and
Emergency Services
Schools
 Renfrew CI
Description
Police officer, firefighter, paralegal, soldier,
emergency manager, correctional officer,
conservation officer, border services officer, 911
dispatcher, lawyer – these are just some of the
numerous and varied occupations in the justice,
community safety, and emergency services sector.
The sector includes areas such as emergency
services (e.g., police and fire services), emergency
management, community safety administration
(e.g., water testing), correctional services, security
and private investigative services, animal welfare
services, and the armed forces.
With its low rates of unemployment (e.g., 0.4 per
cent for police officers and firefighters) and high
future retirement rates, this sector offers excellent
prospects for employment.
Events such as the 1998 ice storm, “Y2K”, 9/11, the
SARS outbreak, and the August 2003 blackout have
raised public and government recognition of this
sector’s vital role in ensuring the safety of
Ontarians. Ontario now has some of the most
rigorous community safety legislation in North
America, and since 9/11, governments, NGOs, and
private enterprise have all greatly enhanced their
efforts to ensure the public’s safety and security.
With these efforts have come various new
programs and significant staffing increases within
the sector.
23
Manufacturing
Schools
 Opeongo HS
Description
Automobiles, wood products, petroleum and coal
products, iron and steel mills, primary metals and
fabricated metal products, electricity, plastics and
rubber products, printing, biotechnology, textiles,
clothing, and leather products are all aspects of the
manufacturing sector. In Ontario, the
manufacturing sector still accounts for the greatest
number of jobs with its production of consumer
and industrial goods that are essential for the
province’s prosperity.
Although the manufacturing sector remains a
powerhouse in our economy, contributing 15 per
cent of gross domestic product in 2007, the sector
is undergoing fundamental change. An article on
the website of the Alliance of Sector Councils
explains that the manufacturing sector is under
tremendous pressure as a result of multiple
external stresses, including marketplace
globalization, an accelerated pace of technological
change, and a global financial crisis. The alliance
reports that manufacturers are now urgently
refocusing their strategies to remain competitive
and continue to be an important part of the
Canadian economy.
The manufacturing industry is committed to
addressing skills development, labour market, and
human resource issues across the various sectors
within Canadian manufacturing. This will provide
new employment opportunities for students
choosing to pursue a career in this sector.
The SHSM in manufacturing provides students with
a strong foundation for a wide variety of careers in
the manufacturing sector, from those focusing on
the service, repair, and modification of vehicles and
vehicle systems to those related to the
organization and management of manufacturing
services and mass-transit systems.
Non-Profit
Schools
 Renfrew CI
Description
The non-profit sector offers a range of careers that
are dynamic, engaging, and rewarding. Whether in
the fields of art, culture, education, the
environment, information technology, health care,
social development, or sport, countless career
paths are available for people who share the
sector’s common vision: to make a difference.
A survey conducted in 2003 by the HR Council for
the Non-Profit Sector found that nearly 1.2 million
people in Canada perform paid work for non-profit
organizations. This translates into more than 7 per
cent of the Canadian workforce. The sector’s
employers include some 69,000 non-profit
organizations nationwide. They are active in a
variety of areas – health and social services,
religion, development and housing, arts and
culture, sports and recreation, the environment,
education and research, fundraising, and law,
advocacy, and politics – both in Canada and
internationally.
Students will develop skills in the areas of problem
solving, analysis, communication, cooperation,
ethical values, consciousness, and citizenship.
Sports
Schools
 Mackenzie CS
 Valour School
Description
Canada’s sports industry is growing. Dozens of
cities now have professional sports teams and
franchises. In Ontario, there are over 25
professional teams in sports ranging from hockey
to lacrosse to soccer. The Canadian sports sector
generates around $8 billion a year, according to the
Canada Foundation for Innovation.
Over half of all Canadian children are involved
in organized sports, and 57 per cent of parents are
involved in some way with sports, as participants,
spectators, coaches, referees, sports administrators
or organizers, or members of sports organizations.
The number of adult Canadians involved in
amateur sport as spectators reached 9.2 million in
2005. A 1997 survey reported that 59,300
Canadians were employed as coaches, trainers,
referees and athletes. Almost one in five Canadians
aged 15 and older reported belonging to a club, a
local community league, or a local or regional
amateur sport organization. Whole sections of
newspapers are dedicated to sport news, and many
radio and television stations devote their
programming to sports. Sports tourism produces
revenues and employment – almost 8,000 jobs in
2007.
Transportation
Schools
 Arnprior DHS
 Fellowes HS
 Mackenzie CS
 Opeongo HS
 Renfrew CI
 Valour School
Description
Transportation affects our lives in a multitude of
ways. We drive cars for everyday purposes, use
mass transit to commute to work, and take flights
and cruises on holidays. Transportation systems
move raw materials to manufacturers and finished
products to consumers – locally, nationally, and
globally.
In addition to being essential to our daily lives,
transportation and transportation systems are an
important area of employment in our economy.
Transport Canada’s Transportation in Canada 2008
reports that the industry provided work for
approximately 900,000 people in 2008 and that
employment in this sector has grown steadily since
2000, reflecting a high demand for qualified
personnel.
The SHSM–Transportation provides students with a
strong foundation for a wide variety of careers in
the transportation sector, from those focusing on
the service, repair, and modification of vehicles and
vehicle systems to those related to the
organization and management of transportation
services and mass-transit systems.
Note: The SHSM Sector descriptions have been taken from the Sector Guides available at
http://www.edu.gov.on.ca/morestudentsuccess/SHSM.asp
Focus Programs
Focus Programs give students an opportunity
to take a package of courses in an area of
specific interest. These programs combine inclass and out-of-class programming to provide
a unique learning experience. Most Focus
Programs use an application process to admit
interested and motivated students. Please
contact the offering school for application
information.
High Performance Sports Program
Schools
 Valour School
Description
This single path through high school is tailored to
help student athletes achieve their goals of
improving overall fitness and athletic conditioning.
This program includes:
 a Physical Education course in every
semester, providing year-round high level
of fitness designed for competitive sports
25



instruction in sports injury, nutrition,
psychology, anatomy, etc.
use of Dundonald Hall facilities for school
programs
the support needed to follow a rigorous
training and performance schedule, in or
out of school, and accommodation of the
students’ needs when they compete in
school time
Enrolment in this program is limited. Interested
students should obtain an application form from
the school. For the specialized sports program, a
recommendation from the coach of a competitive
sport in which the student competes and an
interview and fitness test at the school are required
before admission to the program.
Hockey Canada Skills Academy
Schools
 Fellowes HS
MCS Hockey Skills Academy
Schools
 Mackenzie CS
Description
These double-credit programs are open to both
males and females, regardless of their hockey
ability level, and they focus on the training and
conditioning of competitive athletes through
playing strategies, advanced sport skills and regular
high-end fitness sessions. Students will assess
personal fitness levels and set goals, along with
develop and practice a personal plan. In addition,
students will keep a journal of progress, results,
goals, improvements, observations, and feelings
on a regular basis.
Weekly on-ice training sessions will be an integral
part of these programs. Off-ice training sessions
will focus on fitness training and skill development
using innovative training techniques and
equipment.
Any student wishing to take part in either of these
programs must fill out a specific application, which
will be used to select the most deserving applicants
if more students apply than there are spaces.
There is an additional student registration fee for
these programs, which is based on student
enrollment and covers fees and incidentals, ice
rental, transportation and equipment. Students
and families under financial duress will not be
disqualified from the program.
I.C.E. Program
Schools
 Renfrew CI
Description
The “Innovative Curriculum Engagement”, or I.C.E.,
Program aims to connect student learning to
interests in order to increase engagement in
school. Students who are more engaged have
better attendance and perform at a higher level
academically.
This program will be offered to all grade 9
students. Students will receive a specialized focus
physical education credit through an exploration of
ice sports,( e.g., curling, figure skating, hockey,
ringette). They will not only increase skill level in
each sport, but will study coaching, refereeing, and
explore the important role volunteerism plays in a
small community such as Renfrew. No prior
experience in any ice sport is necessary.
Depending on the number of students interested,
this program may consist of a half-day program
delivered by one teacher.
OSPREY
Schools
 Opeongo HS
Description
“Opeongo’s Special Program in Research Ecology
for Youth”
OSPREY is an all-day program that runs in second
semester and is open to any grade 11 or 12 student
who is cooperative, hardworking and responsible.
The program will focus on field research techniques
in ecology including data collection and analysis.
There will be a number of outdoor excursions,
including daily excursions to the OHS woodlot,
backpacking and hiking, winter camping,
wilderness canoe tripping, Algonquin Park forestry,
tree planting and the Envirothon competition.
Throughout this program, students will gain
knowledge and develop skills in some of the
following areas: map/Compass use and wilderness
navigation, safe chainsaw use and tree felling
techniques, tree identification, building
construction, GPS data collection, map-making
using GIS software, wilderness camping, forest
management planning, habitat analysis, insect,
bird, and mammal survey techniques, woodlot
evaluation, scientific and forestry report writing,
and presentation skills.
The selection process for the OSPREY program will
consist of a letter, an essay and an interview.
Successful applicants to this program may be
required to help cover transportation costs to the
relevant field trips. Should this cost prove to be an
undue stress, please contact the Principal.
Outdoor Education Program
Schools
 Arnprior DHS
Description
The Outdoor Education Program will focus on the
relationship between human activities and the
natural environment, and it will take place
primarily in the out of doors. Students will
investigate the complexity and fragility of
ecosystems and the effects of human impacts on
them. They will study the principles of
sustainability and resource management. They will
also develop skills related to a wide variety of
outdoor recreation activities and acquire skills and
knowledge required to plan, organize, and
implement recreational events.
This program will prepare students for
University/College programs in recreation and
leisure, environmental science, geography, physical
education, and forestry. Students must be
prepared to participate in all outdoor activities. A
separate application must be filled out in order to
be accepted into this program.
Tamarack
Schools
 Mackenzie CS
Description
The Tamarack program will be offered in Semester
2 of alternate years (2015, 2017). Mackenzie’s
school population has decreased over the past few
years, and in order to reduce the impact on the
overall school program, we have decided to go
every second year. Therefore, the program will be
configured so that students can take the program
in either grade 11 or grade 12, and also so that the
students can graduate in four years if they wish.
Tamarack is an integrated course package intended
for senior students. Tamarack emphasizes
experiential learning in a challenging environment
which includes wilderness tripping. Students
interested in taking this course will be asked to fill
out an application at course selection time. If you
have any questions about Tamarack, please contact
Mr. C. Sims at Mackenzie CS.
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French as a Second Language (FSL) Programs
The study of French is an important part of the
secondary school curriculum. French is not
only one of Canada’s two official languages,
but is also widely used around the world.
Knowledge of a second language is valuable for
a number of reasons. Through learning a
second language, students can strengthen
their first-language skills and enhance their
critical and creative thinking abilities; they also
tend to become more tolerant and respectful
of other cultures. In addition, the ability to
communicate in another language provides
students with a distinct advantage in a number
of careers, both in Canada and internationally.
The aim of the new FSL curriculum is to
prepare students to perform effectively in the
challenging world they will face by providing
them with the skills they will need to
communicate in a second language. To make
the curriculum relevant to students’ lives,
knowledge and skills are taught in contexts
that reflect their interests and experiences.
Students will be able to choose from courses
that lead to study at the postsecondary level or
to the workplace, depending on their
individual interests, strengths, and aspirations.
The FSL Programs
The FSL curriculum comprises three programs:
Core French, Extended French, and French
Immersion. These programs reflect students’
differing needs in studying French and are
designed to provide students with different
levels of intensity in developing their French
language knowledge and skills.
Core French
The aim of the Core French program is to
provide students with fundamental
communication skills in French and an
understanding of the nature of the language
and its culture. Core French offers students the
chance to develop a usable command of the
French language that can be expanded through
further study or through contact with Frenchspeaking people. By the end of the four-year
program, students will be able to participate in
a straight-forward conversation in French; will
be able to read – with the help of a dictionary
– books, magazines, and newspapers in French;
and will be able to understand the general
meaning of radio and television news and
other programs.
All secondary schools in the Renfrew County
DSB offer a Core French program for their
students.
Extended French
The aim of the Extended French program is to
develop students’ French-language knowledge
and skills and to provide them with an
understanding and appreciation of
francophone culture in Canada and around the
world. By the end of the four-year program,
students will be able to converse freely on
familiar topics; will be able to read – with the
occasional help of a dictionary – books,
magazines, and newspapers in French; and will
be able to function in a French-speaking
community.
The following secondary schools offer an
Extended French program: Arnprior District
High School, Fellowes High School, Opeongo
High School and Renfrew Collegiate Institute.
French Immersion
The aim of the French Immersion program is to
develop and refine students’ ability to
communicate in French as well as to expand
their knowledge of the language through the
study of francophone literature. By the end of
the four-year program, students will
participate easily in conversations and
discussions; will be able to take courses at the
college or university level in which French is
the language of instruction; and will be able to
accept employment in which French is the
working language.
The French Immersion program is offered at
Valour School.
English As A Second Language (ESL) Programs
ESL programs receive funding based on the
number of students who fit the provincial
criteria. The board receives funding for
students who have been in Canada for three
years or less, and who have come to Canada
from a country in which English is not the first
language. These criteria exclude students who
either enter Canada from an English speaking
country but cannot speak English, or who take
longer than three years to acquire the
language.
Students are usually enrolled in a full program
of mainstream courses and may receive
tutorial support from an ESL instructor or peer
tutor.
The school principal will determine whether or
not a student requires extra assistance based
on data gathered when a new student
registers, or on a recommendation received
from the classroom teachers. The school
principal will complete a Request for ESL
support and forward it to the Superintendent
for approval. The principal of Continuing
Education will assist the principal of the school
in obtaining a suitable instructor. The principal
and classroom teacher will evaluate the need
for continuing ESL support at least twice per
year and forward the recommendations to the
Superintendent.
Special Education Programs
The Role of the Special Education
Department
All students require support from teachers,
classmates, family and friends to thrive and
benefit from their school experience. Some
students have special needs that require
additional supports beyond those in a
classroom setting. Some are formally identified
through the Identification, Placement and
Review Process and have an Individual
Education Plan that guides their programming.
Others have an Individual Education Plan
without the formal identification.
Referrals and Identification
Students who may have special needs are
referred to the Special Education Department.
These referrals may be made by feeder school
principals, parents, teachers, or the students
themselves. Formal and informal assessments
are carried out to determine student need for
special programs. Parental input and approval
are both encouraged and essential at all points
in the Identification, Placement and Review
Committee (IPRC) process to ensure that the
best interests of the student are being met.
29
Special Education Advisory
Committee (S.E.A.C.)
Board Special Education Parent
Guide
The Special Education Advisory Committee is
responsible to the District School Board for
examining, reviewing and making
recommendations regarding the provision of
Special Education Programs and Services.
S.E.A.C. consists of representatives of up to 12
community associations, three trustees and
the superintendent responsible for Special
Education. Members of the community are
welcome to attend and observe meetings. Call
735-0151 to confirm meeting dates and times.
Copies of the booklet, “Parents as Partners: A
Parent Guide to Special Education”, and
informational brochures (SEAC, IPRC, IEP,
Transition Planning, Special Education
Resource Teacher, Development Disability,
Deaf/Hard of Hearing, Blind/Low Vision, Mild
Intellectual Disability, Behaviour, Gifted) are
available through the school’s Special
Education Department as well as on-line on the
board website (http://www.rcdsb.on.ca).
RCDSB Secondary Alternative Special Education Programs
RCDSB
Special Education
Alternate Programming
Framework
Life Skills
Programming
Transitional
Programming
RCDSB has a 3-tiered alternative program
design. The tiered approach is an effective
approach to assessment and intervention
which allows for varied levels of supports for a
student requiring special education programs
and services. Placement into programs is done
through an Identification Placement and
Review (IPRC) meeting. An Individual Education
Plan (IEP) is designed for each student
according to their individual learning needs
and strengths.
Vocational
Partial Credit
Program/Courses
Programming is based on the learning
expectations outlined in the IEP, which is
developed and coordinated by the special
education teacher in consultation with
parent(s)/guardian(s) and other subject area
teachers. This plan is revised and updated
based on the results of ongoing assessment
and evaluation. An alternative report card is
used to summarize student achievement
within the alternative program. All alternative
levels are instructed by staff with Special
Education qualifications.
Alternative Program Descriptions
There are three levels of alternative
programming that offers students different
levels of support: Vocational Partial Credit
Program, Transition Program and the Life Skills
Program.
Vocational Program
The Vocational Program is to develop academic
skills near or at grade level in a highly
structured small class placement. Intensive
instructional support is provided for Literacy
and Mathematics with potential for modified
and regular credit acquisition.
Student programming is expected to include
independent integration into credit class
placements which are recorded on the
provincial report card. Locally Developed,
Applied level, Open level, Workplace level, and
Co-operative education courses are among the
range of program options. The completion of
the Ontario Secondary School Certificate
and/or the Ontario Secondary School Diploma
defines the range of possible program
graduation goals.
Transitional Program
The Transitional Program focus is to develop
academic skills centering on functional literacy
and numeracy skills as well as appropriate life,
social and independent living skills in a highly
structured learning environment and a small
class placement.
provincial Certificate of Accomplishment
define the range of possible graduation goals.
Life Skills Program
The Life Skills Program focus is daily living skills,
communication skills, functional literacy and
numeracy skills within a highly supportive and
structured environment. Student progress, in
relation to IEP expectations, is formally
reported on the alternative report card.
Individualized programs may also include
physiotherapy, augmentative communication
and comprehensive physical care supports. The
program includes working with community
agencies in transition planning for students
and may include work experience
opportunities. Students typically have
connections with Community Care Access
(CCAC) and Ontario Disabilities Support
Program (ODSP).
The Life Skills program is available to students
until June of the calendar year they turn
twenty-one. Program objectives are increased
independence, transitional support to
community services and a Certificate of
Accomplishment.
All non-credit courses are identified by a 6character code. For example, KMM AN5 is the
code for a first-year student taking Numeracy
& Numbers in the 1st semester. The chart on
the following page explains how to interpret
course codes for non-credit courses:
Integration into Vocational and Life Skills
programs may be incorporated into student’s
timetable considering student and individual
site program response need. Independent
living, transitional supports to post-secondary
vocation/community services and the
31
KMM
A
N5
The first three characters indicate the subject area
of the course.
The fourth character
indicates the year the
course is taken.
The fifth and sixth
characters indicate the
semester of the course.
Subject Areas
KAL = Creative Arts
KEN = Language & Communication Development
KGL = Personal Life Skills
KHD = Social Skills Development
KMM = Numeracy & Numbers
KPF = Personal Health and Fitness
KPP = Self Help and Self Care
Year
st
A = 1 Year
B = 2nd Year
C = 3rd Year
D = 4th Year
E = 5th Year
F = 6th Year
G = 7th Year
Semester
st
N5 = 1 Semester
N6 = 2nd Semester
Continuing & Community Education
Continuing Education offers many educational
opportunities for mature students, and the
programs can help you achieve your
educational goals and prepare for a new career
while giving you the flexibility that you need.
The students in our programs are often those
who have always wanted to earn their Ontario
Secondary School Diploma or who want to
improve their Math or English skills, including:
 Adults of all ages
 E.I. recipients & Ontario Works
participants
 Displaced workers
 Secondary students requiring
alternative education
 Individuals re-entering the world of
work
 Persons resuming their education
 Literacy and basic skills learners
 English as a Second Language learners
You can upgrade your skills through our adult
literacy program, enroll in our English as a
Second Language (ESL) courses or work
towards earning your high school diploma
through in-class, eLearning or independent
learning program options. The following are
examples of some of the courses that we offer:
Adult Basic Skills
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English, Math, Computers
Full-time, part-time, day or evening
Small classes
Career guidance
Adult High School Credit Program

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Achieve your high school diploma
Flexible instruction
Co-operative Education
High school correspondence courses
Employment Preparation Programs

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Retail Customer Service
Computer/Job Readiness
Skilled Trade Helper
Employment Readiness and Skills
Certification workshops (e.g., WHIMS,
Fall Arrest, Service Excellence)
Admissions for Continuing
Education & Alternative Schools
Many of our Continuing Education and
Alternative Learning programs accept
registrations on a continuous intake basis. Our
Adult High School Diploma program accepts
new registrations every six weeks.
Secondary school principals may refer students
currently enrolled in school to register for a
program for alternative learning. After the
referral, an intake interview with the student,
parent/guardian, a representative of the
Student Success team and the principal (or
designate) of Continuing Education takes place
to discuss the student's placement in the
program.
Petawawa Continuing Education
1121 Victoria Street
Petawawa, ON
K8H 2E4
T: 613-687-2231
F: 613-735-3219
Renfrew Continuing Education
220 Carswell Street
Renfrew, ON
K7V 2G4
T: 613-432-3156
F: 613-735-3219
Programs for Alternative Learning
(PAL)
For inquiries related to the PAL program,
please contact the Continuing Education Office
by phone at 613-732-8740.
Individuals not currently enrolled in a
secondary school must make arrangements to
meet with the principal of the Continuing and
Community Education. In some cases, these
students are assessed to determine their
literacy skills.
Arnprior PAL
15 Edward Street South
Arnprior, ON
K7S 2N3
Alternative Schools (Adult High
Schools)
Barry's Bay Satellite School
19512 Opeongo Line
Barry's Bay, ON
K0J 1B0
Arnprior Continuing Education
59 Ottawa Street
Arnprior, ON
K7S 1X2
T: 613-623-4189
F: 613-735-3219
Pembroke Continuing Education
480 Mary Street
Pembroke, ON
K8A 5W9
T: 613-732-8105
F: 613-735-3219
Pembroke PAL
170 Ellis Avenue
Pembroke, ON
K8A 2H9
Renfrew PAL
220 Carswell Street
Renfrew, ON
K7V 2G4
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Other Supports & Resources for Students
Link Crew
Link Crew is a high school transition program
that welcomes grade 9 students and makes
them feel comfortable throughout the first
year of their high school experience. Built on
the belief that students can help students
succeed, Link Crew teachers train mentors
from senior classes to be Link Crew Leaders. As
positive role models, Link Crew Leaders are
mentors and student leaders who guide grade
9 students to discover what it takes to be
successful during the transition to high school.
This program consists of four components:
 High School Orientation: Link Leaders
and grade 9 students start building the
mentor relationship and grade 9
students receive information about
how to be successful in high school.
 Academic Follow-Ups: Link Leaders
support grade 9 students’ academic
success and character development
through structured meetings.
 Social Follow-Ups: Link Leaders and
grade 9 students connect outside the
classroom at social events to increase
student engagement and promote
positive school climate.
 Leader-Initiated Contacts: Link Leaders
connect with grade 9 students on a
more individual basis.
Guidance
The Guidance Department at each secondary
school offers a program of activities and
services that facilitates the personal, social,
educational, and career development of
students at all grade levels. The school
counsellors provide individual counselling,
group instruction, consultations, and referrals
to assist students and their families in making
informed decisions and responsible plans.
Some of the services offered through Guidance
include:
 Personal Counselling: Available to
every student on an individual or shortterm basis.
 Educational-Vocational Counselling:
Help in choosing courses to satisfy the
requirements for the high school
graduation diploma and planning your
high school program to satisfy postsecondary admission requirements.
 Information: A wide range of
information is available to all students.
Students are provided with print
materials or internet sites relative to
post-secondary planning or other
topics.
 Home-School Liaison: Parents and
guardians are encouraged to call the
Guidance Department to discuss
student progress, plans, and postsecondary opportunities.
 Community Liaison: With various
agencies, service clubs, elementary
schools.
 University-College Liaison: Through
University Day, Community College Day
and individual school visits.
 Student Decision-Making: A wide
range of resources are available to help
students make informed choices on
their future.
 Peer Tutoring: Students who require
academic assistance can request a peer
tutor.
You will also find that the Guidance Office has
a wide variety of reading material. Calendars
are available for apprenticeships, colleges,
universities, and other postsecondary
institutions. Resource information is available
on social issues, study tips, careers, job search
skills, summer jobs, and special travel-studywork programs.
The Guidance Office is a very valuable resource
for both students and parents. We encourage
you to use our resources at any time. Sign up
for an appointment to see a counsellor, and let
us know how we can help you reach your
goals.
Information Technology in Our
Schools
The Information Technology department
provides information and communication
technology and infrastructure support to
RCDSB schools and administrative
departments.

Video conferencing capabilities for
students and staff to collaborate on
projects locally and around the world;
 Full WiFi coverage in all schools for
both RCDSB owned devices and staff
and student personal devices (BYOD bring your own device);
 A new RCDSB website with information
for parents, students and employees
regarding RCDSB schools and programs;
 Thirty-one new RCDSB school websites
to be rolled out over 2012-2013; and a
 New data warehouse (Skopus) for
analysis of student achievement in
development of board, school, and
individual improvement plans.
These investments are Putting Children First by
improving the quality of education for the
students attending RCDSB schools.
Library/Learning Commons
For the past three years, the RCDSB has
invested nearly $2 million in new and
enhanced resources to provide RCDSB schools
with leading edge technology.
This includes:
 Approximately 2500 desktop
computers (Windows, netbooks) for
staff and students;
 Approximately 900 wireless mobile
devices available for student use (i.e.
iPads, netbooks, mini notebooks);
 Upgrading the RCDSB Wide Area
Network (WAN) so students have
greater access to digital learning,
technologies and enriching learning
environments;
 Interactive white boards (SMART
boards) in 78% of RCDSB classrooms;
Many of the libraries in our schools have been
transformed into Learning Commons that
provide students with a flexible, collaborative
space that extends beyond the walls of the
building to equip students with 21st century
skills. Students are able to learn by accessing
print and online resources, as well as through
interactions with peers and staff. Print
resources include books, encyclopedias,
newspapers and magazines, while online
resources include access to the internet and
electronic databases.
Many of the library facilities have different
areas to accommodate different uses. They
often have a seminar room, a computer area,
seating areas for student reading, and a
common area for students to congregate. As
well, there is often lots of table workspace
available for students to work in small groups.
35
Students are encouraged to use the Library
before and after school and during their lunch
periods and spares for school work or reading.
Pastoral Counselling
Pastoral Counselling is a service that is only
available to students at Madawaska Valley
District High School.
The pastoral counsellor is available at MVDHS
for students to help them on their journey
through life. There can be many challenges and
difficulties facing young adults as they grow to
be the person they are called to be.
Recognizing this, the pastoral counsellor is
here to provide support for students.
The pastoral counsellor is someone who can be
trusted and someone who is always willing to
listen and accept where you are in life. A
pastoral counsellor will help you find solutions
to the issues you are dealing with, will pray for
you and will help you on your spiritual journey,
regardless of your faith background.
There is a Roman Catholic Pastoral Counsellor
on staff at MVDSH during the week.
Arrangements can also be made for
counselling with local pastors and religious
workers. Counselling is voluntary – students or
parents may request an appointment, or
students may simply drop by the Pastoral
Office that is always open during the day.
The Pastoral Office also has a
prayer/meditation room which is open to
students of all faiths who seek a quiet place
during the school day.
Code of Conduct and Expectations of Students
Code of Conduct
As part of the Renfrew County District School
Board's commitment to safe, caring and
respectful schools, we strive to establish a
positive learning and working environment
that recognizes the dignity and worth of every
member of the district community. We work
diligently to provide secure surroundings
where all members are safe and feel safe.
Respect, Civility and Responsible
Citizenship
All school members must:
 Respect and comply with all applicable
federal, provincial and municipal laws;
 Demonstrate honesty and integrity (i.e.
avoidance of plagiarism);
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
Respect differences in people, their
ideas and opinions;
Treat one another with dignity and
respect at all times, and especially
when there is disagreement;
Respect and treat others fairly,
regardless of ancestry, culture,
ethnicity, gender, gender identity,
language, physical and intellectual
ability, race, religion, sex, sexual
orientation, and socio-economic status;
Respect the rights of others;
Employ non-violent means to resolve
conflicts;
Show proper care and regard for school
property and the property of others;
Adhere to administrative procedures
with regard to the use of technology;
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Take appropriate measures to help
those in need;
Respect all members of the school
community, especially persons in
positions of authority;
Respect the need of others to work in
an environment that is conducive to
learning and teaching; and
Attend to responsibilities in a punctual
manner.
Safety
All members of the school community must
not:
 Engage in bullying behaviours;
 Commit sexual assault;
 Traffic in weapons or illegal drugs;
 Give alcohol to a minor;
 Commit robbery;
 Be in possession of any weapon,
including firearms;
 Use any object to threaten or
intimidate another person;
 Cause injury to any person with an
object;
 Be in possession of, or under the
influence of, or provide others with
alcohol or illegal drugs;
 Smoke on school premises; on school
buses or in taxis; or on school outings,
trips or excursions;
 Inflict or encourage others to inflict
bodily harm on another person;
 Engage in hate propaganda and other
forms of behaviour motivated by hate
or bias; or
 Commit an act of vandalism that causes
extensive damage to school property or
to property located on the premises of
the school.
For complete information on roles and
responsibilities and the RCDSB's Code of
Conduct, please refer to Administrative
Procedure 140 - Code of Conduct and
Administrative Procedure 141 - Computers:
Network, Internet and Electronic Devices.
Harassment
Harassment is behaviour that is unwelcome,
one-sided and makes the receiver feel
uncomfortable or offended. It may be
comments about someone’s appearance or
lifestyle, or it may be behaviour that causes a
person to feel embarrassed or inadequate.
Usually harassment is repeated behaviour. At
its worst, harassment may be threats,
intimidation, or assault.
In adherence with the Ontario Human Rights
code it is the policy of the Renfrew County
District School Board that every teacher, staff
member, parent or guardian, volunteer, and
student has a right to freedom from
harassment in the workplace and school
system because of race, ancestry, place of
origin, colour, ethnic origin, citizenship,
religion, age, gender, sexual orientation,
record of offences, marital status, employment
status or disability.
Incidents of harassment should be reported to
any staff member or directly to the school
administration.
Bullying
Bullying is not accepted at any school in the
Renfrew County District School Board.
Bullying, as defined by the Province, as
typically a form of repeated, persistent,
aggressive behaviour that is directed at an
individual(s) that is intended to cause (or
should be known to cause) fear, distress
and/or harm to another person’s body,
feelings, self-esteem, or reputation. Bullying
37
occurs in a context, where there is real or
perceived power imbalance.
Incidents of bullying should be reported to any
staff member or directly to the school
administration.
Violent Threat Risk Assessment
Protocol
When students’ behaviours pose a potential
threat to safety or serious harm, the
Community Violence Threat Risk Assessment
Protocol (VTRA) helps principals take further
steps to protect students’ well-being. The
protocol helps schools respond quickly to
threatening incidents such as: possession of a
weapon or replica weapon, bomb threat or
plan, verbal, written or electronic (Internet,
text) threats to kill or injure oneself or others
or other threats of violence, fire setting.
The Community VTRA outlines how a school
responds immediately to threatening
behaviour. Principals may first bring together a
School Threat Assessment Team, which
includes the principal/vice-principal, the
designated regional lead, and police. If the
situation is serious, the principal may also
consult with the superintendent responsible
for the school, and call in the Community
Threat Assessment Team. This community
team also includes representatives of
community agencies who work with us to keep
our schools safe, such as local police and
children’s mental health organizations.
Parents and guardians will be notified if their
child will be discussed through the Community
Threat Assessment Protocol. If
parents/guardians cannot be reached, or if
they choose not to provide consent, but a
concern for safety still exists due to
threatening behaviour, the threat assessment
may still proceed. Personal information shared
throughout this process will respect and
balance each individual’s right to privacy with
the need to ensure the safety of all.
Alcohol and Restricted Drugs
The Renfrew County District School Board
recognizes that the use of alcohol and illicit
drugs is detrimental to education and harmful
to the health of students. The Board prohibits
persons who are under the influence or in
possession of alcohol or illicit drugs to be
present on school property, at schoolsponsored functions or while traveling to and
from school activities.
The Renfrew County District School Board will
co-operate with community agencies in the
referral to counselling and rehabilitative
programs of Renfrew County students who
abuse alcohol and drugs. Students found using
or in possession of alcohol or restricted drugs
will be suspended up to 20 days or possibly
expelled. Parents and the police will be
notified.
Attendance and Punctuality
Experience has shown a direct correlation
between successful course completion and
regular course attendance. Students are
expected to attend every class and to be
punctual. Skipping class is not acceptable and
will result in detentions and escalating
consequences. Absences for medical or dental
appointments and for long-term illnesses
(more than 3 days) must be covered by a
doctor’s certificate.
When a student is absent from school, a
parent or guardian (if the student is under 18)
must phone the school. If no telephone
contact is made before the student returns to
school, the student should have a note from
your parent or guardian (if the student is under
18) which explains they absence. If a student
needs to leave school early for an appointment
or due to illness, the student must sign out at
the Main Office.
Bus Policy
Students are expected to behave with due
attention to safety and the rights of others on
the school bus. Failure to do so will result in
the loss of bus privileges. Students are to
remain seated at all times. Students must
refrain from physical altercations, swearing,
throwing objects, littering and yelling.
Absolutely no food or drink is to be consumed
on the bus. The driver’s instructions must be
followed promptly at all times.
Bus passes will not be issued for reasons such
as: appointments, birthday parties, sleepovers,
extracurricular activities, part-time jobs, etc.
Bus passes are for emergency purposes only.
Student Lockers
A locker is loaned to each student to store
their books and clothing during the school
year. Each student is responsible for
purchasing a school lock and keeping the
locker locked. The locker may be opened at
any time by a designated staff member for the
purpose of inspection. The school makes every
effort to safeguard lockers, but students are
cautioned against storing valuables in their
lockers.
Electronic Devices
Use of cell phones and other personal
communication devices is NOT permitted
without teacher permission during
instructional time. Devices may be confiscated
due to inappropriate use.
Dress Code
Textbooks
Textbooks are issued by classroom teachers,
who will record the number and condition of
the book. Students are responsible for their
textbooks. If a textbook is lost or damaged, a
replacement cost will be charged.
A Dress Code is enforced in every school.
Please dress modestly and cleanly. Muscle
shirts, mesh shirts, short shorts, spaghetti
straps, halter tops, intentionally or excessively
ripped clothes, bare midriffs, exposed
underwear and any clothing bearing offensive
language or pictures or promoting alcohol,
drugs or violence are not acceptable.
39
Arnprior District High School
School Mission
Address
59 Ottawa Street
Arnprior, ON
K7S 1X2
Arnprior District High School is a safe, caring and respectful
learning environment where success is attainable by every
student. We are committed to teaching practices that provide
each student with the knowledge, skills, and values needed to
be responsible and successful citizens.
Phone
613-623-3183
Principal’s Message
Fax
613-623-6973
http://adh.rcdsb.on.ca/
Principal
Neil Farmer
Vice-Principals
Angie McGrath
David Prange
Superintendent
Dennis Jenkins
ADHS has a reputation for its high academic standards and for
an extra-curricular program that is unrivalled.
At ADHS, we do things the ADHS Way – meaning we are
Respectful, Responsible and Caring school community
members. Former graduates, local businesses and the
surrounding community support ADHS in all of our
endeavours.
I encourage you to take a look at all that ADHS has to offer
and to get involved.
- N. Farmer, Principal
School Colours
Red & White
Course Selection – Arnprior District High School
Grade
9
The Arts
Drama
Music – Instrumental, Open
Music – Instrumental, University/College
Music – Instrumental for Beginners
Music – Guitar
Music – Piano Keyboard, Open
Music – Piano Keyboard, University/College
Music – Vocal
Expressing Aboriginal Cultures
Visual Arts
Visual Arts – Visual Design
Business Studies
Business Studies
Accounting
Entrepreneurship
Information & Communication Technology
Marketing
Business Leadership
Canadian and World Studies
Issues in Canadian Geography, Academic
Issues in Canadian Geography, Academic French
Issues in Canadian Geography, Applied
Travel & Tourism: A Regional Geographic Perspective
Canadian & World Issues: A Geographic Analysis,
University
College
Civics & Citizenship (0.5 credit)
Canadian History Since World War I, Academic
Canadian History Since World War I, Academic French
Canadian History Since World War I, Applied
World History to the 16th Century
World History: The West & the World, University
World History: The West & the World, College
Understanding Canadian Law, University/College
Canadian & International Law
English
Compulsory Courses in English
English, Academic/University
English, Applied/College
English, Dual Credit/College
English, Locally Developed/Workplace
ADA1O1
AMI1O1
Grade
10
Grade
11
Grade
12
ADA3O1
AMI3O1
AMI 3M1
ADA4M1
AMG4M1
AMV2O1
AMG3O1
AMK3O1
AMK3M1
AMV3O1
AVI2O1
AWD2O1
AVI3M1
AWD3O1
AVI4M1
AWD4M1
BAF3M1
BDI3C1*
BAT4M1*
AMI2O1
AMI4M1
AMI2O2
AMK2O1
AMK4M1
AMV4M1
NAC1O1
BBI1O1
BTT2O1
BMI3C1*
BOH4M1
CGC1D1
CGC1DF*
CGC1P1
CGG3O1
CGW4U1
CGW4C1
CHV2O1
CHC2D1
CHC2DF*
CHC2P1
CHW3M1
CHY4U1
CHY4C1
CLU3M1
CLN4U1
ENG1D1
ENG1P1
ENG2D1
ENG2P1
ENG3U1
NBE3C1
ENG1L1
ENG2L1
ENG3E1
ENG4U1
ENG4C1
ENG4CD
ENG4E1
41
Grade
9
Optional Courses in English
The Writer’s Craft, University
The Writer’s Craft, College
Ontario Secondary School Literacy Course
French as a Second Language
Core French, Academic/University
Core French, Applied/Open
Extended French
Guidance and Career Education
Career Studies (0.5 credit)
Health and Physical Education
Healthy Active Living Education, Girls
Healthy Active Living Education, Boys
Healthy Active Living Education, Coed
Personal & Fitness Activities
Exercise Science
Interdisciplinary Studies
Food for Life
Mathematics
Principles of Mathematics
Foundations of Mathematics
Mathematics, Locally Developed
Mathematics for Work & Everyday Life
Functions
Functions & Applications
Foundations for College Mathematics
Advanced Functions
Calculus & Vectors
Mathematics of Data Management
Native Studies
Aboriginal Beliefs, Values & Aspirations in Contemporary
Society, College
Science
Science, Academic
Science, Applied
Science, Locally Developed
Science, Workplace
Biology, University
Biology, College
Chemistry, University
Chemistry, College
Grade
10
Grade
11
Grade
12
EWC4U1
EWC4C1
OLC4O1
FSF1D1
FSF1P1
FEF1DF
FSF2D1
FSF2P1
FEF2DF
FSF3U1
FSF3O1
FEF3UF
FSF4U1
FSF4O1
FEF4UF
COP3O8
COP4O8
GLC2O1
PPL1OG
PPL1OB
PPL2OG
PPL2OB
PPL3OG
PPL3OB
PAF3O1
PPL4O1
PAF4O1
PSE4U1
IDC4O1
MPM1D1
MFM1P1
MAT1L1
MPM2D1
MFM2P1
MAT2L1
MEL3E1
MCR3U1
MCF3M1
MBF3C1
MEL4E1
MAP4C1
MHF4U1
MCV4U1
MDM4U1
NBV3C1
SNC1D1
SNC1P1
SNC1L1
SNC2D1
SNC2P1
SNC2L1
SBI3U1
SBI3C1
SCH3U1
SNC4E1
SBI4U1
SCH4U1
SCH4C1
Grade
9
Physics, University
Physics, College
Social Sciences and Humanities
Food & Nutrition
Raising Healthy Children
Introduction to Anthropology, Psychology & Sociology,
University
College
Philosophy: Questions & Theories
World Religions & Belief Traditions in Daily Life
Technological Education
Exploring Technologies
Communications Technology
Communications Technology – Print & Graphic
Communications
Communications Technology – Broadcast & Print
Production
Communications Technology – TV, Video & Movie
Production
Construction Technology
Custom Woodworking
Transportation Technology, Open/Workplace
Transportation Technology, College
Grade
10
Grade
11
SPH3U1
Grade
12
SPH4U1
SPH4C1
HFN2O1
HPC3O1
HSP3U1
HSP3C1
HZT4U1
HRF3O1
TIJ1O1
TGJ2O1
TGJ3M1
TGG3M1
TGJ4M1
TGG4M1
TGJ3O1
TGJ4O1
TGV3M1
TCJ2O1
TTJ2O1
TCJ3E1
TWJ3E1
TWJ3E2
TTJ3O1
TTJ3C1
TTJ3C2
Transportation Technology – Small Engines
Specialized Programs
Outdoor Education Program
TCJ4EA
TWJ4E1
TTJ4E1
TTJ4C1
TTS4C1
PLF4CP
CGR4MP
*Courses offered in alternate years
43
Fellowes High School
General Information
Address
420 Bell Street
Pembroke, ON
K8A 2K5
Phone
613-735-6858
Fax
613-735-6850
http://fhs.rcdsb.on.ca/
Principal
Dean Zadow
Vice-Principals
Shelley Cliche
Ann Gagan
Superintendent
Gayle Bishop
School Colours
Black & Gold
Fellowes High School is located in the City of Pembroke and
provides education for the many outlying communicates such
as Beachburg, Westmeath and Laurentian Valley. Fellowes
has provided tremendous educational opportunities for
students since 1969. Our school provides pathways for
students headed to the world of work, Community Colleges,
University and careers in the Trades. Fellowes is particularly
proud of its extensive Special Education Program that provides
learning opportunities for students with a variety of special
needs.
Mission Statement
Fellowes High School prides itself on working together to
create outstanding educational experiences that honour the
uniqueness of each individual. We are a supportive and caring
community school that promotes tolerance and acceptance.
Respect – Responsibility – Dignity.
Highlights
 Technology Department – Numerous courses are
offered in the following areas: manufacturing,
woodworking, transportation, hospitality and food,
cosmetology, computer technology, and fashion
design.
 Specialist High Skills Majors – SHSM certifications are
available in: Transportation, Health and Wellness, and
Hospitality.
 A variety of Extracurricular Programs catering to the
needs of the student body
 Information Technology – To support 21st century
learning skills, Fellowes is equipped with numerous
technological devices to support and enhance student
learning including smart boards, notebooks, and I Pads.
WiFi is available in all areas of the school.
 Link Crew – A mentorship program comprised of senior
students supporting grade 9 students in their transition
to high school.
 Scholarships – 50,000 dollars in scholarships available
to students in all educational pathways.
Course Selection – Fellowes High School
Grade
9
The Arts
Drama, Open
Drama, University/College
Music – Vocal
Visual Arts, Open
Visual Arts, University/College
Visual Arts, Workplace
Photography
Vocational Arts
Business Studies
Business Studies
Canadian & World Issues: A Geographic Analysis
Understanding Canadian Law
Vocational Geography
Vocational History
Vocational Civics (0.5 credit)
English
Vocational English
Media Studies
The Writer’s Craft
Grade
10
ADA2O1
AMU1O1
Grade
11
Grade
12
ADA3O1
ADA3M1
ADA4M1
AMU2O1
AMU3M1
AMV3O1
AMU4M1
NAC1O1
AVI2O1
AVI3O1
AVI3M1
AWQ3O1
AMU3OS
AVI4M1
AVI4E1
AWQ4M1
BBI2O1
CGC1D1
CGC1DF
CGC1P1
CGW4U1
CHV2O1
CHC2D1
CHC2DF*
CHC2P1
CHW3M1
CHY4U1
CHY4C1
CLU3M1
CLN4U1
CGC1PS
CHC2PS
CHV2OS
ENG1D1
ENG1P1
ENG1L1
ENG1LS
ENG1LT
ENG2D1
ENG2P1
ENG2L1
ENG2LS
ENG2LT
ENG3U1
NBE3C1
ENG3E1
ENG3ES
ENG3ET
ENG4U1
ENG4C1
ENG4E1
ENG4ES
ENG4ET
EMS3O1*
EWC4U1
OLC4O1
45
Grade
9
Core French, Applied
Extended French
Leadership & Peer Support
Vocational Career Studies (0.5 credit)
Personal & Fitness Activities, Girls
Personal & Fitness Activities, Boys
Personal & Fitness Activities, Coed
Recreation & Fitness Leadership
Exercise Science
Health for Life
Vocational Physical Education
Horticultural Landscaping
Mathematics
Functions
Advanced Functions
Calculus & Vectors
Vocational Mathematics
Native Studies
First Nations, Métis & Inuit Peoples in Canada
Aboriginal Beliefs, Values & Aspirations in Contemporary
Society
Science
Science, Academic
Science, Applied
FSF1D1
FSF1P1
FEF1DF
Grade
10
Grade
11
Grade
12
FSF2D1
FSF3U1
FSF4U1
FEF2DF
FEF3UF*
FEF4UF*
GLC2O1
GPP3O7
COP3O8
COP4O8
COP4O9
GLC2OS
PPL1OG
PPL1OB
PPL2OG
PPL2OB
PAF2OG
PAF2OB
PPL3O1
PAF3OG*
PPL4O1
PAF4OG*
PAF3O1
PAF4O1
PLF4C1
PSE4U1
PPZ3O1
PAF3OS
MPM1D1
MFM1P1
MAT1L1
MAT1LS
MAT1LT
IDC3O1
IDC4O1
MEL3E1*
MCR3U1
MCF3M1
MBF3C1
MEL4E1*
MPM2D1
MFM2P1
MAT2L1
MAT2LS
MAT2LT
MAT3ES
MAT3ET
NAC2O
NBV3C1
SNC1D1
SNC1P1
SNC2D1
SNC2P1
MAP4C1
MHF4U1
MCV4U1
MDM4U1
MAT4ES
MAT4ET
Grade
9
Biology, University
Biology, College
Chemistry, College
Earth & Space Science
Environmental Science, University/College
Environmental Science, Workplace
Physics, University
Physics, College
Science (Health Care Focus)
Vocational Science
Families in Canada
University
University, French
College
Challenge & Change in Society
Philosophy: Questions and Theories
World Religions & Belief Traditions in Daily Life
Communications Technology – Broadcast & Print
Production
Communications Technology – Digital Imagery & Web
Design
Construction Technology, Open/Workplace
Construction Technology, College
Custom Woodworking
Hairstyling & Aesthetics
Hospitality & Tourism
Hospitality & Tourism – Baking
SNC1L1
Grade
10
SBI3U1
SBI3C1
SCH3U1
SVN3M1
SVN3E1
SPH3U1
SNC1LS
Grade
12
SNC2L1
SBI4U1
SCH4U1
SCH4C1
SES4U1
SPH4U1
SPH4C1
SNC4M1
SNC2LS
HHS4C1
HPC3O1
HSP3U1
HSP3UF*
HSP3C1
HSB4U1
HZT4U1
HRF3O1
TIJ1O1
TGJ2O1
TGJ3O1
TGJ4O1
TCJ2O1
TXJ2O1
TCJ3E1
TCJ3C1
TWJ3E1
TXJ3E1
TCJ4E1
TCJ4C1
TWJ4E1
TXJ4E1
TXJ4E2
TFB3C1
TFB4C1
TFB4C2
TFC4C1
TFC4C2
TFR4C1
TMJ4E1
TMJ4C1
TFJ2O1
Hospitality & Tourism – Cooking
Hospitality & Tourism Management
Manufacturing Technology, Open/Workplace
Manufacturing Technology, College
Grade
11
TFC3C1
TMJ2O1
TMJ3E1
TMJ3C1
47
Grade
9
Technological Design – Fashion Design
Transportation Technology
Transportation Technology – Auto Service
Transportation Technology – Small Engines
Vocational Technology
Hockey Canada Skills Academy
Grade
10
TDJ2O1
TTJ2O1
TTS2O1
Grade
11
TDJ3O1
TTJ3O1
TTA3C1
TTS3C1
Grade
12
TTJ4E1
TTA4C1
TTS4C1
TIJ1OS
PAL3O1
(Double
Credit)
Mackenzie Community School
Address
87 Brockhouse Way
P.O. Box 397
Deep River, ON
K0J 1P0
Phone
613-584-3361
Fax
613-584-1706
http://mcs.rcdsb.on.ca/
Principal
Ivan Saari
Vice-Principal
Greg Harkness
Superintendent
Brent McIntyre
School Colours
Purple & Gold
49
Course Selection – Mackenzie Community School
The Arts
Drama
Music – Instrumental
Music – Small Ensemble
Visual Arts, Open
Photography
Business Studies
Business Studies
Computer Studies
Introduction to Computer Programming (eLearning only)
Computer Programming (eLearning only)
English
Core French, Open
Learning Strategies
Grade
9
Grade
10
Grade
11
Grade
12
AMU1O1
ADA2O1
AMU2O1
ADA3O1*
AMU3M1
AME3M1
ADA4M1
AMU4M1
AVI2O1
AVI3O1
AVI3M1
AWQ3O1
NAC1O1
AVI4M1
AWQ4M1
BBI2O1
CGC1D1
CGC1P1
CGW4U1
CHV2O1
CHC2D1
CHC2P1
CHW3M1*
CHY4U1*
CLU3M1*
CLN4U1*
ENG1D1
ENG1P1
ENG1L1
ENG2D1
ENG2P1
ENG2L1
ICS3CE
ICS3UE
ICS4CE
ICS4UE
ENG3U1
NBE3C1
ENG3E1
ENG4U1
ENG4C1
ENG4E1
OLC4O1
FSF1D1
FSF1P1
FSF1O1
FSF2D1
FSF3U1
FSF4U1
GLE1O1
GLC2O1
COP4O7
COP4O8
COP4O9
Grade
9
Healthy Active Living Education
Exercise Science
Issues in Human Rights
Mathematics
Functions
Advanced Functions
Calculus & Vectors
Science
Science, Academic
Science, Applied
Science, Workplace
Biology, University
Biology, College
Chemistry, College
Physics, University
Physics, College
World Culture
Food & Nutrition
Food & Culture
Nutrition & Health, University
Nutrition & Health, College
Working with School-Age Children & Adolescents
University
College
World Religions & Belief Traditions
PPL1O1
Grade
10
PPL2O1
Grade
11
PPL3O1
Grade
12
PPL4O1
PLF4C1
PSE4U1
IDC4U1
MPM1D1
MFM1P1
MAT1L1
MPM2D1
MFM2P1
MAT2L1
MEL3E1
MCR3U1
MCF3M1
MBF3C1
SNC1D1
SNC1P1
SNC1L1
MEL4E1
MAP4C1
MHF4U1
MCV4U1
MDM4U1
SNC2D1
SNC2P1
SNC2L1
SBI3U1
SBI3C1
SCH3U1
SPH3U1
SNC4E1
SBI4U1
SCH4U1
SCH4C1
SPH4U1
SPH4C1
HSC4M1
HFN2O1
HFC3E1
HFA4U1
HFA4C1
HPC3O1
HPD4C1
HSP3U1
HSP3C1
HRT3M1*
51
Grade
9
Technological Design, Open
Technological Design, University/College
Transportation Technology – Vehicle Maintenance
MCS Hockey Skills Academy*
Grade
10
Grade
11
Grade
12
TIJ1O1
Tamarack*
TCJ2O1
TDJ2O1
TTJ2O1
TCJ3E1
TCJ3C1
TDJ3O1
TDJ3M1
TTJ3C1
PAF3O1
PAL3O1
SBI3UP
TCJ4E1
TCJ4C1
TDJ4O1
TDJ4M1
TTJ4C1
TTJ4E1
SBI4UP
SES4UP
PAD4OP
Madawaska Valley District High School
General Information
Address
341 John Street
Barry's Bay, ON
K0J 1B0
Phone
613-756-3048
Fax
613-756-1783
MVDHS is situated near Algonquin Provincial Park on the
western side of Renfrew County. There are approximately 400
students who attend our school from a district with an area of
about 180 square km. Our school has pathways for success for
every student. We have strong life skills, vocational, applied
and academic programs.
Mission
To create the culture, programs, and practices that will allow
all members of the MVDHS community to experience on-going
opportunity, success, and growth.
http://mvd.rcdsb.on.ca/
Principal
Dave Bishop
Vice-Principal
Jenny Smith
Superintendent
Gayle Bishop
School Colours
Blue & Gold
Highlights
 Specialist High Skills Majors (SHSM) – Our school has
one of the highest participation rates in the province.
Our current majors include Arts and Culture,
Construction, Energy, Environment, Health and
Wellness, Justice, Community Safety, and Emergency
Services, and Transportation.
 Due to an agreement with the RCCDSB, MVDHS has a
Roman Catholic Pastoral Counsellor on staff during the
week. Students can book an appointment or drop by
to talk. The Pastoral office has a prayer/meditation
room which is open to students of all faiths who seek a
quiet place.
 We have a strong co-curricular program. Clubs include
drama, chess, Amnesty International, LGBT,
weightlifting, Team Lionheart and more. Sports include
basketball, volleyball, track and field, cross country
running, Nordic skiing, hockey and more.
 Every second year we have a group of staff and
students who participate in Hero Holidays by travelling
to Mexico to help build houses.
53
Course Selection – Madawaska Valley District High School
Grade
9
The Arts
Music
Music—Ensembles, Open/Workplace
Music—Ensembles, University/College
Music—Guitar, Open/Workplace
Music—Guitar, University/College
Music—Keyboard, Open/Workplace
Music—Keyboard, University/College
Music—Vocal, Open/Workplace
Music—Vocal, University/College
Music – Independent Focus (pending approval)
Visual Arts, Open/Workplace
Visual Arts – Independent Focus (pending approval)
Business Studies
Accounting
Computer Studies
Introduction to Computer Studies
English
Grade
10
Grade
11
Grade
12
AME2O1
AME3O1
AME3M1
AMG3O1
AMG3M1
AMK3O1
AMK3M1
AMJ3O1
AMJ3M1
AMR3M1
AMU4E1
AME4M1
AMU4E2
AMG4M1
AMU4E3
AMK4M1
AMU4E4
AMJ4M1
AMR4M1
AVI3O1
AVI3M1
ART3M1
AVI4E1
AVI4M1
ART4M1
BAF3M1
BTA3O1
BAT4M1
AMU1O1
AMG2O1
AMK2O1
AMJ2O1
NAC1O1
AVI2O1
BTT2O1
CGC1D1
CGC1P1
CGG3O1**
CGW4U1*
CHV2O1
CHC2D1
CHC2P1
CHW3M1*
CHY4U1**
CLU3M1
ICS2O1
ENG1D1
ENG1P1
ENG1L1
ENG2D1
ENG2P1
ENG2L1
ENG3U1
NBE3C1
ENG3E1
ENG4U1
ENG4C1
ENG4E1
OLC3O1
EWC4U1*
EWC4C1*
OLC4O1
Grade
9
FSF1D1
FSF1P1
Grade
10
FSF2D1
FSF2P1
Grade
11
Grade
12
FSF3U1
FSF3O1
FSF4U1
FSF4O1
COP3O7
COP3O8
COP3O9
COP4O7
COP4O8
COP4O9
PPL3O1
PAF3O1
PPZ3OG**
PPL4O1
PAF4O1
GLC2O1
Health for Life, Girls
Exercise Science
Yearbook Productions
Mathematics
Functions
Advanced Functions
Calculus & Vectors
Mathematics for College Technology
Native Studies
Issues of Indigenous Peoples in a Global Context
Science
Science, Academic
Science, Applied
Biology, University
Biology, College
Chemistry, College
Physics, University
Physics, College
PPL1OG
PPL1OB
PPL2O1
PSE4U1*
MPM1D1
MFM1P1
MAT1L1
IDC3O1
IDC4U1
MEL3E1
MCR3U1
MCF3M1
MBF3C1
MEL4E1
MPM2D1
MFM2P1
MAT2L1
MAP4C1
MHF4U1
MCV4U1
MDM4U1
MCT4C1
NDW4M1
SNC1D1
SNC1P1
SNC1L1
SNC2D1
SNC2P1
SNC2L1
SBI3U1
SBI3C1
SCH3U1
SPH3U1
SBI4U1
SCH4U1
SCH4C1*
SPH4U1
SPH4C1**
55
Grade
9
Housing & Home Design
Food & Nutrition
Nutrition & Health, University
Nutrition & Health, College
Food & Healthy Living
Personal Life Management
Working with Infants & Young Children
Working with School-Age Children & Adolescents
Religious Studies
Jesus & the Gospels
World Religions, Open
World Religions, University/College
Church & Culture, Open
Church & Culture, University/College
Grade
10
Grade
11
Grade
12
HLS3O1*
HFN2O1
HFA4U1
HFA4C1
HFL4E1
HIP4O1**
HPW3C1
HPC3O1
HPD4C1
HRE2O1
HRF3O1
HRT3M1
HRE4O1
HRE4M1
TIJ1O1
TCJ3C1
TCJ3C2
TXJ3E1
TTJ3C1
TTJ3C2
TCJ4C1
TCJ4C2
TXJ4E1
TTJ4C1
TTJ4C2
Courses offered in alternate years
*course offered for 2014-2015, not offered for 2015-2016
**course offered for 2015-2016, not offered for 2014-2015
Opeongo High School
Mission Statement
Address
1990 Cobden Road
Douglas, ON
K0J 1S0
Phone
613-735-7587
Fax
613-649-2633
http://ohs.rcdsb.on.ca/
Principal
Tom Havey
Vice-Principal
Bill Smith
Superintendent
Gayle Bishop
School Colours
Green & Gold
For all our students, Opeongo seeks to develop academic
skills, life skills and work skills through a variety of learning
experiences, while placing strong emphasis on critical
thinking, problem-solving and creativity. These skills,
experiences and abilities provide students with the tools and
motivation to become self-directed learners and to realize
that learning is a life-long process.
Through our curricular, extracurricular, and special services,
we provide many opportunities for our students to experience
success, and to learn to adapt to change; that is, to see change
as a normal, necessary and stimulating component for growth.
Every student is encouraged to work toward achieving his or
her full potential, in becoming all that she or he can become.
All of the policies and procedures at Opeongo High School
establish routines which focus on helping each student
develop characteristics of good citizenship, a sense of personal
responsibility, self respect, and respect for others. These
routines are conducted in an atmosphere that is orderly,
supportive, and disciplined.
Belief in the dignity and worth of each person, and mutual
respect are the bases of relationships among all members of
the Opeongo Community. Our school motto identifies our
long term commitment: the desire to help students learn to
live.
57
Course Selection – Opeongo High School
Grade
9
The Arts
Drama
Media Arts
Music – Instrumental
Music – Guitar
Music – Bucket Music
Music – Vocal
Visual Arts
Business Studies
Accounting
Marketing
Business Leadership
Civics & Citizenship (0.5 credit), Open
Civics & Citizenship (0.5 credit), French
American History
World History: The West & the World
English
Studies in Literature
Extended French
Grade
10
Grade
11
Grade
12
ADA4M1
ASM4M1
AMI4M1
AMV2O1
ADA3M1
ASM3M1
AMI3M1
AMG3O1
AMP3M1
AMV3O1
AVI2O1
AVI3M1
AVI4M1
BTT2O1
BAF3M1
BTA3O
BMI3C1
ADA2O1
AMI1O1
AMI2O1
AMG2O1
NAC1O1
BTT1O1
BOH4M1*
CGC1D1
CGC1DF*
CGC1P1
CGG3O1
CHV2O1
CHV2OF
CHC2D1
CHC2DF*
CHC2P1
CHA3U1
CHY4U1
CLU3M1
ENG1D1
ENG1P1
ENG1L1
ENG2D1
ENG2P1
ENG2L1
ENG3U1
NBE3C1
NBE3E1
ENG4U1
ENG4C1
ENG4E1
ETS4U1
OLC4O1
FSF1D1
FSF1P1
FEF1DF
FSF2D1
FSF3U1
FSF4U1
FEF2DF
FEF3UF
FEF4UF
Grade
9
Learning Strategies
Career Studies (0.5 credit), Open
Career Studies (0.5 credit), French
Exercise Science
Mathematics
Functions
Advanced Functions
Calculus & Vectors
Native Studies
Aboriginal Peoples in Canada
Current Aboriginal Issues in Canada
Science
Science, Academic
Science, Applied
Biology, University
Biology, College
Chemistry, College
Physics, University
Physics, College
Families in Canada, University
Personal Life Management
Introduction to Anthropology, Psychology & Sociology
Grade
10
Grade
11
Grade
12
GLE1O1
GLC2O1
GLC2OF
COP3O8
COP4O8
PPL3O1
PAF3O1
PPL4O1
PAF4O1
PSE4U1
MEL3E1
MCR3U1
MCF3M1
MBF3C1
MEL4E1*
PPL1OG
PPL1OB
PPL2O1
MPM1D1
MFM1P1
MAT1L1
MPM2D1
MFM2P1
MAT2L1
MAP4C1
MHF4U1
MCV4U1
MDM4U1
NAC2O1
NDA3M1
NDW4M1
SNC1D1
SNC1P1
SNC2D1
SNC2P1
SBI3U1
SBI3C1
SCH3U1
SVN3M1
SVN3E1
SPH3U1*
SBI4U1
SCH4U1
SCH4C1
SPH4U1*
SPH4C1*
HHS4U1
HIP4O1
HPC3O1
HSP3U1
HSB4U1
59
Grade
9
Custom Woodworking
Hospitality & Tourism
Manufacturing Technology
Technological Design
OSPREY*
Grade
10
Grade
11
Grade
12
TIJ1O1
TGJ2O1
TCJ2O1
TFJ2O1
TMJ2O1
TTJ2O1
TGJ3M1
TGJ4M1
TWJ3E1
TXJ3E1
TFJ3E1
TMJ3E1
TDJ3M1
TTJ3C1
TWJ4E1
TXJ4E1
TFJ4E1
TMJ4E1
TDJ4M1
TTJ4C1
CGR4M1
NDW4M1
PAD4O1
Renfrew Collegiate Institute
General Information
Address
184 Bonnechere Street
South
Renfrew, ON
K7V 1Z5
Phone
613-432-4858
Fax
613-432-7196
http://rci.rcdsb.on.ca/
Principal
Terry Hughes
Renfrew Collegiate Institute is a school where all students,
regardless of differences, can attain excellence. Indeed,
Renfrew Collegiate has a reputation for excellence that
extends over 125 years.
Renfrew Collegiate Institute has a population of
approximately 450 students. A variety of academic programs,
including university, college and workplace preparation,
technical education, apprenticeships, Special Education,
Specialist High Skills Majors, Music, French, Drama and COOP
are available for students to pursue their interests and
develop their strengths.
Renfrew Collegiate has a vibrant extra-curricular program with
opportunities for students to participate in games, sports,
drama, music and charitable causes.
Vice-Principal
Steven Bauernschmitt
Renfrew Collegiate Institute strives to develop responsible,
productive citizens who will dedicate their lives to improving
the world.
Superintendent
Dennis Jenkins
Goals/Mission
School Colours
Blue & White
Renfrew Collegiate Institute’s mission is to develop and
provide to each student, regardless of age, sex or race, an
education of the highest quality in a positive, caring
environment with a professional and dedicated staff. The staff
will encourage students to develop positive attitudes
concerning cooperation, life-long learning, self-discipline and
respect.
Highlights
•
•
•
•
•
Established in 1881.
Top High School fund raiser (over $640,000) in Relay
for Life.
Over twenty competitive extra-curricular teams each
year.
Consistently exceeds provincial average in EQAO
testing.
A staff dedicated to student well-being above all.
61
Course Selection – Renfrew Collegiate Institute
Grade
9
The Arts
Drama
Media Arts – Photography
Music
Visual Arts, Open
Business Studies
Business Studies
Accounting
Entrepreneurship
Marketing, College
Marketing, Workplace
Physical Geography: Patterns, Processes & Interactions
The Environment & Resource Management
University
College
Computer Studies
Computer Programming
Computer Science
English
AMU1O1
NAC1O1
Grade
10
Grade
11
Grade
12
AMU2O1
ADA3M1
ASM3M1
AMU3M1
ADA4M1
ASM4M1
AMU4M1
AVI3O1
AVI3M1
AVI4M1
AVI2O1
BBI1O1
BBI2O1
BAF3M1
BTT2O1
BAT4M1*
BDV4C1*
BTA3O1
BMI3C1*
BMX3E1*
CGC1D1
CGC1DF*
CGC1P1
CGF3M1*
CGR4M1
CGW4U1
CGW4C1
CHV2O1
CHC2D1
CHC2DF*
CHC2P1
CHW3M1
CHY4U1*
CHY4C1*
CLU3M1
ENG1D1
ENG1P1
ENG1L1
ENG2D1
ENG2P1
ENG2L1
ICS3C1
ICS3U1
ICS4C1
ICS4U1
ENG3U1
NBE3C1
NBE3E1
ENG4U1
ENG4C1
ENG4E1
Grade
9
Media Studies
Extended French
Peer Tutoring
Grade
10
Grade
11
Grade
12
EMS3O1
EWC4U1*
EWC4C1*
OLC4O1
FSF1D1
FSF1P1
FEF1DF
FSF2D1
FSF2P1
FEF2DF
FSF3U1
FSF3O1
FEF3UF
FSF4U1
FSF4O1
FEF4UF
GLC2O1
GPP3O1
COP3O8
Exercise Science
La francophonie
Mathematics
Functions
Advanced Functions
Calculus & Vectors
Native Studies
Science
Science, Academic
Science, Applied
Science, Workplace
Biology, University
Biology, College
Chemistry, College
PPL1OG
PPL1OB
PPL2OG
PPL2OB
COP4O8
COP4O9
PPL3OG
PPL3OB
PPL4O1
PAF3O1
PLF4C1*
PSE4U1
IDC4UF*
MPM1D1
MFM1P1
MAT1L1
MPM2D1
MFM2P1
MAT2L1
MEL3E1
MCR3U1
MBF3C1
MEL4E1
MAP4C1
MHF4U1
MCV4U1
MDM4U1
NDW4M1
SNC1D1
SNC1P1
SNC1L1
SNC2D1
SNC2P1
SNC2L1
SBI3U1
SBI3C1
SCH3U1
SNC4E1
SBI4U1
SCH4U1
SCH4C1
63
Grade
9
Physics, University
Physics, College
Equity & Social Justice: From Theory to Practice
Food & Nutrition
Food & Culture
Families in Canada, University
Families in Canada, College
World Religions & Belief Traditions, University/College
World Religions & Belief Traditions, Open
Communications Technology: Digital Imagery & Web
Design
Custom Woodworking
Health Care
Hospitality & Tourism, Open/Workplace
Hospitality & Tourism, College
Manufacturing Technology, College
Manufacturing Technology, Workplace
Transportation Technology, Open/Workplace
Grade
10
Grade
11
SPH3U1
Grade
12
SPH4U1*
SPH4C1
HSE4M1
HFN2O1
HFC3E1
HHS4U1
HHS4C1
HPC3O1
HSB4U1
HRT3M1
HRF3O1
TIJ1O1
TGJ2O1
TGJ3M1
TGJ4M1
TGJ4O1
TCJ2O1
TCJ3E1
TCJ3C1
TWJ3E1
TXJ3E1
TPJ3M1
TFJ3E1
TFJ3C1
TMJ3C1
TMJ3E1
TDJ3M1
TTJ3O1
TTJ3C1
TCJ4E1
TCJ4C1
TWJ4E1
TXJ4E1
TPJ4M1
TFJ4E1
TFJ4C1
TMJ4C1
TMJ4E1
TDJ4M1
TTJ4E1
TTJ4C1
TXJ2O1
TFJ2O1
TTJ2O1
Valour School
General Panet HS
Address
14 Ypres Boulevard
CFB Petawawa, ON
K8H 1C6
Phone
613-687-2095
Fax
613-687-2444
http://gph.rcdsb.on.ca
Principal
Bryan Baird
Vice-Principal
Mimi Mahaffy
Superintendent
Brent McIntyre
School Colours
Green & White
Valour is a K-12 school that will open in September 2014 and will
bring together General Panet High School, Pinecrest Public School
and General Lake Public School. For current students and secondary
school inquiries, please contact General Panet.
Mission Statement
At Valour, we take pride in developing the whole child.
Education for our community has high academic expectations
in a bilingual culture with character education embedded in all
that we do. We provide a learning atmosphere that has entry
levels based on student readiness with a focus on
collaborative learning in an inquiry based classroom. Rich
learning activities will support the development of higher
order thinking skills in a 21st century technology environment.
Staff collaboration and learning will guide the journey of each
student toward the successful achievement of their life goals.
We will encourage our students to be creative, empathetic,
compassionate and caring in all aspects of their life. We will
model Valour as our core character trait and celebrate and
nurture our community to live a life that is courageous.
Valour as a name and character value will be the essence of all
that we do each day in our school. It will guide and give
purpose to our lessons, our spirit and our activities. Together,
we will create citizens that will shape our community to be
one of respect, care, empathy and activism. Together we will
help all of our students meet success in our world. Together,
we will create our future.
65
Course Selection – Valour School
Grade
9
The Arts
Drama
Exploring & Creating the Arts
Music – Instrumental for Beginners
Visual Arts, Open
Visual Arts – A Study in Clay
Photography
Business Studies
Accounting
Organizational Studies – Managing a Small Business
Geography of Canada, Academic
Geography of Canada, Applied
Civics (0.5 credit)
Adventures in World History
Understanding Canadian Law, Workplace
Computer Studies
Introduction to Computer Programming
Computer Programming
English
AMI1O1
Grade
10
Grade
11
Grade
12
ADA3O1
ADA4M1
AEA4O1
AMI3M1
AMI4M1
AMI2O1
AMI2O2
NAC1O1
AVI2O1
AVI3O1
AVI3M1
AWQ3O1
BTT1O1
BTT2O1
AVI4M1
AVI4E1
AVQ4M1
BAF3M1
BTA3O1
BOG4E1
CGC1D1
CGC1P1
CGG3O1
CGW4U1*
CHV2O1
CHC2D1
CHC2P1
CHW3M1
CHY4U1
CHY4C1
CHM4E1
CLU3M1
CLU3E1
CLN4U1
ICS3C1
ICS4C1
ENG1D1
ENG1P1
ENG1L1
ENG2D1
ENG2P1
ENG2L1
ENG3U1
NBE3C1
NBE3E1
ENG4U1
ENG4C1
ENG4E1
OLC4O1
Grade
9
Core French, Open
Learning Strategies
Grade
10
FSF1D1
FSF1P1
FSF1O1
FSF2D1
FSF2P1
GLS1O1
GLE1O1
GLE2O1
Discovering the Workplace
Designing Your Future
Leadership & Peer Support
Navigating the Workplace
Grade
11
FSF3U1
Grade
12
FSF4U1
GLC2O1
GLD2O1
GWL3O1
GPP3O1
COP3O7
COP3O8
COP3O9
Healthy Active Living Education
Exercise Science
Mathematics
Functions
Advanced Functions
Calculus & Vectors
Mathematics for College Technology
Native Studies
Aboriginal Peoples in Canada
Science
Science, Academic
Science, Applied
Science, Workplace
Biology, University
Biology, College
Chemistry, College
PPL1O1
PPL2O1
MPM1D1
MFM1P1
MAT1L1
MPM2D1
MFM2P1
MAT2L1
GLN4O1
COP4O7
COP4O8
COP4O9
PPL3O1
PAF3O1
PPL4O1
PAF4O1
PSE4U1*
MEL3E1
MCR3U1
MCF3M1
MBF3C1
MEL4E1
MAP4C1
MHF4U1
MCV4U1
MDM4U1
MCT4C1
NAC2O1
NDW4M1
SNC1D1
SNC1P1
SNC1L1
SNC2D1
SNC2P1
SNC2L1
SBI3U1
SBI3C1
SCH3U1
SNC4E1
SBI4U1
SCH4U1
SCH4C1
67
Grade
9
Physics, University
Physics, College
Food & Nutrition
Food & Culture, University/College
Food & Culture, Workplace
Nutrition & Health
Food & Healthy Living
Families in Canada
Computer Engineering Technology
Custom Woodworking
Transportation Technology, Open
French Immersion
High-Performance Sports Program
Grade
10
Grade
11
SVN3M1
SVN3E1
SPH3U1
Grade
12
SPH4U1
SPH4C1
SNC4M1
HFN2O1
HFC3M1
HFC3E1
HFA4C1
HFL4E1
HHS4U1
HPC3O1
TIJ1O1
TGJ2O1
TCJ2O1
TMJ2O1
TTJ2O1
TGJ3M1
TER3M1
TCJ3E1
TWJ3E1
TMJ3E1
TTJ3O1
TTJ3C1
TGJ4M1
TER4M1
TCJ4C1
TWJ4E1
TMJ4E1
FIF4UF
LVV4UF*
ADA1OF
CGC1DF*
FIF1DF
CHC2DF*
CHV2OF*
GLC2OF*
FIF2DF
FIF3UF
HSP3MF*
PPL1OS
PAF1OS
PPL2OS
PAF2OS
PPL3OS
PAF3OS
TTJ4C1
(or another
senior social
science)
PPL4OS
PAF4OS
eLearning
Online learning is quickly becoming an important part of education in all pathways, including college,
university and in the workplace. eLearning courses may allow for more flexibility in a student’s
timetable and may allow students to access courses that will complement their timetables but that
are not available in their school. eLearning options are available to all students registered with the
Renfrew County District School Board. The following courses will be offered by the RCDSB for the
2014-2015 school year, subject to sufficient enrollment. Students wishing to enroll in any of the
following courses through eLearning should indicate their choice on their course selection sheet.
Grade
9
Business Studies
Accounting
Marketing: Goods, Services & Events
Travel & Tourism
Canada: History, Identity & Culture
Computer Studies
Introduction to Computer Science
Computer Science
English
The Writer’s Craft
Health for Life
Mathematics
Science
Earth & Space Science
Understanding Fashion
Families in Canada
Philosophy: Questions & Theories
Grade
10
Grade
11
BAF3ME
BMI3CE
Grade
12
BAT4ME
CGG3OE**
CGW4UE
CHI4UE
CLN4UE
ICS3UE
ICS4UE
EWC4UE
OLC4OE
PPZ3OE*
MDM4UE
SNC4ME
SES4UE
HNC3CE
HHS4UE
HSB4UE
HZT4UE
Courses offered in alternate years
*course offered for 2014-2015, not offered for 2015-2016
**course offered for 2015-2016, not offered for 2014-2015
Note: Many other eLearning courses are offered through school boards belonging to the Ontario eLearning
Consortium. For a complete list of courses, please visit the Consortium’s website at
http://www.elearningstudents.ca.
69
Course Descriptions and Prerequisite Charts
The following descriptions apply courses offered by the various schools in the RCDSB and have been
developed according to the requirements of the Ontario Ministry of Education. Curriculum
documents detailing each course are available from the Ministry of Education website at
http://www.edu.gov.on.ca/eng/curriculum/secondary.
Since it is not possible to offer all courses in all schools, the Administration of each secondary school
decides what courses will be offered each year in their school. These decisions are based on the
needs and interests of the students. If a course does not have sufficient demand to run, it may not be
possible to offer that course in a specific year. If a course does not run, students will be notified and
asked to select an alternate course.
Course of study outlines for all courses taught each secondary school are available at the school for
examination by parents and students. The course outlines will provide more information than can be
included in the brief description in the course calendar. Information such as the objectives of the
course, the core content of the course and the evaluation practices to be used in the course will be
included in these outlines. Students and parents may examine these outlines at the school in our
Guidance area or by making arrangements with the Department Head in which any particular course
is offered.
The Arts
Drama
ADA4M
Drama (Grade 12 University/College)
ADA1O
Drama (Grade 9 Open)
This course provides opportunities for students to
explore dramatic forms and techniques, using material
from a wide range of sources and cultures. Students will
use the elements of drama to examine situations and
issues that are relevant to their lives. Students will
create, perform, discuss, and analyse drama, and then
reflect on the experiences to develop an understanding
of themselves, the art form, and the world around them.
Prerequisite: None
ADA2O
Drama (Grade 10, Open)
This course provides opportunities for students to
explore dramatic forms, conventions, and techniques.
Students will explore a variety of dramatic sources from
various cultures and representing a range of genres.
Students will use the elements of drama in creating and
communicating through dramatic works. Students will
assume responsibility for decisions made in the creative
and collaborative processes and will reflect on their
experiences.
Prerequisite: None
ADA3M
Drama (Grade 11 University/College)
This course requires students to create and perform in
dramatic presentations. Students will analyse, interpret,
and perform dramatic works from various cultures and
time periods. Students will research various acting styles
and conventions that could be used in their
presentations, and analyse the functions of playwrights,
directors, actors, designers, technicians, and audiences.
Prerequisite: Drama, Grade 9 or 10, Open
ADA3O
Drama (Grade 11 Open)
This course requires students to engage in dramatic
processes and the presentation of dramatic works, and
emphasizes the application of drama skills in other
contexts and opportunities. Students will interpret and
present works in a variety of dramatic forms, create and
script original works, and critically analyse the processes
involved in producing drama works. Students will
develop a variety of skills related to collaboration and
the presentation of drama works.
Prerequisite: None
This course requires students to experiment individually
and collaboratively with forms and conventions of both
drama and theatre from various cultures and time
periods. Students will interpret dramatic literature and
other texts and media sources while learning about
various theories of directing and acting. Students will
examine the significance of dramatic arts in various
cultures, and will analyse how the knowledge and skills
developed in drama are related to their personal skills,
social awareness, and goals beyond secondary school.
Prerequisite: Drama, Grade 11, University/College
Preparation
Exploring and Creating in the Arts
AEA4O
Exploring and Creating in the Arts (Grade 12 Open)
This course offers students the opportunity to explore
connections between dance, drama, media arts, music,
and/or visual arts. Students will use the creative process
individually and/or collaboratively to produce integrated
art works that draw on various disciplines, and they will
critically analyse art works and determine how
interpreting these works affects their own development.
Students will develop responsible practices that are
transferable beyond the classroom. They will explore
solutions to integrated arts challenges and discover that
art is everywhere, influencing and reflecting society.
Prerequisite: Any Grade 9 or 10 arts course
Media Arts
ASM3M
Media Arts (Grade 11 University/College)
This course focuses on the development of media arts
skills through the production of art works involving
traditional and emerging technologies, tools, and
techniques such as new media, computer animation,
and web environments. Students will explore the
evolution of media arts as an extension of traditional art
forms, use the creative process to produce effective
media art works, and critically analyse the unique
characteristics of this art form. Students will examine
the role of media artists in shaping audience perceptions
of identity, culture, and values.
Prerequisite: Media Arts, Grade 10, Open or any grade 9
or 10 Arts course
71
ASM4M
Media Arts (Grade 12 University/College)
This course emphasizes the refinement of media arts
skills through the creation of a thematic body of work by
applying traditional and emerging technologies, tools,
and techniques such as multimedia, computer
animation, installation art, and performance art.
Students will develop works that express their views on
contemporary issues and will create portfolios suitable
for use in either career or postsecondary education
applications. Students will critically analyse the role of
media artists in shaping audience perceptions of
identity, culture, and community values.
Prerequisite: Media Arts, Grade 11, University/College
Preparation
Music
AMU1O
Music (Grade 9 Open)
This course emphasizes the creation and performance of
music at a level consistent with previous experience and
is aimed at developing technique, sensitivity, and
imagination. Students will develop musical literacy skills
by using the creative and critical analysis processes in
composition, performance, and a range of reflective and
analytical activities. Students will develop an
understanding of the conventions and elements of
music and of safe practices related to music, and will
develop a variety of skills transferable to other areas of
their life.
Prerequisite: None
AMU2O
This course emphasizes the creation and performance of
music at a level consistent with previous experience.
Students will develop musical literacy skills by using the
creative and critical analysis processes in composition,
performance, and a range of reflective and analytical
activities. Students will develop their understanding of
musical conventions, practices, and terminology and
apply the elements of music in a range of activities. They
will also explore the function of music in society with
reference to the self, communities, and cultures.
Prerequisite: None
AMU3M
Music (Grade 11 University/College)
This course provides students with opportunities to
develop their musical literacy through the creation,
appreciation, analysis, and performance of music,
including traditional, commercial, and art music.
Students will apply the creative process when
performing appropriate technical exercises and
repertoire and will employ the critical analysis processes
when reflecting on, responding to, and analysing live
and recorded performances. Students will consider the
function of music in society and the impact of music on
individuals and communities. They will explore how to
apply skills developed in music to their life and careers.
Prerequisite: Music, Grade 9 or 10, Open
AMU3O
This course develops students’ musical literacy through
performance and the preparation and presentation of
music productions. Students will perform works at a
level consistent with previous experience.
Independently and collaboratively, students will use
current technology and the creative and critical analysis
processes to plan, produce, present, and market musical
productions. Students will respond to, reflect on, and
analyse music from various genres and periods, and they
will develop skills transferable to other aspects of their
life and their careers.
Prerequisite: None
AMU4M
Music (Grade 12 University/College)
This course enables students to enhance their musical
literacy through the creation, appreciation, analysis, and
performance of music. Students will perform traditional,
commercial, and art music, and will respond with insight
to live and recorded performances. Students will
enhance their understanding of the function of music in
society and the impact of music on themselves and
various communities and cultures. Students will analyse
how to apply skills developed in music to their life and
careers.
Prerequisite: Music, Grade 11, University/College
Preparation
AMU4E
Music (Grade 12 Workplace)
This course provides students with the fundamental
knowledge and skills needed to succeed in the music
workplace. Students will, at a level consistent with
previous experience, perform appropriate musical
works. Independently and collaboratively, students will
use current technology and the creative and critical
analysis processes to plan, produce, and market music
presentations that reflect a broad spectrum of
workplace contexts. In addition, students will explore
ethical and safe practices related to music.
Prerequisite: Music, Grade 11, Open
Music Emphasis Courses – Grade 9 to 12
AME
Small Ensemble
AMG
Guitar Music
AMI
Instrumental Music – Band
AMJ
Vocal Jazz
AMK
Keyboard Music
AMP
Instrumental Music – Percussion
AMR
Repertoire
AMV
Music – Vocal/Choral
AVI3O
Visual Arts (Grade 11 Open)
Visual Arts
AVI4M
Visual Arts (Grade 12 University/College)
AVI2O
Visual Arts (Grade 10 Open)
This course focuses on enabling students to refine their
use of the creative process when creating and
presenting two- and three-dimensional art works using a
variety of traditional and emerging media and
technologies. Students will use the critical analysis
process to deconstruct art works and explore
connections between art and society. The studio
program enables students to explore a range of
materials, processes, and techniques that can be applied
in their own art production. Students will also make
connections between various works of art in personal,
contemporary, historical, and cultural contexts.
Prerequisite: Visual Arts, Grade 11, University/College
Preparation
This course enables students to develop their skills in
producing and presenting art by introducing them to
new ideas, materials, and processes for artistic
exploration and experimentation. Students will apply
the elements and principles of design when exploring
the creative process. Students will use the critical
analysis process to reflect on and interpret art within a
personal, contemporary, and historical context.
Prerequisite: None
AVI3M
Visual Arts (Grade 11 University/College)
This course enables students to further develop their
knowledge and skills in visual arts. Students will use the
creative process to explore a wide range of themes
through studio work that may include drawing, painting,
sculpting, and printmaking, as well as the creation of
collage, multimedia works, and works using emerging
technologies. Students will use the critical analysis
process when evaluating their own work and the work
of others. The course may be delivered as a
comprehensive program or through a program focused
on a particular art form (e.g. photography, video,
computer graphics, information design).
Prerequisite: Visual Arts, Grade 9 or 10, Open
This course focuses on studio activities in one or more of
the visual arts, including drawing, painting, sculpture,
photography, printmaking, collage, and/or multimedia
art. Students will use the creative process to create art
works that reflect a wide range of subjects and will
evaluate works using the critical analysis process.
Students will also explore works of art within a personal,
contemporary, historical, and cultural context.
Prerequisite: None
AVI4E
Visual Arts (Grade 12 Workplace)
This course focuses on a practical approach to a variety
of art and design projects related to the workplace.
Students will use the creative process to produce a
traditional and/or digital portfolio of their work in a
variety of media. Students may focus on various aspects
of visual arts, including advertising, ceramics, fashion
design, graphic arts, jewellery design, and/or web
design.
Prerequisite: Visual Arts, Grade 11, Open
Visual Arts Emphasis Courses – Grade 9 to 12
AWD
Visual Arts – Visual Design
AWQ
Visual Arts – Photography
73
Prerequisite Chart for the Arts, Grades 9-12
Business Studies
Business Studies
BTT1O/BTT2O
Information and Communication Technology in
Business (Grade 9 or 10 Open)
This course introduces students to information and
communication technology in a business environment
and builds a foundation of digital literacy skills necessary
for success in a technologically driven society. Students
will develop word processing, spreadsheet, database,
desktop publishing, presentation software, and website
design skills. Throughout the course, there is an
emphasis on digital literacy, effective electronic research
and communication skills, and current issues related to
the impact of information and communication
technology.
Prerequisite: None
BBI1O/BBI2O
Introduction to Business (Grade 9 or 10 Open)
This course introduces students to the world of
business. Students will develop an understanding of the
functions of business, including accounting, marketing,
information and communication technology, human
resources, and production, and of the importance of
ethics and social responsibility. This course builds a
foundation for further studies in business and helps
students develop the business knowledge and skills they
will need in their everyday lives.
Prerequisite: None
Accounting
BAF3M
Financial Accounting Fundamentals (Grade 11
University/College)
This course introduces students to the fundamental
principles and procedures of accounting. Students will
develop financial analysis and decision-making skills that
will assist them in future studies and/or career
opportunities in business. Students will acquire an
understanding of accounting for a service and a
merchandising business, computerized accounting,
financial analysis, and ethics and current issues in
accounting.
Prerequisite: None
BAT4M
Financial Accounting Principles (Grade 12
University/College)
This course introduces students to advanced accounting
principles that will prepare them for postsecondary
studies in business. Students will learn about financial
statements for various forms of business ownership and
how those statements are interpreted in making
business decisions. This course expands students’
knowledge of sources of financing, further develops
accounting methods for assets, and introduces
accounting for partnerships and corporations.
Prerequisite: Financial Accounting Fundamentals, Grade
11, University/College Preparation
Entrepreneurship
BDI3C
Entrepreneurship: The Venture (Grade 11 College)
This course focuses on ways in which entrepreneurs
recognize opportunities, generate ideas, and organize
resources to plan successful ventures that enable them
to achieve their goals. Students will create a venture
plan for a school-based or student-run business.
Through hands-on experiences, students will have
opportunities to develop the values, traits, and skills
most often associated with successful entrepreneurs.
Prerequisite: None
BDV4C
Entrepreneurship: Venture Planning in an
Electronic Age (Grade 12 College)
This course provides students with the opportunity to
develop and apply entrepreneurial skills through the
creation of a venture plan that capitalizes on the
potential of e-commerce. Students will research and
identify an opportunity for a venture. They will then
complete the components of a venture plan that
includes a website.
Prerequisite: None
75
Information and Communication
Technology
BTA3O
Information and Communication Technology: The
Digital Environment (Grade 11 Open)
This course prepares students for the digital
environment. Using a hands-on approach, students will
further develop information and communication
technology skills through the use of common business
software applications. The concept and operation of ebusiness will be explored, and students will design and
create an e-business website. The skills developed in this
course will prepare students for success in the
workplace and/or postsecondary studies.
Prerequisite: None
Marketing
BMI3C
Marketing: Goods, Services, Events (Grade 11
College)
This course introduces the fundamental concepts of
product marketing, which includes the marketing of
goods, services, and events. Students will examine how
trends, issues, global economic changes, and
information technology influence consumer buying
habits. Students will engage in marketing research,
develop marketing strategies, and produce a marketing
plan for a product of their choice.
Prerequisite: None
BMX3E
Marketing: Retail and Service (Grade 11
Workplace)
global influences on marketing decisions, and will learn
about the importance of customer service in developing
a customer base and maintaining customer loyalty.
Through hands-on learning, students will develop
personal selling and information technology skills that
will prepare them for a variety of marketing-related
positions in the workplace.
Prerequisite: None
Business Leadership
BOH4M
Business Leadership: Management Fundamentals
(Grade 12 University/College)
This course focuses on the development of leadership
skills used in managing a successful business. Students
will analyse the role of a leader in business, with a focus
on decision making, management of group dynamics,
workplace stress and conflict, motivation of employees,
and planning. Effective business communication skills,
ethics, and social responsibility are also emphasized.
Prerequisite: None
BOG4E
Business Leadership: Becoming a Manager (Grade
12 Workplace)
This course helps students prepare for managerial
positions in their future careers. Students will focus on
the development of core skills required to become a
successful manager, including operations management,
inventory control, marketing, financial planning,
scheduling, and communication. Students will also
explore the management challenges of hiring, training,
and motivating employees, and complying with legal
requirements.
Prerequisite: None
This course focuses on marketing activities in the retail
and service sectors. Students will examine trends and
Prerequisite Chart for Business Studies, Grades 9-12
77
Canadian & World Studies
Civics
CHV2O
Civics & Citizenship (Grade 10 Open)
This course explores rights and responsibilities
associated with being an active citizen in a democratic
society. Students will explore issues of civic importance
such as healthy schools, community planning,
environmental responsibility, and the influence of social
media, while developing their understanding of the role
of civic engagement and of political processes in the
local, national, and/or global community. Students will
apply the concepts of political thinking and the political
inquiry process to investigate, and express informed
opinions about, a range of political issues and
developments that are both of significance in today’s
world and of personal interest to them.
Prerequisite: None
Geography
CGC1D
Issues in Canadian Geography (Grade 9 Academic)
This course examines interrelationships within and
between Canada’s natural and human systems and how
these systems interconnect with those in other parts of
the world. Students will explore environmental,
economic, and social geographic issues relating to topics
such as transportation options, energy choices, and
urban development. Students will apply the concepts of
geographic thinking and the geographic inquiry process,
including spatial technologies, to investigate various
geographic issues and to develop possible approaches
for making Canada a more sustainable place in which to
live.
Prerequisite: None
CGC1P
Issues in Canadian Geography (Grade 9 Applied)
This course focuses on current geographic issues that
affect Canadians. Students will draw on their personal
and everyday experiences as they explore issues relating
to food and water supplies, competing land uses,
interactions with the natural environment, and other
topics relevant to sustainable living in Canada. They will
also develop an awareness that issues that affect their
lives in Canada are interconnected with issues in other
parts of the world. Throughout the course, students will
use the concepts of geographic thinking, the geographic
inquiry process, and spatial technologies to guide and
support their investigations.
Prerequisite: None
CGF3M
Physical Geography: Patterns, Processes and
Interactions (Grade 11 University/College)
This course examines the major patterns of physical
geography and the powerful forces that affect them.
Students will investigate the dynamic nature of the
earth, the evolving relationship between the planet and
its people, and the factors that limit our ability to predict
the changes that will occur. Students will use a wide
range of geotechnologies and inquiry methods to
investigate the distribution and interaction of the
elements of their physical environment and to
communicate their findings.
Prerequisite: Grade 9 Geography of Canada, Academic
or Applied
CGG3O
Travel and Tourism: A Regional Geographic
Perspective (Grade 11 Open)
This course focuses on travel and tourism as the vehicle
for studying selected world regions. Using a variety of
geotechnologies and inquiry and communication
methods, students will conduct and present case studies
that develop their understanding of the unique
characteristics of selected world regions; the
environmental, cultural, economic, and political factors
that influence travel and tourism; and the impact of the
travel industry on communities and environments
around the world.
Prerequisite: Grade 9 Geography of Canada, Academic
or Applied
CGW4U
Canadian and World Issues: A Geographic Analysis
(Grade 12 University)
This course examines the global challenges of creating a
sustainable and equitable future, focusing on current
issues that illustrate these challenges. Students will
investigate a range of topics, including cultural,
economic, and geopolitical relationships, regional
disparities in the ability to meet basic human needs, and
protection of the natural environment. Students will use
geotechnologies and skills of geographic inquiry and
analysis to develop and communicate balanced opinions
about the complex issues facing Canada and a world that
is interdependent and constantly changing.
Prerequisite: Any university or university/college
preparation course in Canadian and world studies,
English, or social sciences and humanities
CGW4C
Canadian and World Issues: A Geographic Analysis
(Grade 12 College)
This course explores the global challenge of meeting the
basic needs of all people while sustaining the natural
environment. Students will examine global inequities,
including those related to food, water, energy, and
development, and will explore global issues through
environmental, social, economic, and political lenses.
Students will apply the concepts of geographic thinking
and the geographic inquiry process, including spatial
technologies, to investigate a range of current
geographic issues facing Canada and the world.
Prerequisite: Geography of Canada, Grade 9, Academic
or Applied
CGR4M
The Environment and Resource Management
This course investigates the complexity and fragility of
ecosystems and the pressures human activities place on
them. Students will examine ecological processes, the
principles of sustainability, and strategies for resource
management, with a focus on the challenges of
environmental degradation and resource depletion.
Students will use geotechnologies and skills of
geographic inquiry to explain and evaluate various
approaches to achieving a more sustainable relationship
between people and their environment.
Prerequisite: Any university, university/college, or
college preparation course in Canadian and world
studies, English, or social sciences and humanities
History
CHC2D
Canadian History Since World War I (Grade 10
Academic)
This course explores social, economic, and political
developments and events and their impact on the lives
of different groups in Canada since 1914. Students will
examine the role of conflict and cooperation in Canadian
society, Canada’s evolving role within the global
community, and the impact of various individuals,
organizations, and events on Canadian identity,
citizenship, and heritage. They will develop their ability
to apply the concepts of historical thinking and the
historical inquiry process, including the interpretation
and analysis of evidence, when investigating key issues
and events in Canadian history since 1914.
Prerequisite: None
CHC2P
Canadian History Since World War I (Grade 10
Applied)
This course focuses on the social context of historical
developments and events and how they have affected
the lives of people in Canada since 1914. Students will
explore interactions between various communities in
Canada as well as contributions of individuals and
groups to Canadian heritage and identity. Students will
develop their ability to apply the concepts of historical
thinking and the historical inquiry process, including the
interpretation and analysis of evidence, when
investigating the continuing relevance of historical
developments and how they have helped shape
communities in present-day Canada.
Prerequisite: None
CHA3U
American History
This course traces the social, economic, and political
development of the United States from colonial times to
the present. Students will examine issues of diversity,
identity, and culture that have influenced the country’s
social and political formation and will consider the
implications of its expansion into a global superpower.
Students will use critical-thinking and communication
skills to determine causal relationships, evaluate
multiple perspectives, and present their own points of
view.
Prerequisite: Grade 10 Canadian History Since World
War I, Academic or Applied
79
CHW3M
World History to the Sixteenth Century (Grade 11
University/College)
CHY4C
World History: The West and the World (Grade 12
College)
This course investigates the history of humanity from
earliest times to the sixteenth century. Students will
analyse diverse societies from around the world, with an
emphasis on the political, cultural, and economic
structures and historical forces that have shaped the
modern world. They will apply historical inquiry, criticalthinking, and communication skills to evaluate the
influence of selected individuals, groups, and
innovations and to present their own conclusions.
This course explores the history of the world since the
sixteenth century, emphasizing the interaction between
the emerging West and other regions of the world.
Students will learn about a variety of economic, social,
and political systems and the changes they have
undergone over time. Students will apply their
developing skills of historical inquiry to understand and
communicate ideas about the forces that have formed
our modern world.
Prerequisite: Any university, university/college, or
college preparation course in Canadian and world
studies, English, or social sciences and humanities
CHI4U
Canada: History, Identity and Culture (Grade 12
University)
CHM4E
Adventures in World History (Grade 12 Workplace)
This course explores the challenges associated with the
formation of a Canadian national identity. Students will
examine the social, political, and economic forces that
have shaped Canada from the pre-contact period to the
present and will investigate the historical roots of
contemporary issues from a variety of perspectives.
Students will use critical-thinking and communication
skills to consider events and ideas in historical context,
debate issues of culture and identity, and present their
own views.
This course explores a variety of human experiences in
world history from earliest times to the present.
Students will learn about a wide range of societies and
cultures, examining such things as systems of
government, technological developments, work, art, and
religion. Students will apply methods of research and
inquiry to examine human societies in many different
times and places and to communicate points of view
about their findings.
CHY4U
World History: The West and the World (Grade 12
University)
CLU3M
Understanding Canadian Law (Grade 11
University/College)
This course investigates the major trends in Western
civilization and world history from the sixteenth century
to the present. Students will learn about the interaction
between the emerging West and other regions of the
world and about the development of modern social,
political, and economic systems. They will use criticalthinking and communication skills to investigate the
historical roots of contemporary issues and present their
conclusions.
Law
This course explores Canadian law with a focus on legal
issues that are relevant to people’s everyday lives.
Students will investigate fundamental legal concepts and
processes to gain a practical understanding of Canada’s
legal system, including the criminal justice system.
Students will use critical-thinking, inquiry, and
communication skills to develop informed opinions on
legal issues and apply this knowledge in a variety of
ways and settings, including case analysis, legal research
projects, mock trials, and debates.
CLU3E
Understanding Canadian Law (Grade 11 Workplace)
This course gives students practical information about
legal issues that directly affect their lives. Students will
examine the need for laws in society, the roots of
Canada’s legal system, the rights and freedoms that
people in Canada enjoy, and the basic elements of
criminal law and dispute resolution. Through
experiences such as mock trials, debates, and case
studies, students will apply inquiry and communication
skills to develop and express opinions on legal topics of
interest to them.
CLN4U
Canadian and International Law (Grade 12
University)
This course examines elements of Canadian and
international law in social, political, and global contexts.
Students will study the historical and philosophical
sources of law and the principles and practices of
international law and will learn to relate them to issues
in Canadian society and the wider world. Students will
use critical-thinking and communication skills to analyse
legal issues, conduct independent research, and present
the results of their inquiries in a variety of ways.
81
Prerequisite Chart for Canadian and World Studies, Grades 9-12
Geography
History
83
Economics, Law and Politics
Computer Studies
ICS2O
Introduction to Computer Studies
This course introduces students to computer
programming. Students will plan and write simple
computer programs by applying fundamental
programming concepts, and learn to create clear and
maintainable internal documentation. They will also
learn to manage a computer by studying hardware
configurations, software selection, operating system
functions, networking, and safe computing practices.
Students will also investigate the social impact of
computer technologies, and develop an understanding
of environmental and ethical issues related to the use of
computers.
Prerequisite: None
ICS 3U
Introduction to Computer Science (Grade 11
University)
This course introduces students to computer science.
Students will design software independently and as part
of a team, using industry-standard programming tools
and applying the software development life-cycle model.
They will also write and use subprograms within
computer programs. Students will develop creative
solutions for various types of problems as their
understanding of the computing environment grows.
They will also explore environmental and ergonomic
issues, emerging research in computer science, and
global career trends in computer-related fields.
Prerequisite: None
ICS3C
Introduction to Computer Programming (Grade 11
College)
This course introduces students to computer
programming concepts and practices. Students will write
and test computer programs, using various problemsolving strategies. They will learn the fundamentals of
program design and apply a software development lifecycle model to a software development project.
Students will also learn about computer environments
and systems, and explore environmental issues related
to computers, safe computing practices, emerging
technologies, and postsecondary opportunities in
computer-related fields.
Prerequisite: None
ICS4U
Computer Science (Grade 12 University)
This course enables students to further develop
knowledge and skills in computer science. Students will
use modular design principles to create complex and
fully documented programs, according to industry
standards. Student teams will manage a large software
development project, from planning through to project
review. Students will also analyse algorithms for
effectiveness. They will investigate ethical issues in
computing and further explore environmental issues,
emerging technologies, areas of research in computer
science, and careers in the field.
Prerequisite: Introduction to Computer Science, Grade
11, University Preparation
ICS4C
Computer Programming (Grade 12 College)
This course further develops students’ computer
programming skills. Students will learn object-oriented
programming concepts, create object-oriented software
solutions, and design graphical user interfaces. Student
teams will plan and carry out a software development
project using industry-standard programming tools and
proper project management techniques. Students will
also investigate ethical issues in computing and expand
their understanding of environmental issues, emerging
technologies, and computer-related careers.
Prerequisite: Introduction to Computer Programming,
Grade 11, College Preparation
85
Prerequisite Chart for Computer Studies, Grades 10-12
English
ENG1D
English (Grade 9 Academic)
ENG2D
English (Grade 10 Academic)
This course is designed to develop the oral
communication, reading, writing, and media literacy
skills that students need for success in their secondary
school academic programs and in their daily lives.
Students will analyse literary texts from contemporary
and historical periods, interpret informational and
graphic texts, and create oral, written, and media texts
in a variety of forms. An important focus will be on the
use of strategies that contribute to effective
communication. The course is intended to prepare
students for the Grade 10 academic English course,
which leads to university or college preparation courses
in Grades 11 and 12.
Prerequisite: None
This course is designed to extend the range of oral
skills that students need for success in their secondary
school academic programs and in their daily lives.
Students will analyse literary texts from contemporary
and historical periods, interpret and evaluate
informational and graphic texts, and create oral, written,
and media texts in a variety of forms. An important
focus will be on the selective use of strategies that
contribute to effective communication. This course is
intended to prepare students for the compulsory Grade
11 university or college preparation course.
Prerequisite: Grade 9 English, Academic or Applied
ENG2P
English (Grade 10 Applied)
ENG1P
English (Grade 9 Applied)
This course is designed to develop the key oral
skills students need for success in secondary school and
daily life. Students will read, interpret, and create a
variety of informational, literary, and graphic texts. An
important focus will be on identifying and using
appropriate strategies and processes to improve
students’ comprehension of texts and to help them
communicate clearly and effectively. The course is
intended to prepare students for the Grade 10 applied
English course, which leads to college or workplace
preparation courses in Grades 11 and 12.
Prerequisite: None
ENG1L
English (Grade 9 Locally Developed)
This course provides foundational literacy and
communication skills to prepare students for success in
their daily lives, in the workplace or in the Grade 11
English workplace preparation course. The course is
organized by strands that develop listening and talking
skills, reading and viewing skills, and writing skills. In all
strands, the focus is on developing foundational literacy
skills and on using language clearly and accurately in a
variety of authentic contexts. Students develop
strategies and put into practice the processes involved in
talking, listening, reading, viewing, writing, and thinking,
and reflect regularly upon their growth in these areas.
Prerequisite: None
This course is designed to extend the range of oral
skills that students need for success in secondary school
and daily life. Students will study and create a variety of
informational, literary, and graphic texts. An important
focus will be on the consolidation of strategies and
processes that help students interpret texts and
communicate clearly and effectively. This course is
11 college or workplace preparation course.
ENG2L
English (Grade 10 Locally Developed)
In this course, students focus on extending their literacy
and communication skills to prepare for success in their
daily lives, in the workplace, and in the English Grade 11
workplace preparation course. The course is organized
by strands that extend listening and talking skills,
reading and viewing skills, and writing skills. In all
strands, the focus is on refining foundational literacy
skills and in using language clearly and accurately in a
variety of authentic contexts. Students build on their
strategies and engage in the processes involved in
talking, listening, reading, viewing, writing, and thinking,
and reflect regularly upon their growth in these areas.
Prerequisite: Any Grade 9 English course
87
ENG3U
English (Grade 11 University)
This course emphasizes the development of literacy,
communication, and critical and creative thinking skills
necessary for success in academic and daily life.
Students will analyse challenging literary texts from
various periods, countries, and cultures, as well as a
range of informational and graphic texts, and create
oral, written, and media texts in a variety of forms. An
important focus will be on using language with precision
and clarity and incorporating stylistic devices
appropriately and effectively. The course is intended to
prepare students for the compulsory Grade 12 university
or college preparation course.
Prerequisite: Grade 10 English, Academic
ENG3C
English (Grade 11 College)
Students will study the content, form, and style of a
variety of informational and graphic texts, as well as
literary texts from Canada and other countries, and
create oral, written, and media texts in a variety of
forms for practical and academic purposes. An
important focus will be on using language with precision
and clarity. The course is intended to prepare students
for the compulsory Grade 12 college preparation course.
ENG3E
English (Grade 11 Workplace)
necessary for success in the workplace and in daily life.
Students will study the content, form, and style of a
variety of contemporary informational, graphic, and
literary texts; and create oral, written, and media texts
in a variety of forms for practical purposes. An important
focus will be on using language clearly and accurately in
a variety of formal and informal contexts. The course is
12 workplace preparation course.
Prerequisite: Any Grade 10 English credit
EMS3O
Media Studies (Grade 11 Open)
This course emphasizes knowledge and skills that will
enable students to understand media communication in
the twenty-first century and to use media effectively
and responsibly. Through analysing the forms and
messages of a variety of media works and audience
responses to them, and through creating their own
media works, students will develop critical thinking
skills, aesthetic and ethical judgement, and skills in
viewing, representing, listening, speaking, reading, and
writing.
ENG4U
English (Grade 12 University)
This course emphasizes the consolidation of the literacy,
Students will analyse a range of challenging literary texts
from various periods, countries, and cultures; interpret
and evaluate informational and graphic texts; and create
oral, written, and media texts in a variety of forms. An
important focus will be on using academic language
coherently and confidently, selecting the reading
strategies best suited to particular texts and particular
purposes for reading, and developing greater control in
writing. The course is intended to prepare students for
university, college, or the workplace.
Prerequisite: Grade 11 English, University Preparation
ENG4C
English (Grade 12 College)
This course emphasizes the consolidation of literacy,
Students will analyse a variety of informational and
graphic texts, as well as literary texts from various
countries and cultures, and create oral, written, and
media texts in a variety of forms for practical and
academic purposes. An important focus will be on using
language with precision and clarity and developing
greater control in writing. The course is intended to
prepare students for college or the workplace.
Prerequisite: Grade 11 English, University or College
Preparation
ENG4E
English (Grade 12 Workplace)
This course emphasizes the consolidation of literacy,
necessary for success in the workplace and in daily life.
Students will analyse informational, graphic, and literary
texts and create oral, written, and media texts in a
variety of forms for workplace-related and practical
purposes. An important focus will be on using language
accurately and organizing ideas and information
coherently. The course is intended to prepare students
for the workplace and active citizenship.
Prerequisite: Grade 11 English, Workplace Preparation
ETS4U
Studies in Literature (Grade 12 University)
EWC4C
The Writer’s Craft (Grade 12 College)
This course is for students with a special interest in
literature and literary criticism. The course may focus on
themes, genres, time periods, or countries. Students will
analyse a range of forms and stylistic elements of
literary texts and respond personally, critically, and
creatively to them. They will also assess critical
interpretations, write analytical essays, and complete an
independent study project.
This course emphasizes knowledge and skills related to
the craft of writing. Students will investigate models of
effective writing; use a workshop approach to write a
variety of works; and make considered decisions for
improving the quality of their writing. They will also
complete a creative or analytical independent study
project, and investigate opportunities for publication
and for writing careers.
Prerequisite: Grade 11 English, College Preparation
EWC4U
The Writer’s Craft (Grade 12 University)
OLC3O/OLC4O
Ontario Secondary School Literacy Course (Grade
11 or 12 Open)
This course emphasizes knowledge and skills related to
the craft of writing. Students will analyse models of
effective writing; use a workshop approach to produce a
range of works; identify and use techniques required for
specialized forms of writing; and identify effective ways
to improve the quality of their writing. They will also
complete a major paper as part of a creative or
analytical independent study project, and investigate
opportunities for publication and for writing careers.
This course is designed to help students acquire and
demonstrate the cross-curricular literacy skills that are
evaluated by the Ontario Secondary School Literacy Test
(OSSLT). Students who complete the course successfully
will meet the provincial literacy requirement for
graduation. Students will read a variety of informational,
narrative, and graphic texts and will produce a variety of
forms of writing, including summaries, information
paragraphs, opinion pieces, and news reports. Students
will also maintain and manage a portfolio containing a
record of their reading experiences and samples of their
writing.
Prerequisite: Eligibility requirement: Students who have
been eligible to write the OSSLT at least twice and who
have been unsuccessful at least once are eligible to take
the course.
89
Prerequisite Chart for English, Grades 9-12
FSF1D
Core French (Grade 9 Academic)
FEF1D
Extended French (Grade 9 Academic)
This course emphasizes the further development of oral
communication, reading, and writing skills. Students will
build on and apply their knowledge of French while
exploring a variety of themes, such as relationships,
social trends, and careers. Thematic readings, which
include a selection of short stories, articles, and poems,
will serve as stepping stones to oral and written
activities.
Prerequisite: Minimum of 600 hours of French
instruction, or equivalent
This course emphasizes the expansion of students’ oral
communication, reading, and writing skills through the
study of themes that reflect their interests. Students will
apply their knowledge of French in discussions, debates,
dramatizations, and oral presentations. Students will
write in a variety of genres (e.g., poems, articles,
brochures) and study at least one short novel intended
for a French-speaking audience.
Prerequisite: Minimum of 1260 hours of instruction in
French, or equivalent
FSF1P
Core French (Grade 9 Applied)
FIF1D
French Immersion (Grade 9 Academic)
This course emphasizes the concurrent development of
oral communication, reading, and writing skills, using a
broad-based theme such as the media. Students will
enhance their ability to understand and speak French
through conversations, discussions, and presentations.
They will also read short stories, articles, poems, and
songs, and write brief descriptions, letters, dialogues,
and invitations.
Prerequisite: Minimum of 600 hours of French
instruction, or equivalent
This course enables students to enhance their
knowledge of the French language and to further
develop their language skills through the study of
twentieth-century North American francophone
literature and culture. Students will participate in oral
communication, reading, and writing activities as they
study an authentic novel and selected authentic poems,
legends, songs, films, and newspaper articles from
French-speaking parts of North America.
Prerequisite: Minimum of 3800 hours of instruction in
French, or equivalent
FSF1O
Core French (Grade 9 Open)
This is an introductory course for students who have
little or no knowledge of French or who have not
accumulated the minimum of 600 hours of elementary
Core French instruction. Students will begin to
understand and speak French in guided and structured
interactive settings, and will develop fundamental
communication skills through discussing situations and
issues that are relevant to their daily lives. Throughout
the course, students will develop their awareness of
diverse French-speaking communities in Canada and
acquire an understanding and appreciation of these
communities. They will also develop a variety of skills
necessary to become life-long language learners.
Prerequisite: None
FSF2D
Core French (Grade 10 Academic)
This course enables students to increase their
knowledge of the French language, further develop their
language skills, and deepen their understanding and
appreciation of francophone culture around the world.
Exploring a variety of themes, students will develop and
apply critical thinking skills in discussion, in their analysis
and interpretation of texts, and in their own writing.
Prerequisite: Grade 9 Core French, Academic or Applied
FSF2P
Core French (Grade 10 Applied)
This course emphasizes the further development of oral
communication, reading, and writing skills using a
broad-based theme such as adolescence. Students will
expand their knowledge of French by studying a series of
theme-related topics, such as students’ rights and
responsibilities, relationships with peers and adults, and
part-time jobs.
Prerequisite: Grade 9 Core French, Academic or Applied
91
FEF2D
Extended French (Grade 10 Academic)
FEF3U
Extended French (Grade 11 University)
This course emphasizes the continued development and
refinement of students’ oral communication, reading,
and writing skills as they explore a variety of themes.
Students will expand their knowledge and appreciation
of francophone culture through the study and
interpretation of novels, poems, and plays intended for
a French-speaking audience.
Prerequisite: Grade 9 Extended French or French
Immersion
This course focuses on developing French-language skills
through the study of Canadian francophone authors.
Students will analyse a range of works and produce
written assignments in a variety of genres, including the
formal essay. The use of correct grammar and
appropriate language conventions in both spoken and
written French will be emphasized throughout the
course.
Prerequisite: Grade 10 Extended French
FIF2D
French Immersion (Grade 10 Academic)
FIF3U
French Immersion (Grade 11 University)
This course enables students to increase their
knowledge of the French language and to further
develop their language skills through the study of
twentieth-century European francophone literature and
culture. Students will participate in oral communication,
reading, and writing activities based on a variety of
French literary and media works. They will study at least
one novel and a selection of poems, short stories, films,
plays, and newspaper and magazine articles.
Prerequisite: Grade 9 French Immersion
This course develops knowledge and language skills
through the study of francophone literature and culture
from around the world. Students will study novels, plays,
poems, short stories, films, and non-fiction works and
produce written assignments in a variety of forms,
including critiques and précis. They will also write a
formal research essay. The use of correct grammar and
course.
FSF3U
Core French (Grade 11 University)
This course draws on a variety of themes to promote
extensive development of reading and writing skills and
to reinforce oral communication skills. Students will gain
a greater understanding of French-speaking cultures in
Canada and around the world through their reading of a
variety of materials, including a short novel or a play.
Students will produce various written assignments,
including a formal essay. The use of correct grammar
and appropriate language conventions in both spoken
and written French will be emphasized throughout the
course.
Prerequisite: Grade 10 Core French, Academic
FSF3O
This course draws on a broad theme, such as leisure
activities, to develop oral communication, reading, and
writing skills. Students will give presentations, read a
selection of short stories and articles, and produce a
variety of written assignments. The use of correct
grammar and appropriate language conventions in both
spoken and written French will be emphasized
throughout the course.
Prerequisite: Grade 10 Core French, Academic or
Applied
FSF4U
Core French (Grade 12 University)
This course draws on a variety of themes to promote
extensive development of French language skills.
Students will consolidate their oral skills as they discuss
literature, culture, and current issues. They will read a
variety of texts and will write a formal essay. The use of
correct grammar and appropriate language conventions
in both spoken and written French will be emphasized
Prerequisite: Grade 11 Core French, University
Preparation
FSF4O
This course focuses on the development of Frenchlanguage skills that students can use in the business
world or the workplace. Students will give presentations,
read a selection of materials appropriate to the topics
under study, and produce a variety of written
assignments. The use of correct grammar and
course.
Prerequisite: Grade 11 Core French, Open or University
Preparation
FEF4U
Extended French (Grade 12 University)
FIF4U
French Immersion (Grade 12 University)
This course emphasizes the refinement of Frenchlanguage skills through the study of Canadian and
international francophone literature. Students will
interpret literary works, produce written assignments in
a variety of genres, and conduct research on a major
topic for a written and oral presentation. The use of
correct grammar and appropriate language conventions
in both spoken and written French will be emphasized
Prerequisite: Grade 11 Extended French
This course provides for extensive study of French
literature and culture from the Middle Ages to the
present. Students will study novels, plays, poems, films,
and non-fiction works produced in various historical
periods, and will write a formal research paper. The use
of correct grammar and appropriate language
conventions in both spoken and written French will be
emphasized throughout the course.
Prerequisite Chart for French as a Second Language, Grades 9-12
93
GLS1O
Learning Strategies 1: Skills for Success in
Secondary School (Grade 9 Open)
This course focuses on learning strategies to help
students become better, more independent learners.
Students will learn how to develop and apply literacy
and numeracy skills, personal management skills, and
interpersonal and teamwork skills to improve their
learning and achievement in school, the workplace, and
the community. The course helps students build
confidence and motivation to pursue opportunities for
success in secondary school and beyond.
Prerequisite: None
GLE1O
Prerequisite: Recommendation of principal
GLC2O
Career Studies (Grade 10 Open)
This course teaches students how to develop and
achieve personal goals for future learning, work, and
community involvement. Students will assess their
interests, skills, and characteristics and investigate
current economic and workplace trends, work
opportunities, and ways to search for work. The course
explores postsecondary learning and career options,
prepares students for managing work and life
transitions, and helps students focus on their goals
through the development of a career plan.
Prerequisite: None
GLE2O
Prerequisite: Recommendation of principal
GLD2O
Discovering the Workplace (Grade 10 Open)
discover and develop the workplace essential skills and
work habits required to be successfully employed.
Students will develop an understanding of work through
practical hands-on experiences in the school and in the
community, using real workplace materials. They
investigate occupations of interest through experiential
learning opportunities (such as worksite visits, job
shadowing, work experience, simulations and
entrepreneurial projects). This course helps students
make plans for continued learning and work.
Prerequisite: None
GWL3O
Designing Your Future (Grade 11 Open)
This course prepares students to make successful
transitions to postsecondary destinations as they
investigate specific postsecondary options based on
their skills, interests, and personal characteristics.
Students will explore the realities and opportunities of
the workplace and examine factors that affect success,
while refining their job-search and employability skills.
Students will develop their portfolios with a focus on
their targeted destination and develop an action plan for
future success.
Prerequisite: None
GPP3O
Leadership and Peer Support (Grade 11 Open)
This course prepares students to act in leadership and
peer support roles. They will design and implement a
plan for contributing to their school and/or community;
develop skills in communication, interpersonal relations,
teamwork, and conflict management; and apply those
skills in leadership and/or peer support roles – for
example, as a student council member or a peer tutor.
Students will examine group dynamics and learn the
value of diversity within groups and communities.
Prerequisite: None
GLN4O
Navigating the Workplace (Grade 12 Open)
develop the workplace essential skills and work habits
required for success in all types of workplaces. Students
will explore occupations and careers of interest through
participation in real workplace experiences. They will
make plans for continued learning and work, work with
others to design learning experiences, and investigate
the resources and support required to make a smooth
transition to their postsecondary destination.
Prerequisite: None
Prerequisite Chart for Guidance & Career Education, Grades 9-12
95
PPL1O
Healthy Active Living Education (Grade 9 Open)
PPZ3O
Health for Life (Grade 11 Open)
This course emphasizes regular participation in a variety
of enjoyable physical activities that promote lifelong
healthy active living. Students will learn movement skills
and principles, ways to improve personal fitness and
physical competence, and safety and injury prevention.
They will investigate issues related to healthy sexuality
and the use and abuse of alcohol, tobacco, and other
drugs, and will participate in activities designed to
develop goal-setting, communication, and social skills.
Prerequisite: None
This course helps students develop a personalized
approach to healthy living. Students will examine the
factors that affect their own health and the health of
individuals as members of the community. They will
learn about the components of the Vitality approach to
healthy living – an initiative that promotes healthy
eating, an active lifestyle, and a positive self-image.
Throughout this course, students will develop the skills
necessary to take charge of and improve their own
health, as well as to encourage others to lead healthy
lives.
Prerequisite: None
PPL2O
This course emphasizes regular participation in a variety
of enjoyable physical activities that promote lifelong
healthy active living. Student learning will include the
application of movement principles to refine skills;
participation in a variety of activities that enhance
personal competence, fitness, and health; examination
of issues related to healthy sexuality, healthy eating,
substance use and abuse; and the use of informed
decision-making, conflict resolution, and social skills in
making personal choices.
Prerequisite: None
PPL3O
This course focuses on the development of a healthy
lifestyle and participation in a variety of enjoyable
physical activities that have the potential to engage
students’ interest throughout their lives. Students will
be encouraged to develop personal competence in a
variety of movement skills and will be given
opportunities to practise goal-setting, decision-making,
social, and interpersonal skills. Students will also study
the components of healthy relationships, reproductive
health, mental health, and personal safety.
Prerequisite: None
PPL4O
This course focuses on the development of a
personalized approach to healthy active living through
participation in a variety of sports and recreational
activities that have the potential to engage students’
interest throughout their lives. Students will develop
and implement personal physical fitness plans. In
addition, they will be given opportunities to refine their
decision making, conflict-resolution, and interpersonal
skills, with a view to enhancing their mental health and
their relationships with others.
Prerequisite: None
PSE4U
Exercise Science (Grade 12 University)
This course focuses on the study of human movement
and of systems, factors, and principles involved in
human development. Students will learn about the
effects of physical activity on health and performance,
the evolution of physical activity and sports, and the
factors that influence an individual’s participation in
physical activity. The course prepares students for
university programs in physical education, kinesiology,
recreation, and sports administration.
Prerequisite: Any Grade 11 university or
university/college preparation course in science, or any
Grade 11 or 12 open course in health and physical
education
PLF4C
Recreation and Fitness Leadership (Grade 12
College)
This course focuses on the development of leadership
and coordination skills related to recreational activities.
Students will acquire the knowledge and skills required
to plan, organize, and implement recreational events.
They will also learn how to promote the value of
physical fitness, personal well-being, and personal safety
to others through mentoring. The course will prepare
students for college programs in recreational, leisure,
and fitness leadership.
Prerequisite: Any Grade 11 or 12 open course in health
and physical education
Health and Physical Education Emphasis Courses
– Grade 9 to 12
PAD
Outdoor Activities
PAF
Personal and Fitness Activities
PAI
Small-Group Activities
PAL
Large-Group Activities
Prerequisite Chart for Health & Physical Education, Grades 9-12
97
IDC3O
Interdisciplinary Studies (Grade 11 Open)
This course will help students combine the skills
required for and knowledge of different subjects and
disciplines to solve problems, make decisions, create
personal meaning, and present findings beyond the
scope of a single subject or discipline. Through individual
and collaborative inquiry and research, students will
analyse the connections among diverse subjects and
disciplines; develop information literacy skills in
analysing, selecting, evaluating, and communicating
information; and become aware of a variety of resources
and viewpoints on contemporary issues. They will also
examine their own learning styles, relate their inquiries
and research to real-life situations, and investigate
career opportunities in new disciplines.
Prerequisite: None
IDC4U
Interdisciplinary Studies (Grade 12 University)
This course will help students develop and consolidate
the skills required for and knowledge of different
subjects and disciplines to solve problems, make
decisions, create personal meaning, and present findings
beyond the scope of a single subject or discipline.
Students will apply the principles and processes of
inquiry and research to effectively use a range of print,
electronic, and mass media resources; to analyse
historical innovations and exemplary research; and to
investigate real-life situations and career opportunities
in interdisciplinary endeavours. They will also assess
their own cognitive and affective strategies, apply
general skills in both familiar and new contexts, create
innovative products, and communicate new knowledge.
preparation course
IDC4O
Interdisciplinary Studies (Grade 12 Open)
This course emphasizes the development of practical
skills and knowledge to solve problems, make decisions,
create personal meaning, and present findings beyond
the scope of a single subject or discipline. Through
individual and collaborative inquiry and research into
contemporary issues, real-life situations, and careers,
students will apply the principles and skills derived from
the complementary subjects and disciplines studied,
evaluate the reliability of information, and examine how
information technology can be used safely, effectively,
and legally. They will also learn how to select strategies
to define problems, research alternative solutions,
assess their thinking in reaching decisions, and adapt to
change as they acquire new knowledge.
Prerequisite: None
School-Specific IDC Courses
Arnprior District High School
IDC 4O1
Food for Life (Grade 12 Open)
This course introduces students to food and kitchen
fundamentals. Students will develop their food
preparation skills. Students will investigate different
careers working with food. This is a good course for
those planning a career working with food or for those
who are interested in cooking.
Prerequisite: None
Fellowes High School
IDC3O
Horticultural Landscaping (Grade 11 Open)
New course for 2014-15 – Description to come
IDC4O
Horticultural Landscaping (Grade 12 Open)
New course for 2014-15 – Description to come
Mackenzie Community School
IDC 4U
Issues in Human Rights (Grade 12 University)
This course combines the expectations for
Interdisciplinary Studies, Grade 12, University
Preparation with selected expectations from two or
more other courses (e.g., Canadian and World Politics,
Grade 12, University Preparation; Canadian and
International Law, Grade 12, University preparation;
Studies in Literature, Grade 12, University Preparation;
Media Studies, Grade 11, Open). This course involves
the examination of case studies related to modern
human rights issues (e.g., child labour, the treatment of
Japanese Canadians during World War II, the Holocaust,
Apartheid, genocide in Rwanda) and the exploration of
individual and societal rights and responsibilities.
Students will use interdisciplinary approaches,
resources, and research methods to investigate human
rights themes in literature and media, and to examine
the development of national and international laws that
support or negate human rights. They will also analyse
real-life situations and suggest solutions that
demonstrate their awareness of the social contexts of
those situations. The course will be highlighted by a
five-day trip to the United Nations in New York City.
Participation in the trip will be voluntary and cost each
student approximately $500.
Prerequisite: None
Madawaska Valley District High School
IDC3O
Yearbook Productions (Grade 11 Open)
Interdisciplinary Studies (IDC 3O) along with selected
expectations from Media Studies (EMS 3O), Media Arts
(ASM 3M) and Communication Technology (TGJ 3M).
This course offers a learning experience that introduces
students to all phases of yearbook production. With the
use of computer graphics, photography, professional
desktop publishing and photo editing software, students
will produce the yearbook. All team members will
become adept in all areas of publication production
including layout and design, writing, editing, deadline,
file management and marketing. Students will also
develop knowledge and skills in the areas of video
production and editing. This course requires hard work
and dedication in order to produce a quality yearbook
and it teaches life skills that are transferrable in many
future post-secondary and career destinations. Students
can prepare for this course by taking BTT20 or BTA 30
and develop further skills in IDC 4U or BTX 4C.
Prerequisites: None
IDC4U
Yearbook Productions (Grade 12 University)
develop more advanced communication skills in the
areas of video production and editing. This course
requires leadership, hard work and dedication in order
to produce a quality yearbook and it teaches life skills
that are transferrable in many future post-secondary or
career destinations but will specifically help students
who are continuing studies in Journalism, Graphic
Design, Print Publication, Marketing and Advertising.
Prerequisite: Interdisciplinary Studies, Grade 11 (Open)
Renfrew Collegiate Institute
IDC 4UF
La francophonie (Grade 12 University)
This course explores the place occupied by francophone
cultures around the world in both historic and current
contexts. Students will use interdisciplinary approaches,
resources and research methods to investigate how
different francophone cultures express themselves
through food, literature, politics or foreign policies and
through promotion of culture in the travel and tourism
sector. They will analyse influential francophone
regions, organizations and current affairs. Canada’s role
as a francophone nation in the past and the present will
also be investigated. Using an interdisciplinary
approach, students will compare political and world
issues of major concern to francophone regions and will
develop theories and opinions on the future of la
francophonie in the face of globalization. Students
studying French, Political Science or International
Relations will find this course of particular interest. This
course will be taught in French as part of the Extended
French course of study. Core French students are also
invited to select this course.
Prerequisite: FEF 3UF, FSF 3U1, FEF 4UF or Permission
of the Department
Valour School
Interdisciplinary Studies (IDC 4U) along with selected
expectations from Information and Communication
Technology: Multimedia Solutions (BTX 4C), Media Arts
(ASM 4M) and Communication Technology (TGJ 4M).
This course offers a more in-depth learning experience
in all phases of yearbook production. With more
advanced use of computer graphics, photography,
professional desktop publishing and photo editing
software, students will take a leadership role in
yearbook production. All team members will further
develop and polish their skills in all areas of publication
production including layout and design, writing, editing,
deadline, file management and marketing. Students will
LVV4UF
Civilisation classique (Grade 12 University)
Ce cours vous permet d’explorer les croyances et les
réalisations du monde classique, qui ont faconné la
pensée occidentale et la civilisation. Vous allez enqueter
sur de tels aspects de la culture classique comme la
mythologie, l’art, la litérature et la philosophie, ainsi que
des éléments de grec ancient et en latin, à travers une
variété d’activités telles que des dramatisations, des
présentations audio-visuelles, et les discussions.
Prerequisite: Acceptance into the French Immersion
Program
99
Mathematics
MPM1D
Principles of Mathematics (Grade 9 Academic)
This course enables students to develop an
understanding of mathematical concepts related to
algebra, analytic geometry, and measurement and
geometry through investigation, the effective use of
technology, and abstract reasoning. Students will
investigate relationships, which they will then generalize
as equations of lines, and will determine the
connections between different representations of a
linear relation. They will also explore relationships that
emerge from the measurement of three-dimensional
figures and two-dimensional shapes. Students will
reason mathematically and communicate their thinking
as they solve multi-step problems.
Prerequisite: None
MFM1P
Foundations of Mathematics (Grade 9 Applied)
understanding of mathematical concepts related to
introductory algebra, proportional reasoning, and
measurement and geometry through investigation, the
effective use of technology, and hands-on activities.
Students will investigate real-life examples to develop
various representations of linear relations, and will
determine the connections between the
representations. They will also explore certain
relationships that emerge from the measurement of
three-dimensional figures and two-dimensional shapes.
Students will consolidate their mathematical skills as
they solve problems and communicate their thinking.
Prerequisite: None
MAT1L
Mathematics (Grade 9 Locally Developed)
This course emphasizes further development of
mathematical knowledge and skills to prepare students
for success in their everyday lives, in the workplace, in
the Grade 10 LDCC course, and in the Grade 11 and
Grade 12 Mathematics Workplace courses. The course
is organized by three strands related to money sense,
measurement, and proportional reasoning. In all
strands, the focus is on developing and consolidating key
foundational mathematical concepts and skills by solving
authentic, everyday problems. Students have
opportunities to further develop their mathematical
literacy and problem-solving skills and to continue
developing their skills in reading, writing and oral
language through relevant and practical math activities.
Prerequisite: None
MPM2D
Principles of Mathematics (Grade 10 Academic)
This course enables students to broaden their
understanding of relationships and extend their
problem-solving and algebraic skills through
investigation, the effective use of technology, and
abstract reasoning. Students will explore quadratic
relations and their applications; solve and apply linear
systems; verify properties of geometric figures using
analytic geometry; and investigate the trigonometry of
right and acute triangles. Students will reason
mathematically and communicate their thinking as they
solve multi-step problems.
Prerequisite: Grade 9 Mathematics, Academic, or Grade
9 Mathematics Transfer, Applied to Academic
MFM2P
Foundations of Mathematics (Grade 10 Applied)
This course enables students to consolidate their
understanding of linear relations and extend their
problem-solving and algebraic skills through
investigation, the effective use of technology, and
hands-on activities. Students will develop and graph
equations in analytic geometry; solve and apply linear
systems, using real-life examples; and explore and
interpret graphs of quadratic relations. Students will
investigate similar triangles, the trigonometry of right
triangles, and the measurement of three-dimensional
figures. Students will consolidate their mathematical
skills as they solve problems and communicate their
thinking.
Prerequisite: Grade 9 Mathematics, Academic or
Applied
MAT2L
Mathematics (Grade 10 Locally Developed)
This course emphasizes the extension of mathematical
knowledge and skills to prepare students for success in
their everyday lives, in the workplace, and in the Grade
11 and Grade 12 Mathematics Workplace courses. The
course is organized by three major strands related to
money sense, measurement and proportional reasoning.
In all strands, the focus is on strengthening and
extending key foundational mathematical concepts and
skills by solving authentic, everyday problems. Students
have opportunities to extend their mathematical literacy
and problem-solving skills and to continue developing
their skills in reading, writing, and oral language through
relevant and practical math activities.
Prerequisite: Any Grade 9 Math credit.
Students will consolidate their mathematical skills as
they solve problems and communicate their thinking.
Prerequisite: Foundations of Mathematics, Grade 10,
Applied
MEL3E
Mathematics for Work and Everyday Life (Grade 11
Workplace)
MCR3U
Functions (Grade 11 University)
This course introduces the mathematical concept of the
function by extending students’ experiences with linear
and quadratic relations. Students will investigate
properties of discrete and continuous functions,
including trigonometric and exponential functions;
represent functions numerically, algebraically, and
graphically; solve problems involving applications of
functions; investigate inverse functions; and develop
facility in determining equivalent algebraic expressions.
Students will reason mathematically and communicate
their thinking as they solve multi-step problems.
Prerequisite: Principles of Mathematics, Grade 10,
Academic
MCF3M
Functions and Applications (Grade 11
University/College)
understanding of mathematics as it is applied in the
workplace and daily life. Students will solve problems
associated with earning money, paying taxes, and
making purchases; apply calculations of simple and
compound interest in saving, investing, and borrowing;
and calculate the costs of transportation and travel in a
variety of situations. Students will consolidate their
mathematical skills as they solve problems and
communicate their thinking.
Academic, or Foundations of Mathematics,
Grade 9, Applied, or a Grade 10 Mathematics LDCC
(locally developed compulsory credit) course
MHF4U
Advanced Functions (Grade 12 University)
This course introduces basic features of the function by
extending students’ experiences with quadratic
relations. It focuses on quadratic, trigonometric, and
exponential functions and their use in modelling realworld situations. Students will represent functions
numerically, graphically, and algebraically; simplify
expressions; solve equations; and solve problems
relating to applications. Students will reason
mathematically and communicate their thinking as they
solve multi-step problems.
Academic, or Foundations of Mathematics, Grade 10,
Applied
MBF3C
Foundations for College Mathematics (Grade 11
College)
understanding of mathematics as a problem solving tool
in the real world. Students will extend their
understanding of quadratic relations; investigate
situations involving exponential growth; solve problems
involving compound interest; solve financial problems
connected with vehicle ownership; develop their ability
to reason by collecting, analysing, and evaluating data
involving one variable; connect probability and statistics;
and solve problems in geometry and trigonometry.
This course extends students’ experience with functions.
Students will investigate the properties of polynomial,
rational, logarithmic, and trigonometric functions;
develop techniques for combining functions; broaden
their understanding of rates of change; and develop
facility in applying these concepts and skills. Students
will also refine their use of the mathematical processes
necessary for success in senior mathematics. This course
is intended both for students taking the Calculus and
Vectors course as a prerequisite for a university program
and for those wishing to consolidate their understanding
of mathematics before proceeding to any one of a
variety of university programs.
Prerequisite: Functions, Grade 11, University
Preparation, or Mathematics for College Technology,
MCV4U
Calculus and Vectors (Grade 12 University)
This course builds on students’ previous experience with
functions and their developing understanding of rates of
change. Students will solve problems involving
geometric and algebraic representations of vectors and
representations of lines and planes in three-dimensional
space; broaden their understanding of rates of change
to include the derivatives of polynomial, sinusoidal,
exponential, rational, and radical functions; and apply
these concepts and skills to the modelling of real-world
101
relationships. Students will also refine their use of the
mathematical processes necessary for success in senior
mathematics. This course is intended for students who
choose to pursue careers in fields such as science,
engineering, economics, and some areas of business,
including those students who will be required to take a
university-level calculus, linear algebra, or physics
course.
Prerequisite: Note: Advanced Functions, Grade 12,
University Preparation, must be taken prior to or
concurrently with Calculus and Vectors.
MDM4U
Mathematics of Data Management (Grade 12
University)
This course broadens students’ understanding of
mathematics as it relates to managing data. Students
will apply methods for organizing and analysing large
amounts of information; solve problems involving
probability and statistics; and carry out a culminating
investigation that integrates statistical concepts and
skills. Students will also refine their use of the
mathematical processes necessary for success in senior
mathematics. Students planning to enter university
programs in business, the social sciences, and the
humanities will find this course of particular interest.
Prerequisite: Functions, Grade 11, University
Preparation, or Functions and Applications, Grade 11,
University/College Preparation
MCT4C
Mathematics for College Technology (Grade 12
College)
This course enables students to extend their knowledge
of functions. Students will investigate and apply
properties of polynomial, exponential, and
trigonometric functions; continue to represent functions
numerically, graphically, and algebraically; develop
facility in simplifying expressions and solving equations;
and solve problems that address applications of algebra,
trigonometry, vectors, and geometry. Students will
reason mathematically and communicate their thinking
as they solve multi-step problems. This course prepares
students for a variety of college technology programs.
Prerequisite: Functions and Applications, Grade 11,
University/College Preparation, or Functions, Grade 11,
University Preparation
MAP4C
Foundations for College Mathematics (Grade 12
College)
understanding of real-world applications of
mathematics. Students will analyse data using statistical
methods; solve problems involving applications of
geometry and trigonometry; solve financial problems
connected with annuities, budgets, and renting or
owning accommodation; simplify expressions; and solve
equations. Students will reason mathematically and
communicate their thinking as they solve multi-step
problems. This course prepares students for college
programs in areas such as business, health sciences, and
human services, and for certain skilled trades.
Prerequisite: Foundations for College Mathematics,
Grade 11, College Preparation, or Functions and
Applications, Grade 11, University/College Preparation
MEL4E
Mathematics for Work and Everyday Life (Grade 12
Workplace)
understanding of mathematics as it is applied in the
workplace and daily life. Students will investigate
questions involving the use of statistics; apply the
concept of probability to solve problems involving
familiar situations; investigate accommodation costs,
create household budgets, and prepare a personal
income tax return; use proportional reasoning; estimate
and measure; and apply geometric concepts to create
designs. Students will consolidate their mathematical
skills as they solve problems and communicate their
thinking.
Prerequisite: Mathematics for Work and Everyday Life,
Grade 11, Workplace Preparation
Prerequisite Chart for Mathematics, Grades 9-12
103
Native Studies
NAC1O
Expressing Aboriginal Cultures (Grade 9 Open)
This course examines Aboriginal cultures in Canada
through an exploration of art forms – painting,
sculpture, storytelling, dance, and music – created by
Aboriginal artists. Students will learn to identify
Aboriginal art forms and describe relationships between
the art forms and Aboriginal traditions, philosophy, and
culture. Students will also create their own art forms to
express their understanding of Aboriginal identity,
relationships, and sovereignty.
Prerequisite: None
NAC2O
Aboriginal Peoples in Canada (Grade 10 Open)
This course emphasizes historical and contemporary
issues that affect the relationship between Aboriginal
peoples and Canadian governments. Students will
examine legal, political, social, and economic issues; key
aspects of the Indian Act and its revisions that have an
impact on the daily lives of Aboriginal persons; the
different types of relationships that Aboriginal peoples
have established with other nations throughout history;
and the methodology of historical inquiry.
Prerequisite: None
NDA3M
Current Aboriginal Issues in Canada (Grade 11
University/College)
This course focuses on existing and emerging issues of
importance to Aboriginal peoples in Canada. Students
will investigate issues related to identity, relationships
among Aboriginal peoples and between Aboriginal
peoples and other Canadians, sovereignty principles as
presented by Aboriginal peoples, and the contemporary
challenges posed by these issues. Students will also
examine such topics as language preservation, the
responsibilities of Aboriginal women and men, and the
need for dialogue between Aboriginal and nonAboriginal peoples.
Prerequisite: Grade 10 Aboriginal Peoples in Canada,
Open, or Grade 10 Canadian History Since World War I,
Academic or Applied
NBE3C
English: Contemporary Aboriginal Voices (Grade 11
College)
critical thinking, and communication skills through the
study of works in English by Aboriginal writers. Students
will study the content, form, and style of informational
texts and literary and media works, and will develop an
appreciation of the wealth and complexity of Aboriginal
writing. Students will also write reports,
correspondence, and persuasive essays and analyse the
relationship between media forms and audiences. An
important focus will be on establishing appropriate voice
and using business and technical language with precision
and clarity.
NBE3E
English: Contemporary Aboriginal Voices (Grade 11
Workplace)
critical thinking, and communication skills through the
study of works in English by Aboriginal writers. Students
will study the content, form, and style of informational
texts and literary and media works, and will develop an
appreciation of the wealth and complexity of Aboriginal
writing. Students will also write explanations, letters,
and reports and will investigate the connections
between media forms and audiences. An important
focus will be on using language clearly, accurately, and
effectively in a variety of contexts.
NBV3C
Aboriginal Beliefs, Values, and Aspirations in
Contemporary Society (Grade 11 College)
This course focuses on the beliefs, values, and
aspirations of Aboriginal peoples in Canada. Students
will examine world views of Aboriginal peoples and the
political, economic, cultural, and social challenges facing
individuals and communities. Students will also learn
how traditional and contemporary beliefs and values
influence the aspirations and actions of Aboriginal
peoples.
Academic or Applied
NBV3E
Aboriginal Beliefs, Values, and Aspirations in
Contemporary Society (Grade 11 Workplace)
NDW4M
This course focuses on the beliefs, values, and
aspirations of Aboriginal peoples in Canada. Students
will examine issues of identity facing Indian, Métis, and
Inuit peoples, and their relationships to land and nature,
as well as to one another within their communities and
working environments. Students will also learn how
traditional and contemporary beliefs and values
influence the present-day aspirations and actions of
Aboriginal peoples.
Academic or Applied
This course provides students with an overview of the
issues and challenges that confront indigenous peoples
worldwide. Students will develop an understanding of
the concerns and aspirations of the world’s indigenous
population, plan and conduct research on global issues
that have an impact on indigenous peoples, and use
information technology to consult materials related to
the views of indigenous peoples throughout the world.
Prerequisite: Any Grade 11 university,
university/college, or college preparation course in
Native studies
Prerequisite Chart for Native Studies, Grades 9-12
105
Science
Science
SNC1D
Science (Grade 9 Academic)
This course enables students to develop their
understanding of basic concepts in biology, chemistry,
earth and space science, and physics, and to relate
science to technology, society, and the environment.
Throughout the course, students will develop their skills
in the processes of scientific investigation. Students will
acquire an understanding of scientific theories and
conduct investigations related to sustainable
ecosystems; atomic and molecular structures and the
properties of elements and compounds; the study of the
universe and its properties and components; and the
principles of electricity.
Prerequisite: None
SNC1P
Science (Grade 9 Applied)
understanding of basic concepts in biology, chemistry,
earth and space science, and physics, and to apply their
knowledge of science to everyday situations. They are
also given opportunities to develop practical skills
related to scientific investigation. Students will plan and
conduct investigations into practical problems and
issues related to the impact of human activity on
ecosystems; the structure and properties of elements
and compounds; space exploration and the components
of the universe; and static and current electricity.
Prerequisite: None
SNC1L
Science (Grade 9 Locally Developed)
This course emphasizes reinforcing and strengthening
science-related knowledge and skills, including scientific
inquiry, critical thinking, and the relationship between
science, society, and the environment, to prepare
students for success in everyday life, in the workplace,
and in the Science Grade 11 Workplace Preparation
course. Students explore a range of topics, including
science in daily life, properties of common materials,
life-sustaining processes in simple and complex
organisms, and electrical circuits. Students have the
opportunity to extend mathematical and scientific
process skills and to continue developing their skills in
reading, writing, and oral language through relevant and
practical science activities.
Prerequisite: None
SNC2D
Science (Grade 10 Academic)
This course enables students to enhance their
understanding of concepts in biology, chemistry, earth
and space science, and physics, and of the
interrelationships between science, technology, society,
and the environment. Students are also given
opportunities to further develop their scientific
investigation skills. Students will plan and conduct
investigations and develop their understanding of
scientific theories related to the connections between
cells and systems in animals and plants; chemical
reactions, with a particular focus on acid–base reactions;
forces that affect climate and climate change; and the
interaction of light and matter.
Prerequisite: Grade 9 Science, Academic or Applied
SNC2P
Science (Grade 10 Applied)
This course enables students to develop a deeper
understanding of concepts in biology, chemistry, earth
and space science, and physics, and to apply their
knowledge of science in real-world situations. Students
are given opportunities to develop further practical skills
in scientific investigation. Students will plan and conduct
investigations into everyday problems and issues related
to human cells and body systems; chemical reactions;
factors affecting climate change; and the interaction of
light and matter.
SNC2L
Science(Grade 10 Locally Developed)
This course emphasizes reinforcing and strengthening
science-related knowledge and skills, including scientific
inquiry, critical thinking, and the environmental impact
of science and technology, to prepare students for
success in everyday life, in the workplace, and in the
Science Grade 11 Workplace Preparation course.
Students explore a range of topics, including science in
the media, interactions of common materials,
interdependence of organisms in communities, and
using electrical energy. Students have the opportunity
to extend mathematical and scientific process skills and
to continue developing their skills in reading, writing,
and oral language through relevant and practical science
activities.
Prerequisite: Any Grade 9 Science course
SNC4M
Science (Grade 12 University/College)
This course enables students, including those pursuing
postsecondary programs outside the sciences, to
increase their understanding of science and
contemporary social and environmental issues in healthrelated fields. Students will explore a variety of medical
technologies, pathogens and disease, nutritional
science, public health issues, and biotechnology. The
course focuses on the theoretical aspects of the topics
under study and helps refine students’ scientific
investigation skills.
Prerequisite: Grade 10 Science, Academic, or any Grade
11 university, university/college, or college preparation
course in science
SNC4E
Science (Grade 12 Workplace)
This course provides students with fundamental science
knowledge and workplace skills needed to prepare them
for success beyond secondary school. Students will
explore hazards in the workplace, chemicals in
consumer products, disease and its prevention,
electricity at home and at work, and nutritional science.
Emphasis is placed on current topics in science and
relevant, practical activities that develop students’
literacy and mathematical literacy skills and enhance
their scientific literacy.
Prerequisite: Grade 10 Science, Applied, or a Grade 10
locally developed compulsory credit (LDCC) course in
science
Biology
SBI3U
Biology (Grade 11 University)
This course furthers students’ understanding of the
processes that occur in biological systems. Students will
study theory and conduct investigations in the areas of
biodiversity; evolution; genetic processes; the structure
and function of animals; and the anatomy, growth, and
function of plants. The course focuses on the theoretical
aspects of the topics under study, and helps students
refine skills related to scientific investigation.
Prerequisite: Grade 10 Science, Academic
SBI3C
Biology (Grade 11 College)
This course focuses on the processes that occur in
biological systems. Students will learn concepts and
theories as they conduct investigations in the areas of
cellular biology, microbiology, genetics, the anatomy of
mammals, and the structure of plants and their role in
the natural environment. Emphasis will be placed on the
practical application of concepts, and on the skills
needed for further study in various branches of the life
sciences and related fields.
SBI4U
Biology (Grade 12 University)
This course provides students with the opportunity for
in-depth study of the concepts and processes that occur
in biological systems. Students will study theory and
conduct investigations in the areas of biochemistry,
metabolic processes, molecular genetics, homeostasis,
and population dynamics. Emphasis will be placed on
the achievement of detailed knowledge and the
refinement of skills needed for further study in various
branches of the life sciences and related fields.
Prerequisite: Grade 11 Biology, University Preparation
Chemistry
SCH3U
Chemistry (Grade 11 University)
This course enables students to deepen their
understanding of chemistry through the study of the
properties of chemicals and chemical bonds; chemical
reactions and quantitative relationships in those
reactions; solutions and solubility; and atmospheric
chemistry and the behaviour of gases. Students will
further develop their analytical skills and investigate the
qualitative and quantitative properties of matter, as well
as the impact of some common chemical reactions on
society and the environment.
SCH4U
Chemistry (Grade 12 University)
understanding of chemistry through the study of organic
chemistry, the structure and properties of matter,
energy changes and rates of reaction, equilibrium in
chemical systems, and electrochemistry. Students will
further develop their problem-solving and investigation
skills as they investigate chemical processes, and will
refine their ability to communicate scientific
information. Emphasis will be placed on the importance
of chemistry in everyday life and on evaluating the
impact of chemical technology on the environment.
Prerequisite: Grade 11 Chemistry, University
Preparation
107
SCH4C
Chemistry (Grade 12 College)
understanding of chemistry through the study of matter
and qualitative analysis, organic chemistry,
electrochemistry, chemical calculations, and chemistry
as it relates to the quality of the environment. Students
will use a variety of laboratory techniques, develop skills
in data collection and scientific analysis, and
communicate scientific information using appropriate
terminology. Emphasis will be placed on the role of
chemistry in daily life and the effects of technological
applications and processes on society and the
environment.
Earth and Space Science
SES4U
Earth and Space Science (Grade 12 University)
This course develops students’ understanding of Earth
and its place in the universe. Students will investigate
the properties of and forces in the universe and solar
system and analyse techniques scientists use to
generate knowledge about them. Students will closely
examine the materials of Earth, its internal and surficial
processes, and its geological history, and will learn how
Earth’s systems interact and how they have changed
over time. Throughout the course, students will learn
how these forces, processes, and materials affect their
daily lives. The course draws on biology, chemistry,
physics, and mathematics in its consideration of
geological and astronomical processes that can be
observed directly or inferred from other evidence.
Environmental Science
SVN3M
Environmental Science (Grade 11
University/College)
knowledge of and skills relating to environmental
science that will help them succeed in life after
secondary school. Students will explore a range of
topics, including the role of science in addressing
contemporary environmental challenges; the impact of
the environment on human health; sustainable
agriculture and forestry; the reduction and management
of waste; and the conservation of energy. Students will
increase their scientific and environmental literacy and
examine the interrelationships between science, the
environment, and society in a variety of areas.
SVN3E
Environmental Science (Grade 11 Workplace)
knowledge of and skills relating to environmental
science that will help them succeed in work and life after
secondary school. Students will explore a range of
topics, including the impact of human activities on the
environment; human health and the environment;
energy conservation; resource science and
management; and safety and environmental
responsibility in the workplace. Emphasis is placed on
relevant, practical applications and current topics in
environmental science, with attention to the refinement
of students’ literacy and mathematical literacy skills as
well as the development of their scientific and
environmental literacy.
Prerequisite: Grade 9 Science, Academic or Applied, or a
Grade 9 or 10 locally developed compulsory credit
(LDCC) course in science
Physics
SPH3U
Physics (Grade 11 University)
This course develops students’ understanding of the
basic concepts of physics. Students will explore
kinematics, with an emphasis on linear motion; different
kinds of forces; energy transformations; the properties
of mechanical waves and sound; and electricity and
magnetism. They will enhance their scientific
investigation skills as they test laws of physics. In
addition, they will analyse the interrelationships
between physics and technology, and consider the
impact of technological applications of physics on
SPH4U
Physics (Grade 12 University)
understanding of physics concepts and theories.
Students will continue their exploration of energy
transformations and the forces that affect motion, and
will investigate electrical, gravitational, and magnetic
fields and electromagnetic radiation. Students will also
explore the wave nature of light, quantum mechanics,
and special relativity. They will further develop their
scientific investigation skills, learning, for example, how
to analyse, qualitatively and quantitatively, data related
to a variety of physics concepts and principles. Students
will also consider the impact of technological
applications of physics on society and the environment.
Prerequisite: Grade 11 Physics, University Preparation
SPH4C
Physics (Grade 12 College)
This course develops students’ understanding of the
basic concepts of physics. Students will explore these
concepts with respect to motion; mechanical, electrical,
electromagnetic, energy transformation, hydraulic, and
pneumatic systems; and the operation of commonly
used tools and machines. They will develop their
scientific investigation skills as they test laws of physics
and solve both assigned problems and those emerging
from their investigations. Students will also consider the
impact of technological applications of physics on
109
Prerequisite Chart for Science, Grades 9-12
Equity Studies
HSE4M
Equity and Social Justice: From Theory to Practice
understanding of the theoretical, social, and historical
underpinnings of various equity and social justice issues
and to analyze strategies for bringing about positive
social change. Students will learn about historical and
contemporary equity and social justice issues in Canada
and globally. They will explore power relations and the
impact of a variety of factors on equity and social justice.
Students will develop and apply research skills and will
design and implement a social action initiative relating
to an equity or social justice issue.
Prerequisite: Any university, college, or
university/college preparation course in social sciences
and humanities, English, or Canadian and world studies
assessing fashion-related products. Students will
develop research skills as they investigate topics related
to fashion.
Prerequisite: None
HLS3O
Housing and Home Design (Grade 11 Open)
This course introduces students to a range of issues
related to housing and home design. Students will learn
about the needs that housing fulfills; housing options;
home maintenance and safety; and environmental,
economic, legal, and social considerations related to
housing. They will use the elements and principles of
design to analyse design and decorating decisions.
Students will develop research skills as they investigate
issues related to housing and home design.
Prerequisite: None
Food and Nutrition
HFN1O/HFN2O
Food and Nutrition (Grade 9 or 10 Open)
HSC4M
World Cultures (Grade 12 University/College)
This course examines the nature of culture; how cultural
identities are acquired, maintained, and transformed;
and theories used to analyze cultures. Students will
explore world cultures, with an emphasis on the analysis
of religious and spiritual beliefs, art forms, and
philosophy. They will study the contributions and
influence of a range of cultural groups and will critically
analyse issues facing ethnocultural groups within
Canada and around the world. Students will develop and
apply research skills and will design and implement a
social action initiative relating to cultural diversity.
Fashion and Housing
HNC3C
Understanding Fashion (Grade 11 College)
This course introduces students to the world of fashion.
Students will gain an understanding of theories related
to fashion trends and of how culture, media, fashion
cycles, retailing, and social and environmental factors
influence fashion trends and consumer behaviour.
Students will use various tools, technologies, and
techniques safely and correctly to create fashion items.
They will apply knowledge of fibres, fabrics, and the
elements and principles of design when creating and
This course focuses on guidelines for making nutritious
food choices. Students will investigate factors that
influence food choices, including beliefs, attitudes,
current trends, traditional eating patterns, food
marketing strategies, and individual needs. Students will
also explore the environmental impact of a variety of
food choices at the local and global level. The course
provides students with opportunities to develop food
preparation skills and introduces them to the use of
social science research methods in the area of food and
nutrition.
Prerequisite: None
HFC3M
Food and Culture (Grade 11 University/College)
This course focuses on the flavours, aromas, cooking
techniques, foods, and cultural traditions of world
cuisines. Students will explore the origins of and
developments in diverse food traditions. They will
demonstrate the ability to cook with ingredients and
equipment from a variety of cultures, compare foodrelated etiquette in many countries and cultures, and
explain how Canadian food choices and traditions have
been influenced by other cultures. Students will develop
practical skills and apply social science research methods
while investigating foods and food practices from
around the world.
Prerequisite: None
111
HFC3E
Food and Culture (Grade 11 Workplace)
HFL4E
Food and Healthy Living (Grade 12 Workplace)
This course focuses on the flavours, aromas, cooking
techniques, foods, and cultural traditions of world
cuisines. Students will demonstrate the ability to cook
with ingredients and equipment from a range of
cultures, describe food-related etiquette in a variety of
countries and cultures, and explore ways in which
Canadian food choices and traditions have been
influenced by other cultures. Students will have
opportunities to develop practical skills and apply
research skills as they investigate foods and food
practices from around the world.
Prerequisite: None
This course focuses on the fundamental food needs of
young adults. Students will learn how to stock a kitchen,
make nutritious food choices, and accommodate the
food needs of others. Through a range of practical
experiences, they will develop skills needed in food
preparation for personal use and for employment in the
food industry. They will also learn about dining etiquette
in different contexts and about responsible consumer
practices. Students will use social science research
methods to investigate issues related to food
preparation and nutrition.
Prerequisite: None
HFA4U
Nutrition and Health (Grade 12 University)
General Family Studies
This course examines the relationships between food,
energy balance, and nutritional status; the nutritional
needs of individuals at different stages of life; and the
role of nutrition in health and disease. Students will
evaluate nutrition-related trends and will determine
how food choices can promote food security and
environmental responsibility. Students will learn about
healthy eating, expand their repertoire of foodpreparation techniques, and develop their social science
research skills by investigating issues related to nutrition
and health.
preparation course in social sciences and humanities,
English, or Canadian and world studies
HFA4C
Nutrition and Health (Grade 12 College)
This course focuses on the relationship between
nutrition and health at different stages of life and on
global issues related to food production. Students will
investigate the role of nutrition in health and disease
and assess strategies for promoting food security and
environmental responsibility. Students will learn about
healthy eating, expand their repertoire of foodpreparation techniques, and refine their ability to use
social science research and inquiry methods to
investigate topics related to nutrition and health.
HHS4U
Families in Canada (Grade 12 University)
This course enables students to draw on sociological,
psychological, and anthropological theories and research
to analyse the development of individuals, intimate
relationships, and family and parent-child relationships.
Students will focus on issues and challenges facing
individuals and families in Canada’s diverse society. They
will develop analytical tools that enable them to assess
various factors affecting families and to consider policies
and practices intended to support families in Canada.
They will develop the investigative skills required to
conduct and communicate the results of research on
individuals, intimate relationships, and parent-child
relationships.
HHS4C
Families in Canada (Grade 12 College)
understanding of social science theories as they apply to
individual development, the development of intimate
relationships, and family and parent-child relationships.
Students will explore a range of issues relating to the
development of individuals and families in
contemporary Canadian society as well as in other
cultures and historical periods. They will develop the
investigative skills required to conduct research on
individuals, intimate relationships, and parent-child roles
and relationships in Canada.
HIP4O
Personal Life Management (Grade 12 Open)
This course focuses on preparing students for living
independently and working successfully with others.
Students will learn to manage their personal resources
to meet their basic needs for food, clothing, and
housing. They will also learn about their personal, legal,
and financial responsibilities and develop and apply
interpersonal skills in order to make wise and
responsible personal and occupational choices. Students
will apply research and inquiry skills while investigating
topics related to personal life management. The course
emphasizes the achievement of expectations through
practical experiences.
Prerequisite: None
Raising and Caring for Children
HPW3C
Working with Infants and Young Children (Grade 11
College)
This course prepares students for occupations involving
children from birth to six years of age. Students will
study theories about child behaviour and development,
and will have opportunities for research and observation
and for practical experiences with young children.
Students will become familiar with occupational
opportunities and requirements related to working with
infants and young children. They will also have
opportunities to develop research and critical-thinking
skills as they investigate and evaluate current research
about early childhood education.
Prerequisite: None
HPC3O
Raising Healthy Children (Grade 11 Open)
This course focuses on the skills and knowledge parents,
guardians, and caregivers need, with particular emphasis
on maternal health, pregnancy, birth, and the early
years of human development (birth to six years old).
Through study and practical experience, students will
learn how to meet the developmental needs of young
children, communicate with them, and effectively guide
their early behaviour. Students will develop their
research skills through investigations related to
caregiving and child rearing.
Prerequisite: None
HPD4C
Working with School-Age Children and Adolescents
(Grade 12 College)
This course prepares students for occupations involving
school-age children and adolescents. Students will study
a variety of theories about child behaviour and
development, and will have opportunities for research
and observation and for practical experiences with older
children. Students will become familiar with
occupational opportunities and requirements related to
working with older children and adolescents. They will
develop research skills used in investigating child and
adolescent behaviour and development.
General Social Sciences
HSP3U
Introduction to Anthropology, Psychology, and
Sociology (Grade 11 University)
think critically about theories, questions, and issues
related to anthropology, psychology, and sociology.
Students will develop an understanding of the
approaches and research methods used by social
scientists. They will be given opportunities to explore
theories from a variety of perspectives, to conduct social
science, and to become familiar with current thinking on
a range of issues within the three disciplines.
Prerequisite: Grade 10 English, Academic, or Grade 10
History, Academic
HSP3C
Introduction to Anthropology, Psychology, and
Sociology (Grade 11 College Preparation)
This course introduces students to theories, questions,
and issues related to anthropology, psychology, and
sociology. Students learn about approaches and
research methods used by social scientists. They will be
given opportunities to apply theories from a variety of
perspectives, to conduct social science research, and to
become familiar with current issues within the three
disciplines.
Prerequisite: None
113
HSB4U
Challenge and Change in Society (Grade 12
University)
This course focuses on the use of social science theories,
perspectives, and methodologies to investigate and
explain shifts in knowledge, attitudes, beliefs, and
behaviour and their impact on society. Students will
critically analyse how and why cultural, social, and
behavioural patterns change over time. They will explore
the ideas of social theorists and use those ideas to
analyse causes of and responses to challenges such as
technological change, deviance, and global inequalities.
Students will explore ways in which social science
research methods can be used to study social change.
Philosophy
HZT4U
Philosophy: Questions and Theories (Grade 12
University)
This course enables students to acquire an
understanding of the nature of philosophy and
philosophical reasoning skills and to develop and apply
their knowledge and skills while exploring specialized
branches of philosophy (the course will cover at least
three of the following branches: metaphysics, ethics,
epistemology, philosophy of science, social and political
philosophy, aesthetics). Students will develop critical
thinking and philosophical reasoning skills as they
formulate and evaluate arguments related to a variety
of philosophical questions and theories. They will also
develop research and inquiry skills related to the study
and practice of philosophy.
World Religions & Religious
Studies
HRE2O
Jesus and the Gospels (Grade 10 Open)
This course is designed as an introduction to Jesus and
His teaching. Basic but important questions such as
"what is the meaning of life?", "what is truth?", "how
can God be known?" and "who is Jesus?" will be studied.
The life of Jesus (His teachings, works, Passion, Death
and Resurrection) and the effect of Jesus on the early
Church will be studied in the light of Old Testament, the
Four Gospels and the Acts & Writings of the
Apostles/Early Church. Contemporary issues (life
choices, how to be a Christian in today's secular world,
prayer, purity, dating & marriage, medical ethics, social
justice, etc.) will be examined from a Catholic Christian
perspective based on the Gospel teachings and on the
Catechism of the Catholic Church. Although this course
is designed for Catholic Christians, students of any faith
background and tradition are encouraged to take this
course to deepen their own faith and values.
Prerequisite: None
HRT3M
World Religions and Belief Traditions: Perspectives,
Issues, and Challenges (Grade 11
University/College)
explore various world religions and belief traditions.
Students will develop knowledge of the terms and
concepts relevant to this area of study, will examine the
ways in which religions and belief traditions meet
various human needs, and will learn about the
relationship between belief and action. They will
examine sacred writings and teachings, consider how
concepts of time and place influence different religions
and belief traditions, and develop research and inquiry
skills related to the study of human expressions of
belief.
Prerequisite: None
HRF3O
World Religions and Belief Traditions in Daily Life
(Grade 11 Open)
This course enables students to study world religions
and belief traditions in local, Canadian, and global
contexts. Students will explore aspects of the human
quest for meaning and will examine world religions and
belief traditions as exemplified in various sacred
teachings and principles, rites, and passages. They will
also study the interaction throughout history between
society and various belief traditions, and will have
opportunities to develop research and inquiry skills
related to the study of world religions and belief
traditions.
Prerequisite: None
HRE4M
Church and Culture (Grade 12 University/College)
HRE4O
Church and Culture (Grade 12 Open)
This course has the aim of assisting students in
understanding themselves as moral persons living the
way of Christ through an examination of ethical theories,
the revelation of sacred Scripture, and the experience
and teaching of the Catholic Church. While grounded in
Revelation, the course also examines the contributions
of Philosophy and the sciences to a Catholic
understanding of ethics and moral living. Students will
explore their own ethical and moral stance through an
examination of various arenas of life such as issues of
justice and peace, freedom, reconciliation, family,
marriage and political life. This course is intended to
prepare the senior student for the lifelong task of
discerning what is good and of God while growing in
their ability to live accordingly as moral persons and
active, life-giving members of a global society.
Prerequisite: None
This course has the aim of assisting students in
understanding themselves as moral persons living the
way of Christ through an examination of the revelation
of sacred Scripture, and the experience and teaching of
the Catholic Church. It engages students in critical
reflection on significant contemporary moral and ethical
issues in light of Scripture, Church teaching, and their
own experiences. Social and ecological justice issues are
explored along with a study of topics that focus on
Christian mercy and forgiveness. The graces and
challenges of relationships, marriage, and family life are
explored from a Catholic perspective. Students are
challenged to adopt the Christian stance in the political
world.
Prerequisite: None
115
Prerequisite Chart for Social Sciences & Humanities, Grades 9-12
117
TIJ1O
Exploring Technologies (Grade 9 Open)
This course enables students to further explore and
develop technological knowledge and skills introduced
in the elementary science and technology program.
Students will be given the opportunity to design and
create products and/or provide services related to the
various technological areas or industries, working with a
variety of tools, equipment, and software commonly
used in industry. Students will develop an awareness of
environmental and societal issues, and will begin to
explore secondary and postsecondary education and
training pathways leading to careers in technologyrelated fields.
Prerequisite: None
TGJ2O
Communications Technology (Grade 10 Open)
This course introduces students to communications
technology from a media perspective. Students will work
in the areas of TV/video and movie production, radio
and audio production, print and graphic
communications, photography, and interactive new
media and animation. Student projects may include
computer-based activities such as creating videos,
editing photos, working with audio, cartooning,
developing animations, and designing web pages.
Students will also develop an awareness of
environmental and societal issues related to
communications technology, and will explore secondary
and postsecondary education and training pathways and
career opportunities in the various communications
technology fields.
Prerequisite: None
TGJ3M
Communications Technology (Grade 11
University/College)
This course examines communications technology from
a media perspective. Students will develop knowledge
and skills as they design and produce media projects in
the areas of live, recorded, and graphic communications.
These areas may include TV, video, and movie
production; radio and audio production; print and
graphic communications; photography; digital imaging;
broadcast journalism; and interactive new media.
Students will also develop an awareness of related
environmental and societal issues, and will explore
college and university programs and career
opportunities in the various communications technology
fields.
Prerequisite: None
TGJ3O
Communications Technology: Broadcast and Print
Production (Grade 11 Open)
This course enables students to develop knowledge and
skills in the areas of graphic communication, printing
and publishing, audio and video production, and
broadcast journalism. Students will work both
independently and as part of a production team to
design and produce media products in a project-driven
environment. Practical projects may include the making
of signs, yearbooks, video and/or audio productions,
newscasts, and documentaries. Students will also
develop an awareness of related environmental and
societal issues, and will explore secondary and
postsecondary education and training pathways and
career opportunities in the various communications
technology fields.
Prerequisite: None
TGJ4M
Communications Technology (Grade 12
University/College)
This course enables students to further develop media
knowledge and skills while designing and producing
projects in the areas of live, recorded, and graphic
communications. Students may work in the areas of TV,
video, and movie production; radio and audio
production; print and graphic communications;
photography; digital imaging; broadcast journalism; and
interactive new media. Students will also expand their
awareness of environmental and societal issues related
to communications technology, and will investigate
career opportunities and challenges in a rapidly
changing technological environment.
Prerequisite: Communications Technology, Grade 11,
TGJ4O
Communications Technology: Digital Imagery and
Web Design (Grade 12 Open)
skills in the areas of photography, digital imaging,
animation, 3D modelling, and web design. Students will
119
work both independently and as part of a production
team to design and produce media products in a projectdriven environment. Practical projects may include
photo galleries, digital images, animations, 3D models,
and websites. Students will also expand their awareness
of environmental and societal issues related to
communications technology, and will explore
postsecondary education, training, and career
opportunities.
Prerequisite: None
Communications Technology Emphasis Courses –
Grade 11 & 12
TGG
Print and Graphic Communications
TGV
TV, Video and Movie Production
Computer Technology
TEJ3M
Computer Engineering Technology (Grade 11
University/College)
This course examines computer systems and control of
external devices. Students will assemble computers and
small networks by installing and configuring appropriate
hardware and software. Students will develop
knowledge and skills in electronics, robotics,
programming, and networks, and will build systems that
use computer programs and interfaces to control and/or
respond to external devices. Students will develop an
awareness of related environmental and societal issues,
and will learn about college and university programs
leading to careers in computer technology.
Prerequisite: None
TEJ4M
Computer Engineering Technology (Grade 12
University/College)
This course extends students’ understanding of
computer systems and computer interfacing with
external devices. Students will assemble computer
systems by installing and configuring appropriate
hardware and software, and will learn more about
fundamental concepts of electronics, robotics,
programming, and networks. Students will examine
related environmental and societal issues, and will
explore postsecondary pathways leading to careers in
computer technology.
Prerequisite: Computer Engineering Technology, Grade
11, University/College Preparation
Computer Technology Emphasis Courses – Grade
11 & 12
TER
Robotics and Control System
TCJ2O
Construction Technology (Grade 10 Open)
This course introduces students to building materials
and processes through opportunities to design and build
various construction projects. Students will learn to
create and read working drawings; become familiar with
common construction materials, components, and
processes; and perform a variety of fabrication,
assembly, and finishing operations. They will use a
variety of hand and power tools and apply knowledge of
imperial and metric systems of measurement, as
appropriate. Students will develop an awareness of
construction technology, and will explore secondary and
postsecondary pathways leading to careers in the
industry.
Prerequisite: None
TCJ3C
Construction Engineering Technology (Grade 11
College)
This course focuses on the development of knowledge
and skills related to residential construction. Students
will gain hands-on experience using a variety of
construction materials, processes, tools, and equipment;
learn about building design and planning construction
projects; create and interpret working drawings and
sections; and learn how the Ontario Building Code and
other regulations and standards apply to construction
projects. Students will also develop an awareness of
construction technology, and will explore career
opportunities in the field.
Prerequisite: None
TCJ3E
Construction Technology (Grade 11 Workplace)
This course enables students to develop technical
knowledge and skills related to carpentry, masonry,
electrical systems, heating and cooling, and plumbing for
residential construction. Students will gain hands-on
experience using a variety of materials, processes, tools,
and equipment to design, lay out, and build projects.
They will create and read technical drawings, learn
construction terminology, interpret building codes and
regulations, and apply mathematical skills as they
develop construction projects. Students will also
develop an awareness of environmental and societal
issues related to construction technology, and will
explore postsecondary and career opportunities in the
field.
Prerequisite: None
TWJ3E
Custom Woodworking (Grade 11, Workplace)
skills related to cabinet making and furniture making.
Students will gain practical experience using a variety of
the materials, tools, equipment, and joinery techniques
associated with custom woodworking. Students will
learn to create and interpret technical drawings and will
plan, design, and fabricate projects. They will also
issues related to the woodworking industry, and will
explore apprenticeships, postsecondary training, and
career opportunities in the field that may be pursued
directly after graduation.
Prerequisite: None
TCJ4C
Construction Engineering Technology (Grade 12
College)
knowledge and skills related to residential construction
and to explore light commercial construction. Students
will gain hands-on experience using a variety of
materials, processes, tools, and equipment, and will
learn more about building design and project planning.
They will continue to create and interpret construction
drawings and will extend their knowledge of
construction terminology and of relevant building codes
and regulations, as well as health and safety standards
and practices. Students will also focus on environmental
and societal issues related to construction engineering
technology, and will explore career opportunities in the
field.
Prerequisite: Construction Engineering Technology,
TCJ4E
Construction Technology (Grade 12 Workplace)
technical knowledge and skills related to residential
construction and to explore light commercial
construction. Students will continue to gain hands-on
experience using a variety of materials, processes, tools,
and equipment; create and interpret construction
drawings; and learn more about building design and
project planning. They will expand their knowledge of
terminology, codes and regulations, and health and
safety standards related to residential and light
commercial construction. Students will also expand their
to construction technology, and will explore
entrepreneurship and career opportunities in the
industry that may be pursued directly after graduation.
Prerequisite: Construction Technology, Grade 11,
Workplace Preparation
TWJ4E
Custom Woodworking (Grade 12 Workplace)
knowledge and skills related to the planning, design, and
construction of residential and/or commercial cabinets
and furniture. Students will gain further experience in
the safe use of common woodworking materials, tools,
equipment, finishes, and hardware, and will learn about
the entrepreneurial skills needed to establish and
operate a custom woodworking business. Students will
also expand their awareness of health and safety issues
and environmental and societal issues related to
woodworking, and will explore career opportunities that
may be pursued directly after graduation.
Prerequisite: Custom Woodworking, Grade 11,
Hairstyling and Aesthetics
TXJ2O
Hairstyling and Aesthetics (Grade 10 Open)
This course presents hairstyling, make-up, and nail care
techniques from a salon/spa perspective. Using
materials, processes, and techniques used in the
industry, students learn fundamental skills in hairstyling,
giving manicures and facials, and providing hair/scalp
analyses and treatments. Students will also consider
related environmental and societal issues, and will
explore secondary and postsecondary pathways leading
to careers in the field of hairstyling and aesthetics.
Prerequisite: None
TXJ3E
Hairstyling and Aesthetics (Grade 11 Workplace)
skills in cosmetology and offers a variety of applications
that will equip students to provide services for a diverse
clientele. Students will identify trends in the hairstyling
and aesthetics industry, learn about related health and
safety laws, and expand their communication and
121
interpersonal skills through interactions with peers and
clients. Students will also consider environmental and
societal issues related to the industry, and will acquire a
more detailed knowledge of apprenticeships and directentry work positions.
Prerequisite: None
TXJ4E
Hairstyling and Aesthetics (Grade 12 Workplace)
This course enables students to develop increased
proficiency in a wide range of hairstyling and aesthetics
services. Working in a salon/spa team environment,
students will strengthen their fundamental cosmetology
skills and develop an understanding of common business
practices and strategies in the salon/spa industry.
Students will also expand their understanding of
environmental and societal issues and their knowledge
of postsecondary destinations in the hairstyling and
aesthetics industry.
Prerequisite: Hairstyling and Aesthetics, Grade 11,
Health Care
TPJ3M
Health Care (Grade 11 University/College)
understanding of basic health care procedures, including
the safe use of appropriate instruments, equipment, and
materials. Students will focus on health care
fundamentals, including the anatomical features and
physiology of the major body systems and the factors
that affect homeostasis in the human body. Students
will develop an awareness of health and safety issues in
the health care field, analyse environmental and societal
issues related to health care, and learn about
professional practice standards and career opportunities
in the field.
Prerequisite: None
TPJ4M
Health Care (Grade 12 University/College)
This course focuses on the development of a range of
skills needed to analyse and interpret clinical findings.
Students will learn about accepted health care practices
and demonstrate an understanding of basic procedures
and the use of appropriate instruments and equipment.
They will acquire an understanding of basic concepts
related to the function of the human immune system
and explore the relationship between pathology and
disease prevention and treatment. Students will expand
their awareness of workers’ health and safety issues,
analyse environmental and societal issues related to
health care, and further explore professional practice
standards and postsecondary destinations in the field.
Prerequisite: Health Care, Grade 11, University/College
Preparation
Hospitality and Tourism
TFJ2O
Hospitality and Tourism Technology (Grade 10
Open)
explore different areas of hospitality and tourism, as
reflected in the various sectors of the tourism industry,
with an emphasis on food service. Students will study
culinary techniques of food handling and preparation,
health and safety standards, the use of tools and
equipment, the origins of foods, and event planning, and
will learn about tourism attractions across Ontario.
Students will develop an awareness of related
secondary and postsecondary pathways leading to
careers in the tourism industry.
Prerequisite: None
TFJ3C
Hospitality and Tourism (Grade 11 College)
This course enables students to develop or expand
knowledge and skills related to hospitality and tourism,
as reflected in the various sectors of the tourism
industry. Students will learn about preparing and
presenting food, evaluating facilities, controlling
inventory, and marketing and managing events and
activities, and will investigate customer service
principles and the cultural and economic forces that
drive tourism trends. Students will develop an
awareness of health and safety standards,
environmental and societal issues, and career
opportunities in the tourism industry.
Prerequisite: None
TFJ3E
Hospitality and Tourism (Grade 11 Workplace)
This course enables students to acquire knowledge and
skills related to the food and beverage services sector of
the tourism industry. Students will learn how to prepare,
present, and serve food using a variety of tools and
equipment, and will develop an understanding of the
fundamentals of providing high-quality service to ensure
customer satisfaction and the components of running a
successful event or activity. Students will develop an
awareness of health and safety practices, environmental
and societal issues, and career opportunities in the food
and beverage services sector.
Prerequisite: None
TFJ4C
Hospitality and Tourism (Grade 12 College)
knowledge and skills related to the various sectors of the
tourism industry. Students will demonstrate advanced
food preparation and presentation skills; increase health
and wellness knowledge; develop tourism
administration and management skills; design and
implement a variety of events or activities; and
investigate principles and procedures that contribute to
high-quality customer service. Students will expand their
awareness of health and safety issues, environmental
and societal issues, and career opportunities in the
tourism industry.
Prerequisite: Hospitality and Tourism, Grade 11, College
Preparation
TFJ4E
Hospitality and Tourism (Grade 12 Workplace)
knowledge and skills related to the food and beverage
services sector of the tourism industry. Students will
demonstrate proficiency in using food preparation and
presentation tools and equipment; plan nutritious
menus, create recipes, and prepare and present finished
food products; develop customer service skills; and
explore event and activity planning. Students will
expand their awareness of health and safety practices,
environmental and societal issues, and career
opportunities in the food and beverage services sector.
Prerequisite: Hospitality and Tourism, Grade 11,
Hospitality and Tourism Emphasis Courses –
Grade 11 & 12
TFB
Baking
TFC
Cooking
TFR
Culinary Arts & Management
TMJ2O
Manufacturing Technology (Grade 10 Open)
This course introduces students to the manufacturing
industry by giving them an opportunity to design and
fabricate products using a variety of processes, tools,
and equipment. Students will learn about technical
drawing, properties and preparation of materials, and
manufacturing techniques. Student projects may include
a robotic challenge, a design challenge, or a fabrication
project involving processes such as machining, welding,
vacuum forming, or injection moulding. Students will
issues related to manufacturing, and will learn about
careers in the industry.
Prerequisite: None
TMJ3C
Manufacturing Technology (Grade 11 College)
skills through hands-on, project-based learning.
Students will acquire design, fabrication, and problemsolving skills while using tools and equipment such as
lathes, mills, welders, computer-aided machines, robots,
and control systems. Students may have opportunities
to obtain industry-standard certification and training.
Students will develop an awareness of environmental
and societal issues related to manufacturing and will
learn about pathways leading to careers in the industry.
Prerequisite: None
TMJ3E
Manufacturing Technology (Grade 11 Workplace)
This hands-on, project-based course is designed for
students planning to enter an occupation or
apprenticeship in manufacturing directly after
graduation. Students will work on a variety of
manufacturing projects, developing knowledge and skills
in design, fabrication, and problem solving and using
tools and equipment such as engine lathes, milling
machines, and welding machines. In addition, students
may have the opportunity to acquire industry-standard
certification and training. Students will develop an
to manufacturing and will learn about secondary school
pathways that lead to careers in the industry.
Prerequisite: None
123
TMJ4C
Manufacturing Technology (Grade 12 College)
knowledge and skills related to machining, welding, print
reading, computer numerical control (CNC), robotics,
and design. Students will develop proficiency in using
mechanical, pneumatic, electronic, and computer
control systems in a project-based learning environment
and may have opportunities to obtain industry-standard
training and certification. Students will expand their
awareness of environmental and societal issues and
career opportunities in the manufacturing industry.
Prerequisite: Manufacturing Technology, Grade 11,
College Preparation
TMJ4E
Manufacturing Technology (Grade 12 Workplace)
This project-driven, hands-on course builds on students’
experiences in manufacturing technology. Students will
further develop knowledge and skills related to the use
of engine lathes, milling machines, welding machines,
and other tools and equipment as they design and
fabricate solutions to a variety of technological
challenges in manufacturing. Students may also have
opportunities to acquire industry-standard training and
certification. Students will expand their awareness of
environmental and societal issues and of career
opportunities in the manufacturing industry.
Prerequisite: Manufacturing Technology, Grade 11,
TDJ2O
Technological Design (Grade 10 Open)
apply a design process to meet a variety of technological
challenges. Students will research projects, create
designs, build models and/or prototypes, and assess
products and/or processes using appropriate tools,
techniques, and strategies. Student projects may include
designs for homes, vehicles, bridges, robotic arms,
clothing, or other products. Students will develop an
to technological design, and will learn about secondary
and postsecondary education and training leading to
careers in the field.
Prerequisite: None
TDJ3M
Technological Design (Grade 11 University/College)
This course examines how technological design is
influenced by human, environmental, financial, and
material requirements and resources. Students will
research, design, build, and assess solutions that meet
specific human needs, using working drawings and other
communication methods to present their design ideas.
They will develop an awareness of environmental,
societal, and cultural issues related to technological
design, and will explore career opportunities in the field,
as well as the college and/or university program
requirements for them.
Prerequisite: None
TDJ3O
Technological Design and the Environment (Grade
11 Open)
This course enables students to apply a systematic
process for researching, designing, building, and
assessing solutions to address specific human and
environmental challenges. Through their work on
various projects, students will explore broad themes
that may include aspects of industrial design,
mechanical design, architectural design, control system
design, and/or apparel design. Students will develop an
to technological design, and will learn about secondary
and postsecondary pathways leading to careers in the
field.
Prerequisite: None
TDJ4M
Technological Design (Grade 12 University/College)
This course introduces students to the fundamentals of
design advocacy and marketing, while building on their
design skills and their knowledge of professional design
practices. Students will apply a systematic design
process to research, design, build, and assess solutions
that meet specific human needs, using illustrations,
presentation drawings, and other communication
methods to present their designs. Students will enhance
their problem-solving and communication skills, and will
explore career opportunities and the postsecondary
education and training requirements for them.
Prerequisite: Technological Design, Grade 11,
TDJ4O
Technological Design in the Twenty-first Century
(Grade 12 Open)
This course focuses on the relationship between society
and technological development. Students will use
appropriate tools, techniques, and strategies to
research, design, build, and assess prototypes for
products and/or processes that respond to society’s
changing needs. Students will describe how social
factors, including culture, media, politics, religion, and
environmental concerns, influence technological design.
Students will also learn about professional practices in
the field, and will research postsecondary pathways
leading to careers related to technological design.
Prerequisite: None
responsibilities of being a vehicle owner. Students will
issues related to vehicle ownership and use, and will
explore career opportunities in the transportation
industry.
Prerequisite: None
TTJ4C
Transportation Technology (Grade 12 College)
TTJ2O
Transportation Technology (Grade 10 Open)
This course introduces students to the service and
maintenance of vehicles, aircraft, and/or watercraft.
Students will develop knowledge and skills related to the
construction and operation of vehicle/craft systems and
learn maintenance and repair techniques. Student
projects may include the construction of a self-propelled
vehicle or craft, engine service, tire/wheel service,
electrical/battery service, and proper body care.
Students will develop an awareness of related
careers in the transportation industry.
Prerequisite: None
TTJ3C
Transportation Technology (Grade 11 College)
This course enables students to develop technical
knowledge and skills as they study, test, service, and
repair engine, electrical, suspension, brake, and steering
systems on vehicles, aircraft, and/or watercraft.
Students will develop communication and teamwork
skills through practical tasks, using a variety of tools and
equipment. Students will develop an awareness of
transportation, and will learn about apprenticeship and
college programs leading to careers in the
transportation industry.
Prerequisite: None
TTJ3O
Transportation Technology: Vehicle Ownership
(Grade 11 Open)
This general interest course enables students to become
familiar with the options and features of various
vehicles, issues of registration, and the legal
requirements affecting vehicle owners. Students will
also learn about vehicle financing and insurance, vehicle
maintenance, emergency procedures, and the
technical knowledge and skills as they study, test,
service, and repair engine management systems;
powertrains; steering/control, suspension, brake, and
body systems on vehicles, aircraft, and/or watercraft;
and/or small-engine products. Students will refine
communication and teamwork skills through practical
tasks, using a variety of tools and equipment. Students
will expand their awareness of environmental and
societal issues related to transportation and their
knowledge of apprenticeship and college programs
leading to careers in the transportation industry.
Prerequisite: Transportation Technology, Grade 11,
College Preparation
TTJ4E
Transportation Technology: Vehicle Maintenance
(Grade 12 Workplace)
This course introduces students to the servicing, repair,
and maintenance of vehicles through practical
applications. The course is appropriate for all students
as a general interest course to prepare them for future
vehicle operation, care, and maintenance or for entry
into an apprenticeship in the motive power trades.
Students will develop an awareness of environmental
and societal issues related to transportation, and will
learn about careers in the transportation industry and
the skills and training required for them.
Prerequisite: None
Transportation Technology Emphasis Courses –
Grade 11 & 12
TTA
Auto Service
TTS
Small Engine & Recreational
Equipment
125
Prerequisite Charts for Technological Education, Grades 9-12
127

Secondary Course Calendar - Renfrew Collegiate Institute

Transcription

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