Hamber Course Booklet_Final_2015-2016

Transcription

ERIC HAMBER
SECONDARY SCHOOL
COURSE PLANNING
BOOKLET
FOR SCHOOL YEAR
SEPTEMBER 2015 - JUNE 2016
Revised Feb 25, 2015
1
CONTENTS
GENERAL INFORMATION................................................................................................................. 1
DOGWOOD PROGRAM REQUIREMENTS ........................................................................................ 2
APPLIED SKILLS ................................................................................................................................ 3
ENGLISH ........................................................................................................................................ 14
ENGLISH LANGUAGE LEARNER...................................................................................................... 18
FINE ARTS ...................................................................................................................................... 20
MATHEMATICS .............................................................................................................................. 29
MODERN LANGUAGES .................................................................................................................. 33
PHYSICAL EDUCATION ................................................................................................................... 38
SCIENCE ......................................................................................................................................... 40
SERVICE CLASSES ........................................................................................................................... 43
SOCIAL STUDIES ............................................................................................................................ 44
SPECIAL PROGRAMS...................................................................................................................... 47
GIFTED PROGRAM
SKILLS/LEARNING STRATEGIES
WORK EXPERIENCE
VSB CAREER PROGRAMS
GENERAL INFORMATION
The course descriptions on the following pages are intended as a guide to assist students in
selecting courses for their programs. The course descriptions are general and do not outline the
total content of each course.
The requirements for graduation are established by the Ministry of Education. Some courses are
compulsory to meet graduation requirements, while others are chosen to meet individual
interests and goals.
While counsellors will assist students in the selection of their courses, final approval and
responsibility for students' programs rests with parents, and students. It is important to note
that fulfilling basic graduation is not the same as post-secondary admission. Admission
requirements change frequently, therefore, it is advisable to research the specific
requirements of the post-secondary institutes that you may be interested in and discuss your
post-secondary plan with your grade counsellor and the Career Information Assistant.
Each student will have an individual timetable which must operate within the constraints of
facilities, staffing, graduation requirements and individual choice. Because of these constraints,
students should anticipate some conflicts in course scheduling and keep alternative courses in
mind. The courses finally offered in the master timetable are determined by the number of
students requesting the courses. Generally, if an insufficient number of students request a
certain course, it will be dropped from the schedule. Consequently, not all of the courses
described may be offered each year. In addition, staffing changes or other circumstances may
result in modification of course offerings and descriptions without prior notice.
1
DOGWOOD GRADUATION REQUIREMENTS
English 10
English 11 or Communications 11
English 12 or Communications 12
Social Studies 10
Social Studies 11, BC First Nations 12 or Civics 11
Science 10
Science 11 or 12
Apprenticeship & Workplace Math 10 or
Foundations of Math & Pre-Calculus 10
Apprenticeship & Workplace Math11 or Pre-Calculus 11
Physical Education 10
Fine Arts or Applied Skills 10, 11, or 12
Planning 10
Graduation Transitions
Elective courses
TOTAL
4 credits
4 credits
4 credits
4 credits
4 credits
4 credits
4 credits
4 credits
4 credits
4 credits
4 credits
4 credits
4 credits
28 credits
80 CREDITS
Minimum of 16 credits at the Grade 12 level including Language Arts 12.
Graduation Requirements
For more information on these policies, see your
counsellor, or check the Ministry’s Handbook of
Eighty credits in Grades 10-12) are required for Procedures at:
graduation. You must write a Government Exam in www.bced.gov.bc.ca/exams/handbook
English 10, Math 10, Science 10 and Social Studies
11 (worth 20% of your final mark) and English or Graduation Transitional Program (GT)
Communications 12 (worth 40% of your final mark).
Students are responsible for submitting three
Except in exceptional cases, students are not packages: Personal Health, Career and Life and
permitted to take senior electives (i.e. Grade 11 or Community Connections in Graduation
12 level) in their Grades 9 or 10 years. Priority is Transitions 12.
given to Grade 11 and 12 students.
It is the responsibility of the student to engage
Don’t forget that post-secondary institutions often in activities that will satisfy all the intended
require you to complete specific courses to get into learning outcomes of the Graduation
certain programs. Careful planning in Grades 10, 11 Transitions Program and to maintain records
and 12 will ensure you have all the courses and
and submit evidence for evaluation when
credits you need. Consult the following website for requested by school staff. Students must
more information:
become familiar with the requirements and
Hambertuppercareercentre.wordpress.com
responsibilities for completion of this course.
Information about GT can be found on
Hamber’s website on the Graduation page.
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BUSINESS EDUCATION
Internet Technology 10 (YCCT-0D-IT)
This course is also known as Web 10. Regardless of
the name, students will learn how to construct their
Applied Skills Business Education 8 Rotation
very own Website from scratch using HTML. Then
(MKBE- -08)
they will take control and design a webpage with
This course is one of three term-long courses for Grade
visual representations using what we call CSS. Both
8 students. It is intended for them to develop
HTML and CSS require attention to detail but it also
computer skills that will benefit
allows students to govern their final product –
them throughout their years at
creating something unique. Students will also be
Hamber and beyond. We will focus
exposed to a variety of software programs such as
on keying techniques that will help
Adobe Photoshop and Dreamweaver. Along with
students “unlearn” bad habits they
Internet programs like WordPress. With these skills
might have acquired. Students will
students can explore and create anything the desire.
learn about some common
The sky is the limit.
business concepts and apply them using Microsoft
Word, Excel, and PowerPoint. Time permitting, Accounting 11 (MAC- -11)
students will also work in groups during a fun
Accounting is the backbone of
entrepreneurial project where they will develop their
business programs at all
very own business plan.
universities and colleges.
Learning it now is easy and
Business Education 10 (MBEG- -10)
will benefit you later,
Business Education 10 introduces
especially if you pursue a
students to the world of business and
commerce degree.
offers insights into entrepreneurship,
economics, starting a business, In this introductory course, students will learn how
marketing, accounting, finance, to record business transactions and prepare financial
Students also gain computer
information technology and the statements.
importance of ethics and social responsibility. This experience by working with Microsoft Excel
course is project-based and provides students with an spreadsheets and Simply Accounting software.
excellent foundation to further their business
Simulations add reality and interest to the course.
knowledge and practical skills for their everyday lives.
Students especially enjoy playing the game of
Monopoly, which is fun yet reinforces many
accounting skills and concepts.
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Electronic Design &
Publishing 11
(MICTM12)
Like
working
on
computers?
Want to
design
your own magazine? This course is for you! Hamber
has a tradition of graduating top Graphic Design
students, and EDP 11 has been key to their success.
Students in this course will produce many electronic
works of art, the chief of which is a full colour
magazine on the topic of their choice. In the process
of creating a magazine, students will use Adobe
Photoshop, Illustrator, and InDesign. Along with these
skills, students learn the principles of graphic design
that are needed to print any professional-looking
business document.
Economics 12 (MEC--12) – no prerequisite required
To study economics is
to
consider
the
dynamic issues that
affect the way we live
and the decisions we
make every day.
This course will help
students understand how and why money is
exchanged in society and will, more importantly,
help them understand how the world works.
Experiencing economic principles in class activities
and applying these principles to front-page news
stories will allow students to become better
informed individuals and decision makers.
At the end of the year, each student goes home with a
colour printout of their personal magazine, which Electronic Design & Publishing 12 (MICTM-11)
looks great in their portfolios.
This course allows students to deepen their
understanding of electronic graphic design in a more
Marketing 11 (MMK- -11)
independent way. Students will gain more expertise
This course introduces students to the world of
in industry –standard software, especially Adobe
marketing. Students are given the opportunity to
Photoshop and Illustrator. Students taking this
work at the school store, The Griff, in order to apply
course also get the fun task of working as a team to
what they have learned in a practical work
publish Hamber’s newsletters three times per year.
environment. This hands on opportunity allows
Many Electronic Design students take advantage of
students to further their business knowledge and
this course to create online portfolios, which have
looks great on a resume. Students will develop
helped them earn numerous district scholarships of
teamwork, communications and employability skills
$1000 each. They also take part in the Skills Canada
while learning how to sell products and connect to
Regional, Provincial, and National competitions in
customers. In addition, students will take part in
graphic design.
interactive class activities and case studies.
Marketing 11 students with outstanding
performances will have the opportunity to become
Griff Managers the following year.
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Financial Accounting 12 (MFA- -12)
Financial Accounting 12 is intended for students who
wish to pursue post-secondary studies in Commerce
along with aspiring entrepreneurs. Most of the
Financial Accounting content is similar to a university
course, so taking it now will really help students later
– a fact confirmed by many former Hamber students.
We even use a
post-secondary
level
textbook
similar to those
used at UBC and
SFU; but we
proceed at a
slower,
more
reasonable pace.
Computer applications include work with Simply
Accounting and Microsoft Excel. Students will also
participate in a Junior Achievement’s Investment
Strategies Program.
Marketing 12 (MMK- -12)
Marketing 11 is preferred
Marketing 12 takes students deeper into the world of
marketing. Through hands-on activities, case studies,
challenges and simulations, students will look into
areas such as market research, consumer behavior,
product development, marketing strategies, global
marketing and the importance of ethics and social
responsibility. Students will have many opportunities
to practice their presentation, teamwork and
analytical skills as they explore this important aspect
of business. Students wishing to be Griff Managers
and have completed Marketing 11 are required to take
Marketing 12. This management opportunity will
allow them to hone their leadership and
communication skills for their future success – and it
will be an asset to have on your resume!
HOME ECONOMICS
Home Economics: Real skills for Real life
Home Economics offers a diverse range of courses
in three major areas: Foods and Nutritional
Studies, Fashion and Textiles, and Family Studies &
Psychology. All these course offered strong theory
and skill development that enhance the quality of
life and employment potential. Students with a
passion and potential also have opportunities to
participate in Skills Canada competitions in Fashion,
Culinary Arts and Baking.
Applied Skills Home Economics 8 Rotation
(MHE- -08)
Here’s your chance to be in the kitchen or behind a
sewing machine. This course introduces you to basic
cooking and sewing techniques for being more
independent. Learn how to work safely and
efficiently while developing an appreciation for the
skill and work behind food and textile products.
Whether making your first muffin or sewing the
Hamber duffle bag, you will gain life skills and
confidence. Course evaluation is based on skill
development, the quality of individual projects and
an understanding of the process and theory.
Students will spend one term in Home Economics as
part of the Applied Skills 8 rotation.
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Foods Fundamentals 9/10 (MFDN-10)
Want to learn how to cook? This course will teach
you how to use basic techniques and equipment for
the planning, preparation and serving of nutritious
meals. Learn how to bake and cook food while
mastering time management, safety and sanitation
skills. Learn how to read food labels and establish
healthy eating practices using Canada’s Food Guide.
Students make products such as tasty fajitas, stirfries, teriyaki burgers, soups, and cakes. Included
are some perennial favourites like pizza, and shish
kebobs. Evaluation is based heavily on practical
work and also assignments and written tests.
*Please note that Culinary Arts will be offered in
odd-numbered years and Global Gourmet will be
offered in even-numbered years. Students will
receive credit for MFDN-11 in their first year in one
of these courses and will receive credit for MFDN-12
when both courses have been successfully
completed.
Culinary Arts 11/12 (MFDN-11 or MFDN-12)
MFDN-10 is recommended
Do you wonder how those professional chefs make
food look so delicious and wonderful? This course is
for senior students interested in learning and
developing more advanced culinary and
presentation skills. This course will enable students
to plan, prepare, and serve appealing meals from
simple to advanced dishes for all occasions, while
developing healthy eating practices. Basic cake
decorating skills, an in-class Iron Chef competition
and popular labs like the classic pavlova, and chicken
vol-au-vent are included. Evaluation is based on
mastering food preparation techniques,
Planning 10 with Baking (MPLAN10BAK)
understanding theory, as well as being creative with
Love that aroma of fresh baked cookies, cakes, pastry food presentation.
or bread? This demonstration and hands-on course
will teach you how to make your own baked Global Gourmet 11/12 (MFDN-11 or MFDN-12)
creations. You will learn to produce a variety of MFDN-10 is recommended
advanced baked products and the theory and
practices to guarantee baking success. Unlock the Do you want to eat your way around the world? This
secrets to improve the nutritional value, flavor, course will be your tour guide to a variety of world
texture, and eye appeal of baked goods while working flavours and diets from Europe to Asia and beyond.
in a team setting. Gain effective time management Cuisines of Asia, France, Italy, Mexico and other
skills and explore some of the career opportunities in parts of the world will be covered. Learning
activities include tastings, buffets and small group
the baking and food industry.
food preparation. Favourite labs include the classic
French soufflé, pad thai, homemade pasta and Asian
curries. Evaluation will be based on mastering food
preparation techniques, and understanding the
theory that underlies the preparation of healthy,
appealing, and efficient meals.
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Fashion Sewing Basic 10 (MTXT-10)
Want to learn how garments are made? This course
will teach you how to use commercial patterns to
make a stuffy bear, a skirt and pants, a blouse and tshirt as well as a summer dress/sportswear. Basic
construction techniques like darts, zippers, pockets,
and buttonholes and operating the sewing machine
and serger will be taught. Mini recycling and socially
responsible projects will heighted awareness of our
environment. You will learn some basic modelling
skills and participate in the annual school fashion
show in May. Evaluation will be based on skill
development, quality of the garment construction
and productive use of time and resources.
Fashion Sewing Intermediate 11 (MTXT-11)
MTXT-10/YVHE-1BEG recommended
Students will learn some industry and contemporary
design/construction techniques to facilitate working
quickly and accurately. Many new techniques will be
introduced with the construction of the Hamber
designer garment bag. Basic wardrobe planning and
ways to maximize their fashion dollars are
incorporated with the construction of student
projects. The introduction of basic pattern drafting
will enable students to design their skirts and tops as
part of their four-piece capsule wardrobe which also
includes pants and fully lined jacket. A special
occasion outfit, such as a prom dress will be
produced. Students will model their projects in the
annual school fashion show in May.
This is the first core course required for the Fashion
Design & Merchandising Career Preparation
Program/Vancouver District Fashion Program.
Fashion Sewing for Beginners 11 (YVHE-1BEG)
Are you a senior student who is sewing challenged,
did NOT take MTXT-10 and want to gain some sewing
skills before you graduate? This course will teach you
how to use commercial patterns, operate sewing
machines and sergers to make a stuffy bear and basic
garments such as skirt/pants, blouse/t-shirt and
dresses. Learn basic construction techniques like
zippers, waistbands, pockets, hems and buttons.
Gain some basic modelling skills and participate in the
annual school fashion show to be held in May.
Evaluation will be based on skill development, quality
of the garment construction and productive use of
time and resources.
Fashion Sewing Advanced 12 (MTXT-12)
MTXT-10/YVHE-1BEG recommended
This course is designed to strengthen the working
relationship between the student and advanced
sewing techniques as well as the use of specialty
fabrics. Designer clothing construction techniques
will be taught. The number and type of projects will
be individually negotiated with the instructor to
guarantee the inclusion of new techniques and
sewing experiences. Students will be required to
model their projects in the annual school fashion
show in May.
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Advanced Fashion Construction 12 (YVHE-3DADV)
YVHE-2DADV is a pre-requisite
Fashion Design 12B (YVHE-2B)
YVHE-2A is a pre-requisite
Students will learn more specialized contemporary
techniques in the construction of a French style jacket
and matching skirt. Garments will be produced using
advanced techniques such as the Subtractions
method by Julian Roberts and Transformational
Reconstruction by Shingo Sato. Students will examine
the foot print that fashion leaves on the environment
and the zero wastage movement. Students will be
required to model their projects in the annual school
fashion show in May.
In this course, students will further develop skills from
YVHE2A in creating original designs, pattern making
and garment construction. Students will design and
create garments using various pattern making
techniques such as flat pattern design, computer
assisted design, and draping. They will design a
collection of 4 complete outfits as well as 2 period
garments (1920’s and 1930’s.) This course is a must
for any student who is interested in continuing
fashion design studies at the post-secondary level.
Besides modelling, students will be required to
choreograph and organize their models to show their
collection in the annual school fashion show.
Fashion Design & Merchandising 12A
(YVHE-2EFDM)
Fashion Design 12A (YVHE-2A)
MTXT-11 recommended
Are you interested in the workings of the fashion
industry? Students will be introduced to a broad
spectrum of fashion related careers, principles of
design, fashion history, textile science, market effect,
fashion promotion and retailing. Assignments and
projects are geared towards creating a personal
fashion portfolio to enhance student awareness of
the evolution and dynamics of the fashion industry.
Students will maintain a portfolio that will be used for
interviews. The successful completion of this course
will benefit students who wish to apply to college and
university fashion design and/or merchandising
programs. This course is only offered every other
year. Offered in the 2016/2017 school year.
In this course, students will explore the creativity and
individuality of fashion design concepts. They will
learn the technical aspects of pattern making through
flat pattern manipulations and pattern drafting
techniques. Students will complete a 1/4 scale flat
pattern manipulations resource binder. They will
design, draft and construct a 1960’s Mod inspired
dress and a 1950’s New Look inspired evening dress.
A collection of 3 complete garments will be designed,
drafted and constructed by the student. Besides
modelling, students will be required to choreograph This is a core course required for the Fashion Design
and organize their models to show their collection in & Merchandising Career Preparation Program/
Vancouver District Fashion Program.
the annual school fashion show.
This is a core course required for the Fashion Design Note: Both the Vancouver Fashion District Program
& Merchandising Career Preparation Program/ and the Fashion Design & Merchandising Career
Preparation Program are offered at Hamber. The
Vancouver District Fashion Program.
District program requires students to take 8 courses
between grade 11 and 12 as well as 90-100 hours of
work experience. These courses are scheduled on the
same day allowing more time to develop advanced
techniques in both construction and design. The
required courses are MTXT11 and/or 12, Advanced
8
Fashion Construction 12 (YVHE-2DADV), Fashion
Design 12A (YVHE-2A), Fashion Design 12B (YVHE-2B),
Fashion Design & Merchandising 12A (YVHE-2EFDM),
Advanced Fashion Construction 12 part 2. The
Fashion Career Preparation program requires a
selection of fewer courses than the District program.
Articulation is being sought with post-secondary
fashion programs which will give these students some
credits towards their post-secondary program. More
details to follow.
Advanced Placement Psychology 12 (APSY-12)
APSY-12AP is a prerequisite: English 11 MFM- -11 is
strongly recommended
Not for the faint of heart - this introductory university
level course will require students to set aside
additional time for assignments, reading and study.
Topics include research methods, biological aspects
of psychology, perception, learning and memory,
cognitive abilities and language, consciousness,
emotions, developmental psychology, personality
and social behaviour, stress, and psychological
disorders and their treatments. Evaluation will be
based on chapter tests, homework and term projects.
The option of writing the AP psychology College
Board examination in May requires payment of a fee.
If students are successful in this exam they may gain
credit for first year university psychology.
Family Sociology 12 (MFM- -12)
Wouldn’t it be great to be better prepared to deal
with life’s challenges? Take this course to explore
how the individual adapts to different stages of the
life cycle and to gain a better understanding of your
decision-making process, morals and happiness - the
desired yet elusive state of being. The impact of being
single or married, a parent or childless, young or old
will be well debated in addition to gaining practical
skills needed to navigate through life successfully.
Evaluation will be based on the student’s
participation in class activities, a variety of
assignments and some tests.
Social Psychology 11 (MFM- -11)
Take this course to learn more about yourself and to
understand relationships better. These life skills can
benefit both your personal and work life. The
knowledge and skills learned here make you more
desirable to employers who are seeking those who
will work well with staff and clients. You will have the
opportunity to practice and improve your
communication and team-building skills; learn about
classic
personality
theories
like
Freud’s
psychoanalytical theory; explore stress management
techniques, how to build and maintain rewarding
relationships in your life and more. Evaluation will be
based on participation in class activities, a variety of
assignments and some tests.
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TECHNOLOGY EDUCATION
Eric Hamber Secondary - Tech Studies
Course Offerings 2015/2016 School
Year
Electronics
12
Drafting &
Design 12
(MCJ--12)
(MEL--12)
(MDDT-12)
Wood
Work 11
Electronics
11
Drafting &
Design 11
(MEL--11)
(MDD--11)
Wood
Work 12
(MCJ--11)
Technology 10
(MTEG-10)
Applied
Skills 8
For the exact course descriptions, please see the school website for details:
http://hamber.vsb.bc.ca
See Mr. Yu ([email protected]) or Mr. Halim ([email protected])
10
TECHNICAL STUDIES
DRAFTING
Drafting is a universal method for visually
communicating ideas in the world of design and
manufacturing. Students will learn how to draw,
create, and realize their creative ideas.
Utilizing: Computer Models, Hand Drawn Products,
Scaled Models & Portfolios.
In Technical Studies, the emphasis is on project work,
and students are expected to participate in the design
and manufacturer of a variety of projects and
processes. There is a theory component to all
technical courses. Shop safety is important in all
technical areas and students will be tested on safety
in all courses.
Drafting and Design 11 (MDD–11)
In short: WE MAKE STUFF....
Come by and see Mr. Yu or Mr. Halim if you have any
The focus of Drafting 11 is divided into three main
questions and/or would like a class tour.
areas: computer drawing, architecture and
Also: WE GO PLACES AND DO STUFF....FIELD TRIPS.
mechanical design (Engineering). Students will start
the year completing assignments to develop skills and
Applied Skills Technology Education 8 Rotation
learn the fundamentals of architectural and
(MTE- - 08)
engineering drafting. Students will also be required to
develop product ideas and design a small building.
In Applied Skills 8 students learn to work together to Students may also choose to develop interests in
solve technical problems and to develop computer animation. Emphasis is on traditional
interpersonal communication skills. Course content drafting skills, such as model building, sketching, and
will also cover areas of interest for students wanting hand renderings, as well as manual and 3D Computer
to take additional Tech Studies courses in the Aided Design (CAD). Curriculum includes urban
future. Everyone in Grade 8 will have an opportunity planning, landscape and residential development.
to be part of the Tech Studies rotation. This course is The program aims to develop a blend of manual and
coupled with Home Economics, and Business computer aided design and drafting (CAD) skills
Education; each rotation is one term in length.
suitable for students who are looking forward to a
Topics
and
Projects
will
include: career in the Industrial Sciences, Engineering,
Wood
Working
–
We
Make
Toys Technology, and Design.
- VEX IQ Robotics
Technology 10 (MTEG-10)
This course is a continuation of the Applied Skills 8
program in Tech Studies. Topics covered will include:
Robotics, Jewellery making, Interior Design, 3D
Architectural Design, Wood Working, Basic
Electronics, and Flight Technology. This is a fun filled
course suitable for everyone. The only requirement
is your willingness to ‘not give up’. You will learn
something new every class. Extra ‘Hands On’
experience will include Robotics’ Competitions, Field
Trips (local and international), and special guest
speakers from the world of Technology.
Drafting and Design 12: Architecture (MDDT-12)
This course emphasizes design drawing for furniture,
building and interior spaces. Students will start by
learning how to design simple and then complex
furniture using 3D software (SketchUp, ArchiCAD,
AutoCAD). As students progress through the course
they will have a chance to design a room of their
choice. As a final project students design a complete
3D building and all the elements and objects required.
Later the computer design is rendered into a scale
model. Those considering a career in Architecture,
Civil Engineering, Urban Planning and Development
or Building Technology will find Drafting 12 a practical
course for developing an application portfolio for a
post-secondary institution.
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ELECTRONICS
Electronics and Robotics will be the primary focus of
every course under this heading. Students learn to
build robots to solve basic and complex everyday
problems. Additional topics covered will include
computer hardware and software architecture,
troubleshooting simple and complex computer
problems, as well as introduction to computer
networking technology.
Electronics 11 (MEL- -11)
In Electronics 11 – you will learn how to build a
computer, how to fix a computer, and how to make it
work better. You will also learn how to build a
computer network. If you encounter a computer at
least once a day; this is the course for you. Robotics
is also a large component of the course. Students
with above average marks in Physics and Math are
encouraged to sign up for this course. This is a
SERIOUS course recommended for students who are
considering/pursuing a professional career in
Electronics Technology and/or Electrical/Computer
Engineering.
Electronics 12 Robotics (MEL- -12)
This course is intended for student who has
completed other senior electronics courses. This
course will have many activities that require students
to contribute time outside of regular class
schedule. Students with above average marks in
Physics and Math are encouraged to sign up for this
course. This course is highly recommended to
students who are self-motivated and have good
organizational skills. It is very suitable for students
who are considering/pursuing a professional career in
Electronics Technology and/or Electrical/Computer
Engineering. Assignments and projects will vary from
year to year.
WOOD WORK
Let's Build.........
Woodwork 11 is an intermediate course in machine
wood working where the student will develop an
understanding of the materials and processes of fine
furniture manufacturing. Students will learn the safe
use of various woodworking machines to design and
build furniture projects, within the limits of good
design and construction techniques. The focus of the
course will be on quality design and product
development with a strong emphasis on proper
procedures and safety. Each student will design,
construct, and finish a major furniture project.
Students will be encouraged to work as part of a
team. Some material costs will be paid by the student.
Wood Working 11 (Carpentry and Joinery)
(MCJ–11)
Woodwork 11 is an intermediate course in machine
wood working where the student will develop an
understanding of the materials and processes of fine
furniture manufacturing. Students will learn the safe
use of various woodworking machines to design and
build furniture projects, within the limits of good
design and construction techniques. The focus of the
course will be on quality design and product
development with a strong emphasis on proper
procedures and safety. Each student will design,
construct, and finish a major furniture project.
Students will be encouraged to work as part of a
team. Some material costs will be paid by the student.
12
Wood Working 12 (Carpentry and Joinery)
(MCJ- - 12)
This course is currently being taught by Mr. B. Yu for
the 2014-2015 school year.
Woodwork 12 is an advanced wood technology
course that will broaden students’ understanding of
woodworking in various industries and technologies.
This is a more advanced level course in cabinet
making and construction in which students are
encouraged to build upon the skills they learned in
MCJ11. Quality of design, planning, and workmanship
are keys to success in this course. Production
procedures, drawing routines, and cost sheet
preparation theory will also be covered. Students
who successfully complete this course will be
encouraged to pursue post-secondary education in
this technology field as a possible career pathway.
Students will be required to pay for materials used in
the manufacture of personal projects.
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English 8 (MEN- -08)
In English 8, students will study short stories, novels,
and poetry. They will become involved in classroom
drama, in part, by writing and acting out skits. The
students will become more familiar with the literary
techniques used by the authors they study. The
"process" approach to writing will be emphasized as
students develop their composing skills in paragraphs,
short essays and creative writing. They will learn to
improve their planning, drafting, revising and editing
skills as they become more familiar with the breadth
of expression in English. Students will take part in
presentations
as
individuals or in groups
to improve their oral
skills. Students may be
involved in a film study
unit, as well.
English 8 Adapted – Coop (MEN- -08COP)
This course is designed for students who have
completed Grade 7 Language Arts, yet need to build
reading, writing, interpretation and/or oral
communication skills. Students will be enrolled in the
course based on recommendations from their Grade 7
Language Arts teachers. The course will follow the
regular Grade 8 curriculum: short stories, novels,
poetry and drama. The
objective of the course is for
students to develop skills
that will prepare them to
enter English 9.
English Challenge 8-10 (MEN- -08CH8)
(MEN- -10CH9)
The English Challenge Program begins at the Grade 8
level and spans two school years. Students with a C+
average overall and no lower than C+ in the second
year will receive credit for English 8, 9 and 10.
Students are accepted into the program based on
District testing results and personal interviews.
Students will complete the requirements of English
8, 9 and 10 while demonstrating superior quality of
work and a willingness to accept with pride more
sophisticated assignments. Students in Challenge
English are expected to take Literature 12, Writing
12, English 12 World Literature, and AELC-12 in their
Grade 11 and 12 years.
In English 9, students will be involved in activities
similar to those in English 8, but they will read more
sophisticated material and be expected to
demonstrate growth in their English skills. Written
assignments will require more fully developed
analytic, research and composing skills. The study of
a Shakespearean play is one of the options a teacher
may choose for his or her class.
English 9 Creative Writing (MEN- -09ENR)
This course is offered to Grade 9 students. They
should have an interest in writing, reading and
speaking. Students will be credited for English 9, and
will cover all the usual English skills, as well as the
various forms of literature. At the same time, there
will be an emphasis on original writing of various
kinds such as poetry, short stories, personal
narratives and dramatic skits. Students will be
encouraged to submit their work to one of several
contests open to them during the year. Selfmotivation is especially important, as students will
be expected to offer materials from their own
reading and writing for class discussion. Students
must apply for this course.
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English 11 Enriched Creative Writing (MEN- -11ENR)
English 10, while similar in many ways to earlier
courses, requires the students to read much more
literature written for adults by authors of high
reputation such as George Orwell, John Steinbeck, and
Earl Birney. Students will read poetry, short stories,
non-fiction, novels and drama. Most students will read
Shakespeare's Romeo & Juliet or Julius Caesar.
Students will not only be aware of the elements of the
various forms of literature but also be able to probe in
depth the author's development of character and
theme. Students will use the library as they develop
research skills while working on projects. They will
write longer essays and other assignments while
improving their abilities to plan, to revise sentence
structure and paragraphs, and to correct usage errors.
Students are required to sit the Language Arts 10
provincial examination in June. The examination forms
20% of a student’s final grade.
Creative Writing 11 is an enriched English 11 course.
This course is designed to inspire students to write
and to think creatively by being exposed to a variety
of critical thinking. Because creative writing is the
focus of this course, students will have the
opportunity to define and submit their writing to
publishers for fun and for experience, and to
experience the world of literature in our community.
This course has been created for students who love to
write, who are motivated to
learn, and who are open to
all types of literature.
Students must apply for this
course.
English 10 Speculative Fiction (MEN10- -ENR)
This course is offered to
Grade 10 students who have
an interest in science fiction,
future oriented literature or
fantasy. Students will be
credited for English 10 and
will cover all the usual English skills along with creative
writing, creative thinking, debate and problem solving.
Students will write the Language Arts 10 examination
in June. The examination forms 20% of the student’s
final grade.
Students must apply for this course.
English 11 Gifted (MEN- -11GIF)
This course is designed primarily for students
emerging from the two-year English Challenge
program. It may also be available to students in the
regular program. In both cases, teacher
recommendation is required. The course involves the
critical analysis of literature. Through the study of
various literary works, students will be encouraged to
contemplate perspectives foreign to them, and to
develop their own ability to communicate concepts
both verbally and in writing.
Students who take this course are expected to
continue with enriched English by selecting some
combination of Writing 12, English World Literature
12, Literature 12 or AP English Literature.
English 11 Coop (MEN- -11COP)
The learning outcomes of English 11 are similar to
those of English 10 but will involve reading more
sophisticated literature and completing more
challenging assignments. Students read and study a
Shakespearean play within their drama unit. English 11
is an important foundation course for all Senior English
courses.
This course focuses on student’s organization of ideas
in writing and analysis of themes contained in short
stories, novels, and film. The aim of the course is to
provide an alternate setting to ensure individual
student success with Senior English and/or the
English 12 Provincial Examination. There will be a real
focus on moving students to multi-paragraph
compositions and thesis writing.
15
Communications 11 (MCOM- -11)
English 12 World Literature (MEN- -12WLT)
Communications 11 gives students the opportunity
to refine the writing, reading and oral skills needed
to complete typical adult tasks and to enjoy the
cultural side of life. The course is meant to appeal to
students not planning on pursuing a post-secondary
education at the university level.
English 12 World Literature emphasizes university
preparation through the study of international
literature. This enriched English 12 course should
appeal to students who are avid, curious, serious
readers and very capable writers. Students wishing to
write the Advanced Placement examinations could
benefit from taking this class alongside or before the
Communications 12 (MCOM-12)
Advanced Placement course.
The course continues the emphasis outlined in Students must apply for this course.
Communications 11. Students will be required to
write a Ministry of Education Exam, at the end of the English Literature 12 (MLIT-12)
course. This course takes the place of English 12.
Note: Communications 12 will satisfy graduation English Literature 12 is the provincial Ministry of
requirements, but it is usually not sufficient for most Education's most sophisticated English course and is
post-secondary programs.
offered to Grade 11 and 12 students. Students who
take it have by far the greatest success in passing
first year university English courses. This course
should be taken by all students who have a special
English 12 stresses the development of student interest in English. It surveys English literature from
writing skills as they prepare for their post-secondary Beowulf to Margaret Atwood. Renowned writers such
education. Students have limited opportunity to as Chaucer, Shakespeare, Milton, Swift, Wordsworth,
select their own reading material. However, they will Byron, Shelley, Tennyson, Browning and Austen are
study writers such as Shakespeare, Steinbeck, Orwell, explored. Students probe some of the world's
Miller, Solzhenitsyn, Atwood, and Camus. All literary greatest poetry, prose and drama while they improve
genres will be explored at a sophisticated level as their analytical skills.
bases for essays. Researching, planning, composing,
revising and editing skills will be emphasized. Writing 12 (MWR- -12)
Students will spend much time assisting each other as
they learn to write and communicate more Writing 12 is an elective course taken alongside an
effectively.
English 12 academic course. This course is designed to
inspire students to write and to think creatively by
English 12 Coop (MEN--12COP)
being exposed to a variety of literature and writing in
a more relaxed setting. Because creative writing is
The aim of this adapted English 12 course is to provide the focus of this course, students will have the
an alternate setting for students who can be opportunity to refine and submit their writing to
successful in the English 12 Provincial Examination. publishers (a couple times per term) for fun and for
The course will focus on writing, the analysis of experience, and to embrace the world of literature in
literature and exam preparation.
our community. This course has been created for
students who love to write, who are motivated to
learn, and who are open to all types of literature.
Students must apply for this course.
16
AP English Literature & Composition 12 (AELC-12)
English Learning Centre 3 (XLDSE08EL3)
AP English Literature and Composition is designed to
be a college/university level course. Students will be
provided with intellectual challenges and a workload
consistent with a typical undergraduate university
English Literature/Humanities course. Students will
be exposed to a generous portion of the English
Canon. It is expected that students enrolling in this
course will be strong readers, writers, and thinkers.
Students will write the AP Examination in May.
This course is required for grade 10, 11 and 12
students enrolled in a regular English course for the
first time, and who have just completed Transitional
English Senior. ELC 3 is designed for students to
improve their academic written ability, critical
reading skills, oral presentation skills, and vocabulary
development. Areas of focus include sentence skills,
organization, support, and development. Students
will explore a variety of written and oral forms such
as paragraphs, essays, reports, speeches and creative
writing.
ENGLISH COURSES FOR ELL LEARNERS
Junior Transitional English & ELC
(XLDCE08TRE & XLDCE08ELJ)
Senior Transitional English & ELC
(MEN—10TR1 & XLDEC09ELS)
These course pairs are designed for students with an
ELL background who need to strengthen their
understanding and appreciation of English literature
as well as sharpen their writing skills prior to entering
mainstream English courses. For most students, these
are year-long courses. In a few cases, exceptional
students who demonstrate strength in language
acquisition will be moved to mainstream English
classes during the year. Senior Transitional English
and Junior Transitional English are double block
courses.
English Learning Centre 2 (XLDCE08EL2)
The ELC is designed to provide language support
services to grade 8 and 9 students whose level of
English proficiency reflects comprehension and
vocabulary development beyond the scope of
students at the ELL level. Students who are registered
to take English 8 or 9 and who have completed Junior
Transitional English or those who received minimal
ELL support in grade 7 are required to take this
course. The program reviews and develops those
language skills previously introduced in the ELL
program, as well as emphasizes higher order thinking
skills, communicating skills, reading skills and writing
skills. Increased knowledge of the structure of the
English language is another objective of the ELC.
17
(Formerly English as a Second Language)
The ELL program at Eric Hamber is comprised of two
sections: Foundations and Intermediate, which are
both multi-grade and multi-age. Students may have
up to 4 of their 8 courses in the ELL program.
Students’ language levels are assessed before they
are placed in ELL classes, and movement between
levels is based on teacher recommendation.
Foundations - Students who are in the beginning
stages of learning the English language and whose
aural comprehension, writing ability and oral
communication are at the most basic level are placed
in this group.
developing. Writing ability is developing and
comprehensible. Students’ reading comprehension is
generally 4 years below grade level.
Assessment of ELL students’ progress in ELL Language
Arts, ELL Social Studies and ELL Science is carried out
on a regular basis. Letter grades are not used in the
ELL program. Students are assessed on work habits:
i.e. Excellent, Good, Satisfactory or Needs to Improve.
As well, comments are given to reflect students’
progress or areas requiring improvement. Students,
through consultation with all ELL teachers, are
recommended to either continue in the program or
progress to the transitional level.
Intermediate - Students in this grouping are at the
beginning to intermediate stage of English language
development. Both aural and oral communication is
Students are assessed and placed in courses appropriate to their English
language level. Below is the usual support classes a student will take in any
given level.
ELL Level 1:
ELL 1 Reading
ELL 1 Writing
ELL 1 Socials
ELL Science
ELL Level 2:
ELL 2 Reading
ELL 2 Writing
ELL 2 Socials
Transitional
Science 10
Transitional
Transitional
English
ELC
Transitional
Socials
Mainstream
ELC 2 or 3
(student takes
mainstream
English and
Socials classes)
ELL Language Arts
ELL 1 Reading (XLDCE-08RE1)
ELL 1 Writing (XLDCE-08WRI)
ELL2 Reading (XLDCE-09RE2)
ELL 2 Writing (XLDCE-09WR2)
Students enrol in both an ELL Reading and ELL Writing
class at the appropriate level. The intent is to enable
students to acquire the skills needed for mainstream
English. Skills such as listening, writing, reading and
speaking are learned through the enjoyment of
novels, short stories, poetry, fables, picture books,
fairy tales, folk tales, non-fiction and plays.
These courses involve activities such as silent reading,
teacher reading aloud, film viewing, literature
response journals, novel studies, journal writing,
letter writing, paragraph writing, creative story
writing, and writing poetry. Figures of speech and the
parts of the novel and short story are emphasized.
The aim of these courses is to promote daily reading
and writing as a way to acquire English. Students are
expected to practice their oral English regularly. Our
emphasis is to promote literacy and the enjoyment of
literature for life-long learning.
18
ELL Social Studies
Transitional Science (MSC-10TRS)
ELL 1 Social Studies (XLDCE-08SS1)
ELL 2 Social Studies (XLDCE-09SS2)
ELL Social Studies serves as a bridge to Transitional
Social Studies and Social Studies courses in the
mainstream. This course offers students a basic
introduction to Canada, in its geography, history, and
culture. At the same time, ELL Social Studies is
intended to facilitate English language acquisition
through reading, writing, listening, and thinking
activities. Content in ELL Social Studies includes
Canadian geography, basic mapping skills, Canadian
history, and the basic structure of Canadian
government, the rights and responsibilities of
Canadian citizens, current events, and strategies for
critical thinking.
Transitional Science is for students of grade 10, 11 or
12 age whose English language proficiency is
sufficient to access modified grade 10 curriculum, but
not developed enough for them to be successful in
regular classes. They also may be new arrivals to the
school, or they may come from ELL Science.
ELL Science (XLDCE-09SC1)
ELL Science is for students of grade 8 or 9 age who do
not have the language skills necessary to be
successful in Science 8 or Science 9. ELL students of
grade 10 age or above will also be programmed into
ELL science if they are functioning at a level of
language development such that they would have
difficulty in Transitional Science. The aim is to build
a vocabulary and reading level so that students will be
successful in mainstream Science.
*Note: There is no expectation that students coming
from ELL Science would move through the
transitional level before being mainstreamed. That is,
students successfully completing the ELL Science
program would move directly into Science 9 or
Science 10, unless they are specifically recommended
to Transitional Science by their ELL Science teacher.
Students who successfully complete Transitional
Science would be expected to move directly into a
grade
11
Science
course
unless
other
recommendations are made by the Transitional
teacher.
19
VISUAL ART
Fine Arts 8 Rotations
Art & Choir (XAT- -08AC)
VISUAL ART
Eric Hamber Secondary School offers a well- Art & Drama (XAT- -08AD)
developed secondary art program which includes
opportunities for students: to develop imagination These are pairs of five month courses. The Art course
and personal imagery; to engage in the production of will offer the Art Foundations content, namely
art; to appreciate the art of others; to develop an drawing and painting, design, printmaking, ceramics
informed aesthetic and critical awareness; to and sculpture, textiles, art history and art criticism.
evaluate their own work and that of others; and to
pursue post-secondary art education and careers in Ceramics & Sculpture – Gr. 9/10/11/12
art.
Ceramics & Sculpture 9 (MVA--09CS)
Ceramics & Sculpture 10 (MVAC-10)
Prerequisites
Ceramics & Sculpture 11 (MSACS11)
There are no prerequisites for entry into any art Ceramics & Sculpture 12 (MSACS12)
courses prior to Grade 12. However, in a 12 level MSACS11 is a prerequisite
course, students must have successfully completed
Students will learn a variety of expressive strategies
an appropriate 11 level course.
in ceramics and sculpture including: preparing clay
and safety, basic constructing, decorating strategies,
Supplemental Fees – Visual Art
Only basic materials are provided. The following intermediate constructing, kilns and firing strategies,
supplemental fees offer the students access to a advanced constructing , basic sculpting, intermediate
more comprehensive set of materials, a greater art sculpting , and advanced sculpting.
experience, and a wider variety of project
opportunities (i.e., sketchbook, etching materials, Studio Arts – Gr. 9/10/11/12
Visual Arts 9: Drawing & Painting (MVA- -09DP)
canvas, fabrics)
Visual Arts 10: Drawing & Painting (MVAD-10)
Studio Arts 11: Drawing & Painting (MSADP11)
Art, Half-year Gr. 8
$ 10.00
Studio Arts 12: Drawing & Painting (MSADP12)
Art Courses, Gr. 9 – 12
$ 20.00 per year
MSADP12 is a prerequisite
Photography Courses
$ 30.00 per year
Fine Arts courses are open to all students and are
encouraged as a mode of creativity, team building,
skill development, and performance. Some senior
level classes may require a prerequisite or permission
of the teacher, but the majority of opportunities are
open to all.
These courses will provide students with sequentially
cumulative drawing and painting strategies. Students
will develop ability to use imagery, the elements and
principles of design, historical and contemporary
developments, reasoned criticism, the application of
materials, tools, equipment, processes of art, and a
vocabulary in drawing and painting.
20
Planning 10 with Studio Arts (MPLAN10ART)
This course is designed for students who wish to focus
on visual arts techniques. Students will experience
drawing, painting, printmaking, and sculpture, all of
which later could be used for their graduation
portfolio.
Visual Art Foundations – Gr. 9/10/11/12
Visual Arts 9: Art Foundations (MVA- -09AF)
Visual Arts 10: General (MVAG-10)
Visual Art Foundations 11 (MAF- -11)
Visual Art Foundations 12 (MAF- -12)
MAF-11 is a prerequisite
This series of courses will provide for learning
experiences in several visually expressive areas,
namely: drawing, painting, printmaking, sculpture,
etc. The teacher will select appropriate content to
ensure that students achieve learning outcomes.
Intermediate Photography 11 (YVPA-1PHO)
Students taking this course must already have a basic
knowledge of camera and darkroom skills using black
and white film. Students will work with digital
technology and manipulation, and develop their
individual areas of interest – landscape, fashion,
social
awareness,
environmental
portraits,
photographic essays – while gaining greater control
over the camera. The majority of work completed in
the course will focus on developing a greater
understanding of our community and of the world we
live in through photographs. In order to reach outside
of school, time will be required outside of regular
hours – in the evenings and on weekends - to shoot
pictures. Students will be provided field trips, guest
speakers, and Internet opportunities. By the end of
the course, each student will have a portfolio of their
work. Students must have their own Single Lens
Reflex (SLR) camera and/or digital camera.
Beginning Photography 10 (YVPA-0KPHO)
Note: A Career Prep option is available. Career Prep
This is an introductory course providing students with students will complete a portion of the 100 hours
the skills to use and develop high quality digital required over 2 years. Students taking the Career Prep
option will take Photo 12 the following year.
photographs in black and white. Students will blend
theory and practice including: the history of
photography, the social importance of photography
in modern society; camera basics using a SLR; rules of
good composition; and basic dark room skills.
Students will learn through a series of school and
community-based photo assignments which will
challenge both their photographic and social
awareness skills. By the end of the course, each
student will have a portfolio of their work. Students
will be provided with field trips, guest speakers, and
Internet opportunities. Students must have their own
Single Lens Reflex (SLR) camera and digital camera.
Photography 12 (YVAP-2NPHO)
Photo 12 is the 2nd of two consecutive Career Prep
courses in Photography; as such, students wishing to
take this course must have completed Photo 11.
Although the Photo 11/12 program offers the
mandatory 100 hours of work experience as an
integral component, Photo 11/12 is also open to
students not wishing to complete the work
experience component. Students will be given the
opportunity to work with digital cameras and explore
digital manipulation as well as continue to develop
their professional portfolio using black and white film.
21
Video Production 11: Intermediate (YCCT-1BDVP)
Drama 9 (MDR- -09)
This course introduces the student to the
fundamentals of video production. The class covers
practical knowledge of video camera use, music and
iMovie editing software as well as lighting techniques,
storyboarding and storytelling. The class will
investigate the works of music video directors like
Michel Gondry, Spike Jones, Anton Corbijn, Mark
Romanek as well as different film genres (action,
comedy, horror, coming-of-age, musical etc.) and
their individual conventions. The student is expected
to build a film vocabulary and discuss their work and
the work of others respectfully and articulately in
class. This course requires that student work well in
a team and can stay focused and patient with each
other and the filming circumstance. There is a $25
deposit if the student requires the use of school
cameras.
Drama 9 builds on work introduced in Drama 8 but is
still an introductory course. Students will learn more
about creating their own scripts through
improvisation and movement. They will also learn to
create a character, experience role-playing, and to do
introductory scene work.
Video Production 12: Advanced (YCCT-2HDVP)
This course builds on the ideas and skills presented in
the Intermediate Video course. The class will
continue to develop a vocabulary in the world of film.
Students are expected to develop their own projects
from pre-production through post production and
screen finished work. The intermediate Video student
will edit in second term on Final Cut Pro: an industry
standard editing software program.
DRAMA (STAGE, FILM & TELEVISION)
Choir & Drama (XAT- -08CD)
These are pairs of five month courses. The main
emphasis in the Drama course is on providing
students with an introduction to dramatic expression,
appreciation and performance. Emphasis will also be
placed on telling stories through drama and
portraying simple characters.
Drama 10 (MDRG-10)
This is a full year course that, in addition to building
on skills introduced in Drama 9, provides the basic
foundation for acting skills that will be further
developed in Theatre Performance 11 and 12.
Students work under the direction of the directing
and scriptwriting classes as well as doing scene work
and monologue work from selected playwrights
including Samuel Beckett and William Shakespeare.
Additionally, students will be required to view
dramatic presentations.
Planning 10 with Drama (MPLAN10DRA)
This course covers most of the major objectives of
Drama 10 (performing original and scripted scenes
and the development of production skills) though
students will receive less opportunity to practice
skills. Additionally, students will be required to view
dramatic presentations. It is strongly recommended
that students who intend to continue with Theatre
Performance 11 enroll in the full year Drama 10
course.
Theatre Performance 11: Acting (MTPA-11)
This course is an advanced acting course. It is
assumed that students already feel at ease on stage
and have satisfactory speech skills, script skills and a
basic ability to develop characters.
Theatre Performance 12: Acting (MTPA-12)
This is an advanced acting course that allows students
to continue the work begun in Acting 11. Additionally,
students will be required to both read and view
dramatic presentations.
22
Film Studies 11 (MDFT-11)
MUSIC – BAND, CHOIR, GUITAR & STRINGS
Students with an interest in enhancing their
enjoyment of film or with aspirations of working in a
film-related industry will benefit from this
comprehensive course which addresses topics such
as: the great films of our past and present,
international film, important social issues as they
relate to film (sex, violence, censorship, self-image,
etc.).
Students in this course will focus on script
interpretation through performance of scenes,
monologues, or other scripts. They will learn to
develop theme and character in a scene and will focus
on how to make their performance rich and
memorable. Additionally, students will be required to
both read and view dramatic presentations. This is a
highly verbal course.
The Music Department provides students with the
opportunity to participate in four main streams,
namely: Band (Concert Band & Stage Band), Choir
(Concert Choir & Vocal Jazz), Orchestra (Strings), &
Guitar. Our music ensembles have a long and proud
performance history in our school, our community,
and abroad. All music classes will teach students the
fundamentals needed for developing strong
musicianship and performance skills. The goal is to
share our music with the school and community at
large by performing several concerts throughout the
year. Performances are a required aspect of music
classes. Part of the program may include a music tour
out of the city.
Film Studies 12 (MDFT-12)
Band courses are one year in length and are grouped
according to level (Beginning, Junior, Intermediate,
Symphonic Band, and Wind Ensemble). Students are
placed in appropriate levels by the Band Director
according to their experience and capabilities on their
instrument. Evaluation is based on performance,
participation in class, and playing tests. Students will
receive credit for the grade in which they are
enrolled. However, it is possible for a student to
remain in one band class more than one year in order
to maximize skill building opportunities. Most
students provide their own instruments through
purchase or rental from a music store. The school has
some of the larger instruments available at a
minimum rental. A method book may also be
recommended for a specific class. All pertinent
information regarding instruments will be distributed
at the start of the year.
The second year allows students who have completed
Film Studies 11 to broaden and deepen their
understanding of both the past and present of film.
Additional films will be viewed and related, but
different topics will be addressed. This course is
highly recommended for any student planning to
work in any film-related field.
Directing & Script Writing 12 (MTPDS12)
This is an advanced course for students with an
interest in directing and scriptwriting for stage.
Students will learn basic directing skills and methods
by practical application of those skills working with
drama 10 students. They will also write, direct and
stage one full play. Some limited acting is involved.
Students will be expected to analyze script as well as
engaging in mentored self-directed studies.
BAND
Theatre Production 12 (MTPRT12)
This is an advanced course that allows students to
continue the work begun in Theatre Production 11.
More advanced skills are taught in the same technical
areas and students are provided additional
opportunities to apply their skills. Students in this
course must be able to achieve success in a largely
self-directed course.
23
Beginning Band (MMU- -08BG8)
Beginning Band is a full-year course for Grade 8
students wishing to learn a band instrument.
Students will be guided in choosing an instrument,
and subsequently will acquire (purchase or rent) an
instrument in order to build their skills. Students will
learn basic instrumental techniques as well as music
notation, vocabulary, and symbols. The goal of this
class is to perform alongside the other bands in our
School Music Concerts. Enrolment in Beginning Band
is strongly recommended for any Grade 8 considering
taking future band courses, but who has not had
experience in elementary band.
Advanced Band 8 (MMU--08BA8)
or Junior Concert Band 9 (MMU--09BA9)
NOTE: Any Grade 9 or 10 student who wishes to join
the band program should sign up for the Junior Band
9 course code, but also speak with the Instructor.
This full-year course is designed for Grade 8, 9, & 10
students with 1 or 2 years of experience on a band
instrument. This allows experienced Grade 8 players
to bypass beginning band. Students will continue to
learn instrumental techniques and musicianship
skills. At this level more attention will be devoted to
developing range, articulation, tone, and sight
reading skills. This course will introduce students to
many different styles of music in the concert band
repertoire. Performances are considered part of the
course curriculum.
Intermediate Concert Band 10 (MMCB-10INT)
This level is for students with 2 to 3 years of playing
experience on a band instrument. Students will
develop playing skills in small ensembles (duets, trios,
quartets) as well as the concert band medium.
Students will learn theory materials applicable to the
performance pieces, including vocabulary, symbols,
and rules of notation, transposition, and form.
Performances are considered part of the course
curriculum.
Senior Concert Bands
Symphonic Winds 10 (MMCB-10SRB)
Symphonic Winds 11 (MIMCB11SRB)
Symphonic Winds 12 (MIMCB12SRB)
This level is for students who have three to four years
(or more) of performance experience and instruction
on a band instrument. This course provides an
opportunity for moderately advanced ensemble and
solo playing. This ensemble participates in annual
touring to retreats and festivals. Performances are
considered part of the course curriculum.
Wind Ensemble 10 (MMCB-10SRA)
Wind Ensemble 11 (MIMCB11SRA)
Wind Ensemble 12 (MIMCB12SRA)
This is the highest level of wind band at Eric Hamber
and enrolment is by permission of the director only.
It is designed for students with four to five (or more)
years of experience on their instrument, and provides
an opportunity for advanced ensemble and solo
performance and high-level artistry. This ensemble
tours
annually
throughout
Canada
and
internationally. Performances are considered part of
the course curriculum.
Junior Jazz Band 9/10
Junior Jazz Band 9 (MMU- -09JZB)
Junior Jazz Band 10 (MMJB-10JR)
This course is for Grade 9 or 10 students who are
interested in the jazz and big band idiom. Students
must have acquired basic playing technique on their
instrument before entering this course. Students will
learn the basics of the jazz medium including
interpretation and improvisation. The student must
be simultaneously enrolled in one of the band
courses. Approval from the instructor is required.
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Senior Jazz Band 10/11/12
Jazz Band 10 (MMJB-10)
Jazz Band 11 (MIMJB11)
Jazz Band 11 (MIMJB12)
Chorus 9 (MMU- -09CHO)
Chorus 9 is offered to students with some musical
ability, interest, and experience. Students will
develop their knowledge and skills in singing,
including breathing, tone, confidence, and part
singing. Students will also build strategies for strong
performances. Emphasis on professional standards
will be encouraged through concerts, both in and
outside the school.
This course is for senior students at an advanced
performance level who are interested in the jazz and
big band idiom. Students will learn improvisation and
performance techniques in the jazz and big band
idiom. Students will also learn about arranging in this
medium and be provided opportunities to write and
perform their own arrangements. Student must be Chorus 10 (MMCC-10)
simultaneously enrolled in the senior concert band.
Approval from the instructor is required.
Chorus 10 further develops musical ability, interest,
and experience. The student will broaden their
CHOIR
knowledge and skills in singing, including tone
production, three to four-part harmony, and sight
The Choral Program at Hamber has enjoyed a long reading. Students will be taught professional
legacy and continues to be a bright light in the responsibilities and approach as they engage in
community. Students have opportunity to develop more performance opportunities.
their confidence in singing and to experience musicmaking in an ensemble setting. The Choral classes are Senior Concert Choir 11/12
performance focused; that is, all classroom efforts Senior Concert Choir 11 (MCMCC11)
will ultimately be shared through concerts in the Senior Concert Choir 12 (MCMCC12)
school and community.
The Senior Choir is the largest Concert Choir of the
Deposit: There is a deposit of $15.00 which covers school. The course is designed for senior students
wear, damage, or loss of our Choir Music.
who are eager to express artistry through singing.
Students will fine-tune their vocal skill, develop four
to eight-part singing, embrace professional standards
Art & Choir (XAT- -08AC)
of performance, learn standard musical terminology,
Choir & Drama (XAT- -08CD)
and proudly represent the school at many
performances throughout the year. Opportunities for
These are pairs of five month courses. In Chorus 8, solo and small ensemble will be given. High caliber
students will develop their vocal skills and general performances are a regular part of the course
musicianship within a choral ensemble. Emphasis will curriculum.
be placed on making a confident sound, singing with
solid tone, and ways of offering a musical
Advanced Choir Classes
performance. Songs will be selected from popular, There are three senior choral ensembles that are
folk and classical music, culminating with a advanced in nature – Chamber Choir, Women’s
performance one of the Choral Department Concerts Chorale, and Vocal Jazz. These classes focus on highas well as at the District Festival in March.
calibre repertoire, advanced singing technique, and
focused performance practice. Entrance to these
enriched choral classes is by audition which is
scheduled in late January or early February.
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Chamber Choir 11/12
Chamber Choir 11 (YVPA-1C)
Chamber Choir 12 (YVPA-2C)
Chamber Choir is for experienced singers who want
to embrace high-caliber performance. Singers in this
auditioned group (auditions held in early February)
will highly develop singing skills and musicianship
through a variety of advanced repertoire. This
ensemble has a very active performance schedule,
providing many concerts in our city and community.
Students entering this course must have some sightreading skills and/or experience in choir. Instructor
approval is required.
Vocal Jazz Ensemble 11/12
Vocal Jazz 11 (MCMJV11)
Vocal Jazz 12 (MCMJV12)
Vocal Jazz is an enhancement course for experienced
singers. Singers in this auditioned group (auditions
held in early February) will develop style and
musicianship skills through jazz, Latin & pop
repertoire. Small ensemble and solo opportunities
are encouraged, with emphasis on improvisational
techniques.
This vocal group has an active
performance schedule, providing many concerts in
our city and community. Students entering this
course must have some sight-reading skills and all
members must be simultaneously enrolled in Concert
Choir, Chamber Choir, or Women’s Chorale.
Instructor approval is required.
GUITAR
Beginning Guitar (MMGR-10]
For grade 9-12 students with no experience in guitar.
Basic guitar techniques will be covered, including
finger picking, strumming, note reading, first position
chords and tablature notation.
Intermediate Guitar (MIMG-11)
For grade 10-12 students with one or more years of
experience in guitar. Students will learn advanced
first position chords, barre chords in the A and E form,
finger picking, note reading, tablature notation, and a
wide variety of musical repertoire.
Senior Guitar (MIMG-12)
For grade 10-12 students with two or more years of
experience in guitar. In this course, students will
study musical notations in 1st, 5th, and 7th position,
tablature notation, advanced finger picking, barre
chords in the A, E, C, and D forms, and altered tunings.
A wide variety of repertoire will be covered with an
emphasis on finger picking, solo, and ensemble
playing.
STRINGS
Beginning Strings Orchestra 8/9
Beginning Strings 8 (MMU--08STB)
Beginning Strings 9 (MMU--09STB)
Women’s Chorale 11/12
Women’s Chorale 11 (MIDS-1C)
Women’s Chorale 12 (MIDS-2C)
This a full year course. This course is designed for
Grade 8 and 9 students who have an interest in
learning to play string instruments (violin, viola, cello,
The Women’s Chorale focuses on advanced bass). Students will learn basic instrumental
repertoire for the female voice. Singers in this techniques as well as basic music theory.
auditioned group (auditions held in early February)
will expand their vocal technique to accommodate
the challenging demands of the music which can
range from unison singing to 8-part voicings.
Professional manners in performance will be pursued
as students share their artistry through select
concerts in the school and community.
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Junior Strings Orchestra 8/9
Junior Strings 8 (MMU--08STA)
Junior Strings 9 (MMU--09STA)
This course is designed for students of Grades 8 and
9 who have taken a minimum of one or two years in
the VSB string program or private instruction on the
violin, viola, cello or bass. Students will be introduced
to a variety of musical styles in the string orchestra
course curriculum.
Intermediate Strings Orchestra 10 (MMOS-10)
This course is designed for students of Grades 10
through 12 who have taken a minimum of two years
in the VSB string program or private instruction on the
violin, viola, cello or bass. Students will be introduced
to a variety of musical styles in the string orchestra
course curriculum.
Senior Strings Orchestra 11/12
Senior Strings Orchestra 11 (MIMOS11)
Senior Strings Orchestra 12 (MIMOS12)
This course is the highest level offered in the string
orchestra program. Students are expected to have
minimum 3 to 4 years of experience on a string
instrument. This course provides an opportunity for
learning advanced techniques and developing skills in
small ensemble playing, as well as in full string
orchestra. Performances are considered part of the
course curriculum.
DANCE PERFORMANCE & CHOREOGRAPHY
Dance Performance 10 (MDNP-10)
This course introduces the fundamentals of dance
through the use of the elements of movement
(body, space, time dynamics and relationship). You
will learn
the skills and attitudes necessary to work within a
performance
group,
including
teamwork,
adaptability, support, leadership, and responsibility
for stagecraft elements such as props, costumes,
light, music and scenery. This course emphasizes the
knowledge, skills and attitudes required throughout
the process of learning new movements and
rehearsing and refining towards a polished product.
You will be expected to work in groups and
independently. Attitude, effort and participation are
key to being successful in these courses. The dance
types that the course will cover will be hip-hop, ballet,
jazz, contemporary, and time permitting, ballroom
and cultural dances such as Bhangra and Bollywood.
The focus of this course is on the use of the
elements of movement (body, space, time dynamics
and relationship). You will learn the skills and
attitudes necessary to work within a performance
group, including teamwork, adaptability, support,
leadership, and responsibility for stagecraft
elements such as props, costumes, light, music and
scenery. This course emphasizes the knowledge,
skills and attitudes required throughout the process
of learning new movements and rehearsing and
refining towards a polished product. You will be
expected to work in groups and independently.
Attitude, effort and participation are key to being
successful in this course. The dance types that the
course will cover will be hip-hop, ballet, jazz,
contemporary, and time permitting, ballroom and
cultural dances such as Bhangra and Bollywood.
27
Dance Choreography 12 (MDNC-12)
The focus of this course is on the refined use of the
elements of movement (body, space, time dynamics
and relationship). You will learn the skills and
attitudes necessary to work within a performance
group, including teamwork, adaptability, support,
leadership, and responsibility for stagecraft elements
such as props, costumes, light, music and scenery.
This course emphasizes the knowledge, skills and
attitudes required throughout the process of learning
new movements and rehearsing and refining towards
a polished product. You will be expected to work in
groups and independently. Attitude, effort and
participation are key to being successful in this
course. The dance types that the course will cover will
be hip-hop, ballet, jazz, contemporary, and time
permitting, ballroom and cultural dances.
This course further provides students with
opportunities to create dance of various styles and
genres while drawing upon all the learned movement
elements and skills. This process requires a nurturing
environment that encourages risk taking. Such an
environment enables students to become
comfortable moving back and forth through the
creative process of exploring, selecting, combining,
refining and reflecting. Students learn to discuss their
own creative processes and those of others as they
describe and respond to choreography.
This course introduces the fundamentals of creating
dance of various styles and genres for a variety of
informal and formal settings and for a variety of
purposes. Students learn to explore, create, refine,
and produce dance using the elements of movement
(body, space, time dynamics and relationship) to
serve artistic intentions. By working through the
creative process (exploration, selection, combination,
refinement, and reflection), students develop an
understanding of these elements and how they
combine to form the final product, a choreographed
piece.
The focus of this course is on the fundamentals of
creating dance of various styles and genres for a
variety of informal and formal settings and for a
variety of purposes. Students learn to explore, create,
refine, and produce dance using the elements of
movement (body, space, time dynamics and
relationship) to serve artistic intentions. By working
through the creative process (exploration, selection,
combination, refinement, and reflection), students
develop an understanding of these elements and how
they combine to form the final product, a
choreographed piece.
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Mathematics Course Structure
Mathematics 8 POD
Mathematics 9 POD
Apprenticeship &
Workplace Math 10
Apprenticeship &
Workplace Math 11
12
Apprenticeship &
Workplace Math 12
Mathematics 8
Mathematics 9
Mathematics 8 Challenge
Mathematics 9 Challenge
Foundations Math 10/
Pre-Calculus Math 10
Foundations of
Mathematics 11
Pre-Calculus
Mathematics
11
Foundations of
Mathematics 12
Pre-Calculus
Mathematics 12
Mathematics 11
Enriched
Calc 12 or
AP Calc
29
Mathematics 8 (MMA- -08)
Mathematics 9 (MMA- -09)
This course should be viewed as a richer extension of
Mathematics 7. The emphasis is on multiplicative
reasoning applied to mathematical objects
encountered in elementary mathematics, such as
integers and fractions. Ratio and rates, surface areas
and volumes, and linear relations are among the key
concepts explored in this course.
Reasoning and foundational algebraic concepts
(linear equations) are the focus in this course.
Students will explore notions such as inequality and
non-linear growth, and learn deductive reasoning
skills in the context of circle geometry.
Mathematics 8 (MMA- -08POD)
This course is intended for students who do not need
abstract algebraic skills for their future studies
including students who plan to enter college
programs such as those offered by BCIT or Langara.
The focus will be on re-enforcement of fundamental
reasoning skills in the contexts of income and
currency exchange, basic trigonometry, analysis of
games and puzzles, and manipulation of formulas.
Apprenticeship & Workplace Math 10 (MAWM-10)
This course is intended for students who need a
thorough review of foundational concepts, and a
good grounding in the fundamentals of Mathematics
8. In most cases students would have been
recommended by their elementary school teacher.
Successful students will move on to Mathematics 9,
upon recommendation of the teacher, or to Math 9
Mathematics 9 POD (MMA- -09POD)
POD.
Mathematics 8/9 Challenge (MMA- -08CH8)
(MFMP-10CH9)
This is a two year program for students who have
demonstrated an interest in mathematics in
elementary school, as well as an aptitude and a work
ethic that will enable them to learn the Mathematics
8-10 curriculum in two school years. The Math 8
course and at least one-half of the Math 9 material
will be taken in Math 8 Challenge, and the second half
of the Math 9 and the Math 10 course will be studied
in Math 9 Challenge. Students will be expected to
complete other math enrichment activities and to
compete in various mathematics competitions, as
they occur throughout the program. The students will
be exposed to a faster rate of material coverage, and
will learn to function academically in an oral and
written sense commensurate with that expected of a
class of highly motivated and able students. Students
must maintain a C+ average to remain in this
program. Successful completion of these two courses
leads to either Pre-Calculus 11 or Pre-Calculus 11
Enriched.
This course has its content selected and organized for
the continuing learner who is weak in basic skills. It
continues to extend the development of basic skills
learned in previous courses. Successful students may
move on to Foundations Math 10/Pre-Calculus Math
10 upon recommendation of the teacher. In most
cases, students will move on to Apprenticeship and
Workplace Math 10 the following year.
Foundations & Pre-Calculus Math 10 (MFMP-10)
This course is intended for students who have
demonstrated mastery of Mathematics 8 and
Mathematics 9. The level of abstraction in this course
is a quantum leap up from earlier years. The building
blocks of calculus – functions, slope, and polynomial
algebra – are at the core of this course. Students
completing this course will have three options for the
following year.
30
Apprenticeship & Workplace Math 11 (MAWM-11) Pre-Calculus Math 12 (MPREC12)
Personal finance, compound interest and credit,
formula manipulation, and familiarity with Imperial
and SI units are the key topics in this course. Students
taking this course will be aiming to enter a college or
technical institute directly after graduating from high
school. This course meets the Mathematics 11
graduation requirement.
Preparation for first-year calculus is an aim of this
course. This course is heavily theoretical in nature.
Students should have strong algebra skills and a
sound grasp of concepts such as functions and
trigonometry. The detailed study of logarithmic,
exponential, and sinusoidal functions lies at the heart
of this course. Rote memorization will not suffice for
success in this course; there is an emphasis on proof
Foundations Math 11 (MFOM-11)
and understanding of underlying structures. Students
should preferably have achieved a minimum of 70%
Foundations Math 11 is for students who plan to in PC Math 11.
enter university programs where calculus is not a
required first-year course, such as most (but not all) Calculus 12 (MCALC-12)
Faculty of Arts programs. At the time of writing
Foundations of Math 12 is also required for BC This course is for students who are planning on taking
university entrance: students should check with the more mathematics classes at the post-secondary
institutions to which they plan to apply. Foundations level. Topics that will be covered include properties of
Math courses offer the bare-bones of their Pre- functions, limits, differential and integral calculus.
Calculus counterparts, with everyday statistics Students must generally have a minimum of 86% in
replacing abstract study of functions.
both Pre-Calculus Math 11 and Pre-Calculus Math 12.
In some cases, Pre-Calculus 12 may be taken
Pre-Calculus Math 11 (MPREC11)
concurrently if a student has an outstanding PreCalculus Math 11 mark. Permission of the Instructor
This course is algebra-heavy; students must be fluent and the Department Head will be needed in
in algebraic symbol manipulation, and have a sound exceptional cases. Qualified grade 12 students have
understanding of graphs and trigonometry. The study priority enrolment. Students will be qualified to write
of functions is central to PC Math 11. Students taking the AP Calculus (AB) exam in May.
this course plan to enter a university program where
calculus is a required first-year course, such as Computer Programming 10 (MINT-10)
Faculties of Science or Engineering.
An academic course in introductory computer
Pre-Calculus 11 Enriched (MPREC11ENR)
programming using the Python language. This course
teaches students to create their own software from
This course is geared towards highly-able math scratch. Programming concepts are introduced using
students who have achieved a minimum of 73% in real life problems and assignments. Many students
Foundations and Pre-Calculus 10 or Math 9/10 find this to be a challenging yet interesting and fun
Challenge or who have received a recommendation course. Students who intend to go into Science,
from their teacher. Topics in this course are the same Engineering, Commerce or Mathematics will have a
as in Pre-Calculus 11. There is an emphasis on the use major advantage by taking this course in high school.
of graphing calculator technology. Some topics will Get ready to learn something new every period. All
be dealt with in more depth than Pre-Calculus 11. In programming courses are taught in a Linux computer
addition, students will be expected to complete other lab.
math enrichment activities and to compete in various
mathematics competitions.
31
Computer Programming 11 (MICTP11)
The second course of Python computer
programming. In this course students can expect to
learn how to make GUI (Graphical User Interface)
programs using the pyFLTK toolkit. Many cool games
and assignments will be covered including network
programming. In addition, students will also be
introduced to creating arcade style video games using
the pySFML library. This course will also introduce
OOP (Object Oriented Programming) using Python.
An exciting and fun course aimed at application
development.
Computer Programming 12 (MICTP12)
The final course offered in computer programming.
This course will introduce the C++ language.
Advanced concepts such as pointers, dynamic
memory allocation, classes and inheritance will be
taught. Some assignments will also include higher
level Math and other advanced algorithms. FLTK and
SFML libraries will also be revisited in native C++.
Designed to give students who will be taking
programming at University a head start.
32
FRENCH
French 8 (MFR- -08)
French 10 (MFR-10)
Students will be reintroduced to the compound past
tense and acquire vocabulary based on themes which
include one’s bedroom, jobs and careers, childhood
memories, and films. The imperfect tense will be
introduced and control of irregular past tense verb
forms will improve. As students build upon their
communicative competency their oral interaction will
be more engaging and their written expression will be
driven by creativity.
French 8 uses an interactive and communicative
approach to learn the basics of the French language.
Students build a strong foundation and will develop
basic skills in listening, writing, reading, and speaking.
Although helpful, no prerequisite study is required
and accordingly we begin with an introduction to
expressions, nouns, verbs, and an array of
grammatical tools in order to create solid
groundwork. Students are also exposed to the French 11 (MFR- -11)
richness of the French culture by exploring the
Francophone world through cultural activities.
It is important that the passé composé be welllearned before attempting this course. Themes
French 9 (MFR- - 09)
include world cuisine, memories of childhood, and
coping with stress. Grammatical concepts include the
This course will provide students with many comparative and superlative, the simple future tense,
opportunities to strengthen their communicative the conditional mood, relative clauses and the
skills. Topics include: outdoors activities, clothing, pronouns to introduce them, the interrogative
sports, and music. Students will become more pronoun lequel, the present participle and the past
proficient in using the comparative, the superlative, participle as adjectives. Also included will be special
the imperative, the demonstrative adjective, the cases of agreement of past participle in passé
placement of adjectives, the near future, the usage of composé of avoir verbs. Also, students will be
irregular verbs and the compound past tense.
exposed to the direct object pronouns (DOP), indirect
object pronouns (IOP), y, and en with the indicative
French 9 Advanced (MFR- -09ADV)
and imperative moods.
There is increased emphasis on the contrasting use of
Prerequisite teacher recommendation. The French the passé composé and the imperfect tenses.
9ADV course will meet the same content as French 9 Activities include listening for general and specific
course. Course content will be enriched by providing information, reading for comprehension, pair and
students with more challenging reading, more group conversation, and projects requiring team
opportunities in listening to lessons taught in French, cooperation.
opportunities in speaking French through interactive
activities and an expectation that students prepare French 11 Advanced (MFR- -11ADV)
longer and detailed presentations.
This course will cover the same grammatical concepts
as French 11, but will be further enriched with more
challenging speaking, reading, writing and listening
activities.
33
French 12 (MFR- -12)
Japanese 11 (MJA- -11)
The goal of French 12 is for students to be able to use
their prior knowledge of French more comfortably
and fluently. Various themes will be used to offer
students practice in reading, writing and speaking.
Comprehension of spoken French will be reinforced
by increasing use of the French language in
instruction and in exchanges between students.
Grammatical concepts include the pluperfect tense,
the past conditional and subjunctive moods, the
passé simple tense for reading recognition and the
"si-clause" patterns. Preposition patterns, pronouns
and all previously learned tenses will be reviewed and
used in this course.
Students will be able to compare things, state
reasons, ask for a favour, express their opinions, etc.
They also deepen their understanding of the culture
and learn approximately 100 basic Kanji. They will
be able to write letters and sustain conversations on
familiar topics.
Textbook: Ikiteiru Nihongo, Vol. 2 (Ch. 1-5)
Ikiteiru Nihongo, volumes 2 & 3 are used in Japanese
12. The students will practice forming combined and
compound sentences to express themselves in a
variety of social situations and to write well-organized
paragraphs.
JAPANESE
Students will learn to manipulate Japanese to
perform several language functions: to express cause
and effect, to give and receive favours, and to
Japanese 9 is an entry level course. Students will be communicate in different social registers using
able to exchange greetings, talking about their different politeness levels.
interests and their school. Students will also be able
to read and write Hiragana and Katakana,
MANDARIN
components of the Japanese writing system.
Textbook: Ikiteiru Nihongo, vol. 1 and accompanying Mandarin Accelerated Program
workbook (Ch.1-4)
Students in this program should have completed the
Mandarin bilingual program from grade 4 to grade 7
at Jamieson Elementary School. This program offers
More topics are explored. At the end of this course, two separate courses in grade 8 and one course in
students will be able to talk about their daily routine, grade 9. The students are required to take all courses
family, home, describe things, and order at a in order to remain in the accelerated program.
restaurant.
Textbook: Ikiteiru Nihongo, vol. 1 (Ch. 5-12)
Mandarin 8 Accelerated (Communication)
(MMAN-08CO)
Beginners Japanese 11 (MBJA- -11)
This is an entry level course which will cover the
Japanese 9 and 10 curricula in one year. Due to the
accelerated nature of the course, students are
expected to have good work habits. This course is for
senior students who want to learn a new language.
This course builds on the language skills acquired in
elementary school. Students continue to develop
their oral communication skills through a variety of
creative works (i.e. songs, films, artwork,
presentations and news reporting). At the end of the
course students should be able to express themselves
orally in basic Mandarin. This course is intended for
students who have completed the Mandarin Bilingual
Program at Jamieson Elementary. Students enrolling
in this course MUST ALSO register for Mandarin 8
Accelerated (Language) (MMAN-08LA).
34
Mandarin 8 Accelerated (Language) (MMAN-08LA)
Mandarin 9 Accelerated (Language) (MMAN-10LA)
This course further develops Mandarin literacy and
communicative proficiency using Chinese Made Easy,
Book 2. Exploration into the Chinese culture will
include history, art appreciation and selected
literature. Students learn to read and write the
simplified characters and may use the traditional
characters as an aide during this transition. Pinyin is
also introduced in the beginning of the year and is
continuously used throughout the course of the
whole program. The emphasis is on proficient verbal
communication with reading and writing
complimenting verbal fluency.
This course is
intended for students who have completed the
Mandarin Bilingual Program at Jamieson Elementary.
Students enrolling in this course MUST ALSO register
for Mandarin 8 Accelerated (Communication)
(MMANH-08CO).
This course is a continuation of Mandarin 8
Accelerated (Language). Students continue to acquire
Mandarin language proficiency through a
communicative and a more literature-based
approach using Chinese Made Easy, Book 3. Creative
writing and personal writing will be explored.
Transference of a more literal writing style will be
encouraged in written expressions. Exploration into
the Chinese culture will continue to include history,
art appreciation and selected literature. At the end of
the course, students should be able to read
comprehensively and express themselves in writing in
more meaningful contexts, such as notes, letters and
descriptive paragraphs. Students will proceed either
to Mandarin 10 or Mandarin 11 the following year.
This will be based on teacher’s recommendation and
result of final grade.
Mandarin 9 (MMAN-09)
This course is offered to students who have no or a
little knowledge of Chinese. At this introductory level,
students will learn to exchange greetings, introduce
family and friends, express likes and dislikes, and
discuss the weather and daily activities, such as sports
and health, food and clothing, etc., through a
communicative approach. Students will learn the
Pinyin system and basic characters. Components of
characters and stroke orders will be introduced and
used in learning to write characters. Skills in reading
and writing simple Chinese will be practiced and the
basic sentence structures will be learned during this
first year.
This second-year course is created for students who
have completed Mandarin 9 or have some experience
in learning Mandarin. Students will learn to introduce
themselves, including families and friends, diet and
health, hobbies and school related activities, etc. The
vocabulary of daily situations will be practiced, such
as classroom expressions, the number systems, time,
currency, clothing, sports, weather and seasons,
household items, and body parts. Chinese sentence
structures and reading and writing skills will be
further developed. On completion of this course,
students will reach level 2 or 3 of HSK (a standard
Mandarin efficiency test).
35
This intermediate course is developed for students
who have a few years of Mandarin experiences.
Students will gain increased understanding of Chinese
culture and customs through conversational
exchanges. Reading comprehensions and writing
abilities will be improved through short stories and
articles, advertisements and letters, etc. focusing on
cultural awareness, diet and health, environment and
transportation etc. The basic grammar and sentence
structures will be introduced. Comprehension of
spoken Mandarin will be reinforced by increasing use
of Mandarin in instruction and in exchanges among
students. On completing this course, students will
reach level 3 or 4 of HSK (a standard Mandarin
efficiency test).
This course is established for students who wish to
continue learning Mandarin after having completed
Mandarin 11. In this advanced course, students will
use their prior knowledge of Mandarin to improve
their Mandarin reading and writing skills. Chinese
proverbs and traditional culture will be introduced.
Various themes, such as social activities, travel and
leisure time, earth and environment, education and
job hunting, etc., will be used to improve the skills of
speaking, listening, reading, and writing to a high
level. Upon completion of this course, students will
reach level 4 or 5 of HSK (a standard Mandarin
efficiency test).
SPANISH
Spanish 9 (MSP- -09)
In this introductory course students will learn to
exchange greetings, describe people, exchange
school, family and personal information, make plans
for the weekend, express likes and dislikes and
discuss the weather, everyday activities and more.
Students will also gain an understanding of Hispanic
culture, acquire reading skills and learn basic
grammar. Through exposure to video and audio
recordings, they will develop an ear for spoken
Spanish modelled by native speakers from around the
Spanish-speaking world. The class will listen to a
number of Spanish and Latin-American songs
reflecting a wide variety of musical styles.
Spanish 10 (MSP--10)
Students will build upon their communicative skills,
enabling them to: shop, ask for and give directions,
plan a party, describe their daily routine, talk about
sports, understand recipes, discuss vacation and
leisure activities. Spanish 10 utilizes the Avancemos
Program with also offers an enormous source of
online activities and resources at classzone.com.
Students will also be able to talk about what they
have done, trips taken and adventures experienced.
Reading skills and listening skills will be developed,
and students will read several short stories.
Beginners Spanish 11 (MBSP-11)
This is an accelerated course, which covers the full
curricula of Spanish 9 and 10 in one year. Upon
successful completion of this course, students will
have an understanding of basic grammar as well as
aspects of the Spanish culture. This course is offered
to students who have no experience in Spanish or
those wishing to improve their basic Spanish
language skills before entering Spanish 11. As this is
an accelerated program, preference will be given to
highly motivated students in grades 10, 11, or 12.
36
Students will be able to discuss more extensively the
topics of school and classes, leisure activities, the
family, summer vacations, the environment,
geography and much more. They will learn to make
comparisons, persuade, give orders and talk about
the past. The cultural focus is on the Florida, Costa
Rica, Argentina and Puerto Rico, their regional
geographies, people and their traditions. Reading and
listening skills will expand through hearing and
reading numerous short stories, poems and songs.
Spanish 12 themes include health, food, family and
relationships, the environment and conservation and
finally careers and professions. Students will enhance
their spoken and written expression by further use in
the present, preterite, subjunctive, and imperfect, to
future and imperative tenses.
Students will
communicate hopes, opinions and emotions, give
advice, give directions, tell stories, extend and accept
or decline invitations, express doubt and make
suggestions. The cultural focus is on the regions and
people of Spain, Mexico, Dominican Republic and
Ecuador. Reading, speaking and listening skills will
continue to grow through intensive practice.
37
Promoting lifelong physical activity since 1962
Welcome to Griffin Country!
At Eric Hamber we pride ourselves on creating an
environment of physically engaged and involved
learners. Our ‘Griffin Cup’ house style intramural
leadership program is the most inclusive and
comprehensive intramural program around.
Cyclones, Grizzlies, Millionaires, Mounties, and
Ravens enjoy friendly lunch time activities and special
events throughout the year.
Physical Education 8/9/10 (MPE- -08BOY)
(MPE- -08GRL) etc. for each grade
In the three courses comprising the compulsory
Physical Education program to the end of Grade 10,
students will acquire a(n):
- positive attitude towards participation in physical
activity and working positively with others;
- appreciation of the value of developing and
maintaining an active lifestyle;
- understanding of concepts, rules, techniques, and
strategies involved in various physical activities
chosen from team games, individual and dual
activities, racquet sports, dance, and outdoor
recreational pursuits;
- proficiency in motor skills for the students to
apply in physical activities; and
- satisfactory level of physical fitness through
knowledge of the components of fitness and how
these can be improved through practice.
**Participation in any PE 10, 11 and 12 will fulfil the
Graduation Transition requirement of 150 minutes a
week of daily physical activity (DPA). A student will
not be required to log his/her activity unless a student
has more than five absences. In this case, the student
will be asked to take the responsibility to record his
or her activities weekly at the Learn Now BC site.
Physical Education 11/12 (MPE- -11) (MPE- -12)
The main objective of the senior PE classes is to
continue to develop student interest and enjoyment
in pursuing lifelong physical activity. This will be
achieved through participating in individual and
initiative/cooperative tasks as well as group activities
from the four game categories: target games,
net/wall games, striking games and territorial games.
All of our experiences in class are designed to achieve
an enhanced awareness of technical and tactical skills
across all games. Throughout this course, we will be
exploring the physical activity opportunities that exist
in the Greater Vancouver Area through various field
trips.
38
Fitness 11/12 (YHRA-1B) (YHRA-2B)
The focus of Fitness 11/12 is to provide students with
the opportunity to explore activities which develop,
improve or maintain their fitness. Students will
experience a range of training techniques including:
• Resistance training -- Machines, weights,
exercise bands
• Aerobic training -- running, circuit training,
step and dance classes
• Flexibility training -- Yoga, Pilates
• Core strength training -- Bosu ball, fitness ball,
body weight training
• Olympic lifting- an introduction
**Note: Students enrolling in PE 11 or 12 in addition
to Recreation 11/12 in one school year will only
receive course credit for the course they achieve
higher standing in. Students enrolling in PE 11/12 in
addition to PE Leadership 11/12 or Fitness 11/12 will
receive credit for all PE courses in which they are
enrolled.
Recreation 11/12 (MPE- -11REC) (MPE- -12REC)
The focus of Recreation 11/12 is to provide students
with a diverse recreational program. The course is
designed to encourage students to continue their
participation in a variety of sport and leisure
activities. Activities will provide an enjoyable social
Fitness 11/12 is offered off timetable and runs early experience and an opportunity to improve students’
skills and fitness. Evaluation will be based primarily
morning on a day 1 or day 2
upon participation, and upon an assignments given to
class members.
PE Leadership 11/12 (YHRA-1A)
The goal of this course is to develop youth leadership
to deliver a variety of physical education and sports
activities for the Eric Hamber community. Students
will have various opportunities to apply the concepts
of leadership in a variety of settings that range from
class activities to school wide event planning.
Leadership initiatives will include: planning and
implementing grade 8/9 track meets, Midtown
Showdown basketball tournament, intramural
programs, and coordinating volunteers in support of
Hamber athletic programs (facility preparation,
scorers, timers, referees, etc.). Students will discover
the benefits of volunteering and giving back to their
school community and gain an appreciative respect
for the leaders who played a significant role in their
lives.
Students enrolled in Recreation 11 and 12 will also
have the option to take part in the Hamber
Recreation Leadership Program. This program offers
students the chance to practice their leadership skills
by leading after-school programs in elementary
feeder school.
39
Junior Science
PROCESSES AND
LIFE SCIENCE
SKILLS OF SCIENCE
SCIENCE 8
 Safety
 Cells and systems
(MSC- -08)
 Scientific method
 Representing and
interpreting
SCIENCE 9
 Reproduction
scientific
(MSC- -09)
information
 Scientific literacy
 Ethical behavior
and cooperative
SCIENCE 10
 Sustainability of
skills
(MSC- -10)
Ecosystems
 Application of
scientific
principles
 Science-related
technology
Source: http://www.bced.gov.bc.ca/irp/pdfs/sciences/2008sci_10.pdf
PHYSICAL SCIENCE
 Optics
 Fluid Dynamics
EARTH AND SPACE
SCIENCE
 Water Systems on
Earth
 Atoms, Elements,
and Compounds
 Characteristics of
Electricity
 Space Exploration
 Chemical Reactions
and Radioactivity
 Motion
 Energy Transfer in
Natural Systems
*Students who have completed Science 10 will be required to write the Science 10 Provincial exam.
Science 8/9 Challenge (MSC- -08CH8) (MSC- -10CH9)
Biology 11 (MBI- -11)
This is a two year program for students who have
demonstrated a marked interest in Science in
elementary school, as well as an aptitude and work
ethic that will enable them to cover the three years of
Junior Science in two school years. Students will be
exposed to a higher rate of material coverage and will
learn to function academically in an oral and written
sense commensurate with that expected of a class of
highly motivated and able students. Students are
expected to write the Science 10 provincial exam at
the end of the second year.
The Biology 11 course addresses a representative
sample of organisms and introduces students to a
variety of biological skills and scientific problems.
Core Topics are as follows: Methods & Principles:
apply the scientific method to the description and
explanation of adaptation and evolutionary change
and to the development of classification strategy.
Microbiology: state the characteristics of viruses,
bacteria, and protists and describe the significance
of each to humans and other organisms. Plant
Biology:
state
the
characteristics
and
interrelationships associated with plants, from
simplest algae to the most advanced flowering
varieties. Animal Biology: identify characteristics
common to animals and to compare and contrast
anatomical and physiological features of vertebrates
and the various phyla of invertebrates; explain why
insects and mammals have special significance as
representative classes.
40
Biology 12 (MBI- -12)
Chemistry 12 (MCH- -12)
The Biology 12 course has an emphasis on cell and
human biology. Core topics are as follows: Methods &
Principles: design an experiment to test a hypothesis
and explain the role of various controls; define
homeostasis and relate to this concept in terms of
positive and negative feedback. Cell Biology: identify
and understand the function of compounds related to
cell physiology; describe the processes associated with
cell metabolism.
Human Biology: differentiate
amongst tissues, organs and organ systems; identify
and describe parts and functions of major body
systems: digestive, circulatory, nervous, respiratory,
excretory, endocrine and reproductive.
More details on Biology 11 and 12 can be found at:
http://www.bced.gov.bc.ca/irp/pdfs/sciences/2006bi
ology1112.pdf
Chemistry 12 involves more advanced concepts than
in Chemistry 11. (Students should have an aptitude
for this subject and a high level of achievement in
Chemistry 11). The core topics are as follows.
Reaction Rates; Chemical Equilibrium; Solubility
Equilibrium; Acids, Bases & Salts; and
Electrochemistry.
More details on Chemistry 11 and 12 can be found
at:
http://www.bced.gov.bc.ca/irp/pdfs/sciences/2006
chem1112.pdf
Chemistry 11 (MCH- -11)
Chemistry 11 is an introductory course which
emphasizes scientific observation, chemical behaviour
patterns and molecular structure. The core topics are
as follows. Lab Safety; Properties of Substance;
Inorganic Naming; Mole Concept; Chemical Reactions;
Atomic Structure; Bonding; Organic Chemistry;
Solutions.
Chemistry 11E (MCH- -11ENR)
Recommendation of Science 10 teacher required. This
is an enriched Chemistry 11 course that will cover
approximately half of the AP Chemistry curriculum. All
of the Chemistry 11 topics will be covered in greater
depth and other areas will be explored as well. Please
refer to the following link for more details:
http://media.collegeboard.com/digitalServices/pdf/a
p/ap-chemistry-course-and-exam-description.pdf
Advanced Placement Chemistry 12 (ACHE-12)
This is the second half of the AP Chemistry course
succeeding Chemistry 11 Enriched. This course is
designed to be the equivalent to the general
chemistry course taken during the first year in the US
college/university and covers about 90% of the same
course in a Canadian college/ university. For some
students, this course enables them to undertake, as
first-year students, second-year work in the
chemistry sequence at their institutions or to
register in courses in other fields where general
chemistry is a prerequisite. The regular Chemistry 12
curriculum is included in this course. Due to the
heavy course load, students are expected to attend
extra classes beyond the regular schedule.
*Students will be qualified to write the AP Chemistry
exam in early May.
More details on Advanced Placement Chemistry can
be found at:
http://media.collegeboard.com/digitalServices/pdf/
ap/ap-chemistry-course-and-exam-description.pdf
41
Earth Science 11 (MESC-11)
Advanced Placement Physics 12 (APHY-12)
This course involves investigation into some of the
major fields of earth science in order to form an up-todate, broad understanding of the story of the earth
and its environment in space. The core topics are as
follows: geological science, oceanographic science,
astronomical science, atmospheric science, and
Earth’s history.
This the second "half" of the AP Physics course (the
first half was covered in Physics 11E). The Advanced
Placement Physics course is designed to be the
equivalent of the general physics course usually
taken during the first college or university year. For
some students, this course enables them to
undertake, as first-year students, second-year work
in the physics sequence at their institutions or to
register in courses in other fields where first year
physics is a prerequisite. This is a one year noncalculus course which provides a systematic
introduction to the main principles in both classical
and modern physics. The course encompasses a
review of mechanics, electricity, and magnetism,
waves and optics, heat and thermodynamics, and
modern physics. A knowledge of algebra and basic
trigonometry is required. In addition to the regular
Physics 12 topics, the following topics are covered.
The core topics are as follows. Heat, Kinetic Theory
& Thermodynamics; Waves & Optics; Electricity.
More details on Advanced Placement Physics can be
found at:
http://media.collegeboard.com/digitalServices/pdf/
ap/ap-physics-course-description.pdf
Physics 11 (MPH- -11)
The Physics 11 course will provide students with
insights into the scope, nature, relevance, and
limitations of physics. The topics in the course
illustrate the substance of physics and are related to
other aspects of a general education. The core topics
are as follows. Kinematics; Dynamics; Mechanical Heat
Energy; Physics; Applied Optics; and Special Relativity.
Physics 11E (MPH- -11ENR)
Recommendation of Science 10 teacher required. This
is an enriched Physics 11 course that will cover
approximately half of the AP Physics curriculum. It is
mathematically more rigorous than regular Physics 11.
The Advanced Placement Physics course is designed to
be the equivalent of the general physics course usually
taken during the first college or university year. The
core topics are as follows. Kinematics; Dynamics;
Mechanical Energy; Nuclear Physics; Light and Sound;
Special Relativity; and Applied Optics.
Physics 12 (MPH- -12)
This course is intended to provide students with a
grounding in the discipline of physics as those who
take it might engage in further study of the subject.
The treatment of the topics is mathematically more
rigorous than in Ph11. The core topics are as follows.
Vector Kinetics; Vector Dynamics; Mechanical Vectors;
Momentum;
Equilibrium; Circular Motion;
Electrostatics; Circuitry; and Electromagnetism.
More details on Physics 11 and 12 can be found at:
http://www.bced.gov.bc.ca/irp/pdfs/sciences/2006p
hysics1112.pdf
42
BA Community Service 11 (YCPM-1D)
Peer Counselling 12 (YIPS-2C-PC)
This course is designed to involve students in a variety
of service activities. These may include assisting
students and teachers in any subject area. This course
promotes personal growth in terms of awareness of
the strengths and weaknesses of self and others and
emphasizes the development of both organizational
and leadership abilities. Students see their counsellor
to get a form which they take to a staff member in
order to sign up.
Open to Grade 12 students only. Selection by
application and interview. Goals of the course
include: learning communication skills, learning more
about ourselves and understanding others, to give
and receive honest, constructive feedback, to work
with groups, practice role-playing to gain insights,
tutoring skills, conflict resolution, and peer mediation
skills. This training will help peer counsellors to assist
others in self exploration, decision-making and lead
peer mediation sessions. Selection is made on the
basis of information supplied on application forms
and in a personal interview. Personal qualifications
include: strong personal and interpersonal skills, good
role modeling potential, commitment and ability to
catch up with classes missed due to training
schedules, Grade 8 Camp and other needs and a good
attendance record. Marks are based on: training
participation and punctuality, journal notes,
placement teacher’s assessment and general
involvement with peer counselling activities.
Peer Tutoring 12 (YIPS-2BPTU)
This course is open to mature grade eleven and
twelve students who are considering a career in
teaching or in a human service field. Permission of
the grade counsellor is required to apply to work as
a peer tutor. The students will develop their
communication, interpersonal and organizational
skills while teaching students one to one or in small
groups. Often peer tutors work under the direction
of the skills center teachers. Students may work in
the math department - permission of the math
department head is required. Students may also
choose to work in the special education department
in the Life Skills, LAC or LA Life Skills Programs permission of the special education department
head is required.
Library Assistant’s Course (YBMO-1B)
This is a board approved course which accepts Gr. 11
and 12 students and provides a work-like experience
in a school library setting. Students acquire library
specific clerical and technical skills and develop
interpersonal skills working with peers and staff
while working under a supervisor
(Teacher/Librarian). Students develop the skill to be
self-directed and to work independently. Students
are assessed through self and teacher evaluation
using the criteria set out in the course expectations.
This course gives students an opportunity to acquire
skills, attitudes and knowledge which prepares them
for the work environment and specifically to work in
university or community libraries. It is hoped the
students develop a sense of personal and social
responsibility by providing service to others.
43
Social Studies
“Don’t Leave Home Without It!”
Social Studies 9 (MSS- -09)
The Social Studies 9 course continues to expand on
Transitional Socials Junior (XLDCE-09TSJ)
theories and topics in both history and geography
Transitional Socials Senior (MSS- -10TRS)
learned in Social Studies 8. Students will learn of the
early development of Canada from the time of the
Transitional Social Studies (Junior and Senior) are full first European settlers arriving in New France in the
year courses. The intent of these courses is to
1600s. In addition, students will study the
introduce students to the geography of Canada and
development of Canada in its historical and
Canada’s evolution into nationhood. Both courses
geographical context. References will be made
emphasize the historical organization of Canada
toward Canadian institutions such as the founding of
from the early settlers to the present. Successful
the government, legal, social and cultural heritage of
completion of Junior Transitional Social Studies will
Canada.
permit students to enroll in either SS8, SS9, or SS10.
Successful completion of Senior Transitional Social
Social Studies 9 Challenge (MSS- -0CH9)
studies will enable students to enroll in either SS10
or SS11. Student promotion to the regular program
The Social Studies 9 Challenge accelerated program
grade level is dependent upon the student’s ability
continues developing the themes and concepts
in oral and written English.
previously discussed in SS8 Challenge. Specifically,
students will investigate the evolution of European
colonial territorial gain and their impact upon the
economic and social development of North America.
Social Studies 8 follows concepts learned previously Furthermore, students will study the development of
in Social Studies 7. Students will learn exciting Canada in its historical and geographical context.
geographical and historical study skills and utilize References will be made toward Canadian institutions
these skills in relation to developments in the Middle such as the founding of the governmental, legal,
Ages, the Renaissance, the Reformation and the social and cultural heritage. The third section of the
Enlightenment periods in history. Students will be course will focus on the economic geography of
introduced to the idea that distinctive cultures Canada and British Columbia.
develop in response to a variety of influences.
Social Studies 8 Challenge (MSS- -08CH8)
Social Studies 10 continues the study of Canada in its
The Social Studies 8 Challenge consists of the Grade 8 North American setting from both the historical and
curriculum as well as a portion of the Social Studies 9 geographical perspectives. The time period is set
curriculum. Students are expected to be prepared to from 1800 to 1914. The student will study many
undertake more work than is required for the regular issues which laid the foundation for our present day
Social Studies 8 programme. Students must achieve society: political, economic, cultural, and social
at least a “B” standing if they intend to enroll in Social issues. Topics surrounding the Confederation of
Studies 9 Challenge. Students will learn basic Canada, the Riel Rebellions, and Immigration issues
geographical and historical skills and utile these skills will be featured.
in developments of various historical eras and
cultures.
44
Social Studies 11 is divided into three major
components: History, Government and Law, and
Human Geography. SS11 history focusses on Canada
in the twentieth century. Government and law looks
at the modern era for Canadian government issues.
Lastly, SS11 focusses on Human Geography.
Social Studies 11 Enriched (MSS- -11ENR)
Social Studies 11E is an enrichment course which is
open for students by teacher recommendation. The
course content for Social Studies 11E is the same as
SS11. The course will delve into much more
educational enrichment opportunities for students to
conduct further investigation into Canadian history,
culture, and society.
BC First Nations Studies 12 (MFNS-12)
BC First Nations Studies 12 focuses on the diversity,
depth, and integrity of the cultures of British
Columbia’s Aboriginal peoples. In emphasizing the
languages, cultures, and history of First Nations
Peoples, the course addresses an important part of
the History of British Columbia.
Geography 12 (MGEO-12)
Geography 12 is a study of the many characteristics
and processes of the physical components of the
Earth’s surface. Geography 12 students will examine
the human interactions with the Earth’s
environment; these studies focus on how the
environment is used, misused, and altered. The
course is designed to facilitate students’
understanding of the dynamic nature of the
environment. Geography 12 is comprised of four
elements: Environments and People, Physical and
Natural Processes, Resources and the Challenge of
the Future. Where time and funding permits an
extended-day field trip may be considered for
students; optional participation. Some post secondary institutions accept Geography as a science
entrance credit.
AP American History (AUSH-12)
Students who enrolling AP American History will
receive credit for a first year history course at most
universities. A number of Canadian universities such
as UBC, SFU, U Vic recognize AP American History.
The course material will be presented in athematic
approach. Assignments will include individual
readings, assigned readings, quizzes and one term
paper each term. An AP American History Final Exam
will be administered in May.
This is an ideal course for those students who wish to
pursue studies in government, law, international
relations and geopolitics.
History 12 (MHI- -12)
History 12 is a survey course of the 20th century
which covers pertinent geopolitical / historical topics
from 1870 to the present day.
The course is a diplomatic / historical analysis of the
global political and military events of the twentieth
century. Students will examine the forces that have
brought about two world wars, the growth and
decline of political ideologies, changes in diplomatic
relations between the major powers, and the
establishment of international organizations to
reserve world peace. Students will gain an
understanding of the importance of critical thinking
and will reflect on the opportunities of decision made
in the past, and how, in many instances, these
decisions continue to affect events of the present
day. This course is ideal for those students who wish
to continue their studies at the post-secondary level
with an emphasis on political science, law, public
policy, military science, and general studies.
45
Law 12 (MLAW-12)
The core philosophy is based upon the premise that
laws govern a great many of our actions. Therefore,
a knowledge and understanding of these laws will
enhance an individual’s performance within our
society. Students will focus on the core areas: what
is law; why laws are needed; the essential
components of Canada’s Charter of Rights and
Freedoms; the Youth Criminal Justice Act; Family
Law, Criminal Law, Tort Law, and the court system
Social Justice 12 (MSJ- -12)
Social Justice 12 is designed to raise students’
awareness of social inequities and enable them to
analyze situations from asocial justice perspective,
and to provide them with knowledge, skills, and an
ethical framework to advocate for a socially just
world.
46
Eric Hamber’s Gifted Program
The senior Learning Strategies course is an extension
of the Skills course and helps students continue to
The Hamber Gifted Program now offers two options develop and apply these skills to manage more
for students. The Challenge Module for Acceleration complex, sophisticated content.
and Enrichment and the Studio Module for Innovative These courses are available only to students who
Thinking.
have applied and been accepted in this program.
The Challenge Module presents highly-able students
with a challenging Grade 8-12 program that Eric Hamber Work Experience Programs
encompasses both acceleration and enrichment.
Students in the program will complete three years of Do you want to explore a particular career and gain
study in Grades 8 and 9. The program is offered in practical experience? Do you enjoy a certain subject, but
are unsure about what careers it can lead to? Are you
English, Social Studies, Science and Mathematics.
Studio students who wish to enroll in regular math unsure of what career to pursue or do you have a career
classes may sign up for the math courses in this in mind that you would like to try?
booklet. Studio students who wish to make other If you answered yes to any of these questions, Hamber’s
Work Experience Program is right for you. The program
arrangements for their math will receive further
integrates classroom learning with valuable experience in
instructions in the supplement.
the workplace. This program provides students in grades
The Studio Module is a unique opportunity for gifted 11 and 12 the opportunity to earn four credits, explore
learners who thrive on learning “outside the box” and potential career options, develop positive attitudes, and
who crave the ability to meaningfully influence the practice your skills in the workplace. Students have the
pace and content of their academic program. opportunity to work up to three weeks at a business or in
Students in the Studio Module will receive a an industry in the community related to your career
supplement to this course booklet with instructions choice. There are eight focus areas in the Work Experience
as to what courses they should be signing up for in Program, which include: Business and Applied Business;
each grade. This will include a combination of Studio Fine Arts, Design and Media; Fitness and Recreation;
classes and supplemental classes from the regular Health and Human Service; Liberal Arts and Humanities;
Science and Applied Science; Tourism Hospitality and
course booklet.
Skills Development Class 8, 9, 10 (XLDCD-08SDC)
Learning Strategies 11/12 (YLE- -1A)
Students taking these courses will have a
demonstrated need for learning support, which may
include an IEP targeting specific learning difficulties.
Enrollment is contingent upon a referral from a
previous school, teacher or counsellor.
These courses aim to develop metacognitive
awareness and improve learning strategies for
students who may be weak in such areas as: attention
and focus, auditory/visual processing, time
management, organization, and study skills. Students
will develop effective, personal learning techniques
through individual application and practice.
Foods; and Trades and Technology. Work Experience
students receive in-school preparation and hands-on work
experience. Students are placed with employers based on
their interests, aptitudes and career goals. While on the
job, students gain valuable information, skills and
experience in careers they are interested in, from
employers in that field. In addition, students enhance
classroom learning and build on existing skills by applying
theory and practising skills on the job. This program is an
excellent way for students to discover the many career
options available and plan for post-secondary and the
future. You may register for Work Experience 12A as a
ninth course. Students will meet with the teacher
individually and communicate using e-mail. If you would
like to be in one of Hamber’s programs (listed on the left
under the 8 focus areas), you must be enrolled in two focus
courses, one in Grade 11 and the other in Grade 12:
47
Business and Applied Business:
Focus #1 course
Accounting
Accounting 11
Marketing
Marketing 11
Focus #2 course
Financial Accounting 12
Marketing 12
Fitness and Recreation:
Sports & Recreation
Focus #1 course
PE 11/PE Leadership 11
Focus #2 course
PE12/PE Leadership 12
Health and Human Service:
Focus #1 course
Social Science
Family Studies 11
Focus #2 course
Family Studies 12/Psychology 12
Science and Applied Science:
Focus #1 course
Science
Chemistry 11
Focus #2 course
Pre-Calculus 12/Calculus 12
Fine Arts, Design and Media:
Focus #1 course
Art 11
Drafting
Drafting & Design 11
Electronic Design
Elect. Design & Pub. 11
& Publishing
Fashion
Textile 11
Music
Jazz Band 11
Concert Band 11
String Orchestra 11
Focus #2 course
Art 12
Drafting & Design 12
Elect. Design & Publishing. 12
Fashion Design & Merchandising
Jazz Band 12
Concert Band 12
String Orchestra 12
Photography
Photography 11
Tourism Hospitality and Foods:
Focus #1 course
Foods
Foods & Nutrition 11
Photography 12
Theatre
Theatre Production 11
Theatre Performance 11
Theatre Production 11
Theatre Performance 12
Electronics
Focus #1 course
Electronics 11
Focus #2 course
Electronics 12
Computer Program.
Computer Programing 11
Computer Programming 12
Focus #2 course
Foods & Nutrition 12
Trades and Technology:
48
ACE IT Programs:
The Vancouver School Board offers district programs for students to pursue industry certification or the
foundation level of a trade program. These programs save time and money and offer a huge jump start for
students who are also working towards high school graduation. The benefits include:
 Dual credit with post-secondary institution (most programs)
 Head start with Foundation program training
 Registration with the Industry Training Authority (ITA) – if a trade program
 Potential direct lead into an apprenticeship
 Work experience in the trade
For more information and an application form, please visit the VSB Career Programs website:
www.vsb.bc.ca → Programs→ Secondary Students → Career Programs – links to ACE IT and a pdf brochure for
each program. Also visit the Industry Training Authority website: www.itabc.ca. All students applying for ACE
IT programs should register at their home school with a full course load. Schools will be asked to modify a
student’s timetable if the student is accepted into an ACE IT program.
Certification: successful completion of program will lead either to Level 1 technical training credit or a
Certificate of Qualification from the Industry Training Authority.
Where the
program is taught
Credits towards
graduation
program
Timetable
Application
Due
Month
program
begins
Auto Refinishing
Preparation
VCC
20 credits
Monday - Thursday
8:00 am - 3:00 pm
November 30
February
Auto Collision
Repair Technician
VCC
28 credits
Monday - Thursday
8:00 am - 3:00 pm
March 6
September
Auto Service
Technician
Britannia
16 credits
Day 2
March 6
September
Baking and Pastry
Arts
VCC
24 credits
Monday - Thursday
1:00 pm - 7:15 pm
November 30
August
Hairdressing
Vancouver
Technical School
28 credits
7 blocks in Grade 12
year + Language
Arts 12
February 28
September
Carpentry
TBA
16 credits
Day 2
March 6
September
Cook
Sir Charles Tupper
16 credits
Day 2
March 6
September
Cook
David Thompson
16 credits
Day 2
March 6
September
Plumbing
Piping Industry
College of BC
Finishing Trades
Institute of BC
BCIT
8 credits
Mid June to late July
November 30
June
8 credits
Mid June to late July
November 30
June
20 credits
Monday - Friday
March 6
February
BCIT
20 credits
Monday - Friday
March 6
February
BCIT
20 credits
Monday - Friday
September
30
February
Program
Painting
** Millwright
** Motorcycle
Mechanic
** Metal
Fabricator
March 6
49
** Limited spots available – must contact Wendy Gilmour in the school year prior to program
Secondary School Apprenticeship:
Students with the skills and connections can start an apprenticeship in high school. Students who are already
working in an apprenticeable trade can formalize the apprenticeship relationship with their employer. There
are 4 courses (16 credits) available to these students when they have a formal ITA agreement arranged through
Wendy Gilmour, Apprenticeship Facilitator 604∙713∙4470. Information and application forms are available on
the VSB website: www.vsb.bc.ca → Programs→ Secondary Students → Secondary School Apprenticeship
Tupper Tech - Skills, Careers and Trades Program at Sir Charles Tupper Secondary
A program for students who are not sure which trade is right for them.
 Day 2
 Remain registered @ home school Day 1 for academics
 24 credits
 Grade 12 program
 Grade 11s might be considered if they are laddering to ACE IT or SSA in grade 12
For more information on Tupper’s program, contact Ms. Mavety ([email protected]) or visit: www.vsb.bc.ca
→ Programs → Secondary Students → Tupper Technical School
Other Dual Credit programs:
IT and CISCO Networking Program
Students will diversify and enhance their computer knowledge by building a computer, installing software and
connecting the computer to networks and to the internet.
 Grade 12
 Day 2
 Killarney Secondary
 One-year cohort program
 Hands-on, laboratory courses
 Prepare for industry-recognized certification
 Receive advanced placement at BCIT
Fashion Design and Technology
Students will enhance their construction skills; study history of costume, fashion merchandising; practice
tailoring techniques and pattern drafting. Basic computer assisted design and fashion illustration will be
practiced. In year 2, students will complete the graduation collection and portfolio needed for post-secondary
entrance. Students will have the opportunity to participate in dual credit opportunities with a Fashion Design
Program at a local post-secondary institute.
 Two-year cohort program: grade 11 & 12
 Day 2
 Eric Hamber Secondary
For additional information an application can be found on the VSB Career Programs web site at:
www.vsb.bc.ca → Programs → Secondary Students → Post-Secondary Connections.
50
51
52

Hamber Course Booklet_Final_2015-2016

Transcription

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