HomeMy WebLinkAbout1984-1985 A.Y. JacksonPROGRAMME PLANNING
for the
INDIVIDUAL STUDENT
1984-1985
GENERAL INFORMATION
The purpose of this course prospectus is to provide parents and students with
the information currently available in order to select a program appropriate to
the individual needs of each student. The calendar will list the requirements
for a diploma and provide descriptions of each course that will be offered in 1984-
1985 at A. Y. Jackson Secondary School.
Ultimately the responsibility of a student's program rests with parents and
in the case of a student over eighteen, with the student. However, the school
offers considerable advice to assist in the decision-making process. For students
entering Grade 9, the recommendations of the Grade 8 teachers are the most useful
assistance available. For students already registered at this school, the Guidance
Department can offer advice and consultation in deciding on course selections.
INDEX
PAGE
. .
. . . . 2
Achievement . . . . . . . . . . . . . . . . . . . . . . .
• • . . 14
Areas of Study . • • • • • • • • • • • • • • • • • • • • • . •
' ' ' 8
Course Cancellations . • • • • • • • • • • • . • • • ' ' ' ' '
'
Course Descriptions
. 16
Art Department . . . . . . . . . . . . . . . . . . ' . .18
.
Business Education Department . . . . . . . . . . . . . .
Drama
. 23
. .
Department . . . . . . . . . . . . . . . . . .
•
• • • . 24
English Department . . . • • • • • • • • • • • • • • • •
. . . 27
Family Studies Department . . . . . . . . . . . . . . . .
.
. . . . 28
Geography Department . . . . . . . . . . . . . . . . . . .
.
. . . . 31
History Department . . . . . . . . . .
. 35
Mathematics Department . . . . . . . . . . . . . . ' . . •
•
38
. . .
Moderns Department . . . . . . . . . . . • • • . ' ' ' •
. . , , 41
Music Department . . . . . . . . . . . . . . . . . . . .
• 42
Physical Education Department . • • • • • • ' ' . ' ' • •
• .
. , 44
Science Department . . . . . . . . . . . . • . . . . . . .
.
. 48
,
Technology Department . . . . . . . . . . . . . . . . . .
.
. . 6
Course Load Recommendations . . . . . . . . . . . . . . . . . .
. .
. . . . 8
Course Transfers . . . . . . . . . . . . . . . . . . . . . . .
. .
3
Diplomas . . . . . . . . . . . . . . . . . . . . . . .
. . 1
Expectations of Students . . . . . . . . . . . . . . . . . .
.
. . . • 8
Financial Assistance . • • • • • • • • • • ' ' ' ' ' ' ' ' •
' S2
French Immersion Program . . . . . • • • . ' ' ' ' . . .
•
• . , , , 13
Guidance Program . . . . . . . . . . . . • • • • • • ' ' '
High Technology at A. Y. Jackson Secondary School . . . . . .
. . . . 11
6
Levels of Instruction . . . . . . . . . . . • • • • ' . . . .
. . . , , 13
Library . . . . . . . . . . . . . . . . . . . . . .
. . . . . 12
Mature Students . . . . . . . . . . . . . . . . . . . . . .
12
.
Night School . . . . . . . . . . . . . . . . . . . . . . . .
.
. 53
Notice to Parents and/or Guardians . . . . . . . . . . .
. .
12
Office and Secretarial Courses for Adults . . . . . . . . . .
.
. . . . 2
Ontario Student Transcripts . . . . . . . . . . . . . . .
. . . . 6
•
Prerequisites . . . . . . . . . . . . . . . . . . . .
Programs Available to Students
10
Special Education Programs and Services • • • • ' ' ' '
.
. . . 10
Special Education Resource Unit • • • • • • ' ' • •
• • . .10
.
Co-operative Education . . . . . . . . . • • • • ' ' ' '
• . •
10
Co-operative Education Credit Courses • • • • • ' ' ' .
,
. . . , , 11
Work Experience . • • • • • • • • . ' ' ' ' ' . • . • •
11
, , 11
Alternate High School Program . • • • • • • ' ' ' ' ' .
• . . , ,
The Linkage Program . • • • • • • • • • ' ' ' . • . . •
11
School Related Packages/Community Related Packages . • •
•
' ' . .
. , 54
Program Planning . . . . . . . . . . . . . . . . . . . . . .
Requirements for Diplomas
4
Secondary School Graduation Diploma . . • • • • • • • •
• • • 5
Secondary School Honour Graduation Diploma . . . . . . .
. . • . • 5
Ontario Secondary School Diploma . • . . . . . . . . . .
. . . . . 5
. .
Certificate of Education . . • • • • • • • • • . ' ' ' '
' . .
1
School Objectives . . . . . . . . . . . . . . . . . . . .
. • • • • 9
Semestering . . . . . . . . . . . . . . . . . . . . . . o
7
Subject Code Explanation . . . . . . . . . . . . . . . . .
. . • . 6
Subject Promotion . . . • • • • • • • • • • . ' ' ' ' ' '
•
. 6
Summer School . . . . . . . . . . . . . . . . . . . . . . .
. . 6
Transition Courses . . . . . . . . . . . . . . . . . . . . .
(1)
SCHOOL OBJECTIVES
This school shall provide an organized, structured environment so that students
will have the opportunity to:
1. develop a responsiveness to the dynamic processes of learning;
2. develop resourcefulness, adaptability, and creativity in learning and living;
3. acquire the basic knowledge and skills needed to comprehend and express ideas
through words, numbers, and other symbols;
4. develop physical fitness and good health;
5. gain satisfaction from participating and from sharing the participation of
others in various forms of artistic expression;
6. develop a feeling of self-worth;
7. develop an understanding of the role of the individual within the family and
the role of the family within society;
8. acquire skills that contribute to self-reliance in solving practical problems
in everyday life;
9. develop a sense of personal responsibility in society at the local, national,
and international levels;
10. develop esteem for the customs, cultures, and beliefs of a wide variety of
societal groups; '
11. acquire skills and attitudes that will lead to satisfaction and productivity
in the world of work;
12. develop respect for the environment and a commitment to the wise use of resources;
13. develop values related to personal, ethical, or religious beliefs, and to the
common welfare of society.
EXPECTATIONS OF STUDENTS
Parents and students are expected to make realistic program selections based
on the student's individual needs, abilities and past performance. Once the commit-
ment is made to a particular program students are expected to follow theircommitment
in a responsible manner.
Regular attendance on the part of students is vital to the process of learning.
When the processes and content of learning are disrupted by irregular attendance,
both the individual student and the class suffer a loss of experiences that cannot
be entirely replaced. Students who habitually miss class suffer in the evaluation
process because their participation and achievement cannot be assessed.
After a certain number of classes have been missed, the student's status in
a course will be reassessed. Should the end result of this consultation not resurt
in a pattern of regular attendance, the student would normally fail to achieve
credit for this course.
A student Code of Behaviour is currently being 'developed with input from parents,
students and teachers. , It will be available in the Parent -Student Handbook presented
to students on the first day of school in September.
(2)
ArUTFVFMFUT
Evaluation is not an end in itself but rather part of the learning process
for both the teacher and the student. During the school year, formative evaluation
will occur on a regular basis. At the completion of each course, summative evaluation
will occur. Its purpose is to judge the student's achievement in relation to the
stated objectives of the course.
The procedures for evaluating student progress will be sufficiently varied
to meet the requirements of different groups of students, different courses and
different levels of difficulty as well as a variety of learning environments.
The specific procedure for each course will be given at the commencement of each
course to every student in the course. The course descriptions contained in this
calendar also contain an overview of each course.
Examinations are held in January and in June. Each individual course evaluation
sheet will contain the specific details of the examination. Should a student not
write the January examination in any non—semestered course for any reason, the
June examination must be written as part of the evaluation process. In semestered
courses examinations are compulsory. If an examination is missed for medical reasons,
the final assessment will be made at the discretion of the Principal.
ONTARIO STUDENT TRANSCRIPT
'A student's record of courses successfully completed and credits gained toward
diploma requirements are recorded and maintained on the Ontario Student Transcript.
These are entered using common course code designations issued by the Ministry
of Education.
When a student has gained a minimum of eight credits in either business studies
or technological studies, the transcript will reflect his concentration.
When student achievement is reported, only percentages are permitted on the
Ontario Student Transcript. The following evaluation code is used universally.
Code Letter Percentage Attained
A 80
— 100
B 70
— 79.9
C 60
— 69.9
D 50
— 59.9
E Less
than 50
H.S.1
This was the official document of the Ministry of Education, which set forth
the guidelines for Secondary School Education in Ontario for students entering
high school prior to September, 1984.
O.S.I.S. — (Ontario Schools: Intermediate and Senior Divisions)
This is the new document of Ministry of Education policy which replaces H.S.1
It governs program and diploma requirements for Grades 7 to 12 and includes provisions
for offering Ontario Academic Courses.
(3)
The program and diploma requirements will take effect beginning September
1, 1984 for all students who are then enrolled in Grades 79 8, or 9.
Although O.S.I.S. calls for changes in curriculum expectations and diploma
requirements that provide students with the opportunity to complete secondary school
in four years, parents and students should be aware that there is no intention
that every student do so. A secondary program must be individually planned
to
reflect the developmental needs, motivation, career aspirations and ability of
each student. Some will benefit from the opportunity to complete the program in
four years; for others, the additional time and wider range of options available
in a five year program, will be more appropriate.
Note: Students and parents should note that not all of the information regarding
O.S.I.S. is currently available from, the Ministry of Education. Additional
information will be available in the student handbook in September.
DIPLOMAS
The Ontario Secondary School Graduation Diploma
The Ontario Secondary School obtain Gratlon and Disloma, often more familiartoreferred
parents as the
OSSGD, usually takes four years
o
modern equivalent to the former Junior Matriculation. The OSSGD will be available
up to August 31, 1989.
The Ontario Secondary School Honour Graduation Diploma
The Ontario Secondary School Honour Graduation Diploma, often referred to
as the OSSHGD, follows the four year OSSGD, usually takes one year to obtain, and
is more familiar to parents as the modern equivalent to the former Senior Matricula-
tion. The OSSHGD will be available until August 31, 1990.
The Ontario Secondary School Diploma
The Ontario Secondary School Diploma, OSSD is the new diploma that will be
granted to a student who has commenced the first year of a secondary school program
on or after September 1, 1984.
The Certificate of Education
The Certificate of Education will be available, on request, for a student
who chooses to leave school before earning the OSSD if he/she has earned a minimum
of 14 credits, 6 of which are compulsory.
(4)
REQUIREMENTS FOR THE ONTARIO SECONDARY SCHOOL GRADUATION DIPLOMA
This diploma is granted on the recommendation of the Principal to a student
who earns a minimum of 27 credits. (A credit is granted in recognition of the success—
ful completion of a course for which a minimum of 110 hours has been scheduled).
* These 27 credits mustbe obtained in accordance with one of the following conditions:
a) Students who entered the first year of a secondary school between September
1, 1977 and August 31, 1978 shall, within their programme during Grade 9 and
include credits in required subjects as follows:
2 credits in English
2 credits in Mathematics
1 credit in Science
either 1 credit in Canadian History and 1 in Canadian Geography
or 2 credits in Canadian History
Also required are: 2 credits in English Studies beyond Grade 9 and 10
1 additional credit from the Social & Environmental Studies
area of study
3 credits from the Arts area of study
14 additional credits from any of the areas of study.
b) Students who entered the first year of a secondary school between September
11 1978 and August 31, 1979 shall, within their programme during Grades 9 and
include credits in reluireY subjects as follows:
2 credits in English
2 credits in Mathematics
1 credit in Science
1 credit in Canadian History
1 credit in Canadian Geography
Also required are: 2 credits in English Studies beyond Grade 9 and 10
1 additional credit from Social & Environmental Studies
area of study.
3 credits from the Arts area of study
14 additional credits from any of the areas of study.
C) Students who entered the first year of a secondary school after September 1,
1979 follow the same requirements as in b) above with the exception that the
2 credits in English Studies beyond Grade 9 and 10 must be credits in English
(ENG 11A or ENG 11G; ENG 12A or ENG 12G).
d) Students entering A. Y. Jackson after completing one or more years in a secondary
school outside Ontario should see a counsellor for details on diploma require—
ments.
* Students who entered the first year of a secondary school before September 1,
1977 should consult a counsellor regarding diploma requirements.`
(5)
REQUIREMENTS FOR THE ONTARIO SECONDARY SCHOOL HONOUR GRADUATION DIPLOMA
This diploma is granted on the recommendation of the Principal to a student
who earns six Grade 13 credits. (a credit is granted in recognition of the successful
completion of a course for which a minimum of 110 hours has been scheduled). All
Grade 13 courses are advanced level courses (for an explanation of advanced level
course see following sections). There are no compulsory requirements and thus students
may choose any six Grade 13 courses. Students intending to apply to a university
and/or community college are. responsible for checking that their programme meets
current admission requirements.
REQUIREMENTS FOR THE ONTARIO SECONDARY SCHOOL DIPLOMA
In order to earn an Ontario Secondary School Diploma, a student commencing
a secondary school program on or after September 1, 1984 must earn a minimum of
30 credits distributed as follows:
Compulsory Credits (Total of 16)
5 credits in English/Frangais (including at least 2 from the Senior Division)
1 credit in French as a second language/Anglais
2 credits in Mathematics
2 credits in Science
1 credit in Canadian Geography
1 credit in Canadian History
1 additional credit in the Social Sciences (Senior Division)
1 credit in the Arts
1 credit in Physical and Health Education
1 credit in Business Studies or Technological Studies
and
Elective Credits (Total of 14)
14 credits selected from available courses
NOTES a) Elective credits may be earned in all subjects, including those named
in the compulsory credit list, provided that such electives are additional
to the compulsory credits. The elective credits allow for concentration
in a specialized area of the curriculum.
b) The 5 compulsory credits in English or Frangais shall include at least
2 credits from Grade 11, Grade 12, and/or OAC's.
c) Credits in OAC's may be counted towards the 30 required for an OSSD
and may be used to meet the compulsory credit requirements.
REQUIREMENTS FOR THE CERTIFICATE OF EDUCATION
A student who decides to leave school before earning the OSSD shall receive
the Certificate of Education, on request, if he/she has earned a minimum of 14 credits
distributed as follows:
Compulsory Credits (Total of 6)
2 credits in English/Frangais
1 credit in Mathematics
1 credit in Science and
1 credit in Canadian Geography
or Canadian History
1 credit in Physical & Health Education
Elective Credits (Total of 8)
8 credits selected by the student
from available courses.
(6)
SUBJECT PROMOTION
Ontario secondary schools operate under the subject promotion system. This
system permits students to progress in those subjects which they have successfully
completed. Students therefore do not repeat an entire grade if they fail one or
more subjects.
SUMMER SCHOOL
Students who fail one or more courses are strongly encouraged to attend summer
school, particularly if the course failed is compulsory.
TRANSITION COURSES, probably of thirty hours' or sixty hours' duration, that allow
a student to move from one level of difficulty to another may be offered beginning
in the summer of 1985.
COURSE LOAD RECOMMENDATIONS
The minimum recommended course load for students is a follows:
Grade
9 -
8
courses
Grade
10 -
8
courses
Grade
11 -
8
courses
Grade
12
-7
courses
Grade
13 -
6
courses
PREREQUISITES
In most subjects, students should complete the previous course before attempting
the next grade level. Within the section "DESCRIPTION OF COURSES OFFERED" prere-
quisites are therefore included.
LEVEL OF INSTRUCTION
In courses where there is a choice of instructional levels, students should
choose the level that best suits their ability and goals. These can be determined
from your past success in the subject and from advice given by teachers, counsellors,
and parents.
Students who choose levels that are too difficult, become frustrated. Those
who choose subjects because they will be "easy" for them, often find later that
they lack requirements for desired educational or vocational goals.
At A. Y. Jackson, levels of instruction are as follows:
1. Enriched Level ("AE" Level Courses)
Courses at this level require a very high degree of ability, aptitude and
effort. Course content is identical to "A" level courses but includes enrichment
treatment in depth additional topics. Entrance to an Enriched course requires
the recommendation of the appropriate teacher and/or department head (refer
also the Advanced Level below).
2. Advanced Level ("A" Level Courses)
Advanced level courses provide theoretical approaches, fundamental knowledge
and practical applications. Advanced and Enriched level courses also prepare
students for Grade 13 or OAC courses, all of which are offered only at the advanced
level. Students wishing to enter university or limited enrolment community
college programmes, are advised to take mainly A or AE level courses.
(7)
3. General Level ("G" Level Courses)
General level courses provide practical applications to illustrate fundamental
concepts. These courses prepare students for employment or further education in
colleges and other non_university educational institutions but do not usually lead
to Grade 13 or OAC courses.
4. O.A.C. (Ontario Academic Course)
O.A.C.'s provide university -entrance courses common to all secondary schools
of Ontario. Credits in O.A.C.'s may be counted among those required for an OSSD
or may be in addition to the 30. O.A.C's are in the process of being developed
and will be offered in the 1985-1986 school year. Until then, Grade 13 courses
will be accepted, as equivalents.
SUBJECT CODE EXPLANATION
All courses are identified by a computer code common to all secondary schools.
These letters at the beginning
identify the department and
course. i.e. MAT - Mathematics
SNC - Science
This number identifies the grade
or year. i.e. 1 = Grade 9
2 = Grade 10
3 = Grade 11
4 = Grade 12
5 = Grade 13
0=OAC
This letter identifies the level of
instruction for the course.
i.e. A = Advanced Level
G = General Level
This letter is designated by the Boa
for internal purposes.
i.e. C = Co-operative Education
T = Transitional
E = Enriched
M A T 1 A E
This common course code is a new designation. The former course code appears in
brackets after.
(8)
COURSE CANCELLATIONS
INSUFFICIENT REGISTRATION IN ANY COURSE WILL RESULT IN THE COURSE BEING CANCELLED.
STUDENTS ARE ALWAYS ASKED TO CHOOSE ALTERNATE COURSES IN CASE THIS OCCURS. THEREFORE,
THE CHOICE OF ALTERNATE COURSES IS JUST AS IMPORTANT AS THE CHOICE OF THE OTHER
COURSES.
IN SOME CASES, IT MAY BE NECESSARY AND FEASIBLE TO COMBINE BOTH THE "A" LEVEL
AND THE "G" LEVEL CLASSES IN ORDER TO PREVENT THE CANCELLATION OF A COURSE. SHOULD
THE CANCELLATION OF A COURSE BE NECESSARY, OR SHOULD THE COMBINATION OF THE "A"
LEVEL AND "G" LEVEL CLASSES BE NECESSARY TO PREVENT A COURSE CANCELLATION, STUDENTS
AND PARENTS WILL BE ADVISED AS SOON AS POSSIBLE.
COURSE TRANSFERS
Option sheets are normally returned in February. Students can still change
a selection in their programme until the end of June. Once summer school results
are completed in early August, the student will fulfillthe commitment that was made
to this program. Further changes beyond summer school will only be done to correct
timetable errors. Proper selection of an appropriate program in February will prevent
any future difficulties with a program selection.
FINANCIAL ASSISTANCE
Some students attending A. Y. Jackson Secondary School may not have the financial
resources to be able to pay for school supplies, shop materials, texts, athletic
equipment, student fees, team uniforms or other school—related expenses. Students
should never restrict their course choices or extracurricular activities because
of financial difficulties. If you need financial assistance, you or your parent/
guardian may contact a counsellor, the vice—principal or the principal and the matter
will be dealt with in strict confidPnrP_
(9)
SEMESTERING
All subjects at the Grade 9 and 10 levels are offered on a September to June
basis. In Grades 11, 12, and 13 all subjects are offered on a full semester basis
from September to January or February.to June.
The chief advantage of semestering in the senior grades is that students can
accumulate enough credits to graduate in four or four and a half years rather than
five. This means that these students are able to enter the workforce earlier when
seeking apprenticeship -or full—time employment; for those proceeding to college
or university it allows earlier entry or up to 7 months in which to earn admission
fees. Since semestering is common in universities and colleges, students have
the added advantage of knowing what to expect after high school.
Since A. Y. Jackson is the only secondary school in the western area of Carleton
that is semestered at the senior level, students in neighbouring schools may be
permitted to transfer to A. Y. Jackson, subject to the following guidelines:
INFORMATION FOR STUDENTS FROM OTHER SCHOOLS WHO INTEND TO REGISTER FOR ONE SEMESTER
A) BOUNDARIES: Students entering Grade 11 must be from within the A. Y. Jackson
attendance area. Students from any school in Western or Central Carleton
can register for one semester to complete their Ontario Secondary School Gradua—
tion Diploma (Grade 12). Students in the Earl of March attendance area and
those in the South Carleton attendance area north of Concession VIII in Goulbourn
Township can register for one semester to complete their Ontario Secondary
School Honour Graduation Diploma (Grade 13).
B) ADMISSION REQUIREMENTS
1. Students entering Grade 12 must have at least 23 credits.
2. Students entering Grade 13 must have at least 2 Grade 13 credits.
3. Students must take enough courses to be eligible to graduate with a diploma.
4. Students must meet the boundary requirements mentioned above.
C) ADMISSION PROCEDURES
1. Students should see a counsellor in their present school and obtain an
Inter—School Transfer Form (CB 118). This must be signed by the student,
parent/guardian and the principal or his designate. The "Reason for
Transfer" should state "to complete Grade 12 (Grade 13) in one semester.
2. Students must then complete a Grade 12 or 13 option sheet and send it
to A. Y. Jackson along with the Inter—School Transfer. Applying students
are urged to discuss their plans with an A. Y. Jackson counsellor when
registering.
D) ADDITIONAL INFORMATION
1. Students can register for either Semester 1 (September to January) or
Semester II (January to June).
2. As is the case with all schools, some requests cannot be timetabled.
3. Students transferring from other Carleton schools specifically for the
semestered program can use school buses (where routes exist) or are supplied
with OC Bus passes.
(10)
PROGRAMS AVAILABLE TO STUDENTS
SPECIAL EDUCATION PROGRAMS AND SERVICES
Special education programs are designed to ensure access by exceptional pupils
to an education based on the goals that underlie education for all students. Special
education programs may be located in one or more of the following settings: the
regular classroom, a resource setting, a self-contained class or a special school.
The needs of an individual exceptional pupil are delineated by an Identification,
Placement and Review Committee of the board. The five board areas of exceptionality
are behavioural, communicational, intellectual (including gifted); physical" and
multiple.
In order to meet the special needs of some exceptional pupils the principal
may reduce the number of compulsory credits by a maximum of 4; that is, the student's
program could include a minimum of 12 compulsory credits within the 30 required
for diploma puposes (for those students entering Grade 9 in September, 1984.)
SPECIAL EDUCATION RESOURCE UNIT
Students who require special assistance because of either physical or learning
disabilities can be timetabled into the Resource Unit for one period per day.
The resource unit teacher works with each student on an individual basis, helps
provide for any special needs, and stays in close contact with other teachers to
monitor the students overall progress.
Students opting for RES 1, RES 2, RES 3, and RES 4 may be granted a credit
if they meet the requirements set by the Ministry of Education, the Superintendent,
the Principal and the teacher.
Some students are recommended for the Resource Unit after relevant testing
information has been considered as a result of consultation with parents, teachers,
guidance counsellors and the student. In all cases, permission of the Principal
is required to take Resource Unit programs.
CO-OPERATIVE EDUCATION
Co-operative Education is a joint effort between the schools and the community
to provide students with learning experiences outside the classroom. It is the
using of community resources to meet some particular educational needs of students.
Students are placed in work locations which complement in -school learning activities.
The in -school and out-of-school activities are co-ordinated so that classroom learn-
ing and work experiences combine in an educationally beneficial way. Co-operative
education can assist students to develop basic, employable skills in business,
in social service activities, in vocational pursuit, or in some special activity
or study in the community.
CO-OPERATIVE EDUCATION CREDIT COURSE
A student participating in this program will earn credits towards a secondary
school diploma or certificate. An in -school subject (one credit) forms at least
one-third of the co-operative education program. The approved out-of-school placement
(worth up to 2 credits) makes up the balance of the co-operative education program.
The type of out-of-school placement depends on the in -school related subject, the
student's career objectives and the individual characteristics of the student.
A training profile will be developed for each student. The out-of-school component
is worth 2 credits and requires up to 360 hours at the training station. The employer
and the school jointly develop, monitor and evaluate the student's out-of-school
program and progress.
Students in the program are usually in school one-half of the day and at a
work station the remaining half of the day.
Application forms or more information about Co-operative Education may be obtained
by contacting the Guidance Department or Co-operative Education Co-ordinator.
WORK EXPERIENCE
Work experience provides the student with a learning opportunity in the workplace
under the supervision of an employer, for a limited period of time, usually one
week. It allows the student to become accustomed to a work environment, acquire
work related skills and learn more about a particular career.
An attempt will be made by the school to place students in work experience.
Those students interested in Co-operative Education are advised that success in
the Work Experience Programme will be considered prior to placement in the Co-oper-
ative Education Program.
ALTERNATE HIGH SCHOOL PROGRAM
The Alternate High School provides a program for students which involves three
major areas - Life Skills, Co-operative Education and Academic Subjects. Students
who wish an alternative method of education, who have difficulty coping in a highly
structured environment or have dropped out of school and now wish to return are
likely candidates. Classes begin every month for students over 16 and three times
a year for those under 16. Make enquries to the Guidance Department of A. Y. Jackson
or the Alternate School at 225-8826.
THE LINKAGE PROGRAM
Linkage programs provide for the alignment of subject content in certain secon-
dary school courses with programs offered by the Ministry of Colleges and Universities
at the post -secondary level. The alignment of the curriculum makes it possible
for secondary school students enrolled in courses in technological or business
studies (associated with the Linkage program) to continue their theoretical training
after graduation with a minimum of overlap. The program is aimed at students who
intend eventually to enter apprenticeship, enter a business or technical program
in a college of applied arts and technology, or enrol as, trainees in a modular
training program.
The linkage program enables students to earn credits while acquiring skill
and knowledge in a vocational field; and to acquire a level of training that is
recognized for credit when they enter apprenticeship or post -secondary training
programs of the Ministry of Colleges and Universities. It provides a link between
the secondary school and the requirements of employers.
More information is available from the Guidance Department or Technical Co-ordinator.
SCHOOL -RELATED PACKAGES/COMMUNITY-RELATED PACKAGES
Particular sets of courses planned by the school or by the school and community
to provide a curriculum emphasis for students are being considered and will be
available in the 1985-1986 school year.
HIGH TECHNOLOGY AND A. Y. JACKSON
In our community there is a high degree of technological development. As a
community school, A. Y. Jackson is responding to this challenge.
The Mathematics Department of A., Y. Jackson offers courses in Computer Science
at the Grade 11 and 12 level following guidelines set down by the Ministry of Educa-
tion. Grade 11 students with good math backgrounds are introduced to Basic language
programming; grade 12 students continue the use of this scientific language and
also look into other languages in common use such as Fortran and Pascal. The basic
language is geared to mathematics and science students since its use is directed,
for the most part, to problems requiring a mathematical solution.
The Business Education Department offers courses in Computer Studies (Grade
10) and Data Processing (Grade 11). The Grade 10 Computer Studies (DIC 2A or DIC
2G) is an introductory course providing essential background for students intending
to follow through with Data Processing (BPC 11G) and/or Computer Science (DSC 11A).
A thorough overview is given before concentrating on COBOL programming and students
are challenged with the business applications of computers. Students study flow
charting, unit record accounting, computerization of payroll, inventory management,
balance sheet and income statements. Students in Data Processing may study business
(12)
in community colleges and universities or enter directly into the work force. WORD
PROCESSING is implemented in Grade 11 and 12 typing classes. Students will have
the opportunity for "hands on" experience on the word processor.
For students interested in the technical aspects of computers, the Technology
Department introduces students to programming using our P.D.P. 8/E Digital computer
during Grade 9 and 10 electrical courses. This computer is also used to explain }
computer circuitry, as well as, to aid in problem solving in Drafting, Machine
Shop and Electronics at the Grade 11 and 12 level. Many students studying in these
areas go on to jobs in the high technology industries.
MATURE STUDENTS
The staff of A. Y. Jackson Secondary School welcomes mature students who wish
to take courses during the school year. What is a "mature student"? Anyone over
18 years of age who has not been registered in a secondary school for the past
12 months or more.
Why do mature students register at A. Y. Jackson? Many are trying to obtain
a high school diploma apd find that maturity allowances can speed this process
up considerably. Others are attempting to gain marketable skills in the business/
technical areas of the school. Some are upgrading their academic qualifications
for future training.
How can adults enrol? A telephone call to the Guidance Office can lead to
information or an appointment to discuss your needs. There are no fees for classes
and texts are supplied for all courses except Grade 13.
NTr-14T CrMnnT_
The Carleton Board of Education offers credit and non-credit evening courses
at various times during the year. The regular day -school staff does not register
students for these programs but information is available during the day at the
Board Office through Continuing Education (596-8225) or at the school at night
when classes are in session.
BUSINESS EDUCATION
OFFICE AND SECRETARIAL COURSES FOR ADULTS
These courses are offered to adults in the community who would like to acquire
or update business and secretarial skills that will aid them in finding employment
in government and/or industry or who wish to enroll in more specialized courses
at the post -secondary level.
These courses are offered during the morning and are the equivalent to full
credits in the regular program.
FIRST TERM SECRETARIAL EMPHASIS
PERIOD COURSE VALUE
1 BKT 16 — Introductory Typing 1 credit
2 n n n
3 BSH 3G - Shorthand 1 credit
4 1 n it
SECOND TERM 1 BOP 3G - Office Procedures (includes 1 credit
2 " Intro. Word Processing on
Microcomputer)
3 BCO 4G - Business Correspondence 1 credit
4 11 It if
Adult students successfully completing the one-year Adult Business Refresher Course will receive a
SPECIAL CERTIFICATE OF BUSINESS indicating the year completed.
(13)
THE GUIDANCE PROGRAM
The guidance program plays a vital role in the school curriculum at A. Y. Jackson
Secondary School. It is a composite of the school's instructional, counselling, consul-
tation, co-ordination, and liaison activities that are planned and implemented to assist
student orientation, program selection, and preparation for the next level of study or
entry to the world of work.
The program provides students with an opportunity to:
- develop an awareness and understanding of themselves and their relationships with others.
- clarify their educational options and career alternatives.
The guidance program at A. Y. Jackson has been developed and planned from the guidance
guideline and an assessment of student, school, parent, and community needs.
The following activities are planned and implemented to assist the Guidance Depart-
ment in carrying out their objectives:
- providing a standardized testing program to feeder school students in order to provide
students, teachers and parents with a better understanding of the students abilities,
aptitudes and interests.
- providing feeder school students, parents and staff with information about courses and
planning a successful academic career.
- facilitating the academic, personal and social adjustment of new students by providing
orientation for grade nine students and a study skills workshop.
- ensuring that every student has his or her program of study evaluated and that an
opportunity for modifying program exists.
- providing standardized testing; including the computerized program Choices and
counselling related to establishing clear career goals.
- providing programs, such as, work experience and co-op education to ensure that
students have an opportunity to reality-testcareer choices.
- providing an information service to Grades 12 and 13 students who are prospective com-
munity college and university applicants.
- liaising with services available to secondary students in the community and making
information covering these agencies available to all students.
A. Y. JACKSON LIBRARY
A. Y. Jackson library is open Monday to Friday, from 8:30 a.m. - 4:15 p.m. A ,
teacher -librarian, library assistant and student volunteers provide a program and atmos-
phere that encourages student centered earning. Facilities include a reference collection,
reading area, seminar room for group work and study carrels for independent study.
Books, periodicals, current information files, and non -print resources may be
borrowed on a 3 week loan or overnight loan system. Three week loan books are always due
on a Monday. A .25 cent fine is charged for overdue overnight loan material.
Grade 9 students participate in a library orientation program early in the fall
term. Students, in different courses, are taught library and research skills to facili-
tate finding information from a variety of sourses.
Students are encouraged to use theirzschool library, to develop an interest in
reading, and to enjoy learning through libraries. See you in the library!
ENRICHMENT - EXTENDED PROGRAM
The A. Y. Jackson Committee on Enrichment and Extended Programs for the Gifted has
been working this year towards formulating a program for these students at the school.
An inventory of enriched and extended programs available at the school to students,
is being compiled. As well, plans are underway to instigate a program of enrichment
packages for selected students in 1984. More information on this will be forthcoming.
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AREAS OF STUDY
(GRADE
i COMMUNICATIONS
i SOCIAL ENVIRONMENTAL
STUDIES
i PURE C APPLIED SCIENCES
i ARTS i
! A I
RKT IG — Tvni nn
I rrM 1A - re nti.,
I MAT 1AE-.-. L..__iL __
I •u. , . /r
'YEAR 1 ' ENG 1AE - English ' GCN 1G - Geography
ENG lA - English I HCH lA - History
ENG 1G - English I NCM 1G - History
I I FSF IAE - French I
I I FSF IA - French
I FSF 1G - French
10 i BBI
2G -
Introduction
i GEA 2A - Geography
YEAR 2 I
- Marketing
to Business
I GEA 2G - Geography
BKT
2G -
Typing
I HCC 2A - History
I ENG
2A -
English
HCC 2G - History
ENG
2G -
English
I
'
' I FSF
2AE
- French
ENG
I I FSF
2A -
French
I
I I FSF
2G -
French
Creative
LEG
2A -
German
11 BOP
3G -
Office
BMK
3G
- Marketing
i' YEAR 3 i
Procedures 1
i GPH
3A
- Geography
I I BSH
3G -
Shorthand
GPH
3G
- Geography
ENG
3A -
English
I HAM
3A -
History
ENG
3G -
English
I CMS
3A -
Man in Society
EWR
3A -
Creative
I CMS
3G -
Man in Society
Writing
I
I
i ENS
3G -
English
I
Skills
FSF
3AE
- French
I FSF
3A -
French
i
I FSF
3G -
French
'
i LEG
3A -
German
I
,
MAT lA - MathematicsV
iMAT 1G - Mathematics
SNC 1AE - Science
SNC lA - Science
I SNC 1G - Science
TOG lA/G - Drafting
TEY lA/G - Electrical
Technology
TMS lA/G - Machine Shop
DIC 2A - Introduction
to Computer Studies
DIC 2G - Introduction
to Computer Studies
MAT 2AE - Mathematics
MAT 2A - Mathematics
MAT 2G - Mathematics
SBI 2A - Biology
SBI 2G - Biology
TOG 2A/G - Drafting
TEY 2A/G - Electrical
Technology
TMS 2A/G - Machine Shop
TCY 2A/G - Construction
Technology
BAP 3A - Accounting
BAI 3G - Accounting
BPC 3G - Data
Processing
MAT 3A - Mathematics
MAT 3G - Mathematics
DSC 3A - Computer
Science
SBI 3G - Biology
SPH 3A - Physics
SPH 3G - Physics
TDG 3A/G - Drafting
TCE 3A - Computer
.Technology
TMS 3A/G - Machine Shop
PLEASE SEE NEXT PAGE FOR GRADE 12 (YEAR 4) and GRADE 13 (YEAR 5)
.. ... i.. .. • a auui AI 4J I
CFS lA/G - Family Studies)
I PEB lA/G - Phys. Ed.
I PEG lA/G - Phys. Ed.
AMU lA/G - Music
AVA 2A/G - Visual Arts
ADA 2A/G - Drama I
CFS 2A/G - Family Studiesi
PEB 2A/G - Phys. Ed.
PEG 2A/G - Phys. Ed. I
PEG 2A1 - Introduction toi
Dance
PEG 2G1 - Introduction toi
Dance I
AMU 2A/G - Music I
AVA 3A/G - Visual Arts I
AVD 3A/G - Graphic Designi
ADA 3A/G - Drama
CFS 3A/G - Family Studied
PEB 3A/G - Phys. Ed. I
PEG 3A/G - Phys. Ed.
AMU 3A/G - Music
(15)
AREAS OF STUDY
GRADE
i BAC
SOCIAL E ENVIRONMENTAL
STUDIES
PURE C APPLIED SCIENCES
ARTS
MAL
—COMMUNICATIONS
Algebra I
Res 4A — Arrnun+inn
I AVA 4A/6 — Visual Arts
YEAR 41 VVV v Correspondence
jBOP 4G — Office
Correspondence
BSB 4G — Shorthand
BKT 1G1 — Typing
ENG 4A — English
ENG 4G — English
FSF 4A — French
FSF 4G — French
LEG 4A — German
i 13 I ELT 5A — English
(YEAR 5 I Literature
ELC 5A — English
Canadian Literature
FSF 5A — French
BLN 4G — Law
GUS 4A — Geography
GRG 4G — Geography
GGL 4A/G — Geology
CMS 4A — Man in Society
HYO 4A — History
HYO 4G — History
CEC 4G — Economics
Applications
BAA 4G — Accounting
Applications
MAT 4A — Mathematics
i MAT 4G — Mathematics
DSC 4A — Computer
Science
SBI 4A — Biology
SCH 4A — Chemistry
SCH 4G — Chemistry
TOG 4A/G — Drafting
TCE 4A — Computer
Technology
TMS 4A/G — Machine Shop
TIM 4G — Technology For
Living
GYI 5A — Geography
i BAC
5A —
Accounting
CEC 5A — Economics
MAL
5A —
Algebra I
HCN 5A — History
I MCL
5A —
Calculus
CFP 5A — Sociology of
I MRF
5A —
Relations
the Family
i SCH
5A
— Chemistry
SBI
5A
— Biology
iSPH
5A
— Physics
AVD 4A/G — Graphic Design
AVC 4A/G — Ceramics
AVF 4A/G — Photography
ADA 4A/G — Drama
CFS 4A/G — Family Studies
CFR 4A/G — Resource
Management
PEB 4A/G — Phys. Ed.
PEG 4A/G — Phys. Ed.
PEG 4A1 — Senior Dance
PEG 4G1 — Senior Dance
AMU 4A/G — Music
I
I
AVA 5A — Visual Arts
PED 5A — Phys. Ed.
AMZ 5A — Music
ART DEPARTMENT
Arts
Art is a definite part of every person's life. No civilization or society
in which art was absent has ever existed. As every student needs a balance from
all areas of study, participating in the art program plays an important part in
education. By studying art, students acquire an awareness of the environment;
of which they are a part. These skills last forever.
The Art Department of A. Y. Jackson Secondary School offers four areas of
study in art to general and advanced level students: Visual Arts, Graphic Design,
Photography, and Ceramics. The junior grade courses offer experience upon which
the senior level classes are based. While it is important to develop an early
interest in art, senior students are not precluded from taking art courses, as
long as permission of the Department is obtained.
AVA IA (ART 9A) Advanced Level -VISUAL ARTS
AVA 1G (ART 9G) General Level -VISUAL ARTS
Students learn techniques and skills in a
wide range of media in drawing, painting, sculp-
ture, ceramics and printmaking. They begin
the practice of Art as self-expression or response
to one's own environment. Where possible, refer-
ence will be made to examples of parallel themes
in the history of Art.
AVA 3A (ART 11A) Advanced Level -VISUAL ARTS
AVA 3G (ART 1G) General Level - VISUAL ARTS
The program for the senior division concentrates
on the studio activities to develop visual aware-
ness. The student is encouraged to develop
an individual approach to class projects. Ideas
and experiences taken from interaction with
the student's world provide the subject matter
for expression in drawing, painting, sculpture,
print making and cermaics. The components of
the course are design, studio activities and
a study of art past and present. The art history
section covers prehistoric art to the Gothic
period.
Students will be required to purchase basic
art supplies and to pay a studio fee.
AVA 2A (ART l0A) Advanced Level - VISUAL ARTS
AVA 2G (ART IOG) General Level - VISUAL ARTS
Prerequisite - AVA IA or AVA 1G
This course continues in depth and in progres-
sion the study of design begun in Visual Arts
IA or 1G, so that students may develop awareness
of forms created by man and nature. This study
is related in a practical way to the student's
work in two and three dimensions in drawing,
painting, sculpture, and other studio projects.
Canadian Art from the French Colonial period
to present times is studied.
Students will be required to purchase basic
art supplies and to pay a studio fee.
AVA 4A (ART 12A) Advanced Level - VISUAL ARTS
AVA 4G (ART 12G) General Level - VISUAL ARTS
Prerequisite - AVA 3A or AVA 3G
Students will follow a programme of design
and research in the studio activities. A wide
choice of techniques will be open to them but
they will be expected to experiment and obtain
mastery in fewer media and in more depth than
previously. The art history studied is the
Renaissance and the Baroque period.
Students will be required to purchase basic
art supplies and to pay a studio fee.
COURSE DESCRIPTIONS
On the following pages are complete descriptions of all courses to be offered
at A. Y. Jackson Secondary School in 1984-1985.
The courses offered by this school have been developed according to the require—
ments of the Ontario Ministry of Education and reflect the government policy of
equal educational opportunities for all students. All courses are available to
both sexes.
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AVD
3A
(AGD
11A)
Advanced
Level
— GRAPHIC DESIGN
AVD
4A
(AGD
12A)
Advanced
Level
— GRAPHIC
DESIGN
AVD
3G
(AGD
11G)
General
Level —
GRAPHIC DESIGN
AVD
4G
(AGD
12G)
General
Level —
GRAPHIC
DESIGN
Prerequisite — AVA 2A or 2G or a course in
Drafting
The emphasis of this course is on visual aware—
ness and the concepts of mass communication
and promotion. Through the basic activities
of design, studio and art appreciation, the
student will learn how the artist, the craftsman
and the designer extend their influence beyond
the walls of the studio. The development of
presentation and camera—ready art using drawing,
painting, printmaking, lettering, and other
studio activities will provide the interested
student with an opportunity to have commercial
art experience which will complement activities
and skills gained from earlier visual art elec—
tives.
Students will be required to purchase basic
art supplies and to pay a studio fee.
AVC 4A (ACR 12A) Advanced Level — VISUAL ARTS —
CRAFTS (CERAMICS)
AVC 4G (ACR 12G) General Level — VISUAL ARTS —
CRAFTS (CERAMICS)
This course is open to all students who wish
to learn the fundamentals of the craft of Ceramics.
It will involve an understanding of the properties
of clay, construction methods, design, glazing
techniques and firing. The emphasis will be
on the hand building of practical containers
and objects, but there will be opportunity for
wheel work and for sculpture. Design and decora—
tion from various cultures will be studied.
Students will be required to pay a studio
fee of approximately $20 for clay and glazes.
AVA 5A (ART 13A) Advanced Level — VISUAL ARTS
Prerequisite — AVA 4A or AVA 4G
This course gives senior art students the
oportunity to specialize and to develop their
own artistic statements within the framework
of the program. Studio activities selected
by the student will emphasize an in—depth study
of several processes rather than experimentation
with many. Art work at this level will be an
original, personal statement. Students should
find ample freedom in this course for their
own personal growth in self—expression. The
Art History section covers Nineteenth and Twentieth
Century art. The student will have assembled
a portfolio of art work at the conclusion of
the course.
Students will be required to purchase basic
art supplies and to pay a studio fee.
Prerequisite — AVD 3A or 3G
Throughout this course, the students will
build oM the skills acquired the previous year
in Graphic Design. Assignments, therefore,
will require a level of skill appropriate to
the course.
In order to familiarize the students with
the basic problems faced by the commercial designer
the projects assigned will be similar to those
that present themselves to professional studios
each day. Works of contemporary Canadian and
American designers will be studied and analyzed.
At the end of the course, students looking
to university or college entrance can expect
to have assembled a portfolio of suitable works.
Students will be required to purchase basic
art supplies and to pay a studio fee.
AVF 4A Advanced Level — VISUAL ARTS — FINE ARTS
(PHOTOGRAPHY)
AVF 4G General Level — VISUAL ARTS — FINE ARTS
(PHOTOGRAPHY)
Prerequisite — Permission of the Art Department
This course is intended to give students a
solid grounding in all aspects of black and
white photography. Students will study the
historical development of still photography
including that of contemporary artists. Emphasis
will be on the proper operation of the camera,
light meter and enlarger, as well as, proper
studio maintenance. Photo techniques such as
photosilkscreen, colour zerox, cibachrome, cynano—
type and the SX -70 camera will be examined.Through
these activites students will develop an
understanding of design and composition which
will contribute to a life—long appreciation
of photography as an art form.
Students will be required to own a camera
and to pay a studio fee to cover film, paper,
and chemicals.
(18)
HUSINESS EDUCATION
GRADE 9
I GRADE 10
I GRADE 11
I GRADE 12
I GRADE 13
I Post Secondary Opportunities
TYPING 1G
(BKT 1G
TYPING 2G
(BKT 2G)
FFICE PROCEDURES
OFFICE PROCEDURES
(Employment - Receptionist,
(BOP 3G)
(BOP 4G)
I Typist, Records Management,
Wood Processing, Stenograph -
TYPING 1G
er.
(BKT 1G)
Personal Use Skills
PERSONAL SHORTHAND
SENIOR SHORTHAND
Secretarial and/or Business
(BSH 3G)
(BSB 4G)
Programs at Community College
(Legal/Medical Secretary)
INTRODUCTORY
APPLIED ACCOUNTING
ACCOUNTING
Employment --Accountant,
CCOUNTING 3A/3G
(BAC 3A/$AI 3G)
4A/4G
(BAA 4A/BAA 4G)
5A
Bookkeeper Clerk, Payroll,
(BAC 3A)
Clerk, Community College/
University
INTRODUCTION TO
COMPUTER STUDIES
DATA PROCESSING
CONCEPTS
Personal Use; Base for high -
(DIC 2A/DIC 2G)
(BPC 3G)
er level studies
I
INTRODUCTION TO
BUSINESS
BUSINESS
Used in all Business Areas
(BBI 2G)
CORRESPONDENCE
and in all Post -Secondary
(BCO 12G)
training. Personal Use
Sales Clerk
LAW 4A or 4G
Personal Use. Law enforce-
(BLW 4A/BLW 4G)
ment careers. Base for
PMARKETING
higher learning.
Employment - Sales, Promo-
tions, Advertising. Community
College Programs
Business Education offers training that will develop skills, knowledge, and personal qualities that are
in demand by both employers and post -secondary education institutions.
The purpose of Business Education is:
1. To assist students in acquiring basic skills, knowledge and attitudes for full time employment;
2. To assist students in preparing for further education, especially in business and related fields;
3. To offer students training that may help them obtain part-time and summer employment.
The flow chart above provides an overall view of the programmes offered by the Business Education
Department.
(19) Communications
BKT 1G (BTY 9G) General Level — TYPING
In this course, students will learn how to
type by the ''touch' system. Every student should
master the basics of typing as this skill can
be useful for both personal and vocational gains.
Once the keyboard has been mastered, emphasis
will be placed on such special applications
as personal letters, centering, essays, and
notes. Students will be able to type up their
assignments for English, Geography, History,
etc. IT IS STRONGLY SUGGESTED THAT STUDENTS
WHO WILL BE WORKING WITH COMPUTERS IN THE NEAR
FUTURE SHOULD LEARN TO TYPE AS THE KEYBOARD
ON THE COMPUTER IS SIMILAR TO THE ONE ON THE
TYPEWRITER.
BBI 2G (BPR 10A) General Level—INTRO TO BUSINESS
This course is designed to introduce students
to the world of business. The students will
become familiar with the many business career
areas available for future study in computers,
accounting, marketing, and law (criminal and
business). Some of the topics covered in this
course include consumer awareness, insurance,
personal finance, the role of government, banking
and retailing.
DIC 2A (BCA 10A) Advanced Level — INTRODUCTION TO
COMPUTER STUDIES
This course will introduce and familiarize
the student with the world of computers. Students
gain 'hands—on' experience and learn BASIC program—
ming skills and graphics commands to interact
with the Apple microcomputers. The course topics
include system components and how they work
and the impact of computers on society. This
course is more detailed that DIC 2G.
BAP 3A (BAC IDA) Advanced Level — ACCOUNTING
The material in this course will be presented
in greater detail than at the BAC 3G level.
In addition to the basic accounting concepts
students will learn the principles of internal
control, special accounting transactions, how
to analyze financial statements, and the accounting
systems used by some of the local businesses.
Theoretical knowledge will be applied to special
case studies. Students will discover that this
course provides both useful personal skills
and an excellent start towards university business
studies.
BKT 2G (BTY 10G) General Level — TYPING
Prerequisite — BKT 1G
This course is designed for students who have
acquired basic typing skills and wish to develop
these skills to a• professional level for employ—
ment purposes. Emphasis is placed on: development
of techniques; business forms; manuscripts;
and the preparation of data sheets for job appli—
cations.
Pure C Applied Science
DIC 2G (BCA 10G) General Level — INTRODUCTION TO
COMPUTER STUDIES
This course offers an introduction to computers.
With the growing use of computers in our daily
life, it is becoming increasingly important
for everyone to acquire a basic understanding
of the computer. Students will be introduced
to the BASIC computer language, the use of graphics
and gain 'hands—on' computer experience. Students
will also study how computer system components
interact, and the implications computers have
in society. The background offered by this
course will be helpful to those students wishing
to later take COMPUTER SCIENCE (DSC 3A) and/or
DATA PROCESSING (BPC 3G).
BAA 4A (BAC 11A) Advanced Level — ACCOUNTING
APPLICATIONS
Prerequisite — BAC 2A or BAP 3A
In this advanced course, the content of BAC
2A(3A) will be reinforced in greater depth.
Some of the new topics to be studied include
partnership accounting, financial statement
analysis, income tax, and payroll accounting.
This course provides valuable business skills
and will be of interest to those students who
which to pursue post—secondary studies in business
or proceed directly to employment. It also serves
as a preparatory course for those students wishing
to take the BAC 5A option or college level account—
ing.
(20)
BAI 3G (BAC IOG) General Level — ACCOUNTING
This is an introduction to all the basic prin—
ciples of commonly accepted by professional
accountants. Some of the more fundamental aspects
of accounting practices will be stressed. Students
who intend to proceed directly to business,
or enter a community college in a business field,
will find the course extremely useful and helpful.
Some of the topics studied include: The Balance
Sheet; Changing the Financial Position; The
Ledger; Journal Systems; Financial Statements;
Cash and Banking Activities.
Social C Environmental Studies
BMK 3G (BMK 11G) General Level — MARKETING
Prerequisite — FOR SENIOR STUDENTS
This course is of interest to students who
wish to broaden their general knowledge of business
as well as to students who may be interested
in careers in retailing. It examines many of
the activities required to get goods and services
to the marketplace. A partial list of topics
studied includes: advertising, selling, research,
displaying, ordering and controlling a business.
During the year marketing students may participate
in a work week and several marketing related
projects.
Communications
BOP 3G (BCB 11G) General Level — OFFICE PROCEDURES 1
This course is designed to co—ordinate all
the tying skills and business knowledge which
students have acquired over the past several
years. Students will develop skills which will
enable them to seek employment in a business
office. Students will be introduced to the
concepts of WORD PROCESSING and have the opportun—
ity to work on a WORD PROCESSOR in our Word
Processing Centre. Emphasis will be placed
on increasing typing speed. In addition, office
procedures involving duplicating procedures,
business correspondence, records management,
business reports, human relations, the telephone
skills and other specialized areas of study
will be emphasized.
Pure C Applied Science
BAA 4G (BAC 11G) General Level ACCOUNTING
APPLICATIONS
Prerequisite — BAC 2G/2A or BAI 3G, BAP 3A
The basic principles acquired in the introductory
accounting course are expanded to include payrolls,
detailed financial statements, and accounting
problems which will closely simulate actual
business situations. Accounting is an excellent
skill for students who intend to proceed into
business.
Communications
BCD 4G (BCO 12G) General Level — BUSINESS
CORRFSPONOFNCF
This course is designed for senior students
interested in improving their abilities in business
communications skills. Students are taught
how to increase their vocabularies, how to use
reference books, and how to apply the principles
of grammar to all forms of communications.
In business, most written communication is in
the form of letters. Techniques of writing,
the basic types of letters are introduced.
Other forms of business communication such as
memoranda, reports, news relases, minutes of
meetings and interview techniques are also taught.
This course is extremely helpful for anyone
planning a career in business and may be used
as an English credit for those students who
enrolled in a Secondary School PRIOR TO September,
1, 1979.
Communications
BOP 4G (BCB 12G) General Level — OFFICE PROCEDURES 2
Prerequisite — BOP 3G (BCB 11G)
Upon completion of this course, students will
have a saleable typing skill and the experience
needed to secure employment. The course includes:
the development of typing speed, a thorough
coverage of job application techniques, handling
interviews, advanced business correspondence,
preparing legal documents, using dictaphone
equipment and the student's choice of a specialized
field of study. WORD PROCESSING training will
be provided on the Apple II Word Processor.
Students will be given the opportunity to partici—
pate in the WORK EXPERIENCE PROGRAM. In addition,
the Public Service Commission Examinations for
clerks, typists, and stenographers will be arran—
ged for those students wishing to secure employ—
ment with the government.
(21)
BSH 3G (BSH 11G) General Level — SHORTHAND
PERSONAL (FORKNER)
Prerequisite — BKT 1G
Shorthand continues to be a valuable tool
in business today. In addition, shorthand has
great potential for personal use in everyday
life. This course will enable the student to
master all of the rules in Forkner shorthand.
These rules enable the student to write any
work in shorthand. Time will also be spent in
developing automatic writing to enable the student
to write unpreviewed material at 60 words per
minute for periods of 11 to 3 minutes. The student
will be expected to transcribe his/her notes
on the typewriter at 20 words per minute.
The student is encouraged to view shorthand
as a valuable skill that can also be used for
making rough drafts of written and oral communica—
tion such as reports, essays, scripts, lectures,
etc.
Pure C Applied Science
BPC 3G (BIN 11G) General Level — DATA PROCESSING
CONCEPTS
Prerequisite — Designed for Senior Students
Data Processing is of interest to students
who wish to expand programming skills as applied
to the problems of business and government.
Students who have successfully completed Grade
10 Computer Studies would benefit from this
course. A growing number of students take data
processing and computer science to learn how
to use the computer to solve mathematics and
business problems. Students write programs
that involve sales inventory and payroll problems
using BASIC language. Other programming includes
application programs which involve use of spread—
sheets, data bases and file operations.
Communications
BKT 1G1 (BTY 12G) General Level — TYPING
NOTE: SENIOR STUDENTS WISHING TO TAKE TYPING
SHOULD REGISTER IN BKT 1G1. THIS COURSE WILL BE
OFFERED ON A SEMESTERED BASIS FOR SENIOR STUDENTS
AND NON—SEMESTERED FOR JUNIOR STUDENTS.
In this course, students will learn how to
type by the 'touch' system. Every student should
master the basics of typing as this skill can
be useful for both personal and vocational gains.
Once the keyboard has been mastered, emphasis
will be placed on such special applications
as personal letters, centering, essays, and
notes. Students will be able to type up their
assignments for English, History, Geography, etc.
Communications
BSB 4G (BSN 12G) General Level — SHORTHAND—BUSINESS
Prerequisite — BSH 3G and BKT 1G
This is a continuation of Forkner Shorthand
11G. The students vocabulary is increased to
3000 words through a study of theory, principles
and drills. The emphasis is on the transcription
of unpreviewed material and the minimum speed
requirement is 80 words per minute for 12 to
3 minutes to be transcribed at 20 words per
minute. Work transcribed must be mailable.
Success in this course usually prepares a student
to successfully write the Civil Service Shorthand
Test and obtain employment as a stenographer
in business or government or to enroll in secretar—
ial sciences at a community college.
Social C Environmental Studies
BLW 4A (BLW 11A) Advanced Level — LAW
Prerequisite — for Senior Students (formerly BLW 3A/G
The content of BLW 4A is basically the same
as BLW 4G being divided into two main areas,
CRIMINAL AND CIVIL LAW, but will be reinforced
in greater depth.
BLW 4G (BLW 11G) General Level — LAW
Prerequisite — for Senior Students
A survey course which is basically divided
into two sections: criminal law and civil law.
The student will learn about the categories
of criminal conduct, the administration of justice,
court procedures, evidence, penology, sentencing,
the ,juvenile offender and special problem offenders.
Civil law topics include the nature of law,
civil rights and freedoms, civil wrongs, employer/
employee relations, marriage and family law
and contracts.
The course deals with theory, case studies,
films, and includes guest speakers and a visit
to court.
Those students interested in careers involving
law (e.g. Civil Service, Penalogy, Legal Secretar—
ial, Police, The Practice of Law, Legal Assistant,
Parole Officer, etc.) as well as those wishing
to improve their understanding of how law affects
our daily lives should find this course a good
overview.
It is strongly suggested that students who will
be working with computers in the near future
should learn to type as the keyboard on the
comauter is similar to the one on the typewriter.
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Pure C AppliedScience
BAC 5A (BAC 13A) Advanced level — ACCOUNTING
Prerequisite — completion of Grade 11 or Grade 12
advanced level courses.
The aims of this course are to acquaint the
student with basic accounting procedures and
principles and to develop understanding of the
practical application of them. Beginning with
the study of basic accounting procedures, the
student proceeds to investigate other forms
of accounting techniques such as financial state—
ment preparation and analysis, accounting controls,
inventories, partnerships, corporation accounting,
manufacturing operations and cost accounting.
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DRAMA
ADA 2A (EDA IDA) Advanced Level — DRAMA
ADA 2G (EDA IOG) General Level — DRAMA
This is an introductory course in Dramatic
Arts. Students will work on the development
of basic skills to make Drama a means of personal
communication. Most work in the course takes
place in small groups. The main objective of
this course in Drama is to free the imagination
so that the students may explore some of the
human experience, and make that into a statement
in some dramatic form, be it skits, story—telling,
or large group plays. Skills are developed
through theatre games, sounds and movement work,
tableau work, role playing, puppetry, improvisation
and dramatization of written work.
Evaluation is based on attendance, energetic
participation, group project work, and at
least two personal interviews with the teacher
each year. The maintenance of a daily notebook
is a mandatory requirement. Attendance at one
major production, some research work and written
reviews are also required. This course will
be offered subject to enrolment.
ADA 4A (EDA 12A) Advanced Level — DRAMA
ADA 4G (EDA 12G) General Level — DRAMA
Prerequisite — ADA 3A or ADA 3G
This is a third level course in which students
with experience in Drama group work, improvisation
and the creative use of the written word will
explore a variety of dramatic styles. We will
study plays that exemplify such diverse theatre
styles as Ancient Greek theatre, Elizabethan
theatre, and the movement of Realism, Naturalism
and Expressionism. From the texts studied we
will produce some scenes for public presentation.
Having gained an appreciation of drama as a
means of communicating ideas in a variety of
forms, students will write and produce their
own play at year's end.
Students registering for this course should
have a strong background in Drama and be interested
in the art of communication of theatre. Research
and a written term paper will be required.
Most major project work will be for some public
forum or presentation. Evaluation is based on
attendance, energetic project participation
and inteviews with the teacher. The maintenance
of a daily notebook of an additive nature is
mandatory. Attendance at two major productions
and written reviews are required. Further atten—
dance at a play of your own choosing is recommended.
ADA 3A (EDA 11A) Advanced Level — DRAMA
ADA 3G (EDA 11G) General Level — DRAMA
Prereauisite — ADA 2A or ADA 2G
This is a second level course in which students
with some knowledge of creative dramatic group
work will further develop their Drama and communi—
cation skills. Emphasis is placed on the utiliza—
tion of improvisation, role playing and theatre
game skills, and on the development of the use
of the printed word. Throughout the year the
following areas are covered: review of first
year skills, developing characterizations, child—
ren's theatre, introduction to the mask, techniques
of play production, radio drama, and a study
of one act plays.
Evaluation is based on attendance, energetic
participation, group project work and through
at least two personal interviews with the teacher
each year. The maintenance of a daily notebook
is a mandatory requirement. Attendance at two
major productions, written play reviews and
participation in projects for public presentation
are required.
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ENGLISH
Communications
General level English courses provide our students with a practical knowledge of English language
and literature, and are designed for students who do not intend to attempt Grade 13 or University but
who may wish to proceed into the job market or to community college after graduation. Our Advanced level
English courses demand a high standard of writing proficiency. These courses prepare students for Grade
13 and for any type of post—secondary education. The new Enriched level English offered in Grade 9 is
an experimental program which should provide added incentives and challenges for students who excel in
the Arts.
ENG IAE (ENG 9E) Enriched Level — ENGLISH
Prerequisite — Recommendation of Grade 8 Teacher
This course covers essentially the same core
material as in ENG IA. (see next course description)
Its treatment of the literature selections is
in greater depth. The Shakespeare unit, for
example, is not simply an introduction to Shake—
speare but is an intensive study of a play.
In addition, there is a greater emphasis on
creative writing and on independent library
reading and research projects.
THIS COURSE WILL BE OFFERED SUBJECT TO SUFFICIENT
ENROLMENT.
ENG IA (ENG 9A) Advanced Level— ENGLISH
Literature: Units of work are presented which
focus on the main literary genres in order that
the student becomes aware of the essential differ—
ences in these genres: i.e. short stories, novel,
drama, essay, poetry. Literary works include
an introduction to Shakespeare, novel study,
as well as, selections from modern poetry, short
story and drama anthologies. Literary terms
which aid the student in understanding and appreci—
ating the various literary genres are also studied.
Language: A vocabulary building program will
introduce students to new words and idioms and
make them aware of the various levels of English
diction.
Writing: The improvement of the student's
written expression focuses on development of
vocabulary, order and structure of sentences,
identification and correction of common sentence
errors, organization of paragraphs and proper
use of punctuation. Students are also encouraged
to experiment with different kinds of writing,
from descriptive, narrative and expository passages
to book reviews and brief, documented essays.
A newspaper unit completes the program; students
examine different journalistic styles and practice
writing editorials, advertisements, headlines,
and new stories.
Grammar: Basic grammar skills are reviewed,
i.e. the function of the simple part of speech.
An intensive study is undertaken in the areas
of punctuation, noun/pronoun relationships,
verb tenses and voice phrases.
ENG 2A (ENG IDA) Advanced Level ENGLISH
Prerequisite — ENG lA or ENG IE
The emphasis is on literature, but a program
of grammar and composition will continue the
work of ENG IA. Students are expected to have
mastered the literary and language terms taught
in ENG IA. Term one grammar consists of a thorough
review with emphasis on verbs and verb forms.
Term one writing consists of a review of diction,
the principles of paragraph stucture, narrative
writing with and without dialogue, the punctuation
of dialogue, simple expository writing using
contrast and comparison and building an argument.
Term two writing will focus on a continuation
of those skills taught in term one, as well
as, writing poetry critiques, descriptive para—
graphs and paraphrases. The literature portion
of ENG 2A consists of a mixture of short stories,
poetry, drama, novels, mythology and. Shakespeare.
As well, this course contains Canadian content.
The large mythology unit in the first term will
cover Greek and Roman mythology, Indian Legends,
and the Medieval Arthurian Legends.
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ENG 1G (ENG 9G) General Level — ENGLISH
This course involves the study of a variety
of forms of literature such as short stories,
novels, drama and poetry. Emphasis is placed
on "high interest" prose and poetry selections.
An attempt is made to help students overcome
reading and writing difficulties. In particular
the development and improvement of vocabulary,
sentence and paragraph structure, and basic
skills in grammar are focused upon.
ENG 3A (ENG 11A) Advanced Level — ENGLISH
Prerequisite — ENG 2A
This course focuses on the development of
various literary forms — poetry (particulary
the sonnet), novels, short stories, essays.
The basic theme of the works studied is the
ideas of man's coming to terms with himself
and with his society. Students are encouraged
to develop critical standards in connection
with literature, and to apply these to their
reading. Also studied are the techniques of
various forms of writing with emphasis placed
on the critique and the precis. Skills in grammar
and expository essay writing are reviewed and
polished. ,
ENG 3G (ENG 11G) General Level — ENGLISH
Prerequisite — ENG 2A or ENG 2G
This course explores several forms of literature
and attempts to equip the student with the know—
ledge and skills needed for the enjoyment of
good literature. Study materials include: plays,
novels, short stories, and poetry. Extensive
use is made of tapes, films, slide shows and
other audiovisual aids. Students study grammar,
composition, spelling, and other practical applica—
tion, of the skills of written and oral expression.
Language study focuses on the letter of applica—
tion, the letter of complaint and the writing
of agendas and minutes of meetings. Speaking
skills are developed in a unit on debating.
As well, there is a unit on forms which is based
on the text The Forms in Your Life.
ENG 2G (ENG IOG) General Level — ENGLISH
Prerequisite — ENG lA or ENG 1G
This course stresses the basic skills of listen—
ing, speaking, reading, and writing. Emphasis
is placed on the organizing and writing of assign—
ments, letters, notes, descriptive and narrative
paragraphs, grammar, vocabulary building and
the analysis of literature. Literature studies
include these genres and their techniques: the
short story, science—fiction, the novel, poetry
and drama. Students are expected to improve
their skills of listening, speaking, reading
and writing at a mature level.
ENG 4A (ENG 12A) Advanced Level — ENGLISH
Prerequisite — ENG 3A
This course develops the "Man and His Society"
theme of the 3A program is a broader historical
perspective and acquaints students with several
genres of literature. Critical standards and
analytical skills will be given continued emphasis.
Research essay skills, narrative writing techni—
ques, and panel presentations will be stressed.
Students will review the master traditional
grammar, punctuation and precise form. The course
looks at literature of the past and present
in a thematic content. The themes include:
"Man and Society", Man and War", "Man and the
Unknown."
The objective of this course goes beyond teaching
literary terms and language skills, it is to
encourage students to formulate their own system
for assessing society.
ENG 4G (ENG 12G) General Level — ENGLISH
Prerequisite — ENG 3A or ENG 3G
This course pursues a detailed study of advanced
communication skills, and an appreciation of
literature. The application of the literature
is closely integrated with the study of application
of communication skills. Literature units are
organized thematically around four, themes: pre—
judice, propaganda, power and psychology. The
basic communication skills of reading, writing,
speaking, and listening are taught in conjunction
with specific selections for literature. Emphasis
is placed up the practical application of these
skills. Basic grammar is reviewed and placed
in the context of effective speaking and writing.
Interview skills, the writing of a personal
resume are taught as well.
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ELT 5A (EHD 13A) Advanced Level — ENGLISH
Prerequisite — ENG 4A
THE HISTORICAL DEVELOPMENT OF ENGLISH LITERATURE*
This course provides students with a sound
background in the tradition of English literature
and provides a detailed and practical knowledge
of those communication skills required for post—
secondary education. The study of literature
is organized on a historical basis. Representative
works from Chaucer to the modern world are studied
in detail. Emphasis is placed on the various
periods of literature, the relationships between
these periods and the sociological and intellectual
factors which affected the literature of the
times. Considerable emphasis is placed on the
four major communication skills: research, documen—
tation and format skills; the formal essay and
oral presentations in the form of reports and
seminars. Students are expected to become profi—
cient in the skills of defining and identifying
problems of a literary nature, designing topics
for discussion, gathering data, presenting factual
and subjective information and evaluating that
information.
* ELT 5A and ELC 5A may be taken concurrently
for two credits towards a SSHGD.
EMR 3A _(f CN 11A) Advanced Level — ENGLISH
Prerequisite — ENG' 2A
N. B. This course must be taken in conjunction
with/or subsequent to ENG 3A.
The course begins with a study of form and
method using the techniques of writing from
models. It will include some freelance writing
(writing projects of the students' own choice).
Guest writers will be invited to participate
by giving readings of their works or by conducting
instructional seminars.
Students will be encouraged to submit entries
to such contests as: The Ottawa Little Thetrp
annual one act play competition; Chatelaine's
annual short story contest and the Canada Permanent
Trust essay writing competition.
ELC 5A (ECL 13A) Advanced Level — ENGLISH
Prerequisite — ENG 4A
CANADIAN LITERATURE AND THE CANADIAN MILIEU*
In this course the study of Canadian literature
is organized on a historical and thematic basis.
Representative works from Lampman and Moodie
to contemporary novelists, poets and playwrights
are studied in detail. Emphasis is placed on
the sociological and intellectual factors which
have affected Canada's literary development.
As in ELT 5A the four major communication skills
are stressed in this course but within the context
of Canadian literature. Considerable emphasis
is placed upon research, documentation and reports
and format skills, the formal essay and on oral
presentations in the form of reports and seminars.
Students are expected to become proficient in
the skills of defining and identifying problems
of a literary nature, designing topics for discus—
sion, gathering data, presenting factual and
subjective information and evaluating that infor—
mation.
* ELT 5A and ELC 5A may be taken concurrently
for two credits towards a SSHGD.
ENS 3G (ESK 11G) General Level ENGLISH (SKILLS
Prerequisite — ENG 2A or ENG 2G
N.B. This course must be taken in conjunction
with/or subsequent to ENG 3A/G
This course begins with a complete review
of English grammar. It includes an extensive
vocabulary building program. The course touches
on other basic language skills such as spelling,
punctuation and sentence structure.
In second term, students will study and then
practise various types of descriptive, narrative
and expository writing styles.
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FAMILY STUDIES
CFS IA (FAM 9A) Advanced Level —FAMILY STUDIES
(INTRODUCTION TO)
CFS 1G (FAM 9G) General Level — FAMILY STUDIES
(INTRODUCTION TO)
The overall emphasis is on the improvement
of the quality of life of the family through
acquiring of skills in foods, clothing and inter—
personal relationships. This course explores
the preparation of food in the contemporary
family. Emphasis is placed on developing skills
of nutritional choice and consumer choice while
the student is learning the methods of food
preparation. Skills in clothing construction
and selection are developed through the preparation
of a garment using a commercial pattern and
current fabric choices. Emphasis is placed
on building skills in construction techniques
as well as as consumer selection and use of
modern fabrics.
CFS 3A (FAM 11A) Advanced Level — FAMILY STUDIES
(CHILD DEVELOPMENT, PARENTING AND THE FAMILY IN
VARIOUS CULTURES)
CFS 3G (FAM 116) General Level — FAMILY STUDIES
(CHILD DEVELOPMENT, PARENTING AND THE FAMILY IN
VARIOUS CULTURES)
This course focuses on the family and parenting;
the effects of social and technological change
and the developmental tasks in the family life
cycle, augmented by observations of a playschool
program to provide practical learning situations
with young children. The nutritional problems
and customs pertaining to the selection and
preparation of foods for families in various
cultures are studied. The clothing needs of
various family members are considered in selecting
and sewing garments for different age groups.
The challenges and responsibilities of parenting
and being a caregiver are emphasized.
Arts
CFS 2A (FAM IDA) Advanced Level — FAMILY STUDIES
(CUISINES, CLOTHING AND CONSUMERISM
CFS 2G (FAM IOG) General Level — FAMILY STUDIES
(CUISINES, CLOTHING AND CONSUMERISM
The theme, Cross—Canada Cultures, is developed
through study of the various ethnic groups,
their foods, customs, arts, crafts, values,
lifestyles and uniqueness. The student will
work with more difficult fabrics and use more
complicated techniques found in popular commercial
patterns. An understanding will be gained of
synthetic textiles and their increasing use
in clothing and household goods as well as their
finishes and the care techniques required for
effective use. For the student wishing to become
more proficient in fine points of food preparation,
skills of the gourmet calibre will be developed
for use in the family setting. Certain aspects
of the course continue to emphasize the development
of wise consumer choice and use of the family
food dollar.
CFS 4A (FAM 12A) Advanced Level— FAMILY STUDIES
(WORLD NUTRITION, HOUSING AND INTERIOR DESIGN
CFS 4G (FAM 12G) General Level — FAMILY STUDIES
(WORLD NUTRITION, HOUSING AND INTERIOR DESIGN
The handicapped person as a contributing and
valuable asset in our society is the focus of
this course. The special needs in education
in the workplace, in the home, in clothing,
in food preparation, in medical and in transporta—
tion will be researched. Other areas of concentra—
tion will be: stages in the life cycle or aging;
housing; resource management; and world nutrition
and gourmet cooking. The life cycle of the
family and of the individual concentrates on
the challenges and opportunities of each decade
of one's life. Our interior environment is
an important aspect of individual expression.
Therefore, understanding and creative, decorative,
functional, and aesthetic aspects of articles
in the home helps students to appreciate and
enhance their own setting.
CFR 4A (FIL 12A) Advanced Level — FAMILY STUDIES — RESOURCE MANAGEMENT
CFR 4G (FIL 12G) General Level — FAMILY STUDIES — RESOURCE MANAGEMENT
A person's privileges and, responsibilities in the community family and the world family will be reviewed.
Independence requires the knowledge and ability to plan and prepare attractive and nutritious meals. One's
first apartment demands experience in budgeting for housing, furnishings, purchase of a car and resource
management. Career commencement brings with it an increased interest in wardrobe planning, purchasing
and maintenance. Adult responsibilities and opportunities usher in a new world of choices and Expectations.
A look at the immediate and far distance future helps the individual deal with change in his environment,
his lifestyles, his needs, and the challenge of aging. All of these topics will be dealt with, in depth,
practically and academically.
FLOW CHART OF COURSES
GCN lA Canadian Geography
Skills with topographic maps
and air photos. Study of
cities, climate, weather,
population, geology.
GFA 9A Furasia
Study of people, their cul-
tures, how they interact.
The effects of modern tech-
nology on them.
GPH 3A Natural and Nan Made
Disasters
Man and his environment.
Earthquakes, landslides,
floods, torandoes. How do
they affect us, and can we
control them.
GUS 4A Urban Studies
Study of cities, how they
grow. Slums, high rises,
traffic jams, riots. How do
you plan these out of cities?
GWI 5A World Issues
A socio-economic study of
selected world populations,
with emphasis on problems
such as third world poverty,
energy, etc.
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GEOGRAPHY
GGL 4A/G Geology
The study of Canadas
mineral resources. Mining,
refining, marketing of
selected minerals will be
considered.
Social E Environmental Studies
GCN 1G Canadian Geography
Basic geographical skills
will be stressed in the study
of aspects of Canadian
geography.
GEA 2G Eurasia
A selected study of differ-
ent peoples of Europe and
Asia.
GPH 3G Natural Disasters
Events which may affect us
directly: Earthquakes, land-
slides, floods, fire, thunder
storms. How do we react to
them?
GRG 4G World Regional Geog.
In some regions masses are
starving. Their quality of
life is very poor. Why is
this, what factors such as
war or global position make a
country rich or poor.
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GGL 4A/G Geology
The study of Canadas
mineral resources. Mining,
refining, marketing of
selected minerals will be
considered.
Social E Environmental Studies
GCN 1G Canadian Geography
Basic geographical skills
will be stressed in the study
of aspects of Canadian
geography.
GEA 2G Eurasia
A selected study of differ-
ent peoples of Europe and
Asia.
GPH 3G Natural Disasters
Events which may affect us
directly: Earthquakes, land-
slides, floods, fire, thunder
storms. How do we react to
them?
GRG 4G World Regional Geog.
In some regions masses are
starving. Their quality of
life is very poor. Why is
this, what factors such as
war or global position make a
country rich or poor.
(29)
GCN lA (GEO.W) Advanced Level — GEOGRAPHY OF CANADA
NOTE: All students in Grade 9 must choose
either GCN lA or GCN 1G.
This course will explore the diversity and
complexity of Canada's geography. The development
of geographic skills such as interpretation
of topographic maps and air photogrammetry will
be a common theme, while at the same time the
student will become acquainted with the many
facets of geography, such as urban geography,
demography, earth science, environmental geology
and meterology.
GCN 1G (GEO 9G) General Level — GEOGRAPHY OF CANADA
NOTE: All students in Grade 9 must choose
either GCN IA or GCN 1G.
This course is designed for those students
who need to improve and reinforce their knowledge
of basic geographical skills and concepts.
A thematic approach will be used where the students
will develop a knowledge of Canadian Geography
through study of topics such as transportation,
resoures, population and energy.
GPH.3A (GEO 11A) Advanced Level — GEOGRAPHY
NATURAL AND NAN MADE DISASTERS
Prerequisite — GCN lA or GEA 2A
The interaction of people with their environment
is not always harmonious. We have a surprising
probability of becoming witnesses to disasters,
and should have some understanding of them.
Natural disasters such as earthquakes, volcanoes,
tornadoes, landslides, and man—made disasters
concerning aviation, dam construction, .and super
tankers will be analyzed in terms of cause,
prediction and prevention.
GEA 2A (GEO l0A) Advanced Level — GEOGRAPHY
GEOGRAPHICAL PROBLEMS (EURASIA
Prerequisite — GCN lA *This course is an excell—
ent preparation for HIS 11A.
Home to three—quarters of the world's people,
Europe and Asia offer virtually unlimited possibil—
ities to students studying the world in which
we live. Throughout history, Eurasia has undergone
change: migration opened up new territories;
nations expanded militarily — to impose their
civilizations on others; religious and cultural
movements swept across human and natural boundaries
economic and military alliances changed the
course of world events. Today, the increasing
interdependance among nations means that Canada
is no longer exempt from the problems of Eurasia.
Hence, the aim of this course is to create an
awareness and understanding of these problems
through the study of several carefully—selected
regions.
GEA 2G (GEO IOG) General Level — GEOGRAPHY
REGIONAL STUDIES (EURASIA)
Prerequisite — GCN IA or GCN 1G
This course will study several areas selected
from Europe and Asia on the basis of their differ—
ent geographical, cultural and/or economic back—
grounds. Students interests and current situations
within the region may also be criteria for selec—
tion. The emphasis will be on basic geographical
concepts and skills while the aim of the course
will be to create an understanding of the influence
geography has in producing peoples with such
different cultures, standards of living., skills,
and technology.
GUS 4A (GEO 12A) Advanced Level — GEOGRAPHY
THE URBAN ENVIRONMENT
Prerequisite — GCN IA or GEA 2A or GPH 3A
The majority of Canadians live in cities divorced
somewhat from the natural environment usually
studied in geography courses. A whole new set
of problems are created — physical, political,
cultural, racial and recreational. How man
copes with these problems is the essence of
urban geography. Students who take this course
are expected to do a major assignment in the
area of urban planning. Field observations
and studies of the local area are required.
(30)
GPH 3G (GEO 11G) General Level — GEOGRAPHY
NATURAL DISASTERS
Prerequisite — GCN 1G or GEA.2G
The possibility that we may be affected by
some man—made or natural disaster is always
with us. Through the study of phenomena such
as earthquakes, landslides, floods, fire, tornadoes
the student will gain an understanding of his
environment, and therefore be able to appreciate
and deal with such events which may affect him
directly.
GGL 4A/G (GEL 12A/G) — GEOLOGY
Prerequisite — GCN IA or GCN 1G or GPH 3A or
GPH 3G.
Our standard of living, life style, employment
opportunities are all affected by 'the- development
of Canada's mineral resources. The occurance,
mining processing refining, marketing of selected
minerals such as gold, aluminum, potash, steel,
asbestos and coal will be examined in this course.
As our economy changes and exhaustable mineral
and energy fuels are depleted it is becoming
important to reevaluate the present labour situa—
tion and how it affects us.
GWI 5A NED 13A) Advanced Level — GEOGRAPHY
WORLD ISSUES
Prerequisite — GPH 3A or GUS 4A or GGL 4A/G
Today we are truly living in a global village.
More and more the world's mushrooming population
is competing for resources which are dwindling
in either quantity or quality. Air, water,
farmland, space, and energy supplies are examples
of just a few.
Although worldwide standards of living continue
to rise, it is clear that the rich areas continue
to increase their lead over the poorer areas.
Worldwide problems such as overpopulation, food
supply, poverty, environmental destruction,
threat of nuclear war and resource depletion
clearly point out the need for students, in
their final years of high school education,
to understand the significance of being part
of a global society. The aim of this course,
therefore, is to make students aware of the
necessity of stressing people's dependence on
each other regardless of their differences.
GRG 4G NED 12G) General Level — GEO TAPHY
WORLD REGIONAL GEOGRAPHY
Prerequisite — GCN 1G or GPH 3G
Drought and starvation in North Africa, over—
population in India, pollution in California,
war in the Middle East and mass destruction
of the rainforest in the Amazon are just five
examples of major problems being faced by some
regions of the world today. This course, through
a regional approach, will look at some of the
major geographic concerns of the 198O's. At
the same time it will point out the truly privi—
leged geographic position Canada has in the
world. This in turn should lead to a better
appreciation of those people who have a "Quality
of Life" much lower that the average Canadian
and therefore deserve our understanding and
help.
(31)
HISTORY Social C Environmental Studies
HCC 2A (HIS IDA) Advanced Level
CONTEMPORARY CANADIAN/WORLD CONCERNS
HCM lA (HIS 9A) Advanced Level
CANADA'S MULTICULTURAL HERITAGE
HCM 1G (HIS 9G) General Level
CANADA'S MULTICULTURAL HERITAGE
This course is recommended as preparation
for later social studies courses; especially
HCC 2A or HCC 2G. The topics studied are„similar
at both the advanced and general level; the
methods of instruction and testing differ to
meet the needs of students at each level.
Growth of the Canadian Nation 1890 - 1939
1. Local history - Carleton County
2. The industiral revolution in the western
world and its effects, especially on people
of Canada.
3. Immigration to the west and the growth of
cities in early 1900's.
4. The frontier - Klondike gold rush.
5. Influences of the United States on Canada
in the 19201s; and the great differences
between the two nations.
6. World War 1 and its effects on Canadians.
7. Lifestyle of Canadians in the 1920's compared
with the great depression of the 1930's.
8. World problems in the 1930's.
A good companion course for GCN IA or GCN 1G.
HAN 3A (HIS 11A) Advanced Level - HISTORY
ANCIENT E MEDIEVAL
Past and Present: Middle East, Europe, and Central Asia
GEA 2A is a good companion course.
Topics of study include:
w; A,41 r., 4- .
1. Development of early man.
2. Life in ancient cities.
3. Ancient Egypt compared with
Ancient Israel.
4. Development of Judaism and
Islam.
5. Middle East today.
Prerequisite - NONE, but HCM lA is helpful.
Canada in a Chanqinq World 1920's to Present
COMPULSORY COURSE - Also consider taking GEA 2A as
a companion course.
1. You and the Law
2. You and the Government
3. Canada in the 1920's
4. The Great Depression of the 1930's
5. Canadians at War 1939-1945
6. Canada in World Affiars - 1945 to Present
7. Canada at Home - 1945 to Present
a) Economy
b) Social Life
c) French -English Relations
HCC 2G (HIS IOG) General Level
CONTEMPORARY CANADIAN/WORLD CONCERNS
Prerequisite - NONE
Canada in a Chanqinq World 1920's - Present
COMPULSORY COURSE - Also consider taking GEA 2G as
a companion course.
Topics of study include:
1. You and the Law
2. 1920's compared with aspects of Canadian
life today.
3. 1930's - depression and build-up to war.
4. Canada in World War II
5. Canada and world affairs 1945 - Present
6. Government and You
7. Canadian -American Relations
8. French -English Relations
Europe:
1. Ancient Greece and Rome -
lifestyle, technology,
beliefs, legacy.
2. Medieval Europe: monarchy,
manor, and role of the church.
3. Renaissance Europe: changes in
beliefs, art and exploration.
(Modern Europe - a Grade 12 Topic)
r,...4. 1 n..:...
1. Traditional culture of India
2. India in 20th century - develop-
ment and problems.
(32)
CMS 3A (HMS 11A) Advanced Level — MAN IN SOCIETY
This course examines the behaviour of the
individual human being and of his society.
In the Psychology section the student studies
how a person perceives his environment, learns,
is motivated, copes with his emotions, problem
solves, displays healthy and unhealthy
behaviour, and assesses therapies to deal with
behaviour problems. In the Sociology section,
the influence of the family, peers and of society
in general on the individual from birth to death
are examined. Social concerns such as racism,
poverty and urbanization will be discussed.
Advanced level course students will be required
to read, write, discuss and research more exten—
sively and independently.
CMS 4A (HSO 12A) Advanced Level — MAN IN SOCIETY
(SOCIOLOGY)
(Consider HWO 4A and GUS 4A as companion courses)
Prerequisite — one of the following: HAM 3A
or CMS 3A
"B" average or better in CMS 3G
This course focuses on the purpose and function
of the institutions within our society, and
how each member of society learns to play a
part in them.
1. Methods and Materials: Our social scientific
investigation will introduce students to
the concepts and theories of the sociologist.
Students will be required to do an independent
research project using the methods of the
sociologist.
2. The Individual and Society: the topics will
include culture, socialization, sex roles,
and deviance.
3. Institutions in Our Society: Emphasis will
be placed on the organizations that are,
and will be of importance to us; in particular
educational institutions and the world of
work. Other institutions which will be
discussed are religion and the "total institu—
tion" — our prison system.
CMS 3G (HMS 11G) General Level — MAN IN SOCIETY
This course examines the behaviour of the
individual human being and of his society.
In the Psychology section the student studies
how a person perceives his environment, learns,
is motivated, copes with his emotions, problem
solves, displays healthy and unhealthy behaviour,
and assesses therapies to deal with behaviour
problems. In the Sociology section, the influence
of the family, peers and of society in general
on the individual from birth to death are examined.
Social concerns such as racism, poverty and
urbanization will be discussed.
The General level course will emphasize classroom
activities such as group work, discussion and
self—evaluation exercises.
HWO 4A (HIS 12A) Advanced Level — HISTORY
ORIGINS OF THE MODERN WORLD
Consider GUS 4A and CMS 4A as companion courses.
Topics of study include:
1. French Revolution and Napoleon.
2. Industrial Revolution and Marxism.
3. Road to revolution in Russia: From Tsars
to Lenen.
4. Stalen's Russia to Soviet Union today.
5. Cold War and Europe today.
6. China: traditional society to communist
China: Mao—Tse—Tung.
7. Third World nations.
Discussion of current events and opportunities
to attend student conferences are offered.
CEC 4G (HEC 12G) General Level — ECONOMICS
UNDERSTANDING THE CANADIAN ECONOMY
Prerequisite — Completion of Grade 11
The demands of Canadians for better jobs,
food, housing and shelter can be more easily
satisfied in a healthy economy. In this course,
we study how the Canadian economy is organized
and what makes it "healthy" or "sick". Topics
of study include: the money and banking system;
labour unions; government's role in the economy
through taxing and spending, the principles
of international trade; the stock market; and
how Canada's economic system compares with those
of other nations. Students understanding of
today's economic news is emphasized, and an
opportunity is presented to become pretend inves—
tors in a stock market simulation game.
(33)
HWO 4G (HIS 12G) General Level — HISTORY
ORIGINS OF THE MODERN WORLD
Consider CEC 4G as a companion course.
This course deals with recent world history,
people, the events and issues that have shaped
our lives in the past one hundred years. Topics
of study include:
I. The World Then and Now — Contrasts
2. The Growth of America
3. The Russian Empire
4. The Decline of Europe's Power — Wars
5. The Awakening of China
6. The Shifting of Power — Asia and Japan
7. The Underdeveloped World — Africa, South America
8. Facing the Future — nuclear power, over
population, pollution.
CEC 5A (HEC 13A) Advanced Level — ECONOMICS
Consider also GWI 5A as a good companion course.
This course deals with people and their behaviour
and decisions as consumers, business people
and government policy—makers. It is organized
in a way that eliminates the use of abstract
theories and higher—level mathematics; rather
it focuses on developing an understanding of
real and relevant Canadian economic problems.
Topics of study include:
Macroeconomic Issues
I. Types of Economic Systems
2. Property — Supply and Demand
3. Government Spending and Taxing
4. Money and Banking
5. Unemployment and Inflation
6. International Trade
7. Manufacturing — Ownership and Performance
Microeconomic Issues
I. Types of Business
2. Stock Market
3. Competition
4. Labour Markets and Unions
5. Distribution of Income and Employment
6. Politics of Oil
7. Agriculture Policy
(34)
CFP 5A (HSO 13A) Advanced Level
SOCIOLOGY OF THE FAMILY
Prerequisite — CMS 4A or HWO 4A
This advanced course is for students who are
enrolled in their fifth year of high school.
The student must have good writing skills and
should be prepared to read extensively. Classroom
participation by the student in various forms
is required in any sociology course, and especially
in CFP 5A. This participation includes: class
discussion, role playing, seminars and group
work.
What is a family? How is the nature of the
family changing and what do these changes signify
for the future? This course examines family
life in past and present societies. Correlating
many fields of knowledge including sociology,
anthropology and child psychology, the main
focus of "Sociology of the Family" is the welfare
of the family and its members. Pressures and
problems confronting today's family are examined
in the hope that students will gain increased
understanding and appreciation of the significance
of the family in the life of the individual
growth and interest is provided in the unit
of independent study where students investigate,
in depth, a particular aspect of the course
which interests them.
HCN 5A (HIS 13A) Advanced Level — HISTORY
CANADA IN NORTH AMERICA
Prerequisite — HAM 3A or HWO 4A or CMS 4A
Canadians have shared the continent with Ameri—
cans for over 300 years. In this course we
study how these neighbours have developed unique
nations and how they have affected each other.
The main topics will include:
1. Comparison of governments and leaders.
2. Regional conflicts — American Civil War
and Canadian Confederation.
3. Role of minority groups — American Blacks
and French Canadians.
4. Nation building — Hamilton, Jefferson, Mac—
Donald, and Laurier.
5. Industrialization and the rise of big business.
6. Rise of big government after the Great Depres—
sion.
7. American Civil Rights Movement.
8. Current regional discontent in Quebec and
Western Canada.
9. American foreign policy since 1945.
This course is designed for the student who
has successfully completed one or more 3A or
4A level courses of the History Department.
The student should be prepared to read, write,
research and discuss extensively.
(35)
MATHEMATICS
WHY STUDY MATHEMATICS?
Pure E Applied Science
Traditionally, Mathematics has been the vehicle that provides students with the methods and attitudes to
think clearly and logically. In the 1980's however, Mathematics has become the dominant force in science and
technology with far-reaching and dramatic effects in a multitude of disciplines. Not only is Mathematics the
language of today's computer, but mathematical results are also commonplace and essential in the day-to-day
operations of engineering, physics, economics, accounting and actuarial science, to name but a few. Think
seriously about a career in this growing field, and see your mathematics teacher for more details.
GRADF 8
MAT IG:J'
MAT IA MAT IAE
i
MAT 2G MAT 2A MAT 2AE
MAT 3G MAT 3A
i
i10,
MAT 4G I MAT 4A
MAL 5A
Algebra 5A
Traditional Routes
------ Alternative Routes
MCL 5A
Calculus 5A
Taken Concurrentl
MRF 5A
Relations E
Functions 5A
Introduction
to Computer
Science 2A
DIC 2A
Computer
Science 3A
DSC 3A
Computer
Science 4A
DSC 4A
Other routes are possible after consultation with the Department.
NAT IAE (MAT 9E) Enriched Level - MATHEMATICS
Prerequisite - Recommendation of Grade 8 Teacher
Designed for students who have demonstrated above-
average to exceptional ability in mathematics, this
course parallels MAT lA with additional lateral en-
richment. The majority of students enrolled in this
course are expected to partake in the annual Jijnior
Mathematics Contest sponsored by the University of
Waterloo. Examinations are the same as MAT IA with
optional topics.
THIS COURSE WILL BE OFFERED SUBJECT TO SUFFICIENT
ENROLMENT.
MAT 2AE (MAT 10E) Enriched Level - MATHEMATICS
Prerequisite - MAT 1AE or Recommendation of Dept.
This course parallels MAT 2A with additional later-
al enrichment. Certain topics covered in MAT 2A
will be covered in more depth. Students enrolled in
this course are expected to participate in the annual
Junior Mathematics Contest sponsored by the Univer-
sity of Waterloo. Examinations are the same as MAT
2A with optional topics.
THIS COURSE HILL BE OFFERED SUBJECT TO SUFFICIENT
ENROLMENT.
(36)
MAT lA (MAT 9A) Advanced Level — MATHEMATICS
A first course in the foundations of mathematics
following a more rigorous and theoretical approach
to algebra and geometry. Students are advised
to select this course if they anticipate taking
mathematics in Grade 13. Topics include: opera—
tions in I. Q. and R.; polynominal simplification;
formal solution of equations and inequations; small
sample statistics; rational expressions; founda—
tions of Euclidian and analytic geometrics.
MAT 1G (MAT 9G) General Level — MATHEMATICS
An introduction to general mathematics designed
for those students not wishing to pursue mathema—
tics beyond Grade 12. Emphasis is on the applica—
tions of mathematics rather than the theory
of mathematics. Topics include: order of opera—
tions; operations on integers; rationals and
reals; the solution (formal) of linear equations
and inequations; word problems; simplification
of polynominal expressions; percent and ratio;
the right triangle; statistics (small sample).
MAT 3A (MAT 11A) Advanced Level — MATHEMATICS
Prerequisite — MAT 2A or MAT 2AE
A course continuing in the foundations of
mathematics with the emphasis on the more theore—
tical aspect. Euclidian Geometry is expanded
to include the topics .of area and similarity
of figures. Other topics studied in detail
include: polynominals and rational expressions;
the factor and remainder theorems; ratio and
proportion; the reals; analytic Geometry of
the straight line; the circle, and trigonometry.
MAT 3G (MAT 11G) General Level — MATHEMATICS
Prerequisite — MAT 2G or MAT 2A
As with the two previous general level courses,
MAT 3G will attempt to de—emphasize the theoretical
nature of mathematics, and where possible, re—
inforce mathematics used in other areas of Pure
E Applied Science. Areas of discussion include:
algebraic operations; polynomial and rational
expressions; analytic geometry of the straight
line; systems of linear equations; graphing;
direct and inverse variation; simple and compound
interest; present value; applied trigonometry.
MAT 2A (MAT 10A) Advanced Level — MATHEMATICS
Prerequisite — MAT IA or MAT 1AE
The second course in the foundations of mathema—
tics emphasizes the theoretical approach to
mathematics. Several topics are discussed at
the introductory level including: functions
and relations; variations; graphing in one and
two spaces; systems of linear equations with
applications; probability and statistics; geometric
construction; formal proof in geometry; vector
and analytic geometrics; transformational geometry.
MAT 2G (MAT 10G) General Level — MATHEMATICS,
Prerequisite — MAT 1G or MAT lA
The second course in the applications of mathema—
tics keeps theory to a minimum and accentuates
real life situations in mathematics. Topics
include computations; statistics; rationals;
irrationals; algebra; functions and relations;
equations and problem solving; ratio; proportion
and variation; geometry, and personal finance.
MAT 4A (MAT 12A) Advanced Level — MATHEMATICS
Prerequisite — MAT 3A
This course is primarily designed for students
planning to enrol in any one of the three Grade
13 mathematics courses and should be attempted
only by those who have a credit in MAT 3A.
Euclidian and analytic geometries of the circle
are studied in detail, along with linear, quadratic
exponential, logarithmic and trigonmetric f -unctions.
The topics of sequences and series are studied
as a prelude to calculus.
MAT 4G (MAT 12G) General Level — MATHEMATICS
Prerequisite — MAT 3G or MAT 3A
The last in a series of applied mathematics
courses designed for those students who do not
anticipate taking Grade 13 mathematics. Topics
include: sequences and series; mathematics of
investment; statistics (large and small sample);
polynomial operations and equations solving;
trigonometry and analytic geometry; income tax;
commission; payroll; foreign exchange; and the
quacdratic function.
(37)
DSC 3A (MCS 11A) Advanced Level — COMPUTER SCIENCE
Prerequisite — MAT 3A or MAT 3A concurrently. An
introductory course in typing is advised.
Students will be instructed in the use of
algorithms for problem solving and will learn
BASIC language. Students will be responsible
for a number of graded problems, mainly mathemat—
ical in nature.
MAL 5A (MAL 13A) Advanced Level — ALGEBRA
Prerequisite — MAT 4A
This course is of particular interest to stu—
dents contemplating taking the honours science,
honours mathematics or engineering level at
university. Topics of study include: theory
of sets, .mathematical induction, vector operations
of addition, subtraction, scalasr multiplication,
dot product and cross product applied to vectors
defined as ordered pairs, triples and directed
line segments. Equations of lines and systems
of linear equations are solved using matrics.
Optional topics may include the properties of
algebraic structures, groups, rings and fields.
MCL 5A (MCA 13A) Advanced Level — CALCULUS
Prerequisite — MAT 4A
Calculus is the mathematics used in describing
change, having roots in both the algebra and
geometry studied at previous levels. The course
begins where MAT 4A left off, namely with the
study of sequences and series with special atten—
tion given to the slope of tangent lines to
curves. Other topics include: the study of
limits; rates of change; the derivative function
with special emphasis on extreme values; applica—
tions of extremes in the physical sciences;
area; integration; complex numbers; polar co—ordin—
ates. Application to real—life situations is
a special feature of this course.
DSC 4A (MCS 12A) Advanced Level — COMPUTER SCIENCE
Prerequisite — DSC 3A, MAT 4A or MAT 4A concur—
rently.
A continuation of DSC 3A in which students
learn a high level programming language FORTRAN
or PASCAL. Students will be responsible for
a number of programming assignments.
STUDENTS TAKING GRADE 13 MATHEMATICS ARE STRONGLY
ADVISED TO CONSULT UNIVERSITY AND COLLEGE CALENDARS
PRIOR TO COURSE SELECTIONS IN ORDER TO ASSURE
THAT THEY ARE MEETING THE NECESSARY PREREQUISITES.
SEE YOUR COUNSELLOR FOR ASSISTANCE.
MRF 5A (MRF 13A) Advanced Level — RELATIONS E
FIINrTTnNC
Prerequisite — MAT 4A
This course is traditionally selected by students
who require only one credit in Grade 13 mathematics
It is a logical extension of MAT 4A with emphasis
placed on the analysis of both functions and
relations and their reactions under certain
transformation in the plane. Topics include:
a review of functions, relations and their inver—
ses; an in—depth discussion of trigonometric
functions and conic sections; conics .statistics,
arrangements and subsets, the binomial theorem,
probability and mathematics of investment.
(38)
MODERNS
Communications
The study of Languages is important to students. The French and German courses offered at A. Y.
Jackson are designed so that students may achieve varying levels of proficiency according to their particu—
lar interest, abilities, and career plans. It is our aim to develop communication skills in French
and German, and to foster a sensitivity to the culture and people of French and Germany.
True communication implies a choice of expression of the speaker. Therefore, we have structured
our language courses (both French and German) to encourage the creative learning of second languages.
The mechanical aspect of language training has been maintained to a certain degree, however, the texts
and ideas that we have chosen for our courses foster creativity in both the transmitting and receiving
of messages in the second language.
The Moderns Department of this school feels strongly that the acquisition of communication skills
and their subsequent application after graduation in a country, such as Canada, is to be highly recommended.
Studying French and German offers the students of A. Y. Jackson a valuable educational experience. At
the same time, it provides the opportunity to attain a basic useable command of the French and German
languages, which may then be expanded through further study, or contact with native—speaking people.
FSF IAE (LFR 9E) Enriched Level — FRENCH
Prerequisite — recommendation of elementary
teacher.
This course is designed for students who have
had some immersion French or whose parents are
francophone. Students who have followed the
core program at the elementary level and have
been highly successful should also consider
this course. The four skills of speaking, reading,
writing, and comprehending will receive equal
stress.
THIS COURSE WILL BE OFFERED SUBJECT TO SUFFICIENT
ENROLMENT.
FSF IA (LFR 9A) Advanced Level — FRENCH
Prerequisite — introductory French in elementary
school.
In this course, audio—lingual approaches develop
the four basic skills: comprehending, speaking,
reading and writing. The course is designed
to give the students a working knowledge of
the basic structure of spoken and written French.
Students who intend to select FSF 5A (LFR 13A)
should choose FSF 1AE or FSF lA (LFR 9A).
FSF 1G (LFR 9G) General Level — FRENCH
Prerequisite — introductory French in elementary
school.
This course develops the language as an instru—
ment of communication with equal emphasis placed
on speaking and writing skills Audio—visual
methods are used to stimulate conversation.
Writing and memorization of simple dialogues
is encouraged, and practical vocabulary is learned.
FSF 2AE (LFR l0E) Enriched Level — FRENCH
Prerequisite — FSF 1AE (LFR 9E)
This course is for students who have successfully
completed FSF IAE or for students who did excep—
tionally well in FSF 1A(LFR 9A) course. Equal
emphasis to speaking, reading, writing and compre—
hending the French language will be used in
the evaluation segment of this course.
THIS COURSE WILL BE OFFERED SUBJECT TO SUFFICIENT
ENROLMENT.
FSF 2A (LFR l0A) Advanced Level — FRENCH
Prerequisite — FSF IA (LFR 9A)
In this course, the audio—lingual approach
is continued but with a new emphasis on the
reading and writing skills. The series of oral
and written exercises continue to be characterized
by a gentle and challenging progression.
FSF 2G (LFR IOG) General Level — FRENCH
Prerequisite — FSF 1G (LFR 9G) or FSF IA (LFR 9A)
In this course, oral expression is reinforced
by some reading, which also helps to increase
the knowledge of vocabulary. Meaningful structures
are introduced through practical applications.
(i.e. clothing, household vocabulary).
(39)
FSF 3AE (LFR 110 Enriched Level — FRENCH
Prerequisite — FSF 2AE (LFR l0E)
This course is designed for students who have completed successfully the FSF 2AE (LFR 10E) course. For
evaluation purposes, the emphasis will switch slightly to the written language; and the authors' texts
used will be more extensive than in the Grade 10 Program. COURSE OFFERED SUBJECT TO SUFFICIENT ENROLMENT.
FSF 3A (LFR 11A) Advanced Level — FRENCH
Prerequisite — FSF 2A (LFR l0A)
In this course, written work of an extremely
wide variety is taught building on oral work
of preceding courses. Literature becomes an
integral part of the course and listening exercises
assume an even greater importance. The purpose
of this course is to further develop free expres—
sion.
FSF 3G (LFR 11G) General Level — FRENCH
Prerequisite — FSF 2G (LFR10G) or FSF 2A (LFR11A)
This course is the third year of a four—year
program. Oral exercises further develop free
expression. Personalization of structures is
learned and short skits are written. The reading
program becomes more intensive and practical
vocabulary is extended. (i.e. shopping, travel—
ling, newspapers).
FSF 5A (LFR 13A) Advanced Level — FRENCH
Prerequisite — FSF 4A (LFR 12A)
FSF 4A (LFR 12A) Advanced Level — FRENCH
Prerequisite — FSF 3A (LFR 11A)
At this level students are not only capable
of relating their experience, but also of express—
ing their feelings in French. The level of
literature exposes them to various stylistic
levels of the language which will enable them
to express ideas in a variety of ways. Listening
comprehension exercises are used to an even
greater extent than in previous levels of this
program.
FSF 4G (LFR 12G) General Level — FRENCH
Prerequisite — FSF 3G (LFR 11G) or FSF 3A (LFR11A)
Communication skills are refined in this course
so that the graduate of this program will have
a working knowledge and command of the French
language which will enable him to function in
most day—to—day situations.
A general review of practical grammar, using En Bonne Forme as the core text, will be supplemented
with traditional and contemporary literature of France and French Canada. Authors will include St. Exupery,
Camus, Jean Anouily, and many poets. Lingual skills and audio skills will be developed with the use
of taped radio programs.
GERMAN
LEG 2A (LGE IDA) Advanced Level — GERMAN — YEAR 1 LEG 3A (LGE 11A) Advanced Level — GERMAN — YEAR 2
Prerequisite — NONE
Pictures, dialogues on individual recordings
and oral exercises are used to introduce new
language elements. Together with written exercises
these techniques teach the consolidate linguistic
skills. German culture and heritage is studied.
The audio—lingual method emphasizes both written
and oral communication, but a degree of grammatical
accuracy is required. This course is designed
for students who have some motivation for language
learning. We advise students to take German
in addition to French, rather than discontinuing
French to take German. This beginning course
is open to students at all grade levels, including
those students arriving from Grade 8.
Prerequisite — LEG 2A — Year 1
This course follows Year 1 German. The core
program continues to be audio—lingual method
supplemented by authors' texts. Written skills
are expanded to include short compositions.
Oral skills are expanded in a variety of ways,
including the retelling of recorded stories,
and guided discussions on subjects of general
interest.
LEG 4A (LGE 12A) Advanced Level — GERMAN — YEAR 3
Prerequisite — LEG 3A — Year 2
This course is designed for students who have
completed Year 2 German. The core text is Audio—
Lingual Method and is designed to prepare students
for Grade 13 German. Written and oral skills
are emphasized equally.
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The following chart outlines the language offerings within the Carleton Board of Education.
LANGUAGE
GERMAN
LATIN
SPANISH
GRADE
9
10
11
12
13
9
10
11
12
13
9
10
11
12
13
A. Y. JACKSON
X
X
X
BELL
X
X
X
X
CAIRINE WILSON
COLONEL BY
X
X
CONFEDERATION
X
X
X
X
EARL OF MARCH
X
GARNEAU
GLOUCESTER
X
X
X
X
X
X
J. S. WOODSWORTH
LOUIS—RIEL
X
MERIVALE
X
X
SIR ROBERT BORDEN
X
X
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AMU IA (MUS 9A) Advanced Level — MUSIC
AMU 1G (MUS 9G) General Level — MUSIC
The following band instrumepts are offered:
Brass, woodwind—obe, flute, B clarinet, alto
and tenor saxophone, bassoon, trumpet, french
horn, trombone, baritone horn, tuba and precussion
side drum, bass drum, bells and tympani. Students
are given a short test in pitch and rhythm and
placed on an instrument suited to their ability.
Basic techniques of playing are taught with
priority on breathing, posture, good tone, and
rhythm. A student with experience on a previous
instrument is most welcome. One class per week
is used to study the "design" foundation (theory).
Ear training is provided as well.
AMU 3A (MUS 11A) Advanced Level — MUSIC
AMU 3G (MUS 11G) General Level — MUSIC
Prerequisite — AMU 2A or AMU 2G
Students study musical technique using the
LAZARUS — CONCONE METHOD and the JOHN VICTORY
BOOK 5 and 6. Music theory is continued with
some work on the construction of chords, and
cadences (harmony). Various musical forms such
as the overture, dance suitable programme music
and sonata are studied by use of music from
the year 1700 to the present. Students are
encouraged to perform in the school band.
AMZ 5A (MUS 13A) Advanced Level — MUSIC
Prerequisite — AMU 4A or AMU 4G
Listening, score reading and analysis skills
are continued through all historical periods.
Compositional techniques will be continued.
A solo performance on a major and a minor
instrument is part of the final examination.
Participation in a performing ensamble is
required.
This course will be offered subject to sufficient
enrolment.
Arts
AMU 2A (MUS 10A) Advanced Level — MUSIC
AMU 2G (MUS 10G) General Level — MUSIC
Prerequisite — AMU IA or AMU 1G
This course is a continuation of the lA and
1G course where students can achieve an interme—
diate level of playing. The study of composers
is begun with emphasis on music from the 19th
century. Music theory and oral training is
continued. Performance (public) is emphasized
through participation in the school band.
AMU 4A (MUS 12A) Advanced Level — MUSIC
AMU 4G (MUS 12G) General Level — MUSIC
Prerequisite — AMU 3A or AMU 3G
Listening and analysis skills are introduced
to aid students in the study of form in music.
Students will study basic composition techniques
culminating in the performance of their work.
A solo performance is part of the final examin—
ation. Participation in a performing ensemble
is required.
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PHYSICAL EDUCATION
Arts
Students enrolled in Physical and Health Education will be evaluated at the end of each three week unit.
The Evaluation will involve one or more of the following
techniques: i) practical skill tests and game play;
ii) written tests or projects; and iii) attendance, punctuality,
and participation in class.
PEB IA (PEB 9A) Advanced Level — PHYSICAL EDUCATION
PEG IA (PEG 9A) Advanced Level — PHYSICAL EDUCATION
PEB 1G (PEB 9G) General Level — PHYSICAL EDUCATION
PEG 1G (PEG 9G) General Level — PHYSICAL EDUCATION
(BOYS)
(GIRLS
The grade 9 program is designed to offer a
The grade 9 program is designed to offer a
variety of exciting activities for boys at all
variety of exciting activities for girls at
levels of fitness and skill development. Emphasis
all levels of fitness and skill development.
is placed upon active participation, enjoyment
Emphasis is placed upon participation and enjoyment
and fitness - development.
and developing a healthy attitude towards female
Team sports such as soccer, flag football,
participation in sports.
basketball, lacrosse, baseball and volleyball
The program offers the following individual
are offered. Also included in the course are
and team activities: volleyball, basketball,
individual sports such as track and field, comba—
soccer, badminton, field hockey, creative dance,
tives, gymnastics, and power skating.
gymnastics, ringette, team handball, and judo.
Health topics presented at this level include
The Health program presents the topics of adolescent
the dynamics of physical fitness, stimulants
sexuality, physical fitness and stimulants and depressants.
and depressants, plus adolescent sexuality.
.Field trip activities may include: skating, horseback
Field trip activities may include: aquatics,
riding, roller skating, swimming, and N.A.0 Dance Presen—
roller skating, and horseback riding with the
tations with the intent of providing a variety of
intent of providing a•variety of stimulating activities.
stimulating activities.
PEG 2A1 Advanced Level — PHYSICAL_EDUCATION
PEG 3A1 Advanced Level — PHYSICAL EDUCATION
INTRODUCTION TO DANCE
SENIOR DANCE
PEG 2G1 General Level — PHYSICAL EDUCATION
PEG 3G1 General Level —PHYSICAL EDUCATION
INTRODUCTION TO DANCE
Prerequisite — PEG IA or PEG 1G
Get fit and learn basic dance techniques at
the same time. You will be exposed to ballet,
folk, rhythmics, and highland dance. There
will be special emphasis on jazz and modern
dance and aerobic fitness (dancercize) with
modern up—to—date music. Routines will be set
up and you will have the opportunity to choreograph
some of your own dances.
PEB 2A (PEB IDA) Advanced Level — PHYSICAL EDUCATION
PEB 2G (PEB IOG) General Level — PHYSICAL EDUCATION
(BOYS)
The Grade 10 Program represents an extension
of the Grade 9 program except that some activities
may be offered in a co—educational setting.
Emphasis is placed upon participation, enjoyment,
and learning more advanced skills.
Team and individual activities include: volleyball
badminton, basketball, soccer, broomball, paddleball
team handball, gymnastics, slow pitch baseball,
and flag football. Outdoor education activities
may include: orienteering, initiative tasks
and snowshoeing.
Health topics include: first aid, stimulants
and depressants, plus adolescent sexuality.
Field trip activities may include: squash, curling,
roller skating, swimming, and skating.
SENIOR DANCE
Prerequisite — PEG lA or PEG 1G
Dance at the senior level requires no previous
dance experience. Students will learn basic
dance techniques in ballet, jazz, rhythmics,
creative dance, modern, character and aerobics
(dancercize).
Senior students will be given the opportunity
to demonstrate choreographed works of their
choice and design. There will be a chance to
concentrate on a speciality and the course will
focus more on individual work than the Junior
level course.
PEG_2A (PEG IDA) Advanced Level — PHYSICAL EDUCATION
PEG 2G (PEG 10G) General Level — PHYSICAL EDUCATION
(GIRLS)
The Grade 10 program represents an extension
of the Grade 9 program except that some activities
may be offered in a co—educational setting.
Emphasis is placed upon participation, enjoyment,
and learning more advanced skills.
Team and individual activities include: volleyball
badminton, basketball, soccer, broomball, paddleball
team handball, gymnastics, slow pitch baseball,
and flag football. Outdoor education activities
may include: orienteering, initiative tasks
and snowshoeing.
Health topics include: first aid, stimulants
and depressants, plus adolescent sexuality.
Field trip activities may include: squash, curling,
roller skating, swimming and skating.
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PEB 3A (PEB 11A) Advanced Level — PHYSICAL EDUCATION
PEB 3G (PEB 11G) General Level — PHYSICAL EDUCATION
(BOYS)
The Grade 11 program represents an extension
of the Grade 10 program except that some activities
may be offered in a co—education setting. Activit—
ies offered include: badminton, volleyball,
tennis, team handball, cross—country hiking
track and field and basketball.
Outdoor education activities may include summer
and winter camping and problem—solving tasks.
Health topics include: the dynamics of relation—
ships, communication skills, individuality,
stress and the causes of adolescent suicide.
Field trips may include: swimming, alpine skiing,
horseback riding, squash and curling.
PEB 4A (PEB 12A) Advanced Level — PHYSICAL EDUCATION
PEB 4G (PEB 12G) Genral Level — PHYSICAL EDUCATION
(BOYS)
The Grade 12 program concentrates on developing
skills and enjoyment for activities that may
be pursued for a lifetime. Emphasis is also
placed upon the developing leadership skills
and organizational abilities.
Activities offered include: badminton, tennis,
judo, volleyball, cross—country skiing, paddleball,
soccer, basketball, team handball, archery,
fencing and canoeing.
Outdoor education activities may include:
camping, snow shoeing, backpacking and canoeing.
The health program covers nutrition and fitness,
marriage, and alternate life—styles and an investi—
gation of major health problems.
Field trip activities may include: a weekend
camping trip, alpine skiing, squash, swimming,
curling and the University of Ottawa exercise
physiology laboratory.
PED 5A (PHE 13A) Advanced Level — PHYSICAL EDUCATION
Prerequisite — Completion of Grade 12
PEG 3A (PEG 11A) Advanced Level — PHYSICAL EDUCATION
PEG 3G (PEG11G) General Level — PHYSICAL EDUCATION
(GIRLS)
The Grade 11 program represents an extension
of the Grade 10 program except that some activities
may be offered in a co—educational setting.
Activities offered include: badminton, volleyball,
tennis, team handball, cross—country skiing,
track and field, and basketball:
Outdoor education activities may include summer
and winter camping and problem—solving tasks.
Health topics include: the dynamics of relation—
ships, communication skills, individuality,
stress and the causes of adolescent suicide.
Field trips may include: swimming, alpine
skiing, horseback riding, squash and curling.
PEG 4A (PEG 12A) Advanced Level — PHYSICAL EDUCATION
PEG 4G (PEG 12G) General Level — PHYSICAL EDUCATION
(GIRLS)
The Grade 12 program concentrates on developing
skills and enjoyment for activities that may
be pursued for a lifetime. Emphasis is also
placed upon developing leadership skills and
organizational abilities.
Activities offered include: badminton, tennis,
judo, volleyball, cross—country skiing, paddleball,
soccer, basketball, team handball, archery,'
fencing, and canoeing.
Outdoor education activities may include:
camping, snow shoeing, backpacking and canoeing.
The health program covers nutrition and fitness,
marriage and alternate life—styles and an investi—
gation of major health problems.
Field trip activities may include: a weekend
camping trip, alpine skiing, squash, swimming,
curling, and the University of Ottawa exercise
physiology laboratory.
The course is designed to provide awareness and understanding of the different styles sport plays within
our society. Areas of study include: dynamics of leadership, fundamentals of coaching, philosophy of
coaching, effective administration of community and school recreation programs, therapeutic effects of
physical exercise, analysis of movement, emotional dimensions of sport and in—court playing sessions
in racquet sports. Emphasis will be placed upon problem—solving and the practical application of theories
presented.
In addition to selected field trips, a minimum of 10 hours work experience in a school or recreation
program will be required.
GRADE 9 Advanced
SCIENCE
GRADE 10 Advanced
SCIENCE
GRADE 11 Advanced
PHYSICS
(SNC IA or SBI 2A)
GRADE 12 Advanced
CHEMISTRY
(two A level Science
credits and NAT 3A)
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SCIENCE
GRADE 8
GRADE 11 General
BIOLOGY
(one previous Sci.)
GRADE 12 Advanced
BIOLOGY
(two A level science
credits)
GRADE 13 Advanced GRADE 13 Advanced
CHEMISTRY PHYSICS
(SCH 4A C NAT 4A) (SPH 3A E NAT 4A)
NOTE: Prerequisites indicated in brackets.
Pure C Applied Science
GRADE 9 General
SCIENCE
GRADE 10 General
SCIENCE
GRADE 11 General
PHYSICS
(one previous Sci.)
GRADE 12 General
CHEMISTRY (two
previous Science
credits E MAT3A/3G
GRADE 13 Advanced
BIOLOGY (one pre-
vious SBI C SCH 4A)
A Science background is absolutely essential to many high school graduates and a valuable asset to others
who are not specifically directing themselves to science -related professions. The well-equipped Science
Department of this school offers two streams of Science education. A high school background that includes
Science as an impressive asset in the job market of today. The 'A' level stream directs students towards
university and most three-year college programmes in Science or related academic fields. The 'G' level
stream is designed to meet the requirements of shorter duration college programmes and the needs of students
who graduate directly from high school into community life.
Female students are advised of the particular importance of science as a prerequisite to many career
choices. Please see a counsellor before making any decision to exclude science from your timetable. This
advice applies equally to male students.
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SNC IAE (SCI 9E) Enriched Level — SCIENCE
(INTRODUCTORY PHYSICAL
Prerequisite — RECOMMENDATION OF Grade 8 Teacher
This is an enriched course designed for those
gifted students whose ability, achievement and
interest in science are well above the average.
The course will cover the same core content
as SNC IA, but in more detail; with greater
depth of understanding of the concepts. If time
permits, student's interest and achievement
in this course will go beyond the classroom
through science projects and other activities
of a science nature.
SNC IA( SCI 9A) Advanced Level — SCIENCE
(INTRODUCTORY PHYSICAL
This course introduces the student to basic
topics of physical science. The major topics
are: measurement, chemical change, heat, structure
of matter. Student experiments direct class
members through logical thinking to facts and
concepts relating to the study of physical things.
Cultivation of good laboratory habits and note—
taking skills are heavily stressed.
SNC 1G (SCI 9G) General Level — SCIENCE
(INTRODUCTORY PHYSICAL
The purpose of this course is to focus on
the basic facts, ideas and concepts of physical
science. Students will develop simple manipulative
skills from daily laboratory work. The course
will give students an increasing knowledge and
respect for science, nature and technology.
Topics covered will be more practical and less
theoretical. Skills in observing, measuring,
and formulating ideas will be stressed.
SBI 3G (SBI 11G) General Level — BIOLOGY
Pure C Applied Science
SBI 2A (SBI IDA) Advanced Level — BIOLOGY
This course in biological science will involve
students in laboratory problem—solving exercises
and in observational exercises and experiments
that direct students to fact and concept discovery.
Topics covered will include: ecology (physical
and organism relationships); cell structure;
important biological chemical groups; cell membrane
function; cell division; micro—organisms; complex
green plants (classification, general structure
and function); vertebrate structure and function.
SBI 2G (SBI IOG) General Level — BIOLOGY
This course focuses on practical topics that
lend themselves to laboratory exercises and
projects. The aim is to achieve basic apprecia—
tions of nature without over—loading students
with the complex interrelationships that exist
in this science. Topics considered include:
plant and animal requirements from the environment;
types of plant and animal communities; the cell
as examined through the microscope; plant and
animal structure and function.
This course consists of three major parts. The first focuses on problems that involve: relationships
between energy, food production, respiration and food webs; problems in community succession; and the
involvement of man in natural systems. The second familiarizes students with the great variety within
the major plant and animal groups. the last involves the study of mammalian types and their body systems,
evolutionary backgrounds, practical anatomy, and function. Although the course can be taken independently
of SBI 2G, it expands the background knowledge of the graduates. The course is practical in intent and
stresses laboratory exercises including mammalian dissection. This course is not open to students who
have successfully completed SBI 2A.
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SPH 3A (SPH 11A) Advanced Level — PHYSICS
Prerequisite — SNC IA, SBI 2A and MAT 2A
This introductory physics course provides
students with an understanding of the structure
and operation of the physical environment.
In order to meet this objective, the course
consists of two themes: matter and energy.
The sequence of topics begins with energy wave
transmission studies and proceeds to sound and
light applications. Binding forces between parti—
cles lead students to the consideration of electri—
cal charges and magnetic effects. The inter—
relation between these two binding forces directs
attention to magnetic fields and electromagnetic
induction. The course is laboratory—centred
and involves many experiments.
SPH 3G (SPH 11G) General Level — PHYSICS
Prerequisite — one previous credit in science
This course consists of two themes: matter
and energy. Practical application is strongly
emphasized. A course centred on matter and
energy requires mathematical understanding,
but only at a basic arithmetic level. Experimen—
tation is frequent in this course and directs
students to practical and environmental applica—
tions. The general theories of energy wave
transmission and electromagnetic induction are
covered.
SBI 4A (SBI 12A) Advanced Level — BIOLOGY
Prerequisite — 2 A level Sciences
Increasing demands for science proficiency
by community college technological science programs
has indicated a need for this course. The emphasis
in the course will be cell, tissue, and organ
function in both plant and animals. The evolution
of coordination, excretion and reproductive
systems will be included with their functional
patterns. Genetics theory and experimentation
will be dealt with. Note that the emphasis will
be to function rather than anatomy.
SCH 4A (SCH 12A) Advanced Level — CHEMISTRY
Prerequisite — Two advanced science credits and
MAT 3A
This introductory chemistry course teaches
basic knowledge and concepts. The following
areas of study are covered: laboratory safety
and procedures; review of the structure of matter;
atomic theory; periodic law; atomic aggregates;
nomenclature and formulae; equation writing;
the mole concept; the gas laws; solutions; acids;
bases and salts. The course provides a laboratory—
centred approach and builds a satisfactory back—
ground for students interested in Grade 13 science
courses.
SCH 4G (SCH 12G) General Level — CHEMISTRY
Prerequisite — Two science credits and MAT 3A or
MAT 3G
This is the concluding science course offered
to general level students. The course introduces
students to the basic concepts and theories
of chemistry. There are constant references
to environmental and practical situations where
chemistry plays a part in the community and
industry. Topics to be covered included: proper
laboratory- procedures; atomic structure; the
periodic table; momenclature; chemical equations;
themole concepts; solutions and solubility;
electrolysis and electrolytes; acids and bases;
quantitative analysis.
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SCH 5A (SCH 13A) Advanced Level — CHEMISTRY
Prerequisite — SCH 4A and MAT 4A
This is a preparatory course for students
entering chemistry and other science courses
at community colleges or universities. The
"Chem Study" program is the basis of its philoso—
phy, its objectives and of its topics. A strong
emphasis is placed in problem solving and the
application of chemical theory to industrial
and environmental processes. The course includes
the following topics: atomic structure; energy
of chemical reactions; bonding in molecules
and crystals; interpretations of reaction kinetics
in terms of collision theory; solubility and
equilibria and an introduction to organic chemistry.
A number of experiments are used to explain
chemical phenomena studied and to discover chemical
principles as well as the limitations and inter—
pretations of scientific data.
SBI 5A (SBI 13A) Advanced Level — BIOLOGY
Prerequisite — one biology credit and SCH 4A
This course provides students with the knowledge
needed to appreciate the complexities of living
things, with an understanding of basic physical
and chemical principles. Topics covered are:
cell structure; physical function; chemical
function; asexual and sexual reproduction; origin
and cycling of matter essential to life; structure
and function of mammalian systems; genetics
(Mendel, D.N.A., the one—gene enzyme theory);
evolution (the origin of life, natural selection).
SPH 5A (SPH 13A) Advanced Level — PHYSICS
Prerequisite — SPH 3A and MAT 4A
This course provides students with a conceptual
framework of contemporary physics. Sequential
experimental activities permit the development
of physical theories, the main theme being the
wave—particle quality of radiation and matter.
The theme is synthesized in a well—developed
sequence using classical and modern topics in
physics. The course concludes by applying wave
and particle models of matter to describe the
hydrogen atom.
NOTE: Students interested in life sciences should take at least SCH 5A and SBI 5A. Students interested in
physical sciences should take at least SCH 5A and SPH 5A. All three sciences are recommended for those
students intending to major in science.
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TECHNICAL
Pure C Applied Science
The aim of the Technology Department is to introduce male and female students to as many technological
areas as possible. All junior grade courses are introductory where as senior grade courses concentrate
on specific subject areas. Practical work in the senior grades involves the application of several disciplines.
Student safety will be of prime importance in all technical courses involving the use of hand tools,
power tools, and electricity. Safe working procedures will be taught and closely monitored in the course.
Many of the courses may lead to part—time or full—time jobs or to co—operative education credits
working in local industries, i.e. appliance repair companies or high technology firms.
ENROLMENT IN THESE COURSES IS LIMITED TO 20 STUDENTS PER CLASS BECAUSE OF SPACE AND SAFETY RESTRICTIONS.
TOG lA (TDR 9A) Advanced Level — DRAFTING — GENERAL
TOG 1G (DR 9G) General Level — DRAFTING — GENERAL
An introdutory course in drafting where students
will be taught the basic drafting skills. The
following are topics to be covered: equipment;
lettering; freehand sketching; linework; ortho—
graphic project; dimensioning; reduced and enlarged
scale drawings; sectional views; pictorial drawing;
hole types; fasteners; development; marking
operations. Students will also study optional
topics. 'A" level students will be working on
drawings requiring a greater degree of skill.
TEY lA (TED 9A) Advanced Level — ELECTRICAL TECHNOLOGY
TOG 2A (TDR 10A) Advance Level — DRAFTING — GENERAL
TOG 2G (TDR 10G) General Level — DRAFTING — GENERAL
Prerequisite — TEY lA/G or TDG lA/G
This course is a continuation of TDG lA/G
and will provide the students with an opportunity
to further develop their skills by doing more
advanced drawings in the areas covered in grade
9, plus covering the following.: detail and assembly
drawings, auxillary views, thread types, and
other fasteners. The latter part of the course
will cover basic architectural drafting, and
optional topics. 'A' level students will -be
expected to tackle more advanced work.
TEY 1G (TED 9G) General level — ELECTRICAL TECHNOLOGY TEY 2A (TED IDA) Advanced Level — ELECTRICAL TECHNOLOGY
Unit I — Electricity (60 Hours)
A study is made of atomic models, electron
theory, and sources of electrical energy. The
fundamental principles of electricity and magnetism
are learned through elementary lab experiments
and projects. Low—voltage circuits are constructed
and analysed using voltage and current measurements
to familiarize students with electrical units
and circuit behaviour. The overall objective
is to formulate concepts through experimentation.
Advanced level students will study electrical—
theory to a greater depth and will complete
special assignments.
Unit II — Electrical Drafting (60 Hours)
Students taking this course must complete
a core program which includes MECHANICAL DRAFTING
UNITS 1 through 4 inclusive. The electrical
part of the course involves the layout of basic
block diagrams, electrical house wiring diagrams,
proper use of electrical and electronic symbols.
Using elementary diagrams the students draw
fundamental wiring layouts of simple and parallel
circuits. Advanced level students must complete
an extra practical assignment with a greater
degree of difficulty.
TEY 2G (TED 10G) General Level — ELECTRICAL TECHNOLOGY
UNIT I — BuildinQ Construction (60 Hours)
This course is designed to have the student
first become familiar with safe woodworking
procedures both for hand and power tools with
emphasis placed on hand rather than power tools.
The main project will be to have a group of
students work from a set of plans to construct
and frame a house from foundation to roof trusses,
to a scale of 1:10. Students will calculate
the cost of all materials required for their
construction. Additional projects will be assigned
to help students become competent with all avail—
able woodworking tools.
UNIT II — House Wiring (60 Hours)
Students' design, construct and repair basic
house wiring circuits. Topics examined in the
course are: circuits and fixtures; lighting;
signal circuits; Electrical Code application;
power tools; electrical symbols and construction
terminology. In the practical course students
have the opportunities to work on a variety
of building construction materials related to
house wiring and electricity in the home. Advanced
level students will be required to complete
additional assignments.
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TMS lA (TMS 9A) Advanced Level - MACHINE SHOP
TMS 1G (TMS 9G) General Level - MACHINE SHOP
This introductory course in machine shop engin-
eering will provide the students with an opportun-
ity to develop the skills necessary for the
manufacture of various projects. Each student
may have the opportunity to manufacture a project
of his/her own design. This course will cover
such topics as: shop safety; basic hand, layout,
and measuring tools; cutting tools; power saws;
drillpresses; engine lathe; oretallurgy. The
latter part of the course will be spent on studing
small engines, covering the principles of the
two-cycle and four-cycle engines, including
their various systems. 'A' level students will
be expected to produce projects demanding greater
skills.
TMS 2A (TMS 10A) Advanced Level - MACHINE SHOP
TMS 2G (TMS IOG) General Level - MACHINE SHOP
Prerequisite - TMS IA or 1G
This course is a continuation in machine techno-
logy studies. The students will be introduced
to more advanced layout and measuring tools.
Machine tools covered will include further engine
lathe operations, milling and grinding machines.
Heat -treatment will also be introduced. The
latter part of the year will be spent on welding
and related tools and techniques.
Each student will further develop machine
shop skills through practical application and
will be expected to fabricate a project using
the oxy-acetylene welding process. 'A' level
students will be expected to do written reports,
and attempt projects requiring greater skills.
TCY 2A (TCT l0A) - Advanced Level - CONSTRUCTION
TECHNOLOGY
TCY 2G (TCT IOG) - General Level - CONSTRUCTION
TECHNOLGY
UNIT I - Building Construction (60 Hours)
This course is designed to have the student
first become familiar with safe woodworking
procedures both for hand a power tools with
emphasis placed on hand rather than power tools.
The main project will be to have a group of
students work from a set of plans to construct
and frame a house from foundation to roof trusses,
to a scale of 1:10. Students will calculate
the cost of materials required for their construp-
tion. Additional projects will be assigned to
help students become competent with all available
woodworking tools.
UNIT II - House Wiring (60 Hours)
Students design, construct and repair basic
house wiring circuits. Topics examined in the
course are: circuits and fixtures; lighting;
signal circuits; Electrical Code applications;
power tools; electrical symbols and construction
terminology. In this practical course students
have opportunities to work on a variety of building
construction materials related to house wiring
and electricity in the home.
Advanced level students will be required to
complete additional assignments.
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TOG 3A (TDR 11A) Advanced Level — DRAFTING — GENERAL
TOG 3G (TDR 11G) General Level — DRAFTING — GENERAL
Prerequisite — TDG 2A or 2G or equivalent
UNIT I — Mechanical Drafting (60 Hours)
Through the application of senior mechanical
drafting concepts, students develop expertise
in drafting techniques. Topics included are:
intermediate orthographic projection problems;
fastener design conditions (all types); advanced
dimensioning techniques (introducing fits and
tolerances for mating parts); machine parts
(weight calculations); auxiliary views (both
single and secondary); welding symbols (applica—
tion for various types of joints); pictorial
projecting (isometric, oblique, and perspective
layouts); sheet metal pattern layout (including
parallel, radial and intersections on centre
types. Advanced level students will be assigned
more difficult and demanding drawings.
UNIT II — Architectural Drafting (60 Hours)
In this course students complete a set of
plans for a residential dwelling based on the
requirements for a small bungalow. Topics include:
foundation plans; floor plans; building sections;
miscellaneous details; structural conditions
including elementary beam loading; simple calcula—
tions; estimating materials and time—line planning.
The use of various types of handbooks and tables
of design conditions are emhasized. Students
are required to complete a house design of their
choice but within specific requirements. Advanced
level students must construct a scale model
of their house plan.
TEC 3A (TCE 11A) Advanced Level — COMPUTER TECHNOLOGY
DO YOU WANT TO KNOW HOW COMPUTERS WORK? Then
this course is for you. Since the heart of the
computer is the integrated circuit, it will
be studied in detail along with test instruments,
A.C. theory, microprocessing, computer circuits,
digital devices, and actual construction of
computer.logic systems.
NOTE: 1. A practical applications "hands on"
approach is emphasized, to develop the required
skills in laboratory experiments and projects.
Students choice to suit individual interests
is encouraged. Students are required to purchase
their won parts and work books for projects
they wish to keep for home use.
2. Other areas of electronics will
be taught when required for special areas of
work as time permits.
TOG 4A (TDR 12A) Advanced Level — DRAFTING — GENERAL
TDG 4G (TDR 12G) General Level — DRAFTING — GENERAL
Prerequisite — TDG 3A/G
UNIT I — Mechanical Drafting (60 Hours)
In mechanical drafting, topics include: advanced
orthographic problems; tolerance dimensioning;
and a review of fits and tolerance applications
of mating parts. Drawings of power transmission
problems using !spur and bevel gears are a course
requirement. Cam types including harmonic, uniform
and uniform acceleration motion are designed.
Welding arc forging manufacturing processes
and their implementation in design are evaluated
on the basis of weight and simplicity of design.
Strength of materials is stressed as an important
design criteria. Advanced level students must
design a simple machine. General level students
will assist in drawing parts assigned by the
designers.
UNIT II — Architectural Drafting (60 Hours)
The architectural program allows students
to become competent in any architectural drafting
situation. Students will complete a house plan
of their choice including: foundation plans;
floor plans; wall sections; elevation; miscellan—
eous details and a breakdown of the sequence
of construction required to follow the project
from sodturning to occupancy. An architectural
scale model of the site and dwelling is required
and students must supply the materials. Optional
topics include: surveying techniques; site prepara—
tion; and renewable energy design applications.
Advanced level students will be required to
complete a rendering of their house in addition
to their plans.
TEC 4A (TCE 12A) Advanced Level — COMPUTER TECHNOLOGY
Prerequisite — TEC 3A
This is an advanced course in applied computer
electronics. Video control circuits, digital
techniques, logic circuits, interfacing, computer
language analysis, computer circuit design and
programming techniques will be studied.
NOTE: 1. Practical applications "hands on"
approach is emphasized to develop the required
skills in laboratory experiments and projects.
Students choice to suit individual interests
is encouraged. Students are required to purchase
their own parts and work books for projects
they wish to keep for home use.
2. Other areas of electronics will
be taught when required for special areas of
work, as time permits.
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TMS 3A (TMS 11A) Advanced Level — MACHINE SHOP
TMS 3G (TMS 11G) General Level — MACHINE SHOP
Prerequisite — TMS 1A or 1G, TMS 2A or 2G
This course continues to apply the mechanical
concepts developed during grades 9 and 10. Topics
covered are: precision measuring techniques;
applied mathematics; transmission of power;
precision machining operations on lathes and
milling machines; metallurgy; materials testing
and inspection. Students are introduced to basic
oxy—acetylene welding equipment and techniques
such as fusion welding, brazing, silver soldering,
and oxy—acetylene cutting. Opportunities are
provided for each student to learn electrical
arc welding on ferrous metals. During the course
students design and construct a mechanical project
involving machine shop and welding operations.
Advanced level students will be expected to
write research papers and produce advanced practi—
cal projects.
N
TMS 4A (TMS 12A) Advanced Level — MACHINE SHOP
TMS 4G (TMS 12G) General Level — MACHINE SHOP
Prerequisite — TMS 3A or 3G or equivalent
This course will involve advanced machine
shop processes and machine operations. Precision
machining, layouts, and measurement will be
stressed throughout the course. Students will
be expected to design and manufacture a project
that uses all available equipment.
Advanced level students will be expected to
do additional assignments.
TIM 4G (TFL 12G) General Level — MULTI—SUBJECT SHOPS
TECHNOLOGY FOR LIVING
Prerequisite — NONE
This informative course is designed to help
students achieve a medium of self—reliance in
technical areas, a self—reliance that may alleviate
some of the frustrations and unnecessary expenses
often incurred in a technological society. The
course will cover topics pertinent to a daily
existence within our technological environment
from the following disciplines: Auto Mechanics,
Drafting, Electricity/Electronics, Machine Shop,
Welding and Woodwork.
This is the course for those who wish to DO
and not PAY TO HAVE IT DONE.
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IMMERSION PROGRAM — GRADE 9
THE FOLLOWING COURSES WILL BE OFFERED SUBJECT TO BOARD APPROVAL.
The purpose of this program is to provide a continuity for the existing immersion
courses offered by our feeder schools. The following five credits will be available in
French at A. Y. Jackson at the Grade 9 level in September, 1984.
1) Frangais - Litterature 2) Frangais - Composition et Grammaire
3) Geographie 4) Science 5) Mathematiques
We strongly urge immersion students to take all five options in French.
FRANCAIS - COMPOSITION/GRAMMAIRE et LITTERATURE
These courses will be offered at two levels. Both levels are considered as five
year advanced level courses. We offer two levels in order to group students into more
homogenous teaching units. FCMIAL (Composition -Grammaire and FLT IAL - Litterature)
represents one level. Students who are very proficient in French should choose FCMIAR
(Composition - Grammaire and FLT IAR - Litterature). This decision should be made in
conjunction with the advice of the grade 8 teacher and on the results of a screening test
which will be administered in early May. Decisions which are made now can be changed
when the test results are known.
PREREQUISITES - Grade 8 teacher's recommendation and admission testing.
FCMIAL - Advanced Level - FRANCAIS - COMPOSITION/
GRAMMAIRE
This course calls for intensive study of grammar
and composition to continue development of language
skills in oral and written communications.
FCMIAR - Advanced Level - FRANCAIS - COMPOSITION
GRAMMAIRE
This course is designed for students with special
ability and interests in french. It is similar to
LFC IA, but students will proceed at a faster pace.
Social C Environmental Studies
GCNIAF - Advanced Level - GEOGRAPHIE
This course will acquaint the students with the
multiple facets of Canada's geography. It is iden-
tical to GCN IA but is taught in the French language.
Themes include Canadian diversity, developing our
resources, energy, water and agriculture. Basic
skills in the use of topographic maps, air photo-
graphs, and sketch maps will be developed.
This program meets the Ontario Ministry require-
ments for a compulsory course in Canadian Geography.
Communications
FLTIAL - Advanced Level - FRANCAIS - LITTERATURE
This course (designed to be taken in conjunction
with LCMIAL) consists of intensive and extensive
study of short stories, poetry, and novels.
FLTIAR - Advanced Level - FRANCAIS - LITTERATURE
This course (to be taken in conjunction with FCMIAR)
is designed to better acquaint students with French
culture through more comprehensive study of literature.
Pure E Applied Science
SCNIAF - Advanced Level - SCIENCES
This course introduces the student to the basic
topics of physical science. It is identical to SCI IA
but is taught in French. Major topics include measure-
ment, chemical change, density, heat, and structure
of matter.
This program meets the Ontario Ministry requirements
for a compulsory course in junior science.
MATIAF - Advanced Level - MATHEMATIQUES
A first course in the foundations of mathematics
following a more rigorous and theoretical approach
to algebra and geometry. Students are advised to
select this course if they anticipate taking mathe-
matics in Grade 13. Topics include: operations in I.
Q. and R; polynominal simplification; formal solution
of equations and inequations; small sample statistics;
rational expressions; foundations of Euclidian and
analytic geometrics. This course is identical to MAT
IA but is taught in the French Language.
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NOTICE TO ALL PARENTS AND/OR GUARDIANS
UP TO DATE COPIES OF ALL COURSES OF STUDY FOR THE SCHOOL ARE AVAILABLE
IN THE FOLLOWING AREAS:
1. PRINCIPAL'S OFFICE
2. VICE -PRINCIPAL'S OFFICE
3. GUIDANCE COUNSELLOR'S OFFICE
4. RESOURCE UNIT
5. LIBRARY
THESE COURSES OF STUDY INCLUDE:
1. NAME OF MINISTRY OF EDUCATION GUIDE ON WHICH THE COURSE IS BASED
2. LEVEL OF DIFFICULTY AT WHICH THE COURSE IS OFFERED
3. CREDIT VALUE OF THE COURSE
4. OBJECTIVES OF THE COURSE
5. CORE CONTENT OF THE COURSE IN SEQUENCE IN WHICH IT WILL BE STUDIED
6. EVALUATION PRACTICES THAT WILL BE USED
7. NAME(S) OF THE TEXTBOOK(S) TO BE USED AS WELL AS ANY OTHER LEARNING MATERIALS
WHICH MAY BE ESSENTIAL TO THE COURSE.
(54)
PROGRAMME PLANNING
This chart is provided so that you can list the courses that you have chosen.
It is your record of the courses selected, their codes, and whether or not the
prerequisites have been taken.
DO YOU HAVE THE
COURSES SELECTED COURSE CODE THE PREREQUISITES) PREREQUISITE(S)
l
2.
3.
4.
6.
7.
8.
9.
EXAMPLE
MATHEMATICS 4A i MAT 4A i MAT 3A i YES
BIOLOGY IA i SBI IA NONE ---