HomeMy WebLinkAbout1985-1986 A.Y. JacksonAt - �alklvcb
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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
1985-1986 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 selection.
INDEX
PAU Nn
Achievement
2
Areas of Study -
29
Business Education - Office and Secretarial Courses for Adults
- 13
Code of Student Behaviour at A. Y. Jackson Secondary School•
- 17
Course Cancellations -
7
Course Load Recommendations•
6
Course Transfers
8
Departmental Information and Flow Diagrams -
21
Art
22
Business Education - - -
23
Geography
24
History and Social Sciences -
25
Mathematics -
26
Moderns
27
Science -
28
Descriptions of Courses Offered• -
31
Diplomas
3
Enrichment -Extended Programs
15
Expectation of Students•
I
Financial Assistance
8
French Immersion
27
Guidance Program
14
H.S.1
2
High Technology and A. Y. Jackson Secondary School
12
Language Offerings within the Carleton Board of Education - -
20
Library Program
14
Mature Students
12
Night School - -
12
Notice to all Parents and/or Guardians - -
8
O.S.I.S.
3
Ontario Student Transcript
2
Prerequisites - -
6
Programs Available to Students -
10
Alternate High School Program - - - -
11
Co-operative Education - - - - -
10
Co-operative Education Credit Course• - - -
10
Special Education Programs and Services - - - -
10
Special Education Resource Unit - - -
- 10
Special Packages - -
- 11
The Linkage Program - - - - -
- 11
Work Experience - -
11
Requirements for Diplomas - -
4
Ontario Secondary School Graduation Diploma - -
4
Ontario Secondary School Honour Graduation Diploma -
4
Ontario Secondary School Diploma
4
Certificate of Education- -
5
School Objectives - -
1
Semestering
9
Subject Code Explanation - .
7
Subject Promotion -
5
Summer School - -
5
Transition Courses - -
5
4—
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 commitment is made
to a particular program, students are expected to follow their commitment 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.
Attendance in class should be of great concern to the semestered student, since one day
of absence actually equates to two lost subject periods. The subject attendance on the
report card will reflect this double loss.
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 result in a pattern of
regular attendance, the student would normally fail to achieve credit for this course.
—2—
EXPECTATIONS OF STUDENTS (con't)
A complete Code of Behaviour for a student attending A. Y. Jackson Secondary School
will be found on pages 17 to 19 of this booklet. It is recommended that both
parent(s) and student should read it.
ACHIEVEMENT
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, taken in Ontario, in either business
studies or technological studies, the transcript will reflect her/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(on report cards only) 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.
-3—
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.
The program and diploma requirements have taken effect beginning September 1, 1984 for
all students who were then enrolled in Grades 7, 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.
DIPLOMAS
The Ontario Secondary School Graduation Diploma
The Ontario Secondary School Graduation Diploma, often referred to as the OSSGD, usually
takes four years to obtain and is more familiar to parents as the 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 Matriculation. 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 Educa ion
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 successful
completion of a course for which a minimum of 110 hours has been scheduled).
(a) Students who entered the first year of a secondary school after September 1, 1979
shall, within their programme during Grades 9 and 10 include Intermediate Division
credits in the following subjects:
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 — Senior Division (Grades 11 and 12)
1 additional credit from Social C 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 entering A. Y. Jackson after completing one or more years in a secondary
school outside Ontario should see a counsellor for details on diploma requirements.
(c) Students who entered the first year of a secondary school before September 1, 1979
should consult a counsellor regarding diploma requirements.
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 courses 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
(a credit is granted in recognition of the successful completion of a course for which
a minimum of 110 hours has been scheduled) distributed as follows:
Compulsory Credits (Total of 16)
5 credits in English/Francais (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
....con't on next page
-5-
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.
SUBJECT PROMOTION
Elective Credits (Total of 8)
8 credits selected by the student
from available courses.
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.
SIIMMFR gr.Wnn1
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 as 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" recommended prerequisites 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. 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.
2. 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 to Advanced Level above).
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 OSSO or may be in addition
to the 30. O.A.C.'s are in the process of being developed by the Ministry of Education
and the Carleton Board of Education and may possibly be offered in the 1985-1986
school year. If not, Grade 13 courses will be accepted, as equivalents.
-7—
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
M A T 1 A E
Board for internal purposes.
i.e. C = Co—operative Education (1 credit)
D = Co—operative Education (2 credits)
E = Enriched Advance Level
L = Late Immersion French
W = Work Experience
This common course code was introduced for September 1984. Some modifications have been
made recently. The original common course code appears in brackets after the current
code in the course description section of the book.
COURSE CANCELLATIONS
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.
-8—
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 fulfill the 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 confidence.
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.
I&E
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 Secondary School 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 Graduation 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 purposes (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 learning
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
Co—operative Education is open to students in Grade 12 who are attending A. Y. Jackson
Secondary School and completing their SSGD. (Some Grade 11 students may be accepted
under special circumstances.) This course consists of two related components: one in—school
and one out—of—school, each giving relevance and reinforcement to the other. The 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 (which the student will spend at
least 2 1/2 hours daily) depends on the in—school related subject, the students career
objective and the individual characteristics of the students. The out—of—school component
is worth 1 or 2 credits and requires 150 hours to 300 hours (Carleton Board of Education Policy)
respectively at the training station. Students in the program are usually in school one—half
of the day and at a work station the remaining half of the day.
The employer and the school jointly develop, monitor, and evaluate the students out-of-school
training program and progress.
It is the intent of Co-operative Education to assist students in making the
transition from school to work by becoming familiar with the realities of the labour
market.
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 Program will be considered prior to placement in the Co-operative 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 environ-
ment 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
enquiries 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 secondary
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.
SPECIAL PACKAGES
A student who successfully completes a minimum of eight credits, taken in Ontario,
in either Business Studies or Technological Studies, will have the concentration of
courses noted on her/his Ontario Student Transcript.
-12-
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 Studies—Science at the
Grade 11 and 12 level following guidelines set down by the Ministry of Education. Grade 11 students
with good mathematics 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 — Introduction to,
Grade 11 — Concepts, and Grade 12 — Applications. The Grade 10 Computer Studies (DIC2A or DIC2G)
as an introductory course provides essential background for students intending to follow through
with Grade 11 and 12 "A" or 11G" Level programs. 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 Concepts and Applications programs may study
business 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 Apple 2e with printer 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 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 and 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.
NIGHT SCHOOL
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. .
-13 -
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 following courses are offered:
COURSE
VALUE
BKT
1G
- Introductory Typing
1 credit
BSH
3G
- Shorthand
1 credit
BSP
3G
- Business Procedures (includes Intro. Word
Processing on Microcomputer)
1 credit
EBS
4G
- Business English
1 credit
-14—
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, consultation, 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 Department 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—test career choices.
— providing an information service to Grades 12 and 13 students who are prospective
community college and university applicants.
— liaising with services available to secondary students in the community and making
information covering these agencies available to all students.
THE LIBRARY PROGRAM
The A. Y. Jackson Library is an important resource in the school curriculum. The teacher
librarian works with subject teachers on a team basis,to design curriculum units, involving a
variety of resources. Classes are then booked into the library to complete the resource based
learning activity or assignment.
Research and resource skills are incorporated into several courses of study. Grade 9 students
participate in a library orientation program in early fall and each grade level is introduced to
specific skills on a cumulative basis.
In addition to the curriculum units offered, there are special program activities, involving all
of the students, throughout the year. Books and Bread, the fall book display, introduces students to
new resources. Guest speakers, computer demonstrations, and films on particular themes are a few of
the other,special activities which are presented during the school year.
Library facilities include a reference collection, a reading area, a seminar room for group work and
study carrels for independent study. Books, periodicals, current information files and non—print
resources (microfiche, filmstrips, microfilm, computer software programs, audio visual kits) may be
borrowed on a three—week loan or overnight loan basis. Three week loan books are always due on a Monday.
A .25 cent fine is charged for overdue overnight material.
Students are encouraged to use their school library, to develop an interest in reading and to
enjoy learning through libraries. See you in the library!
516
ENRICHMENT - EXTENDED PROGRAM
The A. Y. Jackson Committee on Enrichment and Extended Programs for the Gifted will be
using the following format to select students for a program which will be in place for
September 1985.
Identification of Target Students
A. The identification and selection of the group of students to whom the
extended program would be offered would rest with a Committee established by
the school.
B. Board guidelines would be used in establishing criteria and identifying
the target students.
C. Teacher referrals would be an essential part of the identification process.
The Grade 9 year in particular is an important one in identifying these students.
D. Standardized test results and academic achievement would be factors, as well as
recommendation/identification from feeder schools (these matters are addressed
in the proposed Board mandate).
II Enrichment Packaaes
Students identified and selected by the Committee would meet and be presented with
the package options available and would opt into those that met their individual
needs and interests.
III Tvoes of Packaaes
A. Board Run: These packages would comprise programs already in place such as the
Spring Board series -- day long enrichment programs offered in different
subject areas and the university Mini -courses which offer a week of instruction in
many subject areas at both local universities.
B. Research Packages: Research skills are an essential component in many enrichment
activities and would have a strong emphasis in the package program. The teacher -
librarian would be a key figure organizing appropriate research skills programs for
the target students to meet their expanding needs and providing the necessary
training in data -based research skills. Materials in this area have already been
developed.
As well, the teacher librarian would establish partnerships with other teachers
offering Enrichment packages, providing the Research support already done so
effectively at this school.
C. Curriculum Oriented: These packages would be developed from topics in subject
areas expanding and enriching them beyond the core curriculum and often combining
the various disciplines. These packages would be a major part of the extended
program giving teachers an opportunity to develop research activities not
applicable to the regular classroom.
Where increased depth of study seems appropriate for certain students but beyond the
scope of interest or ambition of others, the teacher could set up the additional
study or research as a package. This package would then be presented to the
identified students and dealt with as an enrichment opportunity ultimately
controlled and evaluated by the teacher who formulated the package.
D. Extra—curricular: These packages would provide enrichment activities for students
with special talents in areas such as Music, Art, or Drama. They would also deal
with leadership and interpersonal skill development in such programs as the
Outer's Club, Reach for the Top, Peer Counselling, etc.
E. Thinking Skills: These packages would be directed to developing the cognitive
abilities of the target students. They would make use of much of the current
material in this area using the de Bono Lateral Thinking Material, Creative Problem
Solving, SOI, Ken Weber's Think Lab, etc. Classroom teachers interested in
these areas or Special Education teachers with training in such programs would
offer these packages.
F. Interpersonal Skill Development: (Guidance Department)
Packages to develop the self—esteem and interpersonal skills as well as career
counselling would be provided through interested Guidance staff.
IV Credit Status:
A. In light of O.S.I.S. and because of the desire for fast tracking by many of these
students, credit value would be applied to the packages based on number of hours,
content, and evaluation with the student accumulating partial credits for each
package. This area would need careful study but is a necessary adjunct to providing
programming for gifted students.
B. Independent Study would be a logical development from the package program as
students mature and focus their interests. This element of the extended program
would be developed in the coming year.
-17—
CODE OF STUDENT BEHAVIOUR
AT
A. Y. JACKSON SECONDARY SCHOOL
The school is a social organization with rules, regulations and expectations. When parents send their
sons and daughters to school, they expect that the school will provide an academic and a social
atmosphere in which effective learning can occur. The school expects that students will be responsive
to the teaching process and will not disturb the learning of others. A partnership between the school
and the home is necessary for a positive atmosphere to exist.
The role of the parents is critical in this partnership. Recognizing the fact that students gradually
wish to be responsible for their own actions, parents must still assume the major responsibility for
their children. The school will be supportive, give guidance and direction, and provide alternatives
and penalties for unacceptable behaviour.
Within a positive school environment, students are courteous, considerate, punctual, in regular
attendance, and respectful of the rights and property of others. There may be some students who, for
various reasons, have a problem adjusting to school life. Hence, there is a need for a Code of
Behaviour which indicates appropriate student behaviour and a series of realistic and effective res—
ponses or consequences for inappropriate behaviour.
A. Y. Jackson has rules and guidelines for appropriate behaviour. They are not intended to be
difficult to follow. They are grounded in respect for self and others and reflect a philosophy of
openness and mutual respect. They have been endorsed by staff, students and parents.
Expected Behaviour
Punctuality:
You are expected to be on time
for homeform and for each
subject class.
CODE OF BEHAVIOUR
Reason for Expected Behaviour
Punctuality shows consideration for
others. If you are late for home—
form or a class, you inconvenience
the teacher and your classmates.
Punctuality is a good habit which
will be expected of you both on the
job and in your personal relation—
ships.
Consequences of Misbehaviour
If you are repeatedly late, you
will be required to make up time,
either with your subject teacher,
or with an office detention. Your
parents will also be advised of
your tardiness and asked to assist
the school to help you achieve
the habit of punctuality.
-18—
Expected Behaviour Reason for Expected Behaviour Consequences of Misbehaviour
Reqular Attendance;
You are expected to attend
Good attendance is essential if you
If you are absent from school,
school regularly and to
are to be successful in school. Your
you will be required to bring
attend all your classes when
parents are vitally interested in
a note, signed by a parent, to
you are at school. If you
your academic success and, therefore,
your homeform teacher, which ex—
have to leave the school
in your attendance. We want to be
plains your absence. If you are
during the day or if you feel
sure that your parents are aware
absent from a class without per—
unwell, you are to report to
when you are absent from school. For
mission, you must make up this
the office. You will need a
that reason, we insist on communi—
time after school. If you con—
note signed by a parent to
cation with the home when you are not
tinue to skip, you will be re—
excuse you from school, e.g.
here. Sometimes students miss class—
ferred to the Vice—Principal who
for a dental appointment.
es because they are experiencing
will contact your parents. Con—
If you are feeling sick your
failure and frustration, rather than
tinued truancy may result in a
parents will be notified and
success. Running away from any pro—
suspension from school and, if
asked to come to get you, or
blem only offers temporary relief.
you are under 16, a referral to
you may be signed into the
If you are having difficulty in a
Special Services Division of the
Health Room. School
subject, see your teacher after
Carleton Board of Education.
personnel are not allowed
class. If difficulties persist,
prove, you may be denied access
to dispense medication,
see your Guidance Counsellor.
to a particular area of the
e.g. aspirin.
school (e.g. cafeteria) or be
Respect for Authority;
You are expected to comply
Throughout your life, you will have to
If a teacher finds that your
with the rules of the
respect the authority of people who,
behaviour is disrespectful in
school and with the ex-
because of their position, have been
class, you may be asked to report
pectations of your home—
given the right to impose that autho—
to the teacher after class or
form and subject teachers
rity. The school and your teachers
after school. You may also be
while on the school pro—
have been granted the authority, by
asked to see the Vice—Principal.
perty, while inside the
the Education Act to impose certain
If you are asked to leave a
school, and while on
requirements on you for academic
class you are to come directly
school—sponsored exter—
diligence and proper behaviour.
to the office immediately. If
nal activities.
The teaching staff, the secretarial,
you are behaving in an inappro—
custodial and cafeteria staffs all
priate manner in the corridors,
work diligently and conscientiously
cafeteria or on the school
to make your years at A. Y. Jackson
grounds, you may be sent to the
happy and profitable. They deserve
office. Your parents may be
courtesy, consideration and respect.
contacted by the Vice—Principal.
If your behaviour does not im—
prove, you may be denied access
to a particular area of the
school (e.g. cafeteria) or be
assigned an appropriate penalty.
Continued inappropriate behaviour
will lead to suspension.
Expected Behaviour
Respect for Peers:
You are expected to be
courteous and considerate
in your dealings with
other students. You are
expected not to harass
others verbally or
physically.
Respect for Property:
You are expected to treat
your neighbourhood, your
school grounds, your
school building and your
school equipment with the
same respect that you
would give to your per-
sonal property. In order
to keep the building and
grounds clean and attrac-
tive, students are asked
to avoid littering and
defacing their school.
Smoking is restricted
to the designated area
only.
Respect for Self:
You are expected to come
to school free from the
influence of alcohol or
other mind -influencing
drugs. You are also
forbidden to possess or
use such substances at
school.
-19—
Reason for Expected Behaviour
Sometimes, in order to make themselves
feel more important, some people try to
intimidate by bullying language or be-
haviour, those who seem likely victims
because they are younger or smaller or
different. Most people find this be-
haviour contemptible and reprehensible.
Such behaviour will not be tolerated at
A. Y. Jackson. People who bully or
harass others are people who do not
really think highly of themselves. The
way to self esteem is by developing
esteem for others.
The cost of maintaining school buildings
and supplies is assumed by the taxpayer.
Any additional costs created by acts of
vandalism are also assumed by the tax-
payer if the guilty person is undetected
School custodians are hired to maintain
the school building, to keep it in good
repair and to keep it tidy. They are
not responsible for cleaning up messes
deliberately made by students who fail
to show respect for their school or
themselves. Textbooks are loaned to
students for use during the school
year. Costs are escalating annually.
Please be careful with textbooks so
that they can be used by future
students.
Before you can respect other people or
other people's authority or property,
you must have respect for yourself.
You will be treated in our school as
an individual who has the right to
dignity and respect. You must not
forfeit that right by using sub-
stances which can cause you to lose
control of yourself and to behave
in an inappropriate manner. Habi-
tual drug use and academic success
are not compatible.
Consequences of Misbehaviour
Counselling is available for
students who feel unhappy and
troubled. If you harass or bully
other students you will be con-
fronted with that inappropriate
behaviour by teachers and the
office. Your parents will be
notified. Students who engage
in fighting at school face sus-
pension from school.
Students who damage or destroy
school property will be required
to pay the cost of repair or re-
placement. Destruction of school
property may result in suspension
and possible police action. If
you lose or damage textbooks or
equipment, you must cover the
cost of replacement or repair.
If you come to school under the
influence of drugs or alcohol,
you will be suspended from school.
If you use or are in possession
of drugs or alcohol on school
property or come to school under
their influence, your parents and
the police will be contacted.
-20—
Expected Behaviour Reason for Expected Behaviour
Preparation for Class:
You are expected to come To get the most from each class, it is
prepared for each class: essential that you be well prepared so
(a) to have the notebooks, that your attention, the class's
textbooks and materials attention and the teacher's attention
that your teachers have can be focused on the lesson. The
indicated are necessary better prepared you are for your
(b) to have assigned classes, the better your chances
homework completed for success.
(c) to hand in assign—
ments on due dates
(d) to be prepared for
texts and examinations.
Dress:
Dress Codes are left to Appropriate dress is expected in
the individual. However, the work force, as well as the
it is expected that school setting.
clothes which are
appropriate for the
working environment in
a school setting will
be worn. Footwear must
be worn.
Conseauences of Misbehaviour
If you come to class without the
materials you need and are sent
to get them, you will be asked by
your teacher to make up time after
school or to accept some other
appropriate penalty at the teacher's
discretion. If you do not have
your homework completed and are not
prepared to participate in the day's
lesson, you may be excluded from
class. Continual neglect of duty
can lead to suspension from school.
Students not dressed in good
taste suitable for a school
environment will be asked
to go home and return properly
dressed.
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
X
COLONEL BY
X
X
CONFEDERATION
X
X
X
X
EARL OF MARCH
X
X
X
GARNEAU
_
GLOUCESTER
X
X
X
X
X
X
X
J. S. WOODSWORTH
LOUIS—RIEL
X
X
MERIVALE
X
X
SIR ROBERT BORDEN
X
X
X
-21 -
DEPARTMENTAL INFORMATION
AND
FLOW DIAGRAMS
-22—
ART nFPARTNFNT
Art is a definite part of every person's life. It may be difficult to define but it
enriches the quality of life experiences. No civilization or society in which art was
absent has ever existed. By studying art, students acquire an awareness of the world
around them. These skills last forever.
The Art Department of A. Y. Jackson Secondary School offers two types of courses, the
Visual Arts Comprehensive Courses in Grades 9 — 12, Grade 13 and OAC and the Visual Arts
Special Series Courses in Ceramics, Information Design (previously Graphic Design) and
Photography at the Grade 11 or 12 level. The Visual Arts Comprehensive courses introduces
the student to a wide range of techniques and media, to sources for subject matter and
personal expression, to a vocabulary and understanding of visual arts and design materials,
tools and concepts, and to a critical awareness of practical and popular art, product
design and gallery art. The foundation program at the Grade 9 level will permit the student to
make a wiser selection of subsequent art courses.
The Visual Arts Special Series Courses will appeal to students wishing to learn more
about the subject as well as those preparing for continuing studies or employment.
-23—
BUSINESS EDUCATION
GRADE 9
GRADE 10
GRADE 11
GRADE 12
GRADE I3
Post Secondary Opportunities
TYPING 1G
TYPING 2G
BUSINESS
BUSINESS
Employment—Receptionist,
(BKT1G)
(BKT2G)
PROCEDURES
PROCEDURES
Typist, Records Management,
(BSH3G)
(BSH4G)
Word Processing, Stenographer,
Personal Use Skills.
TYPING 1G
(Senior)
(BKT1G1)
Secretarial and/or Business
SHORTHAND
SHORTHAND
(BSH3G) —
(BSH4G)
Programs At Community College
(Legal/Medical Secretary)
ACCOUNTING
ACCOUNTING
ACCOUNTING
Employment — Accountant,
PRINCIPLES 1
PRINCIPLES 2
5A
Bookkeeper Clerk, Payroll,
(BAP3A)
(BAP4A)
(BAC5A)
Clerk, Community College/
INTRODUCTION
APPLICATIONS
University
TO (BAI3G)
(BAA4G)
COMPUTER
COMPUTER
COMPUTER
Personal Use; Base for
STUDIES
STUDIES
STUDIES
higher level studies.
INTRODUCTION
CONCEPTS
APPLICATIONS
TO
(DCS3G)
(DCS4G)
(DCS2A/
DCS2G)
INTRODUCTION
Used in all Business Areas
TO BUSINESS
and in all Post—Secondary
(BBI2G)
training. Personal Use
Sales Clerk
LAW4A or 4G
Personal Use. Law Enforce—
(BLW 4A/
ment careers. Base for
BLW4G)
higher learning.
MARKETING 3G
Employment — Sales, Promotions,
(BMK3G)
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 programs offered by the Business
Education Department.
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26—
MATHEMATICS
WHY STUDY MATHEMATICS?
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 detail.
G - General Level
MAT1G
MAT2G
MTA3G
MTA4G
A — Advanced Level
MATIAE
MAT2AE
Taken Concurrentl
Computer
Studies—Intro—
duction to
DCS2A
Computer
Studies
(Science)
DCS3A
Computer
Studies
(Science)
DCS4A
MAL5A MCA5A MRF5A Traditional Routes
Algebra Calculus Relations C --- Alternative Routes
Functions
Other routes are possible after
consultation with the Department.
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.
GRADE 8
MAT1A
MAT2A
MFM3A
MFM4A
A — Advanced Level
MATIAE
MAT2AE
Taken Concurrentl
Computer
Studies—Intro—
duction to
DCS2A
Computer
Studies
(Science)
DCS3A
Computer
Studies
(Science)
DCS4A
MAL5A MCA5A MRF5A Traditional Routes
Algebra Calculus Relations C --- Alternative Routes
Functions
Other routes are possible after
consultation with the Department.
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.
-27—
MODERNS
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 particular 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 France
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.
We have added an introductory course in Latin to our curriculum for September 1985.
FRENCH IMMERSION
The purpose of this program is to provide a continuity for the existing Immersion courses
offered by our feeder schools. The following credits will be available in French at
A. Y. Jackson in September 1985.
Grade 9
Dactylographie
French — Composition et Grammaire
French — Litterature
Geographie du Canada
Mathematiques
Sciences — Physiques
Grade 10
Education physique et hygiene (Coed)
French — Composition et Grammaire
French — Litterature
Histoire — Canada et monde contemporains
Mathematiques
Sciences — Biologie
It is strongly recommended immersion students take all options
offered in French in their particular Grade level.
GRADE 9 Advanced
SCIENCE Physical
SNClA
GRADE 10 Advanced
SCIENCE Biology
SNC2A
GRADE 11 Advanced
PHYSICS SPH3A
(SNC1A or SNC2A)
GRADE 12 Advanced
CHEMISTRY SCH4A
(two A level Science
credits and MFM3A)
-28—
SCIENCE
GRADE 8
GRADE 12 Advanced
BIOLOGY SBI4A
(two A level Scienc
credits)
GRADE 9 General
SCIENCE Physical
SNC1G
GRADE 10 General
SCIENCE Biology
SNC2G
GRADE 11 General GRADE 11 General
BIOLOGY SBI3G PHYSICS SPH3G
One Science credit) I I (one Science credit)
GRADE 13 Advanced GRADE 13 Advanced GRADE 13 Advanced
CHEMISTRY SCH5A PHYSICS SPH5A BIOLOGY SBI5A,
(SCH4A and MFM4A) (SPH3A and MFM4A) (one Biology credit
and SCH4A)
NOTE: Suggested Prerequisites indicated in brackets.
GRADE 12 General
CHEMISTRY SCH4G
(two previous Science
credits and MFM3A/3G)
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 is 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 man
career choices. Please see a counsellor before making any decision to exclude science from your
timetable. This advice applies equally to male students.
-29-
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-31—
DESCRIPTION OF COURSES OFFERED
ACCOUNTING BAP3A PRINCIPLES 1 — Advanced Level
The material in this course will be presented in greater detail than at the BAI3G 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.
ACCOUNTING BAI3G INTRODUCTION — General Level
This is an introduction to all the basic principles 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 include:
The Balance Sheet; Changing the Financial Position; The Ledger; Journal Systems; Financial
Statements; and Cash and Banking Activities.
ACCOUNTING BAP4A(BAA4A) PRINCIPLES 2 — Advanced Level
In this advanced course, the content of QAP3A 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 wish 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 BAC5A option or college level accounting.
Suggested Prerequisite: BAP3A
ACCOUNTING BAA4G APPLICATIONS — General Level
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.
Suggested Prerequisite: BAI3G, BAP3A
ACCOUNTING BAC5A — Advanced Level
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 statement preparation and analysis,
accounting controls, inventories, partnerships, corporation accounting, and manufacturing
operations.
Suggested Prerequisite: Completion of Grade 11 or Grade 12 advanced level courses.
ART — For description refer to Visual Arts — AVI
ALGEBRA — For description refer to Mathematics — MAL5A Algebra
-32-
BIOLOGIE (SCIENCES) SNC2AL - Advanced Level (French Immersion)
Note: This course is taught in French.
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); and vertebrate structure and function.
BIOLOGY (SCIENCE) SNC2A(SBI2A) - Advanced Level
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); and vertebrate
structure and function.
BIOLOGY (SCIENCE) SNC2G(SBI2G) - General Level
This course focuses on practical topics that lend themselves to laboratory exercises and
projects. The aim is to achieve basic appreciations 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; and plant and animal structure and function.
BIOLOGY S8I3G - General Level
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 third involves
the study of mammalian types and their body system, evolutionary backgrounds, practical anatomy,
and function. Although the course can be taken independently of SNC2G, the latter 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 SNC2A.
BIOLOGY SBI4A - Advanced Level
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 co-ordination, 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.
Suggested Prerequisite: Two 'A' level Sciences
-33—
BIOLOGY S8I5A — Advanced Level
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/one enzyme hypothysis) and
evolution (the origin of life, natural selection).
Suggestion Prerequisite: One'A' Level Biology credit and SCH4A.
BUSINESS ENGLISH — For description refer to English—Business
BUSINESS PROCEDURES BSP3G(BOP3G) — General Level
This course is designed to co—ordinate all the typing 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 opportunity 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 processes, business correspondence, records management,
business reports, human relations, the telephone skills, and other specialized areas of study
will be emphasized.
Suggested Prerequisite: BKT2G (25 w.p.m. Speed Recommended)
BUSINESS PROCEDURES BSP4G(BOP4G) — General Level
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 participate in the WORK EXPERIENCE PROGRAM.
In addition, the Public Service Commission Examinations for clerks, typists, and stenographers
will be arranged for those students wishing to secure employment with the government.
Suggested Prerequisite: BSP3G
CALCULUS — For description refer to Mathematics MCA5A — Calculus
CANADIAN FAMILY IN PERSPECTIVE NFP5A(CFP5A) — Advanced Level
Is our most fundamental institution, the family really falling apart as many people claim? How
have societies around the world, past and present, coped with love, marriage and the responsibility
for children? low do the experts predict we will be living in the year 2000? These are some of
the questions this sociology course examines.
Topics will include: 1. The purpose and functions of the family.
2. Family patterns, past and present.
3. The Demography of the Canadian family.
4. The family of the future.
5. Mating and Marriage.
6. Families in trouble.
7. Family Law.
Students will be expected to have excellent writing skills and should be prepared to complete an
independent research assignment. Oral skills are also important and they will be practiced through
class discussions, role playing, seminar and group work.
-34—
CERAMICS — For description refer to Visual Arts — AVC4G
CHEMISTRY SCH4A — Advanced Level
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 background for students interested in Grade 13
science courses.
Suggested Prerequisite: Two 'A' Level Science credits and MAT3A
CHEMISTRY SCH4G — General Level
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 include: proper laboratory procedures; atomic structure; the
periodic table; nomenclature; chemical equations; the mole concepts; solutions and solubility;
electrolysis and electrolytes; acids and bases; and quantitative analysis.
Suggested Prerequisite: Two Science credits and MAT3A or MAT3G.
CHEMISTRY SCH5A — Advanced Level
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
philosophy, 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, equilibrium, 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 interpretations of scientific data.
Suggested Prerequisite: SCH4A and MAT4A
COMPUTER SCIENCE — For description refer to Computer Studies — DCS3A — DCS4A — Science
COMPUTER STUDIES DCS2A(DIC2A) INTRODUCTION TO — Advanced Level
This course will introduce and familiarize the student with the world of computers. Students
gain "hands—on" experience and learn BASIC programming 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 than DCS2G,
and provides a background for students wishing to take computer courses in Grades 11 and 12.
COMPUTER STUDIES DCS2G(DIC2G) INTRODUCTION TO — General Level
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.
-35—
COMPUTER STUDIES DCS3A(DSC3A) SCIENCE — Advanced Level
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 mathematical
in nature.
Suggested Prerequisite: MFM3A or MFM3A concurrently. An introductory course in
typing is advised.
COMPUTER STUDIES DCS3G(BPC3G) CONCEPTS — General Level
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 Introduction to Computers would benefit from this course. A growing number of students
take Computer Studies courses 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
spreadsheets, data bases, and file operations.
Suggested Prerequisite: Designed for Senior Students.
COMPUTER STUDIES DCS4A(DSC4A) SCIENCE — Advanced Level
A continuation of DSC3A in which students learn a high level programming language FORTRAN or
PASCAL. Students will be responsible for a number of programming assignments.
Suggested Prerequisite: DSC3A, MFM4A or MFM4A concurrently.
COMPUTER STUDIES DCS4G APPLICATIONS — General Level
This course should provide students who have the background with opportunities to refine their
abilities to use computer systems and application programs relating to business. The student
will gain experience in using programs that relate to electronic spread sheets, word processing,
data base management, and business applications, such as accounting and payroll programs.
Suggested Prerequisite: BPC3G
CO—OP EDUCATION — refer to Page 10 in this booklet.
CONSTRUCTION TECHNOLOGY — For description refer to Woodwork TCW2G
DACTYLOGRAPHIE BKTIGL — General Level (French Immersion)
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.
-36—
DANCE — For description refer to Physical Education Dance
DATA PROCESSING — For description refer to Computer Studies
DRAFTING — GENERAL TDG1G — General Level
An introductory course in drafting where students will be taught the basic drafting skills. The
following topics to be covered: equipment; lettering; freehand sketching; linework;
orthographic drawing; dimensioning; reduced and enlarged scale drawing; sectional views;
pictorial drawing; hole types; fasteners; development; marking operations. Students will also
study optional topics.
DRAFTING — GENERAL TDG2G — General Level
This course is a continuation of TDG1G 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. New
topics will include: detail and assembly drawings, auxillary views, thread types, and other
fasteners. The latter part of the course will include basic architectural drafting.
DRAMATIC ARTS ADA2G — General Level
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, sound effects, improvisation
and dramatization of written work.
Evaluation is based on attendance, energetic participation, group project work, performance and
tests. 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.
DRAMATIC ARTS ADA3G — General Level
This is a second level course in which students with some knowledge of creative dramatic group
work will further develop their drama and communication skills. Emphasis is placed on the
utilization 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, children's theatre; reader's theatre, techniques
of play production, radio drama, and a study of one act plays.
Evaluation is based on attendance, energetic participation, group project work, performance, and
tests. 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.
Suggested Prerequisite: ADA2A or ADA2G
-37 -
DRAMATIC ARTS ADA4G - General Level
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, performance and tests. The maintenance of a
daily notebook of an additive nature is mandatory. Attendance at two major productions and
written reviews are required. Further attendance at a play of your own choosing is recommended.
Suggested Prerequisite: ADA3A or ADA3G
ECONOMICS - UNDERSTANDING THE CANADIAN ECONOMY NEC4G(CEC4G) - General Level
The demands of Canadians for better jobs, and a higher standard of living can be more easily
satisfied in a healthy economy. In NEC4G, we study how the Canadian economy is organized,
and how it has performed in recent years (whether it has been "healthy" or "sick".)
Topics of study include: You as a consumer and saver; types of economic systems; government's
role in the economy through taxation and spending; Canada's labour force, the role of
women in it, and unemployment problems.
Other topics include: money and banking; labour unions; Canada's international trade; the
stock market; and the manufacturing industry, which features case studies of key producers,
i.e. automobile industry, food processing, petroleum refining.
Students understanding of today's economic news is emphasized and much attention is focused
on discussion of items from the media.
Suggested Prerequisite: HCC2G or HCC2A
ECONOMICS NEC5A(CEC5A) - Advanced Level
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:
Macroeconomics Issues: 1. Types of Economic Systems; 2. Government Spending and Taxing;
3. Money and Banking; 4. Unemployment and Inflation; 5. International Trade; 6. Manufacturing -
Ownership and Performance; 7. The Dollar - "Up's and Down's".
Microeconomic Issues: 1. Types of Business; 2. Stock Market; 3. Competition - Monopolies and
Oligopolies; 4. Labour Markets and Unions; 5. Distribution of Income and Employment;
6. Politics of Oil; 7. Agriculture Policy.
Consider also GWI5A as a good companion course.
-38—
EDUCATION PHYSIQUE ET HYGIENE (CO—ED) PHE2GL — General Level (French Immersion)
This course is taught in French.
The Grade 10 program represents an extension of the Grade 9 program except that the activities
are 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 include: orienteering, initiative tasks, and
snow—shoeing.
Health topics include: first aid, stimulants and depressants, and adolescent sexuality. Field
trip activities may include: squash, curling, roller skating, swimming and skating.
Suggested Prerequisite: A student who is presently enrolled in the Immersion Programme.
ELECTRICAL TECHNOLOGY (ELECTRONICS) TEY3G(TEC3G) — General Level
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 own parts and
workbooks 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.
Suggested Prerequisite: TEA2A or TEA2G
ELECTRICAL TECHNOLOGY (ELECTRONICS) TEY4G(TEC4G) — General Level
This course will continue on from the Grade 11 Computer Technology program. It will review all
basic electronic circuits to emphasize the concepts required to study the more advanced areas.
Additional areas of study will be audio amplifiers, industrial controls, radio transmitters and
receivers, digital computers, and television.
Test equipment will be studied and used extensively to perform servicing and test procedures.
Various types of construction methods and techniques will be studied and applied.
Suggested Prerequisite: TEC3A or TEC3G
ELECTRICAL TECHNOLOGY (APPLIANCE REPAIR) TEY4G1 — General Level
This course is specifically designed for the student who has little or no background in electricity
and would like to develop the ability to maintain and service electrical appliances. Proper
safety procedures and adherance to Hydro Codes will be emphasized. Students will be encouraged
to work on their own appliances, where possible, allowing them to save money on labour costs
and gain 'hands—on' experience.
ELECTRICITY — APPLIED TEA1G(TEY1G) — General Level
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.
-39—
ELECTRICITY — APPLIED TEA2G(TEY2G) — General Level
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.
Suggested Prerequisite: TEAIA or TEA1G
ELECTRONICS — For descriptions refer to Electrical Technology TEY3G/4G
ENGLISH
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.
ENGLISH ENG1A — Advanced Level
Literature: Units of work are presented which focus on the main literary genres in order that
the student becomes aware of the essential differences 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 appreciating 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: Students will be encouraged to improve their written expression through lessons on
vocabulary, the order and structure of sentences, the identification and correction of common
sentence errors, the organization of paragraphs and the 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 news 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 prepositional phrases.
ENGLISH ENG1AE — Advanced Level (Enriched)
This course covers essentially the same core material as in ENG1A. (see previous course
description). Its treatment of the literature selections is in greater depth. The Shakespeare
unit, for example, is not simply an introduction to Shakespeare 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.
Suggested Prerequisite: Recommendation of Grade 8 Teacher.
THIS COURSE WILL BE OFFERED SUBJECT TO SUFFICIENT ENROLMENT.
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ENGLISH ENG1G — General Level
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.
ENGLISH ENG2A — Advanced Level
The emphasis is on literature, but a program of grammar and composition will continue the work
of ENG1A. Students are expected to have mastered the literary and language terms taught in ENG1A.
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 structure, narrative
writing with and without dialogue, the punctuation of dialogue, simple expository writing
using contrast and comparison and building an argument. Students will learn how to use the
Periodical Index in the library and will do a major research and writing project, and a
technical report.
Term Two writing will focus on a continuation of those skills taught in term one, as well as,
writing poetry critiques, descriptive paragraphs and paraphrases.
The literature portion of ENG2A consists of a mixture of short stories, poetry, drama, novels,
mythology and a Shakespearean comedy. 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.
Suggested Prerequisite: ENG1A
ENGLISH CREATIVE WRITING (OPTION) EWR2A — Advanced Level
N.B. This course must be taken in conjunction with/or subsequent to ENG2A. This course may
not be counted as one of the five compulsory OSIS credits.
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.
Did you ever wish you had invented Trivial Pursuit? Maybe this is the course for you! You will
have a chance to create a game as one option in an exciting project which allows students to
select one of the following areas: leisure activity, children's literature, or multi—media.
Students will also be encouraged to submit entries to such contests as: The Ottawa Little
Theatre Annual One Act Play Competition; Chatelaine's annual short story contest and the Canada
Permanent Trust essay writing competition.
, Suggested Prerequisite: ENG1A
ENGLISH ENG2G — General Level
This course stresses the basic skills of listening, speaking, reading, and writing. Emphasis
is placed on the organizing and writing of assignments, 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.
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ENGLISH ENG3A — Advanced Level
This course focuses on the development of various literary forms — poetry (particularly the
sonnet), novels, short stories, essays, and drama, including a Shakespearean Tragedy.
Canadian literature forms a significant portion of the course material. The basic theme of
the works studied is 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, the precis, and the resume. Skills in grammar and expository essay writing are
reviewed and polished. Students will do one library research and writing project as a major
literature and composition unit.
Suggested Prerequisite: ENG2A
ENGLISH ENG3G — General Level
This course explores several forms of literature and attempts to equip the student with the
knowledge 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 audio—visual aids. The literature portions of the course are grouped thematically as
follows: science fiction, women in literature, and the anti—hero.
Students study grammar, composition, spelling, and other practical application, of the skills
of written and oral expression. Functional writing focuses on the letter of application, the
letter of complaint and the writing of business memos. Speaking skills are developed in a
unit on debating.
Suggested Prerequisite: ENG2A or ENG2G
ENGLISH LANGUAGE SKILLS (OPTION) ENS3G — General Level
N.B. This course must be taken in conjunction with/or subsequent to ENG3A/3G.
This course's prime objective is to improve basic communicating skills at all levels. The
course begins with a complete review of grammar and then moves through intensive practise of
the various types of writing: descriptive, narrative and expository. The course also
attempts remediation in some other basic language skills such as spelling, punctuation and
sentence structure.
ENS3G also provides a forum where students can improve their oral skills through specific
practical situations. An extensive vocabulary building program is also included in both the
oral and written component of the course.
Suggested Prerequisite: ENG2A or ENG2G
ENGLISH ENG4A — Advanced Level
This course develops the "Man and His Society" theme of the 3A program in a broader historical
perspective and acquaints students with several genres of literature. The course looks at
literature of the past and present in a thematic content. The themes include: "Man in Society",
"Man and War", "Man and the Unknown".
Critical standards and analytical skills will be given continued emphasis. Research essay skills,
narrative writing techniques, and panel presentations will be stressed. Students will review and
master traditional grammar, punctuation and precise form.
A major library research paper project, set up as an independent study unit, is a compulsory
part of the course and counts for 20% of the final assessment.
Suggested Prerequisite: ENG3A
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ENGLISH ENG46 — General Level
This course pursues a detailed study of advanced communication skills, and an appreciation of
literature. Literature units are organized thematically around four themes: prejudice,
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 upon the practical application of
these skills. Basic grammar is reviewed and placed in the context of effective speaking and
writing. Interview skills, and the writing of a personal resume are taught as well.
Suggested Prerequisite: ENG3A or ENG3G
ENGLISH — BUSINESS (OPTION) EBS4G — General Level
This course, although offered at the General Level, would be of interest to any student taking
Grade 12 Advanced Level English. It is especially relevant to those proceeding to community
college or going directly into the business world. This course could be the most practical
communications course in a student's program.
EBS4G begins with fairly simple tasks --power spelling and vocabulary exercises, notemaking skills,
memo drafting, handling simple business forms and writing routine business letters.
The course progresses through a unit on business meetings which emphasizes agendas, organization,
Robert's Rules of Order, the writing of minutes, etc. This will be treated as a "simulation
game"; students will create their own Social Service club in class and go through the exercise
of drafting its constitution, holding meetings and preparing various styles of business
correspondence.
The final units of EBS4G relate to the preparation, writing and editing of a "passive" and an
"active" technical report. The former must include some audio—visual component, an exciting
and challenging project. The latter requires students to take sides on a controversial issue,
draft opinion polls, tabulate statistics and organize data into a brief.
Suggested Prerequisite: ENG3G or ENG3A
ENGLISH LITERATURE ELT5A — Advanced Level
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, documentation
and format skills; the formal essay and 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 discussion, gathering data, presenting factual and
subjective information and evaluating that information.
*ELT5A and ELC5A may be taken concurrently for two credits towards a SSHGD.
Suggested Prerequisite: ENG4A
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ENGLISH CANADIAN LITERATURE ELC5A — Advanced Level
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 ELT5A 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 discussion, gathering data, presenting factual and subjective information
and evaluating that information.
* ELT5A and ELC5A may be taken concurrently for two credits towards a SSHGD.
Suggested Prerequisite: ENG4A
FAMILY STUDIES NFS1G — General Level
This course focuses on the student as an individual member of the family and explores the
changing needs of the adolescent. Self awareness is developed by examining peer pressure,
family structure, communications skills, personality development and positive self worth.
The physical development of the adolescent will be introduced. Nutritional needs will be
studied and related to such topics as weight control, fitness and snacking. Each of
these food topics will be reinforced by actually preparing, eating and evaluating the
following: Christmas Baking, Home Bread—making and Special Occasion Cooking. Other Meal
Planning and Creative Cooking Skills will be developed by the preparation of recipes of the
students' choice. Personal and Social Choices that affect clothing selection and that
enhance self image will be studied through the examination of colour, line, texture, facial
and body shape. These concepts will then be applied to the construction of a commercial
pattern. Creative crafts (e.g. Soft Sculpture, Christmas Wreaths, Rug Hooking) will also
reinforce textile skills.
FAMILY STUDIES NFS2G — General Level
The theme Cross—Canada Cultures is developed through the study of various ethnic groups and their
foods, customs, values, lifestyles, arts and crafts and traditions. Pioneer homesteading
practices will be recreated in their practical aspects. Pickling, preserving, bread—making
and cake—baking are cooking skills that will be developed while studying Canadian Food Customs.
Clothing has been called the silent language. Students will examine the effect of colour
design, style and wardrobe co—ordination to enhance a successful image. Textiles will be
examined to develop skills in judging fabric and constructing garments. Two practical sewing
projects and one craft project are minimum requirements.
s1a
FANIL'V STUDIES NFS3G - General Level
This course focuses on the family, parenting and child development. The physical growth of a
child is examined, beginning with puberty, followed by conception, prenatal development,
inherited and environmental influences during pregnancy, labour and delivery. Social,
intellectual and physical development of the child are studied in depth from birth to school age.
This study is augmented by observation of a playschool program to provide a practical learning
situation with young children. The challenges and responsibilities of parenting and being
a caregiver are emphasized. The family life cycle will be studied examining the characteristics
and developmental tasks faced at each stage. Using the above knowledge, the student will create
a garment, craft or toy suitable to the needs of a child. Food preparation and meal management
skills will start from the point "Cooking for Three - Gourmet Cooking for Parent and Child."
FANIL'Y STUDIES NFS4G - General Level
Housing is a vital issue in our society today and one of man's basic needs. This course is
designed for the student who is interested in learning how to make a wise decision in the
selection of living space - how to develop the ability to create environments for living that
satisfy the physical, psychological and social needs of individuals and families. The course
begins with historical architecture, the home as a shelter, principals and elements of design,
furniture styles, floor plans, furniture arrangements, choosing a neighbourhood, current housing
problems, renting vs. buying and financing the purchase of a home. The above learnings will be
applied in the planning and decorating of a family dwelling to fulfill the needs of the
individual and their family. A unit dealing with entertaining and gourmet food preparation will
be incorporated. Each student will be required to plan, prepare and serve a meal suitable
for entertaining guests.
FAMILY STUDIES - RESOURCE MANAGEMENT NFR4G - General Level
Going away to university or college, or moving out and entering the work force in the near future?
This course will help the student successfully deal with his/her changing life style in a complex
world. Self awareness and relationship development will be examined with emphasis on communication
skills, motivation and goal setting. Career exploration, job search, resume writing, applications
and interview techniques are some of the topics studied to develop an economically self-sufficient
person. Career commencement brings with it an increased interest in dressing for success with ward-
robe planning, purchasing, care and maintenance. Independence requires the knowledge and ability
to plan and prepare inexpensive, attractive, nutritious meals, make wise fast food choices and
develop manners and style when dining out or entertaining. One's first apartment demands
experience in understanding a lease, budgeting income, furnishing on a shoestring, insuring
property, developing wise credit use and resource management.
A look at the immediate and distant future helps the individual deal successfully with changes
in his/her environment, lifestyle and needs. All topics will be dealt with in depth, practically
and academically and evaluated by tests, assignments, projects, presentations, labs and a
final examination.
FINE ARTS - For descriptions refer to Visual Arts
FRANCAIS - For descriptions refer to French - Immersion
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FRENCH FSF1A — Advanced Level
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 FSF5A should
choose FSFIAE or FSF1A.
Suggested Prerequisite: Introductory French in elementary school.
FRENCH FSFIAE — Advanced Level (Enriched)
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.
Suggested Prerequisite: Recommendation of elementary teacher.
THIS COURSE WILL BE OFFERED SUBJECT TO SUFFICIENT ENROLMENT.
FRENCH FSF1G — General Level
This course develops the language as an instrument 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.
Suggested Prerequisite: Introductory French in elementary school.
FRENCH FSF2A — Advanced Level
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.
Suggested Prerequisite: FSF1A
FRENCH FSF2AE — Advanced Level (Enriched)
This course is for students who have successfully completed FSFIAE or for students who did
exceptionally well in FSF1A course. Equal emphasis to speaking, reading, writing and compre—
hending the French language will be used in the evaluation segment of this course.
Suggested Prerequisite: FSFIAE
THIS COURSE WILL BE OFFERED SUBJECT TO SUFFICIENT ENROLMENT.
FRENCH FSF2G — General Level
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).
Suggested Prerequisite: FSF1G or FSF1A
FRENCH FSF3A — Advanced Level
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 expression.
Suggested Prerequisite: FSF2A
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FRENCH FSF3AE — Advanced Level (Enriched)
This course is designed for students who have completed successfully the FSF2AE course. For
evaluation purposes, the emphasis will switch slightly to the written language; and the author's
texts used will be more extensive than in the Grade 10 program.
Suggested Prerequisite: FSF2AE
COURSE OFFERED SUBJECT TO SUFFICIENT ENROLMENT.
FRENCH FSF3G — General Level
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, travelling,
newspapers).
Suggested Prerequisite: FSF2G or FSF2A
FRENCH FSF4A — Advanced Level
At this level students are not only capable of relating their experience, but also of expressing
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.
Suggested Prerequisite:. FSF3A
FRENCH FSF4G — General Level
Communication skills are refined in this course so that the graduate of th.is program will have a
working knowledge and command of the French language which will enable him to function in most
day—to—day situations.
Suggested Prerequisite: FSF3G or FSF3A
FRENCH FSF5A — Advanced Level
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.
Suggested Prerequisite: FSF4A
FRENCH IMMERSION — for descriptions of other subjects taught in French refer to:
Dactylographie
Education Physique et HygiAne (Co—ed)
Geographie du Canada
Histoire
Nathematiques
Science — Biologie
Sciences — Physiques
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FRENCH IMMERSION - COMPOSITION ET GRAMMAIRE FIFIAL - Advanced Level
This course calls for intensive study of grammar and composition to continue development
of language skills in oral and written communications.
Suggested Prerequisite: Grade 8 French Immersion Teacher's Recommendation.
FRENCH IMMERSION - LITTERATURE FILIAL - Advanced Level
This course (designed to be taken in conjunction with FIFIAL) consists of intensive and
extensive study of short stories, poetry, and novels.
Suggested Prerequisite: Grade 8 French Immersion Teacher's recommendation.
FRENCH IMMERSION - COMPOSITION ET GRAMMAIRE FIFIAL - Advanced Level
This course continues the intensive study of grammar begun in Grade 9. Oral and written
communication skills will be improved by a more in-depth study of French composition and
grammar.
Suggested Prerequisite: FIFIAL
FRENCH IMMERSION - LITTERATURE FIL2AL - Advanced Level
This course is a comprehensive study of French literature from the 17th century (Moliere) to
the 20th century.
Suggested Prerequisite: FIFIAL
GRAPHIC DESIGN - For description refer to Visual Arts - Information Design AVD.
GEOGRAPHIE DO CANADA GCAIAL - Advanced Level (French Immersion)
This course will acquaint the students with the multiple facets of Canada's geography. It is
identical to GCAIA 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 photographs, and sketch maps will be developed.
This program meets the Ontario Ministry requirements for a compulsory course in Canadian Geography.
Suggested Prerequisite: Students who are presently enrolled in an Immersion Programme.
GEOGRAPHY OF CANADA GCAIA - Advanced Level
NOTE: Students in Grade 9 must choose either GCAIA or GCA1G.
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.
GEOGRAPHY OF CANADA GCAlG — General Level
NOTE: Students in Grade 9 must choose either GCAlA or GCA1G.
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,
resources, population and energy.
GEOGRAPHY OF EUROPE AND ASIA GEA2A — Advanced Level
GEOGRAPHICAL PROBLEMS:
Home to three—quarters of the world's people, Europe and Asia offer virtually unlimited possibili-
ties 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
interdependence 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.
Suggested Prerequisite: GCAIA
This course is an excellent preparation for HAM3A.
GEOGRAPHY OF EUROPE AND ASIA GEA2G — General Level
REGIONAL STUDIES (EURASIA):
This course will study several areas selected from Europe and Asia on the basis of their
different geographical, cultural and/or economic backgrounds. Students interests and current
situations within the region may also be criteria for selection. 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.
Suggested Prerequisite: GCA1G or GCAIA
GEOGRAPHY — PHYSICAL GPH3A — Advanced Level
NATURAL AND MAN MADE DISASTERS:
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.
Suggested Prerequisite: GCAIA or GEA2A
GEOGRAPHY — PHYSICAL GPH3G — General Level
NATURAL DISASTERS:
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.
Suggested Prerequisite: GCA1G, GCAlA, GEA2G or GEA2A
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GEOGRAPHY GEOLOGY GGE4A — Advanced Level
This is a practical introductory course which looks at the many facets of geology, such as
mineral and rock identification, structural geology and stratigraphy. Through a detailed look
at mineral exploration, recovery, refining and marketing, the influence of metals and non metal
products on us and our jobs will be shown. The students will be expected to participate in
a number of field trips during the semester.
Suggested Prerequisite: GCAIA or GPH3A
GEOGRAPHY GEOLOGY GGE4G — General Level
Our standard of living, life style, and employment opportunities are all affected by minerals.
Through selected case studies the occurrence, extraction, processing, refining and marketing
of selected minerals such as gold, aluminum, potash, steel and energy fuels will be examined.
The basics of geology, such as structure, mineral identification will be taught. There will be
several field trips throughout the semester.
Suggested Prerequisite: GCN1G, GCAIA, GPH3G or GPH3A
GEOGRAPHY URBAN STUDIES GUR4A — Advanced Level
THE URBAN ENVIRONMENT:
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.
Suggested Prerequisite: GCAIA or GEA2A or GPH3A
GEOGRAPHY REGIONAL GRE4G — General Level
WORLD REGIONAL GEOGRAPHY:
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 198O1s. At the same time
it will point out the truly privileged 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
than the average Canadian and therefore deserve our understanding and help.
Suggested Prerequisite: GCA1G, GCAlA, GPH3G or GPH3A
GEOGRAPHY WORLD ISSUES GWI5A — Advanced Level
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 under—
stand the significance of being part of a global society. The aim of this course, therefore, is
to make the students aware of the necessity of stressing people's dependence on each other
regardless of their differences.
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GERMAN (FIRST YEAR) LEG2A — Advanced Level
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.
GERMAN (SECOND YEAR) LE63A — Advanced Level
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.
Suggested Prerequisite: LEG2A (First Year)
HEALTH — For description refer to Physical and Health Education
HISTOIRE — CANADA ET MONDE CONTEMPORAINS HCC2AL — Advanced Level
CANADA IN A CHANGING WORLD: 192O1S TO PRESENT.
1. You and the Law.
2. You and the Government.
3. Canada in the 192O's.
4. The Great Depression of the 193O1s.
5. Canadians at War 1939-1945.
6. Canada in World Affairs — 1945 to present.
7. Canada at Home — 1945 to Present.
(a) Canadian — American Relations
(b) Economy
(c) Social Life
(d) French—English Relations
Suggested Prerequisite: None, but HCM1A is helpful.
COMPULSORY COURSE. Also consider taking GEA2A as a companion course.
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HISTORY — CANADA'S MULTICULTURAL HERITAGE HCN1A — Advanced Level
This course is recommended as preparation for later social science courses, especially
HCC2A and HCC2G History. The methods of instruction and testing differ to meet the needs
of students at each level. Emphasis will be placed on improving reading, writing, research and
interpersonal skills of students and on varying the classroom routine with guest speakers, field
trips, group exercises, library research and skit and poster exercises. The content of the
course will focus on the growth of the Canadian Nation between 1890 and 1918. Topics will include:
(a) Study of culture and of multicultural groups in Canada.
(b) Industrial Revolution in the Western world.
(c) Immigration at the turn of the century and today.
(d) Development of western farmlands and eastern cities.
(e) Social life at the turn of the century.
(f) Frontier life — the Klondike Gold Rush.
(g) Canadian relations with Britain and the United States.
(h) Canada and World War I.
(i) Local History of Goulbourn Township with emphasis on Glen Cairn and Stittsville.
(j) Regional Government of Ottawa—Carleton.
(k) Local Government in the Township of Goulbourn and the City of Kanata.
HISTORY — CANADA'S MULTICULTURAL HERITAGE HCN1G — General Level
This course is recommended as preparation for later social science courses, especially
HCC2G History. The methods of instruction and testing differ to meet the needs
of students at each level. Emphasis will be placed on improving reading, writing, research and
interpersonal skills of students and on varying the classroom routine with guest speakers, field
trips, group exercises, library research and skit and poster exercises. The content of the
course will focus on the growth of the Canadian Nation between 1890 and 1918. Topics will include:
(a) Study of culture and of multicultural groups in Canada.
(b) Industrial Revolution in the Western world.
(c) Immigration at the turn of the century and today.
(d) Development of western farmlands and eastern cities.
(e) Social life at the turn of the century.
(f) Frontier life — the Klondike Gold Rush.
(g) Canadian relations with Britain and the United States.
(h) Canada and World War I.
(i) Local History of Goulbourn Township with emphasis on Glen Cairn and Stittsville.
(j) Regional Government of Ottawa—Carleton.
(k) Local Government in the Township of Goulbourn and the City of Kanata.
HISTORY — CONTEMPORARY CANADIAN/WORLD CONCERNS HCC2A — Advanced Level
CANADA IN A CHANGING WORLD: 19201S TO PRESENT.
Topics of study include:
1. You and the Law.
2. You and the Government.
3. Canada in the 19201s.
4. The Great Depression of the 1930's.
5. Canadians at War 1939-1945.
6. Canada in World Affairs — 1945 to Present.
7. Canada at Home — 1945 to Present.
(a) Economy
(b) Social Life
(c) French—English Relations.
Suggested Prerequisite: None, but HCM1A is helpful.
Compulsory Course. Also consider taking GEA2A as a companion course.
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HISTORY — CONTEMPORARY CANADIAN/WORLD CONCERNS HCC2G — General Level
CANADA IN A CHANGING WORLD: 19201S TO PRESENT.
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 to present.
6. Government and You.
7. Canadian—American RElations.
S. French—English Relations.
Compulsory Course. Also consider taking GEA2G as a companion course.
HISTORY — ANCIENT AND MEDIEVAL HAM3A — Advanced Level
Much of what we take for granted today we have inherited from great civilizations of the past.
For example, ancient civilizations have left us a legacy in Art, Architecture, Laws, Religions,
as well as many of our present day problems. How should man organize himself to live, work, express
himself and create? What should he believe in? In HAM3A we use a flashback approach to answer
some of these questions which have always concerned mankind.
Students will be allowed to pursue individual areas of interest through library research and
the presentation of written, oral and visual projects.
Topics Themes
Development of Early Man Art, Architecture and Ideas
The Middle East Judaism, Islam, Christianity
Ancient Egypt Law and Government
Greece and Rome Lifestyle — Fads, fashions and entertainment
Medieval Europe Technology
India — Past and Present
HISTORY — ORIGINS OF THE MODERN WORLD HWO4A — Advanced Level
TWENTIETH CENTURY HISTORY OF THE WORLD:
Newly REVISED course of study this year. The course is designed to familiarize the student with
the global community that has evolved in the past one hundred years, in particular the shift of
power away from Europe, to Asia and North America.
Each unit of study focuses on a major part of the world and on issues such as war, militarism,
diplomacy, technological change, human issues, nuclear armaments, etc.
Students will experience the opportunity to participate in simulations of world events, both in
the school setting, and at conferences sponsored by the United Nations, Commonwealth of Nations,
etc.
Topics of study include: 1. The European Continent Then and Now — a contrast.
2. America — growth of a Superpower.
3. Communist Russia — permanent adversary or possible friend?
4. Awakening of China.
5. The Shifting of Power — Asia and Japan.
6. The Underdeveloped World — case studies in Africa, the Middle East
and South America.
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HISTORY — ORIGINS OF THE MODERN WORLD HW04G — General Level
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:
1. 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.
Consider NEC4G as a companion course.
HISTORY — CANADA/UNITED STATES HCU5A — Advanced Level
Canadians and Americans have shared the North American continent for over 300 years. In this
course, we study how these neighbours have developed unique nations, and how the course of their
relationship has been sometimes rocky and at other times congenial. A major objective of the
course is for students to ponder how Canadians can best maintain political independence in an
increasingly close economic relationship with the United States.
Topics will include:
1. Overview of the United States' political system (contrast with Canada).
2. United States Civil War and Canadian Confederation.
3. Nation—building and the Rise of Big Business.
4. Canadian and American Answers to the Great Depression.
5. Regional Discontent in Western Canada and Quebec.
6. United States Foreign Policy in the Twentieth Century (emphasis on period since 1945).
Suggested Prerequisite: A Senior Social Science subject.
HYGIENE — For description refer to Education Physique et Hygiene.
INFORMATION DESIGN — For description refer to Visual Arts.
INTRODUCTION TO BUSINESS BBI2G — General Level
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.
INTRODUCTION TO COMPUTER STUDIES — For description refer to Computer Studies.
LATIN (FIRST YEAR) LCL2A — Advanced Level
A first year introductory Latin course, including the study of Roman life and culture and of English
derivatives from Latin. This course is recommended for students who will have already completed
one year of high school (not necessarily in languages) by September of this year.
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LAN BLN4A — Advanced Level
The content of BLW4A is basically the same as BLW4G but will be reinforced in greater depth.
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, penalogy, 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 Secretarial, 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.
Suggested Prerequisite: For Senior Students.
LAN BLN4G — General Level
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, penalogy, 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 Secretarial,
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.
Suggested Prerequisite: For Senior Students.
MACHINE SHOP TMS1G — General Level
This introductory course in machine shop engineering will provide the students with an
opportunity 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; and metallurgy.
MACHINE SHOP TMS2G — General Level
This course is a continuation in machine technology 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.
Suggested Prerequisite: TMS1A or TMS1G
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MACHINE SHOP GRADES 11 AND 12 — For description refer to Mechanical Technology.
MAN IN SOCIETY NS03A(CNS3A) — Advanced Level
This course examines the behaviour of the individual human being, the behaviour of people
interacting in groups and the research techniques of the social scientists.
Topics in the Psychology section of the course are:
1. Perception and sensation.
2. Influences of heredity and environment on human behaviour.
3. Ways in which a person learns.
4. Memory, intelligence and creativity.
5. Motivation and Emotion.
6. Coping with frustration, conflict and stress.
7. Types of abnormal behaviour and treatment of them.
Topics in the Sociology section include:
1. Isolation and socialization of the person.
2. Stages of growth: childhood, adolescence, adulthood, and senescence.
3. Social interaction in primary and secondary groups.
4. Group control and leadership.
5. Conformity and deviance in society.
6. Social roles and classes.
7. Elements of culture.
Students will be required to read, write and research in detail. In small groups, they will
discuss problems of the individual and society, practise interpersonal skills and the
research methods of the social scientists and conduct self—evaluation exercises.
MAN IN SOCIETY NS03G(CMS3G) — General Level
This course examines boththe behaviour of the individual human being and the behaviour of people
interacting in groups within a society. In the Psychology section, the student studies how
a person perceives and learns from his environment, how he is motivated and displays emotion, how
he copes with frustrations and stress, how he displays healthy and unhealthy behaviour and how he
can be helped to cope with mental illness.
In the Sociology section of the course, the student examines the influences on the individual human
being of family peers and society from his birth until his death. Social concerns such as stress,
drug addiction, and treatment of the elderly and the mentally ill will be discussed.
Teaching strategies will be adapted to suit the student with weak reading and writing skills.
Emphasis will be placed upon varying the classroom routine by using guest speakers, audio—visual
presentations, mini—library projects, oral reporting in small groups, self—evaluation exercises,
group discussions, taped interviews, skit presentations and practice sessions in using
interpersonal skills.
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MAN IN SOCIETY NSO4A(CNS4A) — Advanced Level
This course is designed for students who have successfully completed NS03A Man in Society
or who have passed NS03G Man in Society with a "B" average and who are interested in pursuing
further studies in Psychology and Sociology. Emphasis will be placed on covering new topics
in these subjects and on improving the students' understanding and application of the research
skills of the social scientists.
These topics will be covered:
1. Understanding personality — awareness and evaluation of self
— theories and measurement of personality.
2. Interpersonal communication — forming impressions of others.
— presenting oneself to others.
— verbal and non—verbal techniques of communication.
3. Research skills of the Social Scientists.
4. Anti—Social Behaviour — aggression, prejudice, crime and imprisonment.
5. Pro—Social Behaviour — helping and co—operating with others, leadership.
6. Participation in Secondary Groups with emphasis on business organization.
7. Physical Environment — territorial space, crowding, environmental stress, mass media.
Students will be required to read and write extensively and to conduct an independent research
project. There will be opportunities to complete self—evaluation exercises, and to practise
interpersonal skills through work in groups and simulation games.
MARKETING BMK3G — General Level
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, selling or advertising.
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.
Suggested Prerequisite: For Senior Students.
MATHEMATICS NAT1A — Advanced Level
Students who have a good understanding of Grades 7 and 8 Mathematics and have demonstrated an
interest in, and an aptitude for a rigorous and theoretical approach to mathematics, and wish
to prepare for the Ontario Academic Courses (OAC) in Mathematics should take this course.
Emphasis will be on developing a foundation for the more abstract Mathematics of the Senior
Division. Topics will include: operations in Integers, Rationals, and Reals; polynomial
simplification; formal solution of equations and inequations; small sample statistics; rational
expressions; foundations of Euclidian and analytic geometrics; and transformations.
MATHEMATICS MATIAE — Advanced Level (Enriched)
Designed for students who have demonstrated above—average to exceptional ability in mathematics.
This course parallels MAT1A with additional lateral enrichment. The majority of students enrolled
in this course are expected to partake in the annual Junior Mathematics Contest sponsored by the
University of Waterloo. Examinations are the same as MAT1A with optional topics.
Suggested Prerequisite: Recommendation of Grade 8 teacher.
THIS COURSE WILL BE OFFERED SUBJECT TO SUFFICIENT ENROLMENT.
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MATHEMATICS NA11G — General Level
The general level courses in Mathematics are designed for students who have an understanding
of most grade 7 and 8 mathematics but have not shown interest or aptitude in the more abstract
aspects of mathematics and are not intending to study mathematics or subjects in which
mathematics is required at the university level. General level mathematics courses are designed
for students planning to take courses requiring mathematics at a college of Applied Arts and
Technology (or other post—secondary institution other than a university) or to enter
business, or a trade directly after secondary school. Emphasis is on the application of
mathematics rather than the theory of mathematics. Topics include applications of roots, ratio
and rate; statistics; working with polynomials; solving word problems; solving linear equations
in one variable; geometric problems of perimeter; area and volume; geometry constructions; and
dilatations.
MATHEMATICS NAT2A — Advanced Level
This is a second course in the Foundations of Mathematics leading to mathematics in Grade 13
or the Ontario Academic Credits (OAC).
Topics will include a review of and further study of the set of real numbers, probability and
statistics, for the idea of drawing comparisons and inferences; relations with graphical .
representation; linear equations and inequations in two variables, solving a system of linear
equations with applications; polynomials and rational expressions; an introduction to co—ordinate
geometry; geometric construction; formal proof in geometry; vector; and three dimension geometry.
Suggested Prerequisite: MAT1A or MATIAE .
MATHEMATICS NAT2AE — Advanced Level (Enriched)
This course parallels MAT2A with additional lateral enrichment. Certain topics covered in
MAT2A will be covered in more depth. Students enrolled in this course are expected to participate
in the annual Junior Mathematics Contest sponsored by the University of Waterloo. Examinations
are the same as MAT2A with optional topics.
Suggested Prerequisite: MATIAE or Recommendation of Department.
THIS COURSE WILL BE OFFERED SUBJECT TO SUFFICIENT ENROLMENT.
MATHEMATICS NAT2G — General Level
The second course in the Application of Mathematics keeps theory to a minimum and accentuates the
real life situations in mathematics. Topics include, number applications, powers, square roots,
applications of ratio, rate, percent, statistics, personal finance and banking, borrowing and
saving, applied trigonometry, polynomials, formulas, equations, graphing variations, linear
equations in two variables, and geometric figures and their properties.
Suggested Prerequisite: MAT1G or MAT1A
MATHEMATICS FOUNDATIONS 1 NFN3A(NAT3A) — Advanced Level
A course continuing in the foundations of mathematics with the emphasis on the more theoretical
aspect. Euclidian Geometry is expanded to include the topics of area and similarity of figures.
Other Topics studied in detail include: polynomials and rational expressions; the factor and
remainder theorems; ratio and proportion; the reals; analytic Geometry of the straight line;
the circle, and trigonometry.
Suggested Prerequisite: MAT2A or MAT2AE
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MATHEMATICS APPLICATIONS 1 - NTA3G(MAT3G) — General Level
As with the two previous general level courses, MTA3G will attempt to de—emphasize the theoretical
nature of mathematics, and where possible, reinforce mathematics used in other areas of
Pure C 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.
Suggested Prerequisite: MAT2G or MAT2A
MATHEMATICS FOUNDATIONS 2 NFN4A(MAT4A) — Advanced Level
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
MAT3A. Euclidian and analytic geometries of the circle are studied in detail, along with
linear, quadratic exponential, logarithmic and trigonmetric functions. The topics of sequences
and series are studied as a prelude to calculus and the mathematics of investment.
Suggested Prerequisite: MFM3A or MAT3A
MATHEMATICS APPLICATIONS 2 MTA4G(MAT4G) — General Level
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; the
quadratic equation; and rational expressions.
MATHEMATICS GRADE 13
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.
MATHEMATICS ALGEBRA NAL5A — Advanced Level
This course is of particular interest to students contemplating taking the honours science,
honours mathematics or engineering level at university. Topics of study include: theory
of sets, arrangements of subsets, 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. Transformations, complex numbers,
polar co—ordinates, 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.
Suggested Prerequisite: MFM4A or MAT4A
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MATHEMATICS CALCULUS NCA5A(NCL5A) — Advanced Level
Calculus is the mathematics used in describing change, having roots in both the algebra and geometry
studied at previous levels. The course begins where MFM4A left off, namely with the study of
sequences and series with special attention 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; applications of extremes in the physical sciences; area;
integration; complex numbers; polar co—ordinates. Application to real—life situations is a special
feature of this course.
Suggested Prerequisite: MFM4A or MAT4A
MATHEMATICS RELATIONS AND FUNCTIONS NRF5A — Advanced Level
This course is traditionally selected by students who require only one credit in Grade 13
mathematics. It is a logical extension of MEM4A with emphasis placed on the analysis of both
functions and relations and their reactions under certain transformations in the plane.
Topics include: a review of functions, relations and their inverses; an in—depth discussion
of trigonometric functions and conic sections; conics statistics, arrangements and subsets,
the binomial theorem, probability and mathematics of investment.
Suggested Prerequisite: MFM4A or MAT4A
NATHENATIQUES NATIAL(NATIAF) — Advanced Level (French Immersion)
Students who have a good understanding of Grades 7 and 8 Mathematics and have demonstrated an
interest in, and an aptitude for a rigorous and theoretical approach to mathematics, and wish
to prepare for the Ontario Academic Courses (OAC) in Mathematics should take this course.
Emphasis will be on developing a foundation for the more abstract Mathematics of the Senior
Division. Topics will include: operations in Integers, Rationals, and Reals; polynomial
simplification; formal solution of equations and inequations; small sample statistics; rational
expressions; foundations of Euclidian and analytic geometrics; and transformations.
NOTE: This course is taught in French.
Suggested Prerequisite: Students who are presently enrolled in an immersion program.
NATHENATIQUES NAT2AL — Advanced Level (French Immersion)
This is a second course in the Foundations of Mathematics leading to mathematics in
Grade 13 or the Ontario Academic Credits (OAC).
Topics will include a review of and further study of the set of real numbers, probability and
statistics, for the idea of drawing comparisons and inferences; relations with graphical
representation; linear equations and inequations in two variables, solving a system of linear
equations with applications; polynomials and rational expressions; an introduction to co—ordinate
geometry; geometric construction; formal proof in geometry; vector; and three dimension geometry.
NOTE: This course is taught in French.
Suggested Prerequisite: MATIAL
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MECHANICAL TECHNOLOGY TNY3G(TNS3G) — General Level
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.
Suggested Prerequisite: TMS1A or TMS1G; TMS2A or TMS2G
MECHANICAL TECHNOLOGY THY4G(TNS4G) — General Level
This course is the culmination of studies in machine shop engineering involving advanced machining
operations and processes. The course will cover such topics as; precision measurement and layout;
advanced thread cutting; eccentric turning; helical and cam milling; differential indexing;
gears, gearing and gear cutting; advanced cutting tools; hydraulics; special machining processes.
The students will have ample opportunity to apply the theory on practical projects designed to
develop superior shop skills.
Suggested Prerequisite: TMY3A, TMS3A, TMY3G, or TMS3G
MUSIC
The general music program offers instruction on band instruments — woodwind, brass and
percussion. Strings, piano, organ and guitar are not included.
MUSIC — INTRODUCTION TO ANA1G — General Level
This introductory course in music is for beginners or those with limited experience. Students
are taught instrument care, basic technique, notation, and some musical history and appreciation.
NUSIC EXPERIENCED ANU1G — General Level
The students in this course will advance their technique through method books and band
repetoire. Rudiments and history will form a regular part of the course. Public performance
is emphasized through participation in the Junior Band.
Suggested Prerequisite: Successful completion of at least a two—year instrumental program or
approval of the Music teacher.
MUSIC ANU2G — General Level
This course is a continuation of the Grade 9 course. Technique and range are further developed.
Rudiments and history are continued and private study is encouraged. Membership in the
Concert Band is strongly recommended.
Suggested Prerequisite: AMUTA, AMU1G or approval of the Music teacher.
MUSIC ANU3G — General Level
This course is a continuation of the Grade 10 Music course. The student increases his skills in
scales, sightreading, range, technique, and general musicianship. Music theory is continued
and some harmony is introduced. Music history is continued. Participation in the Concert Band,
or other performing ensembles is a requirement of this course.
Suggested Prerequisite: AMU2A, AMU2G or approval of the Music teacher.
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MUSIC ANU4G — General Level
The course on Music theory is completed at this level and harmony is increased. Musical form
is studied through band repetoire, listening, and analysis skills. A solo performance is
part of the final exam. Participation in the Concert Band, or other performing ensembles is
a requirement of this course.
Suggested Prerequisite: AMU3A, AMU3G or approval of Music teacher.
MUSIC ANY5A — Advanced Level
A student is required to perform two solos and be a member of both the Concert Band and
another ensemble. Harmony is continued and counterpoint introduced. Other forms of music are
studied through listening, analysis and performance.
Suggested Prerequisite: AMU4A, AMU4G or approval of Music teacher.
NOTE: THIS COURSE WILL BE OFFERED SUBJECT TO SUFFICIENT ENROLMENT.
OFFICE PROCEDURES — For descriptions refer to Business Procedures BSP.
PEOPLE AND POLITICS NPP4A — Advanced Level
A NEW course this year for senior students who wish to increase their knowledge of political ideas,
and the political process in Canada and in other nations. It is hoped that by examination of case
studies that students will come to understand the complexities of political issues, both
national and international. The student will become familiar with the role of leadership and
famous leaders, political image—making and media exposure, war and peace, power and justice.
Topics of study include:
1. Introduction — becoming familiar with political terms.
2. Political Systems — characteristics and case studies.
3. Political Leadership — myths, mass media and propaganda.
4. Decision—making — issues, shaping public opinion, rules.
5. Morality and Politics — human rights, war guilt, nuclear testing.
6. War and Peace — causes of war, impact of politics on military decisions.
7. Power in International Relations — nature of conflicts, bargaining, balance of power.
8. Internationalism — nations working together for common good
— solving world problems (pollution, outer space).
Suggested Prerequisite: Senior'Student.
PHOTOGRAPHY — for description refer to Visual Arts—Photography AVF4G
PHYSICAL AND HEALTH EDUCATION (BOYS) PHN1G(PEB1G) — General Level
The Grade 9 program is designed to offer a variety of exciting activities for boys at all levels
of fitness and skill development. Emphasis is placed upon active participation, enjoyment and
fitness development.
Team sports such as soccer, flag football, basketball, lacrosse, baseball and volleyball are
offered. Also included in the course are individual sports such as track and field, combatives,
gymnastics, and power skating.
Health topics presented at this level include the dynamics of physical fitness, stimulants and
depressants, plus adolescent sexuality.
Field trip activities may include: aquatics, and horseback riding with the intent of providing a
variety of stimulating activities.
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PHYSICAL AND HEALTH EDUCATION (BOYS) PHM2G(PEB2G) — General Level
The Grade 10 program is an extension of the Grade 9 program with the addition of some
activities offered in a co—educational setting. Emphasis is placed upon participation,
enjoyment, and the development of more advanced motor skills. Coupled with the
skill development is an emphasis on positive social behaviour through co—operation with others,
sportsmanship, acceptance of responsibility and leadership.
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, swimming, and skating.
PHYSICAL AND HEALTH EDUCATION (BOYS) PHM3G(PEB3G) — General Level
The Grade 11 program differs substantially from the Grade 10 program in that many activities
are offered in a co—educational setting. Boys are given a choice of activities from a broad
range of electives which include: tennis, badminton, volleyball, cross—country skiing,
basketball, team handball, dance, track and field, broomball, and lacrosse.
Outdoor education activities may include summer or winter camping and problem—solving
tasks.
Health education topics include: the dynamics of relationships, communication skills,
individuality, stress and the causes of adolescent suicide.
Field trips may include: swimming, alpine skiing, horseback riding, squash and curling.
PHYSICAL AND HEALTH EDUCATION (BOYS) PHM4G(PEB4G) — General Level
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
investigation 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.
PHYSICAL AND HEALTH EDUCATION (GIRLS) PHF1G(PEG1G) — General Level
The Grade 9 program is designed to offer a variety of exciting activities for girls at all levels of
fitness and skill development. Emphasis is placed upon participation and enjoyment and developing
a healthy attitude towards female participation in sports.
The program offers the following individual and team activities: volleyball, basketball, soccer,
badminton, field hockey, dance, gymnastics, ringette, paddle tennis and broomball.
The health program presents the topics of adolescent sexuality, physical fitness and stimulants
and depressants.
Field trip activities may include: skating, horseback riding, roller skating, swimming, anc
N.A.C. Dance Presentations with the intent of providing a variety of stimulating activities.
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PHYSICAL AND HEALTH EDUCATION (GIRLS) PHF2G(PEG2G) — General Level
The Grade 10 program is an extension of the Grade 9 program with the addition of some activities
offered in a co—educational setting. Emphasis is placed upon participation, enjoyment, and
the development of more advanced motor skills. Coupled with the skill development is an
emphasis on positive social behaviour through co—operation with others, sportsmanship,
acceptance of responsibility and leadership.
Team and individual activities include: volleyball, badminton, basketball, soccer, broomball,
paddleball, team handball, gymnastics, dance, slow pitch baseball, and flag football. Outdoor
education activities may include: orienteering, initiative tasks and snowshoeing.
Health topics include: first aid, alcohol education, and adolescent sexuality. Field trip
activities may include: squash, curling, roller skating, swimming and skating.
PHYSICAL AND HEALTH EDUCATION (GIRLS) PHF3G(PEG3G) — General Level
The Grade 11 program differs substantially from the Grade 10 program in that many activities are
offered in a co—educational setting. Girls are given a choice of activities from a broad range of
electives which include: tennis, badminton, volleyball, cross—country skiing, basketball,
team handball, dance, track and field, and broomball.
Outdoor education activities may include summer or winter camping and problem—solving tasks.
Health education topics include: the dynamics of relationships, communication skills, individuality,
stress and the causes of adolescent suicide.
Field trips may include: swimming, alpine skiing, horseback riding, squash and curling.
PHYSICAL AND HEALTH EDUCATION (GIRLS) PHF4G(PEG4G) — General Level
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.
PHYSICAL EDUCATION ADAPTIVE PHD2G — General Level
A special Physical and Health education course is being created to fulfill the special needs of
some students. There are a number of students who do not select Physical and Health Education
because of some permanent or temporary handicapping condition or because the Physical and
Health Education program does not fulfill some special need. A medical examination and
certificate will be required for all students entering this course. Activities in this course
will be adapted to each students special requirements. The course will stress personal fitness,
recreational activities, leisure sports and corrective exercises. All students should be
physically active. With this course everyone can participate.
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PHYSICAL EDUCATION ADAPTIVE PHD4G — General Level
A special Physical and Health education course is being created to fulfill the special needs of
some students. There are a number of students who do not select Physical and Health Education
because of some permanent or temporary handicapping condition or because the Physical and
Health Education program does not fulfill some special need. A medical examination and
certificate will be required for all students entering this course. Activities in this course
will be adapted to each students special requirements. The course will stress personal fitness,
recreational activities, leisure sports and corrective exercises. All students should be
physically active. With this course everyone can participate.
PHYSICAL EDUCATION (COED) PEDSA — Advanced Level
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.
Suggested Prerequisite: Completion of Grade 12.
PHYSICAL EDUCATION — DANCE — INTRODUCTION TO PEF2G(PEG2GD) — General Level
Students can improve their fitness and learn basic dance techniques at the same time. There will
be special emphasis on jazz, modern dance and aerobic fitness (dancercize) with modern
up—to—date music. There will be minimal exposure to ballet, folk, rhythmics, and highland dance.
Routines will be set up and students will have the opportunity to choreograph their own dances.
Field trips may include visits to local dance studios and the National Arts Centre. Experts
in various forms of dance will be invited in to be guest clinicians or speakers.
Suggested Prerequisite: PHG1G or PHG1A
PHYSICAL EDUCATION — DANCE — SENIOR PEF3G(PEG3GD) — General Level
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.
Suggested Prerequisite: PEG1A or PEG1G
PHYSICAL EDUCATION — DANCE — SENIOR PEF4G — General Level
Dance at this level requires the successful completion of a Senior Dance course or an equivalent
program. Students will be expected to progress beyond basic techniques in ballet, jazz, creative
dance, modern dance, and aerobics (dancercize). Students at this level will be expected to
choreograph works of their choice and design. Individuals will be encouraged to concentrate on
a speciality in one or two areas of dance.
Suggested Prerequisite: PEF3A or PEF3G
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PHYSICAL SCIENCE — For descriptions refer to Science Introductory Physical
PHYSICS SPH3A — Advanced Level
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 particles lead students to
the consideration of electrical 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.
Suggested Prerequisite: SNC1A and MAT2A
PHYSICS SPH3G — General Level
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. Experimentation is frequent in this course and directs students to
practical and environmental applications. The general theories of energy wave transmission and
electromagnetic induction are covered.
Suggested Prerequisite: One previous credit in Science.
PHYSICS SPH5A — Advanced Level
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.
Suggested Prerequisite: SPH3A and MAT4A
PHYSIQUE EDUCATION ET HYGIENE — for description refer to Education Physique et Hygiene.
PHYSIQUES SCIENCES — for description refer to Sciences Physique.
RELATIONS AND FUNCTIONS — for description refer to Nathematics — Relations and Functions NRF5A
RESOURCE NANAGENENT — for description refer to Family Studies — Resource Nanagement NFR4G
SCIENCE (BIOLOGY) SNC2A(SBI2A) — Advanced Level
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); and vertebrate
structure and function.
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SCIENCE (BIOLOGY) SNC2G(SBI2G) — General Level
This course focuses on practical topics that lend themselves to laboratory exercises and projects.
The aim is to achieve basic appreciations 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; and plant and animal structure and function.
SCIENCE INTRODUCTORY PHYSICAL SNC1A — Advanced Level
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.
SCIENCE INTRODUCTORY PHYSICAL SNC1AE — Advanced Level (Enriched)
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
SNC1A, 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.
Suggested Prerequisite: Recommendation of Grade 8 Teacher.
THIS COURSE WILL BE OFFERED SUBJECT TO SUFFICIENT ENROLMENT.
SCIENCE INTRODUCTORY PHYSICAL SNC1G — General Level
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.
SCIENCES (BIOLOGIE) SNC2AL — Advanced Level (French Immersion)
NOTE: This course is taught in French.
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.
SCIENCES PHYSIQUES — COURS INTRODUCTOIRE SNCIAL — Advanced Level (French Immersion)
NOTE: This course is taught in French.
This course introduces the student to the basic topics of physical science. It is identical to
SCIlA but is taught in French. Major topics include measurement, chemical change, density, heat,
and structure of matter.
This program meets the Ontario Ministry requirements for a compulsory course in junior science.
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SHORTHAND PERSONAL (FORKNER) BSH3G — General Level
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 communication such as reports, essays, scripts, lectures, etc.
Suggested Prerequisite: BKT1G
SHORTHAND BUSINESS BSH4G(BSB4G) — General Level
This is a continuation of Forkner Shorthand BSH3G with an introduction to notetaking skills.
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 11 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 secretarial sciences at a community college.
Suggested Prerequisite: BSH3G and BKT1G
SOCIOLOGY OF THE FAMILY — for description refer to Canadian Family in Perspective NFPSA
TECHNICAL ENGLISH — for description refer to English — Business EBS4G
TECHNOLOGY — ELECTRICAL — for description refer to Electrical Technology.
TECHNOLOGY — MECHANICAL — for description refer to Mechanical Technology.
TYPING BKT1G — General Level
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.
TYPING BKT2G — General Level
This course is designed for students who have acquired basic typing skills and wish to develop
these skills to a professional level for employment purposes. Emphasis is placed on: development
of techniques and skills; business forms; manuscripts; and the preparation of data sheets for job
applications.
Students should have a minimum 15 nwpm speed.
Suggested Prerequisite: BKT1G
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TYPING GRADES 11 and 12 — for description refer to Business Procedures BSP
TYPING FOR SENIOR STUDENTS BKTIGI — General Level
NOTE: SENIOR STUDENTS WISHING TO TAKE TYPING SHOULD REGISTER IN BKT1G1. THIS COURSE WILL BE
OFFERED ON A SEMESTERED BASIS FOR SENIOR STUDENTS AND NON—SEMESTERED BKT1G FOR JUNIOR STUDENTS.
In this course, students will learn how to type by the 'touch' system using the electric or
electronic typewriters. 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.
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.
VISUAL ARTS — COMPREHENSIVE AVI1G(AVA1G) — General Level
This is a beginning foundation course in art. Students learn skills and techniques in a wide
range of media such as pencil, conte, pastels, inks, tempera and watercolour. Art experiences
will include drawing, painting, printmaking, information design and three dimensional forms.
Personal sources of imagery will be stressed. Both natural and man—made design will be studied.
The emphasis will be on the planning of subject matter and expression, and on the exploration of
ideas. The components of the course are studio, design and history.
Students will be required to purchase basic art supplies and to pay a studio fee.
VISUAL ARTS — COMPREHENSIVE AVI2G(AVA2G) — General Level
This course continues in depth and in progression the study of form and design begun in
AVI1G. Students will be introduced to the principles and skills involved in product design.
In studio work, emphasis will be on drawing and painting as well as three dimensional art work,
such as sculpture and ceramics.
Students will be required to purchase basic art supplies and to pay a studio fee.
Suggested Prerequisite: AVI1G or AVIIA
VISUAL ARTS — COMPREHENSIVE AVI3G(AVA3G) — General Level
The student is encouraged to develop an individual approach to problem solving as it relates to
both studio and design activities. Ideas and experiences from the student's world provide the
subject matter for expression in drawing, painting, printmaking, lettering, sculpture and
mixed media. Students will be introduced to information design in both the history and design
activities.
Students will be required to purchase basic art supplies and to pay a studio fee.
Suggested Prerequisite: AVI1G, AVIIA, AVI2G or AVI2A
VISUAL ARTS — COMPREHENSIVE AVI4G(AVA4G) — General Level
Students will be introduced to problem—solving in both theory and practice. A wide choice of media
and techniques will be open to them in the studio component as well as in design concepts. In
the history component they will become familiar with artistic cultures throughout the world and
will be able to identify major artists and their work and style. Areas of study include drawing,
scratchboard, painting with watercolour, acrylics and oil, printmaking, sculpture, mixed media and
ceramics.
Students will be required to purchase basic art supplies and to pay a studio fee.
Suggested Prerequisite: AVI3G or AVI3A
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VISUAL ARTS — BALANCED AVI5A(AVA5A) — Advanced Level
This course gives senior art students the opportunity to specialize and to develop their own
artistic statements within the framework of the program. The program combines studio practice
consisting of drawing, colour and light, printmaking and graphics, and three—dimensional art with
theory related to the Studio Practice. The student will create art and develop a critical viewing
of art and art ideas. Art work at this level will be an original, personal statement. Students
will find ample freedom in this course for their own personal growth in self—expression.
Students will be required to purchase basic art supplies and to pay a studio fee.
Suggested Prerequisite: AVI4A
VISUAL ARTS — SPECIAL SERIES — CERAMICS AVC4G — General Level
This course deals with the fundamentals of the craft of ceramics. It will involve an understanding
of the properties of clay, construction methods, design, glazing and decoration techniques, and
the operation and firing of a kiln. The emphasis will be on the handbuilding by coil, pinch or
slab techniques of practical containers and objects, but there will be opportunity for wheel
work and for sculpture. Design and decoration from various cultures will be studied.
Students will be required to pay a studio fee of approximately $20.00 for clay and glazes.
Suggested Prerequisite: AVI1G or AVIlA
VISUAL ARTS — SPECIAL SERIES — INFORMATION DESIGN AVD3G—'.General.Level
The emphasis of this course is on the development of an understanding of visual form and design
principles in relation to impact and clarity when communicating ideas. Students will have
practical experience and skill development in the communication processes such as lettering and
typography, illustration, and methods of reproduction. Layout, logo design, advertising and
packaging will be studied. Skills will be developed in planning, symbolizing, precision, and
finish. They will learn how the designer extends his/her influence beyond the walls of the
studio.
Students will be required to purchase basic art supplies and to pay a studio fee.
Suggested Prerequisite: AVI1G or AVIIA
VISUAL ARTS — SPECIAL SERIES — INFORMATION DESIGN AV04G — General Level
Throughout this course, the students will build on the skills acquired in the AVD3G course. In
order to familiarize the students with the basic problems faced by the 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 analyzed. Students will develop
skills in using ideas and imagery from a variety of sources, including the environment and the
visual arts. They will learn to prepare camera—ready art, methods of reproduction
such as silk screen, and the principles of animation.
Students will be required to purchase basic art supplies and to pay a studio fee.
Suggested Prerequisite: AVD3G or AVD3A
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VISUAL ARTS — SPECIAL SERIES — PHOTOGRAPHY AVF4G — General Level
Students are introduced to both the technical and aesthetic aspects of photography. Students
will study the historical development of photography as well as that of contemporary artists.
They will receive a solid grounding in all aspects of black and white photography including
composition and developing. Emphasis will be on the proper operation of the camera, lens and
enlarger as well as dark room procedures. Photo techniques such as photosilk screen, colour
zerdx, cibachrome, cynanotype and the SX -70 camera will be examined. Through these activities
students will develop a life—long appreciation of photography as an art form.
Students will be required to own a 35 mm. camera and to supply their own film, developing tank and
paper. In addition, there will be a studio fee of approximately $10.00 to cover chemicals.
Suggested Prerequisite: AVI1G or AMA
WOODWORK TCW2G — General Level
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 reduced scale. Students will calculate the
cost of materials required for their construction. Additional projects will be assigned to help
students become competent with all available woodworking tools.
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.
The course will introduce drafting techniques and skills needed to plan the model for
construction.