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HomeMy WebLinkAbout1986-1987 A.Y. JacksonPHOGRAMME PLANNING FOR THE INDIVIDUAL STUDENT 1986-1981 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 1986-1987 et 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. All information in this booklet is accurate as of its publication date January 1986. Should there be any alterations to policy or practices subsequent to this date, the information will be provided in The Student Handbook issued to each student on the first day of school in September 1986. A. Y. JACKSON SECONDARY SCHOOL 150 Abbeyhill Drive Kanata, Ontario K2L 1H7 613-836-2527 INDEX Achievement 2 Areas of Study (H.S.1) 5 Code of Student Behaviour at A. Y. Jackson S.S. 24 Compulsory Course Substitution (0.S.S.D.-Only) 12 Course - General Information 12 Course Cancellations 12 Course Code Explanations 12 Courses of Study 13 Level of Instruction 13 Load Recommendations 14 Ontario Student Transcript 14 Prerequisites 14 Timetable Changes 14 Departmental Information and Flow Diagrams 29 Art 31 Business Education 32 English 33 French Immersion 39 Geography 35 History and Social Sciences 36 Mathematics (H.S.1) 37 Mathematics (0.3.I.S.) 38 Moderns 39 Physical and Health Education 40 Science 41 Description of Courses Offered 43 Financial Assistance 15 French Immersion Courses 11 Guidance Department 19 11.S.1 3 Information for Students from other Schools who intend to register for one semester 22 Language Offerings within the Carleton Board of Education 28 Library Program 20 Linkage Program 20 Mature Students 15 Ministry of Education Diploma Programs 3 H.5.1 3 Ontario Secondary School Graduation Diploma (OSSGD) 3 Ontario Secondary School Honour Graduation Diploma (OSSHGD) 4 0.S.I.S. 7 Ontario Secondary School Diploma 7 Certificate of Education 9 Night School 15 Ontario Secondary School Diploma (0.S.S.D.) Courses 10 Planning a Program of Studies (0.5.5.D.) 8 Index (con't) Programs Available to Students 16 Alternate High School Program 16 Business Education - Office and Secretarial Courses for Adults 16 Computer Classes at A. Y. Jackson Secondary School 16 Co-operative Education 17 Co-operative Education Credit Course 17 Enrichment -Extended Program 17 School Objectives 1 School's Expectations of Students 2 Semester i ng 22 Special Education Programs and Services 21 Special Education Resource Unit 21 Special Packages 21 Students from Other Schools 22 Subject Promotion 23 Summer School 23 The School's Expectations of Students 2 Work Experience 21 -1 - SCHOOL OBJECTIVES This school shall provide an organized, structured environment so that students will have the opportunity to: 1. develop a responsiveness to the dynamic processes of learning; 2. develop resourcefulness, adaptability, 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. -2 - THE SCHOOL'S EXPECTATION OF STUDENTS Parents and students are expected to make realistic program selections based on the students individual needs, abilities and past performance. Once the commitment is made to a perticul r program, students ere 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 end 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 greet concern to the semestered student, since one day of atisence actually equates to two lost subject periods. The subject attendance on the report cord will reflect this double loss. After a certain number of classes have been missed, the student's status in a course will be rid. 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. A complete code of Behaviour for a student attending A Y. Jackson Secondary School will be found on pages 24 to 27 of this booklet Itis recommenced that both parent(s) and student should reed 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 es 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. -3 - MINISTRY OF EDUCATION DIPLOMA PROGRAMS AVAILABLE AT A. Y. JACKSON SECONDARY SCHOOL HS1 For students who entered high school prior to September 1984 please see Pages 3, 4, 5, 6. and 0.Si.3. For students who entered high school pn or after September 1, 1984 Please see Pages 7, 8, 9,10 and 11. 1. 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 who entered high school prior to September. 1984. THE ONTARIO SECONDARY SCHOOL GRADUATION DIPLOMA The Ontario Secondary School Graduation Diploma, often referred to as the OSSOD, usually takes four years to obtain and is more familiar to parents as the modern equivalent to the former Junior Matriculation. The 05500 will be available up to August 31, 1989. Requirements for the Ontario Secondary School Graduation Diplome 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 100 hours has been scheduled.) (a) Students who entered the first year of a secondary school after Seotember 1. 1979 stall, within their programme during Grades 9 end 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 ane: 2 credits in English - Senior Division (Grades 11 and 12) 1 additional credit from Social & Environmental Studies area of study. 3 credits from the Arts gree 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. H.S.1 (con't) _4 - THE ONTARIO SECONDARY SCHOOL HONOUR GRADUATION DIPLOMA The Ontario Secondary School Honour Graduation Diploma, often referred to as the OSSHOD, follows the four-year OSSOD, usually takes one year to obtain, end is more familiar to parents as the modern equivalent to the former Senior Matriculation. The OSSHOD will be available until August 31, 1990. 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 Oracle 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 Oracle 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. -5- 10 ENG2A - English GEA2A - Geography - Eurasia DCS2A - Computer Studies - ADA2G - Dramatic Arts YEAR 2 ENG2G - English GEA2G - Geography - Eurasia Introduction to NFS2G - Family Studies FSF2A - French HCC2A - History - Contemporary DCS2G - Computer Studies - AMU2G - Music FSF2AE- French (Enriched) Canadian/World Concerns Introduction to PHM2G - Physical and Health FSF2G - French HCC2G - History - Contemporary TDG2G - Drafting - General Education (Boys) LEG2A - German (First Year) Canadian/World Concerns TEA2G - Electricity - Applied PHF2G - Physical and Health BBI2G - Introduction to TMS2G -Machine Shop Education (Girls) Business MAT2A - Mathematics PHD2G - Physical Education - LCL2A - Latin MAT2G - Mathematics Adaptive BKT2G - Typing SNC2A - Science - Biology PED2G - Physical Education SNC2G - Science - Biology Dance -Introduction to TCW2G - Woodwork AVI2G - Visual Arts - Comprehensive 11 BSP3G-Business Procedures GPH3A - Geography - Physical BAI3G - Accounting - Introduction to ADA3G - Dramatic Arts YEAR 3 ENG3A - English GPH3G - Geography - Physical BAP3A - Accounting - Principles 1 NFS3G - Family Studies ENG3G - English HAM3A - History - Ancient and SBI3G - Biology AMU3G - Music ENS3A - English Language Medieval SCH3A - Chemistry PHM3G - Physical and Health Studies - Effective NSO3A - Man in Society SCH3G - Chemistry Education (Boys) Communications NSO3G - Man in Society DCS3G - Computer Studies - Concepts PHF3G - Physical and Health ENS3G - English Language BMK3G - Marketing DCS3A - Computer Studies - Science Education (Girls) Studies - Practical MAT3A - Mathematics PED3G - Physical Education Communications MTB3G - Mathematics - Business Dance - Intermediate FSF3A - French and Consumers AVI3A - Visual Arts - FSF3G - French MTT3G - Mathematics - Technology Comprehensive LEG3A - German TMY3G - Mechanical Technology AVC3G - Visual Arts -Ceramics BSH3G - Shorthand SPH3A - Physics AVD3G - Visual Arts - SPH3G - Physics Information Design PLEASE SEE NEXT PAGE FOR GRADE 12 (YEAR 4). GRADE 13/OAC (YEAR 5). and INFORMATION FOR FRENCH IMMERSION PROGRAM. m Dtp 73 1 GRADE 1 COMMUNICATIONS 'SOCIAL & ENVIRONMENTAL STUDIES ENG 1 A - English ENG 1 AE- English (Enriched) ENG 1 G - English FSF IA - French FSFIAE- French (Enriched) FSF 1G - French FSF 1G 1- French (Beginners) BKT 1 G - Typing GCA 1A - Geography of Canada GCA 1 G - Geography of Canada HCM 1 A - History - Canada's Multicultural Heritage HCM 1 G - History - Canada's Multicultural Heritage TDG 1G - Drafting - General TEA 1G - Electricity - Applied TMS 1 G - Machine Shop MAT 1 A - Mathematics MAT1AE- Mathematics (Enriched) MAT 1G -Mathematics SNC 1 A - Science - Physical SNC IAE- Science - Physical(Enriched) SNC 1G - Science - Physical PURE & APPLIED SCIENCES I ARTS NFS 1G - Family Studies AMU 1G - Music - Experienced AMA 1G - Music Introduction to PHM 1 G - Physical and Health Education (Boys) PHF 1G - Physical and Health Education (Girls) AVI 1G - Visual Arts - Comprehensive —6— GRADE COMMUNICATIONS SOCIAL & ENVIRONMENTAL STUDIES PURE & APPLIED SCIENCES ARTS 12 BSP4G-Business Procedures NEC4G - Economics BAX4G - Accounting - Applications ADA4G - Dramatic Arts YEAR 4 ENG4A - English GGE4A - Geography - Geology BAP4A - Accounting - Principles 2 NFS4G - Famiiy Studies ENG4G - English GGE4G - Geography - Geology SBI4A - Biology NFR4G - Family Studies - EBS4G - Enlish - Business GRE4G - Geography - Regional DCS4G - Computer Studies- Resource Management FSF4A - French GUR4A - Geography - Urban Studies Applications AMU4G - Music FSF4G - French HWO4A - History - Origins of the DCS4A - Computer Studies - Science PHM4G - Physical and Health BSH4G - Shorthand Modern World MAT4A - Mathematics Education (Boys) BKT 1 G 1- Typing Beginner BLW4A - Law MFM4A - Mathematics-foundations 2 PHF4G - Physical and Health for Senior Students BLW4G -Law MTA4G- Mathematics-Applications 2 Education (Girls) NSO4A - Man in Society " MTB4G - Mathematics - Business PHD4G - Physical Eduction - NSO4G - Man in Society and Consumers Adaptive " MTT4G - Mathematics - Technology PED4A - Physical Education TMY4G - Mechanical Technology Coed PED4G - Physical Education - Dance - Senior AVC4G - Visual Arts - Ceramics AV I4A - Visual Arts - Comprehensive AVF4G 1- Visual Arts - Drawing and Painting AVD4G - Visual Arts - Information Design AVF4G - Visual Arts - Photography 13 ELCOA - English - Canadian NFPSA - Canadian Family in BAC5A - Accounting AMY5A- Music Performance (OAC) "" Literature Perspective MAL5A- Algebra PED5A - Physical Education YEAR 5 ELTOA - English Literature NEC5A - Economics SBI5A - Biology Coed FSF5A - French GWISA - Geography - World Issues MCA5A- Calculus AVI5A - Visual Arts - Balanced HCU5A - History - Canada/ SCH5A - Chemistry United States SPHSA - Physics MRF5A - Relations and Functions NOTES: " These courses are expected to be offered SEPTEMBER 1987. "" Courses designated '0A' are ONTARIO ACADEMIC COURSES (OAC) and are equivalent to GRADE 13 (Year 5) courses. Please refer to Page 11 fora complete listing of The FRENCH IMMERSION PROGRAM offered at A.Y. JACKSON SECONDARY SCHOOL. -7- 2. O.S.I.S. - (ONTARIO SCHOOLS: INTERMEDIATE AND SENIOR DIVISION) This is the new document of Ministry of Education policy which replaces H.S.1. (ref. P. 3 to 6 ). It governs program and diploma requirements for Orales 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 Orales 7, 8, or 9. Although 0.5.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. 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. Requirements for the Ontario Seery 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 1 additional credit in the Social Sciences (Senior Division) 1 credit in the Arts 1 credit in Physical end 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 ell 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 e specialized area of the curriculum. 0.S.I.S. (con't) -8— (b) The 5 compulsory credits in English or Francais shall include et least 2 credits from Orade 1 1 , Grade 12, and/or CAC's. 0.A.C. (Ontario Academic Course) 0.A.C.'s provide university -entrance courses common to all secondary schools of Ontario. Credits in 0.A.C.'s may be counted among those required for an OSSD or may be in addition to the 30. 0.A.C.'s are in the process of being developed by the Ministry of Education and the Carleton Board of Education and some will be offered in the 1986-1987 school year, in other subjects. Grade 13 courses will be accepted, as equivalents. In planning a program of studies, students should consider the following plan: GRADE 9 GRADE 10 1 English English GRADE 11 GRADE 12 OAC English 2 Mathematics Mathematics 3 Science Science English English elective Social Science elective 4 Geography History elective elective 5 French elective elective elective 6 7 8 Physical Educ. Arts Compulsory or elective Bus. Ed./Tech, Compulsory or elective elective elective or Arts Compulsory. elective elective elective elective or Bus. Ed./Tech. Compulsory elective elective elective You may use the following table to plan YOUR program of studies: GRADE 9 GRADE 10 GRADE 11 GRADE 12 OAC 2 3 4 5 6 7 8 -9— THE CERTIFICATE OF EDUCATION The Certificate of Education will be available, on request, fora 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. Requirements for the Certificate of Education A student who decided 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/Francais 1 credit in Mathematics 1 credit in Science 1 credit in Canadian Geography or Canadian History 1 credit in Physical & Health Education. Elective Credits (Total of 8) 8 credits selected by the student from available and courses. -10 - ONTARIO SECONDARY SCHOOL DIPLOMA (OSSD) COURSES COURSE COURSE CODE GR. 9 GR. 10 GR. 11 GR.12 OAC/GR 13 ACCOUNTING ALGEBRA BIOLOGY BUSINESS - INTRODUCTION to BUSINESS PROCEDURES CALCULUS CANADIAN FAMILY in PERSPECTIVE CHEMISTRY COMPUTER STUDIES DRAFTING DRAMATIC ARTS ECONOMICS ELECTRICITY - APPLIED ENGLISH FAMILY STUDIES FAMILY STUDIES - RESOURCE MANAGEMENT FRENCH FRENCH - BEGINNERS GEOGRAPHY GEOLOGY GERMAN HISTORY LATIN LAW MACHINE SHOP (For Gr. 11 & 12 see Mechanical Technology) MAN in SOCIETY MARKETING MATHEMATICS MECHANICAL TECHNOLOGY (For Gr. 9 & 10 see Machine Shop) TDG1G TEA 1G ENG1A ENG 1AE ENG1G NFS 1G FSF1A FSF1AE FSF 16 FSF1G1 GCA1A GCA 1 G HCM1A HCM1G TMS1G MAT1A MAT1AE MAT 1G BBI2G DCS2A DCS2G TDG2G ADA2G TEA2G ENG2A ENG2G NFS2G FSF2A FSF2AE FSF2G GEA2A GEA2G LEG2A HCC2A HCC2G LCL2A TMS2G MAT2A MAT2G BAP3A BAI3G SBI3G BSP3G SCH3A SCH3G DCS3A DCS3G ADA3G ENG3A ENS3A ENG3G ENS3G NFS3G FSF3A FSF3G GPH3A GPH3G LEG3A HAM3A NSO3A NSO3G BMK3G MAT3A MTB3G MTT3G TMY3G BAP4A BAC5A BAA4G MAL5A SBI4A SBI5A BSP4G MCA5A NFP5A SCH5A DCS4A DCS4G ADA4G NEC4G NEC5A ENG4A I ELCOA ELTOA ENG4G EBS4G NFS4G NFR4G FSF4A FSF4G GUR4A GRE4G GGE4A GGE4G HWO4A BLW4A BLW4G NSO4A NSO4G MAT4A MTB4G" MTT4G' TMY4G FSF5A GWI5A HCU5A THESE COURSES ARE EXPECTED TO BE OFFERED IN SEPTEM BER 1987 -11 - ONTARIO SECONDARY SCHOOL DIPLOMA (OSSD) COURSES (cont'd) COURSE COURSE CODE GR. 9 GR. 10 GR. 11 GR.12 OAC/GR 13 MUSIC - INTRODUCTION to AMA1G - EXPERIENCED AMU 1 G AMU2G AMU3G AMU4G I AMY5A PHYSICAL EDUCATION - ADAPTIVE PHD2G PHD4G - COED PHE2GL PED4A PED5A - COED - DANCE FIW 1 AL PED2G PED3G PED4G PHYSICAL and HEALTH EDUCATION (BOYS) PHM I G PHM2G PHM3G PHM4G - COMPOSITION et LITTERATURE (GIRLS) PHF1G PHF2G PHF3G PHF4G - LITTERATURE PHYSICS FIL2AL SPH3A SPH5A FILIAR SPH3G GEOGRAPHIE RELATIONS and FUNCTIONS MRF5A SCIENCE SNC 1 A SNC2A HISTOIRE SNCIAE L110MME et la SOCIETE SNC1G SNC2G NSO4AL" MATHEMATIQUES SHORTHAND (FORKNER) MAT2AL BSH3G BSH4G TYPING BKT1G BKT2G SCIENCES TYPING - BEGINNER for SENIOR STUDENTS SNC2AL BKTIG 1 VISUAL ARTS - BALANCED SNC1AR AVI5A - CERAMICS AVC3G AVC4G - COMPREHENSIVE AVI1G AVI2G AVI3A AVI4A - DRAWING and PAINTING AVF4G 1 - INFORMATION DESIGN AVD3G AVD4G - PHOTOGRAPHY WOODWORK TCW2G AVF4G l ONTARIO SECONDARY SCHOOL DIPLOMA (OSSD) COURSES COURSES LEADING TO THE FRENCH IMMERSION CERTIFICATE (12 Credits required) COURSE COURSE CODE GR.9 GR. 10 GR. 11 GR.12 OAC/GR 13 DACTYLOGRAPHIE BKT1GL BKT1GR DROIT BLW4AL EDUCATION PHYSIQUE et HYGIENE (COED) PHE2GL FRENCH - COMPOSITION et GRAMMAIRE FIW 1 AL FIW2AL FIW I AR - COMPOSITION et LITTERATURE FIF3AL FIF4AL*{� - LITTERATURE FIL 1 AL FIL2AL FILIAR GEOGRAPHIE GCA 1 AL GCAIAR HISTOIRE HCC2AL L110MME et la SOCIETE NSO3AL NSO4AL" MATHEMATIQUES MATIAL MAT2AL MAT1AR SCIENCES SNCIAL SNC2AL SNC1AR NB:Reference Grade 9 Course codes. Sixth position letter: L - Late immersion, R - Early Immersion. The EARLY FRENCH IMMERSION PROGRAM is offered subject to the approval of The Carleton Board. x This course is recommended for the GRADE 1 1 Program in September 1986. "" THESE COURSES ARE EXPECTED TO BE OFFERED IN SEPTEMBER 1987. -12 -- COMPULSORY COURSE SUBSTITUTION (OSSD - ONLY) In order to ensure that all students can qualify for the 0.S.S.D. and the Certificate of Education principals may substitute among the compulsory credits in very exceptional circumstances. COURSE - OENERAL INFORMATION COURSE CANCELLATIONS IN SOME CASES, IT MAY BE NECESSARY AND FEASIBLE TO COMBINE BOTH THE "A" LEVEL AND THE "0" LEVEL CLASSES IN ORDER TO PREVENT THE CANCELLATION OF A COURSE. SHOULD THE CANCELLATION OF A COURSE BE NECESSARY, OR SHOULD THE COMBINATION OF THE "A" LEVEL AND "G" LEVEL CLASSES BE NECESSARY TO PREVENT A COURSE CANCELLATION, STUDENTS AND PARENTS WILL BE ADVISED AS SOON AS POSSIBLE. COURSE 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 0 = General Level This letter is designated by the M A T A E Board of internal purposes. i.e. C = Co-operative Education (1 credit) D = Co-operative Education (2 credits) E = Enriched Advanced Level L = Late Immersion French R = Early 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. COURSES - GENERAL INFORMATION (CON'T) -13- COURSES OF STUDY 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 GUIDELINE 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. 8. ALL COURSES HAVE BEEN DEVELOPED WITHIN THE GUIDELINES LAID DOWN BY THE MINISTRY OF EDUCATION. LEVEL OF INSTRUCTION In courses where Ulm e is a choice of instructional levels, students should goose 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 Orade 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. Oeneral Level ("0" 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 Orade 13 or OAC courses. COURSES - GENERAL INFORMATION (CON'T) -14- LOAD RECOMMENDATIONS The minimum recommended course load for students is as follows: Grade 9 - 8 courses Grade 10 - 8 courses Grade 11 - 8 courses ONTARIO STUDENT TRANSCRIPT Grade 12 - 7 courses Orale 13 - 6 courses 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 PREREQUISITES In most subjects, students should complete the previous course before attempting the next grade level. Within the section "DESCRIPTION OF COURSES OFFERED' recommended or MINISTRY OF EDUCATION prerequisites ere therefore included. TIMETABLE CHANGES Option sheets ere normally returned in February. Students can still change a selection in their program until the end of June. After that date a limited number of changes will be made if class size end timetable permits. Changes may be made only for the following reasons 1. Summer school results 2. Advanced - General moves. 3. Requirements for admission to post -secondary education 4. Career reouirements 5. Timetable errors. 6. Medical reasons. FINANCIAL ASSISTANCE —15— 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 extra -curricular activities because of financial difficulties. If you need financial assistance, you or your parent/guardian may contact a counsellor, the Yice-Principal or the Principal and the matter will be dealt with in strict confidence. 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 ere 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 lend to information or an appointment to discuss your needs. There are no fees for classes and texts are supplied for all courses except Orade 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. -16 - PROGRAMS AVAILABLE TO STUDENTS 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. Stunts who wish an alternative method of education, who have difficulty coping in a highly structured environment or have dropped out of school and now wish to return are likely candidates. Classes begin every month for students over 16 and in early October for those under 16. Make enquiries to the Guidance Department of A. Y. Jackson or the Alternate School at 225-8826. 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 101 - Introductory Typing - Senior Student 1 credit BSH30 - Shorthand 1 credit BSP30 - Business Procedures ( includes Introduction to Word Processing on Microcomputer) 1 credit EBS40 - Business English 1 credit COMPUTER CLASSES AT 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. @rade 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 mathemati&l solution. The Business Education Department offers courses in Computer Studies Orade 10 - Introduction to, 0rade 11 - Concepts, and Orate 12 Applications. The erode 10 Computer Studies (DCS2A or DCS2G) as an introductory course provides essential background for students intending to follow through with Orate 11 and 12 "A" or "0" Level programs. A thorough overview is given before concentrating on COBOL programming and students are challenged with the business applic etions 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 Orade 11 and 12 typing classes. Students will have the opportunity for `hands on" experience on the word processor. -17— 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 uses community resources to meet particular educational needs of students. The students are placed in work locations which compliment 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 is a hands-on learning method which provides A. Y. Jackson students with the opportunity to clarify career objectives, develop employable skills, gain experience with modern systems, procedures and equipment and develop communication skills in a work environment. Students are placed in career areas of their choice and a training plan is developed by the teacher and work supervisor to ensure a valuable, stimulating experience. CO-OPERATIVE EDUCATION CREDIT COURSE Co-operative Education is open to students in Orade 11 and 12 attending A. Y. Jackson Secondary School. Students must apply for the course, receive 8 teacher's recommendation and successfully complete an interview in order to be eligible for co-operative education. 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 educational program. The out-of-school co-operative education course consists of two parts Part 1 - work orientation, reflective learning sessions, assignments and presentations in the classroom. Part 2 - supervised learning activities at one or more training stations, hence a one -credit course includes Part 1) 30 hrs. plus Part 2) 150 hrs - Total 180 hrs. a two -credit course includes Part 1) 40 hrs. plus Part 2) 320 hrs - Total 360 hrs. 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. Co-operative education courses are available in all senior subject areas. It is the intent of Co-operative Education to assist students in making the transition from school to career by becoming familiar with the realities of the world of work. ENRICHMENT - EXTENDED PROGRAM The A. Y. Jackson Committee on Enrichment and Extended Programs for the Oifted uses the following format to select students. I identification of Tercet Students A. The identification and selection of the group of students to whom the extended program is offered rests with a Committee established by the school. B. Board guidelines are used in establishing criteria and identifying the target students. ENRICHMENT - EXTENDED PROGRAM (CON'T) —18— C. Teacher referrals are an essential part of the identification process. The Oracle 9 year in particular is an important one in identifying these students. D. Standardized test results and academic achievement are factors, including recommendation/identification from feeder schools (these matters ere addressed in thg proposed Board mandate). 11 Enrichment Packages Students identified and selected by the Canmittee meet and ere presented with the package options available and would opt into those that meet their individual needs and interests. III Types of Packages A. Board Run: These packages are comprised of programs already in place such as the Spring Board series -- day tong enrichment programs offered in different subject areas and the university Mini -courses which offer a week of instruction In many subject arms at both local universities. B. Research Pecke es: Research skills are an essential component in many enrichment activities and have a strong emphasis in the package program. The teacher -librarian is e 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 has established partnerships with other teachers offering Enrichment packages, providing the Research support already done so effectively at this school. C. Curriculum Oriented: These packages are developed from topics in subject areas expanding and enriching them beyond the core -curriculum and often combining the various disciplines. These packeges are 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 will set up the additional study or research as a package. This package is then presented to the identified students and dealt with as an enrichment opportunity ultimately controlled and evaluated by the teacher who formulated the package. D. Co -Instructional Programs: These packages provide enrichment activities for students with special talents in areas such as Music, Art, or Drama They also deal with leadership and interpersonal skill development in such programs as the Outers' Club, Reach for the Top, Peer Counselling, etc. E. Thinking Skills: These packages are directed to developing the cognitive abilities of the target students. They make use of much of the current materiel 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 offer these packages. ENRICHMENT - EXTENDED PROGRAM (CON'T) F. Interpersonal skin Development: (Guidance/Resource Departments) Packages to develop the self-esteem and interpersonal skills as well as career counselling would be provided through interested Guidance/Resource staff. IV Credit Status A. In light of O.S.I.S. and because of the desire for fest tracking by many of these students, credit value can be applied to the packages based on number of hours, content, and evaluation with the student accumulating partial credits for each package. B. Independent Study is a logical development from the package program es students mature and focus their interests. THE GUIDANCE DEPARTMENT 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 relation- ships 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 student's 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 end 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 es, 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 -20-- 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. French books, periodicals and records are also available. 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 reeding and to enjoy learning through libraries. See you in the library! 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 es 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. -21 - 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 educatioi 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 en individual exceptional pupil are delineated by en 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. 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. 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. 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. For additional information, please see a Guidance counsellor. SEM ESTER I NO -22- 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 Q 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 Diplome (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. The student should see a counsellor in their present school and obtain an Inter - School Transfer Form (CB 118), and an Official Transcript of their marks. 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. The student should bring the Inter -School Transfer Form and the Official Transcript to A. Y. Jackson. Upon acceptance by the Principal or Vice -Principal, the student will then complete an option sheet with an A. Y. Jackson Guidance Counsel lor. SEMESTERINO (CON'T) -23- 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. SUBJECT PROMOTION Ontario secondary schools operate under the subject promotion system. This system permits students to progress in those subjects which they have successfully completed. Students therefore do not repeat an entire grade if they fail one or more subjects. SUMMER SCHOOL Students who fail one or more courses ere strongly encouraged to attend summer school, particularly if the course failed is compulsory. -24 - 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 provlcie 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 8 series of realistic and effective responses 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 Consequences of Behaviour Punctuality shows consideration If you ere repeatedly late you for others. If you ere late for will be required to make up time homeform or a class, you in- either with your subject teacher convenience the teacher and or with an office detention. Your your classmates. Punctuality parents will also be advised of is a good habit which will be your tardiness and asked to expected of you both on the assist the school to help you job and in your personal achieve the habit of punctuality. relationships. CODE OF STUDENT BEHAVIOUR (DON'T) _25— lxpected Behaviour Regular Attendance: You are expected to attend school regularly end to attend all your classes when you are at school. If you have to leave the school during the day or if you feel unwell, you are to report to the office. You will need e note signed by a parent to excuse you from school, e.g. fora dental appointment. If you are feeling sick your parents will be notified and asked to cone to get you, or you may be signed into the Health Room. School person- nel are not allowed to dispense medication, e.g. aspirin. Respect for Authority: You are expected to com- ply with the rules of the school and with the expectations of your homeform and subject teachers while on the school property, while inside the school, and while on school -spon- sored external activi- ties. Reason for Expected Behaviour Conseauences of Misbehaviour Oood attendance is essential if you are to be successful in school. Your parents are vital- ly interested in your academic success and, therefore, in your attendance. We want to be sure that your parents are aware when you are absent from school. For that reason, we in- sist on communication with the home when you are not here. Sometimes students miss class- es because they ere experienc- ing failure and frustration, rather than success. Running away from any problem only offers temporary relief. If you are having difficulty in a subject, see your teacher after class. If difficulties persist, see your Guidance Counsellor. Throughout your life, you will have to respect the authority of people who, because of their position, have been given the right to impose that autho- rity. The school and your tea- chers have been granted the authority, by the Education Act to impose certain require- ments on you for academic diligence and proper beha- viour. The teaching staff, the secretarial, custodial end cafeteria staffs all work diligently and conscientious- ly to make your years at A. Y. Jackson happy and pro- fitable. They deserve cour- tesy, consideration and res- pect. If you are absent from school, you will be required to bring a note, signed by a parent, to your homeform teacher, which explains your absence. If you are absent from a class without permission, you must make up this time after school. If you continue to skip, you will be re- ferred to the Vice -Principal who will contact your parents. Con- tinued truancy may result in a suspension from school and, if you are under 16, a referral to Special Services Division of the Carleton Board of Education. If a teacher finds that your be- haviour is disrespectful in class you may be asked to report to the teacher after class or after school. You may also be asked to see the Vice -Principal. If you are asked to leave a class you are to come directly to the office immediately. If you ere be- having in an inappropriate manner in the corridors, cafeteria or on the school grounds, you may be sent to the office. Your parents may be 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. CODE OF STUDENT BEHAVIOUR (CON'T) Expected Behaviour Respect for Peers: You are expected to be courteous and consider- ate in your dealings with other students. You are expected not to harass others ver- bally 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 personal property. In order to keep the building grounds clean and attrac- tive, students are asked to avoid littering and defacing their school. Smoking is restricted to the designated area only. --26— Reason for Expected Behaviour Sometimes in order to make themselves feel more impor- tant, some people try to in- timidate by bullying language or behaviour, those who seem likely victims because they are younger or smaller or different. Most people find this behaviour contemptible end reprehensible. Such behaviour will not be tolerated at A Y. Jackson. People who bully or harass others ere people who do not really think highly of them- selves. The way to self esteem is by developing esteem for others. Consequence 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 suspen- sion from school. The cost of maintaining school Students who damage or destroy buildings end supplies is as- school property will be required sumed by the taxpayer. My to pay the cost of repair or re - additional cysts created by acts placement Destruction of school of vandalism are also assumed by property may result in sus - the taxpayer if the guilty person pension and possible police is undetected. School custodians action. If you lose or damage are hired to maintain the school textbooks or equipment, you building, to keep it in good re- must cover the cost of replace - pair and to keep it tidy. They are ment or repair. not responsible for cleaning up messes deliberately made by students who fail to show res- pect for their school or them- selves. Textbooks ere loaned to students for use during the school year. Costs are escala- ting annually. Please be care- ful with textbooks so that they can be used by future students. CODE OF STUDENT BEHAVIOUR (CON'T) Expected Behaviour 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. Preparation for Cless: You are expected to come prepared for each class (a) to have the notebooks, textbooks end materials that your teachers have indicated are necessary (b) to have assigned homework completed (c) to hand in assign- ments on due dates (d) to be prepared for tests and examinations. Dress: Dress codes are left to the individual. However, it is expected that clothes which are appropriate for the working environment in a school setting will be worn. Footwear must be worn. -27- Reason for Expected Behaviour Consequence of Misbehaviour Before you can respect other people or other people's autho- rity or property, you must have respect for yourself. You will be trued in our school as an individual who has the right to dignity and respect. You must not forfeit that right by using substances which can cause you to lose control of yourself and to behave in an appropriate manner. Habitual drug use and academic success are not compatible. To get the most from each class, it is essential that you be well prepared so that your attention and the teacher's attention can be focused on the lesson. The better prepared you are for your classes, the better your chances for success. Appropriate dress is ex- pected in the work force, as well as the school setting. If you come to school under the influence of drugs or alcohol, you will be suspended from school.If you use or ere in possession of drugs or alcohol on school property or come to school under their influence, your parents end the police will be contacted. 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 com- pleted and are not prepared to participate in the day's lesson, you may be excluded from class. Continual neglect of duty sen lead to suspension from school. Students not dressed in good taste suitable for a school environment will be asked to go home end return properly dressed. -28- LANOUAOE 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 X COLONEL BY X X X X CONFEDERATION X X X X X EARL OF MARCH X X X GARNEAU GLOUCESTER X X X X X J. S. W00DSWORTH LOUIS - RIEL X X MERIVALE X SIR ROBERT BORDEN X X X X DEPARTMENTAL INFORMATION AND FLOW DIAGRAMS -31 - ART DEPARTMENT Art is a definite pert 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, Orade 13 and OAC and the Visual Arts Special Series Courses in Ceramics, Information Design (previously Graphic Design) and Photography at the Orade 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 end concepts, and to a critical awareness of practical and popular art, product design and gallery art. The foundation program at the Orade 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 es well as those preparing for continuing studies or employment. -32 - BUSINESS EDUCATION GRADE 9 GRADE 10 GRADE 11 GRADE 12 GRADE 13 TYPING BKT1G TYPING BKT2G BUSINESS BUSINESS PROCEDURES PROCEDURES BSP3G BSP4G TYPING 1G Beginners SENIOR STUDENT BKT1G1 SHORTHAND— SHORTHAND FORKNER FORKNER BSH3G BSH4G ACCOUNTING ACCOUNTING PRINCIPLES 1 PRINCIPLES 2 BAP3A BAP4A INTRODUCTION APPLICATIONS to BAI3G BAA4G ACCOUNTING BAC5A POST SECONDARY OPENINGS Employment - Receptionist. Typist, Records Management Word Processing, Stenography Personal use skills. Secretarial and/or Business Programs - Community College (Legal/Medical Secretary Employment - Accountant. Bookkeeper Clerk. Payroll Clerk. Community College/ University COMPUTER STUDIES INTRODUCTION to DCS2A / DCS2G COMPUTER STUDIES COCEPTS DCS3G COMPUTER STUDIES APPLICATIONS DCS4G Personal Use A Base for higher level studies. INTRODUCTION to BUSINESS BBI2G Used in all Business Areas and in all Post -Secondary training. Personal use. Sales Clerk. LAW BLW4A / BLW4G MARKETING BMK3G Personal Use. Law enforcement. Careers. Base for higher learning. Employment - Sales, Promotions. 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. For courses in the FRENCH IMMERSION PROGRAM OFFERED BY THIS DEPARTMENT, please refer to Pages 11 and 38. -33 - ENGLISH The Department of English offers interesting and challenging investigations into the study of language and literature. Careful efforts have been made to tailor every course of study to the current requirements and needs of students. Through your years at A. Y. Jackson your skills to reading, writing, listening, speaking and viewing will be refined and extended with the expectation that your entry into the world of work or the world of further education will be as smooth as possible. We offer courses at two different levels: the General and the Advanced. Oeneral level courses provide students with a practical knowledge of English language and literature, and are designed for students who do not attempt the QAC (Orale 13) level or University but who mey wish to proceed directly to the job market or to community college after graduation. A new and dynamic course (ENS3A/30) has been added this year to fulfill the requirements of OSIS which demand that General level students (those who have entered High School on or after September 1984) must have five English courses in order to graduate. Our Advanced courses prepare students for the Ontario Academic Course in English (equivalent to Grade 13), for post -secondary education (university or community college), or for students who wish to proceed directly to the world of industry or business after Orale 12. The emphasis for Advanced students is on a high standard of writing proficiency. A fifth English (exclusive of Orade 13/QAC) has been added this year In order to fulfill Ministry of Education requirements. Note This is a time of transition between the new and old requirements in the accumulation of credits for graduation. Please consult your guidance counsellor to determine your personal requirements. The following flowchart is directed at students who entered High School prior to September 1984. Credits for such students are determined by the requirements established by the Ministry of Education document entitled HS1 and lead to a S.S.G.D. and/or S.S.H.G.D. Recommended program for Advanced students Recommended program General Level students 1A, 2A, 3A, 4A, 5A 10, 20, 30, 40 The following flowchart is directed at students who entered High School on or after September 1984. Credits for such students are determined by the requirements established by the Ministry of Education document entitled OSIS and lead to a OSSD. Please note that ALL students require a minimum of five (5) English courses (at least two of which must be from the Senior Division) in order to graduate. Department of English (coni) -3 4 - Program A (for academic students who do not wish or need to take an QAC in English) ENOIA/lAE ENS3A EN02A EN04A EN03A Program. B (for academic students requiring en OAC in English to gain entry to a University faculty) ENOIA/IAE EN04A EN02A ELTOA (GCI) English Literature EN03A ELCG ( GCI I I) Canadian Literature Notes: 1. Students must be successful in GCI in order to receive the OSSD. 2. More than one QAC may be offered to students. 3. The ENS3A course is not exclusive to Program A. 4. At least one course at the senior level is a prerequisite for the QAC. 5. The designations "Program A" and "Program B" are for organizational purposes only and do not constitute set or predetermined routes for study. Rationale for taking ENS3A 1. Orade nine and ten English courses are designed to consolidate the communication skills necessary for success in all subjects at the senior level. 2. The aim of the course is mastery of basic essay skills, seminar skills, study skills and language skills. 3. Students who succeed in ENS3A improve their marks in English and other subject areas. 4. Mastery of skills will build the gonfidence for handling the new emphasis on independent reading and writing demanded by OSIS, Recommended Program for General level students. EN010 ENS3G EN020 EN040 EN030 The Business English course EBS40 may be accepted as an English course for credit purposes. Notes: 1. The ENS30 course is a dynamic course which puts prime emphasis on the very practical aspect of language. It is recommended as the fifth English credit for General level students. p 0e a5 03 L O1 a 0 c -'T V p u o rn0o >. A 7 co a E � 05 _V .c 0I p o a m C 40 3 A Q - 7 0 a 0 u 5 m Cl 4.9 a o v1 -o a 01 Q C Oa 0 L w 0. p L CD N w O m 0. O O a CA m L a 443 •0 C 0 O >, LoL W v CO m -35- V L 01 780. 0. L 7 O a `S 1 5 ill E2 T p �' a p o m p v L >-• .-= O L O L E I 0 L C T .- o 0 o o p a v o /131-..-1t7 c o ct a w w popi� 0 c.- L L, L O1 01 0 L o 10 a T 3E�„;S 1 in Q C T 0 L T A 0 L 0 (y P m .0 V L L L -1. p 40 0 0 O p Y m E OD O m' p ooca E V40� b- in o 0. a a C O O C c L. m o E u , L 01 O 1 .p __ u C 'E p C LvL.,• 004 • Y 3 � T m a 01 g 3 L L c w 0 A c _ L E In OC 3 Qs 01 oln c 0 p .'3 p C 13 N ;L. w •10 0 0 1 .0 p 7 .:+ ›.,-0 b0� a p a 0 0 40 S- 0 O4:6 O u ob c Qot� v m o CD InT Q VI V CD in ¢L� 01 mu .14; Ln L0 C- O v; o4 -) tri 5v C 3- L L O 0 p C O 0 413 P == m Q o a m U7 V -0 E 0 m o Q � L a Note: For courses In the FRENCH IMMERSION PROGRAM offered by this department, please refer to pages 11 and 38. SQSJfloo.Joj :aioN department, please refer to Pages o 0. £ 0. ;.4 5. o D co cco 0CO 7 cd w1 m .< co -cb o co c S rt 0 06 O d r) b w D m m x 3 u D a o � n -cs 7 n u o 7 IA grT o o co 3 "0 0. 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S. m acc2o3 n to m g t_ 1Nm au) O A 17 to W m vldipv 300 ma c -<-3`c Q Cn m Q o O C -s 0o 0.c 5 •`e 0 0 c` O -3 o o m W - S !0 m -36- C4 3 0. 3 . a _ n (0K m 3 � , m r- - 0 n n o 0o Z 7 K 0 se. + C 7 m 0 co am 0 r x o CO f4.)m C� c 7 cO. n a F 0 n c A 3 O n '0 '0 0 10 0 7 0 o O. 0. n 3 ! CO' n3 A C0 -Or, O = n n 10 m * C co o c CO 7 0 A n �cr m c o " n 3m o of m -0wmo to it coos- 0 s 0. ttoi 3 m = -, . - rn - 3 0 m 0 n 0 La Q. N 0. o -37 - 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. MATHEMATICS PROGRAM - HSI DIPLOMAS - SSOD and SSHOD 1) Students who obtain a credit in MFM3A or MTA30 by the end of June 1986, from Summer School 1986, or from Night School by the end of August 1986, will follow the pattern for Grade 12 and 13 studies in Mathematics outlined below. 2) Students who fail to obtain a credit in MFM3A or MTA30 by the end of August 1986, must refer to the OSIS flow diagram Page 37 for continuation of Mathematics studies in grades 1 1 , 12 and 13/0AC. GRADE 11 COMPUTER STUDIES SCIENCE DCS3A GRADE 12 COMPUTER STUDIES SCIENCE DC54A ADVANCED LEVEL GENERAL LEVEL GRADE 11 These courses MATHEMATICS are not offered — MFM3A in 1985 - 1986 Taken Concurrently GRADE 12 MATHEMATICS MFM4A GRADE 13 ALGEBRA MAL5A GRADE 13 CALCULUS MCA5A 1 GRADE 13 RELATIONS & FUNCTIONS MRF5A GRADE 11 MATHEMATICS MTA3G GRADE 12 MATHEMATICS MTA4G STUDENTS TAKI NO GRADE 13 MATHEMATICS ARE STRONOLY ADVISED TO CONSULT UNIVERSITY AND COLLEGE CALENDARS PRIOR TO COURSE SELECTIONS IN ORDER TO ASSURE THAT THEY ARE MEETING THE NECESSARY PREREQUISITES. PLEASE SEE YOUR COUNSELLOR FOR ASSISTANCE. -38- -AllUGJJfl UO3 U) , $ q- >rnk >r� -Iaq —�22 @/6 2/o 2 2 13A31 030NVAUV 2 > p -p 13A31 1Vt13N30 MATHEMATICS PROORAM - 0.5.I.5. DIPLOMA - -39— 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 end 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 Oerman) to encourage the creative learning of second languages. The mechanical aspect of language training hes 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 et A. Y. Jackson in September 1986. Orale 9 Dectylographie French - Composition et Orammeire French - Litterature Oeographie du Canada Mathematiques Sciences - Physiques Grade 1 1 French -Composition et Litterature L'homme et le Societie Grade 10 Education physique et hygiene (Coed) French - Composition et Orammaire French - Litterature Histoire-Canada et monde contemporains Mathematiques Sciences - Biologie Grade 12 Droit (may be taken in Or.1 1) French -Composition et Litterature* L'homme et la Societie * * These courses are expected to be offered in September 1987. 1) It is strongly recommended immersion students take all options offered in French in their particular Orale Level. 2) 12 Immersion subject credits are required for a Carleton Board of Education French Immersion Certificate. 3) Refer to Page 11 for course codes. 8" m I p rn D 030141VAOV 21 30\210 C.64 N Z - 0 R8Et83 co o C �8 y— rr 58 �n',� �r«—,m = m �-o c» - c -3 m co g 0.rni%,-, Oto 0 as (1ZI8 coC)m , m m - cD—m rrr+ c c = _ 0 a) O o 8 - n -0 CO _,CD :x7 -7'7 8 g a 3 m W o 0 0 R 3 8 a Cr m N v S m = r. CD 0 W - av = a.46 a g 8 03ONVAOV 31 1V2i3N30 3 1 30V2i0 1V2i3N30 1 1 30Vti0 -40- 1V213N30 3 1 30 JO 1 1 30V80 1V2f3N30 1 1 1V2i3N30 6 30V O rn CO m v C7 Z 0 m 1V213N30 0 t teJaua0 01 JO 6 30\21 HOIIVOtla3 H11V3H PDQ IV3ISAHd OENERAL LEVEL ADVANCED LEVEL -41- N z 0 1- O W V z_ W 8 ccO z W W z O O z W N <to C — 0 Q N Q LLJ w0 0 00 0 Q Lo M U Q L 0 M W t 0 0 Wv A = 0 O O O = :; L VLL *-V = .0 � dQ100L .CC in b O1 C O L a L go >` a1 (n 0 0 V E O a5 , 0 tr, L 4 4 Lr YEu,-0 v'- =.... 0 a..� a in en0 4 L = E C O y G� E O o V 2 a. -o�a0E c40 A5 A L -.� OV,0 fJ 4) Ti C ..moi "5= a 0 rt G7 zg osr O L> E = oco ' c-> O � c XrW a� E 0AmocaOcZ LO=�2E-93 C,O .5"" Cu-0aOL b O-rne C.5 A C c O' +. zs Y 0 3 a �, a c o m o. o f --oi m c o 0�='_3 Er o/ Fb" V p V a Ea L j Oi L L L E L NQ0 0-o .0 (n O z ('4 M �i -43 - DESCRIPTION OF COURSES OFFERED ACCOUNTING - PRINCIPLES 1 BAP3A - Advanced Level The material in this course will be presented in greeter detail than at the BAI30 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 rase studies. Students will discover that this course provides both useful personal skills and an excellent start towards university business studies. ACCOUNTING - INTRODUCTION BAI38 - 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 - PRINCIPLES 2 BAP4A - Advanced Level In this advanced course, the content of BAP3A will be reinforced in greeter 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 BALSA option or college level accounting. Suggested Prerequisite: BAP3A ACCOUNTING - APPLICATIONS BAA48 - 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 en excellent skill for students who intend to proceed into business. Suggested Prerequisite BAI30, BAP3A ACCOUNTING BACSA - 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 BAP3A ART - For description refer to Visual Arts - AV! ALGEBRA - For description refer to Mathematics - MAL5A Algebra -44- B I OLOOI E (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 end 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 plus (classification, general structure and function); and vertebrate structure and function. BIOLOOY (SCIENCE) SNC2A - Advanced Level This course in biological science will involve students in laboratory problem -solving exercises end 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-organism; complex green plants (classification, general structure end function); and vertebrate structure and function. BIOLOOY (SCIENCE) SNC28 - 8enerel 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. B I OLOOY SB 130 - Oeneral Level This course consists of three major parts. The first focuses on problems that involve relationships between energy, food production, respiration end 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 SNC20, 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. Suggested Prerequisite: One Science credit. BIOLOOY SB 14A - 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, end organ function in both plant end animals. The evolution of co-ordination, excretion and reproductive systems will be included with their functional patterns. Genetics theory end experimentation will be dealt with. Note that the emphasis will be to function rather than anatomy. Suggested Prerequisite: Two "A" level Science credits. -45- BIOL0OY SBI5A - Advanced Level This course provides students with the knowledge needed to appreciete the complexities of living things, with en understanding of basic physical end chemical principles. Topics covered ere cell structure; physical function; chemical function; asexual end sexual reproduction; origin and cycling of matter essential to life; structure end function of mammalian systems; genetics (Mendel, D.NA, the one gene/one enzyme hypothysis) and evolution ( the origin of life, natural selection). Suggested Prerequisite: One `A" Level Biology credit end SCH4A. BUSINESS ENGLISH - For description refer to English -Business BUSINESS INTRODUCTION TO B8128 - Oeneral 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, amounting, 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 end retailing. BUSINESS PROCEDURES BSP38 - 8enerel Level This course is designed to co-ordinate all the typing skills end 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: BKT20 (25 w.p.m. Speed Recommended) BUSINESS PROCEDURES BSP48 - Oeneral 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 end the student's choice of a specialized field of study. WORD PROCESSINO training will be provided on the Apple II Word Processor or a Macintosh related program. 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 BSP30 CALCULUS - For description refer to Mathematics MCA5A - Calculus -46— CANADIAN FAMILY IN PERSPECTIVE NFPSA - 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? How 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. Or& skills are also important and they will be practiced through class discussions, role playing, seminar and group work. CERAMICS - For description refer to Visual Arts (Crafts) - Ceramics AYC38 and AYC48 CHEMISTRY SCH3A - 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 end 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 Orme 13 science courses. Suggested Prerequisite: One "A" Level Science credit and MAT2A CHEMISTRY SCH38 - Oeneral 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 One Science credit. 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 en introduction to organic chemistry. A number of experiments are used to explain chemical phenomena studied and to discover chemical principles es well as the limitations and interpretations of scientific data Suggested Prerequisite: SCH3A or SCH4A and MFM4A -47 - COMPUTER SCIENCE - For description refer to Computer Studies - DCS3A - DCS4A - Science COMPUTER STUDIES - INTRODUCTION TO DCS2A - 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 using the Apple McIntosh. MacWrite end MacPaint application programming is introduced. Keyboard experience 1s recommended The course topics include system components and how they work and the impact of computers on society. This course is more detailed than DCS20, and provides a background for students wishing to take computer courses 1n Grades 1 1 and 12. COMPUTER STUDIES - INTRODUCTION TO DCS20 - Oeneral 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 on the Apple Macintosh using the MacWrite, MacPaint application programs. Students will also study how computer system components interact, and the implications computers have in society. COMPUTER STUDIES - SCIENCE DCS3A - 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 MAT3A/MFM3A concurrently. An introductory course in typing is advised COMPUTER STUDIES - CONCEPTS DCS36 - Oeneral 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 Orade 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 DCS2A, or DCS20. COMPUTER STUDIES - SCIENCE DCS4A - Advanced Level A continuation of DCS3A in which students learn a high level programming language FORTRAN or PASCAL. Students will be responsible for a number of programming assignments. Suggested Prerequisite: DCS3A, MFM4A or MAT4A/MFM4A concurrently. COMPUTER STUDIES - APPLICATIONS DCS4O - Oeneral 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: DCS30. -48 - CO -OP EDUCATION - refer to Page 17 in this booklet. CONSTRUCTION TECHNOLOGY - For description refer to Woodwork TCW2O. DACTYLOGRAPHIE BKTIOR - General Level (Early French Immersion)(Ref.P 59) BKT 1 OL - General Level (Late 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, end 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. NOTE THESE COURSESARE TAUGHT IN FRENCH. Suggested Prerequisite Enrolment in a French Immersion Program. DANCE - For description refer to Physical Education Dance. DATA PROCESSING - For description refer to Computer Studies. DRAFTING - GENERAL TDO16 - 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 TD620 - General Level This course is a continuation of TWIG 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 end assembly drawing, auxillery views, thread types, and other fasteners. The letter part of the course will include basic architectural drafting. DRAMATIC ARTS ADA2O - 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. This course is recommended for students who enjoy the creative expression of ideas through skits, story -telling and large group plays. This course will also develop oral presentation skills that ere useful in future educational and career situations. Skills are developed through theatre games, sound effects projects, tableau work, role playing, improvisations and dramatization of written work. While most performances and projects are of an "in class" nature, the year's work will culminate in a Parent's Night performance. Evaluation is based on attendance, energetic participation, group project work, performances 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. -49— DRAMATIC ARTS ADA38 — Oeneral 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. More emphasis is placed on scripts, both writing them and taking the printed word from "page to stege". Students will be involved in writing and performing children's plays for audiences in local elementary schools, es well as in performing one act plays for Lunch Hour Theatre in the school. Evaluation is based on attendance, energetic participation, group project work, performances and tests. The maintenance of a daily notebook is a mandatory requirement. Attendance at an NAC. production, written play reviews and participation in projects for public presentation ere required. Suggested Prerequisite ADAM DRAMATIC ARTS ADA48 — Oeneral 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. Plays that exemplify such diverse theatre styles as ancient Greek theatre, Elizabethan, Realism and Expressionism will be studied. From the texts studied some scenes will be produced for public presentation. Having gained an appreciation of drama as a means of communicating idees 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, performances and tests. The maintenance of a daily notebook is mandatory. Attendance et two major productions and written reviews ere required. Further attendance at a play of your own choosing is recommended. Suggested Prerequisite ADA3G DRAWING AND PAINTING — For description refer to Visual Arts(Fine Arts) — Drawing and Painting AVF481 DROIT BLW4AL — Advanced Level (Late French Immersion) A survey course which is basically divided into two sections criminal law and civil law. The student will learn about the categories of criminal conduct, the administration of justice, court procedures, evidence, penology, sentencing, the juvenile offender and special problem 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, Penology, 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. NOTE: THIS COURSE IS TAUGHT IN FRENCH. Suggested Prerequisite: A student who is presently enrolled in the Late French Immersion Program. -50 - ECONOMICS - UNDERSTANDING THE CANADIAN ECONOMY NEC48 - General Level The demands of Canadians for better jobs, and higher standard of living can be more easily satisfied in a healthy economy. In NEC40, 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 es 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: HCC20 or HC2A ECONOMICS NECSA - Advanced Level This course deals with people and their behaviour and decisions es 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 re& 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 Downs's". 8. Free Trade with the U.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 OWI5A as a good companion course. EDUCATION PHYSIQUE ET HYGIENE (CO-ED) PHE2DL - 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, &ow 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 Late French Immersion Program. ELECTRICITY - APPLIED TEA18 - 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 end current measurements to familiarize students with electrical units and circuit behaviour. The overall objective is to formulate concepts through experimentation. -51 - ELECTRICITY — APPLIED TEA28 — 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 end electricity in the home. Suggested Prerequisite: TEA 1 ENGLISH ENEMA — 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, es well as, selections from modern poetry, short story end drama anthologies. Literary terms which aid the student in understanding and appreciating the various literary genres ere also studied. Language: A vocabulary building program will introduce students to new words and idioms end 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 end brief, documented essays. A newspaper unit completes the program; students examine different journalistic styles and practice writing editorials, advertisements, headlines, and news stories. ENGLISH ENO1AE — Advanced Level (Enriched) This course covers essentially the same core material as in ENO1A. (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 greeter 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. ENGLISH ENO18 — 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 end poetry selections. An attempt is made to help students overcome reading and writing difficulties in particular, the development and improvement of vocabulary, sentence end paragraph structure, and basic skills in grammar. ENGLISH EN1112A - Advanced Level -52- The emphasis is on literature, but a program of grammar and composition will continue the work of ENO1A. Students are expected to have mastered the literary and language terms taught in ENO1A. 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 end comparison and building an argument. Students will learn how to use the Periodical Index in the library end 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 ENO2A 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: ENO iA ENGLISH ENO2O - 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 1 iterature. 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 et a mature level. Suggested Prerequisite: ENG1A or EN010 ENGLISH ENO3A - 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 e significant portion of the course material. The basic theme of the works studied is man's coming to terms with himself end 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 1n 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: ENO2A ENGLISH ENG3O - 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: ENO2A or ENG20 -53 - ENGLISH LANGUAGE STUDIES — EFFECTIVE COMMUNICATIONS ENS3A — Advanced Level N.B. This course should be taken in conjunction with/or subsequent to ENO3A. This course is recommended as the mandatory fifth English credit in the Advanced programme. Designed under the supervision of the Program Department of the Carleton Board of Education, this course focuses on the communication skills needed for success in advanced courses at the senior level. The course emphasizes an expanded awareness and practice on: (a) organizational skills in making and taking notes, researching, reeding for main ideas, outlining, studying for tests and examination; (b) language skills in reviewing the essentials of grammar, punctuation, and spelling; (c) writing skills in composing sentences, paragraphs, expositions and reports, reviews, and a variety of letters for different purposes; (d) speaking skills in presentations by small groups, panels, and individuals. The selections from literature on the course serve primarily as models for writing and as sources of ideas for public speaking. Suggested Prerequisite ENO2A ENGLISH LANGUAGE STUDIES — PRACTICAL COMMUNICATIONS ENS313 — General Level This course is recommended as the fifth English credit in the General Level programme. It is a course aimed at practical communications and will develop or& and written skills suitable for entry to community college, apprenticeship programmes, as well as the workplace. Organizational skills will emphasize a variety of elements ranging from time management to preparation for career planning. Speaking skills will range from items on the interview to effective techniques with the telephone. Skills in reeding for information, problem solving, job applications, job research and a host of other interesting and practical avenues of communications will be offered. The literary component for the course will be varied and frequently selected "with en eye" on the practical. Suggested Prerequisite: ENG2A or ENG20 ENGLISH ENG4A — Advanced Level This course develops the "Man end 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", "Men 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 end counts for 20% of the final assessment. Suggested Prerequisite ENO3A ENGLISH ENO4O - General Level -54-- 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 reeding, writing, speaking, end listening are taught in conjunction with specific selections for literature. Emphasis is placed upon the practical epplication of these skills. Basic grammar is reviewed end placed in the context of effective speaking and writing. Interview skills, and the writing of a personal resume are taught as well. Suggested Prerequisite: ENO3A or EN030 ENGLISH - BUSINESS ENGLISH EBS4O - General Level This is en interesting and challenging skills course which although designated as a general level course is, in effect, open to senior students of both levels. It is especially relevant to those proceeding to community college or going directly into the business world. Appropriate and accurate use of language is important for effective communication. This course will provide students with opportunities to develop the reeding, writing, speeking, listening, and thinking skills required to succeed in a business or technical environment. Students will: - develop an understanding of the communication process - apply this understanding to practical business -like settings - choose end apply appropriate organizers for their business communication applications, - identify the various forms of business communication end their specific uses in business environments - read for interest, pleasure, information, and direction - organize their ideas clearly, concisely end accurately. The literature component will be drawn from a variety of media and reflect a broad range of genre. Ministry of Education Prerequisite: Minimum three ENOLISH credits. ENGLISH LITERATURE - LANGUAGE AND LITERATURE ELTOA(OAC1) - Advanced Level This course in English is intended primarily for students who plan to attend university. It is designed to foster intellectual, analytical and critical thought, and effective writing. In such a course the mental processes involved in learning are as important as the particular content of textbooks and units of study. This course is intended to refine and extend skills and knowledge in the following areas - speaking and writing proficiency - response to literature and the articulation of this response - enjoyment and appreciation of literature and the development of a reading habit - understanding language, its nature and functions - independence in reeding, thought, and expression. The literature component will entail essays and a balanced selection of poems, prose fiction, and plays. Students will conduct an Independent Study and build a Writing Folder. The Ministry of Education has determined the evaluation for this course. AU students will sit a board -wide examination at the end of the semester. NOTE: FOR OSIS STUDENTS ELTOA (ENGLISH OAC1) IS MANDATORY FOR ACCEPTANCE AT UNIVERSITY. BOTH ENOLISH OAC'S, HOWEVER, MAY BE CONSIDERED FOR THE SIX QAC REQUIREMENTS TO GAIN THE OSSD. Suggested Prerequisite: ENO4A -55 - ENGLISH - CANADIAN LITERATURE ELCOA (OACIII) - Advanced Leval STUDIES IN LITERATURE This course is intended for students who have a special interest in English and will acquaint them with perspectives on Canadian Literature. It will include the study, in depth, of a balanced selection of intriguing poetry, fascinating prose, end stimulating drama The major communication skills of reeding, writing, speaking, listening, and viewing are stressed within the exciting context of the literature of our own nation. In this course writing, including pre and post writing activities, will make up et least one-quarter of class time. The Independent Study will grow from the literature studied end be developed from students' interests, in consultation with the teacher. A. Y. Jackson promises an exciting exploration into the culture and traditions of this vast country. Suggested Prerequisite: ENO4A FAMILY STUDIES NFS1O - Oeneral 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 end 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 topics will be reinforced by actually preparing, eating and evaluating the following Christmas Baking, Horne Bread -making end 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 end 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 will also reinforce textile skills. FAMILY STUDIES NFS20 - Oeneral Level This course begins with a look at Canadian Cuisine. A study of various ethnic groups end their food, customs, values, lifestyles, arts and crafts end traditions are incorporated into the Cross Canadian Theme. Pioneer homesteading practices will be recreated in their practical aspects. Pickling, pre.erving, bread -making and cake decorating skills that will be developed. Clothing has been called the silent language. Students will examine the effect of colour design, styles 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 end one craft project are minimum requirements in this portion of the course. FAMILY STUDIES HFS3O - General Level CHILD DEVELOPMENT AND PARENTING: This course focuses on the Relationships, 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 mid physical development of the child are studied in depth from birth to school age. This study is augmented by individual student 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 Using the above knowledge, the student will create a garment, craft or toy suitable to meet 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." -56 - FAMILY STUDIES NFS40 - General Level HOUSING/INTERIOR DESIGN: Housing is a vital issue in our society today and one of man's basic needs. The course begins with historical architecture, the home es a shelter, principles and elements of design, floor plans, furniture styles end 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. 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. 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 NFR4O -- General Level RESOURCE MANAGEMENT: The senior student will soon be graduating and living independently from his/her family. This course will help the student successfully deal with his/her changing lifestyle in a complex world The course will cover such topics as: First Apartment Demands - leasing, budgeting income, furnishing on a shoestring, insuring property, credit Career Exploration, job search, resume writing, application and job interview techniques are some topics studied to develop an economically self sufficient person. Career commencement brings with it en increased interest in dressing for success with wardrobe planning, purchasing, care and maintenance. Independence requires the knowledge and ability to plan and prepare inexpensive, attractive, nutritious meals, and make wise fast food choices. Personal Life Management is a goal of this course. Many topics include a practical hands-on approach. The study of various topics will give the student the opportunity to analyze their situation and arrive at a decision best suited to their individual needs. FINE ARTS - For descriptions refer to Visual Arts FRANCAIS - For descriptions refer to French - Immersion FRENCH FSF 1 A - Advanced Level In this course, audio -lingual approaches develop the four basic skills comprehending, speaking, reeding and writing. The course is designed to give the students a working knowledge of the basic structure of spoken end written French. Students who intend to select FSF5A should choose FSF 1AE or FSF 1A. 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. -57 - FRENCH FSF 10 - 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 - BEGINNERS FSF 181 - Oeneral Level This is a course for beginning French students. Candidates for this course have had no French instruction or have had a very limited exposure to French in school. Emphasis will be placed on speaking and writing skills. Fundamental vocabulary and basic grammar will be developed through the use of simple conversation. NOTE: This course will not be continued et the 0rede 10 level. FRENCH FSF2A - Advanced Level In this course, the audio -lingual approach is continued but with a new emphasis on the reeding and writing skills. The series of oral and written exercises continue to be characterized by a gentle and challenging progression. Suggested Prerequisite: FSF 1A FRENCH FSF2AE - Advanced Level (Enriched) This course is for students who have successfully completed FSF1AE or for students who did exceptionally well in FSF 1A course. Equal emphasis to speaking, reeding, writing end comprehending the French language will be used in the evaluation segment of this course. Suggested Prerequisite: FSF1AE THIS COURSE WILL BE OFFERED SUBJECT TO SUFFICIENT ENROLMENT. FRENCH FSF28 - Oeneral 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: FSF 10 or FSF 1A 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 end listening exercises assume an even greater importance. The purpose of this course is to further develop free expression. Suggested Prerequisite FSF2A -58 - FRENCH FSF30 - Oeneral Level This course is the third year of a four-year program. Or& exercises further develop free expression. Personalization of structures is learned and short skits are written. The reading program becomes more intensive end practical vocabulary is extended. (i.e. shopping, travelling, newspapers). Suggested Prerequisite: FSF20 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 greeter extent than in previous levels of this program. Suggested Prerequisite: FSF3A FRENCH FSF48 - Oenerel Level Communication skills are refined in this course so that the graduate of this program will have a working knowledge and commend of the French language which will enable him to function in most day-to-day situations. Suggested Prerequisite: FSF30 or FSF3A FRENCH FSFSA - 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 Droit Education Physique et Hygiene (Co-ed) Oeographie du Canada Histoire L'homme et la societe Mathematiques Science - Biologie Sc ..noes - Physiques Note: Complete listing of subjects and course codes will be found on Page 11. -59 - EARLY FRENCH IMMERSION NOTE: These courses are offered subject to the approval of the Carleton Board of Education EARLY FRENCH IMMERSION - COMPOSITION ET ORAMMAIRE FIWIAR - Advanced Level This course is an intensive study of grammar and composition and has been developed for early immersion students. Although 1t is similar to FIW 1AL, students will proceed at an accelerated pace. Suggested Prerequisite: Grade 8 Early French Immersion with teacher's recommendation. EARLY FRENCH IMMERSION - LITTERATURE FIL iAR - Advanced Level This course will deal with &1 literary genres - the novel, the short story, theatre, and poetry. It has been designed for early immersion students and should be taken in conjunction with FIWiAR. Suggested Prerequisite: Grade 8 Early French immersion with teacher's recommendation. LATE FRENCH IMMERSION FRENCH - LATE IMMERSION - COMPOSITION ET ORAMMAIRE FIW1AL - Advanced This course calls for intensive study of grammar and cont position to continue development of language skills in or& and written communications. Suggested Prerequisite: Oracle 8 Late French Immersion Teacher's recommendation. FRENCH - LATE IMMERSION - LITTERATURE FIL IAL - Advanced Level This course (designed to be taken in conjunction with FIF1AL) consists of intensive and extensive study of short stories, poetry, and novels. Suggested Prerequisite Grade 8 Late French Immersion Teacher's recommendation. FRENCH - LATE IMMERSION - COMPOSITION ET ORAMMAIRE FIW2AL - Advanced This course continues the intensive study of grammar Level communication skills will be improved begun in Grade 9. Oral and written and grammar. P by a more in-depth study of French composition Suggested Prerequisite FIW 1 AL FRENCH - LATE 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: FIL 1AL -60 - FRENCH — LATE IMMERSION — BRAMMAIRE ET LITTERATURE FIF3AL — Advanced Level This course combines a study of literature with grammar and composition and is designed for late immersion students. Suggested Prerequisite: FIW2AL and FIL2AL GRAPHIC DESIGN — For description refer to Visual Arts (Applied Design) — Information Design AYD38 and AYD40 BEOORAPHIE DU CANADA OCAIAR — Advanced Level (Early French Immersion) (Reference Page 59) OCAIAL — Advanced Level (Late French Immersion) This course will acquaint the students with the multiple facets of Canada's geography. It is identical to OCA1A 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. NOTE: THESE COURSES ARE TAUGHT IN FRENCH. Suggested Prerequisite: Students who are presently enrolled in an Immersion Program. OEOORAP HY OF CANADA OCA I A — Advanced Level NOTE: Students in Grade 9 must choose either OCA1A or GCA 1 G. 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 meteorology. BEOGRAP HY OF CANADA BCA 1 G — General Level NOTE: Students in Grade 9 must choose either OCA1A or GCA 10. 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. -61- 8E0ORAPHY OF EUROPE AND ASIA 8EA2A - Advanced Level Ueogr ohlcal Problems Home to three quarters of the world's people Eurasia presents an excellent opportunity to study the greet differences amongst people from the poor nomadic sheep herder in Afganistan, to the rich industrialist in Japan, virtually all levels of life can be found. In this enormous region we find some of the driest desert in the world, (Saudi Arabia) torrential monsoons In India, as well as frigid tundra in Siberia and hot tropical rainforest in Indonesia. Based on these differing environments, a wide variety of lifestyles, and some very serious geographical problems are evident; (a) for the 1 billion Chinese, overcrowding is a problem (b) for the Jews and Arabs in S.W. Asia, conflict is a problem (c) for the heavy industrial zone in Oermany, pollution is a problem (d) for the people of Bangladesh, humor is a problem. Thus, by studying a carefully selected group of regions, each student will become more aware of the great geographic diversity within this part of the world. Suggested Prerequisite: OCA1A 8E0ORAPHY OF EUROPE AND ASIA OEA28 - general Level Regional Studies (Eurasia) This course will study the great varieties of people and landscapes that make up the huge region referred to as EURASIA. Its main aim will be to make students aware, through films, slides, discussion, group projects and research, just how different this area is compared to Canada. Topics studied will include: (e) cork and olive farming in Portugal (b) overpopulation in India and China (c) monsoon reins and typhoons in the Indian subcontinent (d) camel -herding Bedouins in Saudi Arabia (e) dem building in Holland (f) wine and cheese production in France (g) terrorism in the Middle East (h) hunger and starvation in Bangladesh (i) oil drilling in the North Sea (j) making cars in Japan Suggested Prerequisite: OCA 10 or OCA 1 A 8E08RAPHY - PHYSICAL OPH3A - 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 OCA 1A or 0EA2A -62 - GEOGRAPHY - PHYSICAL OPH30 - General Level Natural Disasters Through the modern technology of computers, satellites, T.V.'s etc. we are, more end more each year, hearing of "natural disasters" all over the world. By studying natural occurrences such as; earthquakes, floods, fires, hurricanes, tornadoes, insect plagues and volcanoes each student will become more aware of the effects the physical earth has on people. Property damage, death, injury and very high costs are all outcomes of these fascinating phenomena. This course will look at many examples of disasters in terms of; causes, effects, prediction and prevention so that students will gain a greater understanding of events which may affect them directly. Suggested Prerequisite: OCA 1G, OCA1A, GEA20 or GEA2A GEOGRAPHY GEOLOGY 00E4A - Advanced Level This is an introductory course which looks at the many facets of geology. Throughout the course students will be able to apply learned theories to practical laboratory exercises. The many aspects of geology such es rock and mineral identification, structural, glacial, economic, petroleum geology, stratigraphy end paleontology will be investigated. Students are expected to participate in a number of field trips throughout the local area during the semester. Suggested Prerequisite: CCA IA or GPH3A OEOORAPHY OEOLOOY 00E48 - General Level Our standard of living, lifestyle, and employment opportunities are all affected by minerals. Through selected laboratory exercises and case studies the exploration, extraction, processing and refining of selected minerals such as gold, silver, potash, iron ore, uranium and energy fuels will be examined The basic principles of geology involved in rock and mineral identification, structural, and exploration geology and stratigraphy will be taught. There will be several field trips during the semester. Suggested Prerequisite: OCA 1G, GCAIA, OPH3G or GPH3A GEOGRAPHY URBAN STUDIES OUR4A - 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 men 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: OCA IA or GEA2A or GPH3A -63— GEOGRAPHY REGIONAL 8RE48 - General Level World Realonel (emreohv 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 1980's. 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: OCA 10, OCA IA, OPH30 or OPH3A GEOGRAPHY WORLD ISSUES OWISA - Advanced Level Today we are truly living to 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, end 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 arees. Worldwide problems such as overpopulation, food supply, poverty, environmental destruction, threat of nuclear war and resource depletion clearly point out the need for students, in their final years of high school education, to understand the significance of being part of a global society. The aim of this course, therefore, is to make the students aware of the necessity of stressing people's dependence on eech other regardless of their differences. Suggested Prerequisite: OPH3A, OUR4A or OOE4A GERMAN (FIRST YEAR) LE82A - 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. Oerman 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 et all grade levels, including those students arriving from Orate 8. GERMAN (SECOND YEAR) LE83A - 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, end guided discussions on subjects of general interest. Suggested Prerequisite: LEO2A (First Year) HEALTH - For description refer to Physical and Health Education -64— HISTOIRE - CANADA ET MONDE CONTEMPORAINS HCC2AL - Advanced Level (Late French Immersion) Cane* in a Chanainu World 1. You end the Law 2. You and the Oovernment 3. Canadian -American Relations 4. French -English Relations 5. Canada 1n World Affairs - 1945 to present Suggested Prerequisite: Enrolment in a French Immersion Program and Hal1A is helpful. HISTORY - CANADA'S MULTICULTURAL HERITAGE HCM 1A - Advanced Level This course is recommended as preparation for later social science courses, especially HCC2A and HCC20 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 lite at the turn of the century. (f) Frontier life - the Klondike Oold Rush. (g) Canadian relations with Britain and the United States. (h) Canada and World War 1. (1) Local History of Ooulbourn Township with emphasis on Olen Cairn end Stittsville. (j) Regional Oovernment of Ottawa -Carleton. (k) Local Oovernment in the Township of Ooulbourn and the City of Kanata. HISTORY - CANADA'S MULTICULTURAL HERITAGE HCM 1 O - General Level This course is recommended as preparation for later social science courses, especially HCC20 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 end skit and poster exercises. The content of the course will focus on the growth of the Canadian Nation between 1 890 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 Oold Rush. (g) Canadian relations with Britain and the United States. (h) Canada and World War 1. (i) Local History of Ooulbourn Township with emphasis on Olen Cairn and Stittsville. (j) Regional Oovernment of Ottawa -Carleton. (k) Local Government in the Township of Ooulbourn and the City of Kanata. -65— HISTORY - CONTEMPORARY CANADIAN/WORLD CONCERNS HCC2A - Advanced Level Canada In a Chanaina World Topics of study include: 1. You and the Law 2. You end the Government 3. Canadian -American Relations 4. French -English Relations 5. Canada in World Affairs - 1945 to Present Suggested Prerequisite None, but RCM IA is helpful. HISTORY - CONTEMPORARY CANADIAN/WORLD CONCERNS HCC2O - Oeneral Level Canada in e Chenaina World Topics of Study include: 1. You and the Law 2. 1920's =pared with aspects of Canadian life today 3. 1930's - depression and build-up to war. 4. Canada in World War 11 5. Canada and world affairs 1945 to present. 6. Government and You. 7. Canadian -Americom Relations. 8. French -English Relations. HISTORY - ANCIENT AND MEDIEVAL HAM3A - Advanced Level Much of what we take for granted today we have inherited frau great civilizations of the past. For example, ancient civilizations have left us a legacy in Art, Architecture, Laws, Religions, es 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. ToDics Development of Early Man The Middle East Ancient Egypt Greece and Rome Medieval Europe India - Past and Present Themes Art, Architecture and Ideas Judaism, Islam, Christianity Law and Government Lifestyle - Fads, fashions and entertainment Technology -66— HISTORY - ORIGINS OF THE MODERN WORLD HV/04A - Advanced Level Twentieth Century History of the World 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 HISTORY - CANADA/UNITED STATES HCUSA - 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 end American Answers to the Oreat Depression. 5. Regional Discontent in Western Canada end 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 PHE2OL INFORMATION DESIGN - For description refer to Visual Arts (Applied Design) Information Design AVD3O and AVD4O INTRODUCTION TO BUSINESS - For description refer to Business Introduction to. INTRODUCTION TO COMPUTER STUDIES - for description refer to Computer Studies. -67 - 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 language) by September of this year. LAW BLW4A— Advanced Level The content of BLW4A is basically the same as BLW40 but will be reinforced in greeter 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, penology, sentencing, the juvenile offender and special problem offenders. Civil law topics include the nature of law, civil rights and freedoms, civil wrongs, employer/employee relations, marriage and family law and contracts. The course deals with theory, case studies, films, end includes guest spekers and a visit to court Those students interested in careers involving law (e.g. Civil Service, Penology, Legal Secretarial, Police, The Prectice 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. LAW BLW48 — 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, penology, sentencing, the juvenile offender and special problem offenders. Civil law topics include the nature of law, civil rights and freedoms, civil wrongs, employer/employee relations, marriage and family law and contracts. The course deals with theory, case studies, films, and includes guest speakers and a visit to court Those students interested in careers involving law (e.g. Civil Service, Penology, Legal Secretarial, Police, The Prectice of Law, Legal Assistant, Parole Officer, etc.) es well es 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. -68- L'HOMME ET LA SOCIETE N503AL - Advanced Level (Late French Immersion) 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 end 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. Steges 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. MACHINE SHOP TMS18 - Oeneral 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 e 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 TMS28 - Oeneral Level This course is a continuation in machine technology studies. The students will be introduced to more advanced layout and meesuring 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: TMS10 MACHINE SHOP GRADES 11 AND 12 - For description refer to Mechanical Technology. -69— MAN IN SOCIETY NSO3A - 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 end 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. Stapes of growth: childhood, adolescence, adulthood, and senescence. 3. Social interaction in primary and seconcisry groups. 4. Oroup control end 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 - FRENCH IMMERSION - For description refer to L'homme et la Societe. MAN IN SOCIETY N5038 - General Level This course examines both the behaviour of the individual human being and the behaviour of pule 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 reeding and writing skills. Emphasis will be placed upon varying the classroom routine by using guest speakers, audio-visual presentations, mini -library projects, or& reporting in small groups, self-evaluation exercises, group discussions, taped interviews, skit presentations and practice sessions in using Interpersonal skills. -70 - MAN IN SOCIETY NSO4A - Advanced Level This course is designed for students who have successfully cornpleted NS03A Man in Society or who have passed NS030 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: I. 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 end imprisonment. 5. Pro -Social Behaviour - helping end co-operating with others, leadership. 6. Participation in Secondary Croups, with emphasis an business organization. 7. Physical Environment - territorial space, crowding, environmental stress, mass media Students will be required to read and write extensively and to conduct en independent research project There will be opportunities to complete self-evaluation exercises, and to practise interpersonal skills through work in groups and simulation games. MAN IN SOCIETY N5046 - General Level This course is designed for students who have successfully completed NS030 Man in Society, end 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 scientist 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 -presenging 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 punishment. 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 conduct an independent research project. There will be opportunities for reflection, for completion of self-evaluation exercises, and to practise interpersonal skills through work in groups end simulation games. MARKET! NO BK3G - 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. -71 - MATHEMATICS MAT 1A - Advanced Level Students who have a good understanding of Grades 7 end 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 (QAC) 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, Rationales, and Reels; polynomial simplification; formal solution of equations and inequations; smell sample statistics; rational expressions; foundations of Euclidian and analytic geometries; and transformations. MATHEMATICS MATIAE - Advanced Level (Enriched) Designed for students who have demonstrated above-average to exceptional ability to mathematics. This course parallels MAT 1A 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 MAT IA with optional topics. Suggested Prerequisite: Recommendation of Grade 8 teacher. THIS COURSE WILL BE OFFERED SUBJECT TO SUFFICIENT ENROLMENT. MATHEMATICS MAT 18 - Oeneral 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 tale 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 MAT2A - Advanced Level This is a second course in the Foundations of Mathematics leading to mathematics in Grade 13 or the Ontario Academic Credits (QAC). 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. Ministry of Education Prerequisite: MAT 1A, MAT1AE or High achievement in MAT 10 PLEASE REFER TO PAGE 36 AND PAGE 37 BEFORE SELECTING GRADE 11 OR 12 MATHEMATICS COURSES. -72 - MATHEMATICS MAT20 - Oeneral Level The second course in the Application of Mathematics keeps theory to a minimum end accentuates the reel life situations in mathematics. Topics include, number applications, powers, sure 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. Ministry of Education Prerequisite: MAT 10 or MAT 1A MATHEMATICS MAT3A - Advanced Level This course is designed for students who have an intrinsic interest in mathematics, and who have the ability to work with abstract ideas, and who intend to study one or more of the Ontario Academic Courses (OAC) in mathematics. Emphasis throughout the course will be on developing a foundation for the content and processes of the Ontario Academic Courses in Mathematics and related courses in mathematics or other disciplines at the university level. Topics of study include polynomials and rational expressions, ratio and proportion, real numbers and powers, quadratic equation, points of division, the circle, functions, quadratic functions, sequences and series, interest, annuities, bonds, mortgages, and stocks. Ministry of Education Prerequisite: MAT2A or MTT30 MATHEMATICS FOR BUSINESS AND CONSUMERS MTB36 - General Level This course is designed for those students who have demonstrated knowledge of the skills of arithmetic end algebra specified for Oracles 9 and 10 General Level Mathematics. The emphasis will be on relating mathematics to those applications encountered by consumers and by owners or employees of small businesses. The course is a valuable prerequisite for success in business programs at the Colleges of Applied Arts and Technology. Areas of study include mathematics for the informed consumer i.e. buying end selling, cost of borrowing, vehicle costs, mathematics of Personal Finances, wages and commissions, income tax, saving money, statistics and algebra with emphasis on developing the skills necessary to work with formulas involved in business applications. Ministry of Education Prerequisite: MAT20 or MAT2A MATHEMATICS FOR TECHNOLOGY MTT36 - Oeneral Level This course is designed for students who have demonstrated a good understanding of Grades 9 and 10 Oeneral Level Mathematics. The content and processes will be prerequisites for success in diploma -level technological programs at the colleges of Applied Arts and Technology. Topics of study include rational numbers, real numbers, equations, powers, roots, radicals, geometry, trigonometry, the straight line, borrowing and saving, income and income tax, vehicle costs, and buying and selling. Ministry of Education Prerequisite: MAT20 or MAT2A -73 - MATHEMATICS MAT4A - Advanced Level This course is designed for students who have an intrinsic interest in mathematics, who have the ability to work with abstract ideas, and who intend to study one or more of the Ontario Academic Credits (QAC) in mathematics. Emphasis throughout the course will be on developing a foundation for the content and processes of the Ontario Academic Courses in Mathematics or related disciplines at the university level. Topics of study include geometry, with respect to congruency, parallelism, similar figures and the circle. Relations and Functions with respect to graphing, trigonometric functions and their applications, exponential and logarithmic functions, graphs of second degree functions, polynomials and equations, absolute value, radicals end statistics. Ministry of Education Prerequisite or Corequisite: MAT3A MATHEMATICS FOUNDATIONS 2 MFM4A - 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 end 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 MATHEMATICS APPLICATIONS 2 MTA48 - Oeneral 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. Suggested Prerequisite: MTA30, MFM3A or MAT3A 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 GUIDANCE COUNSELLOR FOR ASSISTANCE. MATHEMATICS ALGEBRA MAL5A - 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 metrics. Optional topics may include the properties of algebraic structures, groups, rings and fields. Suggested Prerequisite: MFM4A -74 - MATHEMATICS CALCULUS MCA5A - 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 MATHEMATICS RELATIONS AND FUNCTIONS MRF5A - Advanced Level This course is traditionally selected by students who require only one credit in Grade 13 mathematics. It is a logical extension of MFM4A with emphasis placed on the analysis of both functions and relations and their reactions under certain transformation in the plane. Topics include: a review of functions, relations end 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 MATHEMATIQUES MATIAR - Advanced Level (Early French Immersion) (Reference Page 59) MAT IAL - 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 (ORO) 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: THESE COURSES ARE TAUGHT IN FRENCH. Suggested Prerequisite: Students who are presently enrolled in an immersion program. MATHEMATIQUES MAT2AL - 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; en introduction to co-ordinate geometry; geometric construction; formal proof in geometry; vector; and three dimension geometry. NOTE: THIS COURSE IS TAUGHT IN FRENCH. Ministry of Education Prerequisite: MAT 1AL -75 - MECHANICAL TECHNOLOGY TMY3G(TMS36) - 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 ere provided for each student to learn electrical art welding on ferrous metals. During the course students design and construct a mechanical project involving machine shop and welding operations. Suggested Prerequisite: TMS 10; TMS2G MECHANICAL TECHNOLOGY TMY443(TMS4G) - 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 cern 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 prectical projects designed to develop superior shop skills. Suggested Prerequisite: TMY30 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 AMAIO - General Leval 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. MUSIC EXPERIENCED AMU16 - General Leval The students in this course will advance their technique through method books and band repetoire. Rudiments and history will form a regular pert of the course. Public performance is emphasized through participation in the Junior Bend Suggested Prerequisite: Suggessful completion of at least a two-year instrumental program or approval of the Music teacher. MUSIC AMU20 - General Level This course is a continuation of the Oracle 9 course. Technique end range are further developed Rudiments and history are continued and private study is encouraged. Membership in the Concert Band is strongly recommended. Suggested Prerequisite: AMU10 -76 - MUSIC AMU3G — General Level This course is a continuation of the Oracle 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: AMU20 MUSIC AMU40 — General Level The course on Music theory is completed at this level end 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 ensemble is a requirement of this course. Suggested Prerequisite: AMU30 MUSIC AMY5A — Advanced Level A student is required to perform two solos and be a member of both the Concert Band end another ensemble. Harmony is continued and counterpoint introduced Other forms of music are studied through listening, analysis and performance. Suggested Prerequisite: AMU40 NOTE: THIS COURSE WILL BE OFFERED SUBJECT TO SUFFICIENT ENROLMENT. OFFICE PROCEDURES — For description refer to Business Procedures BSP36 and BSP4O PHOTOGRAPHY — For description refer to Visual Arts (Fine Arts) Photography AYF4G PHYSICAL AND HEALTH EDUCATION (BOYS) PHM1G — General Level The Oracle 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. Students are engaged in some strenuous activity and in specific conditioning exercises during each physical education class. Each student's level of fitness is assessed et least once during the course. Team sports such as soccer, flag football, basketball, lacrosse, baseball and volleyball ere offered. Also included in the course are individual sports such as track and field, axnbatives, gymnastics, and power skating. Health topics presented at this level include the dynamics of physical fitness, stimulants and depressants, phis adolescent sexuality. Field trip activities may include: aquatics, and horseback riding with the intent of providing a variety of stimulating activities. -77- PHYSICAL MD HEALTH EDUCATION (BOYS) PHM20 - General Level The Oracle 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. Strenuous physical activity and specific conditioning exercises are part of each class. The students level of fitness is assessed et least once during the course. 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, snowshoeing, and broomball. Health topics include: first aid, stimulants and depressants, plus adolescent sexuality. Field trip activities may include: squash, curling, swimming, end skating. PHYSICAL AND HEALTH EDUCATION (BOYS) PHM30 - General Level The Orale 11 program differs substantially from the Grade 10 program in that most activities ere offered in a co-educational setting. Boys are given a choice of activities from a broad range of electives which include: tennis, badminton, volleyball, square dance, basketball, team handball, dance, track end field, and lacrosse Outdoor education activities may include summer or winter camping and problem-solving tasks, orienteering, cross-country skiing, and broomball. 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) PHM40 - 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 which allow the student to continue the development of motor skills and the maintenance of his fitness level in later life. Activities offered include: badminton, tennis, judo, volleyball, peddleball, soccer, basketball, team handbal l , archery, and fencing. Outdoor education activities may include: camping, cross-country skiing, broomball, and bell hockey. The Health program covers nutrition and fitness, marriage, and alternate life-styles and an investigation of major health problem. Field trip activities may include: a weekend camping trip, alpine skiing, squash, swimming or curling. -78— PHYSICAL MW HEALTH EDUCATION (GIRLS) PHFIG - General Level The Oracle 9 program is designed to offer a variety of exciting activities for girls at al levels of fitness and skill development. Emphasis is placed upon participation end enjoyment and developing a healthy attitude towards female participation in sports. Hopefully this will foster the desire to develop and maintain a high level of personal physical fitness. The program offers the following individual and team activities volleyball, basketball, soccer, badminton, field hockey, dance, gymnastics, and paddle tennis. Outdoor education activities include skating, broomball, and ringette. The Health program presents the topics of adolescent sexuality, physical fitness stimulants and depressants. Field trip activities may include: skating, horseback riding, roller skating, swimmi and NAC. Dance Presentations with the intent of providing a variety of stimulati activities. During the course each student's level of fitness is assessed. PHYSICAL AND HEALTH EDUCATION (GIRLS) PHF28 - 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 end leadership. Specific conditioning exercises and strenuous physical activity are part of each class. Coupled with the emphasis on fitness is an evaluation of each student's level of fitness. 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 end skating. PHYSICAL AND HEALTH EDUCATION (GIRLS) PHF3O - General Level The Oracle 11 program differs substantially from the Oracle 10 program in that most 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, square dance, basketball, team handball, dance and track and field. Outdoor education activities may include summer or winter camping and problem -solving tasks, orienteering, cross-country skiing, and broomball. 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) PHF48 - General Level The Grade 12 program concentrates on developing skills and enjoyment for activities that mey be pursued for a lifetime. Emphasis is also placed upon developing leadership skills and organizational abilities which will allow the student to continue the development of motor skills and the maintenance of her fitness level in later life. 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, cross-country skiing, broomball and ringette. 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 or curling. -79 - PHYSICAL EDUCATION ADAPTIVE PHD20 - General Level This special Physical and Health Education course has been created to fulfill the special needs of some students. The course design allows flexibility to permit the instructor to design programs for students who have a permanent or temporary handicapping condition that prevents the student from gaining success in the regular program. Activities in this course will be adapted to each student's special requirements, while attempting to improve the personal fitness level and develop skills in recreational activities suited to the limitations of the student Active participation will be stressed throughout the course. Approval for registration In this course must be obtained from the Head or Assistant Heed of the Physical Education Department. An examination and certificate outlining student's capabilities and limitations will be requested at the beginning of course. PHYSICAL EDUCATION ADAPTIVE PHD48 - General Level This special Physical and Health Education course has been created to fulfill the special needs of some students. The course design allows flexibility to permit the instructor to design programs for students who have a permanent or temporary handicapping condition that prevents the student from gaining success In the regular program. Activities in this course will be adapted to each student's special requirements, while attempting to improve the personal fitness level and develop skills in recreational activities suited to the limitations of the student Active participation will be stressed throughout the course. Approval for registration in this course must be obtained from the Head or Assistant Head of the Physical Education Department An examination and certificate outlining student's capabilities and limitations will be requested at the beginning of course. PHYSICAL EDUCATION (COED) - DANCE - INTRODUCTION TO PED2O - General Level Students can improve their fitness while being introduced to 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 tap 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: PHF 10 or PHM 10 PHYSICAL EDUCATION (COED) - DANCE - INTERMEDIATE PED3O - General Level Students will develop a theoretical knowledge of the principles and elements of movement through a variety of dance mediums as well as improving their personal fitness. Technique and form will be stressed. The theory section of the course will cover the history of dance plus a major assignment in an area of the student's choice. Evaluation will include the following factors: class participation, student leadership, choreographed works, creativity end a class performance to be held in the evening. There will be numerous opportunities to attend local dance studios, professional performances and a number of workshops. Suggested Prerequisite: PHF 10, PHM 10, PHF20, PHM20 or PEF20 -80 - PHYSICAL EDUCATION (COED) — DANCE — SENIOR PED48 — general Level The areas of dance studied will be jazz, modern, creative, aerobics, ballet and folk. Emphasis will be placed on jazz and modern dance with a major unit of study focusing on choreography. Students will be given the opportunity to put into practice the dance skills they have mastered in previous years in the form of a major individual study project. Approval for registration in this course will require successful completion of a previous dance course or permission from the dance instructor. This course is offered subject to Ministry of Education approval. Suggested Prerequisite: PEF30 PHYSICAL EDUCATION (COED) PED4A — Advanced Level This is a special course in Physical Education for students of better than average ability and with special interests in the field of Physical Education and related areas. The student will acquire knowledge of skill development and the logical sequence of skill development in certain activity areas, i.e. soccer, football, volleyball, basketball. An opportunity will be provided to develop, to a high level, skills 1n the selected physical activities. This will be coupled with en attempt to develop the students' judgements related to organization, administration and coaching. The administration of sports clinics for peers and local elementary schools will be employed to develop organizational skills in areas such as scheduling, tournament organization, and officiating. The evaluation will have both practical and theoretical aspects such as written tests, skill projects, practical skills tests, conducting sports clinics, officiating and developing coaching strategies. Effort, participation and initiative will be considered as indicators of desirable, positive attitudes toward the program. Recommended Prerequisite: PHM30 or PHF30 PHYSICAL EDUCATION (COED) PEDSA — Advanced Level This course is designed to help the student understand the scope of physical and health education and the ways it can contribute to the improvement of society. Three major theory units focus on the principles and mechanics of movement by studying concepts involved in physiology, kinesiology and motor learning. Coupled with the above theory is a study of fitness through an examination of the principles of athletic training, various training methods and the measurement of fitness Athletic injuries, emergency care, recovery end rehabilitation programs will also be studied. The personal activity unit will be developed with the students in the class to meet their activity needs, while also providing a forum for the implementation of practice strategies related to the chosen sports. In addition to selected field trips, a minimum of 5 hours work experience in a school or recreation program is required Suggested Prerequisite: Completion of Orade 12 PHYSICAL SCIENCE — For descriptions refer to Science Introductory Physical -81— 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 end 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: One "A" Level Science Credit and MAT2A PHYSICS SPH38 - Amaral 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 end electromagnetic induction are covered Suggested Prerequisite: One Science Credit. 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 end modern topics in physics. The course concludes by applying weve and particle models of matter to describe the hydrogen atom. Suggested Prerequisite: SPH3A and MFM4A 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 Mathematics - Relations and Functions MRF5A RESOURCE MANAGEMENT - For description refer to Family Studies - Resource Management NFR48 SCIENCE (B I OLOOY) SNC2A - 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. -8,2 - SCIENCE (BIOLOGY) SNC20 - 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 SNCIA - 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 es SNCIA, 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 SNC 1 G -- 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 end 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 end 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 end function); vertebrate structure and function. SCIENCES PHYSIQUES - COURS INTRODUCTOIRE SNCiAR - Advanced Level (Ref. Page 59) (Early French Immersion) SNCiAL - Advanced Level (Late French Immersion) NOTE: THESE COURSES ARE TAUGHT IN FRENCH. This course introduces the student to the basic topics of physical science. It is identical to SCI1A 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. -83 - SHORTHAND PERSONAL (FORKNER) BSH38 — 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 11/2 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: BKT 10 SHORTHAND BUSINESS BSH46 — General Level This is a continuation of Forkner Shorthand BSH30 with en 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 of unpreviewed material and the minimum speed requirement is 80 words per minute for 1 1/2 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 end BKT 1 0 SOCIOLOGY OF THE FAMILY — For description refer to Canadian Family in Perspective NFP5A TECHNICAL ENGLISH — For description refer to English — Business EBS48 TECHNOLOGY — MECHANICAL — For description refer to Mechanical Technology. TYPING BKT16 — General Level In this course, students will learn bow 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 BKT26 — 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: BKT 1 G -84 - TYPING - FRENCH IMMERSION - For description refer to Dactylopraphie BKT 1 OR and BKT 1 OL TYPINO GRADES 11 AND 12 - For description refer to Business Procedures BSP30 and BSP48 TYPINO FOR SENIOR STUDENTS BKT 1 G 1 - General Level NOTE: SENIOR STUDENTS WISHINO TO TAKE TYPINO SHOULD REGISTER IN BKT 101. THIS COURSE WILL BE OFFERED ON A SEMESTERED BASIS FOR SENIOR STUDENTS AND NON-SEMESTERED BKT 10 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 es 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, Oeography, 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 tvDewriter. VISUAL ARTS - COMPREHENSIVE AVI10 - 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 end 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 AYI2O - General Level This course continues in depth and in progression the study of form and design begun in AVI 10. 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: AVI 10 VISUAL ARTS - COMPREHENSIVE AVI3A - Advanced The student is encouraged to develop an individual approach to problem solving as it relates to both studio end 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: AVI 10, AVI 20 -85- YISUAL ARTS - COMPREHENSIVE AYI4A - Advanced 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: AVI30 or AYI3A VISUAL ARTS - BALANCED AYISA - 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, painting, printmaking, graphics, sculpture, ceramics and mixed media 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 AYI40 or AVI4A VISUAL ARTS - SPECIAL SERIES (CRAFTS) - CERAMICS AYC38 - 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: Senior Student VISUAL ARTS - SPECIAL SERIES (CRAFTS) - CERAMICS AYC48 - General Level This course will continue and build upon the skills in Ceramics acquired in the AYC30 course. Handbuilding and wheel techniques will be further developed and the completed ceramic objects will incorporate more than one technique. More Involved glazing techniques will be studied. The role that design plays in the function of containers will be emphasized. There will be research into styles of clay both from the past and present. The organizing and maintenance of a ceramic studio will be discussed. Students will be required to pay a studio fee of approximately $20.00 for clay and glazes. Suggested Prerequisite: AVC30 -86 - VISUAL ARTS - SPECIAL SERIES (APPLIED DESIGN) - INFORMATION DESIGN AYD3O - 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 end 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: Senior Student VISUAL ARTS - SPECIAL SERIES (APPLIED DESIGN) - INFORMATION DESIGN AYD4O - General Level Throughout this course, the students will build on the skills acquired in the AVD30 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 end to pay a studio fee. Suggested Prerequisite: AYD30 VISUAL ARTS - SPECIAL SERIES (FINE ARTS) - DRAWIN6 AND PAINTING AYF461 This course will be evenly divided between drawing and painting. The skills of drawing will form the framework for painting and a natural progression to it. Elements and principles such as line, form, colour, value, rhythm and perspective will be studied. A variety of techniques will be introduced for both the drawing and painting sections. Media will include pencils, charcoal, pastels, ink, watercolour, acrylics and oils. The promotion of creative thought and expression will be stressed. Composition and means of representation will be studied through historical examples. Group and individual critiques will form part of the evaluation. Students will be required to purchase basic art supplies and to pay 8 studio fee. -87 - VISUAL ARTS - SPECIAL SERIES (FINE ARTS) - PHOTOGRAPHY AYF4O - 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 zerox, cibachrome, cynanotype end 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 35mm. 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: Senior Student. WOODWORK TCW2O - General Level This is an introductory course in woodworking. It is designed to familiarize the students with all aspects of working with wood. Students will be taught, through practical projects, the safe and correct usage of many hand and power tools with emphasis on hand tools. The students will be expected to prepare working drawings and a 'bill of materials' for each project This will involve some instruction in the drafting room. In addition, students will be taught to identify the most commonly used species of woods. Students will be expected to help defray the costs of materials for their various projects.