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HomeMy WebLinkAbout1989-1990 A.Y. JacksonPROGRAM BOOKLET AY JACKSON Secondary School 1089 1000 TABLE OF CONTENTS General Information 1 Program Aims 2 The School's Expectations of Students 3 Evaluation of Student Achievement 3 Requirements for Graduation Diplomas 4 Credit Definition 4 Courses - General Information 5 Level of Instruction 5 Courses of Study 6 A. Y. Jackson Timetable Policy 6 Ontario Student Transcript 6 Prerequisites 6 Timetable Changes 7 Co-operative Education 7 The Guidance Department 8 The Library Program 9 Special Education Programs anti Services 9 Special Education Resource Unit 9 Semestering 10 Information for students from other schools who intend to register for one semester 10 The Arts (Art, Drama, Music) 11 Business Education 19 Computer Studies 22 English 23 Family Studies and Technical Programs 27 Geography 32 History 35 Moderns French and German 39 French Immersion 43 Mathematics 47 Physical Education 53 Science 57 List of Courses 61 A. Y. JACKSON SECONDARY SCHOOL 150 Abbeyhill Drive Kanata, Ontario K2L 1H7 (613)836-2527 GENERAL INFORMATION The purpose of this course calendar is to provide parents and students with the information currently available so that they can select a program appropriate to their individual needs. The calendar lists the requirements for a diploma and provides descriptions of each course that will be offered in 1989-1990 at A.Y. Jackson Secondary School. Ultimately, the responsibility for a student's program rests with the parents, and in the case of a student over eighteen, with the student himself. The school offers considerable advice to assist in the decision-making process. For students entering Grade 9, the recommenda- tions of the Grade 8 teachers are the most useful assistance available. For students already registered at this school, the Guidance Department can offer consultation and advice in deciding on course selection. All information in this booklet is accurate as of i ts publication date January 1989. 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 1989. 1 A, Y. JACKSON SECONDARY SCHOOL PROGRAM AIMS A. Y. Jackson's programs reflect the objectives of the Ministry of Education and the Carleton Board of Education's mission statement. The aims of the Ministry of Education are stated in the document: Ontario Schools: Intermediate and Senior (OSIS). They are: Programs in all schools in the province of Ontario are designed to help students 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. MISSION STATEMENT of the CARLETON BOARD of EDUCATION: It is the mission of the Carleton Board of Education to develop and provide to each student, regardless of age, an education of the highest quality, in a positive environment, with caring and dedicated staff members. 2 THE SCHOOL'S EXPECTATIONS OF STUDENTS Parents and students are expected to make realistic program selections based on the student's individual needs, abilities and past performance. Once the commitment is made to a particular program, students are expected to follow their commitment in a responsible manner. Regular attendance on the part of students is vital to the process of learning. When the processes and content of learning are disrupted by irregular attendance, both the individual student and the class suffer a loss of experiences that cannot be entirely replaced. Students who habitually miss class suffer in the evaluation process because their participation and achievement cannot be assessed. Attendance in class should be of great concern to the semestered student, since one day of absence actually equates to two lost periods for each subject scheduled that day. The subject attendance on the report card will reflect this double loss. After a certain number of classes have been missed, the student's status in a course will be reassessed. Should the end result of this consultation not result in a pattern of regular attendance, the student would normally fail to achieve credit for this course. A complete Code of Behaviour for a student attending A. Y. Jackson Secondary School will be found in the Student Handbook given out on the first day of school. It is recommended that both parents and students read it. EVALUATION OF STUDENT ACHIEVEMENT Evaluation is a very important part of the learning process. Student achievement in courses at A. Y. Jackson is measured through a variety of evaluation instruments including formal examinations in January and J tine. Students will generally be required to write at least one examination per course. In non-semestered courses (Grades 9 and 10) a student may be exempted from a final examination. A detailed statement of student evaluation may be found in the school's "Student Evaluation Policy". This is available to students and parents in the Main Office. Summaries of the evaluation policy are included in the syllabus distributed to students in each course during the first week of the course. REQUIREMENTS FOR THE ONTARIO SECONDARY SCHOOL DIPLOMA (OSSD) This diploma is available to all students who began secondary school on or after Sep.1, 1984. Note: Students who entered secondary school prior to that date are eligible for either the Ontario Secondary School Graduation Diploma (SSGD) or the Ontario Secondary School Honour Graduation Diploma (SSHG D). The requirements for those diplomas can be determined by consulting a member of the Guidance Department. In order to earn an Ontario Secondary School Diploma, the student must earn a minimum of 30 credits. The distribution of credit requirements are outlined on the following page. 3 REQUIREMENTS FOR THE ONTARIO SECONDARY SCHOOL DIPLOMA (OSSD) (cont'd) Compulsory Credits: (Total of 16) 5 credits in English (including at least 2 from the Senior Division) 1 credit in French as a second language 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) ** Note (b) below.** 1 credit in the Arts 1 credit in Physical and Health Education 1 credit in Business Studies or Technological Studies and Elective Credits (Total of 14) 14 credits NOTES: (a) Elective credits may be earned in all subjects, including those named in the compulsory credit list, provided that such electives are additional to the compulsory credits. The elective credits allow for concentration in a specialized area of the curriculum. (b) The Senior Social Science credit may be selected from any grade 11 or 12 or OAC credit in any of the following disciplines: Law; Economics; Family Studies; History; Geography; Man in Society; Personal Life Management. (c) Ontario Academic Courses (OAC): OAC's are university entrance courses common to alt secondary schools in Ontario. Credits in OAC's may be counted among those required for an OSSD or may be in addition to the 30. OAC's are in the process of being developed by the Ministry of Education and the Carleton Board of Education. In subjects where OAC's do not yet exist, Grade 13 courses will be accepted as equivalent to OAC's. CREDIT DEFINITION A credit is granted in recognition of the successful completion of a course for which a minimum of 110 hours has been scheduled. 4 COURSES - GENERAL INFORMATION COURSE CODE EXPLANATION All courses are identified by a computer code common to all secondary schools. M A T 1 A F The first three characters (M A T 1 A F) identify the department and course i.e., MAT - Mathematics The fourth character (M A T 1 A F) identifies the year or grade. i.e. 1 = Grade 9 2 = Gradel0 3 = Gradell 4 = Gradel2 5 = Gradel3 0 = OAC The fifth character (M A T 1 A F) identifies the level of instruction for the course. i.e. A = Advanced Level G = General Level B = Basic Level The sixth character (M A T 1 A F) is designated by the school for internal purposes. e.g. F = Combined Early and Late Immersion D = Co-operative Education L = Late Immersion French (etc.) LEVEL OF INSTRUCTION In courses where there is a choice of instructional levels, students should choose the level that best suits their ability and goals. These can be determined from past success in the subject and from advice given by teac hers, 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, fun- damental knowledge and practical applications. Advanced level courses prepare students for Grade 13 or OAC courses. Students wishing to enter university or limited enrolment community college pro- grammes, are advised to take mainly A level courses. 2. General Level ("G" Level Courses) General Level courses provide practical applications to illustra te fundamental concepts. These courses prepare students for employment or further education in colleges and other non -university educational institutions but do not usually lead to Grade 13 or OAC courses. 3. Basic Level ("B" Level Courses) Basic Level courses are designed to focus on the development of personal skills, social understanding, self-confidence, and preparation for the world of work. Such courses will assist students to prepare for a successful, independent home and working life, to manage personal financial resources, to communicate effectively, and to develop attitudes that foster respect for the environment, good health and fitness, and a positive approach towards work and leisure. 5 COURSES OF STUDY All courses of study have been developed within the guidelines laid down by the Ministry of Education. Copies of all courses of study for the school are available in the main office and in departmental offices. 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. A. Y. JACKSON COURSE LOAD POLICY The minimum recommended course load for students in full time attendance over the year is as follows: Grade 9 - 8 courses Grade 10 - 8 courses Grade 11 - 8 courses Grade 12 - 7 courses Grade 13 - 6 courses In special circumstances, Grade 13 students may be permitted to take 2 courses only in one semester. This will be considered only if the 2 courses can be scheduled in periods 1-4 or 6-9 and only following consultation with the vice-principal. ONTARIO STUDENT TRANSCRIPT (OST) 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. 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 pre- requisites are therefore included. 6 TIMETABLE CHANGES Option sheets are returned in February. Students may 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 and 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 requirements 5. Timetable errors. 6. Medical reasons. 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 complement in -school learning acti vi ties. 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 Grades 11,12 and 13 attending A. Y. Jackson Secondary School . Students must apply for the course, receive a 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 (two 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 - co-op placement orientation class for the first two weeks of the semester and reflective learning sessions on an on-going basis throughout the semester. Part 2 - supervised learning activities at one or more training stations for approximately three hours per day from the third week of the semester to the final examinations (approx. fifteen weeks). 7 CO-OPERATIVE EDUCATION CREDIT COURSE (cont'd) 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. Evaluation: Term Evaluation - 60% Co-op Supervisor - 40% Co-op Teacher Final Evaluation - 50% Co-op Supervisor - 35% Co-op Teacher - 15% Co-op Student Self-evaluation 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. THE GUIDANCE DEPARTMENT The Guidance program plays a vital role in the school curriculum at A. Y. Jackson Secondary School. It is a composi te of the school's instructional, counselling, consultation, co-ordination, and liaison activi ties that a re planned and implemented to assist student orientation, program selection, and preparation for the next level of study or entry to the world of work. The program provides students with an opportunity to: - develop an awareness and understanding of themselves and their relationships with others; - clarify their educational options and career alternatives. The Guidance program at A. Y. Jackson has been developed and planned from the Guidance guideline and an assessment of student, school, parent, and community needs. The following activities are planned and implemented to assist the Guidance Department in carrying out their objectives: - providing feeder school students, parents and staff with information about courses and planning a successful academic career; - facilitating the academic, personal and social adjustment of new students by providing orientation for grade nine students and a study skills workshop; - ensuring that every student has his or her program of study evaluated and that an opportunity for modifying program exists; providing counselling related to establishing clear career goals; - providing programs, such as, work experience and co-op education to ensure that students have an opportunity to reality -test career choices; - providing an information service to Grades 12 and 13 students who are prospective community college and university applicants; - liaising with services available to secondary students in the community and making information covering these agencies available to all students. 8 THE LIBRARY PROGRAM The A. Y. Jackson Library supports class assignments and independent study. 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. 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 the process of research as specific skills are needed. In addition to the curriculum units offered, there are special program activities, involving all of the students, throughout the year. Guest speakers, computer demonstrations, and displays on particular themes are a few of the special activities which are presented during the school year. The Library provides a quiet work environment. The collection includes books, magazines, newspaper clippings, pamphlets, filmstrips and audio-visual kits in both French and English. These items may be borrowed on a three-week loan or overnight loan basis. Students are encouraged to use their school library, to develop an interest in reading and to enjoy learning through a variety of resources. The Library is open from 8:30 a.m. to 3:45 p.m. every school day. SPECIAL EDUCATION PROGRAMS AND SERVICES Special education programs are designed to ensure access by exceptional pupils to an education based on the goals that underlie education for all students. Special education programs may be located in one or more of the following settings: the regular classroom, a resource setting, a self-contained class or a special school. The needs of an individual exceptional pupil are delineated by an Identification, Placement and Review Committee of the Board. SPECIAL EDUCATION RESOURCE UNIT Students who require special assistance because of either physical or learning disabilities, poor study habits or organizational skills, or because they are behind in academic skills 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 student's 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. No credit is given for S.E.R.U. as this program is designed to assist students with basic skills, but is not, in itself, new learning. The Special Education Department also offers a Learning Enrichment Service for students who have above average thinking ability, a high degree of creativity or a strong commitment to "getting the job done". 9 SEMESTERING All subjects in Grades 9 and 10 are offered on a September to June basis. In Grades 11,12 and 13 all subjects are offered on a full semester basis from September to January or February to June. The chief advantage of semestering in the senior grades is that students can accumulate enough credits to graduate in four or four and a half years rather than five. This means that some 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. Students living in areas outside of the A. Y. Jackson boundaries may attend A. Y. Jackson if they are within four credits of graduating. INFORMATION FOR STUDENTS FROM OTHER SCHOOLS WHO INTEND TO REGISTER FOR ONE SEMESTER A) BOUNDARIES: Students entering Grade 11 must reside within the A. Y. Jackson attendance area. Students residing west of the Rideau River can register for one semester to complete their Ontario Secondary School Graduation Diploma or Ontario Secondary School Diploma (Grade 12). Students in the Earl of March attendance area and those in the South Carleton attendance area north of Concession VIII in Goulbourn Township can register for one semester to complete their Ontario Secondary School Honour Graduation Diploma (Grade 13). B) ADMISSION REQUIREMENTS: 1. Students entering Grade 12 must have at least 23 credits towards SSGD or 26 credits towards OSSD. 2. Students entering Grade 13 must have at least 2 Grade 13 credits. 3. Students must enrol in enough courses to be eligible to graduate with a diploma and remain in the full program throughout the semester. 4. Students must meet the boundary requirements mentioned above. C) ADMISSION PROCEDURES: 1. The student should see a counsellor in her/his present school and obtain an Inter -School Transfer Form and a transcript of 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 ( or 13) in one semester". 2. The student should bring the Inter -School Transfer Form and the 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 counsellor. 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 program requests cannot be timetabled. 3. Students transferring from other Carleton schools specifically for the semestered program can use school buses (where routes exist) or are supplied with OC Bus passes. 10 art Mnsic drama &s i 31`P , D , EUCIIC .\\•\♦• /• I f f f f f/! DRAMA `fes, l,?f N. \ \ \\Y/\ \ J r f ! / / / J / r / / J / / / / / f f f / J / / / / / J ! / f / / / J/ f! J J J/ f f J / / / / / / f F / / / l f / / F / / / l F / / / / J / / / / l 1 / J / f J f Y' Ar)A2n \'.' 4 \ \ J J / l F J/! f f f f// ! / / ! f f / \ \ Y N. \ \ f f f! f 1// f / / / r J F / / f l f / / / f / / / l / l / J / / / Y \ \ \ ' J/ f f f/ l/ f \ \ \ ♦ \ \ \ '///// \ \ \ \ \ • N. / f f f/ J!/ Y \ \ • \ • \ / / l l J / / l / \ Y \ \ \ \ / l / / F / f / ! \ ♦ Y \ \ N. N. \ / r / / / ! f l / • \ \ \ \ / f J ♦ N. f l f 1 /! l f f// \ \ \ \ \ N. \ / / / 1 / / r ! f / / f / / f l / / / / ' f ! f / f J / / / \ \ \ \ \ \ • / 1 / / f I / / /////// • f J f// r f f/ J ..:a .'dfOM .. ':M:!!!fifff, .,..i'./ $4.#, NOTE: A minimum of 1 credit is required in the Arts for the OSSD �'�jjj j$�yJ�l JJ. {:.:'': f...:.`r ;..:.�+ :; 2,; }} a>ze lJ. v v f�� . /f/IYl�Y, f�/Jf iYf v 4ux{{d:'va>.uU....{viwc{:�.GrJJr.{<'t't07Ut%H.rl/ %i! THE ARTS ART COMPREHENSIVE COURSES AVI1G ART1G - General Level Suggested Prerequisite: None VISUAL ARTS - FOUNDATION COMPREHENSIVE This general, introductory course is intended as a foundation for further courses in secondary school at the general or advanced level. Its objective is to develop visual perception and practical facility in the fundamental techniques of drawing, painting, printmaking, information design, and sculpture. The study of design concepts is emphasized. Studio activity such as the following will be included in the course: sketching, rendering, perspective, painting to explore a variety of techniques, making relief prints and monoprints, exploring elementary graphics, designing posters, and three-dimensional activities such as modelling, carving, and constructing. The practical studio and design activities will be integrated with a study of Canadian art and artists in comparison with those in the United States, Europe, and other societies. Students will be required to purchase basic art supplies and to pay a studio fee. AVI2G ART2G - General Level Suggested Prerequisite: AVIIG VISUAL ARTS - COMPREHENSIVE COURSE This course will include studio activities related to fine arts—drawing, painting, printmaking, sculpture, and three-dimensional activities, crafts and applied design. The elements and principles of design will be reinforced as they relate to these different areas. An introduction to important works of art in major world cultures will reflect the studio content in the fine -arts areas. Students will be required to purchase basic art supplies and to pay a studio fee. AVI3A ART3A -Advanced Level Prerequisite: AVIIG or AVI2G This course continues the study of drawing, painting, printmaking, sculpture and related problems in composition. In drawing, an emphasis is placed on the development of increased proficiency in skills, heightened perceptual awareness and imaginative composition. The history/criticism component continues the comparative study of pairs of important artworks in relation to the study of colour and many of the studio activities. Students will be required to purchase basic art supplies and to pay a studio fee. 13 SPECIAL SERIES COURSES AVC3G CERAMICS3G - General Level Suggested Prerequisite: Senior Student (Grades 11, 12, 13) 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, with opportunity for wheel work and sculpture. Design and decoration from various cultures will be studied. Students will be required to pay a studio fee for clay and glazes. AVD3G INFORMATION DESIGN 3G - General Level Suggested Prerequisite: Senior Student (Grades 11, 12, 13) This course emphasizes an understanding of visual form and design principles in rela tion to impact and clarity when communicating ideas. Students will have practical experience and skill develop- ment in the communication processes such as typography, illustration and methods of reproduc- tion. Layout, logo design, advertising and packaging will be studied. Skills will be developed in planning, symbolizing, precision, and finish. They will learn how the designer extends his/her influence beyond the walls of the studio. Students will be required to purchase basic art supplies and to pay a studio fee. COMPREHENSIVE COURSE AVI4A ART 4A - Advanced Level Suggested Prerequisites: AVI3A or AVI3G Students' previous experiences in visual arts courses will have developed their skill and under- standing in composition and studio techniques. In this course students concentrate on the meaning of a work of art. Through a careful consideration of the relationship of subject matter to media and technique, students address the problem of form and content. Through their work in drawing, painting, and one of sculpture, printmaking or photography, students investigate the reconcili- ation of form and content. The history/criticism component continues the comparative study of pairs of important artworks in anticipation of the historical overview of the OAC. Students will be required to purchase basic art supplies and to pay a studio fee. 14 SPECIAL SERIES COURSES AVC4G CERAMICS 4G - General Level Prerequisite: AVC3G This course wilI continue and build upon the skills in Ceramics acquired in the AVC3G 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 for clay and glazes. AVD4G INFORMATION DESIGN 4G - General Level Prerequisite: AVD3G Throughout this course, the students will build on the skills acquired in the AVD3G course. In order to familiarize the students with the basic problems faced by the designer, the projects assigned will be similar to those that present themselves to professional studios each day. Works of contemporary Canadian and American designers will be analysed. Students will develop skills in using ideas and imagery from a variety of sources, including the environment and the visual arts. They will learn how to prepare camera-ready art, study methods of reproduction, and the principles of animation. Students will be required to purchase basic art supplies and to pay a studio fee. AVF4G PHOTOGRAPHY 4G - General Level Suggested Prerequisite: Senior Student (Grades 11, 12, 13) 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. Students will learn about the camera and its components, loading and unloading the camera, black and white film and developing, dark -room procedures, and the techniques of taking pictures with appropriate lighting. The elements and principles of design will be applied to the field of photography. Photo techniques such as photo silkscreen, colour xerox, cibachrome, and sepia toning 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 working 35 mm camera and to supply their own film and paper. In addition, there will be a studio fee to cover the cost of photographic chemistry. 15 AVIOA ART OAC - Advanced Level Prerequisite: AT LEAST one of AVI3A or AVI4A. This course is the completion of the advanced -level program, intended for students continuing on to further education. The studio/design and history/criticism components each constitute 50 per cent of the allotted course time. In the studio component, students select one of painting, sculpture, photography, or printmaking, which they then explore in depth through the progressive resolu- tion of the technical and artistic problems related to the chosen medium. Students use their study of drawing to support and expand their evolving ideas within their selection option. The concentration of the course should assist students in resolving artistic problems and in analysing their work critically in relation to the work of classmates and the artistic tradition. The history/ criticism component will provide students with a sequential overview based on the key monu- ments in Art studied in Grades 10-12. It will also stimulate discussions and supplement the studio work. Students will be required to purchase basic art supplies and to pay a studio fee DRAMA ADA2G DRAMATIC ARTS 2G - General Level Suggested Prerequisite: None 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 are 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. ADA3G DRAMATIC ARTS 3G - General Level Suggested Prerequisite: ADA2G 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 stage". Students will be involved in writing and performing children's plays for audiences in local elementary schools, as 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 N.A.C. production, written play reviews and participation in projects for public presentation is required. 16 ADA4G DRAMATIC ARTS 4G - General Level Suggested Prerequisite: ADA3G This is a third year course in which students with experience in drama group work, improvisation and the creative use of the written word explored a variety of dramatic styles. The student will learn about script analysis, rehearsal techniques, and character development before becoming involved in a major production for a public audience. Evaluation is based on attendance, energetic project participation, performances, and tests. MUSIC The fundamental aim of the school music program is to educate students culturally, creatively andsocially through the study of music. An integral part of this program is the students' involvement in the Bands and smaller ensembles. Students with experience on an instrument are encouraged to participate in this activity as the additional practice time every week is an important aid to develop instrumental technique. The weekly rehearsal schedule is as follows: Junior Band Wednesday 3:00 to4:00 Senior Band Tuesday 3:00 to4:00 Thursday 3:00 to5:00 Stage Band Monday 3:00 to4:00 Thursday 8:00 to8:50 (AM) AMA1G MUSIC 1G (Beginner) - General Level Suggested Prerequisite: None This introductory course in instrumental music is for beginners or those with limited experience. Students are taught instrument care, basic technique, notation, and some musical history and appreciation. Instruction will be given in any of the following wind instruments: flute, oboe, clarinet, bassoon, saxophone, trumpet, French horn, trombone, baritone or tuba. Percussion players will be selected after the first term. AMU1G MUSIC 1G (Experienced) - General Level Suggested Prerequisite: 2 years experience in instrumental music or approval of music teacher. The students in this course will advance their technique through method books and band repertoire. Rudiments and history will form a regular part of the course. The major project required in each semester may be fulfilled either by participation in the Junior Band or by written projects. AMU2G MUSIC 2G - General Level Suggested Prerequisite: AMA1G or AMU1G This course is a continuation of the Grade 9 course. Technique and range are further developed. Rudiments and history are continued and private study is encouraged. Membership in the Concert Band is strongly recommended. 17 AMU3G MUSIC 3G - General Level Suggested Prerequisite: AMU2G This course is a continuation of the Grade 10 Music Course. The student increases his skills in scales, sightreading, range, technique, and general musicianship. Music theory is continued and some harmony is introduced. Music history is continued. A solo piece is part of the final exam. Participation in the Concert Band, or other performing ensembles is a requirement of this course. AMU4A MUSIC 4A - Advanced Level Suggested Prerequisite: AMU3G This course on Music theory is completed at this level and harmony is increased. Musical form is studied through band repertoire, listening, and analysis skills. A solo piece is part of the final exam. Participation in the Concert Band, or other performing ensemble is a requirement of this course. AMY5A MUSIC 5A - Advanced Level Suggested Prerequisite: AMU4A A student is required to perform two solos (or one solo and one conducting piece) and be a member of both the Concert Band and another ensemble. Harmony is continued and counterpoint introduced. Other forms of music are studied through listening, analysis and performance. 18 ,c OFFICE ADMINISTRATION f I / f ! f 1 / ••i • BKI1G ' '\ BKI1GF .f,� (Keyboarding) .; �,.. (Clavigraphie) ♦' / ▪ / / / /le e ,`l /` f ` 7 ` 7 ` f `! v v \ \ \ \ , • ,4 t, �, \�4 ' \ \ , \ \ \ / J / / / / / / / / f f f f / /\/'/ /`/`/ BKA2G J`J`f`f`f`f`, 4 i 4 4 • . \ S. S. N. N. S. / ! / / ! ! / / / f / f / /`/`/`/`/`%/`. (Keyboarding) `f`f`f`J`J`f`/ / //// f v / f f f f J!/ / l/! J f! / f // f f/ J f f f// \ \ 4 \ \ ♦ , \ \ \ ♦ ♦ , \ v , ♦ ♦ , , \ J/// f f J f f f / f f f f// f f f/ / // f l/ f J//• f f f/! f f / / / ..- ...',%.,%.,%. ! J \• f Jf % • ♦ \ BSI3G v','v (Information processing) BSH3G '♦'♦' ''',� (1990-91). DIMIIMMO D13C 2II til. DCS2G (Introduction to Computers) DCS2A (Introduction to Computers) BPC3G (Computer Studies) GENERAL BUSINESS NCh�h\+�+�fLiLdCd�fttLM0�OM0(t:CLa ..• LfVfiL'r:\i'f.RA1.... .L n..: :..::. vh .v... :..2:'.CLKi ... A..2 L ..... vi'ri�: 1. A minimum of 1 Business or 1 Technical credit is required for the OSSD. 2. A Business Education endorsement will be shown on the Ontario Student Transcript of a student who completes a package of 8 Business electives. Three such packages are proposed: (a) Office Administration: BKI1G, BKA2G, DCS2A or 2G, BSI3G, BSH3G, 3 electives; (b) Accounting and Computers: BKI1G, DCS2A or 2G, BAC3A or BAI3G, DCS3G, BACOA, 3 electives; (c) General Business: BKI1G, BIB2G, DCS2A or 2G, BMK3G, BAC3A or BAI3G, 3 electives. 4 i 4'}}}}, x}x:}k,\\:.,+} }} vy.}k h4. 4:}}}?}k:+:.{.,::+.}, }}y�.x}}}y}::k 4}y.}x}•::Y.ry•S,vn}}y}},v,.w:::.};.;.�:.}}}}}«;:!;:y: ro`�`d}`�»btoca'i6i>sSTVi :.: :•, : .L.; :•:.:: .. .W • xv»:r:ccaLo•vv:•x.+a:'t,ma}d::iax+i wuotta/,cwrow/fo:oGi/f /.v.�y.:,u:�:> BKI1G KEYBOARDING 1G - General Level In this course, students will learn how to type by the 'touch' system. Once the keyboard has been mastered, emphasis will be placed on such special applications as personal letters, centering, essays, and notes. 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. BKI1GF This course is identical to BKI1G, and offered in the French language to students in the French Immersion Program. BIB2G INTRODUCTION TO BUSINESS 2G - General Level Suggested Prerequisite: None This course is designed to introduce students to the world of business. The students will become familiar with the many business career areas available for future study in computers, accounting, marketing, and law (criminal and business). Some of the topics covered in this course include consumer awareness, insurance, personal finance, the role of government, banking and retailing. BKA2G KEYBOARDING 2G - General Level Suggested Prerequisite: BKIIG 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 wpm speed. BAC3A ACCOUNTING 3A - Advanced Level Suggested Prerequisite: None This course is the suggested pre -requisite of Accounting OAC. The material in this course will he presented in greater detail than at the BAI3G level. In addition to the basic accounting concepts students will learn the accounting cycle for service and merchandising businesses, special journals and subsidiary ledgers, cash control and banking procedures, how to analyze financial statements related to the sole -proprietorship business. Theoretical knowledge will be applied to special case studies. Students will discover that this course provides both useful personal skills and an excellent start towards university business studies as the course is designed to equip them with a working knowledge of accounting theory. BAI3G ACCOUNTING 3G - General Level Suggested Prerequisite: None This course is designed for students seeking an introduction to accounting theory and practice for personal use, for employment after secondary school, or in preparation for further study at the community colleges level. Fundamental concepts and accounting theories are introduced but the emphasis is on accounting applications to reinforce the principles. The core content includes the accounting cycle for service businesses, multi-purpose columnar journals, cash control, banking and career awareness. 20 BMK3G MARKETING 3G - General Level Suggested Prerequisite: Senior Student 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 must complete several marketing related projects. BSH3G SHORTHAND 3G - General Level (1990-91) Suggested Prerequisite: BKI1G This course will enable the student to master all of the rules in Forkner 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. BSI3G INFORMATION PROCESSING- General Level Suggested Prerequisite: BKIIG Information processing examines current and future office environments and will provide students with ways of collecting, processing, recording and managing information while practising such activities as document preparation, message communication and distribution, and records manage- ment. Using electronic keyboards, computers and up-to-date office equipment in practical applica- tions is emphasized. BLW4A LAW 4A - Advanced Level Suggested Prerequisite: Senior Student A survey course 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. BLW4G LAW 4G - General Level Suggested Prerequisite: Senior Student A survey course 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. 21 BACOA ACCOUNTING OAC - Advanced Level Prerequisite: BAC3A The study of accounting at the OAC level will provide students with a better understanding of the business world and is intended for students who wish to pursue a business studies program at university. The use of accounting as a decision-making tool is stressed. Beginning with a review of basic accounting procedures, the student proceeds to investigate other forms of accounting tech- niques such as financial statement preparation and analysis, accounting controls, inventories, corporation accounting, and manufacturing operations. DCS2A INTRODUCTION TO COMPUTERS 2A - Advanced Level Suggested Prerequisite: None 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 Maclntosh. Word processing and graphics application programming is introduced. Keyboard experience is recom- mended. The course topics include system components and how they work and the impact of computers on society. DCS2G INTRODUCTION TO COMPUTERS 2G - General Level Suggested Prerequisite: None This course offers an introduction to computers. Students will be introduced to the BASIC compu ter language, the use of graphics and gain "hands-on" computer experience on the Apple Macintosh using word processing and graphics application programs. Students will also study how compu ter system components interact, and the implications computers have in society. BPC3G COMPUTER STUDIES 3G - General Level Suggested Prerequisite: DCS2G or DCS2A Computer Studies - Concepts: Previously acquired programming skills will be expanded with particular emphasis to business related applications such as payroll and inventory, using BASIC. This course provides extensive 'hands-on' experience with application programs in word process- ing, spread sheets and data bases. It includes valuable computer experience for both A and G -level students. 22 J f ! ! / /7 /7 ! ! ! / f f f / / / / / / ! J / / I I , • • • • \ \ / J J J J 1 •, • • • • • • 1 Y • • • • • • • / / I I / I I / , \ t t t N. • t l / / / / l l , • N. • N. \ • • • N. \ \ 1 t \ IN.! • ! • / I J f f/ f/ f / / ! l l / f / F ✓ ! / r / / / J J J ! 1 1 • N. \ • • J J J J I! • • N. \ • t • N. \ \ 1 \ \ \ • J ! f f I ! ! ! • • • \ \ 1 1 • 1 • • \ • • N. Y • \ • • N. \ Y • • • • • \ • • \ • • \ t • • • Y • J J I I ! ! N. 1 1 \ N. ♦ r r r r r r r r r Y \ \ Y \ • • t E L I OA. (Canadian Lit) 3,. 1. A minimum of 5 credits in English is required for the OSSD. 2. Students taking General Level courses should note that they must take all core English courses and ENS3G to obtain sufficient credits for the OSSD. 3. Students in advanced level courses planning on graduating with the OSSD at the end of Grade 12 must take ENS3A as the fifth English credit. 4. Students planning on post -secondary studies and taking English at the OAC level must take ENGOA as the core course. ELIOA (Can. Lit.) may be taken only in conjunction with or after ENGOA. ��: v4 YJC< ?•iTiv�TT:?^TTTiTTiTT:_T}i:?.v:..:::.:::::::::::::::..: �.: �.: �::::: . �:::::::::: v:.:::::::::::::: 'lr# '??Cv '. "•iti4}}. _: n ................ ?•}}}i}i??•i'fi}ff.?•i:'T.TTT ^: ili%/.T .. •v'R?•. v:}\"yiiiiii:T �iiS':•..:.:.....(iiiii:i'�ii'�........i...,•...............::.}}:i}Ti:'vii}TT::.}.{::::::::::.�:.�.�5:. �::: :y: n... .......... ...... .............. ....... �1.vi:Y{�+•.{{i};?.}:{�?xi.W{.}:TTJ,.v:::;{{:{:H.ry:ti2.}•::::T:.4.:i;x+l.?p:C{:r;•r.;:.}}T'iiiii:?::{.:::: M.v:::: �v:v}}:!.i}iii:.:i}TY:..:?}TiT ::x{rx?f+:'r:::::::?:: sn.}xxm:: x: Ffv}TYii.+Y.• ENG1A ENGLISH 1A - Advanced Level This course serves as an introduction to the study of English at the Advanced level. Both literature and language are studied, with an emphasis on acquainting students with all major literary genres, and on developing skills in both oral and written language. Hence, short stories, poems, novels, plays, and newspapers are studied, and students practise a number of different forms of writing. They are introduced to the study of a Shakespearean play, with comprehension of the language, and enjoyment, a major goal. At this level, Media Studies consist mainly of the study of the newspaper, and the study of short film. In addition, skills that students started to develop in grades seven and eight in small - group learning, efficient work and study habits, and independent learning, are further developed. Language studies such as grammar, usage, diction, and vocabulary development, are taught with a view to enhancing performance in both oral and writing skills. In all areas of study, both process and product are emphasized and evaluated. ENG1G ENGLISH 1G - General Level This course continues the concepts of writing as a process, group and oral work, and independent learning, that were begun in Grades seven and eight. Students will use these different approaches to study a variety of literary forms such as short stories, novels, drama and poetry. The formal language program in the course will be tailored to meet the needs of the students as demonstrated in their writing skills. Students will also be introduced to the terminology of media study. ENG2A ENGLISH 2A - Advanced Level Suggested Prerequisite: ENG1A This course further develops the skills that are emphasized in English 1A. There is a review of the major literary genres, with more intensive study of some (e.g. mythology.) In Shakespearean drama, a switch is made from tragedy to comedy, and the terminology connected with the study of Shakespearean drama is expanded. There is continued emphasis on both process and product in writing, small -group work, and independent learning, but the emphasis is starting to shift towards product at this level. Language studies in the areas of grammar, usage, diction and vocabulary development, continue to take place in with a view to improving the written and oral performance of the students. Media studies are done in both print and film or documentary. ENG2G ENGLISH 2G - General Level Suggested Prerequisite: ENG1G This course further develops the basic skills of listening, speaking, reading, writing and working independently. The course explores science fiction as a genre as well as selections of short stories, poetry, drama and two "high interest" novels. Students are expected to start developing criteria by which to evaluate literature for personal pleasure. The writing program will build on the students strengths in composition. Students will also be exposed to different types of media study during the year. 24 ENG3A ENGLISH 3A - Advanced Level Suggested Prerequisite: ENG2A This course is the first senior English course at the Advanced level. By this level, students have had considerable practice in the writing process, and are starting to work on clear expository writing on topics that grow from their study of literature. Again, all major literary genres are studied, and whenever possible, livetheatre is both viewed and written about. Language studies include increasing emphasis on vocabulary development and diction. Small -group work is done on more sophisticated topics than at the intermediate level, and the product of these group discussions may be reports or group seminars. Independent Study is given greater importance, and students are given assignments that stress the fundamentals of library research needed to do such assignments. Films, documentaries, and print are used for Media Studies. ENG3G ENGLISH 3G - General Level Suggested Prerequisite: ENG2G This course explores several forms of literature and attempts to sophisticate those skills which will help the student choose literature for recreational purposes as well as study purposes. Study materials include plays, novels, short stories and poetry. Extensive use is made of tapes, films and other audio- visual aids. Students' skills in independent speaking and group work will also be refined. ENS3A EFFECTIVE COMMUNICATIONS This course may be taken as a fifth English credit. It will polish the skills of the student who wishes to go on to OAC courses, and it may also help the student who knows that he or she has weaknesses in certain areas of communications, although it is not designed to be a remedial course. The emphasi s in the course is on using language effectively to communicate, both in writing and in speaking. There is more concentrated study of vocabulary, diction, word origin, usage, and appropriate language level for both written and oral work. Both aspects of communication are stressed, and students are led through a series of exercises designed to make the experience of speaking in public not only painless, but enjoyable. ENS3G ENGLISH SKILLS 3G - General Level Suggested Prerequisite: ENG2G This course is recommended as the fifth English credit in the General Level Program. It is a course aimed at practical communication and will develop oral and written skills suitable for entry into community colleges, apprenticeship programmes and 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 in business presen tations 25 ENG4A ENGLISH 4A - Advanced Level Suggested Prerequisite: ENG3A Either this course, or English 3A, must be taken before an ENG OAC course can be attempted. At this stage, students are refining skills they have worked on throughout the Advanced program as many of them prepare to take the ENG OAC course. Although process and product are both important in the areas of writing, small -group learning and oral language, and classwork and independent learning, the emphasis has by this grade level switched from process to final product. These products may take the form of carefully revised expository essays, or oral reports, or seminars. The vocabulary study, and study of usage, grammar, and diction, that was begun at the intermediate level, is continued, and students are made aware of the importance of using language appropriate to a particular audience, whether one is speaking or writing. Media studies centre on long filmed versions of works of literature that are studied. A major Independent Study project is presented both orally and in written form, and is the result of research in both primary and secondary sources. Library -use skills are honed at this grade level, and students are taught proper essay form (based on the MLA Style Guide). ENG4G ENGLISH 4G - General Level ENGOA Suggested Prerequisite: ENG3G This course attempts to polish those skills that the student has attained for post -secondary pursuit. The literature of the course is organized thematically around the themes of prejudice, propaganda, power and psychology. Whenever possible, current material from the press and the media is used to supplement the literary component. The students will be required to produce an independent study project that culminate in a combination of both written and oral products. Examination preparation for the "board wide" final examination will also be part of the instruction. Functional writing will be tailored to suit the graduating students' needs. Note: According to Ministry OAC Guidelines, one senior English course at the Advanced Level must be taken before this course is attempted. Thus, a student must have taken either ENG3A or ENG4A before OACI. Note also that this course must be taken either before, or concurrently with E LIOA. Thi s course is intended primarily for students who plan to attend university. Students use all the skills they have acquired in the Advanced English programme in this course. Writing process, and small -group skill, are used both to further improve the students' writing skills, and to help them work towards true independent learning. All students will conduct an Independent Study on a literary topic that they find interesting. The oral product, or outcome of their work, will take the form of reports and seminars given on the literature on the course, and an oral version of their Independent Study Project which must be presented to the class. In preparation for the Board -wide exam, students study nineteenth and twentieth century novels and plays. In addition, they use the CBE Exemplar Book, which stresses the writing of the literary expository essay, and which also gives students practice in reading comprehension at this level. In this course, the Ministry of Education has determined that the evaluation will be based on 30% for Writing Folder, 20% for Class Work and Oral Language, 20% for Independent Study, and 30% for the Examination. All students will sit a common Carleton Board of Education examination. 26 ELIOA Note: According to Ministry OAC Guidelines, one senior English course at the Advanced Level Hirst be taken before this course is attempted. In addition, this course must be taken after, or concurrently with, OACI. This OAC Course is intended primarily for students who intend to go to university, and who have a special interest in the study of English. The course is designed around a number of themes which are found in Canadian Literature. The skills that are stressed in ENGOA are also found here, and again here a major Independent Study Project makes up a substantial portion of the mark. In this course, the Ministry of Education has determined that the evaluation will be based on 30% for Writing Folder, 20% for Class Work and Oral Language, 20% for Independent Study, and 30% for the Examination. 27 vntmmo©LaL G\HD PGWIIBLV S`TUDOC8 pQOCnG\PAS AN NFS2G Food and Restaurant Skills 1 , /. ', 7 7 7. /,/,/,/,/,/,/,/,/,1,/,1+/,/,/,1,1,/,/,1,/,/,/,/,/,/,/,/, , , , , , , , ,' , /•////•/•//ff /•7•/ , 7•/ , ,,, + ' ` ' /''•/• /!/! / / / r / / r / / f f / / % c� ar�ariv5�15: VlrnsT /nl r�R� /.�57 _ �1 t�N5fSr1 hlTT1�� (t��nlTYTfXnlSn�fi'.l'l�f 1 f' 1',',', /, r, /. /.'•./ .' .' .' .' .. , 4 \ N. N. \ • \ \ 1 \ 1 N.' J / / / r / / f / / f ! / ! J J / / / / 1 l ! / 1 l f / f / J / / / / f ! / f / / l / / / f / / / f r / / / / / f f f / / f J / / J F f , \ \ \ 4 N. 1 N. \ \ 1 • \ S. \ • • N. N. N. • , • \ \ 1 \ • N. 4 1 \ N. N. • •, N. • N. • \ \ 1 • % 1 '• , 1 1 1 \ • '''' ..,./.../..„/ f / r f / ! / / l / ! ! J f / / / / l f / ! / J /.../.../.s/.../../.../.../.../.../.../. l /.../.../.../.../..../. /f / / / / /r /.../.. I. / J )'''''/'" `TID1G •,•,\•11 TIM1G •"11"`1"••1\•• NMH1G J / J//! f r //// r// r r 1// J J 1 l r r` ` Woodworking &'J`1`f`!`J`J'J`Drafting and!`/`/♦f4/'//14/`/`!/l'1f//'Service 1 / Electricity / / / / / / / Machine Shop / / / / / / / / / / / / / / / / / / Technology , 1 • • • . 1 • 1 \ \ 4 1 1 4 4 \ ♦ 1 • \ \ 1 1 4 • • 1 ! / , , , , , , , ///////,//,,,,, / / / / / / / / / / / / / / / / / / / / , , , r , , F `F .•/ ` 4 \ N. N. • 4 1 N. ' N. 4 `\ �1 \ \ \ 1 1 \ • \ \ , 1 \ \ \ •, \ \ • 1 • 1 ' 1 '• 1 \ 1 `''' 4. `/ f / ! f / / / / / / f // f f / / / / f / f / / / / / / / ! / / f f ! / / // 1/ / / ! / ////'r'/ `/'/'/ `• r J , • • • \ ♦ \ • \ • \ • • • • •• , •• •• ••, • •• •\ , •• •• •• •• •• •• • \ • ♦ 4 • N. • • • •+ • •• • •, • N. •• 1 •, • / / / f / f / / / / / / / / / /+/ / / / / f / / / J • / , / / / / / / / / / / / / / / / / / / ' ` •'f•+ /•` /•'• • ••••4••♦••\••1••••••••••,•••••\1••1\••••••••• NMH2G / f / / ! / / / / / / / / / / / f / / / / / / f / / / f / /`• TID2G 1/\/1'•'•/,/\'• TIM2G /•'1/•/\/•',/ \/•/•'1/414/\/•.\/\/ Service •, \ 1 • \ \ •, \ \ , N. \ 1 • • 1 1 1 \ •, N. • \ \ \ • 1 / Woodworking &.,/,/.../.,./.,:•.„/.„/„, Drafting and /\/.,/,/,/,../.,/,/..,/,/,/,/,,,`,1„:",,./.,/,". Technology ', \ 9 9 / r f / / J f ! ",,,,,,/,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, J f ! / / f J / / / / / ! / / / / J f f • • Elec ricity \ 1 • , 4 • 1 • `Machine Shop • • •, 1 f _ / 1 f / / / f / / / f f 7 / 7 J / \ \ • • - , • • \ • • \ 1 1 • 1 • • 1 + , , • • \ \ 1 •, \ • 4 • • • •, 1 \ • • \ \ 1 \ • • \ 1 1 1 ! / f'/ `/'/ / `/'/'/ / / 1 f f / / J f / /'f / / •/ / / 1 / ! 1 J / / / / 1 J f / / f f f f f f ! / J / ! f / f'/ `/ `. N. 1 \ \ • \ \ \ • • \ • • , \ 1 • 1 • 1 1 \ • 1 . • • • • • \ • , \ 1 \ 4 4 • , • • • • • • • , • • \ \ , • • ` / / / f f l / / / / ! ! / l / / / / 1 / / J f / J / f / / / / / / / ! / / ! / / / 1 / / f f f J / / / / / ! f / '/ `. \ \ • 4 4 \ 1 \ \ \ 1 1 \ • \ 1 • \ \ \ 1 1 16 \ 4 4 4 1 1 \ \ • ', 1 • 4 4 4 4 • 4 • \ • • • \ 4 • 1 • • 1 \ •, ` f ! ! / f ! / / l f / / 1 / /_/ ! e_.// r / / / / / / l f ! / / 1 / / /./ / / / / J J / / / / 1 f ! r /, 1 1 N. \ \ N. \ N. \ • N. 1 1 \ 1 \ N. N. 1 N. N. N. N. \ 1 N. 1 1 1 \ • • \ 4 1 N. \ 1 • '' TER3G '\'1'1'\','\'1'1' TMY3G '1'4'•'•'\'•'1'\/•'4/4/1','1'•'•'\','•J1/1f t/\/`/.`f / / / , 1 1 , / , , r J l f// f r r r J f r r f f f r!// J• r/ J". ". •s. • 1 • \ \ N. 1 \ N. N. \ 1 1 N. 4 \ 1 4 1 \ N. • \ N. '. \ 1 • \ \ : f r// 1 r f r r// r r 1 1 / r r r r! r r// r r/ f /'/'F 'F `l '1 'f ';. Appliance RepairMachine Shop• • • • • • •, • • •, • • • • • • • • • \ • • •, , • •,•... ,,,,•,•,•,•,•,•/•, N. / l r / l f rN. / 1 J / / JN. 1 1•ls. ! / JN. 1 1 F l rN. ! / F''. f f / I / J / f r / / f f I ! / f f / I `f F N./ / f ! ! / I ! / N.F f r / N.f l / N./ f f N.f N./ / J ! f f f / N./ ! / / / + •'f 'F ` f , .. -f r / -! f / / / r / / f f / / / / / / / / / / / f/ J f// f f// f f r i! `f I f '! / f// l / J / / J f ! f f f / / / f / ! / • \ \ \ • 4 4 • \ • N. • N. \ • \ \ • • 1 f f / / f / / / f / / f / 1 i / ! • \ • \ • • 4 • \ \ • N. • • • \ \ • • \ 1 \ \ ♦ ♦ ♦ \ N. ♦ • \ \ ♦ , \ \ \ 1 \ \ l J r/ f f/ / f//// l r/ r /_1_ \ • \ • 1 • • \ • • \ \ • •, • , \ • • % • • • \ • \ \ 4 \ • \ • `• , , • • • • N. 1 • • • •+ \ ,•, / f / I / / / / // ! 1 f / / l f f f / / r //f•`!\/',/\ • • \ • 4 • • • 1 • \ • , \ ', , • • • • \ 1 4 • • • • • • \ • • • • • • \ • •', • • 4 • 1 \ • • '' f r / / / l / / / / l f / / / fl f'1 f f f I / / / /F / • \ • • • • \ • 1 \ \ • • • \ • • • • • • • • • • ` • / f / / f f / / f / / l f ! f / f J f f / f / ! ! / / / \ ♦ • ♦ • \ ♦ ♦ ♦ \ \ • ♦ 1 , , ♦ ♦ • \ \ TM Machin Y4G e Shop . \; 4\Ki, .......... .. ..ti..,4 __1 { ti 4' k .. \ fk: 1.... T{t } ....Lr t { ... S . _.._{ : ',:. •. di::: },.LJOOJbS%JA.k.:..�1CIXbS3W'AGS rL.�0000bSu.V.ti�.:bi{iiLd%LdG%{2JYS}.;vh�G,Sf0. ': 1. A minimum of 1 Business or 1 Technological Studies credit is required for an OSSD. 2. NFS1 G and NFS2G are acceptable as a Technological Studies credit. 3. NFS3G NFS4G NFS3A and NFS4A are acce.table as Senior Social Science credits. FAMILY STUDIES & TECHNOLOGICAL STUDIES NMH1G SERVICE TECHNOLOGY 1G - General Level Suggested Prerequisite: None The service industry is booming in Ottawa - fast food restaurants, tourist information, appliance repair, fashion marketing and retail, child care. Prepare yourself for a career in these rapidly expanding fields with this introductory course. Improve your basic cooking and nutritional skills, learn appliance repair, try your hand at occupational garment construction and introduce yourself to the versatile art of drafting. You will spend 1/2 of the year in the Family Studies Department and the other 1/2 year in the Technical Department. You must complete all course requirements to be eligible for a course credit. NMH2G SERVICE TECHNOLOGY 2G - General Level Suggested Prerequisite: NMH1G This course is a continuation of NMH1G and will further develop the topics introduced in the first course. Once again, 1/2 of the course will be done in the Family Studies department and 1 /2 in the Technology department. FAMILY STUDIES NFS1G CLOTHING: FASHION AND TEXTILES Suggested Prerequisite: None This course is designed to allow students to become aware of how clothing expresses the culture and lifestyle of the family and its members. Fashion design and textiles will be examined in relation to personal and societal change. Students will learn how to enhance body shape, lifestyle and personali ty through clothing selection. Students will produce a variety of garments and textile projects. The production of a year end fashion show will highlight student work. Students are responsible for the cost of selected materials. NFS2G FOOD AND RESTAURANT SKILLS Suggested Prerequisite: None This course is designed to allow students to understand the complexity of their own and their families' food habits, and to help students develop the capacity to adopt eating patterns and lifestyles that will result in a high level of well-being. Students will learn and practice food preparation techniques that are used in both the home and food industry. The course will explore career opportunities in the food industry through the practice of restaurant skills. NFS3A FASHION ARTS 3A - Advanced Level Suggested Prerequisite: None In this course, Fashion is the focus for many related topics including retailing, self enhancement, fashion, design and personal development. Students will have the opportunity to enhance their visual poise and develop their personality and self confidence. Topics of interest will include wardrobe planning, colour analysis, proper skin care, fashion and fads, buying clothing wisely, tailoring skills, make-up application, proper nutrition and modelling techniques. Evaluation will include tests, assignments, tailoring projects and other practical assignments. 28 NFS3G PARENTING AND CHILD CARE Suggested Prerequisite: None The purpose of this course is to make students aware of the parenting role and to develop an understanding of child care skills through the study of child development, the place of the child in the family and early learning and socialization processes. Students will be given a sound basic training in child care that is essential for either parenting or a child care related career. The course involves a practical component. NFS4G ECONOMICS IN THE FAMILY Suggested Prerequisite: None The purpose of this course is to assist students to develop their awareness and knowledge of concepts and issues relating to the socio-economic well-being of families. The awareness and understanding gained by students in the areas of interpersonal communication, family decision-making and economic resource management (budgeting, clothing, food, accommodation, employment) will improve their ability to function as responsible family members in their communities and improve the qual ity of thei r own and families' lives. NFS4A HOUSING AND INTERIOR DESIGN Suggested Prerequisite: None This course is designed for students interested in housing history and design, interior home layout a nd decoration and home purchasing skills. Students will develop the ability to create environments that satisfy the physical, psychological and social needs of individuals and families. Students will also become aware of how housing mirrors the change in societal values, living patterns, economic conditions and technological development. TECHNICAL STUDIES TID1G WOODWORKING AND ELECTRICITY 1G - General Level Suggested Prerequisite: None Designed as an introductory course to both electrical Appliance Repair and Woodwork, students will be taught basic electricity and small appliance repair through direct application. In the wood working section the students will be taught the correct usage and safety of basic woodworking tools. Students will be expected to manufacture projects and may of necessity be expected to help defray the costs of some materials. TIM1G DRAFTING AND MACHINE SHOP 1G - General Level Suggested Prerequisite: None This is an introductory course to both drafting and machine shop. Students will first be taught basic drafting techniques, and will develop working drawings of projects to be made in the machine shop. 29 TID2G WOODWORKING AND ELECTRICITY 2G - General Level Suggested Prerequisite: TIDIG This course is a continuation of TID1G and will further develop the knowledge and skills already acquired. In electricity the students will be introduced to more advanced appliance repair through direct application. Electrical measuring instruments will be used in fault finding problems. Home projects may be built during practical periods. In woodworking students are expected to manufacture more advanced projects and use power equipment and portable electrical tools in addition to hand tools used in Grade 9. Safety practices will be stressed during classes at all times. It will be necessary to help defray the costs of projects made or repaired for home use. TIM2G DRAFTING AND MACHINE SHOP 2G - General Level Suggested Prerequisite: TIMIG This course, a continuation of TIMIG, will further develop the knowledge and skills already acquired. In drafting, the students will be introduced to sectional views, cross -hatching, auxiliary views and computer-assisted drafting (CAD). The machine shop portion of the course will encompass threads, the shaper, milling machines, metallurgy and oxy-acetylene welding. Students are expected to apply the theory studied to practical applications. Safety is also an important, integral part of the course. TER3G APPLIANCE REPAIR 3G - General Level Suggested Prerequisite: None This course is designed around the service industry. It requires no previous knowledge of electricity. The course is practically oriented. It specifically will involve skills in soldering techniques and safety skills. Fault-finding and problem solving for household appliances and home wiring circuits. OHM's Law and power law calculations will be used. Digital electronics will also be covered using gates such as "and" "or" "nand" and other types. Printed circuit boards will also be analyzed, and other concepts useful in the "high tech" industry. TMY3G MACHINE SHOP 3G - General Level Suggested Prerequisite: TMS2G This course continues to apply the mechanical concepts developed during Grades 9 and 10. Topics covered are: precision measuring techniques; applied mathematics; transmission of power; precision machining operations on lathes and milling machines; metallurgy; materials testing and inspection. Students are introduced to basic oxy-acetylene welding equipment and techniques such as fusion welding, brazing, silver soldering, and oxy-acetylene cutting. Opportunities are provided for each student to learn electrical art welding on ferrous metals. During the course students design and construct a mechanical project involving machine shop and welding operations. 30 TMY4G MACHINE SHOP 4G - General Level Suggested Prerequisite: TMY3G This course is the culmination of studies in machine shop engineering involving advanced machining operations and processes. The course will cover such topics as: precision measurement and layout; advanced thread cutting; eccentric turning; helical and cam milling; differential indexing; gears, gearing and gear cutting; advanced cutting tools; hydraulics; special machining processes. The students will have ample opportunity to apply the theory on practical projects designed to develop superior shop skills. 31 'Div) RAP , \ 1 \ \ \ \ \ \ \ \ \ 1 \ N. 1 \ \ \ \ \ 1 \ \ % % '•.1.1.1'\'\•� ADVANCED \•1.1•\•♦•\•1•♦l l ! / l ! / / .. / f / / / l / / / f / J / / J ! / J ! / / / / / ! J / ! J I / f / l I f ! f / J f / ! f , / J I ! / J / f / / ! / / ! f ! I ! I f ! / I I / / ! I ! ! J / / f / ! / / ! ! / ! ! I 4 \ \ 1 \ \ \ \ \ \ 1 \ 1 \ 1 \ ♦ 1 1 1 \ \ ♦ 1 \ 1 \ f / f / ! J ! ! J /\l 1' l 1 \ \ \ \ \ /-l-I / / / / / / / / / / / f / . 1 \ \ \ 1 1 1 1 ♦ \ \ 1\♦ 1 1\\ 1 1\ N. \\ 1\\\ 1 1 1 1\ \ \ 1 1\ 1 1 1 \ N. 1 \ \ 1 \ 1 I / / / I / I l \♦\\ 1♦\ 1 1 1 1 1 \ 1 1 \ 1 ♦ \ \ \ 1 \ 1 / / ! I / / f / I ! / / . 1 1 1% 1\% 1 1 1 1 1 ♦ ♦♦\ 1 y 1\ 1♦\ 1 1 ' / ' / I ! / f /!I 10 1 1\\ 1 1 1 1 N. 1 1 N. % % 1 1 1\\ 1 1 1\ 1 1 N. 1 1 1%\\ 1 1 1 1 / / f J / / J I / ! / / I N. 1 1\\ 1\\ 1 1\ 1 1♦ 1\\ 1\ 1\ 1 1 N. \ 1 ♦ %,\,%,\,%,%,%,,,%, ::)% % % % \ % % % \ 1 1 1\ 1♦ 1 / / / I I f / I 1\\ 1 1\ 1 1 \ \ 1 1 1 1 \ • \ 1 1 \ \ 1 ♦ \ 1 • GUR (Ur 4A ban) / I / / f J ! ! / / l / / 4 1 \ \ 1 ♦ \ \ \ 1 \ 1 \ \ 4 \ \ \ \ \ \ \ \ ♦ \ \ \ 1 /!/ff//,/ 4 \ \ \ \ 1 1 \ 1 1 1\\ 1 1\\ GWIOA (World) i.<•i;1ivisj•{{i^:.iliiviiri?ii:4??iiiiiJ)�:IJ�iii "iii.I{Gi iiY"' i+ J% i }'� :•ii �4iiii'f Y�ii�fg i%1> 1,.! }Y • 'lT�naun. �: f•%.•S.i:`2iY.vii2"+:'e:L}iii: f4ii4iiiu { 1. A minimum of I credit in Canadian Geography (GCA1G, GCA1A, GCA1AF) is required for the OSSD. �2;` t.w.�aaa.,x:[+✓ .�..x .,....�... « It„o,a, ...».�c...�,.,Uf.,.... I,..:..c,.. ,.. -,c i..::»>::•: GCA1A CANADIAN GEOGRAPHY 1A - Advanced Level Suggested Prerequisite: None NOTE: Students in Grade 9 must choose either GCA1A or GCA1G This course will explore the diversity and complexity of Canada's geography. The development of geographic skills such as interpretation of topographic maps and air photogrammetry will be a common theme, while at the same time the student will become acquainted with the many facets of geography, such as urban • geography, demography, earth science, environmental geology and meteorology. GCA1AF This course is identical to GCA1A, but taught in the French language to students in the French Immersion program. GCA1G CANADIAN GEOGRAPHY 1G - General Level Suggested Prerequisite: None 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. GPH3A PHYSICAL GEOGRAPHY 3A - Advanced Level Suggested Prerequisite: GCA1A 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 ha ve some understanding of them. Natural disasters such as earthquakes, volcanoes, tornadoes, land- slides, and man-made disasters concerning aviation, dam construction, and super tankers will be analyzed in terms of cause, prediction and prevention. GPH3G PHYSICAL GEOGRAPHY 3G - General Level Suggested Prerequisite: GCA1A or GCA1G Natural Disasters: Through the modern technology of computers, satellites, T.V.'s etc. we are, more and 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 preven tion so that students will gain a greater understanding of events which may affect them directly. GRE4G REGIONAL GEOGRAPHY 4G - General Level Suggested Prerequisite: GCA1A or GCA1G World Regional Geography: Drought and starvation in North Africa, over -population in India, pollution in North America, industrial development in Southeast Asia and mass destruction of the rain forests are just five examples of major problems being faced by some regions of the world today. This course provides students with the opportunity to examine contrasts in world development and other major geographical concerns of the 1980's. At the same it will point out the truly privileged geographical position, natural and economic wealth and social development Canada has in the world. 33 GUR4A URBAN GEOGRAPHY 4A - Advanced Level Suggested Prerequisite: GCA1A 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 people cope 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. GWIOA WORLD GEOGRAPHY OAC- Advanced Level Suggested Prerequisite: GPH3A or GUR4A Today we are truly living in a global village. More and more the world's mushrooming population is competing for resources which are dwindling in either quantity or quality. Air, water, farmland, space, and energy supplies are examples of just a few. Although worldwide standards of living continue to rise, it is clear that the rich areas continue to increase their lead over the poorer areas. Worldwide problems such as overpopulation, food supply, poverty, environmental destruction, threat of nuclear war and resource depletion clearly point out the need for students, in their final years of high school education, to understand the significance of being part of a global society. The aim of this course, therefore, is to make the students aware of the necessity of stressing people's dependence on each other regardless of their differences. 34 (112fIIOTOQZ) //.11/.1.1/ \4\'\'' ` \11'4'''''''''''''''''''''''''' 1\\4%411\4\ 4\%11111\111111'1'4 % / / / / / / / / / / / / / / / / ! ! / J r J ! I / ! ! / / / / / / / / / / f J J 1 1 A. 1 l N. 1 4\♦\ h\\\ - - N. N. 1 1\%%\% A. l A. A. 1 l 4 f / ! J / / f J / f J / J J ! / , ! / ! / 4% 1 4%\♦ l l 4 1 4%\ \% 1 l 4 A. 4% %%% 1 4%% '\'\'♦'1'1'l'\'\'4'\'4'♦': ; ADVANCED %'1'1'1'1'\'4'\'\'1'\'\'\'\'% N. 1 4\\\♦\ 1 Y 1 4 1\\ \ 1 1♦ 4\ Y\\\ A. 4\ A. / J / / / f J J / / / / J / / / , / / , r // ! / / / // 1A./.1 \ 1 ♦ Y Y l 4 \ % N. \ % % % 4 % % % 1 1 % 1 1 1 % 1 4 % A. 4 % 1 N. A. \ 4 A. % 1 \ / / / / / / f / / / / / / ! ! J / / , ! f J ! / r J / J 'erre J / re f r J / r/ f f//+r / e/// J J 1// r J J/ r J/ 1 a \ A. A. A. h ♦ 1 1 l 1 1 ♦ A. \ l A. A. l Y 1 \ % % l 1 \ ::::: i>?: i::i: >: : i :: iS'... e/ : 4 % /\ 1 A.1 \ S. A. A. ♦ A. A. A. \ 1 •A. A. \ •A. 1 4 •\ •A. A. A. A. \ •\ k �•��.��� }v�v ;,J / % \ \ Y 1 \ % % % \ 4 % l \ \ 1'4'\'4'1'1'4'\'4'%'\ ::f .1 f// r r/ l f f ... ...... 4 1 % J / / / / / I / f J / / / r r J / / e r / J ! r J / A. A. \ A. \ A. A. \ A. ♦ Y \ l A. A. \ Y A. 4 \ 4 A. \ \ \ / / / / /// ,// ,,_, / / // / / / f J / / / / 1 1 1 1 1 1 1 1 HCT2A 1111\1111 e r / / e / f / -•. / / e , ♦♦ 1 1 1 1 1 1 4\ A. 1 \ 1\ '\'\'\'1'%'\'1'\ /4!411'\ or '4 ' ' 44• ' /r//r// Canadian ....,.....• •'J// r r / / \ \ \ \ 1 1 1 \ A. ♦ h ♦ \ A. \ \ Y 1\ 1\\ 4\ 4♦ a%% 1-1 1 \'1'1'1'\'1'\'4'1'1 1%% 1% 4% 1 % 1%% • 1 h% 1%% 1 1%% 1 1 1 / J / , / / / J / f / / 1 / / / / f J r / / r I I I • a a a 1 a //.///• /////a 1 a a aoa a /!//. f /.O . 11////1 1 4 1\ 1\ h\ Y 1 1\\♦ 1 \• 1 1 1 '\ 1•\•• / / / / / / / / / / J / / / ! / / f .- / J / / / • � 4;\ HWC3A \'ands' HSC3A \'�'\ Society & l'or /. I/or 1 , \, Civilization .1/ , , Change ,\e ,1• \ \ % ♦ 4 % Y J / / / f / f f f / / / / / / / f J ,e / , / ,Y,\ fY 1%%\ 1 4\%\ 1♦ 4 1\ 1 1% 1 N \\ 4\ Y 1\ J / e f / f / / / / f / / f J / / / ,/ / / / f / J / / / / f / / J / f f / / / / f f l / / / f / / f 1% 4 1 4 4% %%% 4 Y Y 4 4%♦ Y Y\ 1 Y 4 Y Y 1 / / l f f l / / e / l / f f J 1 / / f / / / / / / • 4% 4 \\\\\ 4 4 4 4 4 4\ N. 1. N. 1/ i / r f f f •• J4f Y \ V..... s. /and J NMT4A vs •` HSM4AF 11. 1 J4/. ;/ /or / Human A. rel .% f\f• 4 Politics 4/\ A. \' Relations Sociology /N. \/•% f f f/. f f/ .... f/ \\\\\% 'a 1 1 A. 1♦ ♦\\ Y 1\ Y 1 A. 1 1 A. 4 1 % e///// f f f!/ f l/ f f f// J f/! J/ � `'' '"� f\ J / f / I f f 1 / f 1 / f / / / / / ,,// / f / J / / I J / / f / J / / 1 / / / / J ! f f / f F f / f l f I / f / / / / J f ! f J ! / / / / f ! / / / J / / r / \ %\\ 1% 4 1\♦\\ h\\ 1 1 1_ 4♦ 4 1 1 4 4\\\\ 4 1 6\ 1\ 1 N. N. N. J e r l// / J J f f f f f f! J/ /// J f/// f / //////, ♦ 1 \ 1 1 \ a a a a S t o ♦; f a a! a \% a/////////// J Ja/a/ J ! / , J e f / / J J , ! / / _,///,//,, J / e J / / / / / J / / / / / / ;and ; HCNOA .'and .' NFPOA '\'\'\ r or 1 ♦ /r Canadian '4'\'% /, / • f Canada/[J.S. 1, , , • family '4'4,\ 4 1\\ 1 \\ 1 4\ 1 4 4 / / / / J f / / / / / J e / J / e J J / / f / ! ! / ! / / J / f / J / / / / J / 1 % 1 1 % 1 4 \ % % \ % 1 \ 1 \ % 4 1 1 4 \ % 1 \ l 1 % l \ ♦ ♦ h \ ♦ % % A. % I l f r f/ 1 f f e!/// f//!!/ l e e r!// e//// J J J J/ e/ A. 4%\ 4 4 4\ 4\ A. 4\% A. A. 4 1 Y \\\ 1 4 4 1 A. 4 1% 1 1% A. 4\ 4 �'�ox�}y}}}x}+::vtx�•.; :}xixn�yn:p�:xx `t:.}:`.r{�$}l:}}}}•:i:;}}��'::}i:::}.}:r:�:{:}i t�$::iiij: v'v:}:i::}::�r' i}}%•}}:v}}}}}}i:•:G:4}::.�. �::::::::::::::::::::::::::: n. o�wkctLA�t�c2tti<ttficd�tt�a`i::u•.tt tttfi2c�ttttKattttit<ttt:tt{{tttttttttttttttt:;�{"t'tE#::t't;ktt:i:;%:::ic't:::::222:8?;�u't'ti#::;•kr<;:r: 1. A minimum of 1 credit in Canadian History (HCT2G, HCT2A, HCT2AF) is required for the OSSD. 2. A minimum of 1 credit at the senior level in Social Science is required for the OSSD. <}\' \4)41.4,'•}}:v}:i\n4ti•}}}:{vij3:•}}}}:ji.}:i:k4 i}rE ::l.:{' :J}X: :. 1' ".: 44i}hiroccaSobA\?oiin<}frrxa,.isaYiaa;�2c•••.'s}�ObX#3��'otv7i}A}w7i�?�i\:b74})is:<i£v:}bbf:iac�;<:f,':'ii:�:::2`::�:::�i:�i::;is�;:�:i`:�i'iii:;S;:::::'::::;}:•>}••:t<iii:»:.}:{•>:>:>:}>:{t;•:;: _:.: }:•}:•}:•}}>:{: HCT2A CONTEMPORARY CANADA; LIFE IN THE TWENTIETH CENTURY 2A - Advanced Level Suggested Prerequisite: None This course is designed to give the student the background necessary to be a knowledgeable Canadian citizen, with an understanding of contemporary issues. Units on Law and Government focus on citizenship. Canadian issues in the twentieth century are examined through units which include: English -French relations, Canadian -American relations, Canada in international affairs and Canadian social and economic issues. HCT2G CONTEMPORARY CANADA: LIFE IN THE TWENTIETH CENTURY 2G - General Level Suggested Prerequisite: None This course parallels HCT2A in content but is aimed at those students who are heading to Community College or the workplace. Its approach is little more concrete and less theoretical. It stresses mastery of basic communication skills and essential work habits. HCT2AF CONTEMPORARY CANADA: LIFE IN THE TWENTIETH CENTURY 2AF - Advanced Level Suggested Prerequisite: None This course parallels HCT2A in content but provides the additional enrichment of training in the French language. This is a particularly valuable course in immersion because of the wide range of vocabulary building which is an essential part of a course on contemporary Canadian issues. HWC3A CIVILIZATIONS IN HISTORY 3A - Advanced Level Suggested Prerequisite: HCT2A King Tut, Alexander the Great, Ulysses, Julius Caesar are names which may be known to you and which should be familiar since they are part of our cultural heritage. These people along with more modern figures such as; Catherine the Great, Napoleon, Karl Marx are part of this study of the major individuals and events which have shaped our civilization. The study begins with our earliest records of ourselves and our accomplishments, and examines mummies and tombs, legends and myths, conflicts and battles, ideas and inventions, up to the nineteenth century. This course gives an overview of those significant events which we are assumed to know and are referred to by writers, reporters and others as points of comparison for present-day events. This, therefore, is probably the best History course to take if you may be taking only one. HWC3AF CIVILIZATIONS IN HISTORY 3AF - Advanced Level Suggested Prerequisite: HCT2AF This course parallels HWC3A but offers the added enrichment of French language training. HSC3A SOCIETY: CHALLENGE AND CHANGE 3A - Advanced Level Suggested Prerequisite: HCT2A For students who are wondering where they fit in their relationships with friends and with parents and other adults, this course offers a chance to discuss what makes individuals behave as they do. Using studies from the Social Sciences; Anthropology, Psychology and Sociology students will consider the heredity vs. environment theories of human behaviour. Major social issues will be considered such as; drug and alcohol abuse, and the impact of the aids epidemic on society. However, emphasis is placed on those problems of greatest concern to adolescents such as; stress, peer pressure and the generation gap. 36 HSC3AF SOCIETY: CHALLENGE AND CHANGE 3AF - Advanced Level Not offered in 1989-90. HSC3G SOCIETY; CHALLENGE AND CHANGE 3G - General Level Suggested Prerequisite: HCT2G This course parallels HSC3A. However, it stresses student experiment to prove the theories of the social sciences. As examples, the students will conduct the thumbless-hand test and the blind fold experience. The course tries to reflect the fact that these students will soon be on their own in the real world of life and work. HSM 4AF SOCIOLOGY (LA PERSONNE, UN ETRE MORAL)- Advanced Level Suggested prerequisite: HCT 2AF This course is offered in rotation with HSC 3AF. HSM 4AF is offered in 1989-90. HMS 4AF examines the complexities of the human dimension in terms of our physical, social, intellectual, cultural and moral components. The course examines how these dimensions contribute to our values. Contemporary moral dilemmas and value loaded situations such as suicide, euthanasia, sexuality, aging and violence are examined to help clarify values. Contemporary religions are examined for their role in society's value systems. Students are encouraged to consider their growing responsibility for their own actions and the general welfare of society. HPO4A POLITICS 4A - Advanced Level (this course replaces HUS4A) Suggested prerequisite: HCT2A This course examines the way society organizes itself at the national and international levels to resolve conflicts and provide stability and security. It examines the nature of politics as the "Art of the Possible". It compares and contrasts the major ideologies such as: Communism, Liberalism, Nationalism, Fascism. It reviews past attempts at international cooperation and considers the causes of war. It focuses on examples of political systems and situations from throughout the last two centuries but with particular emphasis on contemporary problems. Students will be exposed to a variety of people and problems from Marx and Hitler to Arafat and Gorbachev; from the World Wars to Star Wars and Terrorism. NMT4A THE PSYCHOLOGY OF HUMAN RELATIONS: PERSONAL LIFE MANAGEMENT 4A - Advanced Level Suggested Prerequisite: HSC3A This course has been designed to build on the knowledge and skills developed in the Society: Challenge and Change course. It gives the student an opportunity to acquire the competency needed to manage his/her personal life in a society that is rapidly changing and becoming more complex. the course is built around four modules of study: Human Relations - human interaction and the roles we play; Co-operation vs. aggression - human interaction on a societal scale; Decision Making - the process and practice of decision-making; Career Planning - developing personal strategies to determine career goals and achieve them. 37 HXE4G ECONOMICS 4G - General Level Suggested Prerequisite: HCT2G or BMK3G A basic understanding of Economics has become almost a survival skill in our fast -paced changing world today. This course relates economic theory to practical situations facing students in the real world as consumers, workers and citizens. As consumers we are exposed to mass advertising and pressures to borrow and buy which we need to analyse and prepare ourselves for. Because the job market changes so rapidly it is valuable to understand how the market for labour works, to understand what factors determine high salaries and secure jobs or reduce risks for small busi- nesses. The goal of this course is to prepare students for the economic realities they will soon meet as productive adults. HCNOA CANADIAN/AMERICAN HISTORY OAC - Advanced Level Prerequisite: A Senior Social Science credit at the 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: Overview of the United states' political system (contrast with Canada); United States civil War and Canadian Confedera- tion; Nation -building and the Rise of Big Business; Canadian and American Answers to the Grea t Depression; regional Discontent in Western Canada and Quebec; and United States Foreign Policy in the Twentieth Century (emphasis on period since 1945). HXEOA ECONOMICS OA C- Advanced Level Prerequisite: A Senior Social Science or Business Credit at the Advanced Level. This course deals with people and their behaviour and decisions as consumers, business people and government policy -makers. It focuses on developing an understanding of real and relevant Canadian economic problems. Topics of study include: Macroeconomic Issues: Types of Economic Systems; Government Spending and Taxing ; Money and Banking ; Unemployment and Inflation; International Trade; Manufacturing - Ownership and Performance; The Dollar - "Up's and Do wn's". Microeconomic Issues: Types of Business; Stock Market; Competition - Monopolies and Oligopo- lies; Labour Markets and Unions; Distribution of Income and Employment. NFPOA CANADIAN FAMILY OAC - Advanced Level Prerequisite: A Senior Social Science Credit at the 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: The purpose and functions of the family; Family patterns, past and present; The Demography of the Canadian Family; The family of the future; Mating and Marriage; Families in trouble; Family Law. Students will be expected to have excellent writing skills and should be prepared to complete an independent research assignment. Oral skills are also important and they will be practiced through class discussions, role playing, seminar and group work. 38 (iPnEmtH GQHD U GIGU1M �" "n"nnnn "A C GENERAL ,A AADVANCED A n FSF1A n " " n nnnnn FSF3A A. n A A n FSFOA FSGOA ' t GERMAN y, 1 1 4 4 1 N. 1 \ \ \ \ \ N. / / , J / 1 J / / / J N. N. N. 1 N. 1 1 1 1 4 1 1 /// f/ f/ 1/ f f 1\. 4 1\ N. 1 1 1 1\ 4 ▪ 4 1 1 1 1 1\ 1 1 1 1 1 1.. 1 1 4 4 4 4 1\ 4 N. 1\ N. 1 N. 1\\ 1\ / / / / / / / / / / f 1 1 4 1.\ 1\ 1\\ 1 / / / / / / / J / / f N. 4 N. 1 1. N. 1 1\ 4 4 N. 4 4\\ 4 4\ 4 4 4 4 / / / / / J J J J / / 4. 4\\ 1 4 4 4 N. 4\ //// J/ J 1 1/ 1 4 4\\\\\ 4 4 4 N. N. 1 1\\\\\ 4 4 4 1 1 .▪ . 1\ 4 4 4 4 4 4. 1 LEG2A �\ f% 1/▪ k . / //\ \ 1 \ 1 1 \ 4.\\ 1\\ 4 4 1 4\ 1 4 \ \ 1 1 \ 1 \ \ \ . 1 1\\\ 1 1 1 1\ 1 4 / / / J J \/\1 LEG3A \f,/, 1 1 1 ▪ \ N. 1 . 1 \ 4 1 1 Sih\:<Nh 'v 1ti':i. •:SSi:.Li}:L.% '%i5}%h}{iNi} n tv}(ii}%•i}iii}niiii:+f.;}}ii:Li3'•,:.i}}ii}i:t.%i?i?i <iiviiii .ii:LL[Y,.!<L:::.. .iffy4: `.\m::. � 11 •'. ti+..�•:k:' E1 {�,' .:: k:,\�� .M1{•: • {.., ......::. v +�, iiix+� 'Qi •�•.,�xr } •:D'ij$JYA3.v.�.v.3v}�iiir}t: )jpiii:`vti`:r �i}ii}}iii'r'riiiiiiiiiiiii}:i2tii�i: rii'r'rLLi:::::, 1. A minimum of 1 credit in French is required for the OSSD. 2. FSFOA is an OAC suggested for students who have completed FSF3A. FSGOA is an OAC suggested for students who have completed FSFOA. 3. French Immersion courses are listed in the following section. v\k}: y;; i:N.: : *ice2$ l '1 \Vi•:} :}}:T:v yYrr•.}}T}{:i:::in{}:: i:•:•i:•i:•i:'i:•:•i:•i:•:iii:•:•:•:iiiii:i:i:i:i:i:.':�iiiiii:i 1�•n :.v +}1\ �� :+.v.l��•��� :�i ,1.} vhxhi: v.IX{p...::4r`!}:�iY}•ritiuitii:i}vi�ii:titi•.'•:viTi i':jt?y}�iiii:}2i�:t?t�}rte FSF1A FRENCH 1A - Advanced Level Suggested Prerequisite: None In this course, audio -lingual approaches develop the four basic skills: comprehending, speaking, reading and writing. The course is designed to give the students a working knowledge of the basic structure of spoken and written French. FSF1G FRENCH 1G - General Level Suggested Prerequisite: None 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. FSF2A FRENCH 2A - Advanced Level Suggested Prerequisite: FSF1A In this course, the audio -lingual approach is continued but with a new emphasis on the reading and writing skills. The series of oral and written exercises continue to be characterized by a gentle and challenging progression. FSF2G FRENCH 2G - General Level Suggested Prerequisite: FSF1G 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). LEG2A GERMAN 2A - Advanced Level Suggested Prerequisite: None Pictures, dialogues on individual recordings and oral exercises are used to introduce new language elements. Together with written exercises these techniques teach the consolidation of linguistic skills. German culture and heritage is studied. The audio -lingual method emphasizes both written and oral communication, but a degree of grammatical accuracy is required. This course is designed for students who have some motivation for language learning. We advise students to take German in addition to French, rather than discontinuing French to take German. This beginning course is open to students at all grade levels, including those students arriving from Grade 8. FSF3A FRENCH 3A - Advanced Level Suggested Prerequisite: FSF2A In this course, written work of an extremely wide variety is taught building on oral work of preceding courses. Literature becomes an integral part of the course and listening exercises assume an even greater importance. The purpose of this course is to further develop free expression. 40 FSF3G FRENCH 3G - General Level Suggested Prerequisite: FSF2G This course is the third year of a four-year program. Oral exercises further develop free expression. Personalization of structures is learned and short skits are written. The reading program becomes more intensive and practical vocabulary is extended. (i.e. shopping, traveling, newspapers). LEG3A GERMAN - Advanced Level Suggested Prerequisite: LEG2A This course follows Year 1 German. The core program continues to be audio -lingual method supplemented by authors' texts. Written skills are expanded to include short compositions. Oral skills are expanded in a variety of ways, including the retelling of recorded stories, and guided discussions on subjects of general interest. FSF4G FRENCH 4G - General Level Suggested Prerequisite: FSF3G Communication skills are refined in this course so that the graduate of this program will have a working knowledge and command of the French language which will enable him to function in most day-to-day situations. FSFOA FRENCH OAC - Advanced Level Suggested Prerequisite: FSF3A in 1987-88 This OAC in core French is for students who have successfully completed Grade 11A French. The learning experiences in the OAC are for the most part integrated language activities in which the four language skills are interwoven. Students participate in daily classroom interaction, discussions, rol e - playing, dramatization and oral presentations. Students read a balanced selection from a minimum of three genres, a balance of French and French Canadian writings at least 50% of which has been written in the twentieth century. Students learn to write clearly and accurately by writing frequen t short assignments in a variety of forms. FSGOA FRENCH OAC - Advanced Level Suggested Prerequisite: FSFOA in 1987-88 This OAC in core French is for students who have successfully completed by September 1988 FSFOA or those who would like to register for a second OAC in core French. The learning experiences in this OAC are for the most part integrated language activities in which the four language skills are interwoven. Classroom interaction provides students with opportunities to communicate orally in French. It is a balanced, four -skill course that includes all of the objectives and the basic gramma tica I content specified for FSFOA. Reading material and cultural content are different from FSFOA but the selection criteria for the readings are the same. Writing requirements are the same as for FSFOA. 41 FIF3AR FEF3AL (Comp/Lit.) CFFEGOAL IGOAR (FEFOAL 1 FIFOAR T2It nI©IEI T20(0 RAM Early French Immersion - "R" is 6th character in course code. Late French Immersion - "L" is 6th character in course code. and /or and /or and NOTE: These courses are described in their own department sections. i:.y::;i:2:x\.' •'k4;•• .: y�,: •, >x:at;...,;;i;:< 't\''•"4i`i';' i`<:ti;`k::`:;:.;':;`:::::',::,•.::.:?'•':'.:''..'ty. {. } • , : - # _ {•,: �•:a 1. A minimum of 12 credits in French Immersion Courses is required to earn the C.B.E. Certificate of French Immersion. 2. It is recommended that students take 6 credits in French (2 in Grade 9, 2 in Grade 10, 1 in Grade 11 and 1 in Grade 12) and 6 or more electives in which French is the language of .instruction. 3. Where numbers do not warrant separate Early and Late Immersion classes, a combined class may be offered. 4. The above sequence of prerequisites is strongly recommended. ..•t�x>tv:�<:tt:s:::;>:3�::c;. ••2-?Gk:::�fC. ..>;>:;::::;�;:.:;.;>r;>, f.. , , .. FILIAL LFI - LITERATURE 1AL - Advanced Level Suggested Prerequisite: Grade 8 Late French Immersion This course (designed to be taken in conjunction with FIWIAL) consists of intensive and extensive study of short stories, poetry, and novels. FILIAR EFI - LITERATURE 1AR - Advanced Level Suggested Prerequisite: Grade 8 Early French Immersion This course will deal with all 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. FIW1AL LFI - COMPOSITION 1AL - Advanced Level Suggested Prerequisite: Grade 8 Late French Immersion This course calls for intensive study of grammar and composition to continue development of language skills in oral and written communications. FIW1AR EFI - COMPOSITION 1AR - Advanced Level Suggested Prerequisite: Grade 8 Early French Immersion This course is an intensive study of grammar and composition and has been developed for early immersion students. Although it is similar to FIWIAL, students will proceed at an accelerated pace. FIL2AL LFI - LITERATURE 2AL - Advanced Level Suggested Prerequisite: FILIAL This course is a comprehensive study of French literature from the 17th century (Moliere) to the 20th century. FIL2AR EFI - LITERATURE 2AR - Advanced Level Suggested Prerequisite: FILIAR Poetry, the theatre of Moliere, Modern Drama and Novels form the basis of this course. It has been designed for early immersion students and should be taken in conjunction with FIW2AR. FIW2AL LFI - COMPOSITION 2AL - Advanced Level Suggested Prerequisite: FIWIAL This course continues the intensive study of grammar begun in Grade 9. Oral and written communication skills will be improved by a more in-depth study of French composition and grammar. 43 FIW2AR EFI - COMPOSITION 2AR - Advanced Level Suggested Prerequisite: FIWIAR This course is a continuation of FIWIAR. It is an intensive study of grammar and composition for early immersion students of Grade 10. Although it is similar to FIW2AL, students will proceed at an accelerated pace. FEF3AL LFI - COMP/LIT 3AL - Advanced Level Suggested Prerequisite: FIL2AL and FIW2AL This course combines a study of French Literature and French Grammar and is designed for Late Immersion students. The novel, drama, and short stories will be studied. FIF3AR EFI - COMP/LIT 3AR - Advanced Level Suggested Prerequisite: FIL2AR or FIW2AR This course combines a study of French Literature and French Grammar and is designed for Early Immersion students. The novel, drama and short stories will be studied. FEGOAL LATE IMMERSION OAC - Advanced Level Suggested Prerequisite: FEF3AL This OAC in Late French Immersion is for students who have successfully completed FEF3AL and a combined total of at least 6 credits in French itself and other subjects taught in French. It is designed to further extend students' knowledge and appreciation of the French language and culture by reading from a selection of novels, plays and short stories (French Canadian and French), and to consolidate the students' command of structure and vocabulary through written and oral exercises designed to review grammar mastered in previous courses. FEFOAL LATE FRENCH IMMERSION OAC - Advanced Level Suggested Prerequisite: FEGOAL This OAC in Late French Immersion is for students who have successfully completed FEGOAL and a combined total of at least six credits in French itself and other subjects taught in French. The learning experiences in the OAC are integrated language activities in which the four language skills are interwoven. Students are expected to participate in daily classroom interaction, group work, discussions, role-playing, dramatization and oral presentations. Students read a balanced selection from a minimum of three genres, a balance of French and French Canadian writings at least 50% of which has been written in the twentieth century. Students learn to write clearly and accurately by writing frequent short and long assignments in a variety of forms. 44 FIGOAR EARLY IMMERSION OAC - Advanced Level Suggested Prerequisite: FIF3AR This OAC in Early French Immersion is for students who have successfully completed FIF3AR and a combined total of at least 6 credits in French itself and other subjects taught in French. It is designed to further extend students' knowledge and appreciation of the French language and culture by reading from a selection of novels, plays and short stories (French Canadian and French), and to consolidate the students' command of structure and vocabulary through written and oral exercises designed to review grammar mastered in previous courses. FIGOAR EARLY FRENCH IMMERSION OAC - Advanced Level Suggested Prerequisite: FIGOAR This OAC in Early French Immersion is for students who have successfully completed FIGOAR and a combined total of at least six credits in French itself and other subjects taught in French. The learning experiences in the OAC are integrated language activities in which the four language skills are interwoven. Students are expected to participate in daily classroom interaction, group work, discussions, role-playing, dramatization and oral presentations. Students read a balanced selection from a minimum of three genres, a balance of French and French Canadian writings at least 50% of which has been written in the twentieth century. Students learn to write clearly and accurately by writing frequent short and long assignments in a variety of forms. 45 /4/tft/4/r GENERAL LEVEL "'V.'," I f f / f / / ® / / / / / / / / / / / / / / / / / / / / / / / / / / / / I / / / / / J I / / / / / / / / / / f / f / f / / / / / / / / / / / / / ♦ ♦ , ♦ , ♦ /♦ti♦4♦♦ / b ... ... ! / / ,f,/♦f,/ /♦/tf♦/♦/4f♦/tf,/♦/♦/ ♦/♦f♦/♦/ / f / ,N. ..;`,..9r / / / / / / / ! / ! / ! I I / I / .','or / • r ADVANCED LEVEL MAT1AF (Immersion) MAT2AF (Immersion) MAT3A MAT4A MFNOA •" MCAOA " MAGOA ',ands "and" Finite "./or ..Calculus /or " Algebra & Mathematics Geometry 1. A minimum of 2 credits in Mathematics is required for the OSSD. 2. MAT3A and MAT4A may be taken concurrently by high achieving students, although the sequence MAT3A then MAT4A is generally recommended. 3. Students who are considering community college programs requiring General Level Mathematics are urged to check the requirements carefully. MTT rather than MTB is often specifically required. MAT1A MATHEMATICS 1A - Advanced Level Prerequisite: Grade Eight Mathematics Students who have a good understanding of Grades 7 and 8 Mathematics and have demonstra ted an interest in, and an aptitude for a rigorous and theoretical approach to mathematics, and wish to prepare for the Ontario Academic Courses (OAC) in Mathematics should take this course. Emphasis will be on developing a foundation for the more abstract Mathematics of the Senior Division. Topics will include: operations in integers, Rationals, and reals; polynomial simplification; formal solution of equations and inequations; small sample statistics; rational expressions; foundations of Euclidian and analytic geometry; and transformations. MAT1AF This course is identical to MAT1A and is taught in the French language to students in the French Immersion programs. Prerequisite: Grade Eight Mathematics MAT1G MATHEMATICS 1G - General Level Prerequisite: Grade Eight Mathematics The general level courses in Mathematics are designed for students who have an understanding of most Grade 7 and 8 mathematics but have not shown interest or aptitude in the more abstract aspects of mathematics and are not intending to study mathematics or subjects in which mathematics is required at the university level. General level mathematics courses are designed for students planning to take courses requiring mathematics at a college of Applied Arts and Technology (or o thcr 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 polynomi- als; solving word problems; solving linear equations in one variable; geometric problems of perimeter; area and volume; geometry constructions; and dilatations. MTW1B BASIC MATHEMATICS 1B - Basic Level Suggested Prerequisite: Recommendation of S.E.R.U. Staff The basic -level courses in mathematics for Grades 9 and 10 are designed for students with differing levels of understanding of the material studied in previous grades. Most students who take Grade 9 basic level mathematics will probably have experienced frustration in their attempt to learn, and maintain the basic mathematical skills needed for other subjects and in their everyday life at home and at work. They represent a wide spectrum of abilities and vary widely in their motiva tion to lea rn mathematics. The emphasis in this course will be to review and to extend the mathematics skills already encountered rather than introducing more skills. Topics include computation with whole numbers, decimals, fractions, ratio, percent formulas, organization of data and basic geometry. Calculator skills will be stressed as students will be encouraged to use calculators for most computations. Basic level courses are designed for students who need only two high school mathematics courses to obtain the OSSD. 47 MAT2A MATHEMATICS 2A - Advanced Level Prerequisite: MAT1A This course is a continuation of MAT1A and is designed for students who have demonstrated an interest in, and an aptitude for the more abstract aspects of mathematics and who intend to eventually study one or more of the Ontario Academic Credits (OAC) in mathematics. Topics include the real numbers, statistics, relations, equations and inequations, polynomials and rational expressions, coordinate geometry, transformations, deductive thinking, and three dimensional geometry. Op- tional topics include isometries, vectors and probability. A mandatory system wide exam will be written at the end of the course. MAT2AF This course is identical to MAT2A and is taught in the French language to students in the French Immersion programs. Prerequisite: MATIAF MAT2G MATHEMATICS 2G - General Level Prerequisite: MAT1G or MAT1A The second course in the Application of Mathematics keeps theory to a minimum and accentuates the real life situations in mathematics. Topics include, number applications, powers, square roots, applications of ratio, rate, percent, statistics, personal finance and banking, borrowing and saving, graphing, polynomials, formulas, equations, graphing variations, linear equations in two variables, and geometric figures and their properties. MTW2B BASIC MATHEMATICS 2B - Basic Level Suggested Prerequisite: MTW1B The second course in Mathematics for work and home is an extension of MTW1B. It will emphasize applications of mathematics that will be relevant for students at school, at home and at work. Computations stressed in MTW1B will be extended and related to such things as obtaining a job, wages, service jobs, panelling, painting, repair and maintenance charges, budgets, banking and sports. For most students who take this course it will be their final high school mathematics course. MAT3A MATHEMATICS 3A - Advanced Level Prerequisite: MAT2A or MTT3G 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. 48 MTB3G MATHEMATICS FOR BUSINESS and CONSUMERS 3G - General Level Prerequisite: MAT2G or MAT2A This course is designed for those students who have demonstrated knowledge of the skills of arithmetic and algebra specified for Grades 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. Areas of study include mathematics for the informed consumer i.e. buying and 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. MTT3G MATHEMATICS FOR TECHNOLOGY 3G - General Level Suggested Prerequisite: MAT2G or MAT2A This course is designed for students who have demonstrated a good understanding of Grades 9 and 10 General Level Mathematics. The content and processes will be prerequisites for success in diploma -level technological and business programs at the colleges of Applied Arts and Technology. Topics of study include rational numbers, real numbers, equations, powers, roots, radicals, geome- try, trigonometry, the straight line, borrowing and saving, income and income tax, vehicle costs, and buying and selling. MAT4A MATHEMATICS 4A - Advanced Level Prerequisite: MAT3A (MAT3A may be studied concurrently with MAT4A ) 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 (OAC) in mathematics. Emphasis throughout the course will be on developing a founda tion 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 and radicals. MTB4G MATHEMATICS FOR BUSINESS and CONSUMERS 4G - General Level Prerequisite: MTB3G, MTT3G, or MAT3A This second course in Mathematics for Business and Consumers continues with mathematics applications related to consumers and small businesses. Areas of study include Mathematics for investment, Consumer Mathematics, Mathematics for small business, statistics and algebraic con- cepts relating to the previous topics. Appropriate and effective use of the calculator will be stressed in all sections of the course. NOTE: Students who are considering community college programs that require a general level mathematics credit are urged to take MTT4G(Math for Technology) rather than MTB4G (Math for Business and Consumers) 49 MTT4G MATHEMATICS FOR TECHNOLOGY 4G - General Level Prerequisite: MTT3G or MAT3A This course is a continuation of MTT3G and will develop the mathematics competence necessary for entry into diploma level technological and business programs at colleges of applied arts and technology. Topics of study include the real numbers, polynomials and rational expressions, equations, geometry and trigonometry, forces and vectors, annuities and mortgages, with possible optional topics of statistics and stocks as an investment instrument. Calculators will be an integral part of the course. MAGOA ALGEBRA and GEOMETRY OAC - Advanced Level Prerequisite: MAT4A This course is appropriate for those students who have a record of high achievement in mathematics and intend to pursue studies in mathematics in some depth at university. Normally a student would treat this course as a complement to MCAOA (Calculus OAC). Topics of study include: translations; matrices and linear transformations; matrices and conic sections; vectors; vector and scalar equations of lines and planes; complex numbers and mathematical induction. MCAOA CALCULUS OAC - Advanced Level Prerequisite: MAT4A This course should be selected by every student who intends to enrol in a university calculus course. Calculus is the mathematics used in describing change, having roots in both the algebra and geometry studied at previous levels. The course begins with an intuitive approach to the concepts of limits leading to the derivative function and the fundamental study of the derivative. Derivatives of trigonometric, exponential and logarithmic functions are studied with special emphasis on extreme values and the application of extremes in the physical sciences. Other topics include: curve sketching; solution of differential equations; application of differential equations with a view to introducing integration. Application to real-life situations will be stressed in this course. MFNOA FINITE MATHEMATICS OAC - Advanced Level Prerequisite: MAT3A This course is appropriate for those students who do not require the calculus course as a prerequisite for the college or university program they are planning to pursue. It may also be selected along with the calculus by those students who may be continuing the study of mathematics at university but are not interested in a continued study of the more abstract aspects of mathematics. Finite mathematics involves the study of a number of mathematical models. The emphasis is on application of the concepts developed. Topics include: matrix algebra; solving systems of equations and inequations; permutations and combinations; the binomial theorem; finite series; probability and statistics. 50 DCS3A COMPUTER SCIENCE 3A - Advanced Level Suggested Prerequisites: BKI1G, DCS2A, and MAT2A This course is designed for those students who have an interest in computers and wish to study them in some depth. Programming skills and problem -solving techniques will be emphasized. Students will solve diverse types of problems in BASIC language on the Macintosh computer. The course should also help the student develop an understanding and appreciation of computer technology, become more aware of the basic components in a computer system and develop a conceptual understanding of computer electronics with respect to logic, circuits, and binary, octal and hexadeci- mal numbers. DCS4A COMPUTER SCIENCE 4A - Advanced Level Suggested Prerequisite: DCS3A and MAT3A 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. 51 C&I Mntfl@kUII011) .......... r. iti$}>ik \i:iiij;:iiiiii}Jiij}\�:j\?:`v<.`•>•}i.j}jji\4\ti�Ak k:^r?iiiii: 1. A minimum of 1 credit in Physical Education is required for the OSSD. PHF1G GIRLS PHYSICAL EDUCATION 1G - General Level Suggested Prerequisite: None The Grade 9 program is designed to offer a variety of exciting activities for girls at all levels of fitness and skill development. Emphasis is placed upon participation and enjoyment and developing a healthy attitude towards female participation in sports to 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, skating, broomball, and ringette. The Health program presents the topics of adolescent sexuality, fitness and drug awareness. PHM1G BOYS PHYSICAL EDUCATION 1G - General Level Suggested Prerequisite: None The Grade 9 program is designed to offer a variety of exciting activities for boys at all levels of fi tness 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 at least once during the course. Team sports such as soccer, rugby, broomball, touch football, basketball, lacrosse, baseball and volleyball are offered as are individual sports such as wrestling and gymnastics. Health topics presented at this level include the dynamics of fitness, drug awareness and adolescent sexuality. PED2G INTRODUCTORY DANCE 2G - General Level Suggested Prerequisite: PHF1G or PHM1G 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 with modern music as well as 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. PHD2G ADAPTIVE PHYSICAL EDUCATION 2G - General Level Suggested Prerequisite: Permission of Department Head This special Physical and Health Education course has been created to fulfil 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. An examination and certificate outlining student's capabilities and limitations will be requested at the beginning of the course. 53 PHF2G GIRLS PHYSICAL EDUCATION 2G - General Level Suggested Prerequisite: PHF1G The Grade 10 program is an extension of the Grade 9 program with the addition of some activities offered in a co-educational setting. Emphasis is placed upon participation, enjoyment, and the development of more advanced motor skills. Coupled with the skill development is an emphasis on positive social behaviour through co-operation with others, sportsmanship, acceptance of responsibility and leadership. 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, broom - ball, paddleball, gymnastics, dance, slow pitch baseball, and snowshoeing. Health topics include: first aid and alcohol education. PHE2GF PHYSICAL EDUCATION - CO-ED IMMERSION - General Level Suggested Prerequisite: Participant in Immersion program. This course is similar to PHF2G and PHM2G and is taught in French to students in the French Immersion programs. PHM2G BOYS PHYSICAL EDUCATION 2G - General Level Suggested Prerequisite: PHM1G The Grade 10 program is an extension of the Grade 9 program with the addition of some activities offered in a co-educational setting. Emphasis is placed upon participation, enjoyment, and the development of more advanced motor skills. Coupled with the skill development is an emphasis on positive social behaviour through co-operation with others, sportsmanship, acceptance of responsibility and leadership. Strenuous physical activity and specific conditioning exercises are part of each class. The students level of fitness is assessed at least once during the course. Team and individual activities include: volleyball, badminton, basketball, soccer, broomball, gymnastics, and touch football. Outdoor activities may include orienteering, and broomball. Health topics include: first aid, drug awareness plus adolescent sexuality. PHF3G GIRLS PHYSICAL EDUCATION 3G - General Level Suggested Prerequisite: PHF2G The Grade 11 program differs substantially from the Grade 10 program in that some activities are offered in a co-educational setting when advisable. Depending upon the semester, activities may include: tennis, badminton, volleyball, judo, archery, social dance, fencing, softball and lacrosse. Outdoor education activities may include orienteering, cross-country skiing, and broomball. Health Education topics include: the dynamics of relationships, communication skills, individual- ity and stress management. PHE3GF PHYSICAL EDUCATION - CO-ED IMMERSION - General Level Suggested Prerequisite: PHE2GF This course is similar to PHF3G and PHM3G and is taught in French to students in the French Immersion programs. 54 PHM3G BOYS PHYSICAL EDUCATION 3G - General Level Suggested Prerequisite: PHM2G The Grade 11 program differs substantially from the Grade 10 program in that most activities are offered in a co-educational setting. Depending upon the semester, activities may include: tennis, badminton, volleyball, social dance, fencing, team handball, archery, and lacrosse. Outdoor education activities may include: orienteering, cross-country skiing, and broomball. Health education topics include the dynamics of relationships, communication skills, individuality and stress management. PED4A PHYSICAL EDUCATION - CO-ED 4A - Advanced Level Suggested Prerequisite: Grade 11 Physical Education 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 in the selected physical activities. This will be coupled with an attempt to develop the students' judgements related to organization, administration and coaching. The administra tion 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. PED4G INTERMEDIATE DANCE 4G - General Level Suggested Prerequisite: PED2G Students will study in-depth the areas of aerobics, ballet and jazz dance with a theoretical emphasis on fitness, safety and posture. Minor units will include rock and roll and the history of dance. Students will be given an opportunity to choreograph and perform dances of their choice. The focus of the course will be to develop a theoretical knowledge of the principles and elements of movement through dance as well as maintaining personal fitness. Correct technique will be stressed. There will be numerous opportunities to attend local dance studios, professional performances and a number of workshops. PHF4G GIRLS PHYSICAL EDUCATION 4G - General Level Suggested Prerequisite: PHF3G The Grade 12 program concentrates on developing skills and enjoyment for activities that may be pursued for a lifetime. Emphasis is also placed upon developing leadership skills and organiza- tional 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 may include: badminton, tennis, judo, volleyball, paddleball, team handball, archery, fencing. Outdoor education activities may include: 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. 55 PHM4G BOYS PHYSICAL EDUCATION 4G - General Level Suggested Prerequisite: PHM3G 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 may include: badminton, tenni s, judo, volleyball, paddleball, team handball, archery, and fencing. Outdoor education activities may include: cross-country skiing, broombaIl, and ball hockey. The Health program covers nutrition and fitness, marriage, and alternate life-styles and an investigation of major health problem. PED5A PHYSICAL EDUCATION 5A - Advanced Level Suggested Prerequisite: PHM4G, PHF4G, PED4A This course is designed to further increase the student's awareness and appreciation of sport, fitness and physical education. When applicable the theory of the classroom will receive practical application and experience. Topics include sports administration, tournament structure, anatomy, physiology, fitness training methods, skills analysis, and the treatment of athletic injuries. A major assignment will be required in the area of sports administration and a final exam will be written. Possible field trips include visits to Sports Canada, the Royal Ottawa Rehabilitation Centre and Carleton University Fitness Centre. 56 OCIIItan \ • \ \ \ • • • \ \ \ t • \ S. \ \ S. \ \ \ 1 \ ,,,,,,,,,,,,,,,///// / / / J • • • • • • • • • 1 �• • t • \ \ 1 t • \ • • \ • J /IJJ/// ////Jr/I f`/\/1/`/`/1/1/ / J/ f f J J f// eeeefeeee e eeeeeeee f f/J///// \\111\•11 / / I r e n e! 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A minimum of 2 credits in Science is required for the OSSD. 2. Any of SCA3G, SBA3G, and SPA4G may be taken concurrently. 3. Any of SCH3A, SBI3A, and SPH4A may be taken concurrently. �v«Kk�L:�o:•�a%td�G:cC.:,c;o-rx�C�wr�rt»r.�woo-�usrrlw:::a:.....:...:::f•»>;:.�.>:::::;;;;;:::;;:»;:.;:;;;;;:;:;:. SNC1A SCIENCE 1A - Advanced Level Suggested Prerequisite: None This introductory science course is an experiment -oriented one that quickly directs students to safe laboratory procedure and equipment use. Observational, interpretation, and note -taking skills are stressed. Topics will include: physical and chemical change, mixtures and substance separation, cells and cell systems, and green plant study. SNC1AF This course is identical to SNC1A and is taught in the French language to participants in the French Immersion programs. SNC1G SCIENCE 1G - General Level Suggested Prerequisite: None The purpose of this introductory course is to focus on some basic facts, ideas and concepts of physical and biological science. The course will give students an increased knowledge for science, nature, and technology. Topics in this course are similar to those in SNC1A but will be more practical and less theoretical. Skills in observing, measuring, and formulating ideas will be stressed. SNC2A SCIENCE 2A - Advanced Level Suggested Prerequisite: None This course will involve students in the completion of the mosaic of basic science facts, ideas and concepts that began in the SNC1A program. Once again there will be a stress on observation, interpretation and note -taking skills. Topics will include: interactions of organisms with the environ- ment; heat; some applied chemistry; magnetism and electricity. SNC2AF This course is identical to SNC2A and is taught in the French language to participants in the French Immersion programs. SNC2G SCIENCE 2G - General Level Suggested Prerequisite: None This practical course will focus on topics essential to the students' needs and will complete the mosaic of topics that began in the SNC1G program. Topics will include some environmental biology, basic introductory chemistry, magnetism and electricity and environmental resources study. There will be a continuation of the stress on skill development in observation, organization of ideas and vocal and written presentation. SBA3G BIOLOGY 3G - General Level Suggested Prerequisite: SNC1G or SNC2G This course focuses on practical topics that lend themselves to laboratory exercises and projects. The aim is to achieve basic appreciations of applied biology by the student. Topics include: digestive and excretory systems in mammals; dietary input; the two co-ordinating systems; the gas exchange and circulatory systems; genetics and reproduction; community waste management. SBI3A BIOLOGY 3A - Advanced Level Suggested Prerequisite: SNC2A The emphasis in the course will be cell, tissue, and organ function in both plant and animals. The evolution of co-ordination, excretion and reproductive systems will be included with their functional patterns. Genetics theory and experimentation will be dealt with. Note that the emphasis will be to function rather than anatomy. 58 SCA3G CHEMISTRY 3G - General Level Suggested Prerequisite: SNC1G 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. SCH3A CHEMISTRY 3A - Advanced Level Suggested Prerequisite: SNC1A and MAT2A This introductory chemistry course teaches basic knowledge and concepts. The following areas of study are covered: laboratory safety and procedures; review of the structure of matter; atomic theory; periodic law; atomic aggregates; nomenclature and formulae; equation writing; the mole concept; the gas laws; solutions; acids; bases; and salts. The course provides a laboratory -centred approach and builds a satisfactory background for students interested in Grade 13 science courses. SPA4G PHYSICS 4G - General Level Suggested Prerequisite: SNC1G This course consists of two themes: matter and energy. Practical application is strongly emphasized. A course centred on matter and energy requires mathematical understanding, but only at a basic arithmetic level. Experimentation is frequent in this course and directs students to practical and environmental applications. The general theories of energy wave transmission and electromagnetic induction are covered. SPH4A PHYSICS 4A - Advanced Level Suggested Prerequisite: SNC1A and MAT2A This introductory physics course provides students with an understanding of the structure and operation of the physical environment. In order to meet this objective, the course consists of two themes: matter and energy. The sequence of topics begins with energy wave transmission studies and proceeds to sound and light applications. Binding forces between particles lead students to the consideration of electrical charges and magnetic effects. The inter -relation between these two binding forces directs attention to magnetic fields and electromagnetic induction. The course is laboratory -centred and involves many experiments. SBIOA BIOLOGY OAC - Advanced Level Suggested Prerequisite: SCH3A or SBI3A (or Departmental Permission) This course provides students with the knowledge needed to appreciate the complexities of living things. It emphasizes the dependence of life upon basic physical and chemical principles. Units of study are: the chemical nature of life, energy and the living cell; plant physiology and photosynthesi s; genetics; the theory of evolution; homeostasis; ecology. SCHOA CHEMISTRY OAC- Advanced Level Suggested Prerequisite: SCH3A (or Departmental Permission) This is a preparatory course for students entering chemistry and other science courses at communi ty colleges or universities. A strong emphasis is placed in experimental activities and the application of chemical theory to industrial and environmental processes. The course includes the following topics: organic chemistry; atomic structure and molecular architecture; energy and rates of chemical reactions; equilibrium; an introduction to oxidation-reduction reactions and electrochemistry. 59 SPHOA PHYSICS OAC- Advanced Level Suggested Prerequisite: SPH4A (or Departmental Permission) This course provides students with a conceptual framework of contemporary physics. Sequential experimental activities permit the development of physical theories and their applications to the industrial and community environment. Units included in the course are: kinematics; dynamics; momentum and energy; electrostatics; waves and light; early quantum theory. 60 DEPARTMENT GRADE 9 GRADE 10 GRADE 11 GRADE 12 GRADE 13 ART AVI1G AVI2G AVI3A AVI4A AVIOA AVC3G AVC4G AVD3G AVD4G AVF4G DRAMA ADA2G ADA3G ADA4G MUSIC AMA1G AMU2G AMU3G AMU4A AMY5A AMU1G BUSINESS BKI1G BIB2G BAC3A BLW4A BACOA BKI1GF BKA2G BAI3G BLW4G BMK3G BSI3G COMPUTERS DCS2A BPC3G DCS4A DCS2G DCS3A ENGLISH ENG1A ENG2A ENG3A ENG4A ELIOA ENG1G ENG2G ENG3G ENG4G ENGOA ENS3A ENS3G FRENCH FSF1A FSF2A FSF3A FSFOA FSGOA FSF1G FSF2G FSF3G FSF4G GERMAN LEG2A LEG3A FRENCH FIL1 AL FIL2AL FEF3AL FEGOAL FEFOAL IMMERSION FIW1AL FIW2AL LATE (L) & FIL1 AR FIL2AR FIF3AR FIGOAR FIFOAR EARLY (R) FIW1AR FIW2AR GEOGRAPHY GCA1A GPH3A GRE4G GWIOA GCA1AF GPH3G GUR4A GCA1 G HISTORY HCT2A HWC3A HPO4A HCNOA HCT2AF HWC3AF HSM4AF NFPOA HCT2G HSC3A HXE4G HXEOA HSC3G NMT4A MATHEMATICS MAT1A MAT2A MAT3A MAT4A MAGOA MAT1AF MAT2AF MTB3G MTB4G MCAOA MAT1 G MAT2G MTT3G MTT4G MFNOA MTW1B MTW2B PHYSICAL PHF1G PED2G PHF3G PED4A PED5A EDUCATION PHM1G PHD2G PHE3GF PED4G PHF2G PHM3G PHF4G PHE2GF PHM4G PHM2G SCIENCE SNC1A SNC2A SBA3G SPA4G SBIOA SNC1 AF SNC2AF SBI3A SPH4A SCHOA SNC1G SNC2G SCA3G SPHOA SCH3A FAMILY STUDIES/ NFS1G NFS2G NFS3A NFS4G NMH1G NMH2G NFS3G NFS4A TECHNICAL TID IG TID2G TER3G TMY4G TIM IG TIM2G TMY3G SPECIAL RES... EDUCATION NDG1G 61