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CONTENTS
INTRODUCTION............................................................................................................................4
GENERALINFORMATION...........................................................................................................4
SECTION I: PROGRAMS AND SERVICES
THE COMMON CURRICULUM
Transition Years (Grade 9)
DIPLOMA REQUIREMENTS
Ontario Secondary School Diploma
Certificate of Education ..................
COURSES
5
............................................................................. 6
............................................................................. 7
Ministry of Education Courses.......................................................................................... 7
Definitionof a Credit..........................................................................................................7
Levelof Difficulty...............................................................................................................7
The Common Course Coding System...............................................................................8
Ontario Academic Courses (OAC's)..................................................................................9
PrerequisiteCourses.........................................................................................................9
Course Cancellations........................................................................................................9
CourseTransfers...............................................................................................................9
OntarioStudent Transcript..............................................................................................10
School -Related Package of Courses...............................................................................10
SPECIAL PROGRAMS IN CBE SCHOOLS
The French Immersion Program......................................................................................10
Alternate Education Program..........................................................................................10
Co-operative Education Program....................................................................................10
English as a Second Language Program........................................................................11
Program for the Intellectually Gifted................................................................................12
Linkage............................................................................................................................12
International Language Programs...................................................................................12
Semestered Programs....................................................................................................13
VocationalProgram.........................................................................................................13
Specialized Programs in Fine Arts and Technological Studies........................................13
1
STUDENT SERVICES IN CBE SCHOOLS
Guidance and Counselling Services....................................................................................13
Special Education Services..................................................................................................14
Special Education Resource Units.......................................................................................14
LibraryServices....................................................................................................................14
STUDENTS
Expectations of Students and Student Attendance................................................................15
StudentContract Option Sheet..............................................................................................15
StudentEvaluation................................................................................................................15
Examinations.........................................................................................................................15
Board -wide Examinations......................................................................................................15
Transportationof Students....................................................................................................16
PROGRAM SELECTION AT SIR ROBERT BORDEN.........................................................17
SECTION II: COURSES OFFERED
Grade9 Program.................................................................................................................21
Art........................................................................................................................................22
BusinessEducation.............................................................................................................24
ComputerStudies.................................................................................................................29
Drama..................................................................................................................................30
English.................................................................................................................................32
Englishas a Second Language...........................................................................................34
FamilyStudies.....................................................................................................................35
Geography...........................................................................................................................37
History..................................................................................................................................
40
Mathematics.........................................................................................................................
43
ModernLanguages..............................................................................................................45
Music...................................................................................................................................49
PeerTeaching......................................................................................................................
53
PhysicalEducation...............................................................................................................
54
Science................................................................................................................................56
Broad -Based Technology.......................................................................................................59
2
SECONDARY SCHOOLS IN THE CARLETON BOARD
A.Y. Jackson S.S. Osgoode Township H.S.
150 Abbeyhill Drive 2800 Albert St.
Kanata, K2L 1 H7 Metcalfe, KOA 2P0
836-2527 821-2241
Bell H.S. Sir Guy Carleton S.S.
40 Cedarview Road 55 Centrepointe Drive
Nepean, K2H 6K1 Nepean, K2G 51-4
828-9101 723-5136
Cairine Wilson S.S. Sir Robert Borden H.S.
975 Orleans Blvd. 131 Greenbank Road
Gloucester, K1C 2Z5 Nepean, K2H 8R1
824-4411 829-5320
Colonel By S.S. Sir Wilfrid Laurier S.S.
2381 Ogilvie Road 1515 Tenth Line Road
Gloucester, KU 71\14 Orleans, K1 E 3E8
745-9411 834-4500
Confederation H.S. South Carleton H.S.
1645 Woodroffe Avenue 3673 McBean Street
Nepean, K2G 1W3 Richmond, KOA 2Z0
226-8325 838-2212
Earl of March S.S. West Carleton S.S.
No. 4 The Parkway 3088 Dunrobin Road
Kanata, K2K 1 Y4 R.R. # 2, Dunrobin, KOA 1 TO
592-3361 832-2773
Gloucester H.S. Elizabeth Wyn Wood Site
2060 Ogilvie Road 50 St. Helen's Place
Gloucester, K1 J 71\18 Nepean, K2G 1H6
745-7176 225-8826
J.S. Woodsworth S.S. Frederick Banting Site
159 Chesterton Drive 4017 Carling Avenue
Nepean, K2E 7E6 Kanata, K2K 2A3
225-4700 591-7678
Merivale H.S. Norman Johnston Site
1755 Merivale Road 1677 Cyrville Road
Nepean, K2G 1 E2 Gloucester, K1 B 31-7
224-1807 745-5346
3
Mission Statement
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, dedicated, and effective
staff members.
INTRODUCTION
This booklet is a guide to the courses offered in the Carleton Board of Education's secondary schools. We
have attempted to make this booklet complete and accurate. In all cases, Ministry of Education
directives take precedence over any information provided here.
Students: the ultimate responsibility for selecting a program of studies rests with your parents, or, if you are
over eighteen years old, with you. Your school offers you considerable advice to help you make your
decisions. Consult your Guidance Department and subject teachers.
GENERAL INFORMATION
The Carleton Board of Education offers a wide variety of programs and services to its secondary school
students. As a result, variations exist from school to school. At the same time, in accordance with Ministry
of Education and Carleton Board expectations, there is a common core of programs and services which are
available in all CBE secondary schools.
This booklet is divided into two sections. Section I presents information about programs and services
available in all CBE secondary schools. Section 11 describes the courses offered in this particular school.
4
SECTION I: PROGRAMS AND SERVICES
THE COMMON CURRICULUM
This term is used to describe the Ontario Ministry of Education and Training's curriculum for grades 1 to 9.
Some key features include:
• a focus on results or learning outcomes, rather than on the length of time to be spent on
specific areas of study, and
• a recognition that school programs must accommodate various abilities, needs, interests, and
differing backgrounds of students.
Program Areas -The Common Curriculum recognizes connections and relationships among ideas, people,
and things, and applies them to traditional subjects in school. It is organized into four broad program areas.
Traditional subjects are included in the four program areas:
• Mathematics, Science and Technology
• Language (English, French)
• Personal and Social Studies: Self and Society (Business Studies, Family Studies,
Geography, Guidance, History, Physical and Health Education)
• Arts (Dramatic Arts, Music, Visual Arts, Dance)
Transition Years (Grade 9)
• The Grade 9 program is destreamed. Prior to September 1993, Grade 8 students chose
Grade 9 courses by levels of difficulty (Advanced, General or Basic). With Grade 9
destreamed, students and parents are able to defer decisions about course levels until the
end of Grade 9.
• There are no individual credits in Grade 9. Secondary schools will grant an equivalent of
eight credits to students who successfully complete the full Grade 9 program.
• The school program will be organized to allow teachers more time with each of their stu-
dents. This will provide opportunities to know students better, to appreciate their strengths,
and to assist them with their weaknesses.
• Students in Grade 9 with special needs will continue to have access to programs appropri-
ate for them.
A description of the school's Grade 9 program is found on page 21.
5
DIPLOMA REQUIREMENTS
All students registered in a secondary school are governed by the Ontario Ministry of Education and Training
document, Ontario Schools: Intermediate and Senior Divisions (OS:IS).
Ontario Secondary School Diploma
An Ontario Secondary School Diploma (OSSD) is granted, on the recommendation of the principal, to a
student who has satisfactorily completed a minimum of 30 credits. These 30 credits must consist of 16
compulsory credits and 14 elective credits. The 16 compulsory credits are:
English (including at least 2 from the Senior Division)
5 credits
French as a Second Language
1 credit
Mathematics
2 credits
Science
2 credits
Canadian Geography
1 credit
Canadian History
1 credit
Social Sciences (Senior Division)"
1 credit
Arts
1 credit
Physical and Health Education
1 credit
Business Studies or Technological Studies
1 credit
Total Compulsory Credits
16 Credits
Elective Credits
14 Credits
Total for OSSD 30 Credits
""A senior social science credit includes subjects such as Economics, Family Studies, Geography, History,
Law, and Society, Challenge and Change.
These 30 credits are the minimum required for the Ontario Secondary School Diploma. Students are
encouraged to take more than this minimum.
All students who registered after September 1, 1993 will normally require 22 credits after successful
completion of the grade 9 program. The compulsory credits that remain to be achieved after completion
of the grade 9 program will be established by the individual school. Consult your school cou nsellorto ensure
that you meet diploma requirements.
2
Certificate of Education
A student who leaves school before earning an OSSD may, after earning 14 credits, request a Certificate
of Education. The 14 credits must consist of 8 electives and the following 6 compulsory credits:
English
2 credits
Mathematics
1 credit
Science
1 credit
Canadian Geography or Canadian History
1 credit
Physical and Health Education
1 credit
Total Compulsory Credits
6 credits
Elective Credits
8 credits
Total for Certificate of Education 14 credits
COURSES
Ministry of Education Courses
All courses offered in Carleton Board schools have been developed according to Ontario Ministry of
Education and Training requirements. All courses are open to students of both sexes. Outlines of courses
of study are available in each school office for parents to examine.
Although the Ministry of Education provides general guidelines for both compulsory and optional areas
of study, the content in optional course units may vary from school to school. The sequence of compulsory
courses may vary among schools. While the Ministry requires that certain compulsory courses be
completed at the Intermediate Division in secondary schools, it does not specify precisely at which grade
level they must be taught.
Definition of a Credit
For students in Grades 10 -OAC a credit is granted to a student by the principal for successful completion
of a course which is scheduled for a minimum of 110 hours.
Level of Difficulty
Courses are offered at up to three levels of difficulty for grades 10 - 12: Advanced, General and Basic.
The level of difficulty for each course is indicated in its subject code. It is important that you select
courses at a level appropriate to your abilities and future educational plans. However, you need not
select all of your courses at the same level of difficulty. All OAC courses are offered at the Advanced
level. The three levels of difficulty are described below.
Advanced Level
Advanced level courses focus on the development of academic skills and prepare students for entry
to university and to certain programs in the colleges of applied arts and technology.
General Level
General level courses are appropriate preparation for employment, careers or certain programs in the
colleges of applied arts and technology and other non -degree -granting post -secondary educational
institutions.
Basic Level
Basic level courses are designed to improve a student's basic academic skills and are appropriate
preparation for employment.
The Common Course Coding System
All course codes have been assigned according to the Common Course Coding System developed by the
Ontario Ministry of Education. Each course code has at least 5 characters. Some have an optional sixth
character. The characters are used as follows:
The first three characters indicate the subject group and course. For example:
BLW = Business -Law
FIG = French Immersion
MAT = Mathematics
The fourth character indicates the grade level:
2 = Grade 10
3 = Grade 11
4 = Grade 12
O = OAC
The fifth character indicates the level of difficulty:
A = Advanced level
G = General level
B = Basic level
The sixth character (optional) carries additional information. In Carleton Board secondary schools, the
following sixth character designators are used:
C Single credit Co-operative Education
D Double credit Co-operative Education
E Enriched
F French Immersion course (other than French language)
G Gifted
H Half -credit, Co-operative Education
I Gifted French Immersion
K Sheltered Course
L UD Course
M Single credit Co-operative French Immersion
N Double credit Co-operative French Immersion
P Second single credit Co-operative Education
Q Quarter credit course
R First half of half -credit course
S Second half of half -credit course
U Second double credit Co-operative Education
V Third double credit Co-operative Education
Example: MAT 2AF designates Mathematiques, Grade 10, Advanced Level, French
Immersion.
Ontario Academic Courses (OAC'S)
The Ministry of Education defines an Ontario Academic Course as "a prescriptive provincially -designated
university -entrance course." Students going on to university normally take most of their credits at the
advanced level in preparation for the OAC's. OAC's have replaced the old Grade 13 courses. You may
complete the required OAC's either in addition to, or as part of, the 30 credits you need for an OSSD.
Notice, however, that there is no required OAC program. You should select OAC's on the basis of the
courses required by the university program you wish to take.
Prerequisite Courses
For certain courses, the Ontario Ministry of Education mandates that before you take the course, you
must successfully complete another course, normally at a lower grade level. In this booklet, such a
prerequisite is noted at the beginning of the course description with the heading "Ministry Prerequisite."
Should you or your parent ask that you be exempted from a Ministry prerequisite course, your principal
will rule on the request.
Some courses may bear the description "Suggested Prerequisite." This description means that your school
recommends that you take the prerequisite because your degree of success in the course will be increased
by what you learn in the prerequisite. Such recommendations are good advice. However, you will not be
denied entry into the course if you have not completed the suggested prerequisite.
Course Cancellations
Courses may be cancelled because of insufficient enrolment and staffing considerations, and closed due
to class size. Should a cancellation occur, either you will be notified and asked to select an alternate course,
or an alternate course you selected on your option sheet will be substituted.
Course Transfers
Requests to change your program during the academic yearwi ll be considered only fora valid reason. Your
school may consider a timetable change request for reasons involving:
• a change in level of difficulty,
• a timetable error,
• Summer School results,
• a change in career plans,
• post -secondary education admission requirements, or
• medical matters.
Should your request be deemed valid, your timetable will be adjusted, if possible, taking into account the
master timetable and class sizes.
E
Ontario Student Transcript
A record of courses you have successfully completed and credits you have earned towards diploma
requirements is maintained on the Ontario Student Transcript. Completed courses are entered on your
Transcript using common course code designations issued by the Ministry of Education.
School -Related Package of Courses
A school -related package consists of eight credits (minimum) in either Business E=ducation or Technologi-
cal Studies. If you successfully complete a school -related package, your accomplishment is recorded on
your Ontario Student Transcript in the form of an endorsement.
SPECIAL PROGRAMS IN CBE SCHOOLS
The French Immersion Program
The Carleton Board of Education offers a French Immersion program in all its secondary schools with the
exception of Sir Guy Carleton Secondary School. Through its schools, the Board offers the Carleton Board
of Education Certificate in French Immersion which is awarded to secondary school graduates who have
earned the prerequisite number of Late Immersion/Extended or Early Immersion French program credits.
Students who enter Grade 9 in September 1993 or thereafter are required to complete the requirements
for Early or Late Immersion during the Transition Years (i.e. a minimum of half their instruction in the French
language) and the completion of 7 other Immersion credits. At least one French Immersion credit must be
taken in the Senior division.
The certificate shall be awarded to Grade 9 students who entered the Board's secondary Gifted program
in September 1993 and who, by graduation, will have acquired a minimum of 6 Late Immersion/Extended
or Eariy Immersion program credits.
Alternate Education Program
The Carleton Board of Education's Alternate Education Program is designed for students who have
difficulty coping in a traditional secondary school setting. The program also serves as a re-entry point for
students who have withdrawn from school. The program consists of a Life Skills Senior Social Science
credit course, a Co-operative Education program (work experience) and academic courses based on
materialsfrom the Independent Learning Centre. For further information, contact yourguidance counsellor
or Vice -Principal.
Co-operative Education Program
Co-operative Education is a work -education program for which students receive credits. The program
promotes skill development, career development and self-awareness by integrating classroom learning
with supervised work experiences in a business, an industry or a community service organization. The
goals of Co-operative Education are:
• To better prepare students for careers,
• To help students better understand classroom learning through practical applications
in real-life situations,
10
• To develop in students an understanding of employers' expectations in real job
situations,
• To increase students' motivation,
• To help students develop appropriate plans for post -secondary employment and
education,
• To develop in each student a positive self-image,
• To help students develop and reinforce marketable skills,
• To help students better understand and appreciate the world of work, and
• To help students discovertheir true interests anclabilities and to test their aptitudes.
As a student in Co-operative Education, you spend a portion of your school day in a curriculum -related
community work setting for the term or semester. The program involves an individualized training plan
and an individual Work Education Agreement which sets out time that you spend at the worksite. Your
progress is monitored every three weeks by a teacher knowledgeable in the subject area, and an
evaluation is carried out co-operatively by your teacher monitor and the supervisor at you rwork site. You
meet regularly throughout the semester or term with other co-operative education students to share
experiences, reflect on learning and participate in integration activities and assignments.
To enter a Co-operative Education program, you must:
• choose "Co-operative Education" on your course option sheet,
• ensure that you have successfully completed the related in -school course to which
your placement will be linked, or have arranged to take the course concurrently with
your out-of-school program,
• submit a completed Co-operative Education Application Form to the Co-operative
Education Co-ordinator, and
• participate in an interview with school staff to discuss the suitability of the co-
operative program you would like to take.
English as a Second Language Program
English as a Second Language (ESL) is a program designed to aid students whose first language is not
English. It covers the four critical areas of language acquisition: listening, speaking, reading and writing.
Normally, a beginning student takes all three levels of ESL before entering the regular English program.
A formal initial assessment is done to determine the appropriate ESL level for each student. ESL
programs are offered at the following schools:
• Bell High School
• Colonel By Secondary School
• Gloucester High School
• J.S. Woodsworth Secondary School
• Merivale High School
• Sir Guy Carleton Secondary School
• Sir Robert Borden High School
For further information, contact the English as a Second Language Reception Centre at the Brook Lane
Education Centre (224-7818).
11
Program for the Intellectually Gifted
The mandate of the Secondary School Gifted Program is to provide differentiated learning experiences
beyond those normally provided in the regular school program to those students who have been
identified as intellectually gifted by an Identification, Placement and Review Committee (IPRC).
Students in the program are challenged to achieve, with their peers, in a secure, confidence -building
environment. Gifted students meet daily as a group in their core classes (English, Mathematics,
Geography/History and Science). In these classes, a differentiated curriculum is offered to expand both
the depth and breadth of their learning. All such gifted courses are given at the advanced level as
described in Ministry guidelines. Gifted students take their elective subjects as members of the regular
program.
Secondary School Gifted Programs are offered at the following schools:
Bell High School
Gloucester High School
Merivale High School
For more information, please consult the Special Education fact sheet entitled Programs for Intellec-
tually Gifted Students available in your child's school.
Linkage
As of September 1991, linkage or articulation agreements have been signed between Algonquin
College and the four area school boards in order to ease the transition from high school to college. The
intent of these agreements is to recognize student preparation for college. Students may earn advanced
standing at the college level for courses taken in high school, or they may be given consideration for
admission to specific programs at Algonquin.
To date, linkage agreements have been signed for the following programs at Algonquin:
1. 3 year Business Administration
2. Early Childhood Education
3. Graphic Technician -Printing
See your guidance counsellor for further details.
International Language Programs
International language programs are offered in selected Carleton Board schools. These programs may
include German, Italian, Spanish, Japanese, Latin, Hebrew, and Korean. Information about the nature and
location of these programs may be obtained from your school's guidance office.
12
Semestered Programs
With full -credit semestering, the school year is divided into two equal sections. The first semester runs
from September through January; the second, from February through June. Students take a maximum
of four subjects per semester. Students may transfer from a non-semestered school to a semestered
school if the transfer allows them to complete diploma requirements in one semester, ratherthan afull year.
The following schools offer a semestered program:
• A.Y. Jackson S.S.
• Bell H.S.
• Cairine Wilson S.S.
• Gloucester H.S.
• J.S. Woodsworth S.S.
• Sir Wilfrid Laurier
• West Carleton S.S.
Intermediate and Senior Divisions
Senior Division only
Intermediate and Senior Divisions
Intermediate and Senior Divisions
Intermediate and Senior Divisions
Intermediate and Senior Divisions
Intermediate and Senior Divisions
Vocational Program - Sir Guy Carleton S. S.
The primary purpose of the vocational program at Sir Guy Carleton Secondary School is to prepare students
for entry to the work force. At this school, the CBE offers a full range of courses leading to the Certificate of
Education, the Ontario Secondary School Diploma and the world of work. Academic and technical courses
are offered at the basic level and are combined with external programs which provide students with learning
opportunities in the community outside of the school. Admission to the school is by application inititated by
the Guidance Department of the student's home school. Information about the programs available at Sir Guy
Carleton Secondary School may be obtained by contacting the school at 723136.
Specialized Programs in Fine Arts
and Technological Studies
Specialized programs in Fine Arts and Technological Studies are offered at different schools. Information
about the nature and location of these programs may be obtained from your school's guidance office.
STUDENT SERVICES IN CBE SCHOOLS
Guidance and Counselling Programs
Guidance and Counselling Programs in each secondary school serve students, parents and staff by
providing three different kinds of counselling and instruction: educational, career, and personal.
Educational Counselling and Instruction. This program helps students and their parents
decide on current and future secondary school programs and on post -secondary education and
training opportunities.
Career Counselling and Instruction. This program helps students with their career exploration
and decision-making. Counsellors encourage students to examine their strengths and prefer-
ences and relate these to a wide range of occupations. Students use the career and educational
information i n the guidance information centre and visit or work in various occupations through job
shadowing, work experience and Co—operative Education.
13
I Personal Counselling. This program helps students deal with their personal concerns and their II
relationships with others.
Special Education Services
The Special Education Department within each school provides services for all students identified as
"exceptional" as defined by an Identification, Placement and Review Committee (IPRC). In addition, it
meets the needs of other students identified through an in -school case conference by making modifications
to their regular academic program. The Special Education Department in each school has access to the
Board's Special Services Department for additional support. These services include social workers,
psychologists, speech language pathologists, itinerant teachers of the visually and hearing impaired, and
an educational audiologist. For more information about the Carleton Board's Special Education Services
please consuItthe following pamphlets available in yourchild's school: Overview of Special Education - Part
1 (Programs and Services. Assessment Procedures) and Part 2 (Identification. Placement and Review
Committee and Appeal Process).
Special Education Resource Units
The Special Education Resource Unit (SERU) helps students who require more individualized support
than a regular class is able to provide. To discuss receiving SERU support, a parent, student or teacher
may contact the school at any time throughout the year. For more information, please consult the Special
Education fact sheet entitled Resource Units and Designated Resource Units available in your school.
Special Education Composite Unit
The Composite Unit helps students whose learning needs require a higher level of intervention, structure
and supervision than is possible through the Special Education Resource Unit. The program consists of
many regular classroom credits plus added support time built into the student's timetable. Since the learn-
ing disabilities which make academic learning difficult also make social learning difficult, the program
addresses both these areas. Development of strategies to deal with successful work completion and to get
along with others are the focus. Admission to the Composite Unit is through the Identification, Placement
and Review Committee.
Library Services
Carleton Board school libraries have facilities for reading, studying, research and teaching. The librar-
ies contain leisure reading for students' personal reading interests and curriculum -oriented materials for
their research assignments. Periodicals and audio-visual materials are also included in the collections.
Through the Interlibrary Loan Network, the resources of all Carleton Board school libraries are available
to students. Several schools offer automated reference services and database searching. Students
may use the library before and after school, at noon, and during study periods.
The Library Program is designed so that all students develop both information -gathering skills and skills
for learning throughout life. Teacher -librarians plan research projects in co-operation with subject
teachers. Teachers who assign research projects bring their classes to the Library for one or more
periods of research. At this time, the Teacher -librarians introduce students to resources, teach required
library skills and assist students with their research by distributing reading lists or bibliographies. The
reference service is available throughout the day for students requiring assistance with independent
study projects.
14
STUDENTS
Expectations of Students and Student Attendance
Regular attendance is essential to the learning process. When your learning is disrupted by irregular
attendance, both you and your class lose experiences which cannot be entirely replaced. Moreover, if
you habitually miss classes you suffer in the evaluation process because your participation and
achievement cannot be assessed. Attendance is, therefore, an essential component of every course.
A student who has been appropriately counselled and provided with support to promote regular
attendance, but who is still unwilling to attend classes regularly, will normally fail the course.
Student Contract Option Sheet
Students indicate the courses they wish to take during the coming academic year by completing a
Student Contract Option Sheet. On the basis of these sheets, school officials construct the master
timetable and staff the school. As these decisions are based on the information from student option
sheets, it is imperative that this information be accurate and complete. You and your parents must,
therefore, give careful thought to the course options you select. Opportunities to change option
selections are limited.
Student Evaluation
Evaluation is not an end in itself. It is part of the learning process for both the teacher and the student.
Its purpose is to assess a student's achievement in relation to the stated objectives of the course.
The procedures for evaluating student progress vary from course to course to meet the requirements
of different subjects, different levels of difficulty, and different learning environments. Teachers provide
students with specific, written evaluation procedures at the beginning of each course.
Examinations
The general practice is that students will not be timetabled for more than two examinations
in one day.
Students who take courses at different levels and/or grades however, may be required to write more
than two exams on a given day. Every attempt will be made to ensure that students do not write more
than two exams in one day.
Board -wide Examinations
Each Board -wide examination is marked according to a uniform set of criteria which is applied in all
schools. Board -wide examinations are administered in the following subjects, at the grade levels and
times of year indicated below:
Mathematics
-Grade 10 Advanced End of course
-OAC Calculus End of course
15
English
-OAC I End of course (semestered), Jan. (non-semestered)
-Grade 12 General End of course (semestered), Jan. (non-semestered)
In Mathematics and English, all students taking the course write the same examination.
Transportation of Students
The Carleton Board of Education provides transportation for secondary students who reside 4.0 kms. or
more from the school that they are directed to attend. Board transportation by public transit (OC
Transpo) is used where adequate service is available and cost effective. Students using OC Transpo
are required to obtain an OC Transpo student identification card before they can be issued a student
pass. Student passes/tickets are issued to students eligible for Board transportation, by the school.
Information regarding regular school bus routes is available from the schools, the Board's transportation
office, and in public libraries, prior to the start of school each year.
Students assigned to special routes are notified by their school bus carrier prior to the start of school with
details of the route and pick-up time.
16
OF EDUCATION
Sir Robert Borden High School's programmes are developed to meet the goals of the Ministry of Education
and the Carleton Board of Education. These goals are 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 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.
ISSION STATEMENT OF SIR ROBERT BORDEN HIGH SCHOOL
o create an environment in which learning for both students and staff is valued, encouraged and fun.
OF THE SCHOOL
To satisfy the needs and stimulate the growth academically, socially and physically of each individual.
To encourage and strengthen the partnership between the school and the community.
To fulfill the aims and objectives of the Carleton Board of Education and the Ministry of Education.
To recruit and retain highly qualified and competent staff and to provide opportunities for
professional development.
To provide an administrative system which encourages and fosters a positive learning and
teaching atmosphere.
To develop co-operation and communication between students and staff.
CONTRACT OPTION SHEET
Students and parents are requested to give careful thought to options selected. School officials construct the
master timetable and distribute staff on the basis of this information. OPPORTUNITIES TO CHANGE OPTION
SELECTIONS WILL BE LIMITED. REQUESTS FOR SUCH CHANGES SHOULD BE MADE BEFORE THE
END OF JUNE.
17
CHOOSING YOUR COURSES WISELY
PLACE A CHECK MARK IN THE BOX TO THE LEFT OF EACH SUGGESTED ACTIVITY WHEN YOU
HAVE COMPLETED THE ITEM
1. Check the diploma requirements on page 6 to be certain that all compulsory
courses for your OSSD have been completed.
112. Consider all other possible options by carefully examining the course outline
section which is part II of this book.
3. Read page 20, titled `After High School". Examine university and college
calendars for compulsory prerequisite courses which must be completed
before entering the program.
114. Determine your interests. Students tend to have higher grades in courses that
they enjoy.
5. Evaluate your abilities. Look at your grades in previous related courses. Read
page 7, titled "Level of Difficulty", to help you decide on the appropriate
level of difficulty.
❑ 6. Talk to your teachers. Both your present teachers and the teachers of the
courses which you are considering will be of assistance to you.
7. Talk to your parents. A parent's signature is required for all students under the
❑ age of 18. Discuss your choices with your parents. Don't just ask them to
sign the form!
❑ 8. Talk to other students. Find out as much information about the course as
possible now. Be sure it's what you want.
❑ 9. Talk to other adults who are currently employed in the area of your career
interest. These people may be able to recommend appropriate courses.
❑ 10. Tentatively plan the OAC courses you expect to take. Make sure that you
have included the necessary*senior level prerequisites if you intend to
complete OAC courses.
❑ 11. Make an appointment to discuss your choices with your Guidance
counsellor. If your parents wish to speak to a counsellor, he/she can be
reached at 829-5320.
12. Evaluate the choices you have made. Do your courses satisfy your needs,
abilities and interests? Once the school year begins, very few changes will
be made and the rules on page 9 will be strictly followed.
18
PLANNING FOR TOMORROW
A worksheet to help you decide on the courses you may take next year.
IF YOU STARTED GRADE 9 BEFORE SEPTEMBER, 1993:
P I: CHECK OFF THE COMPULSORY COURSES THAT YOU HAVE TAKEN
5 ENGLISH (2 IN SENIOR DIVISION)
❑ ❑ ❑ ❑ ❑
2 MATHEMATICS
❑ ❑
2 SCIENCE
❑ ❑
1 FRENCH
❑
1 CANADIAN GEOGRAPHY
❑
1 CANADIAN HISTORY
❑
1 SOCIAL SCIENCE (SENIOR DIVISION)
❑
1 ARTS (ART, MUSIC, DRAMATIC ARTS)
❑
1 PHYSICAL EDUCATION
❑
1 BUSINESS OR TECHNOLOGY
❑
P II: WRITE THE NAMES OF ALL COURSES WHICH YOU HAVE SUCCESSFULLY
COMPLETED (OR ARE CURRENTLY TAKING) IN THE SPACE PROVIDED AT THE
BOTTOM OF THIS PAGE.
P III: WRITE THE NAMES OF ANY REMAINING COMPULSORY COURSES IN THE SPACE
FOR THE YEAR IN WHICH YOU INTEND TO TAKE THEM.
P IV: USE THE INFORMATION ON THE NEXT PAGE TO HELP YOU CHOOSE THE
REMAINDER OF YOUR COURSES WISELY.
COURSE SELECTIONS
YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5
19
POINTS TO CONSIDER
In Grade 10, select courses at the appropriate level of difficulty and work on the completion of most of
your compulsory credits.
As you enter Grade 11 look ahead at your next few school years and plan how you will complete all your
diploma requirements. Choose elective courses that will give you a range of experiences and prepare
you for courses you may want to take at the senior level.
a) Immersion students need to plan carefully to fulfill the requirements of the French Immersion Certificate.
b) Students in advanced -level courses should make sure they have the prerequisites for any OAC courses
they wish to take.
As you enter Grade 12, make sure that you have completed your compulsory credits. You should
research post -secondary education requirements carefully.
AFTER HIGH SCHOOL
UNIVERSITY
Universities require an OSSD and 6 OAC credits for entrance. Admission requirements vary for different
programs. Students should plan early in their high school years to make sure they have the required
courses for the program of their choice.
Forexample, in orderto enteran Arts Program, most universities require you to take ENGOA and five other
OAC's but for an Engineering Program you would need MCAOA, MAGOA, SPHOA, SCHOA and two other
OAC's. It is very important that you consult the university calendars in the Guidance Office and talk to your
counsellor about specific requirements. As well you should be aware that limited enrolment courses have
very high academic requirements.
COLLEGES OF APPLIED ARTS AND TECHNOLOGY
Most college programs require an OSSD for entry. Some programs require specific high school credits,
but subjects may be at the advanced or general level, and no OAC's are required. Again, you should
consult the calendars in the Guidance Office and discuss programs with your counsellor.
OTHER OPTIONS INCLUDE
-Private Vocational Schools
-Apprenticeship for Skilled Trades
-Armed Forces
-Part-time Studies
-Employment
Information on all of the above is available in the Guidance Department.
20
Insert
Sir Robert Borden H.S.
Grade 9 Program
Here
21
E SUAL ARTS_]
SPECIAL SERIES COURSESIh�wi
AVD 3G AVF 3G1 AVI 3A
a
D4G
AV 1 4A
AVI OA
Visual Arts -Comprehensive course
Visual Arts -Comprehensive course
AVI 2A1
AVI 2A2
Credit Value: 1.0
Credit value: 1.0
Preparatory Course
Suggested Prerequisite: AVI 1W
This course is for students who wish to take advanced
This course is for students who have the previous
level courses in Visual Arts, possibly leading to the
experience of visual arts AVI 1 W and wish to con -
Ontario Academic Course. In the studio and design
tinue their artistic development at an advanced level,
componentof the course, students focus onthedevel-
possibly leading to the Ontario Academic Course. In
opment of working skills and the formal elements of
the studio and design component, students will focus
art. In the history/criticism component, they are intro-
on the development and improvement of working
duced to a comparative study of important works of art
skills and the formal elements of art history/criticism
which relate to their studio and design work.
will be introduced through comparative studies.
Students are required to purchase a basic art kit for
Students are required to purchase a basic art kit for
their use in class at a cost of approximately $15.
their use in class at a cost of approximately $15.
22
Visual Arts -Comprehensive course
AVI 3A
Credit Value: 1.0
Suggested Prerequisite: AVI1 W or AVI 2A
In this course, students continue their study of draw-
ing, painting, printmaking, sculpture and related prob-
lems in composition. They increase their skills, heighten
their perceptual awareness and develop more imagi-
native compositions. The history/criticism component
of the course continues the comparative study of im-
portant works of art in relation to studio activities.
Students are required to purchase a basic art kit for
their use in class at a cost of approximately $15.
Visual Arts Ceramics
AVC 4G
Credit value: 1.0
Suggested Prerequisite: Senior Student
This course builds on the student's previous work in
ceramics. Students develop hand building and wheel
techniques and create ceramic objects using more
than one technique. They will study glazing and
handpainting techniques, explore the role that design
plays in ceramics and research ceramic styles of the
past and present. They also learn how to organize and
maintain a ceramic studio.
Students are required to purchase a basic art kit for
their use in class at a cost of approximately $25.
Visual Arts
AVI OA
Credit Value: 1.0
Ministry Prerequisite: At least one senior
advanced level art course
This course, which completes the advanced level pro-
gram, is for students going onto further education. The
studio/design and history/criticism components each
makeup 50 percent of the course time. In the studio
component, students explore in depth one area se-
lected from painting, sculpture, photography, or
printmaking through the resolution of technical and
artistic problems. They use their study of drawing to
develop their evolving ideas within their selected op-
tion. The concentrated focus of the course helps
students resolve artistic problems and critically ana-
lyzetheirwork in relation to the work of classmates and
the artistic tradition. The history/criticism component
provides students with an overview of visual art based
on the study of key works.
Students are required to have basic art supplies (art kit
and special studio materials)- cost approximately $15.
23
SPECIAL COURSES
Visual Arts -Information Design
AVD 3G
Credit Value: 1.0
Suggested Prerequisite: Senior student
In this course, students develop skills in communica-
tion processes such as typography, illustration and
methods of reproduction as they design layouts, lo-
gos, advertisement and packaging. By studying visual
form and design principles, they learn to create impact
and clarity when communicating ideas. They also
develop skills in planning, symbolizing and finishing,
and learn how the designer extends his or her influ-
ence beyond the walls of the studio.
Students are required to purchase a basic art kit for
their use in class at a cost of approximately $15 .
Visual Arts -Photography
AVF3G1
Credit Value: 1.0
Suggested Prerequisite: Senior student
This introductory photography course is offered at
different levels at different schools. Students study the
procedures, and the techniques of using appropriate
lighting. They apply elements and principles of design
to the field of photography. Through a variety of
activities, they develop a life-long appreciation of pho-
tography as an art form.
Students are required to purchase photographic pa-
pers and film, available from the art department.
Approximate cost is $30. Students must have avail-
able for their use a 35 mm single lens reflex camera.
Visual Arts -Comprehensive course
AVI 4A
Credit Value: 1.0
Suggested Prerequisite: AV12A or AV1 3A
In previous Visual Arts courses, students develop their
skill and understanding in composition and studio
techniques. In this course, they concentrate on the
meaning of a work of art. By considering the relation-
ship between subject matter, and media and tech-
nique, they address the problem of form and content.
Through their work in drawing, painting, and one of
sculpture, printmaking or photography, they investi-
gate how form and content are reconciled. The
history/criticism component of the course continues
the comparative study of important works of art and
anticipates the historical overview of the OAC course.
Students are required to purchase a basic art kit for
their use in class at a cost of approximately $15.
BUSINESS EDUCATION
BPT 3A S BPC 3G S BAC 3A= BAI 3G
BPS 4A
BAS 4A
BAC OA
M,
BLW 3A
BLW
MARKETING / MANAGEMENT It should be clearly
understood that any of
the above courses may
BIB 2A"� ' BIB 2A be taken on an
r
individual basis. The
chart presents only a
:- suggested program.
BBS 4G AK BMK 4G A& BOS 4G BOS 4A. , BMK 4A
BOA
24
A SPECIAL NOTE TO ADULTS:
You are welcome in all business education courses.
With new technology and new business practices,
business education programs have changed. Now
you can open the door to a rewarding career by taking
a refresher course, learning new skills orearning your
diploma. With a wide varietyofcourses inAccounting,
Computers, Keyboarding and Law, this school offers
a program which meets your needs. Courses can be
linked to Co-operative Education which enables you to
spend part of your school day in an actual office
environment, gaining on-the-job training and earning
up to two additional credits. Register now. Don't
delay.!
Accounting - Introduction
BAI 3G
Credit Value: 1.0
This is a course in accounting theory for Intermediate
or Senior Division students who want an introduction
to accounting fortheir personal use, for students going
directly to employment after high school, and for
students who intend to study accounting at college or
university. The course introduces students to
fundamental concepts and theories and uses real
applications to reinforce principles. It concentrates on
accounting related to business but includes relevant
personal applications. The core content includes the
accounting cycle for a service business, multi-purpose
columnar journals, cash control and banking, and
career awareness. Students may use the computer
as a business tool to reinforce practical aspects of the
course.
A fee of $16 will be levied for this course to cover
additional costs of supplies.
Accounting
BAC 3A
Credit Value: 1.0
This Senior Division course provides students with a
working knowledge of accounting theory. The course
stresses basic concepts and accounting theories
relating to sole -proprietorship businesses and uses
accounting applications to reinforce theoretical
principles. Topics include: accounting for service and
merchandising businesses, financial statement
analysis, subsidiary ledgers, columnar journals, cash
control and banking, and accounting -related careers.
Students are introduced to the use of electronic
spreadsheets in accounting applications. This course
serves as the Ministry Prerequisite for Accounting
OAC (BAC) and for Accounting Systems (BAS).
A fee of $16 will be levied for this course to cover
additional costs of supplies.
Accounting Systems
BAS 4A
Credit Value: 1.0
Suggested Prerequisite: BAC 3A
In this course, students review the principles and
concepts of financial accounting introduced from
Accounting (BAC) and then pursue cost accounting or
accounting system analysis and design. The course
focuses on accounting as an information system.
Students either process accounting information in a
system that has a specific purpose—such as a cost -
accounting system — or learn the introductory skills
and knowledge necessary to design accounting
information systems.
A fee of $20.00 will be levied for this course to cover
additional costs of supplies.
Accounting
BAC OA
Credit Value: 1.0
Ministry Prerequisite: BAC 3A
Accounting OAC is for students pursuing further studies
at university. It offers these students an understanding
of the business world, whether or not they intend to
study accounting at university. After reviewing
fundamental accounting concepts and procedures,
students study, in-depth, generally accepted
accounting principles, financial -accounting procedures
used by businesses, and the analysis of financial data.
They learn about accounting as a decision-making
tool and examine computer applications in business
using Macintosh computers.
A fee of $36 may be levied for this course to cover
additional costs of supplies.
Keyboarding I
BKI 2A3
Credit Value: 1.0
Keyboarding is a communication -related skill that is
increasingly recognized as an essential part of liter-
acy. In the coming years, students will use computer
keyboards for their personal communication needs
and their educational endeavours. Keyboarding I is a
personal -use course; however, the course provides
students with a solid foundation for further studies in
Keyboarding II and III. Students in their second, third,
fourth, or fifth year of secondary school who do not
25
have keyboarding skills should consider this course.
Business English
BBS 4G
Credit Value: 1.0
Suggested Prerequisite: 2 English Credits
NOTE: Students may use one Business English
credit as one of the five mandatory English credits
required for an Ontario Secondary School Diploma.
Therefore, the credit in Business English may, at the
student's discretion, be used either as a credit in
Business Studies or as a credit in English.
In Business English, students learn to communicate
effectively in business or technical contexts. They
improve their skills in all phases of communication -
reading, listening, speaking, and writing and apply
effective writing skills to a variety of current business
material. Practical applications of business
communications using available computertechnology
will be studied. This course is appropriate for students
going on to post -secondary institutions.
A workbook fee of $28 will be levied in this course.
NOTE: Students maynotearn a creditin both marketing
-general level and marketing -advanced level.
Marketing -Advertising
BMK 4G
Credit Value: 1.0
In this course, students examine marketing activities
in Canada and prepare promotional materials for
products and services. They identify and practise the
skills, knowledge, and attitudes required for
employment in a marketing field. Topics include:
market research; consumer behaviour; the distribution,
pricing, advertising and selling of products; and the
development of a marketing plan.
At Sir Robert Borden High School the emphasis, in this
course, is on the study and practice of advertising.
Students acquire the skills and knowledge required to
successfully compete for limited places in advertising
programs at the post -secondary level. I n addition, the
students gain a knowledge of the practical application
of advertising in the electronic and print media.
Marketing
BMK 4A
Credit Value: 1.0
In this course, students examine the elements of
marketing in the Canadian marketplace. Topics include:
market research, consumer behaviour, distribution,
pricing, promotion, management and the development
of a marketing plan. The course emphasizes a
marketing management perspective throughout and
develops in students decision-making and market -
analysis skills.
A workbook fee of $19 will be levied for this course. It
is recommended that students consider this course
and/or BOS 4A prior to undertaking BOA OA.
Management Studies
BOS 4G
Credit Value: 1.0
In management studies, students gain an overview of
Canadian business and identify the principles of
business management. They practise the basic
concepts of business management and decision-
making. Topics covered in the course include: the
Canadian business system, the functions of
management, the spheres of management and career
opportunities in management.
Management Studies
BOS 4A
Credit Value: 1.0
This course is for students who intend to pursue
business or industry related studies following secon-
dary school. In the course, students examine the
process of management decision-making and identify
the characteristics and leadership styles of effective
management personnel. Topics covered in the course
include: the Canadian business system, functions of
management, the spheres of management and career
opportunities in management. It is recommended that
students consider this course and/or BMK 4A prior to
undertaking BOA OA.
Administrative Studies
BOA OA
Credit Value: 1.0
Ministry Prerequisite: One credit in Senior Division
Business Studies or Social Science at the advanced
level.
Suggested Prerequisite: BMK 4A or BOS 4A
In this course, students identify the factors that
influence the Canadian business environment and
examine their interaction. They examine the skills
and abilities required for effective business
administration and assess their individual leadership
styles and preferences. Topics covered in the course
include: administrative leadership and functions,
business and the economy, business and social
responsibility, business and government, business
and human relations, information management and
change.
This course is ideally suited for students who have
previously studied Marketing and/or Management
Studies. The course will primarily focus on these two
areas to prepare students for subsequent studies in
post -secondary courses in Business Administration.
Introduction to Business
BIB 2A
Credit Value: 1.0
In this course, students examine Canadian business
and economics. They acquire the personal and
business-related skills needed to understand current
business, government and labour issues; to appreci-
ate the impact of computer technology on the busi-
ness world; and to prepare for future career and
employment opportunities. Topics covered include:
Canadian business, economic and financial systems;
business communications; computer applications;
accounting; marketing; the stock market; legal impli-
cations; consumerism; and entrepreneurship.
A fee of $16 will be levied for this course to cover
additional costs of supplies.
Introduction to Computer Studies
DIC 2A
Credit Value: 1.0
NOTE: Introduction to Computer Studies (DIC 2A)
may not be designated a Business Studies credit.
Students may, however, designate Data Processing
Techniques (BPT 3A) and Systems Analysis and
Design (BPS 4A) as Business credits.
In this course, students gain an overview of comput-
ers in today's society and appreciate their impact.
Course concepts are reinforced by daily "hands-on"
experience in the computer laboratory using Macin-
tosh computers. Topics covered include: an overview
of computers, the history of computers, word process-
ing, graphics, application of data bases and spread-
sheets, computer technology, and programming in
BASIC. Students become aware of the many exciting
career opportunities available to them in the computer
field. The course stresses good communication and
problem -solving skills.
Introduction to Computer Studies
DIC 2G
Credit Value: 1.0
NOTE: Introduction to Computer Studies (DIC 2G)
may not be designated a Business Studies credit.
Students may, however, designate Data Processing
Techniques (BPT 3G) and Systems Analysis and
Design (BPS 4A) as Business credits.
This course provides students with practical experi-
ence in the use of computers. Students learn to
appreciate the power and usefulness of the computer
as an efficient tool. Students both work with pre-
packaged software and develop programming ability.
Topics covered in the course include: an overview of
computers, the history of modern computers, word
processing, graphics, the application of databases
and spreadsheets, and computer technology. Using
Macintosh computers in their daily work in the com-
puter laboratory, students practice techniques of good
communication and develop problem -solving skills.
A workbook fee of $12 will be levied in this course.
Data Processing Techniques
BPT 3A
Credit Value: 1.0
In this course, students acquire applications and
programming skills related to business. The
application software will include spreadsheets, data
bases, graphics, desktop publishing and BASIC for
file handling. The course is best suited to students
who want to concentrate on information processing
rather than on the technical and logic concepts of
computer science and technology.
27
Processing Concepts
3G
t Value: 1.0
This course emphasizes using computers to carry out
personal and business functions. Students have
hands-on experience with Apple Macintosh comput-
ers. The data processing concepts and techniques
presented provide students with the background they
need for occupations in the broad field of information
processing. Areas of study include: programming,
computers in business, applications programs (word
processors, databases, electronic spreadsheets, etc.),
hardware maintenance, and higher level computer
operations. Many students take both Data Processing
Concepts and Computer Science to learn how to use
different languages and applications for solving prob-
lems in business and government.
ystems Analysis and Design
PS 4A
redit Value: 1.0
uggested Prerequisite: BPT 3A
In this course students are provided with various
opportunities to obtain a broad understanding of
systems and to acquire specific skills related to this
challenging field. These skills include fact finding
through surveys and interviews, identification of prob-
lem areas, developing appropriate solutions to these
problems and establishing strategies for implementa-
tion and maintenance of computerized systems.
Students improve their ability to organize, analyse,
coordinate and communicate. They learn to consider
all possible alternatives in developing step-by-step
solutions to problems and they acquire social sensitiv-
ity in dealing with the interface between people and
computers. This course is of value to those students
who are keenly interested in computers and those who
would like to integrate systems design and analysis
concepts with their other skills and abilities. This
course is a valuable foundation for those students
planning future study at college or university.
W 3A
edit Value: 1.0
NOTE: Students may, at their discretion, use the
credit earned in BLW 3G/4G or BLW 3A and BL W OA
as a credit in either Business Studies or in Historyand
Contemporary Studies. In addition, they may count
the credit earned as one of the eight required for a
concentration in Business Studies.
This course helps students understand the principles
of law and the legal system. They explore the origin
and development of law and the basic structure of the
Canadian legal system. The topics covered include:
an introduction to law, the impact and authority of law,
law enforcement, the judicial process, correctional
services, the criminal code, family law, torts and
contract law. Students may attend a court session and
listen to guest speakers.
Law
BLW OA
Credit Value: 1.0
Ministry Prerequisite: A Senior Division Social
Science credit at the advanced level.
Students gain a broad knowledge of the Canadian
legal system and its basic workings. They appreciate
the strengths, weaknesses and limits of law as a
means of solving problems. They gain a broader
perspective of the law through the acquisition of legal
information and an in-depth appreciation of legal is-
sues. Case studies, projects and seminars lead stu-
dents to appreciate the need for each citizen to be an
active participant in the law evaluation and reform.
Topics include: introduction to law, the criminaljustice
system, human rights and freedoms, law and the
business community, law and the world community,
and current issues in Canadian law.
ION
COMPUTER STUDIES
DIC 2A, DIC 2G. BPC 3G, BPT 3A. BPS 4A course DST 3A Computer Science course descriptor please
descriptors please see the Business section. see the Mathematics section.
\ �\, A� .._ \ � \ � ... AAA •: �. ...
29
C:: DRAMA :)
RADE 9 FOUNDATION
Dramatic Arts Dramatic Arts
ADA 2A1 ADA 2A2
Credit Value: 1.0 Credit Value: 1.0
Suggested Prerequisite: ADA 1W
For students who have never taken a drama class
at the high school level.
This course is for Grade 10/11 students who would
like an introduction to Dramatic Arts and who would
like to keep their options open to pursue Drama at a
more advanced level. The course provides a
combination of the basic techniques/skills of Drama
including mime, movement, improvisation AND the
major components (i.e., radio play, monologue,
script) of the ADA2A2 course.
A fee of $5.00 is levied to cover the cost of supplies.
This course refines the basic dramatic skills devel-
oped in the introductory course. Emphasis is on
developing leadership, an increased awareness of the
self in relation to others and a commitment to learning
through drama.
Activities include video presentations, air band
performances, original scriptwriting, improvisation and
television shows. Emphasis is on CREATIVITY and
FUN !! A $5.00 student fee is levied to cover cost of
supplies.
All 2A students are eligible to attend any Dramatic Arts
field trips which include regular excursions to the
National Arts Centre, the Great Canadian Theatre
Company and Centrepointe Theatre. These are only
open to students enrolled in the Drama program.
30
Dramatic Arts
ADA 3A
Credit Value: 1.0
Suggested Prerequisite: ADA 2A
This course applies the techniques and skills of the
previous course to more advanced and complex drama
situations. Emphasis is on group problem -solving,
decision-making, and the creation and appreciation of
dramatic art forms. Such dramatic situations include
large group role-play, storytelling, Community The-
atre and Children's Theatre. Students will script and
present original Children's Theatre to neighbouring
schools. Students require advanced level writing
skills for the written component of the course.
All 3A students are eligible to attend any Dramatic Arts
field trips which include regular excursions to the Na-
tional Arts Centre, the Great Canadian Theatre Com-
pany and Centrepointe Theatre.
A fee of $5.00 is levied to cover the cost of supplies
Theatre Production
ADA 4A3
Credit Value: 1.0
Suggested Prerequisite: ADA 3A
In this senior course, students focus on the production
and presentation of polished theatrical performances.
In addition to performance, students learn about the
design facets of production (sets, costumes, make-
up), direction and the business associated with theat-
rical productions (advertising, ticket sales, front of the
house). Through community links, students learn to
develop, produce and perform productions for a spe-
cific target group such as K to 8 children, seniors,
Native People, or the physically/mentally challenged.
Students in the ADA4A3 course could produce and
direct the Holiday Assembly show that features staff
members in acting roles; will script and perform Chil-
dren's Theatre to large audiences of grades K to 8 and
daycare institutions and could script and; perform a one
act play in the Sears Competitive Festival. The stu-
dents, in partnership with the Nepean Police, create a
play and tour to Grades 3-8 in the City of Nepean.
A $5.00 student fee is levied to cover costs of supplies.
Dramatic Arts
ADA OA
Credit Value: 1.0
Ministry Prerequisite: A Senior Division Dramatic
Arts credit at the advanced level.
This is an advanced level course for students planning
to pursue academic or applied studies at the
post—secondary level. It embodies the highest expec-
tations of student achievement in the Dramatic Arts
program. Students taking the course must have at
least one advanced level Senior Division credit in
Dramatic Arts and must possess the maturity and skills
required to meet the course's expectations. The
course's objectives stress exploration, interpretation
and communication and place greater emphasis on the
practical application of dramatic forms than do previous
courses. Students investigate sources that have
dramatic possibilities, explore themes and topics, and
create and analyze scripts. They become acquainted
with dramatic works through script study and by
attending live performances. The course consists of
three roughly equal units, at least one of which
concentrates on Canadian drama or Canadian content.
Written work is essential to the course as students write
in various forms pertinent to dramatic experience.
A fee of $5.00 is levied to cover the costs of supplies.
31
ENGLISH
English
ENG 2G
Credit Value: 1.0
This course continues from ENG 1W the review,
reinforcement and remediation of skills in process
writing, collaborative learning, efficient work and study
habits, and independent learning. The course includes
the three areas of language, literature and media and
addresses students' needs to read, write, listen, speak
and view with confidence and clarity. Oral and written
communication skills are tailored to meet students'
practical needs. Teachers orient content and teaching
techniques to students' capabilities and emphasize
developing students' skills.
A fee of $2.50 will be levied to cover the cost of a
workbook.
English
ENG 3G
Credit Value: 1.0
Suggested Prerequisite: ENG2G or ENG2A
This first Senior general level English course covers the
same three areas as English 2G—language, literature
and media—and addresses students' needs to read,
write, listen, speak and view with confidence and clarity.
However, at this level, students do more sophisticated
work in reading and writing. The course shifts emphasis
from process to product as students demonstrate their
abilities in a variety of written and oral forms. It also
places increased emphasis on independent learning.
English
ENG 4G
Credit Value: 1.0
Suggested Prerequisite: ENG 3G or ENG 3A
is final general level English course provides
iduating students with skills they need for employment
for certain programs at community college. Students
ver the three areas—language, literature and media
and refine the skills they have worked on throughout
general level program. Although process and
)duct are both important in writing, collaborative
learning, oral language, and independent learning, the
emphasis in this course shifts largely to product.
Students undertake independent learning projectsthat
culminate in written and oral presentations.
English
ENG 2A
Credit Value: 1.0
This course further emphasizes the skills developed in
ENG 1W and students continue their work in the
three areas: language, literature and media. While the
course continues to emphasize both process and
product — in writing, collaborative learning, and
independent learning —the emphasis begins to shift
towards product. In language study, students continue
to improve their written and oral work and learn to
express themselves in a variety of written and oral
forms.
English
ENG 3A
Credit Value: 1.0
Suggested Prerequisite: ENG 2A
In this first Senior, advanced level, English course,
students study language, literature (fiction, non-fiction,
poetry and drama) and media. In literature, they
continue studying themes and begin examining structure
and style in works from different periods. As students
at this level have had considerable practice in learning
processes, such as the writing process, greater
emphasis is placed on product. Students learn to
express their knowledge in a variety of written and oral
forms and are given more opportunity for independent
learning.
English
ENG 4A
Credit Value: 1.0
Suggested Prerequisite: ENG 3A
This is a critical Senior Division course. It is the
culmination of the Ministry of Education's Grade 7 to
12 continuum and it is the transitional course which
leads to the demands of OAC English. Students study
32
language, literature and media, as they did in earlier
courses, and refine skills they have developed
throughout the advanced program. However, by
developing increasingly sophisticated academic skills,
students prepare for the ENG OAC courses and for
post -secondary education. As in earlier courses,
process and product are both important in writing,
collaborative learning, oral language, and independent
learning; however, at this level, the emphasis switches
to product.
OAC I: Language and Literature
ENG OA
Credit Value: 1.0
Ministry Prerequisite: A Senior Division English
credit at the advanced level. A second such course is
This is the core OAC English course. Students taking
one OAC English must take this course so that those
entering university will have completed the same core
OAC English requirements. Students study essays,
past and present, and a balanced selection of poems,
prose, fiction, and plays, including acknowledged
classics. Writing activities make up at least one-third of
classtime. For this part of the course, students maintain
a writing folder which contains writing in various modes,
written for various purposes and for real and imagined
audiences. Much of the writing consists of short
expository essays. In language studies, students
examine the usage, structure and style of literature
selections and the techniques of effective oral and
written exposition. Students prepare an independent
study unit which culminates in a formal report with a
written and oral component.
OAC II: Writers' Craft
EWCOA
Credit Value: 1.0
Ministry Prerequisite: A Senior Division English
credit at the advanced level. A second such course is
recommended. Must be taken after or concurrently
with ENGOA.
This second QAC course is an option which students
usually take after, or concurrently with, OAC I. It is
primarily awriter's workshop though it is not exclusively
a creative writing course. The course is valuable for
students who are interested in writing or who are
planning future study in an area where strong writing
skills are required. Writing, including pre -and post -
writing activities, makes up at least one-half of class
time. Students maintain a writing folder which contains
writing in various modes, written for various purposes
and for various audiences. Much of the writing is
expository. The literature students study includes short
literary selections chosen as examples of the writer's
craft. In language study, they concentrate on improving
their writing skills. They examine the varieties of good
usage, structure and style in different kinds (academic,
business, creative) and genres (essays, speeches,
drama, poetry, short stories) of writing. Students prepare
an independent study unit which culminates in a paper
involving some research. This paper may take the form
of the structural and stylistic analysis of a literary work.
33
ENGLISH AS A SECOND LANGUAGE
Prior to coming to Sir Robert Borden, students are
tested at the ESL Reception Centre. Students are
assigned to classes on the basis of these results.
A maximum of four ESL courses may be counted
towards the five mandatory English credits needed
for the Ontario Secondary School Diploma (OSSD).
If all five ESL courses are taken, one of the five will
be counted as an elective credit for OSSD purposes.
One ESL credit may replace one of the two Senior
Division English credits required for the OSSD. The
ESL program may consist of language and sheltered
courses. The sheltered courses offered depend on
the number of students and the need for the courses
Students may be asked to purchase essential
workbooks for the course. These workbooks are the
property of the student.
NOTE: The ESL program may be taken at either the
advanced or general level.
he students are evaluated on a continuous basis by
leans of class work, assignments, tests, presenta-
ms and examinations.
Beginner Language Program
Credit Value: 1.0 (220 hours)
This course places emphasis on the development of
listening, reading, oral and written skills. Students
will listen to a variety of reports, talks, and lectures.
Students will improve their reading comprehension
and expand their vocabulary through the reading of a
variety of materials. They will identify main ideas,
supporting details, and will learn to organize. Stu-
dents will be required to participate in group work
and make presentations. They will be introduced to
the writing process and will be required to write
narrative, descriptive, and expository paragraphs.
Intermediate Language Program
Credit Value: 2.0 (220 hours)
This course is designed to improve reading com-
prehension and writing. Students will be required to
read poetry, short stories, essays and novels.
Students will refine their ability to make notes,
outlines, and summaries from recorded materials
and from presentations of other students. Emphasis
will also be placed on the refinement of writing skills.
Particular attention will be paid to verb tenses and
sentence structure as students write on topics of
relevance and interest. Oral skills will be developed
through classroom discussion and presentations.
Pronunciation is addressed as needed.
Advanced Language Program
Credit Value: 1.0 (110 hours)
This course, which is designed to prepare the
student for integration into the regular English
program in a succeeding year, focuses on the four
critical areas of language acquisition - understand-
ing, speaking, reading and writing with particular
emphasis on reading and writing.
34
FAMILY STUDIES
NOTE: Students may be required to contribute to-
wards the purchase of supplies in some courses.
A number of Linkage orArticulation Agreements with
Algonquin College exist. Under the terms of these
agreements, certain secondary school courses can
be counted towards Algonquin programs. Please see
your Guidance Counsellor for further details.
FOOD
Food
NFG 2G
Credit Value: 1.0
In this course, students (both male and female) learn
to make food choices which promote health and well-
being and to handle a variety of foods with confidence.
They also learn to understand their own and their
families' food habits in relation to differing multi -cultural
backgrounds and lifestyles. In their practical work,
which involves preparing and serving food for families,
students consider special nutritional needs. The
homework, projects and tests in this course are de-
signed for students in the general level program.
This introductory food course is open to any student
from Grade 10 to OAC. Students will learn proper
techniques and how to prepare basic and attractive
dishes that are well known favou rites or new foods from
other cultures.
Related costs will be approximately $5.00 for supplies.
CLOTHING/FASHION/ECONOMICS
Clothing
NFM 2G
Credit Value: 1.0
[NOT AVAILABLE 1996-97; AVAILABLE 1997-98]
Fashions! Fashions! Fashions! Can a student think
about fashions on a limited budget? It is possible. In
this course, students learn to manage their existing
wardrobe, to develop shopping skills and to care for
clothing. The course recognizes each student's unique -
35
ness and individual needs, encourages students to
express their creativity and allows for their personal
growth.
This introductory clothing course is open to any stu-
dentfrom Grade10toOAC. (This course will provide
valuable background information for NZA 3G Fashion
Arts.) The level of difficulty of individual projects or
crafts will depend on students' previous experience,
ability and interest.
The course will be offered in alternate years
commencing in 1995-96 and will alternate withNZA3G.
Related costs will be approximately $30.00 for supplies
and projects.
Fashion Arts -Introduction to Fashion
NZA 3G
Credit Value: 1.0
(AVAILABLE 1996-97; NOT AVAILABLE 1997-98]
The theme of this course is the fashion industry; the
focus is each student's self -enhancement. Students
study units on clothing production, the elements and
principles of design, colourtheory, accessories, fibres
and fabrics, fashion trends, fashion merchandising
and career planning. Through this study, they build
their self-esteem and develop the skills they need to
work in the fashion industry. This is a practical course
which emphasizes the application of skills. Itis recom-
mended for students who enjoy hands—on learning.
Some previous experience in sewing or NFM 2G:
Clothing is recommended as background. Thiscourse
is open to students from grades 11 to OAC.
This course will be offered in alternate years
commencing in 1996-97 and will alternate with N FM2G.
Related costs will be approximately $20.00 for supplies
and projects.
PARENTING, FAMILIES AND HOUSING
Parenting
NFB 3G
Credit Value: 1.0
This course enhances students' awareness of the role
of a parent and increases their knowledge about child
development. It also helps them identify and develop
their interpersonal skills and teaches them how a
family, in a positive way, nurtures, socializes and
transmits culture to those in its care. Students reinforce
their learning by undertaking practical projects.
PERSONAL LIFE MANAGEMENT
In the personal life management program, students
acquire the knowledge and skills they need to manage
their personal lives with satisfaction and meaning. The
program helps students lead lives that are productive,
satisfying and not unduly stressful. Each personal life
management course is composed of three or four
modules designed so that students in different grades
and with different capabilities have access to the
program.
Personal Life Management
NMT 4G
Credit Value: 1.0
In Resources Management students learn to use their
resources to meet their personal needs. The Home
Maintenance and Care module teaches students what
is involved in creating a home environment and main-
taining its equipment and facilities. Under Nutrition,
students study the relationship between nutrition and
health.
This course is designed for Senior Students (Grade 11
to OAC) who are looking forward to living on their own
as independent adults. Students will learn how to:
-manage money and credit
-plan nutritious and delicious meals through practical
experience
-choose a place to live, furnish it and deal with roomates
and leases.
Students will feel more confident about managing their
lives successfully.
Related costs will be approximately $2.00 for supplies.
Families in Canadian Society
NFO OA
Credit Value: 1.0
Ministry Prerequisite: A Senior Division Social Science
credit at the advanced level.
In this OAC course, students study the family in Can-
ada on both an emotional and intellectual level. They
acquire personal skills for participating in the family
process and develop learning skills they need in their
future education.
01
ow is the nature of the family changing and what do help students gain an increased understanding and ap-
iese changes signify forthefuture? Family life in past preciation of the significance of the family.
nd present societies is examined with a focus on the
,elfare of the family and its members. Examination of Related costs will be approximately $12.00 for supplies
ie pressures and problems they face today should and photocopying.
GEOGRAPHY
This is a suggested progression only. Movement from one stream to another is
possible after consultation with the Head of Geography and a Guidance Counsellor.
37
Geography - Canada
GCA 2A
Credit Value: 0.5
This compulsory course will build on the geographic
elements introduced in the grade 9 Canadian Studies
course. The emphasis will be on further development
of general academic and geographical skills through
the study of Canada's natural resource base, industrial
development, transportation and communications,
urbanization and world linkages. This course will be
one semester in duration. The students will spend the
other semester studying HCT2A, HCT2AF or HCT2G.
Geographie - Canada
GCA 2AF
Credit Value: 0.5
This course is the same in content as GCA 2A but it is
taught in the French language for immersion students.
This course, in conjunction with HCT 2AF, may be
counted as a French Immersion credit.
Geography - Canada
GCA 2G
Credit Value: 0.5
Similar in content to GCA 2A, this compulsory single
semester course is taught at the general level. The
other semester will be spent studying HCT 2G.
Geography -Physical: Our Natural Environment
GPH 3A
Credit Value: 1.0
The earth is a dynamic globe, moving in space and
possessing characteristics that enable it to support
many forms of life. In this course, students study the
various physical elements that make up the earth and
the interacting systems in land, sea, and air that
support life. They develop the skills involved in observ-
ing, recording and communicating geographic data.
Volcanic eruptions, earthquakes, avalanches, hurri-
canes, tornadoes, tidal waves, drought and floods are
some of the topics covered. A few of the case studies
investigated include the Hurricanes of 1995, the Los
Angeles and San Francisco earthquakes and the
eruption of Mount St. Helen's. This course may be
counted as the required Senior Social Science credit.
W]
Geography -Physical: Our Natural Environment
GPH 3AF
Credit Value: 1.0
[NOT AVAILABLE 1996-97; AVAILABLE 1997-98]
This course is the same in content as GPH 3A but it is
taught in the French language for immersion students.
This course may be counted as a French Immersion
credit and asthe required Senior Social Science Credit.
Geography -Physical: Disasters and the Environ-
ment
GPH 3G
Credit Value: 1.0
[AVAILABLE 1996-97; NOT AVAILABLE 1997-98 ]
Students study natural disasters and other environ-
mental events to learn the significance of the physical
environment on our daily lives. Theygoontostudythe
interactions responsible forthese events. Thesestud-
ies include systematic examination of the earth's physi-
cal environment and may include study of the causes
and effects of natural disasters and the unforeseen
consequences of human intervention on our fragile
planet.
Volcanic eruptions, earthquakes, avalanches, hurri-
canes, tornadoes, tidal waves, drought and floods are
some of the topics covered. A few of the case studies
investigated include the hurricanes of 1995, the Los
Angeles and San Francisco earthquakes and the erup-
tion of Mount St. Helen's. This course may be counted
as the required Senior Social Science credit.
Geography -Regional: Travel and Tourism
GRE 4A
Credit Value: 1.0
In a fast -paced world, leisure time is of great impor-
tance. In this course, students link traditional regional
geography with one of Canada's major leisure -related
industries -tourism. This is an innovative course which
will be enjoyed by student's contemplating a career in
travel and tourism, or by students who like to travel. We
will be studying examples of the world's major tourist
destinations and the students will be given the skills
and opportunity to plan their own trips. A majorfield trip
to a national/international tourist region helps enrich
this course.
This course may be counted as the required Senior
Social Science credit. This course is restricted to
senior students.
eographie Regionale: Les Voyages et le
Durisme
RE 4AF
redit Value: 1.0
AVAILABLE 1996-97; NOT AVAILABLE 1995-96.1
its course is identical to GRE 4A but is taught in
-ench for students in the French Immersion Program.
is restricted to senior students.
eography -Regional: Travel and Tourism
RE 4G
redit Value: 1.0
n a fast -paced world, leisure time is of great impor-
ance. In this course, students link traditional regional
Geography with one of Canada's major leisure -related
ndustries-tourism. This is an innovative coursewhich
mill be enjoyed by student's contemplating a career in
ravel and tourism, orby students who like to travel. We
mill be studying examples of the world's major tourist
iestinations and the students will be given the skills
ind opportunity to plan their own trips. Amajorfieldthp
o a national/international tourist region helps enrich
his course.This course is also offered at the A level
ind immersion level as GRE4A or GRE4AF. This
:ourse may be counted as the required Senior Social
Science credit. It is restricted to senior students.
World Issues
GWI OA
Credit Value: 1.0
Prerequisite: A Senior Division Social Science credit
at the advanced level
This course provides students with a global view of
some of the major issues in the contemporary world.
By examining environmental, social, and economic
issues from ageographic perspective, students broaden
and deepen their understanding of what it means to live
in the global village.
It is the intent of this course to examine such topical
concerns as environmental deterioration, natural dis-
aster, over -population, resource exploitation, malnutri-
tion, energy alternatives, foreign aid, multinational
corporations, cartels, and the problems of multicul-
tural societies. Graduates have found this course
useful for further studies in economics, political sci-
ence, journalism, environmental science and foreign
affairs, geography and international development.
Le monde contemporain
GWI OAF
Credit Value: 1.0
Prerequisite: A Senior Division Social Science credit
at the advanced level.
[NOT AVAILABLE 1996-97; AVAILABLE 1997-98]
This course is identical to GWI OA but is taught in the
French language.
The Environment and the Economy
GCE OA
Credit Value: 1.0
Prerequisite: A Senior Division Social Science credit
at the advanced level
This course provides students with a new perspective
on the Canada of today and tomorrow by increasing
their knowlege of Canada.
It has been said that Canada exists both in spite of its
geography and because of it. Either way a thorough
understanding of the physical, human, economic and
global geography of our country is a prerequisite to
being a Canadian. Themes of study include Environ-
mental Systems, Resource Management, Population
Patterns, Demographic Considerations, Economic
Structure, Industrial Geography, Global Economy and
International Interdependence.
39
HISTORY
Must complete 1 of 3
as a compulsory HCT 2A
course
HWC 3A
One of which will
satisfy the compulsory
senior social science
credit
HSC 3A
HCN OA AOL HPO OA JK HWM
This half -credit semestered course is offered in
conjunction with GCA 2A.
Contemporary Canada has been affected dramatically
by events, forces and issues since the beginning of
thiscentury. Events as disparate as the assassination
at Sarajevo, the Conscription Crisis of 1917, "The
Crash", the Suez Crisis, Quebec nationalism, and the
Charterof Rights and Freedoms are among the topics
that students will examine. The course includes the
following units: World War I, World War ll, French -
English relations, international relations and social
and economic issues.
Contemporary Canada -Life in the Twentieth
Century
HCT 2G
Credit Value: 0.5
This half -credit semestered course is offered in
HCT 2AF HCT 2G
HSC 3AFi HWC 3AFi HSC 3G
HXE 4G
M OAF
HXE OA
conjunction with GCA 2G.
There is no doubt that the events, forces and issues
of this century have had an enormous impact on
shaping the Canada of today. This course will help
the student achieve a better understanding of
contemporary issues by an examination of: World
War I, World War II and the post -War period (1945
- today).
Le Canada et le monde d'aujourd'hui
HCT 2AF
Credit Value: 0.5
This half -credit semestered course is offered in
conjunction with GCA 2AF.
This course is taught in French and is designed for
students in the French Immersion program. The
content of this course is identical to the HCT 2A
course. A detailed description of the topics covered in
HCT 2AF may be found in the HCT 2A course descrip-
tion.
40
Civilizations in History Grands defis du monde contemporain
HWC 3A HSC 3AF
Credit Value: 1.0 Credit Value: 1.0
Suggested Prerequisite: HCT 2A and ENG 2A Suggested Prerequisite: HCT 2AF
In this course students meet King Tut, Alexander the
Great, Confucius, Cleopatra, Attilathe Hun, Leonardo
Da Vinci, Galileo, Catherine the Great, and Napoleon
as they trace the development of civilization from the
origins of human beings to the beginning of the
modern nation state. They study civilizations such as:
Western Europe, the Near and Far East, and the
Americas, and covertopics such as the building of the
pyramids, mummification, the Spartan warrior vs. the
Athenian democrat, the rise and fall of the Roman
Empire, the Barbarian Invasions, the "Dark Ages", the
Black Death, and the Reign of Terror in revolutionary
France. A primary emphasis of this course is the
development of skills through strategies such as
cooperative group work, debates, simulations, and
film and video analysis.
Civilizations in History
HWC 3AF
Credit Value: 1.0
Suggested Prerequisite: HCT 2AF
This course is taught in French and is designed for
students in the French Immersion program. The
content of the course is identical to that of the HWC 3A
course.
Society: Challenge and Change
HSC 3A
Credit Value: 1.0
Suggested Prerequisite: HCT 2A
Have you ever wondered why some people "see"
others in a different way, what makes people tick or
why some people seem to go along with the crowd
while others march to the beat of a different drummer?
This Senior Division Social Science course focuses
on the disciplines of psychology, sociology and
anthropology. Students study units on the uniqueness
of human beings, communication, and culture and
social institutions. They cover topics such as
perception, emotions, personality development,
deviant behaviour, teenage suicide, prejudice and the
origins and functions of key social institutions. A pri-
mary emphasis of this course is the development of
skills through strategies such as: social science
experiments, role playing, guest speakers, co-opera-
tive group work, debates, and film and video analysis.
This course is taught in French and is designed for
students in the French Immersion program. The
content of this course is identical to the HSC 3A
course. A detailed description of the topics covered in
HSC 3AF may be found in the HSC 3A course
description.
Society: Challenge and Change
HSC 3G
Credit Value: 1.0
Suggested Prerequisite: HCT 2G
Thiscourse is similarin contentto HSC 3Aexceptthat
content, strategies and skills developments are
differentiated for the educational needs of General
Level students.
Introductory Economics
HXE 4G
Credit Value: 1.0
Suggested Prerequisite: HCT 2G
Who decides the price of your stereo anyway? What
effect does advertising have on what you buy? Dis-
cover why the Canadian dollar is not worth one
hundred cents relative to the American dollar. Why
doesthe government continue to spend money itdoes
not have? Learn how the income tax system works
and how it affects you. Students enrolled in this
course will have an opportunity to learn from a variety
of methods, including simulation games, discussions,
field trips, practical projects and newspapers.
Modern Western Civilization
HWM OA
Credit Value: 1.0
Ministry Prerequisite: A Senior Division Social Sci-
ence credit at the advanced level.
"I disapprove of what you say but will defend to the
death your right to say it." This comment, attributed to
Voltaire, introduces the student not only to the ideas
of the Enlightenment, but also to the ways in which
ideas affect history and society today. This course
offers students the opportunity to examine the major
developments in knowledge, philosophy, politics, and
the arts as well as economics and technology overthe
past two hundred years.
41
La Civilization Moderne de I'ouest
HWM OAF
Credit Value: 1.0
Ministry Prerequisite: A Senior Division Social Sci-
ence credit at the advanced level.
This course is taught in French and is designed for
students in the French Immersion program. The
content of this course is identical to the HWM OA
course. A detailed description of the topics covered in
HWM OAF may be found in the HWM OA course
description.
Canada in a North American Perspective
HCN OA
Credit Value: 1.0
Ministry Prerequisite: A Senior Division Social Sci-
ence credit at the advanced level.
Why does Canada exist? As Canadians we cannot
answer this question without also considering the
related problem: Why does the United States exist?
Why did we refuse to join the American Revolution?
Why have we been able to build and keep a nation
without serious conflict or a bloody civil war while our
neighbours could not? Why have we not developed
into the economic and military superpowerthe United
States has? In short, why are we Canadians and they
Americans? These questions form the central themes
of this OAC course.
Politics
HPO OA
Credit Value: 1.0
Ministry Prerequisite: A Senior Division Social Sci-
ence credit at the advanced level.
An increasing number of groups in our society are
demanding a greater voice in political decision mak-
ing. At the same time, while some individuals are
intensely interested and active in politics, others are
dissatisfied and disillusioned with the political proc-
ess. Whatever the individual reaction, it is clear that
politics pervades our society and touches practically
every aspect of our daily lives. This course has been
designed, therefore, as a study of politics based on the
concepts, structures and methods of the discipline of
political science. It is meant to help students develop
an understanding of the operation of political institu-
tions and systems and of the ways in which individuals
and groups translate political knowledge, skills and
attitudes into a wide range of actions.
42
Economics
HXE OA
Credit Value: 1.0
Ministry Prerequisite: A Senior Division Social Science
credit at the advanced level.
Are miniumum wage laws effective? Do you think you
get a better deal from the landlord because of rent
controls? Can the Federal deficit can be controlled?
The answers to these questions might surprise you.
This course deals with fundamental economic con-
cepts and theories. Economic models and case stud-
ies are used to examine such topics as minimum wage
laws, rent control, labour unions, taxation and the
nature of poverty.
Sir John A, MacDonald
MATHEMATICS
,T 2A
edit Value: 1.0
jgested Prerequisite: MST1 W
ie core topics covered in this course are: numerical
ethods involving powers, roots, radicals, and real
embers; relations; algegraic methods applied to
auations and inequalities; polynomials and rational
:pressions; analytic geometry of the straight line,
ordinates and transformations; and an introduction
deductive and three-dimensional geometry. Students
ay study optional topics such as matrices, isometrics
vectors.
AT 2G
redit Value: 1.0
uggested Prerequisite: MST1 W
n this course, students expand their knowledge of
iumerical methods, algebra and geometry. Topics
nclude: number applications; powers; square roots;
applications of ratio; rate and percent; statistics; personal
inance and banking; borrowing and saving;
)olynomials; formulae; equations; graphing; linear
,quations; geometric figures and properties.
iatnematics
IAT 3A
redit Value: 1.0
uggested Prerequisite: MAT 2A
TE: A high achieving, motivated student may take
T 3A and MAT 4A concurrently.
is course is for students who have an intrinsic interest
mathematics, who have an ability to work with
3tractions, and who intend to study one or more of
OAC courses in mathematics. The topics covered
this course include: algebraic operations with
^omials andrational expressions; ratio and
rtion; real numbers and powers; quadratic
ons; analytic geometry of the circle and points of
n; functions and transformations (including the
43
quadratic function); sequences and series as applied
to interest, annuities and bonds. Mortgages and stocks
are optional topics.
Mathematics for Technology
MTT 3G
Credit Value: 1.0
Suggested Prerequisite: MAT 2G or MAT 2A
This course helps students develop mathematical skills
commonly used in technological applications. This
course also helps students preparing to enter three-
year, diploma -level, programs at a college of applied
arts and technology. Students consolidate skills in
arithmetic, algebra, measurement, geometry, and the
proper use of scientific calculators. They study
applications relevant to becoming informed consumers
and employees.
Computer Science
DST 3A
Credit Value: 1.0
This course emphasizes structured programming and
problem solving. Students study the following topics:
history of computers; introduction to problem -solving
using an algorithmic approach; implementation of
algorithms using a structured language; fundamental
programming techniques such as decision making,
looping, summing, the use of subscripted variables,
sub -programming and string manipulation. They also
cover a module on computer technology in which they
are given hands-on experience with logic circuits.
Students run their programs on the micro—computers in
the school.
Mathematics
MAT 4A
Credit Value: 1.0
Suggested Prerequisite: MAT 3A
TE: A high achieving, motivated student may take
T 3A and MAT 4A concurrently.
This course is for students who have an intrinsic inter-
est in mathematics, who have an ability to work with
abstractions, and who intend to study one or more of
the OAC courses in mathematics. Students study
deductive geometry, (including the geometry of the
circle) and the graphing of functions and relations using
transformations. The latter topic is developed with an
introduction to trigonometric, exponential and
logarithmic functions as well as second-degree rela-
tions and the conics. Students also study algebraic
operations on polynomials along with the solution of
polynomial equations of degree n, absolute value, and
radicals.
Mathematics for Technology
MTT 4G
Credit Value: 1.0
Suggested Prerequisite: MTT 3G or MAT 3A
In this course, students develop mathematical skills
commonly used in technological applications. The
course is recommended for students preparing to enter
a three-year, diploma -level program at a college of
applied arts and technology. It consolidates students'
computational and algebraic skills in areas such as
,numerical and algebraic methods, geometry and
trigonometry, and mathematics for the informed
consumer and employee.
ONTARIO ACADEMIC COURSES
Ontario Academic Courses (OACs) in Mathematics
help students understand the principles and substan-
tive content of Mathematics, develop the mathematical
skills they require at university, and develop problem -
solving abilities using increasing abstraction. Students
should refer to current calendars of the university of
their choice for advice on which OACs in Mathematics
to select. If still in doubt, they should seek the opinion
of the Mathematics Department.
Finite Mathematics
MFN OA
Credit Value: 1.0
Ministry Prerequisite: MAT 3A
This course is for students who do not require
Calculus as a prerequisite for their university
courses. It can also serve as a complement to the
calculus course. Topics include: operations using
matrix algebra, solving systems of equations and
inequations, permutations, combinations, the
binomial theorem, finite series, probability and its
applications, and statistics.
Algebra and Geometry
MAG OA
Credit Value: 1.0
Ministry Prerequisite: MAT 4A
This course is for students with high achievement in
mathematics who intend to study mathematics in
depth at university. Normally, students treat this
course as complementary to Calculus. Topics
include: translations, matrices and linear transforma-
tions, matrices and conic sections, vectors as di-
rected line segments, applications and linear combi-
nation of vectors, vectors in 2 and 3 space, vector
and scalar equations of lines and planes, complex
numbers and mathematical induction. Students may
study optional topics to enhance their career plans in
mathematics, science or engineering.
Calculus
MCA OA
Credit Value: 1.0
Ministry Prerequisite: MAT 4A
This course should be taken by all students who
intend to enroll in a university Calculus course.
Topics include: limits; the derivative function and its
fundamental properties; trigonometric, exponential
and logarithmic functions and their derivatives;
tangents, rates of change; extreme values and curve
sketching. Students study the anti -derivative with
special attention to solving differential equations,
applications to problem solving, area and integration.
MODERN LANGUAGES
GRADE 8 GRADE 8
GRADE 8 LATE EARLY
CORE IMMERSION IMMERSION
i
GRADE 9 GRADE 9 GRADE 9
CORE IMMERSION IMMERSION
FSF 2A FEF 2A FIF 2A
FSF 3A FEF 3A FIF 3A
FEG OA (96-97) FIG OA (96-97)
FSF 0A FEF OA (97-98) FIF OA (97-98)
45
French (Core)
FSF 2A
Credit Value: 1.0
Suggested Prerequisite: FSF 1W
This continuation of FSF 1 W is the second year in the
Core French program. French is the language of
communication in the classroom. The students
furtherdevelop their communication skills of listening,
speaking, reading and writing and learn about French
and French Canadian culture. They are introduced to
approximately 20 new structures and learn to express
themselves more freely through listening exercises,
films, intensive and supplementary reading, dialogues
and dramatizations, group work and oral and written
compositions.
A fee of $9.00 will be levied for this course to cover the
additional costs of supplies.
French (Core)
FSF 3A
Credit Value: 1.0
Suggested Prerequisite: FSF 2A
This continuation of FSF 2A increases students' ability
in listening, speaking, reading and writing and prepares
them forthe French OAC. Students learn to manipulate
more complicated structures such as the past tenses,
the future and the conditional. They study short
stories, poetry and songs, do supplementary reading,
write short compositions, make oral presentations
and prepare projects.
A fee of $11.00 will be levied for this course to cover
the additional costs of supplies.
French (Core)
FSF OA
Credit Value: 1.0
Ministry Prerequisite: A Senior Division Core
French credit at the advanced level and at least 1080
hours of accumulated French language instruction by
the end of the OAC.
This OAC course in Core French is for students who
have completed FSF 3A French. It is normally a
student's fourth, advanced–level, course in French.
Students learn through activities in which the four
language skills — reading, writing, speaking and
listening — are interwoven. They participate in
classroom interaction, group work, discussions,
role–playing, dramatizations and oral presentations.
They read a selection of literature from at least three
genres. The literature is a balance of French and
French Canadian writings. Students learn to write
clearly and accurately by frequently writing short
assignments in a variety of forms. Supplementary
reading and an independent project are also part of the
course.
A fee of $9.00 will be levied for this course to cover the
additional costs of supplies.
Students may select French Immersion courses
as Extended (late immersion students) or Immer-
sion (early immersion students). Given the con-
straints of staffing and timetabling, it is likely the
courses will be combined as they are at the grade
9 level.
French (Extended) -Language Art
FEF 2A
Credit Value: 1.0
Suggested Prerequisite: FIF 1W
This course is for students who have completed
FIF 1 W or its equivalent. Students review and consoli-
date the major grammatical structures and notions
taught in the earlier course. They are introduced to
more complex grammatical structures and notions,
and engage in oral, written and reading activities
which develop their ability and confidence to usethese
structures as they express themselves. Although the
course develops listening, reading and speaking skills,
emphasis is placed on communicating effectively.
Students will also become familiar with French culture
through the study and discussion of novels, short
stories and plays.
A fee of $15.00 will be levied for this course to cover
the additional costs of supplies.
French (Extended)
FEF 3A
Credit Value: 1.0
Suggested Prerequisite: FEG 2A or FEF 2A
This advanced level course is part of the bilingual
program for students who have been enrolled in the
immersion program. Students study plays, novels and
short stories as well as some grammatical structures.
Much of the course consists of group discussions and
formal presentations based on the literature students
have studied.
A fee of $15.00 will be levied for this course to cover
the additional costs of supplies.
46
French (Extended)
FEG OA
Credit Value: 1.0
Ministry Prerequisite: A Senior Division Extended
French credit at the advanced level and at least 2100
hours of accumulated French language instruction by
the end of the OAC.
Normally, students taking this course have completed
FEF 3A (Extended) and at least six credits in French
or other subjects taught in French. Students learn
through activities in which the four language skills—
reading, writing, speaking and listening — are inter-
woven. They participate in classroom interaction,
group work, discussions, role–playing, dramatiza-
tions and oral presentations. They read a selection of
literature from at least three genres. The literature is
a balance of French and French Canadian writings. At
least 50% of the literature is from the twentieth cen-
tury. Students learn to write clearly and accurately by
frequently writing short and long assignments in a
variety of forms. Students may also choose to do a
second OAC in french the following year. The course
content of the second OAC is different while the level
of difficulty remains the same. Depending on the year,
the course codes will be either FEF OA or FEG OA.
A fee of $15.00 will be levied for this course to cover
the additional costs of supplies.
French (Immersion) -Language Arts
FIF 2A
Credit Value: 1.0
Suggested Prerequisite: FIF 1W
This course is for students who have completed or
FIF 1 W or its equivalent. It reviews and consolidates
the major grammatical structures and notions taught
previously, introduces more complex grammatical
structures and notions, and provides oral, written and
reading activities designed to develop the students'
ability and confidence to use these structures in order
to express themselves. Although this course develops
listening, reading and speaking skills, emphasis is
placed on the writing skills. Students will also become
familiar with French culture through the study and
discussion of novels, short stories and plays.
A fee of $15.00 will be levied for this course to cover
the additional costs of supplies.
French (immersion)
FIF 3A
Credit Value: 1.0
Suggested Prerequisite: FIF 2A
This advanced level course is part of the bilingual
program for students in the immersion program.
Students study plays, novels and short stories as well
as some grammatical structures. Much of the pro-
gram consists of group discussions and formal pres-
entations based on the literature studied.
A fee of $28.00 will be levied for this course to cover
the additional costs of supplies including a workbook
which will also be used in FIF/FIG OA the following
year.
French (Immersion)
FIG OA
Credit Value: 1.0
Ministry Prerequisite: A Senior Division Immersion
French credit at the advanced level and at least 5000
hours of accumulated French language instruction by
the end of the OAC.
Normally, studentstaking this course have completed
FIF 3A and at least nine credits in French or other
subjects taught in French. Students learn through
activities in which the four language skills—reading,
writing, speaking and listening — are interwoven.
Classroom activities provide students with opportuni-
ties to communicate orally in French. Theyparticipate
in group work, discussions, role–playing, dramatiza-
tions, oral presentations and daily classroom interac-
tions. They read a selection of literature from at least
three genres. The literature is a balance of French
and French Canadian writings. At least 50% of the
literature is from the twentieth century. Studentslearn
to write clearly and accurately by frequently writing
short and long assignments in a variety of forms.
Students may also chose to do a second OAC in
French the following year. The course content of the
second OAC is different while the level of difficulty
remainsthesame. Depending on the year the course
codes will be either FIF OA or FIG OA.
Students will continue to use the workbook purchased
for FIF 3A.
47
Spanish
LWS 2A
Credit Value: 1.0
In this survey course, students develop the skills of
listening, speaking, reading and writing at an introduc-
tory level. Through readings, projects, slide presenta-
tions, films and music, they are introduced to the varied
cultures and lifestyles in certain Hispanic countries. In
orderto amplify their command of vocabulary, students
study several short stories.
A fee of $10.00 will be levied forthis course to coverthe
additional costs of supplies.
Spanish
LWS 3A
Credit Value: 1.0
By exploring the language and culture of the Hispanic
world, this course continues LWS 2A. The course
stresses the four language skills of listening, speaking,
reading and writing. Students, working both individu-
ally and in groups in simulated situations, make active
use of their language skills. Using audio-visual mate-
rial, the course enriches students'vocabulary, capacity
for self-expression and appreciation of Hispanic cul-
ture.
A fee of $10.00 will be levied for this course to cover the
additional costs of supplies.
Hebrew
LYH 3A
Credit Value: 1.0
This is not a beginners' course. It is intended for
students who already have a basic knowledge of the
following: past and present tenses; gender; conversa-
tional vocabulary; reading and writing in Hebrew; aural
comprehension.
The course is designed to further the students' acqui-
sition of language skills through the study of grammar,
vocabulary and reading selections. Activities will be
provided to enable the student to converse in the
language and to express his or her ideas in written form.
Topics of cultural interest will also be introduced.
A fee of $25.00 may be levied for this course to cover
the additional cost of a workbook.
Hebrew
LYH OA
Credit Value: 1.0
Ministry Prerequisite: LYH 3A
I n this course, students enter into regular conversation
with the teacher and other students. They develop the
four language skills to a more advanced level. The use
of tenses extends beyond the present, past and future
to include suppositions and more complex sentence
structures. Students read both intensively and exten-
sively in Hebrew. They work both individually and in
groups and complete an independent study project.
A fee of $25.00 will be levied forthis course to coverthe
additional costs of supplies.
IN
m7Cusic
INTRODUCTION
The Music Department aims to provide enriching and
rewarding musical experiences for all students from
the uninitiated novice to the accomplished performer.
Whether your interest lies in the area of Keyboard,
Instrumental or Vocal you will find many ways to get
involved musically at Sir Robert Borden High School. 3
All students enrolled in Music courses are
encouraged to take advantage of the
numerous performing opportunities available
in our extra -curricular program. Please note
we will be unable to accommodate students
who are not enrolled in Music courses in exta-
curricular ensembles. If vacancies should
arise, they will be announced to the student
body.
Senior instrumental students should note the
AMR3A,4A Concert Band Repertoire option.
Junior students should consult AMA 2A. These
courses allow students to earn extra arts
credits outside of the regular school day in a
concert band setting. Students choosing this
option must be enrolled in a regularly sched-
uled Music course. Evaluation in these courses
will be based on attendance, participation,
repertoire tests, computers and music, and
written performance reports.
Students in Music courses will be asked to
purchase their own mouthpieces and
appropriate method books. All instrumental,
keyboard and vocal students pay $15.00
supply fees. The music department has a
number of instruments available for student
use through the year.
4. Evaluation in Music courses will be based on
performance tests, written and oral
presentations, written tests, notebooks, class
and ensemble participation and in some
courses an individual study project.
5. In accordance with these new guidelines
please note that there is one Music option
ONLY at the OAC level. AMU OA is open to all
senior instrumentalists, vocalists and key-
board majors.
The Music Department at Sir Robert Borden will offer
a MUSIC LETTER (similar to an athletic letter). Points
toward the letter may be accumulated by participation
in a brass ensemble, a percussion ensemble, a wood-
wind ensemble or a combination of the above instru-
ments such as a jazz combo consisting of guitar,
piano, drums, bass and a singer or woodwind instru-
ment. These points must be accumulated outside of
the regularly scheduled classroom periods e.g., dur-
ing spares, at lunch, or before and after school. The
content will consist of rehearsals, planning time, lis-
tening sessions and concerts.
Instrumental Courses
Music
AMI 2A
Credit Value: 1.0
Suggested Prerequisite: AMI 1W
The technical skills of the instrumental student are
further developed so that the student is now capable
of performing comfortably over the entire range of the
instrument. Emphasis is now placed on symphonic
band performance. Solo and small ensemble reper-
toire may be explored. The study of music repertoire
may be explored. The study of music rudiments
continues at this level as do the components of ear
training, music history and music appreciation. Stu-
dents will be expected to participate in the junior
Concert Band. This additional performance time is
correlated directly with the level of proficiency stu-
dents reach on their instruments.
Music
AMI 3A
Credit Value: 1.0
Suggested Prerequisite: AMI 2A or permission of
instructor
This course offers a continuation of studies in instru-
mental techniques. Greater emphasis will be placed
on the development of accuracy of interpretation.
More challenging repertoire from the symphonic band
library will be selected for study. More advanced
students may be encouraged to study a second instru-
ment and to pursue composition and arranging activi-
ties. Students will complete many of the Royal Con-
servatory of Music's Grade 2 Rudiments require-
ments. The history and listening components of the
course will be more comprehensive in scope. Stu-
dents will be expected to play in one or more of the
school's senior instrumental ensembles, thereby sup-
plementing their individual and class practice time.
(AMR 3A - Concert Band Repertoire should be se-
lected concurrently with this course).
Music
AMI 4A
Credit Value: 1.0
Suggested Prerequisite: AMI 3A or permission of
instructor
This course will entail the widest possible exposure to
music from various genres, countries, and time peri-
ods. Instrumental technique will include the develop-
ment of facility in all major and minor keys. More
advanced method books, studies, and solo repertoire
will challenge the student at this level and reinforce
technique learned in previous years. Non-perform-
ance activities will include a more in-depth study of one
or more aspects of music history. A survey of the
history of the Music of Western Civilization, a survey of
the historyof Music in Canada, acomprehensive study
of the music of a specific era or culture are only a few
examples of possible music history components at this
level. Students will complete the study of Grade 2
Rudiments (Royal Conservatory of Music) and de-
velop greater facility in composition by beginning the
study of harmony. Students in the course will be
expected to join a senior music ensemble on an
extracurricular basis. (AMR 4A - Concert Band Rep-
ertoire should be selected concurrently with this course.)
Music
AMU OA
Credit Value: 1.0
Ministry Prerequisite: A Senior Division Music credit
at the advanced level.
This course is open to instrumentalists and vocalists
and keyboard majors. The students who take this
course are expected to be highly proficient in musical
reading and performing as well as in music theory.
Students in this course will have had varying musical
experiences. Most will have taken music courses in
each of their Intermediate and Senior years and some
will have studied music independently orwith a private
teacher. The organization of this course is therefore
flexible so as to accommodate all such students with-
out sacrificing their intellectual and musical maturity.
In the course, students refine their performance skills
through study of solo repertoire. They supplement the
course's core components of music history and music
rudiments (elementary harmony) by choosing from
several non-performance units of study. As in all music
courses the students will be expected to perform as
well as provide leadership in the music departments
performing ensembles.
50
VOCAL MUSIC Courses
Students in Vocal Music courses will be encouraged
to participate in the various extra -curricular ensembles
at Sir Robert Borden. Creative activities in vocal
music courses will include improvisation and simple
song writing. Other activities will include basic chore-
ography and microphone technique. Performance in
a vocal jazz ensemble will be part of each of the
courses. One of each of the following instrumentalists
will be accepted into each course with approval from
the instructor: electric or string bass, electric guitar,
percussion and piano.
Music
AMV 2A
Credit Value: 1.0
Suggested Prerequisite: AMV 1 A or permission of
instructor
This course continues to develop the student's vocal
skills in both a solo and group setting. Performance
opportunities are offered in many different styles of
music. The students are also encouraged to initiate
and organize smaller vocal groups on their own. The
historical aspect will focus on one or more musical
eras. Students entering high school with considerable
formal singing experience may consult the instructor
for admission into this course.
Music
AMV 3A
Credit Value: 1.0
Suggested Prerequisite: AMV 2A or permission of
instructor
This course continues to develop the student's vocal
skills in both a solo and group setting. Performance
opportunites are offered in many styles including
classical, Broadway, popularandjazz. Asidefrom the
development of the individual vocal skills, the stu-
dents are instructed on how to communicate to a live
audience. This includes choreography, lighting, and
microphone technique. The historical aspect will deal
with one or more musical epochs.
Music
AMV 4A
Credit Value: 1.0
Suggested Prerequisite: AMV 3A or permission of
instructor
This course continues to develop the student's vocal
skills in both a solo and group setting. Performance
opportunities are again stressed in as many different
styles as possible. The AMV 4A vocal student is
expected to develop leadership skills. In relation tothe
total vocal program, opportunities will be offered in
programming, coaching and researching presentations
for the vocal students in AMV 1 W, AMV 2A and AMV
3A. The historical aspect will center on one or more
musical periods.
PIANO -KEYBOARD Courses
Music -Piano Lab
AMK 2A
Credit Value: 1.0
Suggested Prerequisite: AMV 1 W or permission of
instructor
Note: Students with instrumental music background
from elementaryschool orAM11 Ware strongly urged
to enrol in AMI 2A before taking this course.
This Keyboarding course furtherdevelops the student's
keyboard skills. Emphasis will be placed on sight
reading and ear training to equip students with the
ability to continue their enjoyment of the piano and
other keyboard instruments beyond high school. Other
areas to be covered will include: reading and performing
music, composition, studying the different styles of
music (rock, jazz, classical). Compositional activities
using a synthesizer and/or computer may be included.
Students entering high school with the equivalent of
Grade 4 Royal Conservatory piano may consult the
instructor for admission to this course.
Music -Piano Lab
AMK 3A
Credit Value: 1.0
Suggested Prerequisite: AMK 2A
This is a continuation of AMK 2A and as such further
develops the student's keyboard skills. Sight reading
and ear training skills will be emphasized as well as a
wide range of repertoire. Students will have the
opportunity to work in small ensemble situations. The
theoretical component will meet the equivalent re-
quirements of the Royal Conservatory Grade One
Level. Creative compositional activities using the
computer, sequencer and synthesizer will be included.
Students entering high school with the equivalent of
Grade Six (or higher Royal Conservatory piano) may
be considered for entry into this course after a private
audition and consultation with the instructor.
51
Music -Piano Lab
AMK 4A
Credit Value: 1.0
Suggested Prerequisite: AMK 3A
This is a continuation of AMK 3A and as such will
further develop the students'skills at the piano. Sight
reading, ear training and small ensemble work will be
emphasized. Creative activities will include harmony
at the keyboard and four part composition for voices
and instruments. Students will meet most of the
equivalent requirements of Grade Two Royal Con-
servatory theory and some from Grade Three
harmony. Students will undertake independent study
projects in a history and/or composition related area.
Compositional activities involving the computer and
sequencer may form part of this independent study.
COMPUTERS & MUSIC Courses
Computers and Music
AMA 3A
Credit Value: 1.0
Suggested Prerequisite: At least one music credit,
some piano skills and permission of the Music
Department
The major emphasis will be on composing and
performing through computer music programs. The
course will deal with the instrumentation of various
ensembles and students will then create compositions
for these ensembles. It is expected that a public
performance will take place at varioustimes throughout
the school year. The enrolment will be limited to four
per class and the class will be scheduled to correspond
with a regular piano class.
Performance Courses
Instrumental Music
Junior Concert Band
AMA 2A
Credit Value: 1.0 (over two years)
Suggested Prerequisite: Enrolment in AMI 1 W or
AMI 2A
The purpose of this course isto provide an opportunity
for young instrumentalists to gain experience in a
large ensemble concert band setting while earning a
grade 10 credit. Students will practise and refine
skills learned in AMI 1W and AMI 2A.
Students must be enrolled in AMI 1 W or AMI
2A concurrently to this credit.
2. Class will be offered outside of the regular
timetable.
3. The Ministry time requirement for this course is
spreadovertwoyears. This credit willbe granted
after successful completion of the second year.
4. This course will appearon the student's timetable
as the ninth credit.
5. Evaluation will be based upon attendance,
participation, repertoire tests and written
performance reports.
Music -Concert Band Repertoire
AMR 3A/4A
Credit Value: 1.0
Suggested Prerequisite: At least 3 years experience
on a wind or percussion instrument and the approval of
band director.
The purposeof this course istofurtherextendthe range
of the student's experience in music. This will be
accomplished by playing and perfecting numerous
concert band arrangements and transcriptions from
orchestra. This course will give students the opportu-
nity to perform varied styles of music in a large en-
semble setting. Students will be required to perform at
numerous functions during the academic year.
Notes:
1. Classes will run from September to June - two
or three times a week from 7:45 a.m. to 8:35
a. m.
2. This class is not a replacement for instrumen-
tal music classes (i.e., AMI 3A and AMI 4A). It
should be treated as an extra Arts credit.
3. All students taking this class must be enrolled
in a regularly scheduled music class at Sir
Robert Borden High School. (AMI 3A/4A to
AMU OAC). Some exceptions maybe made at
the OAC levels. Students should speak to the
Band Director before enrolling in this course.
4. In addition to morning rehearsals, students will
be required to attend sectional rehearsals as
required and attend all scheduled perform-
ances throughout the school year.
5. Students enrolled in: AMI 3A may attain one
AMR 3A credit during the same year; AMI 4A
may attain one AMR 4A credit during the same
year.
6. AMR 3A and AMR 4A run at the same time.
Students may take the course for 2 years and
earn 2 credits.
52
PEER TEACHING
Peer Tutoring and Human Relations
redit Value: 1.0
its course is offered in a co-operative education mode
delivery. The in -class component provides specific
.ining in understanding and supporting others, group
idership, plus communication and tutorial skills. These
lls are applied in scheduled peer -helping duties in
lected junior classes.
53
This course fufills the requirement for the senior
social science credit.
There is no prerequisite; however, students must
participate in a selection process which includes a
referral from staff within the school and an interview
with the interested students.
For more information concerning the course, please
contact Mrs. Wood.
PHYSICAL EDUCATION
Girls' Physical and Health Education
PHF 2A
Credit Value: 1.0
The emphasis continues on total fitness, body control
and graceful movement by furthering the basic skills
of activities covered at the 1 W level. These activities
are touch football, basketball, racquet sports, volley-
ball, jazz dance, gymnastics, fitness training, soccer,
softball, and weighttraining. Outdoor educational ac-
tivities form an integral part of this course. The health
component of the programme is "Emergency First
Aid", and "Alcohol".
Boys' Physical and Health Education
PHM 2A
Credit Value: 1.0
Continued emphasis is placed on total fitness and a
widening of sport skills learned atthe 1 W level. These
activities are touch football, cross-country running,
soccer, wrestling, volleyball, fitness training,
basketball, lacrosse, softball and road hockey.
Outdoor education activities form an integral part of
this course. The health component of the programme
is "Emergency First Aid", and "alcohol".
Physical and Health Education (Co -Ed)
PHE 3A
Credit Value: 1.0
This co-educational course is open to any student in
grades 10 to OAC. This course is designed specifi-
cally for any student who wishes to raise their fitness
level and would like a non-competitive, individualized
fitness and activity programme. This training pro-
gramme can be "sports specific". The programme will
aid the student who wishes to either gain or lose
weight in an appropriate manner. A significant amount
of time will be spent in our "fitness centre". Other
activities will include: tennis, archery, volleyball, floor
hockey, paddleball, x -country skiing and bicycling.
The health section will deal with nutrition and proper
eating habits to help students achieve their ideal
weight.
Girls' Physical and Health Education
PHF 3A
Credit Value: 1.0
This course will put greater stress on individual rather
than team sports while maintaining emphasis on total
physical fitness. New activities such as tennis, arch-
ery, cross-country skiing, rugby and paddleball are
introduced and skills in soccer, volleyball, basketball,
badminton and softball are furthered. Outdooreduca-
tional activities form an integral part of this course.
The health programme is "Values in Human Sexuality".
Education physique et hygiene - filles
PHF 3AF
Credit Value: 1.0
This course is identical to PHF 3A except that it is
taught in the French language.
Boys' Physical and Health Education
PHM 3A
Credit Value: 1.0
This course introduces the student to some new
activities and places much more emphasis on individ-
ual sports. Activities such as rugby, cross-country
running, tennis, soccer, volleyball, basketball, softball,
archery, badminton, cross-country skiing are taught.
Outdoor education activities form an integral part of
this course. The health programme is "Values in
Human Sexuality".
Education physique et hygl6ne-gargons
PHM 3AF
Credit Value: 1.0
This course is identical to PHM 3A except that it is
taught in the French language.
54
Girls' Physical and Health Education
PHF 4A
Credit Value: 1.0
Emphasis on individual sports is continued. Activities
such as badminton, touch football, basketball, winter
sports, fitness training, aerobics, volleyball, lacrosse
and tennis are included. Outdoor education activities
form an integral part of this course. The health
programme is "Lifeskills and Long Term Human Re-
lationships" and "Major Health Problems".
Boys' Physical and Health Education
PHM 4A
Credit Value: 1.0
This course continues the stress on individual activi-
ties with special emphasis on racquet sports. Activi-
ties such as tennis, paddleball, badminton and cross-
country running are included. A more recreational
aspect is pursued in touch football, rugby, winter
sports, basketball and softball. Outdoor educational
activities form an integral part of this course. The
health programme is "Lifeskills and Long Term Human
Relationships", and "Major Health Problems".
Co -Ed Physical and Health Education
PHE 4AE
Credit Value: 1.0
This course is designed for those students who have
a keen interest in physical education. It will be particu-
larly beneficial to those students who wish to continue
in physical education at the community college or
university level. The course will offer leadership
training, carry-over sports, an introduction to commu-
nity recreation, visits to community facilities, and a
chance to organize or monitor board wide or school
meets or tournaments. Outdoor educational activities
form an integral part of this course. Enrolment will be
limited.
Related costs for this course should be no more than
$20.00 per student.
Outdoor Education
PHE3A3
Credit Value: 2.0
Prerequisite: Open to grade 11, 12, 13 students.
This Senior Outdoor Education course provides stu-
dents with many exciting outdoor adventures. The
program offers: whitewater kayaking; flat water ca-
noeing; wilderness camping (fall, winter, spring); hik-
ing and packing skills; CPR, climbing and rapelling;
cycling and whitewater canoeing. Students must
participate in a minimum of 3 trips, which will require
week -end commitments.
1) fall whitewater kayaking (September)
2) fall flatwater canoeing (October)
3) winter camping/skiing (February)
4) spring bicycle (May)
5) spring whitewater canoeing (May).
Students going on field trips must supply their own
camping equipment and food. Cost of equipment (eg.
kayak or canoe), instruction and transportation must
also be covered by the student, eg, 3 days of whitewa-
ter kayaking, camping, food, instruction, and equip-
ment costs about $130
Students receive 2.0 credits for this course. The first
credit requires110hours ofclassroom instruction; the
second credit is achieved by spending time organizing
and particpating in field trips.
Physical and Health Education Co -Ed
PPB OA
Credit Value: 1.0
Ministry Prerequisite: A Senior Division Physical and
Health Education credit at the advanced level.
This grade 13 co-educational course is designed to
enhance the student's knowledge, awareness and
expertise in the field of sport and physical education.
The course will prove to be invaluable to students who
plan to pursue careers in physical education, kinesiol-
ogy or recreology as well as for students who will
become the coaches and recreational organizers in
our communities. Seventy percent of the course will
be theory oriented. Topics such as: athletic injuries -
treatment and prevention; the organization and ad-
ministration of sport; scientific principles of coaching;
anatomy; the physiology of exercise; the history of
sport in Canada and the sociology of sport will com-
prise the academic curriculum of the course. Physical
activitiy units will be activities not offered in our grade
9-12 physical education courses. Activities included
are team handball, curling and badminton. Outdoor
educational activities form an integral part of this
course.
55
56
tion of science to everyday life. Mathematical con-
cepts are not emphasized. Units of study are: commu-
nity ecology, the functioning animal, environmental
chemistry, magnetism and electricity, and the wise use
of resources. There are two optional units. Evaluation
may include assessment of the following: assign-
ments, group work, quizzes, laboratory work and
reports, notebooks, projects, tests and examinations.
Biology -Applied
SBA 3G
Credit Value: 1.0
This course completes the study of biology at the
general level. In it, students gain a better understand-
ing of the structure and workings of their own bodies by
studying the nutritional, digestive, excretory, respiratory,
cardiovascular, reproductive and sensory systems.
They also study the treatment of waste, the effect of
waste on the environment and the possible solutions
to waste management problems. Much of the work in
the course is done through laboratory exercises, proj-
ects and group work. Evaluation may include assess-
ment of the following: assignments, group work, quiz-
zes, laboratory work and reports, notebooks, projects,
tests and examinations.
Biology
SBI 3A
Credit Value: 1.0
This first biology course at the Senior advanced level
builds on the life science units in Grades 9 and 10.
The course is a mandatory prerequisite for SBI OA.
By covering a broad range of topics, students develop
an understanding of the structure and functioning of
organisms, especially the human body. Units include:
cell structure and processes, genetics, the role of
bacteria and viruses in the biosphere, vertebrate sys-
tems (digestion, gas -exchange, transport, reproduc-
tion and development), vascular plants and one op-
tional unit. The course balances content with student
participation in the scientific process. Evaluation may
include assessment of the following: assignments,
group work, quizzes, laboratory work and reports,
notebooks, projects, tests and examinations.
Biology
SBI OA
Credit Value: 1.0
Ministry Prerequisite: SBI 3A and SCH 3A (suggested)
This course prepares students for university -level biol-
ogy. It provides them with an in-depth study of con-
cepts introduced in SBI 3A. Units include: the chemi-
cal basis of life, energy and living systems, plant
physiology and photosynthesis, genetics, evolution,
the principals of homeostasis and molecular biology,
ecology, and one optional unit. The course presents
biology as a relevant, human endeavour in which
biological principles influence peoples' lives, society
and the environment. Evaluation may include assess-
ment of the following: assignments, group work, quiz-
zes, laboratory work and reports, notebooks, projects,
tests and examinations. The Science Department
strongly recommends that students take SCH OA
previously or concurrently.
A $10.00 dissection fee will apply.
Chemistry -Applied
SCA 3G
Credit Value: 1.0
Chemistry has an impact on both our everyday lives
and the environment. This introductory chemistry
course gives students a variety of chemical applica-
tions in practical laboratory settings. Units include: the
structure of matter, the properties of substances, how
chemicals react, acids and bases, chemical analysis
and two optional units on topics such as carbon chem-
istry, consumer chemistry, metals or nuclear chemis-
try. The course emphasizes skills such as observation,
manipulation of equipment, data collection, safety and
group work. Evaluation may include assessment of the
following: assignments, group work, quizzes, labora-
tory work and reports, notebooks, projects, tests and
examinations. Since mathematics and chemical theo-
ries are kept to essential applications in this course, the
course does not lead to SCH OA.
Chemistry
SCH 3A
Credit Value: 1.0
This first advanced level chemistry course builds on the
physical science units in Grade 9 and 10 science. It
is a mandatory prerequisite for SCH OA. Byintroduc-
ing a broad range of concepts, the course enables
students to appreciate the applications and societal
implications of chemicals, to handle chemicals safely,
and to solve theoretical problems in chemistry. By
performing laboratory activities, students develop skills
and clarify new concepts. Topics include: properties
and changes of matter, elements and chemical bond-
ing, chemical reactions, chemical calculations, solu-
tions, and the Canadian chemical industry. Evaluation
may include assessment of the following: assign-
ments, group work, quizzes, laboratory work and re-
ports, notebooks, projects, tests and examinations.
The science department recommends that the stu-
dents take MAT2A and SNC2A either previously or
concurrently.
57
SCH OA
Credit Value: 1.0
Ministry Prerequisite: SCH 3A
Building on the concepts introduced in SCH 3A, this
course prepares students for further studies in Chem-
istry at the university level. The course extends stu-
dents' understanding of chemical reaction mecha-
nisms, molecular structures, and reactions in solution.
New concepts introduced in the course include: or-
ganic chemistry, energy and rates of reactions, chemi-
cal equilibrium and electrochemistry. The course
emphasizes experimental activities, chemical appli-
cations to industrial and environmental processes,
and mathematical interpretations of the concepts.
Students carry out an independent study project.
Evaluation may include assessment of the following:
assignments, group work, quizzes, laboratory work
and reports, notebooks, projects, tests and examina-
tions. The Science Department recommends that
students take MAT 4A, either previously or concurrently.
Applied Physics
SPA 4G
Credit Value: 1.0
This course introduces general level students to the
basic concepts of physics in a descriptive, less mathe-
matical way. Students study matter and energy in
practical applications, laboratory activities and exami-
nation of environmental effects. They develop organ-
izational, manipulative and problem -solving skills.
Topics include: the energy of motion, the energy of
sound and light, the energy of electricity and magnet-
ism and one option topic such as nuclear energy or
fluids. Evaluation may include assessment of the
following: assignments, group work, quizzes, labora-
tory work and reports, notebooks, projects, tests and
examinations. The Science Department recommends
students take both a mathematics course and a sci-
ence course at the Grade 10 level prior to this
course.
Physics
SPH 4A
Credit Value: 1.0
This first advanced level physics course builds on the
physical science units in Grades 9 and 10. It is a
mandatory prerequisite for SPH OA and should be
taken by students pursuing further studies in the
sciences, engineering, mathematics and architecture.
Students study and apply the fundamental physical
laws and principles that are used in industry and
research. Units include: sound, the nature and appli-
cations of light, the laws of motion, the forms and
changes of energy, electricity and electromagnetism,
nuclear physics and one optional unit. Evaluation may
include assessment of the following: assignments,
group work, quizzes, laboratory work and reports,
notebooks, projects, tests and examinations. The
Science Department recommends that students take
MAT 3A, either previously or concurrently.
Physics
SPH OA
Credit Value: 1.0
Ministry Prerequisite: SPH 4A
This course, which is a more in-depth study of the
concepts introduced in SPH 4A, is intended primar-
ily for students going on to study science (especially
Physics) and related fields at the university level.
Units of study are: kinematics, dynamics, momentum
and energy, electric charge, waves and light, and early
quantum theory. Students also study two optional
units, such as special relativity, electromagnetic radia-
tion, elementary particles or bodies in equilibrium.
Evaluation may include assessment of the following:
assignments, group work, quizzes, laboratory work
and reports, notebooks, projects, tests and examina-
tions. Because this course emphasizes mathematical
problem -solving, the Science Department recom-
mends that students take MAT 4A, either previously or
concurrently.
is
TechnologyStudies 1996/97
Grade 9 Foundation Courses (Math./Sci./Tech.)
Introductorl
Level
Senior
Levels
OAC Level
TGJ2A3 EE" TDJ2A
Communicatlons € Deslgn and Engineer -
0.5 aedtt EE ln9 Technology
0.5 credit
�t t ti OPEN q
TGJ3G1 TGJ3A2 TGJ3A3
Commun.
Graphic Commun. Commun. Technology Audio/Vldeo/Eled.
Concentration
TGJ4G1 If TGJ4A2
Graphic Design Commun. Technology
Not offered In 1996/97
Offered 1997/98
TEDOA
Analog and Digital
Electronics
TGJ4A3
Commun.
OPE+]
T
TCJ 3G
Home
Renovation
TCJ 4G
Const. for Knowledge
and Profit
�Ir NOTES: 1. Entry into a senior level is possible without having taken the introductory
level with the approval of the Head of Technology.
2. OPEN means open to all students with no prerequisite.
3. Students may study at a level of difficulty which best meets their needs.
4. The Technology Department encourages Co-operative Education
programs. Please see the Head of Technology.
5. Students are encouraged to take more than one technology course
in a school year.
"TECHNOLOGY - DON'T LEAVE SCHOOL WITHOUT IT!"
59
TECHNOLOGICAL STUDIES - INTRODUCTION
One of the best kept secrets at Sir Robert Borden High
School is that we have one of the best equipped and
most advanced Technological Studies facilities in
Canada. Our courses are activity -centered using
computers, videos, audios,and photography, as well as
CAD (computer-aided drafting), CAM (computer-aided
machining), desktop publishing and engraving. Our
electronics/computer technology facility has ten (10)
well equipped lab -stations. Ourtechnology labs provide
hands on experience with Amiga, Macintosh and DOS
computers.
Whether you want technology at the survival level, the
hobby level or as a good preparation for community
college or universtiy, we have several interesting courses
foryou. Don't miss your chance to participate! Students
may study at the level of difficulty which best meets their
needs. For further information please consult the
Department Head.
TECHNOLOGICAL STUDIES ENDORSEMENT
Students who successfully complete eight or more
technical courses during their high school career, will
receive an Ontario Secondary School Diploma (OSSD)
with a Technological Studies Specialization or En-
dorsement. In addition, they will be presented with the
Carleton Board of Education Certificate of Endorse-
ment in Technological Studies. Students are encour-
aged to take more than one technology course in a
school year.
Broad Based Technologies
The Broad Based Technologies and the Design and
Technology program represent a restructuring of Tech-
nological Studies from grades 10 to 12.
The main features of these new programs are
a) a consolidationof more than sixty Technological
Studies courses into six major areas:
1. Technological Design
2. Communications
3. Construction
4. Manufacturing
5. Services
6. Transportation
b) a variety of project -driven programs for: general
interest, skills training for employment, or back-
ground for post -secondary institutions.
c) a direct link and ongoing affiliation with the
community, local business/industry and
post -secondary studies.
d) a team, or cooperative teaching approach that
provides the integration of both previous tech-
nological studies courses and general studies
courses (where applicable) into the Broad
Based Technologies.
e) an emphasis on open- ended problem -solv-
ing, student -centered projects and small group,
co-operative learning.
GRAPHIC COMMUNICATIONS
Graphic Communications refers to visual messages
in which information is exchanged between individu-
als. Students develop a foundation for a future in the
Graphic Communications industry. Upon completion
of these courses, students may wish to further their
knowledge in a Technical School, College or Univer-
sity. Careers could follow in a variety of positions:
graphic design, printing house, advertising agency,
typesetting, film or paper supplier and television stu-
dio.
Over the past several years there has been a dramatic
shift to computer based graphic design. Our Technol-
ogy courses use the latest available computerized
equipment.
The tasks students undertake provide a focus for the
further development of their creative problem -solving
skills, interpersonal skills, communications skills,
independent learning skills, computer and other tech-
nological skills.
In an industry undergoing dramatic restructuring these
courses prepare students forthe present and future of
Graphic Communications.
ADVANCED STANDING AT COMMUNITY
COLLEGES
Sir Robert Borden has an articulation agreement with
Algonquin College in Graphic Communications (print-
ing). Students may receive advanced standing for all
or part of the first semester at Algonquin. Please see
the Department Head for more information.
Graphic Communications
TGJ 2A1
Credit Value: 0.5
From Gutenberg to the Lazer Beam:
500 Years of setting type
While the theory component of this course will be
important, it is the "hands on" experience gained
which will prove to be invaluable in finding future em-
ployment.
Students will have the opportunity to use Macintosh
computers, a scanner, the process camera and dark-
room, printing presses, and bindery equipment. As an
important part of this course the student will design
and produce a Memo Pad, personal logo design, and
personal stationery.
They will become peer coaches in their area to the
other students in their class. Having the shop set up
as a printing company, the students will learn all
aspects of printing in a business world.
This course must be taken in conjunction with TGJ
2A2.
Drafting (Computer Aided Design)
TGJ 2A2
Credit Value: 0.5
Prerequisite: None
This course explores the three major areas of techni-
cal drawing namely: mechanical, architectural and
electrical. Since drafting is changing from an exact
pencil and ink technology to a very sophisticated
computer driven profession, most drawing will be
done using computer aided packages. Students will
work alone or in small groups. Students who have
previous drafting and/or computer experience will be
expected to take on more advanced tasks and chal-
lenges.
This course will be structured as follows:
Mechanical Drafting -shape description, dimensioning,
drawing to scale and sectional views.
Architectural Drafting - basic drawings required for
house construction.
Electrical Drafting - includes standard electrical
symbols as well as introduction to various types of
diagrams used in the electrical and electronics industry.
Students will be required to purchase their own basic
drafting instruments. The approximate cost is $25.00.
This course must be taken in conjunction with TGJ
2A 1.
Communications
TGJ 2A3
Credit Value: 0.5
This multifaceted hi -tech course provides students
with practical hands on experience with Amiga, Macin-
tosh and DOS based computers in the areas of video,
audio, photographic, print/graphic production and desk
top publishing. Further, students will receive a general
overview of the electronic communication system.
Students will also work with robotics, engraving proc-
esses, CAM (computer aided machines), CAD (com-
puter aided drafting), pneumatics, and broadcasting.
Students will be required to purchase their own 1/2"
VHS video tape for any videos they make that they
wish to take home. Students may also be required to
supply all or some of the parts for take home projects.
The approximate cost is $25.00.
This course mustbe taken in conjunction with TDJ2A.
Design and Engineering Technology
(Intermediate)
TDJ 2A
Credit Value: 0.5
Why not have fun and learn technology too? Working
both alone and as part of a group, this course will
challenge you to invent and build creative solutions to
real life technical problems. Your finished work will
then be placed in competitions with other students or
groups to see who has the best design. This in
combination with a computer-assisted investigation of
the strengths and weaknesses of existing designs will
develop skills in design analysis, project designs,
problem solving, research techniques, technical/sci-
entific reporting and construction techniques. You will
find this to be of benefit throughout your high school
and college or university career not to mention your
activities outside of the classroom. Take up our
challenge to prove that Canadians are some of the
best inventors in the world! This course prepares the
student well for senior technological courses.
This course must be taken in conjunction with TGJ
2A3.
61
Graphic Communications
TGJ 3G1
Credit Value: 1.0
This course will be a continuation of TGJ2A1 /TGJ2A2.
Are you aware that the printing field is one of the
largest employers in the Ottawa -Carleton area?
Graphic Communications is the life blood of our
technological society. The graphic communication
industry encompasses a multitude of challenging
positions for creative, skilled, and management per-
sonnel.
Students' future needs for the graphic communica-
tions field are taken into consideration in this course.
Students will examine the printing process and pro-
duction methods to give each student an opportunity
to master the basic skills essential to "the problem
solving process" in graphic communications.
Basic photography, which includes the functions of
the camera, film and light, development of film, and
print making is covered in this course. This course
offers hands-on experience for the production of
black and white photographs and the production of
halftones using the process camera as well as scan-
ning images on a computer system.
Technical level training in typography, design, and
the use of various typefaces, and the role of desktop
publishing in copy preparation adds basic knowledge
to the hands-on computer experience.
Drafting with the latest software, Micro Station, will
makes its debut in this course. Micro Station is a full
featured productivity enhancing 2D/3D Computer
Aided Design (CAD) product for drafting, design,
visualization, analysis, database management and
modelling. As an introduction you will cover the
basics of creating, drawing, and editing a design file.
Students will be required to purchase all or some of
the parts for small projects. The approximate cost is
$20.00
Communications Technology
TGJ 3A2
Credit Value: 1.0
State of the art audio, video, computer, photographic
and communications equipment will be used to
familiarize the student with current and future
techniques in electronic communications. Students
will also be exposed to print/graphic production and
desk top publishing as well as more advanced
engraving processes.
In the electronics and broadcasting part of this course
students will learn about sound waves, microphones,
audio systems, sound recording and audio broadcast-
ing. Computers will be used to develop graphics, titles
and advertisements for video productions. New all -
electronic cameras will enable the student to bring in
still video shots of happenings from around the school.
To tie everything together you will learn about modern
communication techniques through the use of fax
machines, and television and radio production facili-
ties. Students will be required to purchase supplies
and parts for take home project or small projects.
The approximate cost is $20.00.
We are moving rapidly from the industrial age into the
communications age. Don't get left behind!
Communications Technology
Audio / Video / Electronic Concentration
TGJ 3A3
Credit Value: 1.0
Audio and video are two of the key components of
communications today. Whether you plan to go into
the broadcasting and production field or just want to
be an expert at home on technical productions, this
course will give you the necessary skills. Studentswill
learn the proper names for cables and connectors and
where and when each should be used. Other topics
covered will be AM and FM modulation, and radio
transmission and reception. Students in this course
will be responsible for overseeing the operation of the
school's radio station, and producing videos using our
special computerized video effects and video editing
techniques. Proper soldering techniques and a gen-
eral overview of electronic components such as resis-
tors, capacitors, coils, transistors, diodes, and inte-
grated circuits will be covered.
Students will construct an electronic project such as
an amplifier, intercom, radio, etc.
This course will provide knowledge and skills for a
student who is contemplating science, engineering or
technology at the post secondary level. Secondly, as
electronics and computer technology playa large role
in our modern society, it will serve as an excellent
course for technical literacy in general.
Students will be required to purchase all or some of
the parts for take home projects or small projects. The
approximate cost is $20.00.
62
ome Renovation and Repairs
U 3G
redit Value: 1.0
Whether you are a young woman or man, you will
probably buy your dream home someday. Do you
have the skills necessary to make the right choice?
Will you be able to maintain and/or modify it without
going broke? Will you know if the repair person you
call is overcharging you?
This project oriented course will see you, as a student
with no technological experience, investigate three
aspects of home ownership. You will look at what is
involved in purchasing a home and how to make sure
that you make the right choice. You will look at how to
use inexpensive hand tools to maintain both your
house and its contents. You will work as part of a team
to construct a simulated addition to a house, install
electrical wiring, plumbing, wallboard, wallpaperwalls,
tile the floor and finish the ceiling. Emphasis will be
placed on group work, problem solving, practical
applications and technical literacy.
Students will be required to purchase all or some of
the parts for take home proejcts or small projects. The
approximate cost is $20.00
Graphic Design
TGJ 4G1
Credit Value: 1.0
[NOT AVAILABLE 1996-97; AVAILABLE 1997-98]
Communication and Design
...the next wave - prepress imaging
Jhile the cutting edge of technology can take the
lace of many old tools, it cannot replace the talent for
ood design.
ie programme provides students with the sound
isics of design systems and typography in order to
;velop effective personal, corporate and publication
;sign solutions. Lessons on market research , pre -
;sign analysis, and packaging are an integral part of
e program.
Course involvement will be slanted toward practical
work on an individual assignment basis. Students
intending to pursue Graphic Arts at a community
college or those planning to enter employment in this
industry on graduating from high school will enjoy this
course. The completed projects will be run on our
industry standard graphic arts equipment.
Communications Technology
TGJ 4A2
Credit Value: 1.0
Thiscourse is projectdriven with the student choosing
an area of specialization for his or her project. Areas
of specialization might include desk top publishing,
broadcasting, CAD/CAM, audio, engraving, video,
electronics, print/graphics, etc. Television produc-
tion, broadcasting, electronics, sound production,
communication systems and graphic production will
form part of this course.
As "job descriptions" in society become broader and
more general, workers will need to be competent in a
number of different areas, and be able and willing to
learn about and use new procedures and emerging
technologies. This course is designed to give the
students "transferable skills" that will allow them to
meet this challenge.
Students will be required to purchase all or some of the
parts for small projects. The approximate cost is
$20.00
Communications
Computer Technology
TGJ 4A3
Credit Value: 1.0
Digital electronics is the rapidly expanding, low -mathe-
matics approach to working with electronic circuits.
It is the basis for calculators, watches, games, com-
puters and much more. Some of the topics covered
are: the seven basic logic gates, codes, counters,
adders and subtractors, and memories. These basic
building blocks are then tied together to show the
operation of: electronic locks, timers, clocks, comput-
ers, etc. Students build and test each type of circuit
and are encouraged to take on the construction of one
major digital project. Emphasis will be placed on
group work, problem solving, practical applications
and technical literacy. This course is suitable for
students who intend to go on into Engineering or
Computer Technology and for those who wish a
general understanding of digital technology. Students
must supply or purchase their own "logic template",
approximate cost $7.00. Students may be required to
supply all or some of the parts for take home projects.
63
Construction For Knowledge and Profit
TCJ 4G
Credit Value: 1.0
Prerequisite: NONE
If you like to use your hands and mind to construct
buildings, this is the course for you! Wewillbede-
signing a number of small wood structures and
building some for sale to teachers, parents, etc.
Areas of focus will include proper structure de-
sign, use of hand tools, using CAD to produce
drawings and of course, building techniques.
There is no prerequisite for this course, just a
desire to work with your hands and your head.
With the high cost of construction and renovation
today, this course could develop rewarding skills
and provide cost saving knowledge for students'
use today and in years to come.
Analog and Digital Electronics
TED OA
Credit value: 1.0
Ministry Prerequisite: MAT 3A
This OAC provides university -bound students
with opportunities to test their interest in and
aptitude for electronic technology. Theelectronic
skill and knowledge that students acquire through
this OAC will give them insights into the many
diverse applications of the technology that they
will encounter in their future studies and in their
professional lives in engineering, science, and
industrial design. Since electronics is in many
ways an exact technology in which an infinite
variety of applications is possible, students will
have opportunities to develop disciplined mental
habits and to learn problem solving of a most
creative mind.
Students will be required to purchase supplies
and parts for small projects. The approximate
cost is $20.00
64
67
COURSES OFFERED 1996-97
SUBJECT
GRADE 10
GRADE 11
GRADE 12
GRADE '13
ART
AV12A1
AVD3G
AVC4G
AVIOA
AV12A2
AVF3G1
AV14A
AV13A
BUSINESS
BIB2A
BAC3A
BAS4A
BACOA
EDUCATION
BK12A3
BA13G
BBS4G
BLWOA
BLW3A
BMK4A
BOAOA
BMK4G
BOS4A
BOS4G
COMPUTER
DIC2A
BPC3G
BPS4A
_
SCIENCE
DIC2G
BPT3A
DST3A
DRAMA
ADA2A1
ADA3A
ADA4A3
ADAOA
ADA2A2
ENGLISH
ENG2A
ENG3A
ENG4A
ENGOA
ENG2G
ENG3G
ENG4G
EWCOA
E.S.L.
_
As indicated b ESL testing.
FAMILY
NFG2G
NFB3G
NMT4G
_
NFOOA
STUDIES
NZA3G
FRENCH
FEF2A
FEF3A
FEGOA
FIF2A
FIF3A
FIGOA
FSF2A
FSF3A
FSFOA
GEOGRAPHY
GCA2A*
GPH3A
GRE4A
_
GCEOA
GCA2AF*
GPH3G
GRE4AF
GW10A
GCA2G*
GRE4G
PEER
NGP4A
_
TEACHING
HEBREW
LYH3A
LYHOA
HISTORY
HCT2A*
HSC3A
HXE4G
_
HCNOA
HCT2AF*
HSC3AF
HPOOA
HCT2G*
HSC3G
HWMOA
HWC3A
HWMOAF
HWC3AF
HXEOA
MATH IMAT2A
MAT3A
MAT4A
_
MAGOA
MAT2G
MTT3G
MTT4G
MCAOA
MFNOA
MUSIC
AMA2A
AMA3A
AM14A
AMUOA
AM12A
AM13A
AMK4A
AMK2A
AMK3A
AMR4A
AMV2A
AMR3A
AMV4A
AMV3A
PHYS.ED.
PHF2A
PHE3A
PHE4AE
PPBOA
PHM2A
PHE3A3
PHF4A
PHF3A
PHM4A
PHF3AF
PHM3A
PHM3AF
SCIENCE
SNC2A
SBA3G
SPA4G
_
SBIOA
SNC2G
SB13A
SPH4A
SCHOA
SCA3G
SPHOA
SCH3A
SPANISH
LWS2A
LWS3A
TECH.
TGJ2A1*
TCJ3G
TCJ4G
TEDOA
STUDIES
TGJ2A2*
TGJ3A2
TGJ4A2
TGJ2A3*
TGJ3A3
TGJ4A3
TDJ2A*
TGJ3G1
Indicates a half -credit course which is twinned with another.
GENERAL LEVEL COURSES
GRADE 10
GRADE 11
GRADE 12
BK12A3
AVD3G
AVC4G
DIC2G
AVF3G1
BBS4G
ENG2G
BA13G
BMK4G
NFM2G
BPC3G
BOS4G
GCA2G
ENG3G
ENG4G
HCT2G
NFB3G
NMT4G
MAT2G
NZA3G
GRE4G
SNC2G
GPH3G
HXE4G
TGJ2A 1 *
HSC3G
MTT4G
TGJ2A2*
MTT3G
SPA4G
TGJ2A3*
SBA3G
TCJ4G*
TDJ2A*
SCA3G
TGJ4A2*
TCJ3G*
TGJ4A3*
TGJ3A2*
TGJ3A3*
TGJ3G1*
* All Technology courses are multi-level.
IMMERSION COURSES
GRADE 10
GRADE 11
GRADE 12
OAC
GCA2AF/HCT2AF
HSC3AF
GRE4AF
HWMOAF
PHF3AF
HWC3AF
PHM3AF
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