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Home My WebLink About1995-1996 - Sir Robert Borden - Course CalendarSIR RO :ERT ORD>N HIGH SCHOOL Vw SCKD�y CARLETON BOARD OF EDUCATION It's that timi again - time to select a course program that will directly affect your daily life for the next school year and the outcomes of your future. For many reasons it is critical that parents and students - make informed choices. You should select a program that meets the requirements for an Ontario Secondary School Diploma. Our guidance counsellors can help you with any questions or concerns. We will build our master timetable and staff the school based on the courses you choose. Make certain that you plan a year that is interesting and fun, a year which includes special interest courses, extra -curricular activities and a commitment to be involved in the school. 1 hope the 1995-1996 school year will be both successful and enjoyable. C.H.S.A.A. Basketball Champions - Junior Girls AMK2A. AVI2A1 DIC2G. NFM2G. l CANCELLED COURSES,�A AMK3A. BAI3G. GPH3AF PED3A. PHM3AF SCA3G. TGJ3G1 1995-96 AMMA. BAS4A. BMK4G. BPS4A. GRE4G. CONTENTS INTRODUCTION...........................................................................................................................4 GENERALINFORMATION...........................................................................................................4 SECTION I: PROGRAMS AND SERVICES DIPLOMA REQUIREMENTS Ontario Secondary School Diploma..................................................................................5 Certificateof Education.....................................................................................................6 COURSES Ministry of Education Courses..........................................................................................6 Definitionof a Credit..........................................................................................................6 Levelof Difficulty ...............................................................................................................6 The Common Course Coding System...............................................................................7 Ontario Academic Courses (OAC's)..................................................................................8 PrerequisiteCourses.........................................................................................................8 CourseCancellations........................................................................................................8 CourseTransfers..............................................................................................................8 OntarioStudent Transcript................................................................................................9 School -Related Package of Courses.................................................................................9 SPECIAL PROGRAMS IN CBE SCHOOLS The French Immersion Program........................................................................................9 Alternate Education Program............................................................................................9 Co-operative Education Program......................................................................................9 English as a Second Language Program........................................................................10 Program for the Intellectually Gifted................................................................................11 Linkage............................................................................................................................11 International Language Programs...................................................................................11 SemesteredPrograms....................................................................................................12 VocationalProgram.........................................................................................................12 Specialized Programs in Fine Arts and Technological Studies........................................12 STUDENT SERVICES IN CBE SCHOOLS Guidance and Counselling Services....................................................................................12 Special Education Services..................................................................................................13 Special Education Resource Units.......................................................................................13 LibraryServices...................................................................................................................13 STUDENTS Expectations of Students and Student Attendance................................................................14 StudentContract Option Sheet..............................................................................................14 StudentEvaluation................................................................................................................14 Board -wide Examinations......................................................................................................14 Transportationof Students....................................................................................................15 Student Attendance Variances..............................................................................................15 PROGRAM SELECTION AT SIR ROBERT BORDEN.........................................................16 SECTION II: COURSES OFFERED Art........................................................................................................................................20 BusinessEducation.............................................................................................................22 ComputerStudies.................................................................................................................27 Drama..................................................................................................................................28 English.................................................................................................................................30 Englishas a Second Language...........................................................................................31 FamilyStudies.....................................................................................................................32 Geography...........................................................................................................................34 Guidance.............................................................................................................................36 History..................................................................................................................................37 Mathematics........................................................................................................................40 ModernLanguages..............................................................................................................42 Music...................................................................................................................................46 PhysicalEducation............................................................................................................... 50 Science................................................................................................................................ 52 TechnologicalStudies ............................................................................................................55 2 SECONDARY SCHOOLS IN THE CARLETON BOARD A.Y. Jackson S.S. Osgoode Township H.S. 150 Abbeyhill Drive 2800 Albert St. Kanata, K21L 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, K1 J 7N4 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 1Y4 R.R. # 2, Dunrobin, KOA 1T0 592-3361 832-2773 Gloucester H.S. Elizabeth Wyn Wood Site 2060 Ogilvie Road 50 St. Helen's Place Gloucester, K1 J 7N8 Nepean, K2G 1 H6 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 Glouce�ter, K1 B 3L7 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 The information in this booklet is directed to students presently enrolled in secondary school. IT DOES NOT CONTAIN INFORMATION ON THE GRADE 9 PROGRAM. The grade 9 program will be described in a separate course booklet. Grade 8 students and their parents should consult this booklet. This booklet is a guide to the courses offered in the Carleton Board of Education's secondary schools. It is designed to help you and your parents select a program of studies which will best suit your particular abilities, interests and educational goals. The Board has 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 your program 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. Asa 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 II describes the courses offered in this particular school. M SECTION I: PROGRAMS AND SERVICES DIPLOMA REQUIREMENTS All students registered in asecondary 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 seniorsocial sciencecredit includes subjects such as Economics, Family Studies, Geography, History, Law, Marketing, 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 studentswho 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 counsellor to ensure that you meet diploma requirements. 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 varyfrom 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. 101 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 0 = 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 M Single credit Co—operative French Immersion N Double credit Co—operative French Immersion Q Quarter credit course R First half of half -credit course S Second half of half -credit course K Sheltered Course L UD Course 1 Used with AVF = Visual Art - Photography 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 bearthe description "Suggested Prerequisite." This description means thatyour school recommends that you take the prerequisite because your degree of success in the co urse 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 enrollment. 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 year will be considered only for a 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. M 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 Education 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 seven 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 Early Immersion program credits. Students who entered the secondary Gifted program prior to September 1993 must acquire a minimum of 10 Late Immersion/Extended or Early 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 credit course, a Co- operative Education program (work experience) and academic courses based on materials from the Independent Learning Centre. For further information, contact your guidance counsellor. 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, • 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 discover their true interests and abilities 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 your work 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 lin ked, 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, Brook Lane Education Centre, 148 Meadowlands Drive, Nepean K2G 2S5 (224-7818). 10 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 forcollege. 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. 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, rather than a full 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. • West Carleton S.S. Senior Division only Senior Division only 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 stu- dents 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. Information about the pro- grams available at Sir Guy Carleton Secondary School may be obtained by contacting the school at 723-5136. 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 in the guidance information centre and visitor work in various occupations through job shadowing, work experience and Co—operative Education. Personal Counselling. This program helps students deal with their personal concerns and their relationships with others. 12 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 consult the following pamphlets available in your child'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 (CU) helps students whose learning needs require a higher level of intervention 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 learning disabilities which make academic learning difficult also make social learning difficult, the program addresses both these areas. Admission to the CU is through the Identification, Placement and Review Committee. Structured Learning Unit The Structured Learning Unit (SLU) helps students who require a high degree of structure and supervision to be successful. The program consists of many regular classroom credits plus added support time built into the student's timetable. Development of strategies to deal with successful work completion and to get along with others are the prime focus of the SLU. Admission to the SLU is through the Identification, Placement and Review Committee. Library Services Carleton Board school libraries have facilities for reading, studying, research and teaching. The libraries contain leisure reading for students' personal reading interests and curriculum -oriented materials for their research assignments. They also contain periodicals and audio-visual materials. 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. The reference service is available throughout the day for students requiring assistance with independent study projects. 13 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. 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 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. Science -OAC Chemistry End of course (semestered), Jan. (non-semestered) In OAC Chemistry, each school's examination is based on a Board -wide set of specifications. 14 Transportation of Students The Carleton Board provides transportation for all secondary students who live 3.2 km (2.0 miles) or more from the school that they are directed to attend. Public transit (OC Transpo) is used where ade- quate service is available and cost effective. Students using OC Transpo must possess an OC Transpo identification card before they can be issued a pass. Passes are issued through the schools. All regular school bus routes are described in a detailed schedule circulated by the Board before the start of school each year. Students on special routes are notified by their school bus carrier, prior to the start of school, of their pick-up time and other details of the route. Student Attendance Variances Students who reside in one school attendance area may wish to transfer to another secondary school. A requestfor such an `attendance variance" (transfer) must be initiated, in writing, by the student's parent or guardian to the principal of the student's designated school. Transfers between schools are granted only when one of the following criteria is met: • The student wishes to take a program which is not available at his or her designated school and which is required for employment or entry into a post -secondary program of study. (A program is defined as three or more sequential courses beginning at the Grade 10 level, or two sequential courses beginning at the Grade 11 level.) • The student wishes to take an OAC course which is not available in the designated school and which is required for admission into a university program. • The student has special needs relating to medical problems, identified educational needs, or emotional hardship. • The student is able to complete diploma requirements in one semester (two to four credits to be completed). If a student withdraws from the program or course for which the variance was granted, or if the program is cancelled, the student must return to the designated school. a, OALS OF EDUCATION ;ir 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. MISSION STATEMENT OF SIR ROBERT BORDEN HIGH SCHOOL o create an environment in which learning for both students and staff is valued, encouraged and fun. MS 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. STUDENT 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. 16 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 5 to be certain that all compulsory courses for your OSSD have been completed. 1:12. Consider all other possible options by carefully examining the course outline section which is part II of this book. ❑ 3. Read page 19, titled `After High School". Examine university and college calendars for compulsory prerequisite courses which must be completed before entering the program. 1:14. 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 0 page 6, titled "Level of Difficulty", to help you decide on the appropriate level of difficulty. 116. 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 11 possible now. Be sure it's what you want. 119. 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 E] 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 8 will bu strictly followed. 17 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: STEP I: CHECK OFF THE COMPULSORY COURSES THAT YOU HAVE TAKEN 5 ENGLISH (2 IN SENIOR DIVISION) 0 13 p 0 Q 2 MATHEMATICS 13 0 2 SCIENCE 13 0 1 FRENCH Q 1 CANADIAN GEOGRAPHY 13 1 CANADIAN HISTORY 0 1 SOCIAL SCIENCE (SENIOR DIVISION) 13 1 ARTS (ART, MUSIC, DRAMATIC ARTS) 13 1 PHYSICAL EDUCATION 13 1 BUSINESS OR TECHNOLOGY 13 TEP 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. STEP IV WRITE THE NAMES OF ANY REMAINING COMPULSORY COURSES IN THE SPACE FOR THE YEAR IN WHICH YOU INTEND TO TAKE THEM. 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 18 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. 2. As you enter Grade 11 look ahead atyour 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 sho u Id make sure they have the prerequisites for any OAC courses they wish to take. 3. 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 order to enteran Arts Program, most universities requireyou 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 aboutspecificrequirements. As well you should be aware that limited enrolment courses have very high academic requirements. 2. 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. 3. 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. 19 VISUAL ARTS] Grade 9 Foundation Course AVI 2A2 Visual Arts -Comprehensive course AVI 2A1 Credit Value: 1.0 Preparatory Course This course is for students who wish to take advanced level courses in Visual Arts, possibly leading to the Ontario Academic Course. In the studio and design component of the course, students focus on the devel- opment of working skills and the formal elements of art. In the history/criticism component, they are intro- duced to a comparative study of important works of art which relate to their studio and design work. Students are required to purchase a basic art kit for their use in class at a cost of approximately $15. 20 AVI OA Visual Arts -Comprehensive course AVI 2A2 Credit value: 1.0 Suggested Prerequisite: AVI 1W This course is for students who have the previous experience of visual arts AVI 1 W and wish to con- tinue their artistic development at an advanced level, possibly leading to the Ontario Academic Course. In the studio and design component, students will focus on the development and improvement of working skills and the formal elements of art history/criticism will be introduced through comparative studies. Students are required to purchase a basic art kit for their use in class at a cost of approximately $15. Visual Arts -Comprehensive course AV13A Credit Value: 1.0 Suggested Prerequisite: AVI 2A In this course, students continue their study of draw- ing, painting, printmaking, sculpture and related prob- lems in composition. They increase theirskills, 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 $15. 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 on to 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- lyze theirwork 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 $25.. PECIAL 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. Stu- dents must have available for their use a 35 mm SLR camera. Approximate cost is $25. Visual Arts -Comprehensive course AVI 4A Credit Value: 1.0 Suggested Prerequisite: 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 21 22 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 variety of courses in Accounting, 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 for their 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 furtherstudies 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 edi national endeavours. Keyboarding I is a personal-usc 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 23 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 computer technology willbestudied. 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 may notearn 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. In 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 inthe 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. Itis recommended that students consider this course and/or BMK 4A prior to undertaking BOA OA. 24 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 availableto them in thecomputer 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. 25 Data Processing Concepts BPC 3G Credit 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. Systems Analysis and Design BPS 4A Credit Value: 1.0 Suggested 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 throuhg surveys and interviews, identification of problem areas, developing appropriate solutions to these problems and establishing strategies for implementation 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 sensitivity 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 abilitieis. This course is a valuable foundation for those students planning future study at college or university. Law BLW 3A Credit Value: 1.0 NOTE: Students may, at their discretion, use the credit earned in BLW3G/4G or BLW 3A and BLW OA as a credit in either Business Studies or in History and 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 courtsession 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 criminal justice system, human rights and freedoms, law and the business community, law and the world community, and current issues in Canadian law. 26 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. 27 F- DRAMA Dramatic Arts Dramatic Arts ADA 2A1 ADA 2A2 Credit Value: 1.0 Credit Value: 1.0 Suggested Prerequisite: ADA 1W 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 Thiscourse refines the basic dramatic skills developed in the introductory course. Emphasis is on developing leadership, an increased awareness of the self in relation to others and acommitmentto learning through drama. Activities include video presentations, air band performances, original scriptwriting, improvisation and television shows. Emphasis is on CREATIVITY and FUN II 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. 28 4. 4 ............... :'iii: w:);.i .��:{:{i?; ;.�::.::•i:•iii:.}i;:;•:.::;'::;:.::';.i;.i;.::•::n?Ji:•i;:•?:.:.::•:'?;•:v. �::....::........,. �........... GRADE 9 FOUNDATION '"? '' :r` z ><. ADA 2A2 ADA 2A1 #::?. ,.. ADAA 3 ..... 3.. {: {{a..yY ; . AAT 4A . t... 1995. »> AD OA k 1996-97 4 Dramatic Arts Dramatic Arts ADA 2A1 ADA 2A2 Credit Value: 1.0 Credit Value: 1.0 Suggested Prerequisite: ADA 1W 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 Thiscourse refines the basic dramatic skills developed in the introductory course. Emphasis is on developing leadership, an increased awareness of the self in relation to others and acommitmentto learning through drama. Activities include video presentations, air band performances, original scriptwriting, improvisation and television shows. Emphasis is on CREATIVITY and FUN II 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. 28 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 Theatre and Childrens' Theatre. Students will script and present original Childrens' 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 AAT 4A Credit Value: 1.0 Suggested Prerequisite: ADA 3A In this seniorcourse, 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 AAT 4A course could produce and direct the Holiday Assembly show that features staff members in acting roles, will script and perform Children's Theatre to large audiences of grades K to 8 and daycare institutions and could script &id perform a one act play in the Sears Competitive Festival. The students, in partnershipwith 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. [NOT AVAILABLE 1995-96; AVAILABLE 1996-97] 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 greateremphasis 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. The students, in partnership with the Nepean Police, create a play and tour to Grades 3-8 in the City of Nepean. A fee of $5.00 is levied to cover the costs of supplies 29 ENGLISH English ENG 2G Credit Value: 1.0 I nes course continues from ENG 1W the review, reinforcement and remediation of skills in process writing, collaborative learning, efficientwork 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 orientcontent and teaching techniques to students' capabilities and emphasize developing students' skills. fee of $2.50 will be levied to cover the cost of a )rkbook. 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 This final general level English course provides graduating students with skills they need for employment or for certain programs atcom munity college. Students cover the three areas— language, literature and media —and refine the skills they have worked on throughout the general level program. Although process and product 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 projects that 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 30 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 OAC course is an option which students usually take after, or concurrently with, OAC I. It is primarily a writer's workshop though it is notexclusively 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 takethe form of the structural and stylistic analysis of a literary work. 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 senior ESL credit may replace one of the two Senior Division English credits required for the OSSD. English as a Second Language Credit Value: 1.0 NOTE: This last year of ESL may be taken at either the advanced or general level. These courses, which are designed to prepare the student for integration into the regular English program in succeeding year, focus on the four critical areas of language acquisition - (understandinq, speaking, reading and writing with particular emphasis on reading and writing. Students may be asked to purchase essential workbooks for the course. These workbooks are the property of the student. 31 FAMILY STUDIES] ade 10 NFG 2G _'` * < >'` 1995-96 OAC NFO OA NOTE: Students may be required to contribute to- wards the purchase of supplies in some courses. A number of Linkage or Articulation Agreements with Algonquin College exist. Please see the individual course descriptions for 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 handleavariety offoodswith 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 forfamilies, students consider special nutritional needs. The homework, projects and tests in this course are designed 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 approxim ately $5.00 for supplies. Successful completion of this course will make the student eligible for full or partial exemption in 8104470 at Algonquin College. CLOTHING/FASHION/ECONOMICS Clothing NFM 2G Credit Value: 1.0 [AVAILABLE 1995-96; NOT AVAILABLE 1996-97] 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. Thecourserecognizes, each student'sunique- 32 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 Grade 10 to OAC. (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 [NOT AVAILABLE 1995-96; AVAILABLE 1996-97] 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. It is recom- mended for students who enjoy hands—on learning. Some previous experience in sewing or NFM 2G: Clothing is recommended as background. This course is open to students from grades 11 to OAC. This course will be offered in alternate years commencing in 1996-97andwill alternatewith NFM2G. 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 aboutchild 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. A Child Care/Parenting Co-operative Education credit and completion of NFB 3G with an average of 70% will qualify the student for maximum weighting points for admission to the Early Childhood Education Program at Algonquin College. 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 indifferent 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. A Child Care/Parenting Co-operative Education credit and completion of NMT 4G with an average of 70% will qualify the student for maximum weighting points for admission to the Early Childhood Education Program at Algonquin College. 33 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 cou rse, students study the family in Canada 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. How is the nature of the family changing and what do these changes signify for the future? Family life in past and present societies is examined with a focus on the welfare of the family and its members. Examination of the pressures and problems they face today should help students gain an increased understanding and appreciation of the significance of the family. Related costs will be approximately $12.00 for supplies and photocopying. Successful completion of NFO OA will qualify the student for a course credit in FAM 1014 Child and the Family at Algonquin College. Completion of NFO OA with an average of 60% will permit the student to apply for exemption in REG0004 Social.Science in the Business Administration Program at Algonquin College. 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. 34 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 Hurricane Andrew of 1992, the San Francisco earthquake of 1989 and the eruption of Mount St. Helen's in 1980. This course may be counted as the required Senior Social Science credit. Geography -Physical: Our Natural Environment GPH 3AF Credit Value: 1.0 [AVAILABLE 1995-96; NOT AVAILABLE 1996-971 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 as the required Senior Social Science Credit. Geography -Physical: Disasters and the Environ- ment GPH 3G Credit Value: 1.0 [NOT AVAILABLE 1995-96; AVAILABLE 1996-97] Students study natural disasters and other environ- mental events to learn the significance of the physical environment on our daily lives. They go on to study the interactions responsible for these events. These stud- ies include systematic examination of the earth's physical environment and may include study of the causes and effects of natural disasters and the unfore- seen 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 Hurricane Andrewof 1992, the San Francisco earthquake of 1989 and the eruption of Mount St. Helen's in 1980. 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 coursewhich will be enjoyed by student's contemplating a career in travel and tourism, or by students who like to travel. A major field trip to a national/international tourist region helps enrich this course. This course may be counted as the required Senior Social Science credit. 35 eographie Regionale: Les Voyages et le :)urisme RE 4AF redit Value: 1.0 IOT AVAILABLE 1995-96; AVAILABLE 1996-97.] This course is identical to GRE 4A but is taught in French forstudents in the French Immersion Program. Geography -Regional: Travel and Tourism GRE 4G 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 coursewhich will be enjoyed by student's contemplating a career in travel and tourism, or by students who like to travel. A major field trip to a national/international tourist region helps enrich this course.This course is also offered at the A level and immersion level as GRE4Aor GRE4AF. This course may be counted as the required Senior Social Science credit. 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 ageog raph is 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 multi -cultural societies. Graduates have found this course useful for further studies in economics, political science, 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. [AVAILABLE 1995-96; NOT AVAILABLE 1996-97] 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 knowledge of Canada's natural, economic, social and political environments within theworld community. Students examine the forces influencing the destiny of Canadians and the alternatives available to them. GUIDANCE Peer Tutoring and Human Relations NGP4A Credit Value: 1.0 This course is offered in a co-operative education mode of delivery. The in -class component provides specific training in understanding and supporting ottiers, group leadership, plus communication and tutorial skills. These skills are applied in scheduled peer -helping duties in selected junior classes. 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 Wi an interview with the interested students. For more information concerning the course, please contact Mrs. Wood. 36 HISTORY Must complete 1 of 3 as a compulsory X. HCT 2A course .... <, One of which will satisfy the compulsory senior social science credit HCN OA HWC 3A HSC 3A HUS 4A HPO OA 1`1* HWM OA Contemporary Canada -Life in the Twentieth Century HCT 2A Credit Value: 0.5 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, the Charter of Rights and Freedoms and the Free Trade issue are among the topics thatstudents will examine. The course includes the following units: citizenship, French -English relations, Canadian -American 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 x. :,'-4\:irvv:N:;:}•}l?i{?iii:isi:{}{}:•r'':Y.}�v.'+�4v�vv.:,.�:i4G;v'�^•Yv.. : \i:}: S4.{, •;:•�I!11!i;oiEivii:<?>:iiii!►#<':�iiK �; • ,• ::•�•wr •: }:t:•::> :::. :.........>:{::;:;fir::<.: <.;;.>:<•:>:.}:;{•; ::;••,•>: .. '�\zy.,.•,ty'.,; •:::>i:{.;:.} `:?i<<:> HSC 3AF HWC 3A HSC 3G •'y�. ;yam .:i .^j�'};?•.i{i,iY'.Y:v:. �:. :.: ..::::: :. '.'iY�.ky'R;......::^: Ss:.+.+�i m\ }�C$,''Y,�fh�n4:::'i?:^:{}+:��i::{:��\{1�M>,R•,'n,Y;+:{r.}v:. ,v,}�.. \}?;;y},>;iS;::ii:ci::?:z:ri:aYP2i: ,..\ i;.>r}•: iia, ,i,. ...#iE: <::z:iii:;;i:.:::i::i::ii::;.}}:}•�?�zz.::>.: .....: :Y.... }i;•.: HUS 4AF <:{:i::::::i:: HXE 4G •i i:i:;+;:ii1\, Yr R:;:i;%•?•; ti;:$+}:y',:•:;:5'ix. :.a •: OAF ' •'}:.Tis:i:»,k•.:}:.R•k:fi.:v '.{:i:<::S::::tiii::i::ii:j>i>:i::::r:::;f: }>:<:R:>•'i::i<:::>yi::;:Y;�:<.:.>.G::i»:..::.�...WM : : < iiY.+:yin •:•;';:%:: }ii::iiiii::::::;;'C}:i':iiii: jiiii:'i iiiiiiii:ii ii :'ii :: :;:i;:i`i i>ii:;;;i:;?:y :::•:i.?;:i:;Y: x}Rivvk v"i\:iiiiiiiiiiiii$ir �.' is{{:•rr 4. }ai, ':i•,:i:i•:�.w::::::::::::::::::....{. ;Ir .r v: '4'.},{Y,.r::;T,}i{iiii::ii •}.:{{{}'f�iR:R:R:•:;.Yv.{'r,.'r}'iri.::ai':::.�a',vi}':;:l.Y,.i::::i::::iii >. if,.:{i i..} %ff.CRI':r'.}::•}:.Raiff }}•:} 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, Canada in the Twenties and Thirties, World War II and the post -War period (1945 - today). An integral part of this course is the study of Canadian government and law. Le Canada et le monde d'aujourd'hul 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 ,is 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 description. 37 Grand defisdu monde contemporain Civilizations In History HSC 3AF HWC 3A Credit Value: 1.0 Credit Value: 1.0 Suggested Prerequisite: HCT 2AF Suggested Prerequisite: HCT 2A and ENG 2A 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 cover topics 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 "DarkAges", 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 [NOT AVAILABLE 1995-96; AVAILABLE 1996-97] 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 are studied. A primary emphasis of this course is the development of skills through strategies such as: social science experiments, role playing, guest speakers, co-operative 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. Adetailed 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 similar in conteritto HSC 3Aexceptthat content, strategies and skills developments are differentiated for the educational needs of General Level students. History -United States HUS 4A Credit Value: 1.0 Suggested Prerequisite: HCT 2A Are we witnessing the decline of the American Empire? In -class debates, a possible field trip to Washington, and audio-visual presentations may provide asolution to this question. Students in this course study topics such as: the arrival of the Pilgrims, the American Revolutionary War, the American Constitution, slavery, the American Civil War, the "Wild West, the "Robber Barons"; the United States in World War One; techno- logical innovations during World War II; and the United States as a world leader. History -United States HUS 4AF 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 HUS 4A course. Introductory Economics HXE 4G Credit Value: 1.0 Suggested Prerequisite: HCT 2G [NOT AVAILABLE 1995-96; AVAILABLE 1996-97] 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 M hundred cents relative to the American dollar. Why does the government continue to spend money it does not have? Learn how the income tax system works andhowitaffectsyou. 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. Modem Western Civilization HWM OA Credit Value: 1.0 Ministry Prerequisite: A Senior Division Social Science 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 Enlightment, 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 over the past two hundred years. Modern Western Civilization HWM OAF Credit Value: 1.0 Ministry Prerequisite: ASenior Division Social Science credit at the advanced level. [NOT AVAILABLE 1995-96; AVAILABLE 1996-97] 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 Science 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 superpower the United States has? In short, why are we Canadians and they Americans? These questions form thecentral themes of this OAC course. Politics HPO OA Credit Value: 1.0 Ministry Prerequisite: A Senior Division Social Science credit at the advanced level. An increasing number of groups in our society are demanding agreatervoice in political decision making. At the same time, while some individuals are intensely interested and active in politics, others are dissatisfied and disillusioned with the political process. 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 institutions and systems and of the ways in which individuals and groups translate political knowledge, skills and attitudes into a wide range of actions. 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 thinkyou 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 concepts and theories. Economic models and case studies are used to examine such topics as minimum wage laws, rent control, labour unions, taxation and the nature of poverty. 39 MATHEMATICS Mathematics MAT 2A Credit Value: 1.0 Suggested Prerequisite: MAT 1 W The core topics covered in this course are: numerical methods involving powers, roots, radicals, and real numbers; relations; algegraic methods applied to equations and inequalities; polynomials and rational expressions; analytic geometry of the straight line, coordinates and transformations; and an introduction to deductive and three-dimensional geometry. Students may study optional topics such as matrices, isometrics or vectors. Mathematics MAT 2G Credit Value: 1.0 Suggested Prerequisite. MAT 1 W In this course, students expand their knowledge of numerical methods, algebra and geometry. Topics include: number applications; powers; square roots; applications of ratio; rate and percent; statistics; personal finance and banking; borrowing and saving; polynomials; formulae; equations; graphing; linear equations; geometric figures and properties. MAT 3A Credit Value: 1.0 Suggested Prerequisite: MAT 2A NOTE: A high achieving, motivated student may take MAT 3A and MAT 4A concurrently. This course is for students who have an intrinsic interest in mathematics, who have an ability to work with abstractions, and who intend to study one or more of the OAC courses in mathematics. The topics covered in this course include: algebraic operations with polynomials and rational expressions; ratio and proportion; real numbers and powers; quadratic equations; analytic geometry of the circle and points of division; functions and transformations (including the 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 relevantto 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 NOTE: A high achieving, motivatedstudent may take MAT 3A and MAT 4A concurrently. iff Phis course is for students who have an intrinsic interest n mathematics, who have an ability to work with abstractions, and who intend to study one or more of he OAC courses in mathematics. Students study teductive geometry, (including the geometry of the ;ircle) and thegraphing of functions and relations using ransformations. The latter topic is developed with an ntroduction to trigonometric, exponential and ogarithmic functions as well as second—degree rela- ions and the conics. Students also study algebraic )perations on polynomials along with the solution of )olynomial equations of degree n, absolute value, and adicals. athematics for Technology TT 4G redit Value: 1.0 uggested 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. ARIO ACADEMIC COURSES itario Academic Courses (OACs) in Mathematics alp students understand the principles and substantive ntent of Mathematics, develop the mathematical ills they require at university, and develop problem- Iving abilities using increasing abstraction. Students ould refer to current calendars of the university of air choice for advice on which OACs in Mathematics select. If still in doubt, they should seek the opinion 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, matrics and linear transformations, matrices and conic sections, vectors as directed line segments, applications and linear combination 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. 41 MODERN LANGUAGES, LWS 2A 42 LYH 3A LYH OA French (Core) FSF 2A Credit Value: 1.0 Suggested Prerequisite: FSF 1W This continuation of FSF 1W is the second year in the Core French program. French is the language of communication in the classroom. The students further develop theircommunication 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 andwriting andprepares them for the 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 $9.00 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 partof the course. A fee of $9.00 will be levied for this course to cover the additional costs of supplies. French (Extended) -Language Art FEF 2A Credit Value: 1.0 Suggested Prerequisite: FEF 1W This course is for students who have completed FEG 1 A or FEF 1 A or its equivalent. Students review and consolidate the majorgrammatical structures and notions taught in the earliercourse. 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 use these structures as they express themselves. Although the coursedevelops 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. 43 French (Extended) FEF 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. Thecourse content of the second OAC is different while the level of diff icultyremains 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 $26.00 will be levied for this course to cover the additional costs of supplies including aworkbook which will also be used in FIF/FIG OA the following year. French (Immersion) FIF 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, students taking 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. They participate in group work, discussions, role–playing, dramatiza- tions, oral presentations and daily classroom interac- tions. They read a selection o- 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. Students learn 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. WS 2A :redit 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 order to amplify their command of vocabulary, students studv several short stories. fee of $10.00 will be levied for th is course to cover the Jditional costs of supplies. LYH 3A Credit Value: 1.0 his course is intended for students who already have basic knowledge of the Hebrew language and who ish to further their acquisition of language skills through ie study of grammar, vocabulary and reading selec- tions. Activities will be provided to enable the student to converse in the language and to express his / her ideas in written form. Topics of cultural interestwill also be introduced. A fee of $25.00 will be levied forth is course to cover the additional costs of supplies. Hebrew LYH OA Credit Value: 1.0 Ministry Prerequisite: LYH 3A In 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 for this course to cover the additional costs of supplies. 45 music::) :..... }}}:T:{..T:TT:.}}:::.:}:::::::::::. ........fi. ..... xxo {. <::::<::::: ...... ':.}}}:} hv. PERFORMING :> INSTRUMENTAL VOCALPIANO KEYBOARD COMPUTERS :.. ENSEMBLES AND MUSIC •.vh4.:vhxA. '• . .:.\• i\•T::{{.; +::::.}:•}:•}ii:•}:•}:•}:: i{:::!{.: >::} ;i4: i}}. � ,}:•}}}:: i:t � }::.::.: � :.; :.i;...; >is0:•:{{::::4:•:•}::4}}}:.::i:: is is ;:ii i:i{}::i: iii::::: ii::i:,:i i:i i?i AMI 2A AMV2A AMK 2A ... CONCERT B A ND AMA 2A 'f> AMI 3A AMV 3A ti<<> AMK 3A AMA 3A ?'<` ... Xi T AMR 3A 11�AMR 4A .. ..::........ . AMI 4A AMV 4A ::>:: >: :ry AMA A AMK 4A >:::. h 3 .............. r,''r ::.::.:::.:....::.::.::::::::::.::::::::::::::::::::.:::::,::::::::::::::::::::.:::.::::::.:::.::: . :.:....: A »>. M UO A i ii'i'::ii'i:: > :{,}+:• 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. 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 notenrolled 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. Juniorstudentsshould consultAMA2A. These 5 courses allow students to earn extra arts credits outside of the regular school day in a 46 concert band setting. Students choosing this option must be enrolled in the appropriate Instrumental Music course AM13A,4A. Evaluation in this course will be based on attendance, participation, repertoire tests, 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. 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. 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 keyboard 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 woodwind ensemble or a combination of the above instruments such as ajazz combo consisting of guitar, piano, drums, bass and a singer or woodwind instrument. These points mustbe accumulated outside of the regularly scheduled classroom periods e.g., during spares, at lunch, or before and after school. The content will consist of rehearsals, planning time, listening 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 asecond 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 supplementing 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 history of Music in Canada, acomprehensive study of the music of a specific era or culture are only a few examples of possible m usic 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 Musiccredit 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 havestudied music independently orwith aprivate 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 supplementthe 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 47 well as provide leadership in the music departments performing ensembles. 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 1A 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, popular andjazz. Aside from 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 to the 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 elementary school or A&11 1 Ware strongly urged to enrol in AMI 2A before taking this course. This Keyboarding course fu rther develops 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/orcomputer 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, sequencerand synthesizerwill 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. 48 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 various times throughout the school year. The enrolment will be limited to four perclass 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 1W or AMI 2A The purpose of this course is to 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 spreadover two years. This credit willbe granted after successful completion of the second year. 4. This course will appear on 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 instru ment and the approval of band director. The purpose of this course is to further extend the 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., AM13A and AM14A). It should be treated as an extra Arts credit. 3. All students taking this class must be enrolled in an instrumental music class at Sir Robert Borden High School. (AMI 3A/4A to AMU OAC). Some exceptions may be 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. 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 ofsportskills 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 componentof the programme is "Emergency First Aid", and "alcohol". Introductory Dance PED 3A Credit Value: 1.0 The studentwill be introduced to various dance forms in orderto obtain an appreciation forwhat is available to them in the world of dance. Possible dance forms are aerobic dance, ballet, modern, jazz, rhythmics, ethnic dance , tap and social. This course will emphasize performance and choreography. Involvement in field trips and a dance recital will compliment classroom teaching. The student will develop awareness in fitness and nutrition. Evalu- ation will be both written and practical. This dance course may not be used to satisfy the O.S.I.S. Physi- cal and Health Education requirement. Students taking the compulsory P.H.E. course for O.S.I.S. requirement must enroll in a P.H.E. course with a health component. It should be noted that this course can be taken in conjunction with another Physical Education credit. 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. Thiscourseisdesigned specifically for any student who wishes to raise their fitness level and would like a non-competitive, individualized fit- ness and activity programme. Thistraining programme can be "sports specific". The programme will aid the student who wishes to either pain 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, pad- dlebali, x -country skiing and bicycling. The health section will deal with nutrition and propereating 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 paddlebail 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". Girls' Physical and Health Education PHF3AF 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". 50 Boys' Physical and Health Education PHM 3AF Credit Value: 1.0 This course is identical to PHM 3A except that it is taught in the French language. Girls' Physical and Health Education PHF 4A Credit Value: 1.0 Emphasis on individual sports iscontinued. 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, paddelball, 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. Enrolmentwill be limited. Related costs for this course should be no more than $20.00 per student. Senior Dance ATC OA Credit Value: 1.0 Ministry Prerequisite: A Senior Division Dance credit at the advanced level. The OAC Dance course is available to students who would like to dance at a more advanced level after PED 3A. The five dance types authorized for study in the course are modern dance, ballet, jazz, tap and ethnic dance. In each of these dance types, emphasis is placed on composition and presentation. Modern dance must be included as one of the required dance types as nearly all universities offering aspecialization program in dance require candidates to audition in modern dance. The course will place an emphasis on independent work and study. Theory units will include the basics of anatomy and physiology as well as the history and the principles of dance. Involvement in field trips and a dance recital will complement the classroom teaching. A fee will be charged to cover the cost of these field trips. Physical and Health Education Co -Ed PPB OA Credit Value: 1.0 Ministry Prerequisite: ASenior 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. Related costs for this course should not be more than $15.00 per student. 51 SCIENCE Science SNC 2A Credit Value: 1.0 This second -year science course, which continues the study of biology, chemistry, physics, and environ- mental science, provides students with the scientific knowledge and problem -solving skills needed for the specialized Senior Division science course. The course emphasizes student activities and scientific processes in relation to their applications to everyday life. Students study units on: interactions with the en- vironment; the external and internal environment of organisms; heat, magnetism and electricity; chemis- try as applied to the environment and our daily lives; and one optional unit. Evaluation may include assess- ment of the following: assignments, group work, quizzes, laboratory work and reports, notebooks, projects, tests and examinations. Science SNC 2G Credit Value: 1.0 This course, which continues the study of biology, chemistry, physics and environmental science, com- pletes the foundation of skills and knowledge students need for Senior Division courses. The course contin- ues the emphasis on students' laboratory, organiza- tional and problem -solving skills and on the applica- 52 tion of science to everyday life. Mathematical con- cepts are notemphasized. 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 [AVAILABLE 1995-96; NOT AVAILABLE 1996-971 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 groupwork. 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 keptto essential applications in thiscourse, 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. By introduc- 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- 53 dents take MAT2A and SNC2A either previously or concurrently. 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 [NOT AVAILABLE 1995-96; AVAILABLE 1996-97] 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 exam i - 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. 54 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. Becausethis course emphasizes mathematical problem -solving, the Science Department recom- mends that students take MAT 4A, either previously or concurrently. Technology Studies 1995/96 Grade 9 Foundation Courses (Math./Sci./Tech.) Introductory Level Senior Levels OAC Level * 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!" 55 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 haveseveral 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 consolidation of more than sixty Technological Studies courses into six major areas: 1. Design and Technology 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 five years there has been a dramatic shift to computer based graphic design. OurTechnol- 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 for the 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. 56 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 stationary. 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 theelectrical and electronics industry. Students will be required to purchase their own basic drafting instruments. The approximate cost is $20.00. This course must be taken in conjunction with TGJ 2A 1. Communications (Drafting/Computer Aided Design) TGJ 2A3 Credit Value: 0.5 This multifaceted hi -tech course provides students with practical hands on experiencewith Amiga, Macin- tosh and DOS based computers in the areas of video, audio, photographic, print/graphic production and desk toppublishing. 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 $20.00. This course mustbe taken inconjunction 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 acomputer-assisted investigation of the strengths and weaknesses of existing designs will develop skills in design analysis, project designs, problem solving, research techniques, techinical/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 inconjunction with TGJ 2A3. 57 Graphic Communications TGJ 3G1 Credit Value: 1.0 In this course we will prepare a financial budget for the Sir Robert Borden Student Planner (or similar product). Student needs for the planner are evaluated taking into consideration production methods, along with design considerations (communicating the mes- sage). Preparation of the production schedule, while examining theprinting process and achieving budget objectives, will give the student an opportunity to master the basic skills essential to the "problem solv- ing" 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 scanning images on a computer system. Typography, design and use of various typefaces, and the role of desktop publishing in copy preparation adds hands on computer experience. Publishing requirements for the SRB student planner (or similar product) will be completed in ourTechnol- ogy Department. 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 partof this course students will learn about sound waves, microphones, audio systems, sound recording and audio broad- casting. 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 facilities. Students will be required to purchase sup- plies and parts for take home project orsmall 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 FNI 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 studentwho is contemplating science, engineering or technology at the post secondary level. Secondly, as electronics and computer technology play a 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. Home Renovation and Repairs TCJ 3G Credit 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 58 iat you make the right choice. You will look at how to se inexpensive hand tools to maintain both your ouse and its contents. You will work as part of ateam construct a simulated addition to a house, install lectrical wiring, plumbing, wallboard, wallpaper walIs, e the floor and finish the ceiling. Emphasis will be laced on group work, problem solving, practical pplications and technical literacy. ►hic Design 4131 it Value: 1.0 Communication and Design the next wave - prepress imaging dhile the cutting edge of technology can take the lace of many old tools, it cannot replace the talent for ood design. he programme provides students with the sound asics of design systems and typography in order to evelop effective personal, corporate and publication esign solutions. Lessons on market research , pre- esign analysis, and packaging are an integral part of ie 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. mmunications Technology J 4A2 ?dit Value: 1.0 he course will be project driven with the student hoosing an area of specialization for his or her roject. Areas of specialization might include desk top ublishing, broadcasting, audio, engraving, video, lectronics, print/graphics, etc. mmunications mputer Technology J 4A3 edit Value: 1.0 Digital electronics is the rapidly expanding, low-mathe- iatics approach to working with electronic circuits. is the basis for calculators, watches, games, com- uters 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. 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! We will be design- ing a number of small wood structures and building some for sale to teachers, parents, etc. Areas of focus will include proper structure design, use of hand tools, using CAD to produce drawings and of course, build- ing techniques. There is no prerequisite forthis 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 costsaving knowledge for students'usetoday 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. The electronic skill and knowl- edge 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 prub:::m solving of a most creative mind. 59 GENERAL LEVEL COURSES GRADE 10 GRADE 11 GRADE 12 BK12A3 AVD3G AVC4G DIC2G AVF3G1 BBS4G ENG2G BA13G BMK4G NFG2G BPC3G BOS4G NFM2G ENG3G ENG4G GCA2G NFB3G NMT4G HCT2G NZA3G (1996-97) GRE4G MAT2G GPH3G (1996-97) HXE4G (1996-97) SNC2G HSC3G MTT4G TGJ2A1 * MTT3G SPA4G (1996-97) TGJ2A2* SBA3G TGJ2A3* SCA3G TDJ2A* TCJ3G* TGJ3A2* TGJ3A3* TGJ3G1* * All Technology courses are multi-level. IMMERSION COURSES GRADE 10 GRADE 11 GRADE 12 OAC GCA2AF/HCT2AF GPH3AF HUS4AF _ GVVIOAF HSC3AF GRE4AF (1996-97) HWMOAF (1996-97) PHF3AF HWC3AF (1996-97) PHM3AF COURSES OFFERED SUBJECT GRADE 10 GRADE 11 GRADE 12 GRADE 13 ART AV12A1 AVD3G AVC4G AVIOA AV12A2 AVF3G1 AV14A AV13A BUSINESS B1B2A 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 AAT4A ADA2A2 ENGLISH ENG2A ENG3A �ENG3G ENG4A ENGOA ENG2G �ENG4G EWCOA E.S.L. As indicated by ESL testi n . FAMILY NFG2G NFB3G NMT4G NFOOA STUDIES NFM2G FRENCH FEF2A FEF3A FEFOA FIF2A FIF3A FIFOA FSF2A FSF3A ; SFOA GEOGRAPHY G CA2A' GPH3A GRE4A GCEOA GCA2AF' GPH3AF GRE4G GWIOA GCA2G' GWIOAF GUIDANCE NGP4A HEBREW LYH3A LYHOA HISTORY HCT2A• HSC3A HUS4A HCNOA HCT2AF` HSC3AF HUS4AF HPOOA HCT2G' HSC3G HWMOA HWC3A HXEOA MATH MAT2A 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 PED3A PHE4AE ATCOA PHM2A PHE3A PHF4A PPBOA PHF3A PHM4A PHF3AF PHM3A PHM3AF SCIENCE SNC2A SBA3G SPH4A SBIOA SNC2G SB13A SCHOA SCA3G SPHOA SCH3A SPANISH LWS2A TECH. TGJ2A1• TCJ3G TCJ4G TEDOA STUDIES TGJ2A2' TGJ3A2 TGJ4A2 TGJ2A3' TGJ3A3 TGJ4A3 TDJ2A' TGJ3G1 TGJ4G1 ' Indicates a half -credit course which is twinned with another. eg. GCA2A/HCT2A, GCA2AF/HCT2AF, GCA2G/HCT2G TGJ2A1/TGJ2A2, TGJ2A3/TDJ2A