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Home My WebLink About1993-1994 - Sir Robert Borden - Course Calendars-��f ��11,�%%�J� �S6-��s l A successful school year begins with a well planned programme of studies. This booklet offers to students and parents the wide range of courses available at Sir Robert Borden High School. Guidance counsellors will help you select courses to meet Ministry of Education requirements as well as your interests. A vital part of secondary school life is the extra -curricular activities. We hope that you will join in and make your 1993-94 school year successful and enjoyable. Aoftk CARLETON BOARD OF EDUCATION CANCELLED COURSES: BAI3G GPH3G BAS4A BIB2G BKA2G BLW3G BMR3G ELIOA NFM2G GPH3AF GWIOAF AMH3A SPA4G TCJ2G TCJ4G TDA3A TEC4A ADA4G BPA4G CONTENTS INTRODUCTION...........................................................................................................................3 GENERAL INFORMATION...........................................................................................................3 SECTION I: PROGRAMS AND SERVICES DIPLOMA REQUIREMENTS Ontario Secondary School Diploma..................................................................................4 Certificateof Education.....................................................................................................4 COURSES Ministry of Education Courses..........................................................................................5 Definitionof a Credit..........................................................................................................5 Levelof Difficulty...............................................................................................................5 The Common Course Coding System...............................................................................5 Ontario Academic Courses (OAC's)..................................................................................6 PrerequisiteCourses.........................................................................................................6 CourseCancellations........................................................................................................ 7 CourseTransfers..............................................................................................................7 Ontario Student Transcript................................................................................................ 7 School -Related Package of Courses.................................................................................7 SPECIAL PROGRAMS IN CBE SCHOOLS Alternate Education Program............................................................................................7 Co-operative Education Program......................................................................................8 English as a Second Language Program..........................................................................9 GiftedStudents' Program..................................................................................................9 Linkage............................................................................................................................10 Petro -Canada Program...................................................................................................10 International Language Programs...................................................................................10 SemesteredPrograms....................................................................................................11 VocationalProgram.........................................................................................................11 Specialized Programs in Fine Arts and Technological Studies........................................11 1 STUDENT SERVICES IN CBE SCHOOLS Guidance and Counselling Services....................................................................................11 SpecialEducation Services..................................................................................................12 Special Education Resource Units.......................................................................................12 LibraryServices...................................................................................................................12 STUDENTS Expectations of Students and Student Attendance................................................................13 StudentContract Option Sheet..............................................................................................13 StudentEvaluation................................................................................................................13 Board -wide Examinations......................................................................................................13 Transportationof Students....................................................................................................14 Student Attendance Variances..............................................................................................14 Program Selection at Sir Robert Borden High School...........................................................15 SECTION 11: COURSES OFFERED Art........................................................................................................................................18 BusinessEducation.............................................................................................................20 ComputerStudies.................................................................................................................25 Drama..................................................................................................................................25 English.................................................................................................................................26 FamilyStudies.....................................................................................................................28 Geography...........................................................................................................................31 History.................................................................................................................................. 33 Mathematics........................................................................................................................35 ModernLanguages..............................................................................................................38 Music...................................................................................................................................43 PhysicalEducation...............................................................................................................47 Science................................................................................................................................50 TechnologicalStudies............................................................................................................53 K 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. A new grade 9 program will be contained in a separate course booklet to Be issued in 1993. Grade 8 students registering in Grade 9 should consult the new Course Booklet for Grade 9 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. The ultimate responsibility for selecting your program rests with your parents, and, if you are over eighteen years old, with you. Your school offers you considerable advice to help you make your decisions. Consult your Guidance Department and subject teachers. GENERAL INFORMATION The Carleton Board of Education offers a wide variety of programs and services to its secondary school students. As a result, variations exist from school to school. At the same time, in accordance with Ministry of Education and Carleton Board expectations, there is a common core of programs and services which are available in all CBE secondary schools. This booklet is divided into two sections. Section 1 presents information about programs and services available in CBE secondary schools. Section 11 describes the courses offered in this particular school. SECTION I: PROGRAMS AND SERVICES DIPLOMA REQUIREMENTS All students registered in asecondary school prior to September 1, 1993 are governed by the Ontario Ministry of Education 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 These 30 credits are the minimum required for the Ontario Secondary School Diploma. Students are encouraged to take more than this minimum. 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 4 COURSES Ministry of Education Courses All courses offered in Carleton Board schools have been developed according to Ontario Ministry of Education requirements. All courses are open to students of both sexes. Courses of study are available in each school office for parents to examine. The Ministry of Education provides general guidelines for both compulsory and optional areas of study; however, the content in optional course units may vary among schools. Also, 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 school, Grade 9 or Grade 10), it does not specify precisely at which grade level they must be taught. Definition of a Credit 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 three levels of difficulty. The level of difficulty for each course is indicated in its sub- ject code. it is important that you select courses at a level appropriate to your abilities and future educationa plans. However, you need not select all of your courses at the same level of difficulty. The three levels of difficulty are described below. 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: 1 = Grade 9 2 = Grade 10 3 = Grade 11 4 = Grade 12 0 = OAC 5 The fifth character indicates the level of difficulty: A Advancedlevel 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 T Transition Q Quarter credit course R First half of half -credit course S Second half of half -credit course K Sheltered Course L L/D Course 1 Used with AVF = Visual Art - Photography Example: MAT2AF designates Mathematiques, Grade 10, Advanced Level, French Immer- sion. Ontario Academic Courses (OACS) 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 bear the description, "Suggested Prerequisite." This description means that your school recommends that you take the prerequisite because your degree of success in the course will be increased by what you learn in the prerequisite. Such recommendations are good advice. You will not be denied entry into the course if you have not completed the suggested prerequisite. IN 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 • medical matters. Should your request be deemed valid, your timetable will be adjusted, if possible, taking into account the master timetable and class sizes. Ontario Student Transcript A record of courses you have successfully completed and credits you have gained 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. All mark entries on the Transcript are in percentages. School -Related Package of Courses A school -related package consists of eight credits (minimum) in either Business Education or Technological 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 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 mid -year re-entry point for students who have withdrawn from school. The program consists of a Life Skills creditcourse, 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. 7 Co-operative Education Program Co-operative Education is work -education programs 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. • To help students discover their true interests and abilities and to test their aptitudes. Co-operative Education at Sir Robert Borden High School. As a student in Co-operative Education, you spend half ofyour 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. Normally, you are awarded four credits toward your Ontario Secondary School Diploma for successful completion of the program. To enter a Co-operative Education program, you must: 1. choose "Co-operative Education" on your course option sheet: (with your parents' support); 2. ensure thatyou have successfully completed the related in -school course to which your placement will be linked, or arranged to take the course concurrently with your out-of- school credits; 3. submit a completed Co-operative Education Application Form to the Co-operative Education Co-ordinator; and 4. participate in an interview with school staff to discuss the suitabilily of the co-operative program you would like to take. The following are examples of subjects commonly linked with Co-operative Education out-of-school credits. AMI (Music) AVD (Visual Arts: Design) BAC (Accounting) BLW (Keyboarding) BMM (Merchandising) MAT (Mathematics) MTB (Business and Consumers Mathematics) NFD (Family Studies Housing) NFO/HSC (Society: Challenge and Change) PHE (Physical and Health Education) SBI (Biology) TAB (Auto Body Repair) TAM (Automotive Mechanics) TDA (Architectural Drafting) TEA (Applied Electricity) For more detailed descriptors of the in -school and out-of-school components of a specific Co-operative Education course, see the appropriate subject area later in this booklet. The following course descriptions are provided as examples. NFB 3GD PARENTING CO-OP (sample) This program integrates in -school learning with out-of-school work experiences. The in -school component (NFB 3G) includes a unit of study on work-related careers. In the out-of-school component, students apply their learning in a variety of community placements such as day care centres, nursery schools, primary schools and community schools. Evaluation is the joint responsibility of the teacher -monitor and workplace supervisor. The supervisor assesses the student's performance at the workplace. The teacher assesses the student's log sheets, written and oral reports, and participation in pre -placement and integration sessions. English as a Second Language Program English as a Second Language (ESL) is a course 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. The Comprehensive English Language Test is used to determine the appropriate ESL level for each student. ESL programs are offered at the following schools: J.S. Woodsworth Secondary School Gloucester High School Bell High School For further information, contact the English as a Second Language Reception Centre, Room E105. Merivale High School (224-7818). Gifted Students' Program The Secondary School Gifted Program continues the program for the intellectually gifted begun in Grade 4. The program aims to help those students with a high level of "general intellectual ability" reach their potential: intellectually, socially, physically and creatively. Young people 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. To enroll in the gifted program, a student must be identified as intellectually gifted by an Identification, Placement and Review Committee (IPRC). For information about the gifted program, contact the principal at your secondary school or elementary school. 9 Linkage As of September, 1991, linkage or articulation agreements have been signed between Algonquin College and the four area school boards, in order to ease the transition from high school to college. The intent of these agreements is to recognize student preparation for college. Students may earn advanced standing at the college level for courses taken in high school, or they maybe 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 ('specific program) See your guidance counsellor for further details. Petro -Canada Program The Ottawa -Carleton Learning Foundation and Petro -Canada jointly sponsor a program which provides students, aged 16-24, with an alternate learning experience in service station management and motor vehicle repair. The objectives of the program are: • To motivate young people to complete their education on a full-time or part-time basis. • To provide on-the-job training. • To promote in students success -oriented work habits. • To help students earn credits toward the OSSD. International Language Programs The following additional language programs are offered in selected Carleton Board schools: German: Gloucester H.S., A.Y. Jackson S.S., Osgoode Township H.S. Italian: Merivale H.S. Japanese: Gloucester H.S. Spanish: Bell H.S., Colonel By S.S., Sir Robert Borden H.S., J.S. Woodsworth S.S., Earl of March S.S. Merivale H.S., Osgoode Township H.S., South Carleton H.S. Latin: Confederation H.S., Sir Robert Borden H.S. Hebrew: Sir Robert Borden H.S. Korean: Sir Wilfird Laurier S.S. If you wish to enroll in an international language program, you may apply for a variance if you do not live in the designated area of the school which offers the program. 10 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. Senior Division and OAC's Bell H.S. Senior Division and OAC's • Cairine Wilson S.S. Intermediate, Senior Division and OAC's • J.S. Woodsworth S.S. Grade 12 and OAC's • West Carleton S.S. Intermediate, Senior Division and OAC's Vocational Programs The primary purpose of the program at Sir Guy Carleton Secondary School is to prepare students for entry to the work force. At this school, the CBE offers a full range of courses leading to the Certificate of Educa- tion, the Ontario Secondary School Diploma and the world of work. Academic courses offered at the basic level are combined with external programs which provide students with learning opportunities in the community outside of the school. Information about the programs 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 counselling and instruction. The Guidance Program helps students: • know and appreciate themselves; • relate effectively to others; • develop appropriate educational plans; and • explore career alternatives. The program provides 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. 11 Career Counselling and Instruction. This program helps students with their career exploration and decision-making. Counsellors encourage students to examine their strengths and preferences and relate these to a wide range of occupations. Students use the career and educational information in the guidance information centre and visit or 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. Each school encourages its students and parents to make use of its guidance and counselling programs. Special Education Services The Special Education Department 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 calls upon the Board's Special Services D epartm ent for additional support. The Special Services Department provides direct access to social workers and psycho -educational consultants. Special Education Resource Units The Special Education Resource Unit (SERU) helps students with learning difficulties. The unit works with students who need more individualized attention than a regular class can provide. To discuss receiving SERU support, a parent, student or teacher may contact SERU staff at any time. Library Services Carleton Board school libraries are designed for learning. They have facilities for reading, studying, research and teaching. The libraries contain leisure reading books 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 gifted, academic, general and basic level 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. Your teacher -librarian will be pleased to explain the school library program to you and your parents 12 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 imper- ative 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 judge 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 anc times of year indicated on the next page: Mathematics • Grade 10 Advanced • OAC Calculus English OACI Grade 12 General End of semester and end of year End of semester and end of year January and end of 2nd Semester January and end of 2nd Semester In Mathematics and English, all students taking the course write the same examination. Science OAC Chemistry January and end of 2nd Semester In OAC Chemistry, each school's examination is based on a Board -wide set of specifications. 13 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 adequate service is available. 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 first day of school each year. Students on special routes are notified by their school bus carrier, prior to the first day 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 request for 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: 1. 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 9 or 10 level, or two sequential courses beginning at the Grade 11 level.) 2. 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. 3. The student has special needs relating to medical problems, identified educational needs, or emotional hardship. 4. The student is able to complete diploma requirements in one semester (that is, he or she has 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 his or her designated school. 14 GOALS OF EDUCATION Sir Robert Borden High School's programmes are developed to meet the goals of the Ministry of Education and the Carleton Board of Education. These goals are to: 1. develop a responsiveness to the dynamic processes of learning; 2. develop resourcefulness, adaptability, creativity in learning and living; 3. acquire the basic knowledge and skills needed to comprehend and express ideas through words, numbers, and other symbols; 4. develop physical fitness and good health; 5. gain satisfaction from participating and from sharing the participation of others in various forms of artistic expression; 6. develop a feeling of self-worth; 7. develop an understanding of the role of the individual within the family and the role of the family within society; 8. acquire skills that contribute to self reliance in solving practical problems in everyday life; 9. develop a sense of personal responsibility in society at local, national, and international levels; 10. develop esteem for the customs, cultures, and beliefs of a wide variety of societal groups; 11. acquire skills and attitudes that will lead to satisfaction and productivity in the world of work; 12. develop respect for the environment and a commitment to the wise use of resources; 13. develop values related to personal, ethical, or religious beliefs, and to the common welfare of society. MISSION STATEMENT OF SIR ROBERT BORDEN HIGH SCHOOL To create an environment in which learning for both students and staff is valued, encouraged and fun. AIMS OF THE SCHOOL 1. To satisfy the needs and stimulate the growth academically, socially and physically of each individual. 2. To encourage and strengthen the partnership between the school and the community. 3. To fulfill the aims and objectives of the Carleton Board of Education and the Ministry of Education. 4. To recruit and retain highly qualified and competent staff and to provide opportunities for professional development. 5. To provide an administrative system which encourages and fosters a positive learning and teaching atmosphere. 6. To develop co-operation and communication between students and staff. 15 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. HOW DO I MAKE PROGRAMME SELECTION? 1. Carefully read this program booklet. 2. Show the booklet to your parents and discuss the information contained in the booklet and decide on long term goals. 3. Consult your teachers and counsellor regarding your programme choice. 4. Carefully consider your capabilities, work habits, past performance, and future plans before making your final selection of subjects. 5. Return your completed option sheets, signed by your parents to your homeform teacher. HANDBOOK FOR STUDENTS AND PARENTS A handbook for students and parents is given to each student in September. This handbook states the school's expectations regarding student's responsibilities, achievement and attendance. A code of student behaviour is also distributed in September. This handbook should be viewed as a companion document to this programme booklet. SPECIAL PROGRAMMES Graphic Communications Sir Robert Borden has unique and extensive Graphic Communications courses. These courses will be of interest to students who wish to pursue future studies in graphic communication or show an interest in the art of printing. Graphic communication is offered in both the advanced and general level. For students who wish to specialize in graphic communication, more detailed packages follow. Business Education Programmes Please refer to the Business Education section of the course descriptions. Language Programmes Please refer to the Language section of the course descriptions. PLANNING FOR DECISIONS Students and their parents have the right to make alternative course selections provided that the diploma requirements have been met. However, parents (or students over the age of majority) must accept the responsibility of these choices. Parental decisions in astudent's course selection does notexempt the studentfrom graduation requirements. Courses mustbe chosen to satisfy diploma requirements if astudent wishes to qualify for a graduation diploma. Please refer to Diploma Requirements in Section I. 16 COURSE LOAD We encourage students to take the broadest programme and not specialize too early. Consequently students are expected to study 8 courses per year. Students who have accumulated 24 credits should take seven subjects. Students planning on attending university should note entrance requirements. We encourage students to take more than the minimum number of courses. Students completing O.A.C. university entrance requirements may take 6 credits. Special permission must be obtained from the administration for exceptions such as 1/2 day timetables. PLANNING FOR UNIVERSITY Entrance to an Ontario University will require a student to have an O.S.S.D. as well as 6 O.A.C.'s. O.A.C.'s maybe counted as part of the 30 O.S.S.D. credits or maybe in addition to the O.S.S.D. credits. Selecting an appropriate O.A.C. programme is a most important matter. Each student planning to enter university should carefully study university entrance requirements and meet with a guidance counsellor. PLANNING FOR COMMUNITY COLLEGE Entrance requirements for programmes at community colleges vary. Students should make appropriate option selections in consultation with their guidance counsellor. VISUAL ARTS Grade 9 Foundation Course AVI 2A Visual Arts -Comprehensive course AVI 2A 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 importantworks of art which relate to their studio and design work. Students are required to purchase a basic art kit for their use in class. AVI 4A AVI OAA Visual Arts -Comprehensive course AVI 3A Credit Value: 1.0 Prerequisite: AV1 1G, 1AorAV12A In this course, students continue theirstudy ofdrawing, painting, printmaking, sculpture and related problems in composition. They increase their skills, heighten their perceptual awareness and develop more imagi- native compositions. The history/criticism component ofthe course continues the comparative study of impor- tant works of art in relation to studio activities. Students are required to purchase a basic art kit for their use in class. Visual Arts -Com prehensive course AVI4A Credit Value: 1.0 Prerequisite: AV13A 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 howform and contentare reconciled. The history/ criticism component of the course continues the comparative study of importantworks of artand antici- pates the historical overview of the OAC course. Students are required to purchase a basic art kit for their use in class. SPECIALCOURSES Visual Arts -Information Design AVD 3G Credit Value: 1.0 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. Visual Arts Visual Arts -Photography AVI OA AVF 3G1 Credit Value: 1.0 Credit Value: 1.0 Prerequisite: At least one senior advanced level Prerequisite: Senior student art course. This course, which completes the advanced level pro- gram, is forstudents going on to furthereducation. 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- lyzetheirworkin relationtothe workof 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 (artkit and special studio materials). This introductory photography course is offered at different levels atdifferentschools. Students study the technical and aesthetic aspects of photography, the historical development of photography and the work of contemporary artists. They learn about the camera and its components, loading and unloading the cam- era, black and white film and developing, dark -room 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. 19 Of 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 careerbytaking a refreshercourse, learningnewskillsorearningyour diploma. With wide variety of courses in Accounting, Computers, Keyboarding and Law. Thisschool offers a program which meets your needs. And 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 Prerequisite: None This is a course in accounting theory for Intermediate or Senior Division students who want an introduction to accounting fortheir personal use, forstudents 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 foraservice 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 will be levied for this course to cover additional costs of supplies. Accounting BAC 3A Credit Value: 1.0 Prerequisite: None 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 a 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 will be levied for this course to cover additional costs of supplies. Accounting Systems BAS 4A Credit Value: 1.0 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 will be levied for this course to cover additional costs of supplies. Accounting BAC OA Credit Value: 1.0 Prerequisite: BAC 3A Accounting OAC is for students pursuing furtherstudies atuniversity. 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 may be levied for this course to cover additional costs of supplies. Keyboarding II BKA 2G Credit Value: 1.0 Prerequisite: BKI 1G This course helps students develop practical, business- related, keyboarding skill. The course stresses speed and accuracy and introduces students to the concept that their work must meet both the speed and quality requirements of the business community. (Electronic typewriters or computers may be used in this course.) 21 Keyboarding I Marketing -Advertising BKI 2A3 BMK 4G Credit Value: 1.0 Credit Value: 1.0 Prerequisite: None Prerequisite: None Keyboarding is a communication -related skill that is increasingly recognized as an essential part of literacy. In the coming years, students will use computer keyboards for their personal communica- tion needs and their educational endeavours. Key- boarding I is a personal -use course; however, the course provides students with a solid foundation for further studies in Keyboarding II and III. This r Business English BBS 4G Credit Value: 1.0 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, including memoranda, letters, summaries, reports, and advertising copy. This course is appropriate for students going on to post -secondary institutions. NOTE: Students may not earn a credit in both market- ing, general level and marketing, advanced level. Retailing BMR 3G Credit Value: 1.0 Prerequisite: None In this course, students acquire and apply knowledge, skills, and attitudes required for jobs in the retail industry. Students examine and practise retail -store routines and operating activities. Topics include: an introduction to retail merchandising, retail selling, advertising and display, pricing and store operation. In this course, students examine marketing activities in Canada and prepare promotional materials for prod- ucts 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, adver- tising and selling of products; and the development of a marketing plan. AtSir 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 Prerequisite: None In this course, students examine the elements of marketing in the Canadian marketplace. Topics include: market research, consumer behaviour, distribution, pricing, promotion, management and the development of a marketing plan. The course emphasizes a marketing management perspective throughout and develops in students decision-making and market - analysis skills. A fee will be levied for this course to cover additional costs of supplies. Management Studies BOS 4G Credit Value: 1.0 Prerequisite: None 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. 22 Management Studies BOS 4A Credit Value: 1.0 Prerequisite: None 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 ca- reer opportunities in management. Administrative Studies BOA OA Credit Value: 1.0 Prerequisite: One credit in Senior Division Business Studies or Social Science at the advanced level. Recommended: 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 Prerequisite: None 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 appreciate the impact of computer technology on the business 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 implications; con- sumerism; and entrepreneurship. A fee will be levied for this course to cover additional costs of supplies. Introduction to Business BIB 2G Credit Value: 1.0 Prerequisite: None In this course, students examine our econom ic system and the role individuals, government, labour and business play in it. They acquire the personal and business-related skills needed to explore business and consumer issues and to investigate future employment possibilities. Topics covered include: Canadian business, economic and financial systems; business communications; computer applications; accounting; marketing; the stock market; legal implications; consumerism; and entrepreneurship. A fee will be levied for this course to cover additional costs of supplies. Introduction to Computer Studies DIC 2A Credit Value: 1.0 Prerequisite: None NOTE: Introduction to Computer Studies (DIC 2A) may not be designated a Business Studies credit. Students may, however, designate Data Processing Techniques (BPT 3A) and Systems Analysis and Design (BPS 4A) as Business credits. In this course, students gain an overview of comput- ers in today's society and appreciate their impact. Course concepts are reinforced by daily "hands-on" experience in the computer laboratory using Macin- tosh computers. Topics covered include: an overview of computers, the history of computers, word process- ing, graphics, application of data bases and spread- sheets, computer technology, and programming in BASIC. Students become aware of the many exciting career opportunities available to them in the computer field. The course stresses good communication and problem -solving skills. The school recommended prerequisite is BKI 1G. A fee will be levied for this course to cover additional costs of supplies. 23 Data Processing Techniques Data Processing Concepts BPT 3A BPC 3G Credit Value: 1.0 Credit Value: 1.0 Prerequisite: None Prerequisite: None In this course, students acquire applications program- ming skills related to business. The application software will include spreadsheets, databases, graph- ics, 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. Systems Analysis and Design BPS 4A Credit Value: 1.0 Prerequisite: BPT 3A In this course, students identify a problem, analyze it and design a system to solve it. They learn about record and file handling and how to develop a busi- ness system on the Apple Macintosh. This course is valuable to students keenly interested in computing, especially programming, or to students who wish to integrate system analysis and design concepts with their other skills and abilities. The course is avaluable foundation for students planning future study at college or university. Introduction to Computer Studies DIC 2G Credit Value: 1.0 Prerequisite: None 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 experience 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 theirdailywork in the computer laboratory, students practice techniques of good communication and develop problem -solving skills. The school recommended prerequisite is BKI 1G. This course emphasizes using computers to carry out personal and business functions. Students have hands-on experience with Apple Macintosh computers. 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 problems in business and government. Law BLW 3A Credit Value: 1.0 Prerequisite: None NOTE: Students may, at their discretion, use the credit earned in BLW 3G/4G or13LW 3A and BLW OA as a credit in either Business Studies or in Historyand Contemporary Studies. In addition, they may count the credit earned as one of the eight required for a concentration in Business Studies. This course helps students understand the principles of law and the legal system. They explore the origin and development of law and the basic structure of the Canadian legal system. The topics covered include: an introduction to law, the impact and authority of law, law enforcement, the judicial process, correctional services, the criminal code, family law, torts and contract law. Students may attend a courtsession and listen to guest speakers. A fee will be levied for this course to cover additional costs of supplies. Law BLW 3G Credit Value: 1.0 Prerequisite: None This course enables students to better understand the legal system and how individuals, interactwith the law. Students explore the origin and development of law and the basic structure of the Canadian legal system. They examine the various roles of a citizen with respect to the law, as voter, juror, defendant, or 24 plaintiff. Students develop skills needed to deal with legal matters, including the ability to judge when addi- tional information or advice is required. Other topics include: family law, labour law, contract law and con- sumer law. Students may attend a court session and listen to guest speakers. Law BLW OA Credit Value: 1.0 Prerequisite: A Senior Division Social Science credit at the advanced level. Students gain abroad 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 issues. Case studies, projects and seminars lead students to appreciate the need for each citizen to be an active participant in the law evaluation and reform. Topics include: introduc- tion to law, the criminal justice system, human rights and freedoms, law and the business community, law and the world community, and current issues in Cana- dian law. COMPUTER STUDIES DIC 2A, DIC 2G, BPC 3G, BPT 3A, BPS 4A course DSC 3A and DSC 4A Computer Science course descriptors please see the Business section. descriptors please see the Mathematics section. 25 DRAMA ADA 2A ADA 3A AAT 4A ADA OA Dramatic Arts ADA 2A Credit Value: 1.0 Prerequisite: None 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 ison CREATIVITY and FUN !! A $5.00 student fee is levied to cover cost of supplies. All 2A students are eligible to attend any Dramatic Arts field trips which include regular excursions to the Nationa! Arts Centre, the Great Canadian Theatre Company and Centrepointe Theatre. These are only open to students enrolled in the Drama program. Dramatic Arts ADA 3A Credit Value: 1.0 Prerequisite: ADA 2G or ADA 2A ADA 4G 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. This course introduces the Dra- matic Arts student to the technical side of theatre (i.e. lighting, one act play production and performance, more refined acting techniques). Presentations in- clude performances of one act plays to small audi- ences from junior grades, radio play production and presentation and video performance. Combine this with improvisation and original script -writing skills and the creative side is explored!! 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. These are only open to students enrolled in the Drama program. Theatre Production AAT 4A Credit Value: 1.0 Prerequisite: ADA 3A or ADA 3G In this senior course, students focus on the production FM 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 theatrical productions (advertising, ticket sales, front of the house). Through community links, students learn to develop, produce and perform productions for a specific target group such as K to 8 children, seniors, Native People, or the physically/mentally challenged. Students in the AAT 4A course will produce and direct the Holiday Assembly show that features staff mem- bers in acting roles, will script and perform Children's Theatre to large audiences of grades K to 8 and daycare institutions and will script an perform a one act play in the Sears Competitive Festival. Theatre Production ADA 4G (New for 93-94) Credit Value: 1.0 Prerequisite: None This course is designed for older students who are interested in an arts credit without intending to pursue Dramatic Arts at the OAC level. This course is also designed for older students who have previously taken a course, who wish to continue developing skills in Dramatic Arts but do not want to pursue an OAC credit This course includes parallels and extensions of the English ENG 2G Credit Value: 1.0 Prerequisite: None skills explored in ADA 2A such as mime, tableau, movement, improvisation, role-play and script writing. Further development of skills is explored with puppets, masks, sound effects, radio commercials, clowning, juggling, voice, choral activites and air bands. Dramatic Arts ADA OA Credit Value: 1.0 Prerequisite: See below 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 meetthe course's expectations. The course's objectives stress exploration, interpretation and com- munication and place greater emphasis on the practi- cal application of dramatic forms than do previous courses. Students investigate sources that have dra- matic possibilities, explore themes and topics, and create and analyze scripts. They become acquainted with dramaticworks through scriptstudy and by attend- ing 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. ENGLISH This course continues from ENG 1G the review, reinforcement and remediation of skills in process writing, collaborative learning, efficientworkand study habits, and independent learning. The course includes the three areas of ENG 1 G— language, literature and media — and addresses students' needs to read, write, listen, speak and view with confidence and clarity. Oral and written communication skills are tailored to meet students' practical needs. Teachers orient content and teaching techniques to students' capabilities and emphasize developing students'skills. English ENG 3G Credit Value: 1.0 Prerequisite: ENG 2G or ENG 2A This first Senior general level English course covers the same three areas as English 1 G and 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 independ- ent learning. 27 English English ENG 4G ENG 4A Credit Value: 1.0 Credit Value: 1.0 Prerequisite: ENG 3G or ENG 3A Prerequisite: ENG 3A This final general level English course provides graduating students with skills they need for employ- ment or for certain programs at community college. Students coverthe three areas—language, literature and media—and refine the skillsthey haveworked on throughoutthe general level program. Although proc- ess and productare both important in writing, collabo- rative learning, oral language, and independent learn- ing, the emphasis in this course shifts largely to product. Students undertake independent learning projects that culminate in written and oral presenta- tions. English ENG 2A Credit Value: 1.0 Prerequisite: ENG1A This course further emphasizes the skills developed in ENG1A 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 inde- pendent learning — the emphasis begins to shift towards product. The use of the computer in the writing process is introduced at this point. The stu- dents will attend a two week computer lab course to learn the skills required to produce essays on a word processor. In language study, students continue to improve their written and oral work and learn to ex- press themselves in avariety of written and oral forms. English ENG 3A Credit Value: 1.0 Prerequisite: ENG 2A In this first Senior, advanced level, English course, students study language, literature (fiction, non-fic- tion, poetry and drama) and media. In literature, they continue studying themes and begin examining struc- ture 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 avariety of written and oral forms and are given more opportunity for in- dependent learning. 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 language, literature and media, as they did in earlier courses, and refine skills they havedeveloped through- out 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 prod- uct. OAC I: Language and Literature ENG OA Credit Value: 1.0 Prerequisite: At leastone Senior advanced English course. Suggest Prerequisite: At least two Senior advanced level English courses. This is the core OAC English course. Students taking one OAC English must take this course so that those entering universitywill 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 class time. 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 pre- pare an independent study unit which culminates in a formal report with a written and an oral component. OAC II: Writers' Craft EWC OA Credit Value: 1.0 Prerequisite: At least one Senior advanced English course. Suggested Prerequisite: At least two Senior advanced level English courses. This second OAC course is an option which students take after, or concurrently with, OAC I. Itis primarily a writer's workshop; it is not a creative writing course. The course is valuable for students who are interested 28 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 folderwhich contains writing in various modes, written for various purposes and for various audi- ences. Much of the writing is expository. The litera- ture students study includes short literary selections chosen as examples of the writer's craft. I n language study, they concentrate on improving their writing skills. They examine the varieties of good usage, structure and style indifferent kinds (academic, busi- ness, creative) and genres (essays, speeches, drama, poetry, short stories) of writing. Students prepare an independent study unit which culminates in a paper involving original work. This original work may take the form of a short story, script, or the structural and stylistic analysis a literary work. It may also be pre- sented in a non -print medium, such as a dramatic, audio or videotape performance. OAC III: Studies In Literature ELI OA Credit Value: 1.0 Prerequisite: Completion of at least one Senior ad- vanced English course. Suggested Prerequisite: At least two Senior advanced level English courses. This course is for students with a special interest in English. It may be taken after, or concurrently with, OAC I. Students become acquainted with literature from different time periods through the study of a balanced selection of poetry, prose and drama. In language study, they developtheirwriting skills as they examine the craft of language exemplified in the litera- ture. Students' writing, including pre-and-post writing activities, makes up at least one-quarter of class time. Students maintain a writing folder which contains writ- ing in various modes, written for various purposes and for various audiences. Much of the writing is exposi- tion. Students prepare an independent study unit which culminates in a literary essay and an oral pres- entation. FAMILY STUDIES :.......................:.. .. ............... .... ..................... ...... ...... ................................ ............................ ............. ::::::::::::::::::::::::::: Open P NF 2 G G NFM 2 G Grade 10 ::: to OAC :::: :;: ''i:'alpilili:::ii':'r:=iliYit 'XIX NFB 3G A NZ 3G 1993-94 These courses Open will satisfy the Grade 11 compulsory to OACsenior social 4 NMT GX. NZB 4G science credit 1994-95 X. `>` N FO O A 29 NOTE: Students may be required to contribute to- wards the purchase of supplies in some courses. FOOD Food NFG 2G Credit Value: 1.0 Prerequisite: None In this course, students (both male and female) learn to make food choices which promote health and well- being and to handle a variety of foods with confidence. They also learn to understand their own and their families' food habits in relation todiffering 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 favourites or new foods from other cultures. A fee will be levied for this course to cover the additional cost of supplies. It is anticipated this will be no more than $5.00 for the school year. CLOTH IN G/FASH ION/ECONOMICS Clothing NFM 2G Credit Value: 1.0 Prerequisite: None Fashions! Fashions! Fashions! Cana student think about fashions on a limited budget? It is possible. In this course, students learn to manage their existing wardrobe, to develop shopping skills and to care for clothing. The course recognizes each student's unique- 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. Afee will be levied for this course to cover the additional costs of supplies. It is anticipated this fee will be no more than $5.00 for the school year. Fashion Arts -Introduction to Fashion NZA 3G Credit Value: 1.0 Prerequisite: None 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, colour theory, 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. This course will be offered on alternate years: 1993- 1994, 1995-1996, etc. Some previous experience in sewing or NFM 2G: Clothing is recommended as back- ground. Fashion Arts -Fashion Fundamentals NZB 4G Credit Value: 1.0 Prerequisite: None In this course, students become aware of the origins, influences and importance of fashion as a medium of communication, and as an expression of national, cultural, and personal identify. A historical perspective on fashion design and the role of fashion designers helps students understand the factors that have shaped fashion in the past and in the present. It also helps them predict the fashion trends of the future. Bystudyingthe Canadian fashion industry and its economic impor- tance, students assess the business opportunities in the fashion markets. Assignments, tests and projects in this course are designed for general level students. This course will be offered on alternate years, starting in 1994-1995. Some previous sewing experience or NFM 2G: Clothing and NZA 3G: Fashion Arts - Introduction to Fashion are recommended. 30 PARENTING, FAMILIES AND HOUSING Parenting NFB 3G Credit Value: 1.0 Prerequisite: None This course enhances students' awareness of the role of a parent and increases their knowledge about child development. It also helps them identify and develop their interpersonal skills and teaches them how a family, in a positive way, nurtures, socializes and transmits culture to those in its care. Students rein- force their learning by undertaking practical projects. A fee will be levied for this course to cover the additional costs of supplies. Itis anticipated this will be no more than $5.00 for the school year. 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 pro- ductive, satisfying and not unduly stressful. Each personal life management course is composed of three or four modules designed so that students in different grades and with different capabilities have access to the program. Personal Life Management NMT 4G Credit Value: 1.0 Prerequisite: None In Resources Managementstudents 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. 31 This course does not duplicate the material covered in NMT1 G. A fee will be levied for this course to cover the additional costs of supplies. It is anticipated this fee will be no more than $5.00 for the school year. Families in Canadian Society NFO OA Credit Value: 1.0 Prerequisite: One Senior Social Science Credit In this OAC course, students study the family in Can- ada on both an emotional and intellectual level. They acquire personal skills for participating in the family process and develop learning skills they need in their future education. 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. Examina- tion of the pressures and problems they face today should help students gain an increased understand- ing and appreciation of the significance of the family. 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. Geography -Physical: Our Natural Environment GPH 3A Credit Value: 1.0 Prerequisite: None 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 ob- serving, 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 Prerequisite: None 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 Prerequisite: None Students study natural disasters and other environ- mental events to learn the significance of the physical environment on our daily lives. Theygo onto study the interactions responsible forthese events. These stud - 32 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: World Regions GRE 4A Credit Value: 1.0 Prerequisite: None In a fast -paced world, leisure time is of great impor- tance. In this course, students linktraditional regional geographywith one of Canada's major leisure -related industries - tourism. This is an innovative course which will be enjoyed by student's contemplating a career in travel and tourism, or by students who like to travel. 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. Geographie Regionale GRE 4AF Credit Value: 1.0 Prerequisite: None This course is identical to GRE 4A but is taught in French for students in the French Immersion Program. Geography -Regional: Travel and Tourism GRE 4G Credit Value: 1.0 Prerequisite: None In a fast -paced world, leisure time is of great impor- tance. In this course, students linktraditional regional geography with one of Canada's major leisure -related industries - tourism. This is an innovative course which will be enjoyed by student's contemplating a career in travel and tourism, or by students who like to travel. A major field trip to a national/international tourist region helps enrich this course.This course is also offered at the A le C and immersion level as GRE4A or GRE4AF This course may be counted as the required Senior Social Science credit. World Issues GWI OA Credit Value: 1.0 Prerequisite: One 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 a geographic 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, malnu- trition, energy alternatives, foreign aid, multinational corporations, cartels, terrorism and the problems of multi -cultural societies. Graduates have found this course useful for further studies in Economics, Politi- cal Science, Journalism, Environmental Science and Foreign Affairs. Le monde contemporary GWI OAF Credit Value: 1.0 Prerequisite: One Senior Division Social Science credit at the advanced level 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: One 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, so- cial and political environments within the world com- munity. Students examine the forces influencing the destiny of Canadians and the alternatives available to them. 33 HISTORY I-- i Contemporary Canada -Life in the Twentieth Century HCT 2A Credit Value: 1.0 Prerequisite: None Contemporary Canada has been affected dramatically by events, forces and issues since the beginning of this century. 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 that students 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: 1.0 Prerequisite: None There is no doubt that the events, forces and issues of this century have had an enormous impact on shaping the Canada of today. Th is 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'aulourd'hui HCT 2AF Credit Value: 1.0 Prerequisite: None This course is identical to HCT 2A in respect of content. It is intended for students in the French Immersion program. Civilizations in History HWC 3A Credit Value: 1.0 Prerequisite: HCT 2A and ENG 2A Meet "Lucy", Tutankhamun, Hannibal, Julius Caesar, Leonardo da Vinci, Galileo, Martin Luther and the 34 Conquistadores. Share the excitement of the great archaeological discoveries. Understand how the languages of the distant past have been deciphered. This course focuses on the development of civilization from the origins of human beings to the beginning of the modern nation state. Civilizations such as West- ern Europe, the Near East and the Americas are studied. Topics include "the battle of the bones", the building of the pyramids and mummification, the Spartan warrior vs. the Athenian democrat, the rise and fall of the Roman Empire, the Vikings, the Black Death, the Mediaeval World, the Renaissance and Reformation and the Aztec, Inca and Maya. Strate- gies include co-operative groupwork, library research and seminars, film andvideo analysis. Skillsdevelop- ment is a primary emphasis of this course. Society: Challenge and Change HSC 3A Credit Value: 1.0 Prerequisite: HCT 2A Ever wondered why some people "see" others in a different ways, 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 level social science course focuses on the disciplines of psychology, sociology and anthropology. Units include the uniqueness of human beings, communication, culture and social institutions. Topics such as perception, emotions, personality development, deviant behaviour, teenage suicide, prejudice and the origins and functions of key social institutions are studied. Strategies include: social science experiments, role playing, guest speakers, co-operative group work, debates, and film and video analysis. Skill development is also a primary emphasis of this course. Grand defis du monde contemporain HSC 3AF Credit Value: 1.0 Prerequisite: HCT 2A F This course is taught entirely in the French language and is identical in content, strategies and skill development to HSC 3A. Society: Challenge and Change HSC 3G Credit Value: 1.0 Prerequisite: HCT 2G Thiscourse issimilarin contentto HSC3Aexceptthat content, strategies and skills developments are differentiated for the educational needs of General Level students. History -United States HUS 4A Credit Value: 1.0 Prerequisite: HCT 2A Arewewitnessing the decline ofthe American Empire? The stimulation of in -class debates, a possible field trip to Washington, and audio-visual presentations may provide a solution to this question. Included in the study of H US 4A are some of the following topics: the arrival of the Pilgrims; the American Revolutionary War; creating the American Constitution; the slavery issue; the American War; the "Wild West; the "Robber Barons"; the United States in World War One; techno- logical innovation during World War Two; and the United States as a world leader. Introductory Economics HXE 4G Credit Value: 1.0 Prerequisite: HCT 2G Who decides the price of your stereo anyway? What effect does advertising have on what you buy? Dis- cover why the Canadian dollar is not worth one hundred cents relative to the American dollar. Why does the government continue to spend money itdoes not have? Learn how the income tax system works and how it effects you. Students enrolled in this course will have an opportunity to learn from avariety of methods, including simulation games, discussions, field trips, practical projects and newspapers. Modern Western Civilization HWM OA Credit Value: 1.0 Prerequisite: Successful completion of at least one advanced level, Senior Division Social Science course. "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 Prerequisite: Successful completion of at least one advanced level, Senior Division Social Science course. This course is taught in French and is designed for students in the French Immersion oroaram. The 35 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 Prerequisite: Successful completion of at least one advanced level, Senior Division Social Science course. Why does Canada exist? This question cannot be answered 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 withoutserious 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 the central themes of this OAC course. Politics HPO OA Credit Value: 1.0 Prerequisite: Successful completion of at least one advanced level, Senior Division Social Science course. An increasing number of groups in our society are demanding agreatervoice in political decision making. Atthe 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 Prerequisite: Successful corripletion of at least one advanced level, Senior Division Social Science course. Do you think minimum wage laws are effective? Do you think you get a better deal from the landlord because of rent controls? Do you think 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. MATHEMATICS:] isometrics or vectors. Mathematics Mathematics MAT 2A MAT 2AE Credit Value: 1.0 Credit Value: 1.0 Prerequisite: MAT 1 A or MAT 1 AE : or MAT 2G Prerequisite: MAT 1A or MAT 1 A (with high achievement) The core topics covered in this course are: numerical methods involving powers, roots, radicals, and real numbers; relations; algebraic 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, This course has been developed for students who exhibit ingenuity, intellectual curiosity, creative talent and ability to assimilate and generalize. The core topics of this course are as follows: numerical methods involving powers, roots, radicals, and real numbers as well as statistics and relations; algebraic methods applied to equations and inequalities, polynomials, and rational expressions; the study of analytic geome- try of the straight line, coordinates and transforma- 9T Mathematics MAT 2G Credit Value: 1.0 Prerequisite: MAT 1G or MAT 1A 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; formula; equations; graphing; linear equations; geometric figures and properties. Mathematics MAT 3A Credit Value: 1.0 Prerequisite: MAT2Aor MAT 2AE: or MTT3G (with high achievement) 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. Students study algebraic operations with polynomials and rational expressions, ratio and proportion, real numbers and powers, and quadratic equations. They also study analytic geometry of the circle and points of division; functions and transformations (including the quadratic function), as well as sequences and series as applied to interest, annuities and bonds. Mortgages and stocks are optional topics. Mathematics MATUE Credit Value: 1.0 Prerequisite: MAT 2A or MAT 2AE This course has been developed for students who exhibit ingenuity, intellectual curiosity, creative talent, and abilityto assimilate and generalize and an intention to study one or more of the Ontario Academic Courses in mathematics. The student will study algebraic operations with polynomials and rational expressions, ratio and proportion, real numbers and powers, and quadratic equations. Analytic geometry of the circle and points of division, functions and tranformation (including the quadratic functions) are studied. Also included are sequences and series with application to interest annuities and bonds. Mortgages and stocks are optional topics. Mathematics for Technology MTT 3G Credit Value: 1.0 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 Prerequisite: None 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 Prerequisite: MAT 3A or MAT 3AE : or MTT 4G (with high achievement) 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. Students study deductive geometry, (including the geometry of the circle) and the graphing of functions and relations using transformations. The latter topic is developed with an introduction to trigonometric, exponential and logarithmic functions as well as second—degree rela- tions and the conics. Students also study algebraic operations on polynomials along with the solution of polynomial equations of degree n, absolute value, and radicals. 37 tions, an introduction to deductive geometry, and three dimensional geometry. Optional topics include matrices, probability, isometries, and vectors. Mathematics for Technology MTT 4G Credit Value: 1.0 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 athree—yeardiploma—level program ata college of applied arts and technology. It consolidates stu- dents' computational and algebraic skills in areas such as numerical and algebraic methods, geometry and trigonometry, and mathematics for the informed consumer and employee. Computer Science DSC 4A Credit Value: 1.0 Prerequisite: DST 3A As in DST 3A, this course emphasizes structured programming and problem solving. Students review and develop upon the work covered in DST 3A. They cover topics such as: manipulations; program- ming techniques involved in sorting and searching; numerical analysis; graphics; file manipulation; rec- ords and arrays; the use of data structures; the crea- tion of interactive programs; discussion of machine language and the internal workings of a micro—computer. Students run their programs on the micro—computers in the school. ONTARIO ACADEMIC COURSES Ontario Academic Courses (OACs) in Mathematics help students understand the principles and substan- tive content of Mathematics, develop the mathemati- cal skills they require at university, and develop problem—solving abilities using increasing abstrac- tion. Students should refer to current calendars of the university of their choice for advice on which OA Cs in Mathematics to select, If still in doubt, they should seek the opinion of the Mathematics and Guidance Departments, Finite Mathematics MFN OA Credit Value: 1.0 Prerequisite: MAT 3A or MAT 4A This course is for students who do not require Calculus as a prerequisite for their university courses. Itcan alsc serve as a complement to the calculus course. Topic,, include: operations using matrix algebra, solving sys tems of equations and inequations, permutations combinations, the binomial theorem, finite series, proba bility and its applications, and statistics. Algebra and Geometry MAG OA Credit Value: 1.0 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: transla- tions, matrices 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 in- duction. Students may study optional topics chosen to enhance their career plans in mathematics, science or engineering. Calculus MCA OA Credit Value: 1.0 Prerequisite: MAT 4A This course should be taken by all students who intent to enroll in a university Calculus course. Topics in elude: limits; the derivative function and its fundamen tal properties; trigonometric, exponential and logarith mic functions and their derivatives; tangents, rates e change; extreme values and curve sketching. Stu dents study the anti—derivative with special attention ti solving differential equations, applications to problen solving, area and integration. MODERN LANGUAGES French (Core) FSF 2A Credit Value: 1.0 Prerequisite: FSF 1A This continuation of FSF 1A is the second year in the Core French program. French is the language of communication intheclassroom. The students further 39 develop their communication skills of listening, speaking, reading and writing and learn about French and French Canadian culture. They are introduced to approximately 20 new structures and learn to express themselves more freely through listening exercises, films, intensive and supplementary reading, dialogues and dramatizations, group work and oral and written compositions. A fee will be levied for this course to cover the additional costs of supplies. French (Core) FSF 3A Credit Value: 1.0 Prerequisite: FSF 2A This continuation of FSF 2A increases students' ability in listening, speaking, reading andwriting and prepares them forthe French OAC. Students learn to manipulate more complicated structures such as the past tenses, the future and the conditional. They study short stories, poetry and songs, do supplementary reading, write short compositions, make oral presentations and prepare projects. A fee will be levied for this course to cover the additional costs of supplies. French (Core) FSF OA Credit Value: 1.0 Prerequisite: FSF 3A This OAC course in Core French is for students who have completed FSF 3A French. It is normally a student's fourth, advanced–level, course in French. Students learn through activities in which the four language skills — reading, writing, speaking and listening — are interwoven. They participate in classroom interaction, group work, discussions, role–playing, dramatizations and oral presentations. They read a selection of literature from at least three genres. The literature is a balance of French and French Canadian writings. Students learn to write clearly and accurately by frequently writing short assignments in a variety of forms. Supplementary reading and an independent project are also part of the course. A fee will be levied for this course to cover the additional costs of supplies. French (Extended) -Language Art FEG 2A Credit Value: 1.0 Recommended Prerequisite: FEG 1A or FEF 1A This course is for students who have completed FEG 1A or FEF 1A or its equivalent. Students review and consolidate the major grammatical struc- tures and notions taught in the earlier course. They are introduced to more complex grammatical struc- tures and notions, and engage in oral, written and reading activities which develop their ability and con- fidence to use these structures as they express them- selves. Although the course develops listening, read- ing and speaking skills, emphasis is placed on com- municating effectively. Students will also become familiar with French culture through the study and discussion of novels, short stories and plays. A fee will be levied for this course to cover the additional costs of supplies. French (Extended) FEF 3A Credit Value: 1.0 Recommended 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 prograrn. 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 will be levied for this course to cover the additional costs of supplies. French (Extended) FEF OA Credit Value: 1.0 Prerequisite: See below Normally, students taking this course have completed FEF 3A (Extended) and atleast 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, dramatizations and oral presentations. They read a selection of literature from at least three genres. The literature is abalance 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. A fee will be levied for this course to cover the additional costs of supplies. a French (Immersion) -Language Arts FIG 2A Credit Value: 1.0 Recommended Prerequisite: FIG 1A or FIF 1A This course is for students who have completed FIG 1A or FIF 1 a or its equivalent. It reviews and consoli- dates the major grammatical structures and notions taught previously, introduces more complex gram- matical structures and notions, and provides oral, written and reading activities designed to develop the students' ability and confidence to use these struc- tures 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 will be levied for this course to cover the additional costs of supplies. French (Immersion) FIG 3A Credit Value: 1.0 Prerequisite: FIG 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 will be levied for this course to cover the additional costs of supplies. French (Immersion) FIF OA Credit Value: 1.0 Prerequisite: See below 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 of literature from at least three genres. The literature is a balance of French and French Canadian writings. At least 50% of the literature is from the twentieth century. Students learn to write clearly and accurately by frequently writing short and long assignments in a variety of forms. A fee will be levied for this course to cover the additional costs of supplies. Spanish LWS 2A Credit Value: 1.0 Prerequisite: None This is the first course in a three-year Spanish pro- gram and may be taken by students at any grade in secondary school. Students develop the skills of listening, speaking, reading and writing at an intro- ductory level. Through readings, projects, slide pres- entations, 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 study several short stories. A fee will be levied for this course to cover the additional costs of supplies. Spanish LWS 3A Credit Value: 1.0 Recommended Prerequisite: LWS 2A By exploring the language and culture of the Hispanic world, this course continues LWS 2A. The course stresses the four language skills of listening, speak- ing, reading and writing. Students, working both indi- vidually and in groups in simulated situations, make active use of their language skills Using audio–visual material, the course enriches students' vocabulary, capacity for self–expression and appreciation of Hispanic culture. A fee will be levied for this course to cover the additional costs of supplies. Spanish LWS OA Credit Value: 1.0 Prerequisite: LWS 3A In this course, students enter into regular conversa- tion with the teacher and with other students. They develop the four language skills to a more advanced level. Their use of tenses extends beyond the pres- ent, past and future to include suppositions and they 41 learn to use more complex sentence structures. Stu- dents read both intensively and extensively in Spanish and learn to appreciate Hispanic culture through the visual and auditory media. They work both individually and in groups and complete an independent study project. A fee will be levied for this course to cover the additional costs of supplies. CLASSICAL STUDIES Latin VLL 2A Credit Value: 1.0 Prerequisite: None This is the "Cambridge Latin Course," a beginner's Latin course in which students begin the intelligent reading of Latin. Reading material deals with a family in Pompeii during the years preceding its destruction. In addition to reading, students are involved in word studies, discussions and research on the various as- pects of Roman history, mythology and culture. These studies help the student build his or her English vo- cabulary. Students learn the basics of Latin grammar through oral and written translation exercises. Latin VLL 3A Credit Value: 1.0 Suggested Prerequisite: VLL 2A This course continues the "Cambridge Latin Course" started in VLL 2A. Reading material follows the life of Quintusfrom Pompeii to Roman Britain and Alexandria in Egypt. In addition to reading, translating and dis- cussing, students trace Roman history and culture. Students begin the study of adapted works of Caesar, Vergil and of Roman myths in Latin. Latin VLL OA Credit Value: 1.0 Suggested Prerequisite: VLL 3A This course continues the VLL 3A program, placing greaterstress on the reading of Latin authors. Vocabu- lary acquisition and grammatical points from the Cambridge III A, III B and IV A are supplemented by those occurring in Caesar, Cicero, Catullus, Vergil. The prescribed area of the literary -cultural component includes the study of Rome, her politics and empire as seen in at least three genres from among the Epic, History, the Lyric and Elegy, Oratory, Comedy, Satire. Hebrew LYH 2A Credit Value: 1.0 Prerequisite: None This is the first course in a three-year Hebrew prog ram and may be takened by students at any grade in secondary school. Students develop the skills of listening, speaking, reading and writing at an intro- ductory level. Hebrew LYH 3A Credit Value: 1.0 Prerequisite: LYH 2A This course is intended for students who already have a basic knowledge of the Hebrew language and who wish to further their acquisition of language skills through the study of grammar, vocabulary and reading selections. Activities will be provided to enable the student to converse in the language and to express his / her ideas in written form. Topics of cultural interest will also be introduced. Hebrew LYH OA Credit Value: 1.0 Prerequisite: LYH 3A In this course, students enter into regular conversa- tion with the teacher and other students. They develop the four language skillls 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 extensively in Hebrew. They work both individually and in groups and complete an independent study project. 42 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 however that as of September 1992, we will be unable to accommodate students who are notenrolled in Musiccourses in exta-curricular ensembles. If vacancies should arise, they will be announced to the student body. 2. Senior instrumental students should note the AM R3AAA and OAC -Concert Band Repertoire option. This course allows students to earn an extra arts credit outside of the regular school day in a concert band setting. Students choosing this option must be enrolled in the appropriate Instrumental Music course AM13A,4A or AMH3A,4A Stage Band. Evaluation in this course will be based on attendance, participation, repertoire tests, and written performance reports. 3. Students in Music courses will be asked to purchase their own mouthpieces and appropriate method books. All instrumental, keyboard and vocal students pay $15.00 supply fees. 43 PUM XXX A. ....::: :::::::::::::.::::.:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: ><h ... AM12AE AMV2AAMK 2A 1993-94 :4ii:•in ii:•i{•}iiiTii:{::::v.:.,vv4x4 i•: PERFORMING ENSEMBLES ..........:.:i.L:v:::..:::::-iii}:}::?ii::?: AMIA 3 -�'.� AMR 3A / 4A AMHA 3 AMV CONCERT STAGE xx AMI 4A .............................::i.. AMV 4A : i> AMK 4A MU A i:,>•i4::%•'.::isoi:}(j:':i::'v::i:::iiiiiii{::':::::ii?:.-._n{ii?::iiiLiL?2v2:i>GijTi?ij?i::?}$i:::�>?i??ji}jji: 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 however that as of September 1992, we will be unable to accommodate students who are notenrolled in Musiccourses in exta-curricular ensembles. If vacancies should arise, they will be announced to the student body. 2. Senior instrumental students should note the AM R3AAA and OAC -Concert Band Repertoire option. This course allows students to earn an extra arts credit outside of the regular school day in a concert band setting. Students choosing this option must be enrolled in the appropriate Instrumental Music course AM13A,4A or AMH3A,4A Stage Band. Evaluation in this course will be based on attendance, participation, repertoire tests, and written performance reports. 3. 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. 43 4. Evaluation in Music courses will be based on performance tests, written and oral presentations, written tests, notebooks, class and ensemble participation and in some courses an individual study project. In accordance with these new guidelines please note that there is one Music option ONLY at the OAC level. AM LIOA is open to al I senior instrumentalists, vocalists and keyboard majors. Music -Stage Band AMH 3A Credit Value: 1.0 Prerequisite: At least one year in Junior Stage Band and department approval. This course isdesignedspecifically for those students with an interest in performing and studying music in thejazzidiom. Enrolment in the class will be restricted to students who play either trumpet, saxophone, trombone, piano, guitar, bass or drums. In addition to studying advanced individual instrumental performance technique, students will studyjazz theory, arranging, repertoire and history. The members of this course will form the Senior Stage Band which will be required to perform at various school functions throughout the year. Smaller jazz combos may be formed within class time or on an extra -curricular basis. Students enrolled in this course must also participate in the Senior Concert Band. Note: This requirement should be met concurrently with the AMR - Concert Band Repertoire Course. Music AMI 2AE Credit Value: 1.0 Prerequisite: AMI 1AorAMI 1AE 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 Prerequisite: AMI 2AE or permission of instructor This course offers a continuation of studies in instrumental techniques. Greater emphasis will be placed on the development of accuracy of i nterpretation. More challenging repertoire from the symphonic band library will be selected for study. More advanced students maybe encouraged to study a second instru- ment and to pursue composition and arranging activi- ties. Studentswill complete many of the Royal Conser- vatory of Music's Grade 2 Rudiments requirements. The history and listening components of the course will be more comprehensive in scope. Students 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 selected concurrently with this course). Music AMI 4A Credit Value: 1.0 Prerequisite: AMI 3A or permission of instructor This course will entail the widest possible exposure to music from various genres, countries, and time peri- ods. Instrumental technique will include the develop- ment of facility in all major and minor keys. More advanced method books, studies, and solo repertoire will challenge the student at this level and reinforce technique learned in previous years. Non-perform- ance activities will include a more in-depth study of one or more aspects of music history. A survey of the history of the Music of Western Civilization, a survey of the historyof Music in Canada, acomprehensive study of the music of a specific era or, culture are only a few examples of possible music history components at this level. Students will complete the study of Grade 2 Rudiments (Royal Conservatory of Music) and de- velop greater facility in composition by beginning the study of harmony. Students in the course will be expected to join a senior music ensemble on an extracurricular basis. (AMR 4A - Concert Band Rep- ertoire should be selected concurrently with this course.) Music AMU OA Credit Value: 1.0 Prerequisite: One music credit at the 4A 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 44 reading and performing as well as in music theory. Students in this course will have had varying musical experiences. Most will have taken music courses in each of their Intermediate and Senior years and some will have studied music independently or with aprivate teacher. The organization of this course is therefore flexible so as to accommodate all such students without sacrificing their intellectual and musical maturity. In the course, students refine their performance skills through study of solo repertoire. They supplement the course's core components of music history and music rudiments (elementary har- mony) by choosing from several non-performance units of study. As in all music courses the students will be expected to perform as well as provide leadership in the music departments performing ensembles. Music -Plano Lab AMK 2A Credit Value: 1.0 Prerequisite: AMK 1G or permission of instructor Note: Students with instrumental music background from elementary school or AM! 1A or AMI 1AE are strongly urged to enrol in AMI 2AE before taking this course. This is acontinuation of Introductory Keyboarding and as such furtherdevelops the student's keyboard skills. Other areas to be covered will include: reading and performing music, composition, studying the different styles of music (rock, jazz, classical). Compositional activities using a synthesizer and/or computer maybe included. Students entering high school with the equivalent of Grade 4 Royal Conservatory piano may consult the instructor for admission to this course. Music -Plano Lab AMK 3A Credit Value: 1.0 Prerequisite: AMK2A This is a continuation of AMK 2A and as such further develops the student's keyboard skills. Sight reading and ear training skills will be emphasized as well as a wide range of repertoire. Students will have the opportunity to work in small ensemble situations. The theoretical component will meet the equivalent re- quirements of the Royal Conservatory Grade One Level. Creative compositional activities using the computer, sequencer and synthesizer will be included. Students entering high school with the equivalent of Grade Six (or higher Royal Conservatory piano) may be considered for entry into this course after a private audition and consultation with the instructor. Music -Plano Lab AMK 4A Credit Value: 1.0 Prerequisite: AMK3A 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 included harmony at the keyboard and four part composition for voicres and instruments. Students will meet most of the equivalent requirements of Grade Two Royal Conservatory 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. VOCAL MUSIC 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 choreography 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 Prerequisite: AMV 1 A or permission of instructor This course continues to develop the student's vocal skills in both a solo and group setting. Performance opportunities are offered in many different styles of music. The students are also encouraged to initiate and organize smaller vocal groups on their own. The historical aspect will focus on one or more musical eras. Students entering high school with considerable formal singing experience may consult the instructor for admission into this course. Music AMV 3A Credit Value: 1.0 Prerequisite: AMV 2A or permission of instructor 45 This course continues to develop the student's vocal skills in both a solo and group setting. Performance opportunites are offered in many styles including classical, Broadway, popularandjazz. Aside from the development of the individual vocal skills, the students are instructed on how to communicate to a live audience. This includes choreography, lighting, and microphone technique. The historical aspectwill deal with one or more musical epochs. Music AMV 4A Credit Value: 1.0 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. To the study of choreography, lighting and microphone technique is added the setup and operation of the P.A. system. 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 A, AMV 2A and AMV 3A. The historical aspect will center on one or more musical periods. CONCERT BAND REPERTOIRE Notes: 1. Classes will run from Septemberto June - two or three times a week from 7:45 a.m. to 8:35 a.m. 2. This class is nota replacement forinstrumen- tal music classes (i.e. AMI 3A andAMI4A). It should be treated as an extra Arts credit. 3. All students taking this class mustbe enrolled in an instrumental music class at Sir Robert Borden High School. (AMI 3A/4A to AMU OAC). , Mm exceptions maybe made at the OAC levels. Students should speak to the Band Director before enrolling in this course. 4. In addition to morning rehearsals, students will be required to attend sectional rehearsals as required and attend all scheduled perform- ances throughout the school year. 5. Students enrolled in: AMI 3A may attain one AMR 3A credit during the same year; AMI 4A may attain one AMR 4A credit during the same year. 6. AMR 3A and AMR 4A run at the same time. Students may take the course for 2 years and earn 2 credits. Music -Concert Band Repertoire AMR 3A/4A Credit Value: 1.0 Prerequisite: At least 3 years experience on a wind or percussion instrument 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. ., l PHYSICAL EDUCATION J Junior Dance PED 2A Credit Value: 1.0 Prerequisite: None The studentwill be introduced to various dance forms in order to obtain an appreciation for what is available to them in the world of dance. Possible dance forms are aerobic dance, ballet, modern jazz, rhythmics, ethnic dance and ballroom dancing. This dance course may notbe used to satisfy the O.S.I.S. Physical and Health Education requirement. Students taking thecompulsory P.H.E. course for O.S.I.S. requirement mustenroll 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. Girls' Physical and Health Education PHF 2A Credit Value: 1.0 Prerequisite: None The emphasis continues on total fitness, body control and graceful movement by furthering the basic skills of activities covered at the 1 A level. These activities are touch football, basketball, raquet sports, volley- ball, jazz dance, gymnastics, fitness training, soccer, softball, and weight training. Outdoor educational ac- tivities form an integral part of this course. The health component of the programme is "Emergent rst Aid", and alcohol. Girls' Physical and Health Education PHF 2AF Credit Value: 1.0 Prerequisite: None This course is identical to PHF 2A except that it is taught in the French language. Boys' Physical and Health Education PHM 2A Credit Value: 1.0 Prerequisite: None Continued emphasis is placed on total fitness, coor- dination and a widening of sport skills learned at the 1A level. These activities are touch football, cross- country running, soccer, wrestling, volleyball, fitness training, basketball, lacrosse, softball and road hockey. Outdoor education activities form an integral part of this course. The health component of the programme is "Emergency First Aid", and alcohol. Boys' Physical and Health Education PHM 2AF Credit Value: 1.0 Prerequisite: None This course is identical to PHM 2A except that it is taught in the French language. Intermediate Dance PED 3A Credit Value: 1.0 Suggested Prerequisite: PED 2G or permission of the phys ed department The intermediate dance course is available to stu- dents who would like to increase their exposure to dance (Grades 11-13). Students will work at a more advanced level in a number of possible dance disci- plines: jazz, aerobics, ballet, rhythmics, modern and social. This course will emphasize performance and choreography. Involvement in field trips and a dance recital will compliment classroom teaching. The stu- dent will learn theory and dance history. Evaluation will be both written and practical. This dance course may not be used to satisfy the O.S.I.S. Physical 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 compo- nent. It should be noted that this course can betaken in conjunction with another Physical Education credit. Physical and Health Education (Co -Ed) PHE 3A Credit Value: 1.0 Prerequisite: None This co-educational course is open to any student in grades 10 to 13. This course is designed specifically for any student who wishes to raise their fitness level and would like a non-competitive, individualized fit - 47 ness and activity programme. The programme will aid the student who wishes to either gain or lose weight in an appropriate manner. A significant amount of time will be spent in our "fitness centre". Other activities will include: tennis, archery, volleyball, floor hockey, paddleball, x -country skiing and bicycling. The health section will deal with nutrition and proper eating habits to help students achieve their ideal weight. Girls' Physical and Health Education PHF 3A Credit Value: 1.0 Prerequisite: None This course will put greater stress on individual rather than team sports while maintaining emphasis on total physical fitness. New activities such as tennis, arch- ery, cross-country skiing, rugby and paddleball are introduced and skills in soccer, volleyball, basketball, badminton and softball are furthered. Outdoor edu- cational activities form an integral part of this course. The health programme is "Values in Human Sexual- ity,, Boys' Physical and Health Education PHM 3A Credit Value: 1.0 Prerequisite: None 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, soft- ball, 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", Senior Dance PED 4A Credit Value: 1.0 Suggested Prerequisite: PED 3G or permission of the phys ed department The seniordance course is available to studentswho would like to increase their exposure to dance after PED 3G (Grades 11-13). Students will work at the more advanced level and will perform throughout the school year various choreographics in ballet, jazz, rhythmics, modern and tap. Involvement in field trips, multicultural dance workshops and dance recitals will complement classroom teaching. The student will research dance history and theory. Evaluation: prac- tical and written. This dance course may not be used to satisfy the O.S.I.S. Physical and Health Education requirement. Students taking the compulsory P.H.E. course for O.SI.S. must enroll in a P.H.E. course with a health component. It should be noted that this course can be taken in conjjunction with another Physical Education credit. Girls' Physical and Health Education PHF 4A Credit Value: 1.0 Prerequisite: PED 3G or permission of the phys ed department Emphasis on individual sports is continued. Activities such as badminton, touch football, basketball, winter sports, fitness training, aerobics, volleyball, lacrosse and tennis are included. Outdoor education activities form an integral part of this course. The health programme is "Lifeskills and Long Term Human Rela- tionships" and Major Health Problems. Boys' Physical and Health Education PHM 4A Credit Value: 1.0 Prerequisite: None 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". Co -Ed Physical and Health Education PHE 4AE Credit Value: 1.0 Prerequisite: PHF 3G or PHM 3G and the student must discuss the programme with the Department Head who will initial the Option Sheet. This course is designed for those students who have a keen interest in physical education. ]twill 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 meets or tournaments. Outdoor educational activities form an integral part of this course. Enrolment will be limited. Physical and Health Education Co -Ed PHE 5A Credit Value: 1.0 Suggested Prerequisite: PHE 4GE or PHF 4G or PHM 4G and the student must discuss the programme with the Department Head who will initial the Option Sheet. 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 admini- stration of sport; scientific principles of coaching; anat- omy; the physiology of exercise; the history of sport in Canada and the sociology of sport will comprise 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 self-defence. Outdoor educational activities form an integral part of this course. 49 SCIENCE Science try as applied to the environment and our daily lives; SNC 2A and one optional unit. Evaluation may include assess - Credit Value: 1.0 ment of the following: assignments, group work, Prerequisite: None quizzes, laboratory work and reports, notebooks, projects, tests and examinations. 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- Science SNC 2AF Credit Value: 1.0 Prerequisite: None This course covers the same material as SNC 2A but is given in the French language for Immersion stu- dents 50 Science SNC 2G Credit Value: 1.0 Prerequisite: None 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 application of science to everyday life. Mathematical concepts are not emphasized. Units of study are: community ecology, the functioning animal, environmental chem- istry, 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 313 Credit Value: 1.0 Prerequisite: None 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, laboratorywork and reports, notebooks, projects, tests and examinations. Biology SBI 3A Credit Value: 1.0 Prerequisite: None 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, especiallythe 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 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. Chemistry -Applied SCA 3G Credit Value: 1.0 Prerequisite: None 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 this course, the course does not lead to SCH OA. Chemistry SCH 3A Credit Value: 1.0 Prerequisite: None This firstadvanced level chemistry course builds cn the physical science units in Grade 9 and 10 science. It is a mandatory prerequisite for SCH OA. Byintroduc- ing a broad range of concepts, the course enables 51 students to appreciate the applications and societal implications of chemicals, to handle chemicals safely, and to solve theoretical problems in chemistry. By performing laboratory activities, students develop skills and clarify new concepts. Topics include: properties and changes of matter, elements and chemical bond- ing, chemical reactions, chemical calculations, solu- tions, and the Canadian chemical industry. Evaluation may include assessment of the following: assign- ments, group work, quizzes, laboratory work and re- ports, notebooks, projects, tests and examinations. The science department recommends that the stu- dents take MAT2A and SNC2A either previously or concurrently. SCH OA Credit Value: 1.0 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 concur- rently. Applied Physics SPA 4G Credit Value: 1.0 Prerequisite: None This course introduces general level students to the basic concepts of physics in adescriptive, less mathe- matical way. Students study matter and energy in practical applications, laboratory activities and exami- nation of environmental effects. They develop organ- izational, manipulative and problem -solving skills. Topics include: the energy of motion, the energy of sound and light, the energy of electricity and magnet- ism and one option topic such as nuclear energy or fluids. Evaluation may include assessment of the following: assignments, group work, quizzes, labora- tory work and reports, notebooks, projects, tests and examinations. The Science Department recommends students take both a mathematics course and a sci- ence course at the Grade 10 level prior to this course. Physics SPH 4A Credit Value: 1.0 Prerequisite: None 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. Evaluationmay 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 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, electriccharge, waves and light, and early quantum theory. Students also study two optional units, such as special relativity, electromagnetic radia- tion, elementary particles or bodies in equilibrium. Evaluation may include assessment of the following: assignments, group work, quizzes, laboratory work and reports, notebooks, projects, tests and examina- tions. Because this course emphasizes mathematical problem -solving, the Science Department recom- mends that students take MAT 4A, either previously or concurrently. 52 Technology Studies 1993/94 Grade 9 Foundation Courses Graphic Communications OAC Level Communication Technology I Construction Technology TGJ 2A Common. TGR 2A Introductory Gmphic Common Level TGJ 3A ` OPEN _.......... .......:........ Coramun. Technology Concentration TGR 3G Graphic Com n. Senior Levels OPEN T TGX 4G TGR 4G Graphic Design OAC Level Communication Technology I Construction Technology OPEN —` Common. Techn TGJ 4A ology TEC 4A Computer Technology OPEN 1 TEIOA Computer Technology U 1e daring TDR 2A TCJ 2G Arch. Drafting Eleclh wd Mech. Dra 9 Elect. Drafting �k 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. "TECHNOLOGY - DON'T LEAVE SCHOOL WITHOUT IT!" TGJ 2A Common. OPEN TGJ 3A3 TGJ 3A Comms n. Audlo/Video lett. Coramun. Technology Concentration OPEN —` Common. Techn TGJ 4A ology TEC 4A Computer Technology OPEN 1 TEIOA Computer Technology U 1e daring TDR 2A TCJ 2G Arch. Drafting Eleclh wd Mech. Dra 9 Elect. Drafting �k 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. "TECHNOLOGY - DON'T LEAVE SCHOOL WITHOUT IT!" Sir Robert Borden High School has one of the best equipped and advanced technological facilities in North America. Staff have planned a number of new and exciting courses to take full advantage of this. We encourage and anticipate that many girls and boys will discover that technological education is relevant and exciting. Our courses are activity -centered using robot- ics, computers, photography, videos, audios, as well as desktop publishing and engraving. Our construction/ woodworking area is one of the best in the province. We also offer the only graphic communications course in the Carleton Board with actual printing capabilities. Our electronics/computer technology facility has ten (10) well equipped lab -stations. Technology 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 career, we have several interesting courses for you. The government has indicated that there will be more job oppurtunities in the technological area than in any other field. Don't miss your chance to participate! Students may study at a level of difficulty which best meets their needs. 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. 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 Technolologi- cal 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 shiftto computer based graphic design. Our Technol- ogy courses use the latest available computerized equipment. The tasks students undertake provide a focus for the further development of their creative problem -solving skills, interpersonel skills, communications skills, independent learning skills, computer and other tech- nological skills. In an industry undergoing drarnatic restructuring these courses prepare students forthe present and future of Graphic Communications. Graphic Communications TGR 2A Credit Value: 1.0 Prerequisite: None 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 54 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 otherstudents in their class. Having the shopsetup as a printing company, the students will learn all aspects of printing in a business world. This course is an excellent prerequisite for the Grade 11 course in which we plan to produce the Sir Robert Borden Student Planner. Broad Based Technology For General Level Studies (Electricity/Woodwork) TCJ 2G Credit Value: 1.0 Prerequisite: None This course will be very practical in nature. Students in this course will be exposed to wood technology and electro technology. If you are the type of student who prefers to work with your hands orjust can't make up your mind where you might like to "fit in" in our technological society, this is the course foryou. The course will provide you with a good introduction into Technology. Practical applica- tions will be emphasized and skills developed in such areas as wiring, soldering, sanding, and woodwork- ing, as well as the safe operation of machines and hand tools. Students maybe required to pay for materials used in take home projects. Communications TG J 2A Credit Value: 1.0 Prerequisite: None This multifaceted hi -tech course provides students with practical hands on experience with Amiga, Macin- tosh and DOS based computers in the areas of video, audio, photographic, print/graphic production anddesk top publishing. Further, students will receive a gen- eral overview of the electronic communication sys- tem. Students will also workwith robotics, engraving processes, CAM (computer aided machines), CAD (computer aided drafting), pneumatics, and broad- casting. 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. Drafting (Computer Aided Design) TDR 2A Credit Value: 1.0 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 such as Claris CAD. 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 challenges. This course will be structured as follows: Sept. -Dec.: Mechanical Drafting - shape description, dimensioning, drawing to scale and sectional views. Jan. -March: Architectural Drafting - basic drawings required for house construction. April -June: Electrical Drafting - includes standard electrical symbols as well as introduction to various types of diagrams used in the electrical and electron- ics industry. Students will be required to purchase their own basic drafting instruments. The approximate cost is $20.00. Home Renovation and Repairs TCX 3G Credit Value: 1.0 Prerequisite: None Whether you are a young woman or man, you will probably buy your dream home someday. Do you have the skills necessary to make the right choice? Will you be able to maintain and/or modify it without going broke? Will you know if the repair person you call is overcharging you? This project oriented course will see you, as a student with no technological experience, investigate three aspects of home ownership. You will look at what is involved in purchasing a home and how to make sure that you make the right choice. You will look at how to use inexpensive hand tools to maintain both your 55 house and its contents. You will workas part of ateam to construct a simulated addition to a house, install electrical wiring, plumbing, wallboard, wallpaper walls, tile the floor and finish the ceiling. Emphasis will be placed on group work, problem solving, practical applications and technical literacy. Drafting -Architectural TDA 3A Credit Value: 1.0 Prerequisite: TDR 2A This third year course provides an in-depth study in the Architectural Drafting field and its career opportu- nities. Emphasis will be placed on group work, prob- lem solving, practical applications and technical literacy. Topics will include building construction details, materials and methods, structural design, perspective rendering, history of architectural de- sign, working drawings, estimating, structural design, drafting and surveying. Most drawing will be done Using computer aided packages such as Claris CAD. Students taking this course will be required to pur- chase their own basic drafting instruments; approxi- mate cost is $20.00. Communications Technology TGJ 3A Credit Value: 1.0 Prerequisite: TGJ 2A This course will be a continuation of TGJ 2A. State of the art audio, video, computer, photographic and communications equipmentwill 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 proc- esses. In the electronics and broadcasting part of this course students will learn aboutsound waves, microphones, audio systems, sound recording and audio broad- casting. Computers will be used to develop graphics, titles and advertisements forvideoproductions. New all -electronic cameras will enable the student to bring in still video shots of happenings from around the school. To tie everything togetheryou 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 fortake home projectorsmall projects. We are moving rapidly from the industrial age into the communications age. Don't (let left behind! CommunicatlonsTechnology Audio /Video/ Electronic Concentration TGJ 3A3 Credit Value: 1.0 Prerequisite: None Audio and video are two of the key components of communications today. Whether you plan to go into the broadcasting and production field or just want to be an expert at home on technical productions, this course will give you the necessary skills. Studentswill learn the proper names for cables and connectors and where and when each should be used. Other topics covered will be AM and FM modulation, and radio transmission and reception. Students in this course will be responsible for overseeing the operation of the school's radio station, and producing videos using our special computerized video effects and video editing techniques. Proper soldering techniques and a gen- eral overview of electronic components such as resis- tors, capacitors, coils, transistors, diodes, and inte- grated circuits will be covered. Students will construct an electronic project such as an amplifier, intercom, radio, ect. This course will provide knowledge and skills for a student who is contemplating science, engineering or technology at the postsecondary level. Secondly, as electronics and computer tech nology playa large role in our modern society, it will serve as an excellent course for technical literacy in general. Students will be required to purchase all or some of the parts for take home projects or small projects. Graphic Communications TGR 3G Credit Value: 1.0 Prerequisite: TGR 2A In this course we will prepare afinancial budget for the Sir Robert Borden Student Planner (or similar prod- uct). 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 the printing 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. 56 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 cameraas 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 forthe SRB student planner (or similar product) will be completed in our Technol- ogy Department. Computer Technology TEC 4A Credit Value: 1.0 Prerequisite: None Digital electronics isthe rapidly expanding, low -mathe- matics approach to working with electronic circuits. It is the basis for calculators, watches, games, com- puters and much more. Some of the topics coverd 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. Stu- dents must supply or purchase their own "logic tem- plate", approximate cost $7.00. Students may be required to supply all or some of the parts for take home projects. Graphic Design TGR 4G Credit Value: 1.0 Prerequisite: NONE Communication and Design the next wave - prepress imaging Students taking this course will be required to pur- chase their own basic drafting instruments; approxi- mate cost is $20.00. While the cutting edge of technology can take the place of many old tools, it cannot replace the talent for good design. The programme provides students with the sound basics of design systems and typography in order to develop effective personal, corporate and publication design solutions. Lessons on market research , pre - design analysis, and packaging are an integral part of the program. Course involvement will be slanted toward practical work on an individual assignment basis. Students intending to pursue Graphics 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. 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. Graphic TGX 4G Credit Value: 1.0 Prerequisite: TGR 3G Note: This course MUST betaken concurrently with TGR 4G to enable students to obtain a double credit in Graphic Communications. It may not be taken instead of TGR 4G. This course should be of interest to senior Graphic Arts students who would like to pursue more ad- vanced Graphic Arts production techniques. 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 57 planning to enter employment in this industry on graduating from high school will find this course to be of considerable value. Communications Technology TGJ 4A Cedit Value: 1.0 Prerequisite: TGJ 3A This course is a continuation of TGJ 3A. The course will be project driven with the student choosing an area of specialization for his or her project. Areas of specialization might include desk top publishing, broadcasting, audio, en- graving, video, electronics, print/graphics, etc. Students will again be exposed to state of the art equipment in our well equipped labs. Computer Technology Interfacing TEI OA Credit Value: 1.0 Prerequisite: MAT 3A This senior course (Ontario Academic Course) focuses on technology for interfacing computer controlled devices with the computer. Topics offered are digital interfacing, analog interfacing, data communications, and computer controlled applications. Students may be required to supply all or some of the parts for take home projects. W SUBJECT GRADE 10 GRADE 11 GRADE 12 GRADE 13 ART AV12A AV13A AVI4A AVIOA AVD 3G AVF 3G1 BUSINESS BIB 2A BAC 3A BAS 4A BAC OA BIB 2G BAI 3G BBS 4G BLW OA BKA 2G BLW 3A BMK 4A BOA OA BKI 2A3 BLW 3G BMK 4G BMR 3G BOS 4A BOS 4G COMPUTE1 DIC 2A BPT 3A BPS 4A DIC 2G BPC 3G DSC 4A DST 3A DRAMA ADA 2A ADA 3A ADA 4G ADA OA AAT 4A ENGLISH ENG 2A ENG 3A ENG 3A ELI OA ENG 2G ENG 3G ENG 4G EWC OA BBS 4G ENG OA FRENCH FEG 2A FEF 3A FEF OA FIG 2A FIG 3A FIF OA FSF 2A FSF 3A FIG OA FAM STUD NFG 2G NFB 3G NMT 4G NFO OA NFM 2G NZA 3G GEOG. GPH 3A GRE 4AF GWI OA GPH 3AF GRE 4G GWI OAF GPH 3G GRE 4A GCE OA HEBREW LYH 2A LYH 3A LYH OA HISTORY HCT 2A HSC 3A HUS 4A HCN OA HCT 2AF HSC 3AF HXE 4G HPO OA HCT 2G HSC 3G HWM OA HWC 3A HWM OAF HXE OA LATIN VLL 2A VLL 3A VLL OA MATH MAT 2A MAT 3A MAT 4A MAG OA MAT 2AE MAT 3AE MTT 4G MCA OA MAT 2G MTT 3G MFN OA MUSIC AMI 2AE AMI 3A AMI 4A AMU OA AMK 2A AMH 3A AMK 4A AMV 2A AMK 3A AMR 4A AMR 3A AMV 4A AMV 3A PHYS. ED. PED 2A PED 3A PED 4A PHE OA PHF 2A PHE 3A PHE 4AE PHF 2AF PHF 3A PHF 4A PHM 2A PHM 3A PHM 4A PHM 2AF SCIENCE SNC 2AF SBA 3G SPA 4G SBI OA SNC 2G SBI 3A SPH 4A SCH OA SNC 2A SCA 3G SPH OA SCI-13A SPANISH LWS 2A LWS 3A LWS OA TECH TGJ 2A TGJ 3A TCJ 4G TEI OA TDR 2A TDA 3A TEC 4A TGR 2A TGJ 3A3 TGR 4G TCJ 2G TGR 3G TGX 4G TCX 3G ITGJ 4A NOTES