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Home My WebLink About1999-2000 - Sir Robert Borden - Course CalendarP�.tASE no IV ,- RFmoU E- ; Sir Robert Borden High School Course Calendar W- L IJ 2 rI] CI] CONTENTS INTRODUCTION............................................................................................................................... 3 SECTION I—COURSE SELECTION AND DIPLOMA REQUIREMENTS FOR STUDENTS ENTERING GRADES 10 TO OA Ontario Secondary School Diploma..................................................................................... 4 Certificateof Education........................................................................................................ 5 CourseInformation............................................................................................................... 5 Ministry of Education and Training Courses........................................................... 5 Levelof Difficulty..................................................................................................... 5 Ontario Academic Courses (O.A.C.$)..................................................................... 6 PrerequisiteCourses............................................................................................... 6 SECTION II—GENERAL INFORMATION FOR ALL STUDENTS Course Cancellation and Closure........................................................................................ 7 CourseChanges.................................................................................................................. 7 Cross -Boundary Transfer Process and Variances............................................................... 7 Evaluationof Students......................................................................................................... 7 Examinations........................................................................................................................ 8 Board -wide Examinations....................................................................................... 8 Expectations of Students and Student Evaluation............................................................... 8 LibraryServices................................................................................................................... 9 OntarioStudent Transcript................................................................................................... 9 Endorsement in Business Education or Technological Studies .............................. 9 OptionSheets...................................................................................................................... 10 SemesteredPrograms......................................................................................................... 10 Student Services: Guidance and Counselling..................................................................... 10 Transportation...................................................................................................................... 11 SECTION III—SPECIAL PROGRAMS AdultPrograms.................................................................................................................... 12 AdultHigh School.................................................................................................... 12 English as a Second Language.............................................................................. 12 Literacy and Basic Skills Program........................................................................... 12 Language Instruction for Newcomers to Canada .................................................... 13 WorkplaceEducation.............................................................................................. 13 Alternate Education Program............................................................................................... 13 Co-operative Education Program......................................................................................... 14 Apprenticeship Co-operative Education.................................................................. 15 FineArts............................................................................................................................... 15 Arts Canterbury 15 Languages........................................................................................................................... 15 French Immersion Program.................................................................................... 15 Extended French Immersion Program.................................................................... 16 Summer Language Bursary Program..................................................................... 16 International Language Program............................................................................. 16 Programs for Newcomers to Canada................................................................................... 16 English as a Second Language and English Literacy Development ....................... 16 How to Access ESL and ELD Courses................................................................... 17 Multicultural Liaison Officers................................................................................... 17 Secondary Schools Offering ESL and ELD Courses .............................................. 17 Special Education Services.................................................................................................. Home School Programs and Services.................................................................... Special Education Resource Teacher........................................................ Composite Program................................................................................... Specialized Programs and Services....................................................................... Learning Disabilities Unit/Partial Rotary Unit ............................................. GiftedProgram........................................................................................... VocationalProgram.................................................................................... Education and Community Living Program ................................................ Semi -Integrated Program........................................................................... FirstPlace Program................................................................................... SpecialSupport Unit.................................................................................. Section 27 Program (McHugh School)....................................................... AutisticProgram......................................................................................... OrthopaedicProgram................................................................................. Supervised Alternative Learning Program ................................................. ParentingProgram..................................................................................... HomeInstruction........................................................................................ StudentExchange Program................................................................................................. SECTION IV—GENERAL INFORMATION FOR THIS SCHOOL 18 18 18 19 19 19 19 20 20 20 21 21 21 21 22 22 22 23 23 Goalsof Education............................................................................................................... 24 MissionStatement................................................................................................................ 24 Aims..................................................................................................................................... 24 SECTION V—COURSE INFORMATION FOR THIS SCHOOL The Common Course Coding System..................................................................... 25 Choosing Your Courses Wisely........................................................................................... 27 AfterHigh School................................................................................................................. 28 VisualArts............................................................................................................................ 29 BusinessEducation.............................................................................................................. 31 ComputerStudies................................................................................................................ 34 Drama.................................................................................................................................. 36 English................................................................................................................................. 38 FamilyStudies...................................................................................................................... 40 Geography........................................................................................................................... 42 History.................................................................................................................................. 44 Mathematics......................................................................................................................... 47 ModernLanguages.............................................................................................................. 49 Music.................................................................................................................................... 52 PeerTeaching...................................................................................................................... 55 PhysicalEducation............................................................................................................... 56 Science................................................................................................................................ 58 Technology........................................................................................................................... 61 Summary of Courses Offered 1999-2000............................................................................ 65 Secondary Schools of the Ottawa -Carleton District School Board .......................... 67 2 INTRODUCTION This booklet is a guide to the courses offered in this secondary school. We have attempted to make this booklet complete and accurate. In all cases, Ministry of Education and Training directives take precedence over any information provided here. Students: The ultimate responsibility for selecting a program of studies rests with your parents, or, if you are eighteen years or older, with you. Your school offers you considerable advice to help you make your decisions. Consult your Guidance Department and subject teachers. The Ottawa -Carleton District School Board 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 Training and Board expectations, there is a common core of programs and services which are generally available in all secondary schools. This booklet is divided into five sections. Section I provides information on course selection and diploma requirements for students entering grades 10 to OA. Section II provides general information and policies and services that pertain to all secondary students. Section III describes special programs that are available in the Ottawa -Carleton District School Board. Section IV provides general information about this school. Section V describes the courses that are available in this school. It is important that parents and students recognize that, at the time of printing, not all decisions regarding the Ottawa -Carleton District School Board's policies and procedures for the school year 1999-2000 have been made. Every effort will be made to communicate clearly these changes as they are passed by the Board. 3 SECTION I COURSE SELECTION AND DIPLOMA REQUIREMENTS for students entering grades 10 to OA Students registered in grades 10 to OA in a secondary school are governed by the Ontario Ministry of Education and Training document, Ontario Schools: Intermediate and Senior Divisions (OS: IS). Ontario Secondary School Diploma An Ontario Secondary School Diploma (OSSD) is granted, on the recommendation of the principal,to a student who has satisfactorily completed a minimum of 30 credits. 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. The 30 credits must consist of 16 compulsory credits and 14 elective credits. The 16 compulsory credits are: English (including at least 2 from the Senior Division) 5 credits French as a Second Language 1 credit Mathematics 2 credits Science 2 credits Canadian Geography 1 credit Canadian History 1 credit Social Sciences (Senior Division)" 1 credit Arts 1 credit Physical and Health Education 1 credit Business Studies or Technological Studies 1 credit Total Compulsory Credits 16 Credits Elective Credits 14 Credits Total for OSSD 30 Credits *`A senior social science credit includes subjects such as Economics, Family Studies, Geography, History, Law and Society, Challenge and Change. These 30 credits are the minimum required for the Ontario Secondary School Diploma. Students are encouraged to take more than this minimum. All students who registered after September 1, 1993 and before September 1, 1999, will normally require 22 credits after successful completion of the grade 9 program. The compulsory credits that remain to be achieved after completion of the grade 9 program will be established by the individual school. Consult your school counsellor to ensure that you meet diploma requirements. 4 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 Mathematics Science Canadian Geography or Canadian History Physical and Health Education Total Compulsory Credits Elective Credits Total for Certificate of Education COURSE INFORMATION Ministry of Education and Training Courses 2 credits 1 credit 1 credit 1 credit 1 credit 6 credits 8 credits 14 credits All courses offered have been developed according to Ontario Ministry of Education and Training requirements. All courses are open to students of both sexes, except where designated. Outlines of courses of study are available in each school office for parents to examine. Although the Ministry of Education and Training provides general guidelines for both compulsory and optional areas of study, the content in optional course units may vary from school to school. The sequence of compulsory courses may vary among schools. While the Ministry requires that certain compulsory courses be completed at the Intermediate Division in secondary schools, it does not specify precisely at which grade level they must be taught. Level of Difficulty Courses are offered at up to three levels of difficulty for grades 10 - 12: Advanced, General and Basic. The level of difficulty for each course is indicated in its subject code. It is important that you select courses at a level appropriate to your abilities and future educational plans. However, you need not select all of your courses at the same level of difficulty. All OAC courses are offered at the Advanced level. The three levels of difficulty are described below. Advanced Level Advanced level courses focus on the development of academic skills and prepare students for entry to university and to certain programs in the colleges of applied arts and technology. 5 General Level General level courses are appropriate preparation for employment, careers or certain programs in the colleges of applied arts and technology and other non -degree -granting, post -secondary educational institutions. Basic Level Basic level courses are designed to improve a student's basic academic skills and are appropriate preparation for employment. Ontario Academic Courses (OACs) The Ministry of Education and Training 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 OACs. OACs have replaced the old Grade 13 courses. You may complete the required OACs either in addition to, oras part of, the 30 credits you need for an OSSD. Notice, however, that there is no required OAC program. You should select OACs 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 and Training mandates that before you take the course, you must successfully complete another course, normally at a lower grade level. In this booklet, such a prerequisite is noted at the beginning of the course description with the heading "Ministry Prerequisite." Should you or your parent ask that you be exempted from a Ministry prerequisite course, your principal will rule on the request. Some courses may bearthe description "Suggested Prerequisite." This description means that your school recommends that you take the prerequisite because your degree of success in the course will be increased by what you learn in the prerequisite. Such recommendations are good advice. However, you will not be denied entry into the course if you have not completed the suggested prerequisite. 0 SECTION II GENERAL INFORMATION Course Cancellation and Course Closure Courses may be cancelled because of insufficient enrollment and staffing considerations or closed due to class size. Should a cancellation occur, either you will be notified and asked to select an alternate course, or an alternate course you selected on your option sheet will be substituted. Course Changes 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 or night school results, • a change in career plans, • post -secondary education admission requirements, or • medical matters. Should your request be deemed valid, your timetable will be adjusted, if possible, taking into account the master timetable and class sizes. Cross -Boundary Transfer Process and Variances The policies which allow students to attend a school other than their home school, which include cross -boundary transfers and attendance variances, are being revised. The new policies will be available after the current program review of schools is completed. It is anticipated that the new policy will be forwarded to secondary schools in April, 1999. Evaluation of Students Evaluation is not an end in itself. It is part of the learning process for both the teacher and the student. Its purpose is to assess a student's achievement in relation to the stated outcomes and objectives of the course. The procedures for evaluating student progress varyfrom 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. 7 Examinations The general practice is that students will not be timetabled more than two examinations in one day. Students who take courses at different levels and/or grades however, may be required to write more than two exams on a given day. Every attempt will be made to ensure that this does not occur. Board -wide Examinations In the Mathematics and English courses listed below, all students taking the course write the same examination, at the same time. Each District -wide examination is marked according to a uniform set of criteria which is applied in all schools. Use of the set of criteria forms an essential part of the course for all students. District - wide examinations are administered in the following subjects, at the grade levels and times of year indicated below: Mathematics • OAC Calculus End of course English • OAC I Semestered schools—end of the course! Non-semestered schools—January • Grade 12 General Semestered schools—end of the course. Non-semestered schools—January Expectations of Students and Student Evaluation 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. Library Services School libraries are facilities designed for teaching, conducting research, studying and reading. The Library program has been developed to teach students information access and management skills to facilitate life-long learning. Teacher -librarians and classroom teachers work together to design resource-based curriculum units involving research and communication skills. These skills are taught to and practiced by students as they complete various units in the library. The Library collections consist of curriculum oriented resources to support the teaching program within the school, as well as general interest and leisure reading materials to appeal to students at various grade levels. Internet workstations, computer databases, magazines, information files and audio-visual materials are also included in the collections. Students may use the library before and after school, during lunch, and during study periods. Ontario Student Transcript Commencing in September, the Ontario Student Transcript will include • for Grade 9 and 10 courses, the student's achievement with percentage grades for successfully completed courses only; for Grades 11 and 12/OAC courses, all courses taken or attempted, percentage grades earned, and credits gained. A course will not be recorded on the OST if the student withdraws before the end of the a) first 10 instructional days of a semestered program; b) first 15 instructional days of a full year program. If a student withdraws from a course before the mid-term but after the dates above, a W for withdrawn will be recorded on the transcript. If a student withdraws from a course after the mid-term date, a W will be recorded, as well as the student's mark at the time of the withdrawal. Courses are entered on your transcript using common course code designations issued by the Ministry of Education and Training. Endorsement in Business Education or Technological Studies A school -related package of courses 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. Mi Option Sheets Students indicate the courses they wish to take during the coming academic year by completing a Student Option Sheet. On the basis of these sheets, school officials construct the master timetable and staff the school. As these decisions are based on the information from student option sheets, it is imperative that this information be accurate and complete. You and your parents must, therefore, give careful thought to the course options you select. Opportunities to change option selections are limited. 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. • Adult H.S. • Bell H.S. • Cairine Wilson S.S. • Canterbury H.S. • Confederation H.S. • Gloucester H.S. • J.S. Woodsworth S.S. • Nepean H.S. • Rideau H.S. • Ridgemont H.S. • Sir Wilfrid Laurier S.S. • West Carleton S.S. • Woodroffe H.S. Intermediate and Senior Divisions Intermediate and Senior Divisions Senior Division only Intermediate and Senior Divisions Intermediate and Senior Divisions Intermediate and Senior Divisions Intermediate and Senior Divisions Intermediate and Senior Divisions Intermediate and Senior Divisions Intermediate and Senior Divisions Intermediate and Senior Divisions Intermediate and Senior Divisions Intermediate and Senior Divisions Intermediate and Senior Divisions Student Services: Guidance and Counselling Guidance and Counselling Services in each secondary school serve students, parents and staff by providing three different kinds of counselling and instruction: educational, career, and personal. Educational Counselling and Instruction. This service helps students and their parents decide on current and future secondary school programs and on post -secondary education and training opportunities. 10 Career Counselling and Instruction. This service helps students with their career exploration anddecision-making. Counsellors encourage students to examine their strengths and preferences and relate these to a wide range of occupations. Students use a variety of career and educational resources (i.e., software, print and video) in the guidance information centre and visit or work in various occupations through job shadowing, work experience and Co-operative Education. Personal Counselling. This service helps students cope with their personal concerns and their relationships with others. Transportation of Students The O.C.D.S.B. provides transportation for students in the former C.B.E.'s jurisdiction for grades 9 to OA students attending their designated schools and who live 4.0 km or more from their designated school. OC Transpo service is used in accordance with the 4.0 km policy where it is cost-effective. Students are issued five month passes or tickets for the winter months only, November to March inclusive. Transportation during the non -winter months is the responsibility of the student. Requests for bus passes/tickets beyond five months will be considered from secondary students whose financial need would otherwise deny them access to school. Details of the application process are available from the school principals. For students being transported by school vehicle the pick-up and/or drop -point may be located up to 1.0 km walking distance from the student's home or caregiver location. Information regarding regular school bus routes is available late August each year, from schools, the Board's transportation office and in public libraries throughout the area. Students assigned to special routes are notified by their school bus carrier prior to the start of school with details of the route and pick-up time. 11 SECTION III SPECIAL PROGRAMS Adult Programs Adult High School The Adult High School is a regular high school offering credit courses from grade 9 to OAC. The Ministry of Education and Training defines a mature student as one who is at least eighteen years of age and who has not attended day school for a period of at least one year. Maturity credits may be granted for work and life experience and length of time out of school. Additional credits may be issued for apprenticeship programs or other applicable courses. Applicants are counselled and assessed for proper placement. A wide variety of courses are offered at. the Advanced and General level of difficulty. Students wishing to specialize have the opportunity to do so through the following technology courses: Culinary Arts and Graphic Arts. The school also has a strong Co-operative Education Program and guidance, placement and testing service for students. English as a Second Language (ESL) The English as a Second Language (ESL) Program helps adults improve their English language skills. Classes include instruction in listening, speaking, reading and writing. Many classes include computer assisted language learning. The following special classes are offered: English for Business English for Clear Communication English for Sewing English and Math Canadian Citizenship TOEFL Preparation ESL classes are offered at a variety of levels from beginner to advanced. Classes are offered throughout Ottawa -Carleton, in the morning, afternoon, full day and evening. For more information call 239-2656. Literacy and Basic Skills Program (LBS) The Literacy and Basic Skills Program (LBS) Program helps adults move towards professional and personal development by improving their literacy and numeracy skills. Adult learners receive personalized instruction within small group settings. Many classes incorporate computer technology. LBS classes are available to adults at a variety of levels, from new readers to those preparing for high school. The Adaptive Learning program assists adults with developmental disabilities. Classes are offered throughout Ottawa -Carleton, in the morning, afternoon, full day and evening. For more information call 239-2656. 12 Language Instruction for Newcomers to Canada (LINO) The Language Instruction for Newcomers to Canada (LINC) Program provides basic English language instruction to adult immigrants and convention refugees. Classes focus on listening, speaking, reading and writing, while providing information that helps newcomers become oriented to the Canadian way of life. Many classes use computers to assist with language learning. LINC classes are offered at a variety of levels from LINC Literacy to LINC 3+. Classes are offered throughout Ottawa -Carleton, in the morning, afternoon, and full day. Daycare is available to students enrolled in LINC classes at many locations. For more information call 239-2656. Workplace Education The Workplace Education Program offers educational programs to workers in their place of employment. Course participants are initially assessed to determine their educational level and their skills in basic academic areas. Courses can be delivered in Adult Basic Education, English as a Second Language or secondary credit level. Through this program, local businesses have been able to offer their employees the opportunity to gain job skills and improve their level of education while in the workplace. Generally, employers, employees, and unions view this program as an important part of their training and development plans. For more information, please call 239- 2656. Alternate Education Program Within the Ottawa -Carleton District School Board, Alternate Programs are available for secondary studies. The programs provide an alternate form of schooling for students experiencing difficulty coping in the traditional school setting. The programs allow a flexible style of education, yet provide a structure to ensure success for most students who want an alternate learning environment. Staff and students work together as a team to provide a positive school experience with individual attention where required. There are two types of programs: • the over -16 includes Life Skills, Co-operative Education (or work experience) and academic subjects; students must be in school at least three and half hours a day. • the under -16 program allows students to complete some of the course requirements for their grade 9 year. It is suggested that students try grade 9 in a traditional school prior to attending an alternate site. All grade 9 courses are offered at the same level of difficulty; grades 10 to 12 courses are offered at the general and advanced levels of difficulty. No basic level courses or OACs are offered. Some Independent Learning materials are used and all courses are approved by the Ministry of Education and Training and can be used towards an Ontario Secondary School Diploma. The Co-operative Education component provides excellent opportunities for work experience in a full-time placement for six weeks at a time. 13 The program provides an opportunity for students to complete their OSSD and continue onto further education, to return to the traditional school and complete their program there, or move directly to the workplace. The alternate education sites are listed in the directory of schools. For further information, contact your guidance counsellor or vice-principal. Co-operative Education Program Co-operative Education is a work -education program for which students receive credits. The program promotes skill development, career development and self-awareness by integrating classroom learning with supervised work experiences in a business, an industry or a community service organization. The goals of Co-operative Education are • to better prepare students for careers, • to help students better understand classroom learning through practical applications in real-life situations, • to develop in students an understanding of employers' expectations in real job situations, • to increase students' motivation, • to help students develop appropriate plans for post -secondary employment and education, • to develop in each student a positive self-image, • to help students develop and reinforce marketable skills, • to help students better understand and appreciate the world of work, and • to help students discover their true interests and abilities and to test their aptitudes. As a student in Co-operative Education, you spend a portion of your school day in a curriculum - related work setting for the term or semester. The program involves an individualized training plan and Work Education Agreement which stipulates the time that you spend at the worksite. Full advantage should be taken of the resources available in the community. If an educational placement is required, staff must make every effort to obtain this placement outside the home school. Your progress is monitored every three weeks by a teacher knowledgeable in the subject area, and an evaluation is carried out co-operatively by your teacher monitor and the supervisor at your work site. You meet regularly throughout the semester or term with other co-operative education students to share experiences, reflect on learning and participate in integration activities and assignments. To enter a Co-operative Education program, you must: • choose "Co-operative Education" on your course option sheet, • ensure that you have successfully completed the related in -school course to which your placement will be linked, or have arranged to take the course concurrently with your out- of-school program, • submit a completed Co-operative Education Application Form to the Co-operative Education Co-ordinator, and • participate in an interview with school staff to discuss the suitability of the co-operative program you would like to take. 14 Apprenticeship Co-operative Education The Ontario Youth Apprenticeship Program (OYAP) offers students a chance to attend high school and train as a registered apprentice at the same time. It allows students to complete their credits for an Ontario Secondary School Diploma (O.S.S.D.) and gain experience toward apprenticeship qualification. Students must be at least 16 years old and have completed grade 10. The trades that will be targeted will be determined by the needs of the community and the willingness of the employers to participate. See your school's Guidance office for more information. Fine Arts Specialized programs in Fine Arts are offered at different schools. Information about the nature and location of these programs may be obtained from your school's guidance office. Arts Canterbury Canterbury High School offers the board -wide specialized program in the arts, Arts Canterbury. The programs offered are Dance, Dramatic Arts, Literary Arts, Music (Instrumental and Vocal) and Visual Arts. Entry into the program is by audition only and students may audition in any one of the arts areas. Auditions are held in February for entry into the program the following September. The Arts Canterbury programs are suitable for students with a high interest and ability in arts and academics. The Foundation Year of the Arts Canterbury program is offered in grade 9 and includes the Ministry designated core curriculum, in addition to the focus time the students have in their Arts area. The school day is slightly extended to accommodate the extra time needed for the Arts. After grade 9, the students take three credits in their particular area as well as maintaining a full complement of academic subjects. Students receive their OAC arts credits in their grade 12 year. It is expected that most students will go on to further studies in either arts or academic disciplines after completing their O.S.S.D. For more information, contact the Arts Co-ordinator at Canterbury H.S. School or visit the school's web sites at either www.O.C.D.S.B..edu.on.ca/cantweb or www.schoolnet.ca/collections/Canterbury Languages The French Immersion Program The aim of the French Immersion program is to develop in students the ability to speak, read and write French with sufficient fluency so as to be able to converse with ease on everyday matters and to understand a full range of subjects taught in French. All activities in and out of the classroom are planned with the attainment of this goal in mind. The Certificate in French Immersion is awarded to secondary school graduates who have earned the prerequisite number of French Immersion Extended or French Immersion Bilingual program credits. The new policy on the number of credits will be available in the spring of 1999. The OCDSB is considering expansion of its Immersion/Extended programs. No new locations will be identified before September, 2000. 15 Students in the French Immersion Bilingual program take approximately one-half of their subjects in French and one-half in English. In every year of their secondary school program, students study French Language Arts as well as two or three other subjects in French. All other subjects are studied in English. The curriculum expectations and the evaluation criteria in the Bilingual program are the same as that of the regular program. The Extended French Immersion Program The aim of the Extended French Immersion program is to develop in students the ability to speak, read and write French with sufficient fluency so as to be able to converse on everyday matters and to understand the curriculum of subjects taught in French. Students in the Extended French program take approximately one-quarter of their subjects in French. In every year of their secondary school program, students study French Language Arts and one other subject in which French is the language of instruction. All other subjects are studied in English. The curriculum expectations and the evaluation criteria in the Extended French program are the same as that of the regular program. Summer Language Bursary Program Students, 16 years old or over, who want a 6 -week French immersion summer experience may apply for the Summer Language Bursary Program. Application forms are available from the school Guidance office or French department. International Language Program International language programs are offered in selected schools of the O.C.D.S.B.. These programs may include Chinese, German, Hebrew, Italian, Japanese, Korean, Latin, Mandarin, Russian, and Spanish. Information about the nature and location of these programs may be obtained from your school's guidance office. Courses are also available through evening credit programs. Programs for Newcomers to Canada English as a Second Language and English Literacy Development Courses in English as a Second Language and in English Literacy Development (formerly English Skills Development) are designed to assist specific groups of students to develop the proficiency in English, social and cultural knowledge, literacy skills, and flexibility that will enable them to be successful in the secondary school program. English as a Second Language English as a Second Language (ESL) courses provide instruction in the language of the school for students whose first language is not English. Most have received educational experiences in their own countries that have prepared them for success in the secondary school program. Depending on their previous experience with English, they may be placed in ESL 1, 2, 3, 4, or 5. In addition to learning English, students follow a regular academic program. 16 English Literacy Development English Literacy Development (ELD) courses provide an accelerated program of literacy development for students who have significant gaps in their education. These courses are for students of all language backgrounds who have recently arrived from countries where access to education may have been very limited. These students will focus on acquiring literacy and fundamental academic skills to prepare for integration into regular programming. Meaning of ESL and ELD Level ESL and ELD designations indicate levels of proficiency in English and literacy development, not grade level. How to Access ESL and ELD Courses The Family Reception Centre staff recommends the most appropriate placement for students after assessing their educational background, language proficiency, and numeracy skills. The Family Reception Centre is located at the Adult High School, 300 Rochester Street, Room 233, telephone: 239-2416. Multicultural Liaison Officers The Ottawa -Carleton Immigrant Services Organization (O.C.I.S.O.), in cooperation with the Ottawa Carleton District School Board, provides the services of Multicultural Liaison Officers to a number of schools. As a team, MLOs are able to provide assistance to parents, students and staff in a variety of languages. Secondary Schools Offering ESL and ELD* Courses • Adult High School • Bell H.S.* • Brookfield H.S.* • Glebe C. I. • Gloucester H.S.* • J.S. Woodsworth S.S.* 17 • Laurentian H.S.* • Rideau H.S.* • Ridgemont H.S.* • Sir Guy Carleton S.S.* • Woodroffe H.S. Special Education Services The Ottawa -Carleton District School Board provides for the needs of exceptional students through a range of programs and services which comprise the full continuum of placement options. Special Education programming in each school is supported by the Board's Special Education/Student Services Department consisting of psychology staff, social workers, speech/language pathologists, and the services of itinerant specialists for the hearing and visually impaired. The O.C.D.S.B. participates in the Two -Board Agreement for the provision of programs and services to pupils with developmental disabilities. For additional information about Special Education programs in the O.C.D.S.B., contact the principal of your child's school. The OCDSB is currently reviewing its Special Education delivery system which may result in alternate placements and delivery methods for some of the programs listed below. Information concerning any changes will be available at your child's school and/or the Special Education Department at 596-8211. Home School Programs and Services Special Education Resource Teacher (S.E.R.T.) While the primary responsibility for special needs students lies with the classroom teacher, the resources of the S.E.R.T. are made available when required. There are a number of roles the S.E.R.T. may serve depending on the school's specific needs, including: • providing support to the classroom teacher, • administering educational assessments, • providing a resource withdrawal program for exceptional and non -exceptional students, • assisting in the development and implementation of modified/differentiated programming, and • facilitating the I.P.R.C. process. The Identification, Placement and Review Committee (I.P.R.C.) is a committee of three or more members who consider the needs of referred students. The committee is composed of school and Special Education personnel who have been involved with the student (e.g. principal, teachers) and other individuals as required. A request for an I.P.R.C. can be made by a student, parent or guardian. All requests are made to the principal of the school that the student attends. The I.P.R.C. determines whether a student is exceptional or not, the needs of the student and the appropriate placement of the student. The committee sends a written statement of its decisions to the parent/guardian, or to the student who is 18 years of age or older. An appeal process is available to those parents or students who do not agree with the decisions of the I.P.R.C. The S.E.R.T. is located in all O.C.D.S.B. schools. Additional information about this service is available at your child's school. 18 Composite Program The Composite Program is designed for students with various exceptionalities including communication, intellectual and behaviour. A program to address the individual learning needs of an exceptional student is delineated on the student's Individual Education Plan (I.E.P.) Students' needs may be addressed in the regular classroom, in a congregated program and/or through a resource withdrawal program. The Composite Program is provided in the following schools: • A.Y. Jackson S.S. • Bell H.S. • Cairine Wilson S.S. • Colonel By S.S. • Confederation H.S. • Earl of March S.S. • Gloucester H.S. • J.S. Woodsworth S.S. • Merivale H.S. • Osgoode Township H.S. • Sir Robert Borden H.S. • Sir Wilfrid Laurier S.S. • South Carleton H.S. • West Carleton S.S. Additional information about this service is available at your child's school. Specialized Proarams and Services Learning Disabilities UnIVPartial Rotary Unit These units are designed for students who have been identified as learning disabled through an Identification, Placement, and Review Committee (I.P.R.C.). Compulsory Grade 9-12 credit courses are offered in small class settings. Accommodation for individual learning styles is provided as necessary. This program is offered in the following schools: • Brookfield H.S. • Laurentian H.S. Additional information about this program is available at your child's school. Gifted Program The Gifted Program in the secondary panel provides differentiated learning experiences to those students who have been identified as intellectually gifted by an Identification, Placement and Review Committee (I.P.R.C.). Students are congregated in classes for their core subjects (English, Mathematics, Geography/History and Science) and take their elective subjects in the regular program. Gifted programs are currently offered at the following schools: • Bell H.S. • Lisgar C.I. • Glebe C.I. (French Immersion only) • Merivale H.S. • Gloucester H.S. Subject to enrollment, another Gifted centre could be open for September, 1999. The admission criteria for entry into a secondary gifted program is available through your child's school. 19 Vocational Program The Vocational Program at the secondary level is designed to develop the social, academic and work-related skills necessary to function independently in society and to be successfully employed in a meaningful occupation. A full range of academic and technical courses, leading to the Certificate of Education, the Ontario Secondary School Diploma, and the world of work, is offered. Work experience programs and co-operative education programs provide students with on-the-job training while earning credits towards a certificate or diploma. Vocational programs are offered at the following schools: • Laurentian H.S. Sir Guy Carleton S.S. • McArthur H.S. Admission to a vocational program is by application, initiated by Guidance/Special Education personnel at the student's home school. Additional information about O.C.D.S.B.'s vocational programs is available at your child's school. Education and Community Living Program The Community Living Program is designed to accommodate the range of developmental needs of its senior students. The program is designed to maximize students' learning potential and to develop the skills necessary for participation in the community. Both integrated and specialized learning experiences are provided to meet the individual needs of students. Community living programs presently are offered at the following schools: • McArthur H.S. • Woodroffe H.S. • Sir Guy Carleton S.S. Admission to the program is through the Identification, Placement and Review Committee (I.P.R.C.) process. Additional information about this program is available at your child's school. The Semi -Integrated Program The Semi -Integrated Program is designed to develop the social, academic and work-related skills necessary for integration into the community. Students may be integrated into the regular school program for Art, Music and Physical Education or other areas as appropriate. Integration into school activities provides students with opportunities to develop their social and communication skills. Through work experience programs students acquire necessary skills to further enhance opportunities for integration into the community. The semi -integrated program is offered at the following schools: • Bell H.S. • Cairine Wilson S.S. • Earl of March S.S. • Glebe C. 1. • Gloucester H.S. • Hillcrest H.S. • J.S. Woodsworth S.S. • Ridgemont H.S. Admission to the program is through the Coordinated Referral Committee. Additional information about this program is available at your child's school. 20 First Place Program The First Place Program is an alternative program for students who have been unsuccessful in a traditional school setting. Students are 13-15 years of age upon entry to the program, and are working at a Grade 8-9 level academically. The curriculum focuses on Mathematics, English, Science, Physical Education and Life Skills. Placement in the program is short-term and designed to reintegrate students back into their home school. Admission to the program is through application by the student's school. Intake is continuous, subject to space available. Additional information about this program is available at your child's school. Special Support Unit (SSU) Special Support Units are designed for students whose emotional, behavioural and/or social problems are interfering with their learning. The goal of this program is stabilization of behaviour and reintegration into the home school. Students pursue credit courses at the Basic, General and Advanced levels of difficulty. Special Support Units are located in the following schools: • Brookfield H.S. • Canterbury H.S. • Glebe C.I. • Hillcrest H.S. • Laurentian H.S. • McArthur H.S. • Rideau H.S. • Ridgemont H.S. • Woodroffe H.S. Admission to the program is through the Identification, Placement and Review Committee (I.P.R.C.) process. Additional information about this program is available at your child's school. Section 27 Program (McHugh School) The Section 27 encompasses a number of educational programs which include a treatment component. These programs are designed to address the needs of students who are not attending their community school because they have significant emotional problems, are being detained by the Court or are receiving treatment in a specialized facility. The Ministry of Education and Training provides funding for the educational portion of this multi -disciplinary therapeutic program. Admission to the program is through application to the Coordinated Referral Committee. Additional information about this program is available at your child's school. Autistic Program The Autistic Program is provided for students with severe communication disorders, including autism. This highly structured program emphasizes the development of speech and language, self- help and life skills and age appropriate behaviour. This program is offered at: • McArthur H.S. Admission to this non-credit program is through the Identification, Placement and Review Committee (I.P.R.C.) process. Additional information about this program is available at your child's school. 21 The Orthopaedic Program The Orthopaedic Program provides a wide range of services for students with physical or multiple exceptionalities as determined by an Identification, Placement and Review Committee (I.P.R.C.). Educational and health professionals work together to provide students with a program to meet their academic, physical and medical needs. Linkage is provided to community resources and organizations. Modified curriculum and learning support is offered at the Basic, General and Advanced levels of difficulty. Remedial academic programming is also available. The curriculum includes an adapted program of career education, job shadowing, work experience and co-operative education. McArthur High School offers special needs courses in Physical Education, computers, communications, life skills, cooking, wheelchair repair and social skills. Students' physical and medical needs are assessed by on site physiotherapy and occupational therapy staff. Therapy staff help individualize student programs and modify the physical environment to ensure accessibility and opportunities for success. Training and guidance is provided to support staff to meet students' personal needs including feeding and toileting. Ongoing liaison is maintained with parents and the medical community so that students with serious medical needs may attend school and participate to an optimal level. The Orthopaedic Program is offered at the following schools: • Canterbury H. S. • McArthur H.S. Supervised Alternative Learning Program (SALEP) This program has been established to meet the needs of 14 and 15 year old students who require specific alternative learning programs. The Ottawa -Carleton District School Board has established a SALEP Committee, regulated under the Education Act, which meets regularly to review applications to this program. Formal application to this program is made by parents and students through their school principal. Additional information about this program is available at your child's school. Parenting Program This program provides single parents with the opportunity to complete their high school education in a school setting. Students can attend full-time or part-time, while their children are supervised by trained and qualified staff in a licenced on-site day care centre. Subsidized spaces, with no minimum age requirement, are available for students. Students are encouraged to take appropriate parenting courses. This program is available at the following schools: • Adult H.S. • Woodroffe H.S. • Rideau H.S. 22 Home Instruction This service provides instruction for students who are unable to attend school for a long term period because of medical reasons. An application, including medical certification, for this service, is made to the Principal of Special Education, through the child's school. Additional information about this program is available at your child's school. Student Exchange Program The O.C.D.S.B. offers various opportunities for students to participate in either an international or an interprovincial individual exchange. Students must apply by December for the following year's exchange. Participation students must be achieving academic success and be willing to enhance their linguistic skills and experience another culture. Students will attend the host school and participate in all related activities. There will be no loss of credits during the exchange providing the students obey the conditions of participation. Canadian parents must agree to host a matched foreign student in their home during the exchange. In return, the parents of the foreign student will host the Canadian student in his/her home. Programs: A Individual International - One Year International - Three Months International - Three Weeks (July) Interprovincial - Two Weeks (July) B School to School International - Two Weeks Interprovincial - Two Weeks Costa Rica, France, Germany, Mexico, The Netherlands, Spain, Switzerland Australia, Costa Rica, France, Germany, Mexico, The Netherlands, Spain, Switzerland France Quebec Austria, France, Germany, Great Britain, Japan, The Netherlands, Spain Various provinces For further information, contact Andre Montreuil, Co-ordinatorof Exchanges and Visits at 745-6628, or fax 745-4363. 23 SECTION IV SIR ROBERT BORDEN HIGH SCHOOL GOALS OF EDUCATION Sir Robert Borden High School's programs are developed to meet the goals of the Ministry of Education and Training and the Ottawa -Carleton District School Board. 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 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 Ottawa -Carleton District School Board and the Ministry of Education and Training. 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. 24 SECTION V 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 and Training. 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 discipline, the subject group and course. For example: GCA = Geography of Canada FEF = Extended French MAT = Mathematics The fourth character indicates the grade level, or the level of proficiency of a language course, such as English as a Second Language: 1 = Grade 9 A = Level 1 2 = Grade 10 B = Level 2 3 = Grade 11 C Level 3 4 = Grade 12 D = Level 4 0 = Grade 13 E = Level 5 For grade 9 courses, the fifth character indicates the course type: D = Academic P = Applied O = Open For grade 10 to OA courses, the fifth character indicates the level of difficulty: A = Advanced level G = General level B = Basic level The sixth character (optional) carries additional information. A Single credit Co-operative education course (Immersion) B Double credit Co-operative education course (Immersion) C Single credit Co-operative education D Double credit Co-operative education E Enriched course F French Immersion/Extended course G Gifted course in English H Half -credit Co-operative education course I Gifted course in Immersion J French Immersion, enriched advanced course 25 L Learning Disabled course M Modified Basic course N Community Living course O Non credit course P Orthopaedic course Q Special Support Unit course R Independent Enrichment course S Sheltered course (ESL) T Alternative/Transition Education course U Autistic course V Junior Vocational course W First part, half credit course X Second part, half credit course Y Second single credit Co-operative education course Z Second half credit Co-operative education course All regular courses 1 -9 Schools may use for internal scheduling purposes The following pages describe the courses that will be offered at Sir Robert Borden High School for 1999-2000 and provide strategies for selecting the most appropriate courses. O 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. CHOOSING YOUR COURSES WISELY PLACE A CHECK MARK IN THE BOX TO THE LEFT OF EACH SUGGESTED ACTIVITY WHEN YOU HAVE COMPLETED THE ITEM. 1. Check the diploma requirements on page 4 to be certain that all compulsory ❑ courses for your OSSD have been completed. 2. Consider all other possible options by carefully examining the course outline ❑ section of this book. 3. Read page 28, titled 'After High School". Examine university and college ❑ calendars for compulsory prerequisite courses which must be completed. 4. Determine your interests. Students tend to have higher grades in courses that ❑ they enjoy. 5. Evaluate your abilities. Look at your grades in previous related courses. Read ❑ page 5, titled "Level of Difficulty", to help you decide on the appropriate level of difficulty. 6. Talk to your teachers. Both your present teachers and the teachers of the ❑ courses which you are considering will be of assistance to you. ❑ 7. Talk to your parents. A parent's signature is required for all students under the age of 18. Discuss your choices with your parents. Don't just ask them to sign the form! ❑ 8. Talk to other students. Find out as much information about the course as possible now. Be sure it's what you want. ❑ 9. Talk to other adults who are currently employed in the area of your career interest. These people may be able to recommend appropriate courses. ❑ 10. Tentatively plan the OAC courses you expect to take. Make sure that you have included the necessary senior level prerequisites if you intend to complete OAC courses. 11. Make an appointment to discuss your choices with your Guidance counsellor. ❑ If your parents wish to speak to a counsellor, he/she can be reached at 829-5320. 12. Evaluate the choices you have made. Do your courses satisfy your needs, ❑ abilities and interests? Once the school year begins, very few changes will be made and the rules on page 9 will be strictly enforced. 27 POINTS TO CONSIDER In Grade 10, select courses at the appropriate level of difficulty and work on the completion of most of your compulsory credits. 2. As you enter Grade 11, look ahead at your next few school years and plan how you will complete all your diploma requirements. Choose elective courses that will give you a range of experiences and prepare you for courses you may want to take at the senior level. Immersion students need to plan carefully to fulfill the requirements of the French Immersion Certificate. Students in advanced -level courses should make sure they have the prerequisites for any OAC courses they wish to take. 3. As you enter Grade 12, make sure that you have completed your compulsory credits. You should research post -secondary education requirements carefully. AFTER HIGH SCHOOL UNIVERSITY Universities require an OSSD and 6 OAC credits for entrance. Admission requirements vary for different programs. Students should plan early in their high school years to make sure they have the required courses for the program of their choice. For example, in order to enter an Arts Program, most universities require you to take ENGOA and 5 other OAC courses, but for an Engineering Program, you would need MCAOA, MAGOA, SPHOA, SCHOA and two other OAC courses. It is very important that you consult the university calendars in the Guidance Office and talk to your counsellor about specific requirements. As well, you should be aware that limited 'enrolment courses have very high academic requirements. COLLEGES OF APPLIED ARTS AND TECHNOLOGY Most college programs require an OSSD for entry. Some programs require specific high school credits, but subjects may be taken at the advanced or general level, and no OACs are required. Again, you should consult the calendars in the Guidance Office and discuss programs with your counsellor. 3. OTHER OPTIONS INCLUDE - Private Vocational Schools - Apprenticeship for Skilled Trades - Armed Forces - Part-time Studies - Employment Information on all of the above is available in the Guidance Department. 28 VISUAL ARTS Visual Arts -Comprehensive course AVI 2A Credit value: 1.0 Suggested Prerequisite: AVI 1W Though intended for students with an AVI 1W background, the course is open to all students who wish to take advanced level courses in Visual Arts. possibly leading to the Ontario Academic Course. In the studio and design component, students will focus on the development and improvement of working skills and the formal elements of arthistory/ criticism will be introduced through comparative studies. Students are required to purchase a basic art kit for their use in class at a cost of approximately $ 20. 29 Visual Arts -Comprehensive course AVI 3A Credit value: 1.0 Suggested Prerequisite: AVI 1 W or AVI 2A In this course, students continue their study of drawing, painting, printmaking, sculpture and related problems in composition. They increase their skills, heighten their perceptual awareness and develop more imaginative compositions. The history/criticism componentofthe course continues the comparative study of important works of art in relation to studio activities. Students are required to purchase a basic art kit for their use in class at a cost of approximately $ 20. Visual Arts -Comprehensive course AVI 4A Credit value: 1.0 Suggested Prerequisite: AVI 2A or AV1 3A In previous Visual Arts courses, students develop their skill and understanding in composition and studio techniques. In this course, they concentrate on the meaning of a work of art. By considering the relationship between subject matter, and media and technique, they address the problem of form and content. Through theirwork in drawing, painting, and one of sculpture, printmaking or photography, they investigate how form and content are reconciled. The history/criticism component of the course continues the comparative studyof important works of art and anticipates the historical overview of the OAC course. Students are required to purchase a basic art kit for their use in class at a cost of approximately $20. Visual Arts AVI OA Credit value: 1.0 Ministry Prerequisite: A Senior Division Art credit at the advanced level. This course, which completes the advanced level program, is for students going on to further education. The studio/design and history/criticism components each make up 50 per cent of the course time. In the studio component, students explore in depth one area selected from painting, sculpture, photography, or printmaking through the resolution of technical and artistic problems. They use their study of drawing to develop their evolving ideaswithin their selected option. The concentrated focus of the course helps students resolve artistic problems and critically analyze their work in relation to the work of classmates and the artistic tradition. The history/criticism component provides students with an overview of visual art based on the study of key works. Students are required to have basic art supplies (artkit and special studio materials) - cost approximately $ 20. SPECIAL COURSES Visual Arts -Photography AVF 3G1 Credit value: 1.0 Suggested Prerequisite: Senior Student This introductory photography course is offered at different levels at different schools. Students study the procedures, and the techniques of using appropriate lighting. They apply elements and principles of design to the field of photography. Through a variety of activities, they develop a life- long appreciation of photography as an art form. Students are required to purchase photographic papers and film, available from the art department. Approximate cost is $40. Students must have available for their use a 35 mm single lens reflex camera. Visual Arts -Ceramics AVC 4G Credit value: 1.0 Suggested Prerequisite: Senior Student This course builds on the student's previous work in ceramics. Students develop hand building and wheel techniques and create ceramic objects using more than one technique. They will study glazing and handpainting techniques, explore the role that design plays in ceramics and research ceramic styles of the past and present. They also learn how to organize and maintain a ceramic studio. Students are required to purchase a basic art kit for their use in class at a cost of approximately $25. Accounting BAC 3A Credit Value: 1.0 This Senior Division course provides students with a working knowledge of accounting theory. The course stresses basic concepts and accounting theories relating to sole -proprietorship businesses and uses accounting applications to reinforce theoretical principles. Topics include: accounting for service and merchandising businesses, financial statement analysis, subsidiary ledgers, columnar journals, cash control and banking, and accounting - related careers. Students are introduced to the use of electronic spreadsheets in accounting applications. This course serves as the Ministry Prerequisite for Accounting OAC (BAC]. A fee of $16 will be levied for this course to cover additional costs of supplies. Accounting BAC OA Credit Value: 1.0 Ministry Prerequisite: BAC 3A Accounting OAC is for students pursuing further studies at university. It offers these students an understanding of the business world, whether or not they intend to study accounting at university. After reviewing fundamental accounting concepts and procedures, students study, in-depth, generally accepted accounting principles, financial -accounting procedures used by businesses, and the analysis of financial data. They learn about accounting as a decision-making tool and examine computer applications in business using Macintosh computers. A fee of $ 36 may be levied for this course to cover additional costs of supplies. Keyboarding BKI 2A3 Credit Value: 1.0 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 communication needs and their educational endeavors. Students in their second, third, fourth, or fifth year of secondary school who do not have keyboarding skills should consider this course. 32 Business English BBS 4G Credit Value: 1.0 Suggested Prerequisite:2 English Credits NOTE: Students may use one Business English credit as one of the five mandatory English credits required for an Ontario Secondary School Diploma. Therefore, the credit in Business English may, at the student's discretion, be used either as a credit in Business Studies or as a credit in English. In Business English, students learn to communicate effectively in business or technical contexts. They improve their skills in all phases of communications - reading, listening, speaking, and writing and apply effective writing skills to a variety of current business material. Practical applications of business communications using available computer technology will be studied. This course is appropriate for students going on to post -secondary institutions. A workbook fee of $ 28 will be levied in this course. Marketing BMK 4A Credit Value: 1.0 In this course, students examine the elements of marketing in the Canadian marketplace. Topics include: market research, consumer behaviour, distribution, pricing, promotion, management and the development of a marketing plan. The course emphasizes a marketing management perspective throughout and develops in students decision-making and market -analysis skills. A workbook fee of $19 will be levied for this course. It is recommended that students considerthis course and/or BOS 4A prior to undertaking BOA OA. Management Studies BOS 4G Credit Value: 1.0 In management studies, students gain an overview of Canadian business and identify the principles of business management. They practise the basic concepts of business management and decision- making. Topics covered in the course include: the Canadian business system, the functions of management, the spheres of management and career opportunities in management. Management Studies BOS 4A Credit Value: 1.0 This course is for students who intend to pursue business or industry related studies following secondary school. In the course, students examine the process of management decision-making and identify the characteristics and leadership styles of effective management personnel. Topics covered in the course include: the Canadian business system, functions of management, the spheres of management and career opportunities in management. It is recommended that students consider this course and/or BMK 4A prior to undertaking BOA OA. Administrative Studies BOA OA Credit Value: 1.0 Ministry Prerequisite: A Senior Divison Business Studies or Social Science credit at the advanced level. Suggested Prerequisite: BMK 4A or BOS 4A In this course, students identify the factors that influence the Canadian business environment and examine their interaction. They examine the skills and abilities required for effective business administration and assess their individual leadership styles and preferences. Topics covered in the course include: administrative leadership and functions, business and the economy, business and social responsibility, business and government, business and human relations, information management and change. This course is ideally suited for students who have previously studied Marketing and/or Management Studies. The course will primarily focus on these two areas to prepare students for subsequent studies in post -secondary courses in Business Administration. Introduction to Business BIB 2A Credit Value: 1.0 In this course, students examine Canadian business and economics. They acquire the personal and business-related skills needed to understand current business, government and labour issues; to 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 33 systems; business communications; computer applications; accounting; marketing; the stock market; legal implications; consumerism; and entrepreneurship. A fee of $ 16 will be levied for this course to cover additional costs of supplies. Law BLW 3A Credit Value: 1.0 NOTE: Students may, at their discretion, use the credit earned in BLW 3A and BLW OA as a credit in either Business Studies or in History and Contemporary Studies. In addition, they may count the credit earned as one of the eight required for a concentration in Business Studies. This course helps students understand the principles of law and the legal system. They explore the origin and development of law and the basic structure of the Canadian legal system. The topics covered include: an introduction to law, the impact and authority of law, law enforcement, the judicial process, correctional services , the criminal code, family law, torts and contract law. Students may attend a court session and listen to guest speakers. Law BLW OA Credit Value: 1.0 Ministry Prerequisite: A Senior Division Business Studies or Social Science credit at the advanced level. Students gain a broad knowledge of the Canadian legal system and its basic workings. They appreciate the strengths, weaknesses and limits of law as a means of solving problems. They gain a broader perspective of the law through the acquisition of legal information and an in-depth appreciation of legal 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: introduction to law, the criminal justice system, human rights and feedoms, law and the business community, law and the world community, and current issues in Canadian law. COMPUTER STUDIES Introduction to Computer Studies DIC 2A Credit Value: 1.0 In this course, students gain an overviewof computers in today's society and appreciate their impact. Course concepts are reinforced by daily "hands-on" experience in the computer laboratory using Macintosh computers. Topics covered include: an overview of computers, the history of computers, word processing, graphics, application of data bases and spreadsheets, computer technology, the internet, web page design, and introductory programming. 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. 34 Introduction to Computer Studies DIC 2G Credit Value: 1.0 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. Topics covered in the course include: an overview of computers, the history of modern computers, word processing, graphics, the application of databases and spreadsheets, the internet, web pagedesign, and computer technology. Using Macintosh computers in theirdaily work in the computer laboratory, students practise techniques of good communication and develop problem -solving skills. A workbook fee of $ 12 will be levied in this course. Computer Science DST 3A Credit Value: 1.0 This course introduces students to problem -solving using computers, and to structured programming in PASCAL and/or C. Students heading for university programmes in math, science, engineering, or computer science should take this course. While there is no specific prerequisite students who are good problem -solvers and have some basic experience with programming are very likely to be successful. Solid achievement in MAT2A and the programming component of DIC2A are indicators of aptitude for this course. 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 with logic circuits. Students run their programmes on the computers in the school. Computer Science DSC 4A Credit Value: 1.0 Suggested Prerequisite: DST3A and MAT3A Students review and expand upon the work covered in the DST3A course while learning how to create code using the programming languages C and C++. Topics covered may include: string manipulations, programming techniques for sorting, searching, numerical analysis, graphics, file manipulation, records and arrays, the use of data structures and the creation of interactive programmes. The course emphasizes structured programming techniques andproblem-solving. Students run their programmes on the computers in the school. This course is highly recommended for students intending to study math, science, engineering or computer science at university. DCC OA Credit Value: 1.0 Ministry Prerequisite: A Senior Division Computer Studies credit at the advanced level. Suggested Prerequisite: DST3A and BPS4A Students who are proficient programmers and have had high achievement in senior computer studies courses should consider this course. This course provides an in-depth study of computers, their relevance to all disciplines and their effect on 35 individuals and society as a whole. Students will be required to develop software applications using a case study and team work approach. They will have the opportunity to develop solutions to real-world problems using a variety of software languages including C and/or C++. This course provides an opportunity to further prepare students for computer studies at university or college. NOTE: Students maydesignate Data Processing Techniques (BPT 3A) and Systems Analysis and Design (BPS 4A) as Business credits. None of the othercourses listed in this section may be counted as Business credits. Data Processing Techniques BPT 3A Credit Value: 1.0 In this course, students acquire applications and programming skills related to business. The application software will include spreadsheets, databases, graphics, desktop publishing and BASIC for file handling. The course is best suited to students who wish 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 Suggested Prerequisite: BAC 3A In this course students are provided with various opportunities to obtain a broad understanding of systems and to acquire specific skills related to this challenging field. These skills include fact finding through surveys and interviews, identification of problem areas, developing appropriate solutionsto these problems and establishing strategies for implementation and maintenance of computerized systems. Students improve their ability to organize, analyze, coordinate and communicate. They learn to consider all possible alternatives in developing step-by-step solutionsto problems and theyacquire social sensitivity in dealing with the interface between people and computers. This course is of value to those students who are keenly interested in computers and those who would like to integrate systems design and analysis concepts with their other skills and abilities. This course is a valuable foundation for those students planning future study at college or university. L_ DRAMA Dramatic Arts ADA 2A Credit Value: 1.0 Though primarily designed for students who have completed the Grade 9 Drama program,this course is open to new students wishing to begin their study of the Dramatic Arts. Emphasis is on developing leadership, an increased awareness of the self in relation to others and a commitment to learning through drama. Activities include video presentations, character work, radio plays, original script writing and improvisation. Emphasis is on CREATIVITY and FUNH A $5.00 student fee is levied to cover the cost of supplies. Students enrolled in this course are eligible to attend any Dramatic Arts field trips which include regular excursions to the National Arts Centre, the Great Canadian Theatre Company and Centrepointe Theatre. These are only open to students enrolled in the Drama program. 36 Dramatic Arts ADA 3A Credit Value: 1.0 Suggested Prerequisite: ADA 2A This course applies the techniques and skills of the previous course to more advanced and complex drama situations. Emphasis is on group problem - solving, decision-making, and the creation and appreciation of dramatic art forms. Such dramatic situations include large group role-play, docudrama, storytelling, community Theatre and Children's Theatre. Students will script and present original Children's Theatre to neigh bouririg schools. Students require advanced level writing skills for the written component of the course. All 3A students are eligible to attend any Dramatic Arts Field trips which include regular excursions to the National Arts Centre, The Great Canadian Theatre Company and Centrepointe Theatre. A fee of $ 5.00 is levied to cover the cost of supplies. Theatre Production ADA 4A3 Credit Value: 1.0 Suggested Prerequisite: ADA 3A [AVAILABLE 1999-2000; NOT AVAILABL 2000-2001 ] I n this senior course, students focus on the production and presentation of polished theatrical performances. In addition to performance, students learn about the design facets of production ( sets, costumes, makeup), 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 ADA4A3 course could produce and direct the Holiday Assembly show that features staff members in acting roles; will script and perform Children's Theatre to large audiences of grades K to 8 and daycare institutions and could script and perform a one act play in the Sears Competitive Festival. The students, in partnership with the Ottawa -Carleton Regional Police, create a play and tour to Grade 6 students in the City of Nepean. Dramatic Arts ADA OA Credit Value: 1.0 Ministry Prerequisite: A Senior Division Dramatic Arts credit at the advanced level. [NOT AVAILABLE 1999-2000; AVAILABLE 2000- 2001 ] This is an advanced level course for students planning to pursue academic or applied studies at the post- secondary level. It embodies the highest expectations of student achievement in the Dramatic Arts program. Students taking the course must have at least one Senior Division credit in Dramatic Arts and must possess the maturity and skills required to meet the course's expectations. The course's objectives stress exploration, interpretation and communication and place greater emphasis on the practical application of dramatic forms than do previous courses. Students investigate sources that have dramatic possibilities, explore themes and topics, and create and analyze scripts. They become acquainted with dramatic works through script study and by attending live performances. The course consists of three roughly equal units, at least one of which concentrates on Canadian drama or Canadian Content. Written work is essential to the course as students write in various forms pertinent to dramatic experience. A fee of $ 5.00 is levied to cover the costs of supplies. 37 ENGLISH English ENG 2G Credit Value: 1.0 This course continues from ENG 1W the review, reinforcement and remediation of skills in process writing, collaborative learning, efficient work and study habits, and independent learning. Thecourse includes the three areas of language, literature and media and addresses students' needs to read, write, listen, speak and view with confidence and clarity. Oral and written communication skills are tailored to meet Students' practical needs. Teachers orient content and teaching techniques to students' capabilities and emphasize developing students' skills. A fee of $2.50 will be levied to cover the cost of a workbook. English ENG 3G Credit Value: 1.0 Suggested Prerequisite: ENG2G or ENG2A This first Senior general level English course covers the same three areas as English 2G - language, literature and media - and addresses students' needs to read, write, listen, speak and view with confidence and clarity. However, at this level, students do more sophisticated work in reading and writing. The course shifts emphasis from process to product as students demonstrate their abilities in a variety of written and oral forms. It also places increased emphasis on independent learning. English ENG 4G Credit Value: 1.0 Suggested Prerequisite: ENG3G or ENG3A This final general level English course provides graduating students with skills they need for employment or for certain programs at community college. Students cover the three areas - language, literature and media - and refine the skills they have worked on throughout the general level program. 38 Although process and product are both important in writing, collaborative learning. oral language, and independent learning, the emphasis in this course shifts largely to product. Students undertake independent learning projects that culminate in written and oral presentations. English ENG 2A Credit Value: 1.0 This course further emphasizes the skills developed in ENG 1 W and students continue their work in the three areas: language, literature and media. While the course continues to emphasize both process and product - in writing, collaborative learning, and independent learning - the emphasis begins to shift towards product. In language study, students continue to improve their written and oral work and learn to express themselves in a variety of written and oral forms. English ENG 3A Credit Value: 1.0 Suggested Prerequisite: ENG 2A In this first Senior, advanced level, English course, students study language, literature (fiction, non-fiction, poetry and drama) and media. In literature, they continue studying themes and begin examining structure and style in works from different periods. As students at this level have had considerable practice in learning processes , such as the writing process, greater emphasis is placed on product. Students learn to express their knowledge in a variety of written and oral forms and are given more opportunity for independent learning. English ENG 4A Credit Value: 1.0 Suggested Prerequisite: ENG 3A This is a critical Senior Division course. It is the culmination of the Ministry of Education's Grade 7 to 12 continuum and it is the transitional course which leads to the demands of OAC English. Students study language, literature and media, as they did in earlier courses, and refine skills they have developed throughout the advanced program. However, by developing increasingly sophisticated academic skills, students prepare for the ENG OAC courses and for post -secondary education. As in earlier courses, process and product are both important in writing, collaborative learning, oral language, and independent learning; however, at this level, the emphasis switches to product. OAC I: Language and Literature ENG OA Credit Value: 1.0 Ministry Prerequisite: A Senior Division English credit at the advanced level. A second such course is recommended. This is the core OAC English course. Students taking one OAC English must take this course so that those entering university will have completed the same core OAC English requirements. Students study essays, past and present, and a balanced selection of poems, prose, fiction, and plays, including acknowledged classics. Writing activities make up at least one-third of classtime. For this part of the course, students maintain a writing folder which contains writing in various modes, written for various purposes and for real and imagined audiences. Much of the writing consists of short expository essays. In language studies, students examine the usage, structure and style of literature selections and the techniques of effective oral and written exposition. Students prepare and independent study unit which culminates in a formal report with a written and oral component. 39 OAC II: Writers' Craft EWC OA Credit Value: 1.0 Ministry Prerequisite: A Senior Division English credit at the advanced level. A second such course isrecommended. Must betaken after or concurrently with ENGOA. This second OAC course is an option which students usually take after, or concurrently with, OAC I. It is primarily a writer'sworkshopthough it is not exclusively a creative writing course. The course is valuable for students who are interested in writing or who are planning future study in an area in which strong writing skills are required. Writing, including pre- and post -writing activities makes up at least one half of class time. Students maintain a writing folder which contains writing in various modes, written for various purposes and for various audiences. Much of the writing is expository. The literature students study includes short literary selections chosen as examples of the writer's craft. In language study, they concentrate on improving their writing skills. They examine the varieties of good usage, structure and style in different kinds (academic, business, creative) and genres (essays, speeches, drama, poetry, short stories) of writing. Students prepare an independent study unit which culminates in a paper involving some research. This paper may take the form of the structural and stylistic analysis of a literary work. FAMILY STUDIES NOTE: Students may be required to contribute towards the purchase of supplies in some courses. A numberof Linkage orArticulation Agreements with Algonquin College exist. Under the terms of these agreements, certain secondary school courses can be counted towards Algonquin programs. Please see your Guidance Counsellor for further details. Me6 Food NFG 2G Credit Value: 1.0 In this course, students (both male and female) learn to make food choices which promote health and well- being and to handle a varietyof foods with confidence. They also learn to understand their own and their families' food habits in relation to differing multi- cultural backgrounds and lifestyles. In their practical work, which involves preparing and serving food for families, students consider special nutritional needs. The homework, projects and tests in this course are designed for students in the general level program. 40 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 favorites or new foods from other cultures. Materials Fee: $10.00 CLOTH ING/FASHIOWECONOMICS Clothing NFM2G Credit Value: 1.0 AVAILABLE 1999-2000 NOT AVAILABLE 2000-2001 Fashions! Fashions! Fashions! Can a student think about fashions on a limited budget? It is possible. In this course, students learn to manage their existing wardrobe, to develop shopping skills and to care for clothing. The course recognizes each student's uniqueness and individual needs, encourages students to express their creativity and allows for their personal growth. This introductory clothing course is open to any student from Grade 10 to OAC. (This course will provide valuable background information for NZA 3G Fashion Arts) The level of difficulty of individual projects or crafts will depend on students' previous experience, ability and interest. The course will be offered in alternate years and will alternate with NZA 3G. Materials Fee: $30.00 Fashion Arts -Introduction to Fashion NZA 3G Credit Value: 1.0 [AVAILABLE 1998-99; NOTAVAILABLE 1999-20001 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 recommended for students who enjoy hands-on learning. Some previous experience in sewing or NFM 2G: Clothing is recommended as background. This course is open to students from grades 11 to OAC. This course will be offered in alternate years and will alternate with NFM 2G. Materials Fee: $30.00 PARENTING, FAMILIES AND HOUSING Parenting NFB 3G Credit Value: 1.0 This course enhances students' awareness of the role of a parent and increases their knowledge about child development. It also helps them identify and develop their interpersonal skills and teaches them how a family, in a positive way, nurtures, socializes and transmits culture to those in its care. Students reinforce their learning by undertaking practical projects such as egg babies, "Baby Think It Over", and paly group experiences. This course meets the requirements of a senior social science credit. 41 PERSONAL LIFE MANAGEMENT In the personal life management program, students acquire the knowledge and skills they need to manage their personal lives with satisfaction and meaning. The program helps students lead lives that are productive, satisfying and not unduly stressful. Each personal life management course is composed of three or four modules designed so that students in different grades and with different capabilities have access to the program. Personal Life Management NMT 4G Credit Value: 1.0 In Resources Management students learn to use their resources to meet their personal needs. The Home Maintenance and Care module teaches students what is involved in creating a home environment and maintaining its equipment and facilities. Under Nutrition, students study the relationship between nutrition and health. This course is designed for Senior Students (Grade 12 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. Materials Fee: $10.00 Families in Canadian Society NFO OA Credit Value: 1.0 Ministry Prerequisite: A Senior Division Social Science credit at the advanced level. In this OAC course, students study the family in Canada on both an emotional and intellectual level. They acquire personal skills for participating in the family process and develop learning skills they need in their future education. Materials Fee: $4.00 For further information see page 47. 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 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 observing, recording and communicating geographic data. Volcanic eruptions, earthquakes, avalanches, hurricanes, tornadoes, tidal waves, drought and floods are some of the topics covered. A few of the case studies investigated include the Hurricanes of 1996, the Los Angeles and San Francisco earthquakes and the eruption of Mount St. Helen's. This course may be counted as the required Senior Social Science credit. 42 Geography - Physical: Our Natural Environment GPH 3AF Credit Value: 1.0 AVAILABLE 1999-2000 NOT AVAILABLE 2000-2001 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. Geographics - Acquiring Skills GOS 4A Credit Value: 1.0 This course stresses development of the practical skills related to geographic studies. Such skills involve using graphic techniques, cartography, data bases and computer software. Students must have access to electronic technologies in order to exercise these skills in a relatively short time. Students will have access to IBM computers in order to exercise these skills in geographic information systems (GIS), remote -sensing satellite imaging, and computer cartography. This highly innovative, leading edge, high tech course on earth observation examines the process and the results by which data is gathered, stored, analyzed and presented. It is the high tech successor to paper map making in which data gathered by satellites and aerial photographs is digitized for easy use on personal computers. Both in the computer lab and in the classroom, students will examine mapping techniques, aerial photography, remote sensing, image exploration, digital image analysis and Geographic Information Systems (GIS). A hands- on application approach in the computer lab will allow individual projects to be generated and presented on issues or situations of local, regional, national or international significance. Geography - Regional: Travel and Tourism GRE 4A Credit Value: 1.0 In a fast -paced world, leisure time is of great importance. In this course, students link traditional regional geography with one of Canada's major leisure -related industries - tourism. This is an innovative course which will be enjoyed by student's contemplating a career in travel and tourism, or by students who like to travel. We will be studying examples of the world's major tourist destinations and the students will be given the skills and opportunity to plan their own trips. A 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. This course is restricted to senior students. 43 Geographie Regionale: Les Voyages et le Tourisme GRE 4AF Credit Value: 1.0 NOT AVAILABLE 1999-2000 AVAILABLE 2000-2001 This course is identical to GRE 4A but is taught in French for students in the French Immersion Program. It is restricted to senior students. World Issues GWI OA Credit Value: 1.0 Ministry Prerequisite: A Senior Division Social Science credit at the advanced level This course provides students with a global view of some of the major issues in the contemporary world. By examining environmental, social, and economic issues from 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 disaster, over -population, resource exploitation, malnutrition, foreign aid, multinational corporations, cartels, and the problems of the less developed world. Graduates have found this course useful for further studies in economics, political science, journalism, environmental science, foreign affairs, geography and international development. Those contemplating a math/science oriented timetable will find that this course offers a broad focus on the world to provide a balance and the well-rounded background sought by universities and industries. Le monde contemporain GWI OAF Credit Value: 1.0 Ministry Prerequisite: A Senior Division Social Science Credit at the advanced level. AVAILABLE 1999-2000 NOT AVAILABLE 2000-2001 This course is identical to GWI OA but is taught in the French Language. HISTORY Contemporary Canada - Life in the Twentieth Century HCT 2A Credit Value: 1.0 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 Suez Crisis, Quebec nationalism, and the Charter of Rights and Freedoms are among the topics that students will examine. The course includes the following units: World War I, World War Il, French - English relations, international relations and social and economic issues. 44 Contemporary Canada - Life in the Twentieth Century HCT 2G Credit Value: 1.0 There is no doubt that the events, forces and issues of this century have had an enormous impact on shaping the Canada of today. This course will help the student achieve a better understanding of contemporary issues by an examination of: World War I, World War II and the post -War period (1945 - today). Le Canada et le monde d'aujourd'hui HCT 2AF Credit Value: 1.0 This course is taught in French and is designed for students in the French Immersion programme. The content of this course is identical to the HCT 2A course. A detailed description of the topics covered in HCT 2AF may be found in the HCT 2A course !ations in History 3A Value: 1.0 fisted Prerequisite: HCT 2A and ENG 2A In this course students meet King Tut, Alexander the Great, Confucius, Cleopatra, Attilathe Hun, Leonardo Da Vinci, Galileo, Catherine the Great, and Napoleon as they trace the development of civilization from the origins of human beings to the beginning of the modern nation state. They study civilizations such as: Western Europe, the Near and Far East, and the Americas, and cover topics such as the building of the pyramids, mummification, the Spartan warrior vs. the Athenian democrat, the rise and fall of the Roman Empire, the Barbarian Invasions, the "Dark Ages", the Black Death, and the Reign of Terror in revolutionary France. A primary emphasis of this course is the development of skills through strategies such as cooperative group work, debates, simulations, and film and video analysis. Civilizations in History HWC 3AF Credit Value: 1.0 Suggested Prerequisite: HCT 2AF NOT AVAILABLE 1999-2000 AVAILABLE 2000-2001 This course is taught in French and is designed for students in the French Immersion program. The content of the course is identical to that of the HWC 3A course. Society: Challenge and Change HSC 3A Credit Value: 1.0 Suggested Prerequisite: HCT 2A Have you ever wondered why some people "see" others in a different way, what makes people tick or why some people seem to go along with the crowd while others march to the beat of a different drummer? This Senior Division Social Science course focuses 45 on the disciplines of psychology, sociology and anthropology. Students study units on the uniqueness of human beings, communication, and culture and social institutions. They cover topics such as perception, emotions, personality development, deviant behaviour, teenage suicide, prejudice and the functions of key social institutions. A primary emphasis of this course is the development of skills through strategies such as: social science experiments, role playing, guest speakers, co- operative group work, debates, and film and video analysis. Grands defis du monde contemporain HSC 3AF Credit Value: 1.0 Suggested Prerequisite: HCT 2AF AVAILABLE 1999-2000 NOT AVAILABLE 2000-2001 This course is taught in French and is designed for students in the French Immersion program. The content of this course is identical to the HSC 3A course. A detailed description of the topics covered in HSC 3AF may be found in the HSC 3A course description. Society: Challenge and Change HSC 3G Credit Value: 1.0 Suggested Prerequisite: HCT 2G This course is similar in content to HSC 3A except that content, strategies and skills developments are differentiated for the educational needs of General Level Students. Modern Western Civilization HWM OA Credit Value: 1.0 Ministry Prerequisite: A Senior Division Social Science credit at the advanced level. "I disapprove of what you say but will defend to the death your right to stay it." This comment, attributed to Voltaire, introduces the student not only to the ideas of the Enlightenment, but also to the ways in which ideas affect history and society today. This course offers students the opportunity to examine the major developments in knowledge, philosophy, politics, and the arts as well as economics and technology over the past two hundred years. La Civilization Moderne de I'ouest HWM OAF Credit Value: 1.0 Ministry Prerequisite: A Senior Division Social Science credit at the advanced level. NOT AVAILABLE 1999-2000 AVAILABLE 2000-2001 This course is taught in French and is designed for students in the French Immersion program. The content of this course is identical to the HWM OA course. A detailed description of the topics covered in HWM OAF may be found in the HWM OA course description. Canada in a North American Perspective HCN OA Credit Value: 1.0 Ministry Prerequisite: A Senior Division Social Science credit at the advanced level. Why does Canada exist? As Canadians we cannot answer this question without also considering the related problem: Why does the United States exist? Why did we refuse to join the American Revolution? Why have we been able to build and keep a nation without serious conflict or a bloody civil war while our neighours 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 Ministry Prerequisite: A Senior Division Social Science credit at the advanced level. An increasing number of groups in our society are demanding a greater voice in political decision making. Atthe sametime, while some individuals are intensely interested and active in politics, others are dissatisfied and disillusioned with the political process. Whatever the individual reaction, it is clear that politics pervades our society and touches practically every aspect of our daily lives. This course has been designed, therefore, as a study of politics based on the concepts, structures and methods of the discipline of political science. It is meant to help students develop an understanding of the operation of political institutions and systems and of the ways in which individuals and groups translate political knowledge, skills and attitudes into a wide range of actions. Economics HXE OA Credit Value: 1.0 Ministry Prerequisite: A Senior Division Social Science credit at the advanced level. Are minimum wage laws effective? Do you think you get a better deal from the landlord because of rent controls? Can the Federal deficit 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. NOTE: This course may, at the individual student's discretion, be used as a credit in either Business Studies or History. In addition, the credit earned by be counted as one of the eight required for a concentration in Business Studies. Families in Canadian Society NFO OA Credit Value: 1.0 Ministry Prerequisite: A Senior Division Social Science credit at the advanced level. In this OAC course, students study the family in Canada on both an emotional and intellectual level. They acquire personal skills for participating in the family process and develop learning skills they need in their future education. How is the nature of the family changing and what do these changes signify for the future? Family life in past and present societies is examined with a focus on the welfare of the family and its members. Examination of the pressures and problems they face today should help students gain an increased understanding and appreciation of the significance of the family. Materials Fee: $4.00 MATHEMATICS For many programs at university and a few at community colleges, advanced level mathematics is required. In order to 'keep doors open', we encourage students to stay in advanced level math as long as possible, but taking general level mathematics does not preclude admission to university or community college. General level mathematics courses offer more practical mathematics: topics such as loans, mortgages, and mechanics, while including the algebraic and numeric skills necessary for some programs at community college. Advanced mathematics courses focus on developing, proving, applying, and extending mathematical skills and knowledge necessary for OA mathematics courses and mathematics courses at university. As you would expect, university programs such as mathematics, engineering, science and computer science require high achievement in advanced mathematics courses. We hope to encourage all students to opt for mathematics courses in which they can be successful. Mathematics MAT 2A Credit Value: 1.0 Suggested Prerequisite: A minimum mark of 65% in MAT 1W 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, isometrics or vectors. Mathematics MAT 2G Credit Value: 1.0 Suggested Prerequisite: MAT 1 W In this course, students expand their knowledge of numerical methods, algebra and geometry. Topics include: number applications; powers; square roots; applications of ratio; rate and percent; statistics; personal finance and banking; borrowing and saving; polynomials; formulae; equations; graphing; linear equations; geometric figures and properties. 47 Mathematics MAT3A Credit Value: 1.0 Ministry Prerequisite: MAT 2A Suggested Prerequisite: A minimum mark of 60% in MAT 2A NOTE: A high achieving, motivated student may take MAT 3A and MAT 4A concurrently. This course is for students who have an intrinsic interest in mathematics, who have an ability to work with abstractions, and who intend to study one or more of the OAC courses in mathematics. The topics covered in this course include: algrebraic operations with polynomials and rational expressions; ratio and proportion; real numbers and powers; quadratic equations; analytic geometry of the circle and points of division; functions and transformations (including the quadratic function); sequences and series as applied to interest, annuities and bonds. Mortgages and stocks are optional topics. Mathematics for Technology MTT 3G Credit Value: 1.0 Ministry Prerequisite: MAT 2G or MAT 2A Suggested Prerequisite: A minimum mark of 65% in MAT 2G This course helps students develop mathematical skills commonly used in technological applications. This course also helps students preparing to enter three-year, diploma -level, programs at a college of applied arts and technology. Students consolidate skills in arithmetic, algebra, measurement, geometry, and the proper use of scientific calculators. They study applications relevant to becoming informed consumers and employees. Mathematics MAT 4A Credit Value: 1.0 Ministry Prerequisite or Corequisite: MAT 3A Suggested Prerequisite: A minimum mark of 60% in MAT 3A 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 relations and the conics. Students also study algebraic operations on polynomials along with the solution of polynomial equations of degree n, absolute value, and radicals. Mathematics for Technology MTT 4G Credit Value: 1.0 Ministry Prerequisite: MTT 3G or MAT 3A Suggested Prerequisite: A minimum mark of 60% in MTT 3G In this course, students develop mathematical skills commonly used in technological applications. The course is recommended for students preparing to enter a three-year, diploma -level program ata college of applied arts and technology. It consolidates students computational and algebraic skills in areas such as numerical and algebraic methods, geometry and trigonometry, and mathematics for the informed consumer and employee. ONTARIO ACADEMIC COURSES Ontario Academic Courses (OACs) in Mathematics help students understand the principles and substantive content of Mathematics, develop the mathematical skills they require at university, and develop problem -solving abilities using increasing abstraction. Studentsshould refer to current calendars of the university of their choice for advice on which OACs in Mathematics to select. If still in doubt, they should seek the opinion of the Mathematics Department. Finite Mathematics MFN OA Credit Value: 1.0 Ministry Prerequisite: MAT 3A Suggested Prerequisite: A minimum mark of 60% in MAT 4A or 70% in MAT 3A This is an excellent course for students entering programs at university which require probability or statistics (i.e., most social sciences, sciences, business, mathematics or engineering programs). Students entering mathematics, science or engineering programs should take this course as well as the Calculus and Algebra and Geometry courses. Topics include: operations using matrix algebra, solving systems of equations and inequations, permutations, combinations, the binomial theorem, finite series, probability and its applications, and statistics. Students may wish to purchase a TI -83 graphing calculator to complement their learning in this course. 48 Algebra and Geometry MAG OA Credit Value: 1.0 Ministry Prerequisite: MAT 4A Suggested Prerequisite: A minimum mark of 70% in 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. Topicsinclude: translations, 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 induction. Students maystudyoptional topics to enhance their career plans in mathematics, science or engineering. Calculus MCA OA Credit Value: 1.0 Ministry Prerequisite: MAT 4A Suggested Prerequisite: A minimum mark of 65% in MAT 4A This course should be taken by all students who intend to enroll in a university Calculus course. Topics include: limits; the derivative function and its fundamental properties; trigonometric, exponential 0 Cplan French (Core) FSF 2A Credit Value: 1.0 Suggested Prerequisite: FSF 1 W This continuation of FSF 1 W is the second year in the Core French program. French is the language of communication in the classroom. The students further develop their communication skillsof listening, speaking, reading and writing and learn about French and French Canadian culture. They are introduced to approximately 20 new structures and learn to express themselves more freely through listening exercises, films, intensive and supplementary reading, dialogues and dramatizations, group work and oral and written compositions. A fee of $8.00 will be levied for this course to cover the additional costs of supplies. French (Core) FSF 3A Credit Value: 1.0 Suggested Prerequisite: FSF 2A This continuation of FSF 2A increases students' ability in listening, speaking, reading and writing and prepares them for the French OAC. Students learn to manipulate more complicated structures such as the past tenses, the future and the conditional. They study short stories, poetry and songs, do supplementary reading, write short compositions, make oral presentations and prepare projects. A fee of $10.00 will be levied for this course to cover the additional costs of supplies. French (Core) FSF OA Credit Value: 1.0 Ministry Prerequisite: ASenior Division Core French credit at the advanced level and at least 1080 hours of accumulated French language instruction by the end of the OAC. This OAC course in Core French is for students who have completed FSF 3A French. It is normally a student's fourth advanced level course in French. Students learn through activities in which the four language skills - reading, writing, speaking and listening - are interwoven. They participate in classroom interaction, group work, discussions, role- playing, dramatizations, and oral presentations. They read a selection of literature from at least three genres. The literature is a balance of French and French Canadianwritings. 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 opf $10.00 will be levied for this course to cover the additional costs of supplies. French (Immersion) FIF 2A Credit Value: 1.0 Suggested Prerequisite: FIF 1 W This course is for students who have completed FIF 1 W or its equivalent. It reviews and consolidates the major grammatical structures and notions taught previously, introduces more complex grammatical structures and notions, and provides oral, written and reading activities designed to develop the students' ability and confidence to use these structures in order to express themselves. Although this course develops listening, reading and speaking skills, emphasis is placed on the writing skills. Students will also become familiar with French culture through the study and discussion of novels, short stories and plays. A fee of $8.00 will be levied for this course to cover the additional costs of supplies. French (Immersion) FIF 3A Credit Value: 1.0 Suggested Prerequisite: FIF 2A This advanced level course is part of the bilingual program for students in the immersion program. Students study plays, novels and short stories as well as some grammatical structures. Much of the program consists of group discussions and formal presentations based on the literature studied. A fee of $8.00 will be levied for this course to cover the additional costs of supplies including a workbook. 50 French (Immersion) FIF OA Credit Value: 1.0 Ministry Prerequisite: A Senior Division Immersion French credit at the advanced level and at least 5000 hours of accumulated French language instruction by the end of the OAC. Normally, students taking this course have completed FIF 3A and at least nine credits in French or other subjects taught in French. Students learn through activities in which the four language skills - reading, writing, speaking and listening - are interwoven. Classroom activities provide students with opportunities to communicate orally in French. They participate in group work, discussions, role-playing, dramatizations, oral presentations and dailyclassroom interactions. 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. Students may also chose to do a second OAC in French the following year. The course content of the second OAC is different while the level of difficulty remains the same. Depending on the year the course codes will be either FIF OA or FIG OA. fee of $10.00 will be levied for this course to cover e additional costs of supplies including a workbook. LWS 2A Credit Value: 1.0 In this survey course, student develop the skills of listening, speaking, reading and writing at an introductory level. through readings, projects, slide presentations, films and music, they are introduced to the varied cultures and lifestyles in certain Hispanic countries. In order to amplify their command of vocabulary, student study several short stories. This is the first of three courses potentially leading to an OA fee of $10.00 will be levied for this course to cover e additional costs of supplies. 51 Spanish LWS 3A Credit Value: 1.0 By exploring the language and culture of the Hispanic world, this course continues LWS 2A. The course stresses the four language skills of listening, speaking, reading and writing. Students, working both individually 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 of $10.00 will be levied for this course to the additional costs of supplies. INTRODUCTION 2. 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. If you have not studied music before or have minimal 3 background, please contact the Music Department about beginning at the grade 9, 10 or 11 level. All students enrolled in Music courses are encouraged to take advantage of the numerous performing opportunities available in our extra- curricular program. 4 Please note we will be unable to accommodate students who are not enrolled in Music courses in extra -curricular ensembles. If vacancies should arise, they will be announced to the student body. 52 Senior instrumental students should note the AMR 2A, 3A,4A Concert Band Repertoire option. These courses allow students to earn extra arts credits outside of the regular school day in a concert band setting. Students choosing this option must be enrolled in a regularly scheduled Music course. Evaluation in these courses will be based on attendance, participation, repertoire tests, computers and music, and written performance reports. Students in Music courses will be asked to purchase theirown mouthpieces or mouthpieces are available from the Music Department for a rental fee of $10.00. Music students pay a $15.00 supply fee. The music department has a number of instruments available for student use through the year at no extra cost. Evaluation in Music courses will be based on performance tests, written and oral presentations, written tests, notebooks, class and ensemble participation and in some courses an individual study project. 5. In accordance withMinistry guidelines please note that there is one Music option ONLY at the OAC level. AMU OA is open to all senior music students. 6. The music Department at Sir Robert Borden has plans to offer a MUSIC LETTER (similar to an athletic letter). Points toward the letter may be accumulated by participation in a brass ensemble, a percussion ensemble, a woodwind ensemble or a combination of the above instruments such as ajazz combo consisting of guitar, piano, drums, bass and a singer or woodwind instrument. These points must be accumulated outside of the regularly scheduled classroom periods. The content will consist of rehearsals, planning time, listening sessions and concerts. Instrumental Courses Music AMI 2A Credit Value: 1.0 Suggested Prerequisite: AMI 1W The technical skills of the instrumental student are further developed so that the student is now capable of performing comfortably over the entire range of the instrument. Emphasis is now placed on symphonic band performance. Solo and small ensemble repertoire may be explored. The study of music rudiments continues atthis level as do the components of ear training, music history and music appreciation. Students will be expected to participate in the junior Concert Band. This additional performance time is correlated directly with the level of proficiency students reach on their instruments. (AMR 2A - Concert Band Repertoire should be selected concurrently with this course). Music AMI 3A Credit Value: 1.0 Suggested Prerequisite: AMI 2A 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 interpretation. More challenging repertoire from the symphonic band library will be selected for study. More advanced students may be encouraged to study a second instrument and to pursue composition and arranging activities. Students will complete 53 many of the Royal Conservatory 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 Suggested Prerequisite: AMI 3A or permission of instructor This course will entail the widest possible exposure to musicfrom variousgenres, countries, and time periods. Instrumental technique will include the development 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-performance activities will include a more in-depth study of one or more aspects of music history. A survey of the history of the Music of Western Civilization, a survey of the history of Music in Canada, a comprehensive 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 continue to work at the Grade 2 level of theory (Royal Conservatory of Music) and develop 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 Repertoire should be selected concurrently with this course.) Music AMU OA Credit Value: 1.0 Ministry Prerequisite: A Senior Division Music credit at the advanced level. This course is open to instrumentalists, vocalists and keyboard majors. The students who take this course are expected to be highly proficient in musical reading and performing as well as in music theory. Students in this course will have had varying musical experiences. Most will have taken music courses in each of their Intermediate and Senior years and some will have studied music independently or with a private 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 harmony) by choosing from several non-performance units of study. As in all music courses the students will be expected to perform as well as provide leadership in the music department's performing ensembles. PIANO -KEYBOARD Courses Music -Piano Lab AMK 2A Credit Value: 1.0 Suggested Prerequisite: AMK 1W or permission of instructor Music -Piano Lab AMK 4A Credit Value: 1.0 Suggested Prerequisite: AMK 3A This is a continuation of AMK 3A and as such further develops the student's keyboard skills at the piano. Sight reading, ear training and small ensemble work will be emphasized. Creative activities will include harmony at the keyboard and four part composition for voices and instruments. Students will meet most of the equivalent requirements of Grade Two Royal 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. )te: Students with instrumental music background ,m elementary school or AMI 1 Ware strongly urged COMPUTERS & MUSIC Courses enrol in AMI 2A before taking this course. This Keyboarding course further develops the student's keyboard skills. Emphasis will be placed on sight reading and ear training to equip students with the ability to continue their enjoyment of the piano and other keyboard instruments beyond high school. Other areas to be covered will include: reading and performing music, composition, studying the different styles of music (rock, jazz, classical). Compositional activities using a synthesizer and/or computer may be included. Students entering high school with the equivalent of Grade 4 Royal Conservatory piano may consult the instructor for admission to this course. Students will be able to progress at their own pace through performance requirements. Music -Piano Lab AMK 3A Credit Value: 1.0 Suggested Prerequisite: AMK 2A This is a continuation of AMK 2A and as such further develops the student's keyboard skills. Sight reading and ear training skills will be emphasized as well as a wide range of repertoire. Students will have the opportunity to work in small ensemble situations. The theoretical component will meet the equivalent requirements 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. 54 Computers and Music AMM 2A Credit Value: 1.0 Suggested Prerequisite: At least one music credit, some piano skills, computer skills and permission of the Music Department. This course will focus on the applications of computers in music. Some music background and some computer background is recommended. Students will study musical concepts through listening, creating and performance activities. Major units will focus on Musical Instruments Digital Interface, step and real time applications, sequencing and scoring applications, sampling and the use of computers in the music industry. Students will begiven opportunities to write and digitally record original music. Students will be encouraged to perform in and compose for small groups. Enrollment will limited to four students and the class will be scheduled to correspond with a regular piano class. Computers and Music AMM 3A Credit Value: 1.0 Suggested Prerequisite: At least one music credit, some piano skills, computer skills and permission of the Music Department. This course will focus on the applications of computers in music. Some music background and some computer background is recommended. Students will study musical concepts through listening, creating and performance activities. Major units will focus on Musical Instruments Digital Interface, step and real time applications, sequencing and scoring applications, sampling and the use of computers in the music industry. Students will be given opportunities to write and digitally record original music. Students will be encouraged to perform in and compose for small groups. Enrollment will limited to four students and the class will be scheduled to correspond with a regular piano class. Computers and Music AMM 4A Credit Value: 1.0 Suggested Prerequisite: At least one music credit, some piano skills, computer skills and permission of the Music Department. This course will focus on the applications of computers in music. Some music background and some computer background is recommended. Students will study musical concepts through listening, creating and performance activities. Major units will focus on Musical Instruments Digital Interface, step and real time applications, sequencing and scoring applications, sampling and the use of computers in the music industry. Students will be given opportunities to write and digitally record original music. Students will be encouraged to perform in and compose for small groups. Enrollment willlimited to four students and the class will be scheduled to correspond with a regular piano class. PERFORMANCE Courses Music -Concert Band Repertoire AMR 2A/3A/4A Credit Value: 1.0 per year Suggested Prerequisite: At least 2 years experience on a wind or percussion instrument and the approval of the 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 opportunity to perform varied styles of music in a large ensemble setting. Students will be required to perform at numerous functions during the academic year. 55 Notes: 1. Classes will run from September to June - two or three times a week from 7.45 a.m. to 8:35 a. m. 2. This class is nota replacementforinstrumental music classes (i.e., AMI 3A and AMI 4A). It should be treated as an extra Arts credit. 3. All students taking this class must be enrolled in a regularly scheduled music class at Sir Robert Borden High School (AMI 2A, AM13A, AM14A orAMU OA). Some exceptions maybe made at the OAC level. 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 performances throughout the school year. PEER TEACHING Peer Tutoring and Human Relations NGP 4A Credit Value: 1.0 This course is offered in a co-operative education mode of delivery. The in -class component provides specific training in understanding and supporting others, group leadership, plus communication and tutorial skills. These skills are applied in scheduled peer -helping duties in selected junior classes. This course fulfills the requirement for the senior social science credit. There is no prerequisite; however, students must participate in a selection process which includes a referral from staff within the school and an interview with the interested students. Students enrolled in senior level courses (11 -OAC) with an average of at least 70% will be given priority. [Limited enrollment.] LP ±HYSICAL EDUCATION., Girls' Physical and Health Education PHF 2A Credit Value: 1.0 The emphasis continues on total fitness, body control and graceful movement by furthering the basic skills of activities covered at the 1 W level. These activities are touch football, basketball, racquet sports, volleyball, jazz dance, gymnastics, fitness training, soccer, softball, and weight training. Outdoor education activities form an integral partof this course. The health component of the programme is "Emergency First Aid", and "Alcohol". Boys Physical and Health Education PHM 2A Credit Value: 1.0 Continued emphasis is placed on total fitness and a widening of sport skills learned at the 1 W level. These activities are touch football, cross-country running, soccer, wrestling, volleyball, fitness training, basketball, lacrosse, softball and road hockey. Outdoor education activities form an integral part of this course. The health component of the programme is "Emergency First Aid", and "alcohol". Education physique et hygiene - filles PHF 2AF Credit Value: 1.0 course is identical to PHF 2A except that it is it in the French language. Education physique et hygl6ne - garpons PHM 2AF Credit Value: 1.0 This course is identical to PHM 2A except that it is taught in the French language. 56 Physical and Health Education (Co -Ed) PHE 3A Credit Value: 1.0 This co-educational course is open to any student in grades 10 to OAC. This course is designed specifically for any student who wishes to raise their fitness level and would like a non-competitive, individualized fitness and activity programme. This training programme can be "sports specific". The programme will aide the student who wishes to either gain or lose weight in an appropriate manner. A significant amount of time will be spent in our "fitness centre". Other activities will include: tennis, archery, volleyball, floor hockey, paddleball, x -country skiing and bicycling. The health section will deal with nutrition and proper eating habits to help students achieve their ideal weight. Girls' Physical and Health Education PHF 3A Credit Value: 1.0 This course will put greater stress on individual rather than team sports while maintaining emphasis on total physical fitness. New activities such as tennis, archery, cross-country skiing, rugby and paddleball are introduced and skills in soccer, volleyball, basketball, badminton and softball are furthered. Outdoor educational activities form an integral part of this course. The health programme is "Values in Human Sexuality". Boys' Physical and Health Education PHM 3A Credit Value: 1.0 This course introduces the student to some new activities and places much more emphasis on individual sports. Activities such as rugby, cross- country running, tennis, soccer, volleyball, basketball, softball, archery, badminton, and cross-country skiing are taught. Outdoor education activities form an integral part of this course. The health programme is "Values in Human Sexuality". Girls' Physical and Health Education PHF 4A Credit Value: 1.0 Emphasis on individual sports is continued. Activities such as badminton, touch football, basketball, winter sports, fitness training, aerobics, volleyball, lacrosse and tennis are included. Outdoor education activities form an integral part of this course. The health programme is "Lifeskills and Long Term Human Relationships" and "Major Health Problems". Boys' Physical and Health Education PHM 4A Credit Value: 1.0 This course continues the stress on individual activities with special emphasis on racquet sports. Activities such as tennis, paddleball, badminton and cross- country running are included. A more recreational aspect is pursued in touch football, rugby, winter sports, basketball and softball. Outdoor educational activities form an integral part of this course. The health programme is "Lifeskills and Long Term Human Relationships", and "Major Health Problems". Co -Ed Physical and Health Education PHE 4AE Credit Value 1.0 [REGISTRATION IS LIMITED.] This course is designed for those students who have a keen interest in physical education. It will be particularly 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 community recreation, visits to community facilities, and a chance to organize or monitor board wide or school meets or tournaments. Outdoor education activities form an integral partof this course. Enrolment will be limited. Related costs for this course should be no more than $20.00 per student. 57 Outdoor Education PHE 3A3 Credit Value: 1.0 Prerequisite: Open to grade 11,12,13 students [REGISTRATION IS LIMITED.] This Senior Outdoor Education course provides students with many exciting outdoor adventures. The program offers: whitewater kayaking; flat water canoeing; wilderness camping (fall, winter, spring); hiking and packing skills; CPR; climbing and rapelling; cycling and whitewater canoeing. Students must participate in a minimum of 3 trips, which will require week -end commitments. 1) fall whitewater kayaking (September) 2) fall flatwater canoeing (October) 3) winter camping/skiing (February) 4) spring bicycle (May) 5) spring whitewater canoeing (May). Students going on field trips must supply their own camping equipment and food. Cost of equipment (eg. kayak or canoe), instruction and transportation must also be covered by the student, e.g., 3 days of whitewater kayaking, camping, food, instruction and equipment costs about $130. Physical and Health Education Co -Ed PPB OA Credit Value: 1.0 Ministry Prerequisite: A Senior Division Physical and Health Education credit at the advanced level. This grade 13 co-educational course is designed to enhance the student's knowledge, awareness and expertise in the field of sport and physical education. The course will prove to be invaluable to students who plan to pursue careers in physical education, physiology, nursing, medicine, kinesiology 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 administration of sport; scientific principlesof coaching; anatomy; the physiologyof exercise; and the sociology of sport will comprise the academic curriculum of the course. Physical activity units will be activities not offered in our grade 9-12 physical education courses. Activities included are squash, ultimate, cooperative games and badminton. Related costs for this course should not be more than $15.00 per student. SCIENCE Science SNC 2A Credit Value: 1.0 This second -year science course, which continues the study of biology, chemistry, physics, and environmental science, provides students with the scientific knowledge and problem -solving skills needed for the specialized Senior Division science courses. The course emphasizes student activities and scientific processes in relation to their applications to everyday life. Students study units on: interactions with the environment; the external and internal environment of organisms; heat; magnetism and electricity; chemistry as applied to the environment and our daily lives; and one optional unit. Evaluation may include assessment of the following: assignments, group work, quizzes, laboratory work and reports, notebooks, projects, tests and examinations. 58 Science SNC 2G Credit Value: 1.0 This course, which continues the study of biology, chemistry, physics and environmental science, completes the foundation of skills and knowledge students need for Senior Division courses. The course continues the emphasison students' laboratory, organizational 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 chemistry, magnetism and electricity, and the wise use of resources. There are two optional units. Evaluation may included assessment of the following: assignments, group work, quizzes, laboratory work and reports, notebooks, projects, tests and examinations. Biology SBI 3A Credit Value: 1.0 This first biology course at the Senior advanced level builds on the life science units in Grade 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 processess, genetics, the role of bacteria and viruses in the biosphere, vertebrate systems (digestion, gas -exchange, transport, reproduction and development), vascular plants and one optional 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. Lab Fee: $5.00 Biology SBI OA Credit Value: 1.0 Ministry Prerequisite: SBI 3A and SCH 3A (suggested) This course prepares students for university -level biology. It provides them with an in-depth study of concepts introduced in SBI 3A. Units include: the chemical 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 assessment of the following: assignments, group work, quizzes, laboratorywork and reports, notebooks, projects, tests and examinations. The Science Department strongly recommends that students take SCH OA previously or concurrently. Lab Fee: $10.00 Chemistry SCH 3A Credit Value: 1.0 This first advanced level chemistry course builds on the physical science units in Grade 9 and 10 science. It is a mandatory prerequisite for SCH OA. By introducing a broad range of concepts, the course enables students to appreciate the applications and societal implications ofchemicals, 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 bonding, chemical reactions, chemical calculations, solutions, and the Canadian chemical industry. Evaluation may include assessment of the following: assignments, group work, quizzes, laboratory work and reports, notebooks, projects, tests and examinations. The science department recommends that the students take MAT 2A and SNC 2A either previously or concurrently. Lab Fee: $5.00 Chemistry SCH OA Credit Value: 1.0 Ministry Prerequisite: SCH 3A Building on the concepts introduced in SCH 3A, this course prepares students for further studies in Chemistry at the university level. The course extends students' understanding of chemical reaction mechanisms, molecular structures, and reactions in solution. New concepts introduced in the course include: organic chemistry, energy and rates of reactions, chemical equilibrium and electrochemistry. The course emphasizes experimental activities, chemical applications 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 examinations. The Science Department recommends that students take MAT 4A. either previously or concurrently. Lab Fee: $10.00 Physics SPH 4A Credit Value: 1.0 This first advanced level physics course builds on the physical science units in Grades 9 and 10. It is a mandatory prerequisite for SPH OA and should be taken by students pursuing further studies in the sciences, engineering, mathematics and architecture. Students study and apply the fundamental physical laws and principles that are used in industry and research. Units include: sound, the nature and applications of light, the laws of motion, the forms and changes of energy, electricity and electromagnetism, nuclear physics and one optional unit. Evaluation may included assessment of the following: assignments, group work, quizzes, laboratory work and reports, notebooks, projects, tests and examinations. The Science Department recor,imends that students take MAT 3A, either previously or concurrently. Lab Fee: $5.00 Physics SPH OA Credit Value: 1.0 Ministry Prerequisite: SPH 4A This course, which is a more in-depth study of the concepts introduced in SPH 4A, is intended primarily for students going on to study science (especially Physics) and related fields at the university level. Units of study are kinematics, dynamics, momentum and energy, electric charge, waves and light, and early quantum theory. Students also studytwo optional units, such as special relativity, electromagnetic radiation, 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 examinations. Because this course emphasizes mathematical problem -solving, the Science Department recommends that students take MAT 4A, either previously for concurrently. Lab Fee: $10.00 BROAD-BASED TECHNOLOGY <' Co c Arts Construction Gra hi Communication .. TCJ 2A _ ,' ` > :::.::.... TGJ 2A1 TGJ 2A ::..,,.......: a::....., :...::.:.:.::::.:.....: TCJ 3A :i>;iiiii:.::<;;:.;»;:'>•:::::::::::::: TGJ 3G1 TGJ 3A k 4 \+ . ......:.:.:.:...:..:. .. .':: YY,t\`t,tka.\k,\`.\`YYYxtttttt;,;y..vykY;22YyyyYYt?:?:ykkY:$iriii ......::::•.moi::?:i::::.:.v�it\� \ 'Zt1`v4.•:vZ,.k�\a �vk,.k\.�4 ..\\\\n4 ••• x:•. ...... .;:.:....:. i2 ::..:.:... .vxxtv:xx•xtvt:xxx-. w vvx::•.t:w:: xtv::.�: xax kt;;t,kk�t.vvxLax x,x::::::vv.w:ti:^:•:w:.a•v:vavv,t. r. :.,v.....: iii : .; ...'....• ............................ .. ............ tvattv.xvavvv:vx`i:LYti:4:Liiii>.{;:.:.;Lkk::-iii vv.:.:.:::::::::.i::. :Y%YvvY11ky;:k:Y;ii;-rri;??•i:•>:i::+;ri>: •, :YYk::Yiiyi: `iTikiiiY•j'r:iiiiiiii: ti�\xttt ... n ...t ..v.... n ............ T T 4A 4 CJ GJ G1 ........t T 4 GJ A 'i:YkYL v.:v.,v,vvvxvvw::._ .t„ A41ttv.vv,..•.aty, \ivikkkY`,"vJ<\ :Y'i:'YYYYYYkkYk:;;jY;k Y'tYk."tkkkx•.vtvv,xvayat a xxvvk:kkY?.`kk.`kkkkkkkkkiYk`.iYYYYYYYYkkk`tik:k?.a tvvx•.::�•:•;;: :::.aa,tatttttt.,, t.,,,,,a:.a.Y,Y,t,,.tttt,a.,tx„t,tt,ttxaa„t,tttt,,,,,•.tt:a-.at..Ytttktttt•:.,-:.: �w::::::: ...: • t`k`k` kkY„t ,,,tt .i ... ::.,,,t•.tttttt.,-: x:a..ttx,x.:.,,kkYYYYYyyyt ....:..::.a • . •-: CkYkkkkkiikw•ii:::'i�{:iiikiY�tki?tYik`a,\.`,x\\\4�St`t\vkkkt".`kY\\, ;•. w;tiii: kkkkkkitiitikt`\`k:\2-:k ;:;;: ::••.vv,•.vw::•:.vit•.L:•:tiw::::::: •• :va:vv.k,ttxv.x nv:::::•.:w;;; ........4.... ;.: Given the rapid technological changes that have taken place in the last decade, it is essential that today's students develop technological competence so that they can readily adapt and adjust to future technological change. Broad-based technology courses are integrated, student -centred, and activity -based, using projects as the primary vehicle for learning and emphasizing open-ended problem solving. Students will focus on the process as well as the product or solution. They must include the study of the three major areas (physical products, human processes, and environmental systems) and the ten concepts used in technological education. To encourage students to develop skills that more closely reflect their future needs, broad-based technology programs are offered in the areas of Communications and Construction. These courses reflect the processes found in the real world of work. Evaluation in these courses will be balanced between the quality of the final products and the processes used to develop them. 61 Construction Technology TCJ 2A Credit Value: 1.0 The components of this course are required for completion of all senior level Construction Technology courses. The emphasis in this course is on the design and construction of small projects and structures. Construction Technology will introduce the student to some of the technological aspects of residential, commercial, recreational and other built environments, including the systems required to maintain and service them. This will include: - a general introduction to the basic fundamentals of recreational construction through the construction of a number of useful woodwork projects; - an introduction to the basics of technical arawing and computer-aided design; - introductory modules on common home repair problems; - discussion of environmental issues and possible careers in woodworking and construction. Materials Fee: $25.00 Graphic Arts TGJ 2A1 Credit Value: 1.0 The components covered in this course will be required for completion of all senior level Communications Technology courses. Centred around a fully equipped printing shop and graphic design computers, students will be introduced to various aspects of the small printing trade. They will learn: - to use a variety of graphic arts software programs and peripheral devices such as scanners, cameras and printers; - process camera and darkroom techniques; - to use printing presses and bindery equipment; - to design and produce personal projects such as memo pads and personal stationery; - techniques in technical and mechanical drawing using computer-aided packages and conventional drafting equipment. Materials Fee: $25.00 62 Communications Technology TGJ 2A Credit Value: 1.0 The components covered in this course will be required for completion of all senior level Communications Technology courses. This multifaceted program allows students to investigate the latest technologies in electronic, live, and graphic communications. In Communication Technology the student will: - learn how to effectively use sophisticated audio and video equipment to produce their own high quality productions; - experience electronic communications through the use of networks and modems (world wide web, e- mail); - use some of the latest ingraphic communication software to develop skills in selling and presenting their ideas through effectively designed computer graphics and page layouts; - develop skills in silk screening of T-shirts, picture processing for mug making, engraving; - develop technical design abilities through the use of computer-aided design and conventional mechanical drafting equipment. Materials Fee: $25.00 Construction Technology TCJ 3A Credit Value: 1.0 Suggested Prerequisite: TCJ 2A This course is strongly recommended for students who plan to enroll in TCJ 4A in the future. The course provides an in-depth look at both the furniture making and residential, commercial, industrial, and/or recreational construction industries. Emphasis will be placed on: - projects, problem solving, practical applications and technical literacy; - construction of a cabinet of the student's choice while learning about the important properties of wood and fine furniture fabrication; - craftrs, business and making money; - modules on bathroom and kitchen plumbing, electrical wiring and alarm systems, forming concrete, framing, drywall, insulation and R-2000 concepts. Materials Fee: $25.00 Special project costs will be assessed on an individual basis. Communications Graphic Arts TGJ 3G1 Credit Value: 1.0 Suggested Prerequisite: TGJ 2A1 Students in this course will examine the printing process and production methods exclusive to a print shop. Emphasis will be placed on projects and hands-on experience: - using cameras, film and light, development of film and printmaking; - production of black and white photographs and the production of half tones using the process camera; - technical level training in typography, design and the use of various typefaces; - desktop publishing for copy preparation. Materials Fee: $25.00 Communcations Technology TGJ 3A Credit Value: 1.0 Suggested Prerequisite: TGJ 2A This course allows the student to specialize in some of the areas that were introduced in TGJ 2A. For example: - video production will involve the use of multiple cameras and will include sophisticated editors to provide effects and titles; - audio productions will include work with special effects, mixing multiple inputs and extended length productions; - communications will include conferencing and file transfer with electronic mail and the use of international computer networks; - the graphic arts portion of the course will provide the opportunity to use the computer as a multimedia presentation tool; - technical design will include the use of computer- aided design and mechanical drafting equipment in the areas of architecture, structures, automotive design, and individual areas of interest. Materials Fee: $25.00 63 Construction Technology TCJ 4A Credit Value: 1.0 Suggested Prerequisite: TCJ 3A This fourth year course provides the necessary skills and knowledge to pursue a career in the woodworking and construction trades or to be a competent and successful leisure woodworker. Everyone likes to own nice furniture and have the satisfaction of being capable of repairing, servicing, and constructing elements of their own home. In this course the areas of emphasis are: - design and construction of at least one project such as a stereo cabinet, blanket chest or an antique table replication or some other cabinet of the student's choice; - recycling, material management and business opportunities for the skilled crafts person; - plumbing, electrical and heating systems in the R-2000 home; - apprenticeship training in the trades. Materials Fee: $25.00 Special project costs will be assessed on an individual basis. Communications Graphic Arts TGJ 4G1 Credit Value: 1.0 Suggested Prerequisite: TGJ 3G1 This course provides students with the sound basics of design systems and typography in order to develop effective personal, corporate and publication design solutions. Emphasis will be on practical work and individual projects. Instruction and studies on market research, pre -design analysis, and packaging are an integral part of the program. Students intending to pursue Graphic Arts at a community college or those planning to enter employment in this industry will enjoy and benefit from this course. Materials Fee: $25.00 Communications Technology TGJ 4A Credit Value: 1.0 Suggested Prerequisite: TGJ 3A The fourth year communications technology course will allow students to further investigate the latest technologies in electronic, live and/or graphics communications such as television production, editing, audio recording and amplification; telephones, fax machines, computers, photography, lighting, computer graphics, drafting and/or printing, and specialize in the following areas: - video and audio production - CAD - desktop publishing - image editing - network communication. Special emphasis will be placed on the development of presentation skills. 64 Secondary Schools of the Ottawa -Carleton District School Board School Adult High School A.Y. Jackson S.S. Bell High School Brookfield High School Cairine Wilson S.S. Canterbury High School Colonel By S.S. Confederation H.S. Earl of March S.S. Glebe Collegiate Institute Gloucester H.S. Hillcrest High School J.S. Woodsworth S.S. Laurentian High School Lisgar Collegiate Institute McArthur High School Merivale H.S. Nepean High School Osgoode Township H.S. Rideau High School Ridgemont High School Sir Guy Carleton S.S. Sir Robert Borden H.S. Sir Wilfrid Laurier S.S. South Carleton H.S. West Carleton S.S. Woodroffe High School Alternate Program Albert St. Secondary Alternate Program Elizabeth Wyn Wood Site Frederick Banting Site First Place/ McCann Norman Johnston Site Address 300 Rochester Street 150 Abbeyhill Drive 40 Cassidy Road 824 Brookfield Road 975 Orleans Blvd. 900 Canterbury Ave. 2381 Ogilvie Road 1645 Woodroffe Ave. No. 4 The Parkway 212 Glebe Avenue 2060 Ogilvie Road 1900 Dauphin Road 159 Chesterton Drive 13.57 Baseline Road 29 Lisgar Street 485 Donald Street 1755 Merivale Road 574 Broadview Ave. 2800 Albert Street 815 St. Laurent Blvd. 2597 Alta Vista Drive 55 Centrepointe Dr. 131 Greenbank Road 1515 Tenth Line Road 3673 McBean Street 3088 Dunrobin Road 2410 Georgina Drive 440 Albert Street 20 Rossland Avenue 115 Terence Matthews Cres. 440 Albert Street 2401 C16roux Cres. 65 Ottawa, K1R 7N4 Kanata, K2L 1H7 Nepean, K2H 6K1 Ottawa, K1V 6J3 Gloucester, K1C 2Z5 Ottawa, K1G 3A7 Gloucester, K1J 7N4 Nepean, K2G 1W3 Kanata, K2K 1Y4 Ottawa, K1S 2C9 Gloucester, K1J 7N8 Ottawa, K1G 2L7 Nepean, K2E 7E6 Ottawa, K2C OAS Ottawa, K2P 0139 Ottawa, K1K 1L8 Nepean, K2G 1E2 Ottawa, K2A 3V8 Metcalfe, KOA 2P0 Ottawa, K1K 3A7 Ottawa, K1V 7173 Nepean, K2G 51,4 Nepean, K2H 8R1 Orleans, K1E 3E8 Riclunond, KOA 2Z0 Dunrobin, KOA 1T0 Ottawa, K213 7M8 Phone 239-2707 836-2527 828-9101 733-0610 824-4411 731-1191 745-9411 226-8325 592-3361 239-2424 745-7176 733-1755 225-4700 224-5550 239-2696 745-0347 224-1807 722-6551 821-2241 746-81% 733-4860 723-5136 829-5320 834-4500 838-2212 832-2773 820-7186 Ottawa, K1R 5135 594-8020 Nepean, K2G 1H6 225-8826 Kanata, K2M 2132 591-7678 Fax 232-1616 836--%72 828-9022 733-8452 824-5679 731-5210 745-4680 226-7830 592-9501 239-2655 745-5756 733-6126 225-5457 224-0805 235-7497 745-8234 224-1416 722-5983 821-0684 746-7834 521-%37 723-8497 829-1287 834-4511 838-5694 832-0412 820-5993 239-2288 225-1322 591-7685 Ottawa, K1R 5135 239-2299 239-2769 Gloucester, K1W 1A1 841-7510 841-7509 GENERAL LEVEL COURSES OFFERED 1999-2000 Grades 10 - OAC GRADE 10 * GRADE 11 GRADE 12 BKI 2A3 AVF 3G1 AVC 4G DIC 2G ENG 3G BBS 4G ENG 2G NFB 3G BOS 4G NFG 2G HSC 3G ENG 4G NFM 2G MTT 3G NMT 4G HCT 2G SBA 3G MTT 4G MAT 2G TGJ 3G1 TGJ 4G1 SNC 2G TCJ 2A* TGJ 2A1* A* TGJ 2A' - * Multi-level IMMERSION COURSES OFFERED 1999-2000 GRADE 10 GRADE 11 GRADE 12 OAC HCT 2AF GPH 3AF NGP 4AF GWI OAF PHF2AF HSC3AF HSC 3AF NMT 4G PHM 2AF HWC 3A SENIOR SOCIAL SCIENCE COURSE OFFERED 1999-2000 GRADE 11 GRADE 12 BLW 3A GOS 4A GPH 3A GRE 4A GPH 3AF NGP 4A HSC 3A NGP 4AF HSC 3AF NMT 4G HSC 3G HWC 3A NFB 3G COURSES OFFERED 1999-2000 Grades 10 - OAC SUBJECT GRADE 10 GRADE 11 GRADE 12 OAC ART AVI 2A AVF 3G1 AVC 4G AVI OA AVI3A AVI4A BUSINESS BIB 2A BAC 3A BBS 4G BAC OA EDUCATION BKI 2A3 BLW 3A BMK 4A BLW OA BOS 4A BOA OA BOS4G COMPUTER DIC 2A BPT 3A BPS 4A DCC OA STUDIES DIC 2G DST 3A DSC 4A DRAMA ADA 2A ADA 3A ADA 4A3 ENGLISH ENG 2A ENG 3A ENG 4A ENG OA ENG 2G ENG 3G ENG 4G EWC OA FAMILY NFG 2G NFB 3G NMT 4G NFO OA STUDIES NFM 2G GEOGRAPHY GPH 3A GOS 4A GWI OA GPH 3AF GRE 4A GWI OAF HISTORY HCT 2A HSC 3A HCN OA HCT 2AF HSC 3AF HPO OA HCT 2G HSC 3G HWM OA HWC 3A HXE OA NFO OA MATH MAT 2A MAT 3A MAT 4A MAG OA MAT 2G MTT 3G MTT 4G MCA OA MFN OA MODERN FIF 2A FIF 3A FIF OA LANGUAGES FSF 2A FSF 3A FSF OA LWS 2A LWS 3A MUSIC AMI 2A AMI 3A AMI 4A AMU OA AMK 2A AMK 3A AMK 4A AMM 2A AMM 3A AMM 4A AMR 2A AMR 3A AMR 4A PEER NGP 4A TEACHING PHYSICAL PHF 2A PHE 3A PHE 4AE PPB OA EDUCATION PHF 2AF PHE 3A3 PHF 4A PHM 2A PHF 3A PHM 4A PHM 2AF PHM 3A SCIENCE SNC 2A SBA 3G SPH 4A SBI OA SNC 2G SBI 3A SCH OA SCH 3A SPH OA TECHNOLOGY TCJ 2A TCJ 3A TCJ 4A TGJ 2A1 TGJ 3G1 TGJ 4G1 TGJ 2A TGJ 3A TGJ 4A 67 For additional information please contact the Guidance Office Sir Robert Borden High School 131 Greenbank Road * Nepean • Ontario • Canada • K2H 8R1 Tel 613-829-5320 Fax 613-829-1287 Visit our website http://ocdsb.edu.on.ca/SRBHweb/