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Home My WebLink About1997-1998 Advance SRB Course CalendarE1°4 SSR 40VANCt ?*4oBe'kTHoa�AFN /*--/- 1 1�* C��dC�f�J DI�Q q�, C1s � ��-, �►�!, .fes JV4 that time again - time to defect a comm pnognam Mud will diwz4 affect 9om da4 toe fan tfw next mhaof cYeaac and Lie outco.cn� of yom f uhm. gAew axe dame changeA m om p"gxam bef" thio dean. Each Veau it 6econneA mow di ff icuft to off" as mane coma" and to mum a pcient emoHment to um caut"A. 2 -V& deeimmg p palation .and dattata, we aue hating to m,a& changiea. m &our we defiven education. 9.t us auticaf that ym and Vom pawn& make inf ewwd cho ea cuf wA ena6& Vau to meet the wquittement,s fad an Vatania Secandaul Schaaf Diploma. Vu4 guidance cou ixUe&A can h4 y m cuit0i an* guQ.atic m an cancelcrm. We wdi &ued out maaten timeta6ie and d zW ffw acfud 6aaed an the coa a oz&-ctwn-4 you made. C'f"" uua4. Jt ta after unpvw b& ta make chang4m m pm howta6& ate tfw maatex mAedufe 6. a&. Make cedain tfeat ymt pian a Beat teat m udew,6hng and fun, a yem uduch mceudeA apecwd udew-dt cou*mA, erxtra- e mmcu.6.m aetiuitim and a commitment ta be. miwfued m the mAooE. J Rape tfw 1997-1995 mAoof yeau trill 6e 6oth a xzaa f of and m4ot�ee. Jnsnci�,af AOMM our CARLETON BOARD Of?ON CONTENTS INTRODUCTION............................................................................................................................4 GENERALINFORMATION...........................................................................................................4 SECTION I: PROGRAMS AND SERVICES THE COMMON CURRICULUM Transition Years (Grade 9)................................................................................................5 DIPLOMA REQUIREMENTS Ontario Secondary School Diploma..................................................................................6 Certificateof Education.....................................................................................................7 COURSES Ministry of Education Courses ........... Definition of a Credit ........................... Level of Difficulty ................................ The Common Course Coding System Ontario Academic Courses (OACs) .... Prerequisite Courses .......................... Course Cancellations ......................... Course Transfers ................................ Ontario Student Transcript ................. School -Related Package of Courses.. SPECIAL PROGRAMS IN CBE SCHOOLS ............................................................................ 7 ............................................................................7 ............................................................................ 7 ............................................................................ 8 ............................................................................ 9 ............................................................................ 9 ............................................................................ 9 ............................................................................ 9 ..........................................................................10 ..........................................................................10 The French Immersion Program......................................................................................10 Alternate Education Program..........................................................................................10 Co-operative Education Program....................................................................................11 English as a Second Language Program........................................................................12 Program for the Intellectually Gifted................................................................................12 Linkage............................................................................................................................13 International Language Programs...................................................................................13 SemesteredPrograms....................................................................................................13 VocationalProgram.........................................................................................................13 Specialized Programs in Fine Arts and Technological Studies........................................14 1 STUDENT SERVICES IN CBE SCHOOLS Guidance and Counselling Services....................................................................................14 Special Education Services..................................................................................................14 Special Education Resource Units.......................................................................................14 LibraryServices...................................................................................................................15 STUDENTS Expectations of Students and Student Attendance................................................................15 Student Contract Option Sheet..............................................................................................15 StudentEvaluation................................................................................................................16 Examinations.........................................................................................................................16 Board -wide Examinations......................................................................................................16 Transportationof Students....................................................................................................16 PROGRAM SELECTION AT SIR ROBERT BORDEN.........................................................17 SECTION II: COURSES OFFERED Grade9 Program.................................................................................................................21 Art........................................................................................................................................22 BusinessEducation.............................................................................................................24 ComputerStudies.................................................................................................................28 Drama..................................................................................................................................29 English.................................................................................................................................31 Englishas a Second Language...........................................................................................33 FamilyStudies.....................................................................................................................34 Geography...........................................................................................................................36 History.................................................................................................................................. 39 Mathematics......................................................................................................................... 42 ModernLanguages..............................................................................................................44 Music...................................................................................................................................47 PeerTeaching......................................................................................................................52 PhysicalEducation...............................................................................................................53 Science................................................................................................................................55 Broad -Based Technology.......................................................................................................58 2 SECONDARY SCHOOLS IN THE CARLETON BOARD A.Y. Jackson S.S. Osgoode Township H.S. 150 Abbeyhill Drive 2800 Albert St. Kanata, K2L 1 H7 Metcalfe, KOA 2P0 836-2527 821-2241 Bell H.S. Sir Guy Carleton S.S. 40 Cedarview Road 55 Centrepointe Drive Nepean, K2H 6K1 Nepean, K2G 51-4 828-9101 723-5136 Cairine Wilson S.S. Sir Robert Borden H.S. 975 Orleans Blvd. 131 Greenbank Road Gloucester, K1C 2Z5 Nepean, K2H 8R1 824-4411 829-5320 Colonel By S.S. Sir Wilfrid Laurier S.S. 2381 Ogilvie Road 1515 Tenth Line Road Gloucester, K1 J 7N4 Orleans, K1 E 3E8 745-9411 834-4500 Confederation H.S. South Carleton H.S. 1645 Woodroffe Avenue 3673 McBean Street Nepean, K2G 1W3 Richmond, KOA 2Z0 226-8325 838-2212 Earl of March S.S. West Carleton S.S. No. 4 The Parkway 3088 Dunrobin Road Kanata, K2K 1Y4 R. R. # 2, Dunrobin, KOA 1T0 592-3361 832-2773 Gloucester H.S. Elizabeth Wyn Wood Site 2060 Ogilvie Road 50 St. Helen's Place Gloucester, K1 J 7N8 Nepean, K2G 1 H6 745-7176 225-8826 J.S. Woodsworth S.S. Frederick Banting Site 159 Chesterton Drive 4017 Carling Avenue Nepean, K2E 7E6 Kanata, K2K 2A3 225-4700 591-7678 Merivale H.S. Norman Johnston Site 1755 Merivale Road 1677 Cyrville Road Nepean, K2G 1 E2 Gloucester, K1 B 3L7 224-1807 745-5346 3 Mission Statement of The Carleton Board of Education To develop and provide to each student, regardless of age, an education of the highest quality in a positive environment, with caring, dedicated, and effective staff members. INTRODUCTION This booklet is a guide to the courses offered in the Carleton Board of Education's secondary schools. We have attempted to make this booklet complete and accurate. In all cases, Ministry of Education directives take precedence over any information provided here. Students: the ultimate responsibility for selecting a program of studies rests with your parents, or, if you are over eighteen years old, with you. Your school offers you considerable advice to help you make your decisions. Consult your Guidance Department and subject teachers. GENERAL INFORMATION The Carleton Board of Education offers a wide variety of programs and services to its secondary school students. As a result, variations exist from school to school. At the same time, in accordance with Ministry of Education and Carleton Board expectations, there is acommon core of programs and services which are available in all CBE secondary schools. This booklet is divided into two sections. Section I presents information about programs and services available in all CBE secondary schools. Section II describes the courses offered in this particular school. 0 SECTION I: PROGRAMS AND SERVICES THE COMMON CURRICULUM This term is used to describe the Ontario Ministry of Education and Training's curriculum for grades 1 to 9. Some key features include: • a focus on results or learning outcomes, rather than on the length of time to be spent on specific areas of study, and • arecognition thatschool programs mustaccommodatevarious abilities, needs, interests, and differing backgrounds of students. Program Areas -The Common Curriculum recognizes connections and relationships among ideas, people, and things, and applies them to traditional subjects in school. It is organized into four broad program areas. Traditional subjects are included in the four program areas: • Mathematics, Science and Technology • Language (English, French) • Personal and Social Studies: Self and Society (Business Studies, Family Studies, Geography, Guidance, History, Physical and Health Education) • Arts (Dramatic Arts, Music, Visual Arts, Dance) Transition Years (Grade 9) • The Grade 9 program is destreamed. Prior to September 1993, Grade 8 students chose Grade 9 courses by levels of difficulty (Advanced, General or Basic). With Grade 9 destreamed, students and parents are able to defer decisions about course levels until the end of Grade 9. • There are no individual credits in Grade 9. Secondary schools will grant an equivalent of eight credits to students who successfully complete the full Grade 9 program. • The school program will be organized to allow teachers more time with each of their stu- dents. This will provide opportunities to know students better, to appreciate their strengths, and to assist them with their weaknesses. • Students in Grade 9 with special needs will continue to have access to programs appropri- ate for them. A description of the school's Grade 9 program is found on page 21. DIPLOMA REQUIREMENTS All students registered in a secondary school are governed by the Ontario Ministry of Education and Training document, Ontario Schools: Intermediate and Senior Divisions (OS:IS). Ontario Secondary School Diploma An Ontario Secondary School Diploma (OSSD) is granted, on the recommendation of the principal, to a student who has satisfactorily completed a minimum of 30 credits. These 30 credits must consist of 16 compulsory credits and 14 elective credits. The 16 compulsory credits are: English (including at least 2 from the Senior Division) 5 credits French as a Second Language 1 credit Mathematics 2 credits Science 2 credits Canadian Geography 1 credit Canadian History 1 credit Social Sciences (Senior Division)" 1 credit Arts 1 credit Physical and Health Education 1 credit Business Studies or Technological Studies 1 credit Total Compulsory Credits 16 Credits Elective Credits 14 Credits Total for OSSD 30 Credits "A senior social science credit includes subjects such as Economics, Family Studies, Geography, History, Law, and Society, Challenge and Change. These 30 credits are the minimum required for the Ontario Secondary School Diploma. Students are encouraged to take more than this minimum. All students who registered after September 1,1993 will normally require 22 c red its 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. Consultyour school counsellorto ensure that you meet diploma requirements. Certificate of Education A student who leaves school before earning an OSSD may, after earning 14 credits, request a Certificate of Education. The 14 credits must consist of 8 electives and the following 6 compulsory credits: English Mathematics Science Canadian Geography or Canadian History Physical and Health Education Total Compulsory Credits Elective Credits Total for Certificate of Education COURSES Ministry of Education Courses 2 credits 1 credit 1 credit 1 credit 1 credit 6 credits 8 credits 14 credits All courses offered in Carleton Board schools have been developed according to Ontario Ministry of Education and Training requirements. All courses are open to students of both sexes. Outlinesof courses of study are available in each school office for parents to examine. Although the Ministry of Education provides general guidelines for both compulsory and optional areas of study, the content in optional course units mayvaryfrom school to school. The sequence ofcompulsory 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 atwhich grade level they must be taught. Definition of a Credit For students in Grades 10 -OAC a credit is granted to a student by the principal for successful completion of a course which is scheduled for a minimum of 110 hours. Level of Difficulty Courses are offered at up to three levels of difficulty for grades 10 -12: Advanced, General and Basic. The level of difficulty for each course is indicated in its subject code. It is important that you select courses at a level appropriate to your abilities and future educational plans. However, you need not select all of your courses at the same level of difficulty. All OAC courses are offered at the Advanced level. The three levels of difficulty are described below. Advanced Level Advanced level courses focus on the development of academic skills and prepare students for entry to university and to certain programs in the colleges of applied arts and technology. 7 General Level General level courses are appropriate preparation for employment, careers or certain programs in the colleges of applied arts and technology and other non -degree -granting post -secondary educational institutions. Basic Level Basic level courses are designed to improve a student's basic academic skills and are appropriate preparation for employment. The Common Course Coding System All course codes have been assigned according to the Common Course Coding System developed by the Ontario Ministry of Education. Each course code has at least 5 characters. Some have an optional sixth character. The characters are used as follows: The first three characters indicate the subject group and course. For example: BLW = Business -Law FIG = French Immersion MAT = Mathematics The fourth character indicates the grade level: 2 = Grade 10 3 = Grade 11 4 = Grade 12 0 = OAC The fifth character indicates the level of difficulty: A = Advancedlevel G = General level B = Basic level The sixth character (optional) carries additional information. In Carleton Board secondary schools, the following sixth character designators are used: C Single credit Co-operative Education D Double credit Co-operative Education E Enriched F French Immersion course (other than French language) G Gifted H Half -credit, Co-operative Education I Gifted French Immersion K Sheltered Course L L/D Course M Single credit Co-operative French Immersion N Double credit Co --operative French Immersion P Second single credit Co-operative Education Q Quarter credit course R First half of half -credit course S Second half of half -credit course U Second double credit Co-operative Education V Third double credit Co-operative Education 1 Used with AVF = Visual Art - Photoaraohv Example: MAT 2AF designates Mathematiques, Grade 10, Advanced Level, French Immersion. Ontario Academic Courses (OACs) The Ministry of Education defines an Ontario Academic Course as "a prescriptive provincially -designated university -entrance course." Students going on to university normally take most of their credits at the advanced level in preparation for the OACs. OACs have replaced the old Grade 13 courses. You may complete the required OACs either in addition to, or as part of, the 30 credits you need for an OSSD. Notice, however, that there is no required OAC program. You should select 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 mandates that before you take the course, you must successfully complete another course, normally at a lower grade level. In this booklet, such a prerequisite is noted at the beginning of the course description with the heading "Ministry Prerequisite." Should you or your parent ask that you be exempted from a Ministry prerequisite course, your principal will rule on the request. Some courses may bear the description "Suggested Prerequisite." This description means that your school recommends that you take the prerequisite because your degree of success in the cou rse will be increased by what you learn in the prerequisite. Such recommendations are good advice. However, you will not be denied entry into the course if you have not completed the suggested prerequisite. Course Cancellations Courses may be cancelled because of insufficient enrolment and staffing considerations, and closed due to class size. Should acancellation occur, either you will be notified and asked to select an alternate course, or an alternate course you selected on your option sheet will be substituted. Course Transfers Requeststo change your program during the academic year will be considered only for avalid reason. Your school may consider a timetable change request for reasons involving: • a change in level of difficulty, • a timetable error, • Summer School results, • a change in career plans, • post -secondary education admission requirements, or • medical matters. Should your request be deemed valid, your timetable will be adjusted, if possible, taking into account the master timetable and class sizes. Ontario Student Transcript A record of courses you have successfully completed and credits you have earned towards diploma requirements is maintained on the Ontario Student Transcript. Completed courses are entered on your Transcript using common course code designations issued by the Ministry of Education. School -Related Package of Courses A school -related package consists of eight credits (minimum) in either Business Education or Technologi- cal Studies. If you successfully complete a school -related package, your accomplishment is recorded on your Ontario Student Transcript in the form of an endorsement. SPECIAL PROGRAMS IN CBE SCHOOLS The French Immersion Program The Carleton Board of Education offers a French Immersion program in all its secondary schoolswith the exception of Sir Guy Carleton Secondary School. Through its schools, the Board offers the Carleton Board of Education Certificate in French Immersion which is awarded to secondary school graduates who have earned the prerequisite numberof Late Immersion/Extended or Early Immersion French program credits. Students who enter Grade 9 in September 1993 or thereafter are required to complete the requirements for Early or Late Immersion during the Transition Years (i.e., aminimum of half their instruction in the French language) and the completion of 7 other Immersion credits. At least one French Immersion credit must be taken in the Senior division. The certificate shall be awarded to Grade 9 students who entered the Board's secondary Gifted program in September 1993 and who, by graduation, will have acquired a minimum of 6 Late Immersion/Extended or Early Immersion program credits. Alternate Education Program TheCarleton Board of Education's Alternate Education Program isoffered atthree sites, Norman Johnston in the East end, Elizabeth Wyn Wood, located centrally, and the Frederick Banting Site in the West end. The program provides an alternate form of schooling for students experiencing difficulty coping in the traditional school setting. The program allows a flexible style of education, yet provides 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 a half hours a day. the under -16 program allows students to complete some of the course requirements for their grade 9 year. Students should have tried 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 I ndependent 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. 10 The program provides an opportunity for students to complete their OSSD and continue on to further education, to return to the traditional school and complete their program there, or move directly to the workplace. For further information, contact your guidance counsellor or vice-principal. Co-operative Education Program Co-operative Education is awork-education program for which students receive credits. The program promotes skill development, careerdevelopment 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 applica- tions 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. 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 towhich your placement will be linked, or have arrangedtotake thecourse 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. 11 English as a Second Language Program English as a Second Language (ESL) is a program designed to aid students whose first language is not English. It covers the four critical areas of language acquisition: listening, speaking, reading and writing. Normally, a beginning student takes all three levels of ESL before entering the regular English program. A formal initial assessment is done to determine the appropriate ESL level for each student. ESL programs are offered at the following schools: • Bell High School • Colonel By Secondary School • Gloucester High School • J.S. Woodsworth Secondary School • Merivale High School • Sir Guy Carleton Secondary School • Sir Robert Borden High School For further information, contact the English as a Second Language Reception Centre at the Brook Lane Education Centre (224-7818). Program for the Intellectually Gifted The mandate of the Secondary School Gifted Program isto provide differentiated learning experiences beyond those normally provided in the regular school program to those students who have been identified as intellectually gifted by an Identification, Placement and Review Committee (IPRC). Students in the program are challenged to achieve, with their peers, in a secure, confidence -building environment. Gifted students meet daily as a group in their core classes (English, Mathematics, Geography/History and Science). In these classes, a differentiated curriculum is offered to expand both the depth and breadth of their learning. All such gifted courses are given at the advanced level as described in Ministry guidelines. Gifted students take their elective subjects as members of the regular program. Secondary School Gifted Programs are offered at the following schools: Bell High School Gloucester High School Merivale High School A Special Education fact sheet entitled Programs for Intellectually Gifted Students is available in your child's school. 12 Linkage As of September 1991, linkage or articulation agreements have been signed between Algonquin College and the four area school boards in order to ease the transition from high school to college. The intent of these agreements is to recognize student preparation for college. Students may earn advanced standing at the college level for courses taken in high school, or they may be given consideration or preferential treatment for admission to specific programs at Algonquin. To date, linkage agreements have been signed for the following programs at Algonquin: 1. 3 year Business Administration 2. Early Childhood Education 3. Graphic Tech nician-Printing 4. Tourism and Hospitality (e.g., Canadian Academy of Travel and Tourism) See your guidance counsellor for further details. International Language Programs International language programs are offered in selected Carleton Board schools. These programs may include German, Italian, Spanish, Japanese, Latin, Hebrew, Russian and Korean. Information about the nature and location of these programs may be obtained from your school's guidance office. Semestered Programs With full -credit semestering, the school year is divided into two equal sections. The first semester runs from September through January; the second, from February through June. Students take a maximum of four subjects per semester. Students may transfer from a non-semestered school to a semestered school if the transferallowsthem to complete diploma requirements in one semester, ratherthan afull year. The following schools offer a semestered program: • A.Y. Jackson S.S. • Bell H.S. • Cairine Wilson S.S. • Gloucester H.S. • J.S. Woodsworth S.S • Sir Wilfrid Laurier • West Carleton S.S. Intermediate and Senior Divisions Senior Division only Intermediate and Senior Divisions Intermediate and Senior Divisions Intermediate and Senior Divisions Intermediate and Senior Divisions Intermediate and Senior Divisions Vocational Program - Sir Guy Carleton S. S. The primary purpose of the vocational program at Sir Guy Carleton Secondary School is to prepare students for entry to the work force. At this school, the CBE offers a full range of courses leading to the Certificate of Education, the Ontario Secondary School Diploma and the world of work. Academic and technical courses are offered at the basic level and are combined with external programs which provide students with learning opportunities in the community outside of the school. Admission to the school is by application inititated by the Guidance Department of the student's home school. Information about the programs available at Sir Guy 13 11 Carleton Secondary School maybe obtained by contacting the school at 723-5136. 11 Specialized Programs in Fine Arts and Technological Studies Specialized programs in Fine Arts and Technological Studies are offered at different schools. Information about the nature and location of these programs may be obtained from your school's guidance office. STUDENT SERVICES IN CBE SCHOOLS Guidance and Counselling Programs Guidance and Counselling Programs in each secondary school serve students, parents and staff by providing three different kinds of counselling and instruction: educational, career, and personal. Educational Counselling and Instruction. This program helps students and their parents decide on current and future secondary school programs and on post -secondary education and training opportunities. Career Counselling and Instruction. This program helps students with their career exploration anddecision-making. Counsellors encourage students to exam i ne their strengths and preferences and relate these to a wide range of occupations. Students use the career and educational information in the guidance information centre and visitor work in various occupations through job shadowing, work experience and Co—operative Education. Personal Counselling. This program helps students deal with their personal concerns and their relationships with others. Special Education Services The Special Education Department within each school provides services for all students identified as "exceptional" as defined by an Identification, Placement and Review Committee (IPRC). In addition, it meets the needs of other students identified through an in -school case conference by making modifications to their regular academic program. The Special Education Department in each school has access to the Board's Special Services Department for additional support. These services include social workers, psychologists, speech language pathologists, itinerant teachers of the visually and hearing impaired, an educational audiologist, and abraillist. For more information about the Carleton Board's Special Education services, Special Education fact sheets are available in your child's school. Special Education Resource Units The Special Education Resource Unit (SERU) helps students who require more individualized support than a regular class is able to provide. To discuss receiving SERU support, a parent, student or teacher may contact the school at any time throughout the year. For more information, please consult the Special Education fact sheet entitled Resource Units and Designated Resource Units available in your school. 14 Special Education Composite Unit The Composite Unit helps students whose learning needs require a higher level of intervention, structure and supervision than is possible through the Special Education Resource Unit. The program consists of many regular classroom credits plus added support time built into the student's timetable. Since the learning disabilities which make academic learning difficult also make social learning difficult, the pro- gram addresses both these areas. Development of strategies to deal with successful work completion and to get along with others are the focus. Admission to the Composite Unit is through the Identification, Placement and Review Committee. Library Services Carleton Board school libraries are facilities for teaching, research, studying, and reading The Library Program has been developed to teach students information management skills to facilitate life long learning. Teacher -librarians and classroom teachers work together to design resource-based curriculum units involving research and telecommunication skills. These skills are taught to and practised 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 work stations, computer data bases, 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 STUDENTS Expectations of Students and Student Attendance Regular attendance is essential to the learning process. When your learning is disrupted by irregular attendance, both you and your class lose experiences which cannot be entirely replaced. Moreover, if you habitually miss classes you suffer in the evaluation process because your participation and achievement cannot be assessed. Attendance is, therefore, an essential component of every course. A student who has been appropriately counselled and provided with support to promote regular attendance, but who is still unwilling to attend classes regularly, will normally fail the course. Student Contract Option Sheet Students indicate the courses they wish to take during the coming academic year by completing a Student Contract Option Sheet. On the basis of these sheets, school officials construct the master timetable and staff the school. As these decisions are based on the information from student option sheets, it is imperative that this information be accurate and complete. You and your parents must, therefore, give careful thought to the course options you select. Opportunities to change option selections are limited. 15 Student Evaluation Evaluation is not an end in itself. It is part of the learning process for both the teacher and the student. Its purpose is to assess a student's achievement in relation to the stated outcomes and objectives of the course. The procedures for evaluating student progress vary from course to course to meet the requirements of different subjects, different levels of difficulty, and different learning environments. Teachers provide students with specific, written evaluation procedures at the beginning of each course. Examinations The general practice is that students will not be timetabled for more than two examinations in one day. Students who take courses at different levels and/or grades however, may be required to write more than two exams on a given day. Every attempt will be made to ensure that students do not write more than two exams in one day. Board -wide Examinations Each Board -wide examination is marked according to a uniform set of criteria which is applied in all schools. Board -wide examinations are administered in the following subjects, at the grade levels and times of year indicated below: Mathematics -Grade 10 Advanced End of course -OAC Calculus End of course English -OAC I End of course (semestered), Jan. (non-semestered) -Grade 12 General End of course (semestered), Jan. (non-semestered) In Mathematics and English, all students taking the course write the same examination. Transportation of Students The Carleton Board of Education provides transportation for its secondary students who reside 4.0 kms. or more from the school they are directed to attend. Board transportation by public transit (OC Transpo) is used where adequate service is available and cost effective. Students eligible for Board transportation and designated to travel by OC Transpo, are issued passes/tickets from their individual school for the five winter months only, (November through March). 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. 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 Carleton 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. 16 OF EDUCATION iir Robert Borden High School's programmes are developed to meet the goals of the Ministry of Education and the Carleton Board of Education. These goals are to: develop a responsiveness to the dynamic processes of learning; develop resourcefulness, adaptability, creativity in learning and living; acquire the basic knowledge and skills needed to comprehend and express ideas through words, numbers, and other symbols; develop physical fitness and good health; gain satisfaction from participating and from sharing the participation of others in various forms of artistic expression; develop a feeling of self-worth; develop an understanding of the role of the individual within the family and the role of the family within society; acquire skills that contribute to self reliance in solving practical problems in everyday life; develop a sense of personal responsibility in society at local, national, and international levels; 0. develop esteem for the customs, cultures, and beliefs of a wide variety of societal groups; 1. acquire skills and attitudes that will lead to satisfaction and productivity in the world of work; 2. develop respect for the environment and a commitment to the wise use of resources; 3. develop values related to personal, ethical, or religious beliefs, and to the common welfare of society. IISSION STATEMENT OF SIR ROBERT BORDEN HIGH SCHOOL create an environment in which learning for both students and staff is valued, encouraged and fun. IMS OF THE SCHOOL To satisfy the needs and stimulate the growth academically, socially and physically of each individual. To encourage and strengthen the partnership between the school and the community. To fulfill the aims and objectives of the Carleton Board of Education and the Ministry of Education. To recruit and retain highly qualified and competent staff and to provide opportunities for professional development. To provide an administrative system which encourages and fosters a positive learning and teaching atmosphere. To develop co-operation and communication between students and staff. rUDENT CONTRACT OPTION SHEET Students and parents are requested to give careful thought to options selected. School officials construct the master timetable and distribute staff on the basis of this information. OPPORTUNITIES TO CHANGE OPTION SELECTIONS WILL BE LIMITED. REQUESTS FOR SUCH CHANGES SHOULD BE MADE BEFORE THE END OF JUNE. 17 CHOOSING YOUR COURSES WISELY PLACE A CHECK MARK IN THE BOX TO THE LEFT OF EACH SUGGESTED ACTIVITY WHEN YOU HAVE COMPLETED THE ITEM ❑ 1. Check the diploma requirements on page 6 to be certain that all compulsory courses for your OSSD have been completed. 112. Consider all other possible options by carefully examining the course outline section which is part II of this book. 3. Read page 20, titled 'After High School". Examine university and college calendars for compulsory prerequisite courses which must be completed before entering the program. 114. Determine your interests. Students tend to have higher grades in courses that they enjoy. 5. Evaluate your abilities. Look at your grades in previous related courses. Read page 7, titled "Level of Difficulty", to help you decide on the appropriate level of difficulty. 6. Talk to your teachers. Both your present teachers and the teachers of the courses which you are considering will be of assistance to you. 7. Talk to your parents. A parent's signature is required for all students under the ❑ age of 18. Discuss your choices with your parents. Don't just ask them to sign the form! ❑ 8. Talk to other students. Find out as much information about the course as now. Be sure it's possible what you want. ❑ 9. Talk to other adults who are currently employed in the area of your career interest. These may be able to recommend people appropriate courses. 10. Tentatively plan the OAC courses you expect to take. Make sure that you ❑ have included the necessary senior level prerequisites if you intend to complete OAC courses. 11. Make an appointment to discuss your choices with your Guidance ❑ counsellor. If your parents wish to speak to a counsellor, he/she can be reached at 829-5320. 12. Evaluate the choices you have made. Do your courses satisfy your needs, abilities and interests? Once the school year begins, very few changes will be made and the rules on page 9 will be strictly followed. W. PLANNING FOR TOMORROW Aworksheet to help you decide on the courses you may take next year. IF YOU STARTED GRADE 9 BEFORE SEPTEMBER, 1993: P 1: CHECK OFF THE COMPULSORY COURSES THAT YOU HAVE TAKEN 5 ENGLISH (2 IN SENIOR DIVISION) 0 0 0 0 0 2 MATHEMATICS 0 0 2 SCIENCE 0 0 1 FRENCH 0 1 CANADIAN GEOGRAPHY 0 1 CANADIAN HISTORY 0 1 SOCIAL SCIENCE (SENIOR DIVISION) 0 1 ARTS (ART, MUSIC, DRAMATIC ARTS) 0 1 PHYSICAL EDUCATION 0 1 BUSINESS OR TECHNOLOGY 0 P II: WRITE THE NAMES OF ALL COURSES WHICH YOU HAVE SUCCESSFULLY COMPLETED (OR ARE CURRENTLY TAKING) IN THE SPACE PROVIDED AT THE BOTTOM OF THIS PAGE. P III: WRITE THE NAMES OF ANY REMAINING COMPULSORY COURSES IN THE SPACE FOR THE YEAR IN WHICH YOU INTEND TO TAKE THEM. P IV: USE THE INFORMATION ON THE NEXT PAGE TO HELP YOU CHOOSE THE REMAINDER OF YOUR COURSES WISELY. COURSE SELECTIONS YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 19 POINTS TO CONSIDER In Grade 10, select courses at the appropriate level of difficulty and work on the completion of most of your compulsory credits. As you enter Grade 11 look ahead at your next few school years and plan how you will complete all your diploma requirements. Choose elective courses that will give you a range of experiences and prepare you for courses you may want to take at the senior level. a) Immersion students need to plan carefully tofulfill the requirements of the French Immersion Certificate. b) Students in advanced -level courses should make sure they have the prerequisites for any OAC courses they wish to take. As you enter Grade 12, make sure that you have completed your compulsory credits. You should research post -secondary education requirements carefully. AFTER HIGH SCHOOL UNIVERSITY Universities require an OSSD and 6 OAC credits for entrance. Admission requirements vary for different programs. Students should plan early in their high school years to make sure they have the required courses for the program of their choice. For example, in order to enter an Arts Program, most universities require you to take ENGOA and five other OACs but for an Engineering Program you would need MCAOA, MAGOA, SPHOA, SCHOA and two other OACs. 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. 2. COLLEGES OF APPLIED ARTS AND TECHNOLOGY Most college programs require an OSSD for entry. Some programs require specific high school credits, but subjects may be at the advanced or general level, and no 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. 20 Insert Sir Robert Borden H.S. Grade 9 Program Here 21 F SUAL ARTS' Grade 9 Foundation Course AVI 2A Visual Arts -Comprehensive course AVI 2A Credit value: 1.0 Suggested Prerequisite: AVI 1W Though intended for students with an AVI 1 W background, the course is open to all students who wish to take advanced levelcourses 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 art history/ criticism will be introduced through comparative studies. Students are required to purchase a basic art kit for their use in class at a cost of approximately $15. AVI OA Visual Arts -Comprehensive course AVI 3A Credit Value: 1.0 Suggested Prerequisite: AV11 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 imagi- native compositions. The history/criticism component of the course continues the comparative study of impor- tant works of art in relation to studio activities. Students are required to purchase a basic art kit for their use in class at a cost of approximately $16. 22 SIR ROBERT BORDEN HIGH SCHOOL GRADE 9 PROGRAM All students entering Sir Robert Borden High School from an elementary school will be offered a similar curriculum. This curriculum will continue to offer a solid grounding in the traditional subject areas, though the organization of the subjects has been modified to encourage the integration of curriculum. In an effort to reduce the number of teacher contacts at the Grade 9 level, students will find themselves moving as a group during a portion of the day. A portion of the curriculum will be offered in the French language to those students who have been participating in either the Early or Late French Immersion programs at the elementary level and wish to continue in an Immersion program. There will be only one level of immersion offered in the Transition Years program. Students taking the Immersion option will take the following courses in French: French (immersion), Canadian Studies, Physical Education, and Home Group. THE COMMON CURRICULUM Home Group Canadian Studies English Core Drama Physical Education French or *Arts Music** Mathematics I an Immersion Visual Arts Science I integrated Technology I approach * While students will have the option of selecting an Arts "Major", every student will participate in a number of integrated units throughout the year. ** Students with an instrumental music background may select an instrumental music option; those without may select a vocal/keyboard option. HOME GROUP The course will consist of approximately 30 hours of introductory keyboarding and a series of "lifeskill" units such as time management, study skills, library skills, decision making, career planning, etc. CANADIAN STUDIES This course consists of a study of Canada from a geographical and historical perspective. We will investigate the natural forces that have shaped Canada and then study the human interaction with this environment from the 19th century to the present. The methods of instruction will challenge the students to perform to the best of their abilities while taking into account the needs of the individual. EN-� - The course consists of three areas: language study; literature (which includes fiction, non-fiction, poetry and drama); and media study. Building upon the work of Grades 7 and 8, students will continue to develop their skills in process writing, collaborative learning, efficient work and study habits, and independent learning. They will learn to express themselves in a variety of written and oral forms. PHYSICAL EDL rrn Emphasis is placed on the development and improvement of total fitness and coordination, and the acquisition of fundamental skills in a variety of activities. Outdoor education activities form an integral part of the course. The health section consists of three main topics: physical fitness; drugs and alcohol; and human sexuality, which includes a study of AIDS. MAT HEMATICS/ SCIENCIErEE 'H Nr.T OG This program will integrate the traditional elements associated with Grade 9 Mathematics and Science while incorporating the appropriate elements of technology. Students will study numerical methods involving decimals, integers, powers and square roots, rational numbers, statistics and applications of ratio and percent. Algebra is introduced with the study of polynomials, formulas and problem solving using equations. Also studied are measurement, geometric constructions, plane figures, coordinate geometry and congruence. They will also study a blend of biology, chemistry, physics and environmental science, developing a foundation of scientific skills and knowledge for further science courses. The program emphasizes student experimental activities; the relationship of science to practical, everyday experiences; the issues of science in society; and such personal skills as organization, self-confidence, group work, problem solving, laboratory management and consumer awareness. FRENCH French will be offered at two levels, Immersion and Core. Students who have been enrolled in either the Early or Late French Immersion programs at the elementary level may opt for the Immersion program. Both programs will combine the development of language arts skills (listening, speaking, reading and writing) with the study of Frenchliterature and culture. N.B. - Students who withdraw from the Immersion program upon entering secondary school are normally placed in Grade 10 Core French. ARTS Students have the option of majoring in Drama, Music (either instrumental or vocal/ keyboard), or Visual Arts. Regardless of the program selected, every student will participate in a number of integrated units throughout the year. These are designed to enhance the student's appreciation of the other areas and their understanding of the features common to all. SPECIALCOURSES Visual Arts Ceramics Visual Arts -Information Design AVC4G AVD 3G Credit value: 1.0 Credit Value: 1.0 Suggested Prerequisite: Senior Student 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 pastand present. They also learn howtoorganizeand maintain a ceramic studio. Students are required to purchase a basic art kit for their use in class at a cost of approximately $25. Visual Arts In this course, students develop skills in communica- tion processes such as typography, illustration and methods of reproduction as they design layouts, logos, advertisement and packaging. By studying visual form and design principles, they learn to create impact and clarity when communicating ideas. They also develop skills in planning, symbolizing and finishing, and learn how the designer extends his or her influence beyond the walls of the studio. Students are required to purchase a basic art kit for their use in class at a cost of approximately $16 . AVI OA Visual Arts -Photography Credit Value: 1.0 AVF 3G1 Ministry Prerequisite: At least one senior Credit Value: 1.0 advanced level art course. Suggested Prerequisite: Senior student Thiscourse, which completes the advanced level pro- gram, is for students going onto further education. The studio/design and history/criticism components each makeup50 percent of the course time.lnthestudio component, students explore in depth one area se- lected from painting, sculpture, photography, or printmaking through the resolution of technical and artistic problems. They use their study of drawing to develop their evolving ideas within their selected op- tion. The concentrated focus of the course helps students resolve artistic problems and critically ana- lyzetheirwork in relation totheworkof 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 $16. This introductory photography course is offered at different levels at different schools. Students study the procedures, and the techniques of using appropriate lighting. They apply elements and principles of design to the field of photography. Through a variety of activities, they develop a life-long appreciation of pho- tography as an art form. Students are required to purchase photographic pa- pers and film, available from the art department. Approximate cost is$35. Students must have available for their use a 35 mm single lens reflex camera. Visual Arts -Comprehensive course AVI 4A Credit Value: 1.0 Suggested Prerequisite: AV12A or AV1 3A In previous Visual Arts courses, students develop their skill and understanding in composition and studiotech- niques. In this course, they concentrate on the mean- ing of a work of art. By considering the relationship between subject matter, and media and technique, they addressthe problem of form and content. Through their work 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 study of important works of art and anticipates the historical overview of the OAC course. Students are required to purchase a basic art kit for their use in class at a cost of approximately $16. 23 BUSINESS EDUCATION BPT BPS ACCOUNT�NG BPC 3G BAC MARKETING / MANAGEMENT M -11VA .......... .......... BOS 4AJ.:::: BMK BBS 4G BOS . 4GJ.:::: ......... 24 It should be clearly understood that any of the above courses may IB 2A be taken on an .......... individual basis. The chart presents only a .......... .......... BOS 4AJ.:::: BMK BBS 4G BOS . 4GJ.:::: ......... 24 A SPECIAL NOTE TO ADULTS: You are welcome in all business education courses. With new technology and new business practices, business education programs have changed. Now you can open the door to a rewarding career by taking a refresher course, learning newskills orearning your diploma. With a wide variety of courses in Accounting, Computers, Keyboarding and Law, this school offers a program which meets your needs. Courses can be linked to Co-operative Education which enables you to spend part of your school day in an actual office environment, gaining on-the-job training and earning up to two additional credits. Register now. Don t delay! Accounting BAC 3A Credit Value: 1.0 This Senior Division course provides students with a working knowledge of accounting theory. The course stresses basic concepts and accounting theories relating to sole -proprietorship businesses and uses accounting applications to reinforce theoretical principles. Topics include: accounting for service and merchandising businesses, financial statement analysis, subsidiary ledgers, columnar journals, cash control and banking, and accounting -related careers. Students are introduced to the use of electronic spreadsheets in accounting applications. This course serves as the Ministry Prerequisite for Accounting OAC (BAC) and for Accounting Systems (BAS). A fee of $16 will be levied for this course to cover additional costs of supplies. Accounting BAC OA Credit Value: 1.0 Ministry Prerequisite: BAC 3A Accounting OAC is for students pursuing further stud- ies at university. It offers these students an under- standing of the business world, whether or not they intend to study accounting at university. After review- ing fundamental accounting concepts and procedures, students study, in-depth, generally accepted account- ing principles, financial -accounting procedures used by businesses, and the analysis of financial data. They learn about accounting as a decision-making tool and examine computer applications in business using Macintosh computers. A fee of $36 may be levied for this course to cover additional costs of supplies. Keyboarding I BKI 2A3 Credit Value: 1.0 Keyboarding is a communication -related skill that is increasingly recognized as an essential part of liter- acy. In the coming years, students will use computer keyboards for their personal communication needs and their educational endeavours. Keyboarding I is a personal -use course; however, the course provides students with a solid foundation for further studies in Keyboarding II and III. Students in their second, third, fourth, or fifth year of secondary school who do not have keyboarding skills should consider this course. Business English BBS 4G Credit Value: 1.0 Suggested Prerequisite: 2 English Credits NOTE: Students may use one Business English credit as one of the five mandatory English credits required for an Ontario Secondary School Diploma. Therefore, the credit in Business English may, at the student's discretion, be used either as a credit in Business Studies or as a credit in English. In Business English, students learn to communicate effectively in business or technical contexts. They improve their skills in all phases of communication - reading, listening, speaking, and writing and apply effective writing skills to a variety of current business material. Practical applicationsof business commun i - cations 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 in- clude: market research, consumer behaviour, distri- bution, pricing, promotion, management and the de- velopment of a marketing plan. The course empha- sizes a marketing management perspective through- out and develops in students decision-making and market -analysis skills. A workbook fee of $19 will be levied for this course. It is recommended that students consider this course and/or BOS 4A prior to undertaking BOA OA. 25 Management Studies Introduction to Business BOS 4G BIB 2A Credit Value: 1.0 Credit Value: 1.0 In management studies, students gain an overview of Canadian business and identify the principles of busi- ness 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 manage- ment. Management Studies BOS 4A Credit Value: 1.0 This course is for students who intend to pursue business or industry related studies following secon- dary school. In the course, students examine the process of management decision-making and identify the characteristics and leadership styles of effective management personnel. Topics covered in the course include: the Canadian business system, functions of management, the spheres of management and career opportunities in management. It is recommended that students consider this course and/or BMK 4A prior to undertaking BOA OA. Administrative Studies BOA OA Credit Value: 1.0 Ministry Prerequisite: One credit in Senior Division Business Studies or Social Science at the advanced level. Suggested Prerequisite: BMK 4A or BOS 4A In this course, students identify the factors that influ- encethe Canadian business environment and exam- ine their interaction. They examine the skills and abilities required for effective business administration and assess their individual leadership styles and pref- erences. Topics covered in the course include: administrative leadership and functions, business and the economy, business and social responsibility, business and government, business and human rela- tions, 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. In this course, students examine Canadian business and economics. They acquire the personal and busi- ness-related skills needed to understand current business, government and labour issues; to appreck ate the impact of computer technology on the business world; and to prepare for future career and employ- ment opportunities. Topics covered include: Cana- dian business, economic and financial systems; busi- nesscommunications; computer applications; account- ing; 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. Introduction to Computer Studies DIC 2A Credit Value: 1.0 NOTE: Introduction to Computer Studies (DIC 2A) may not be designated a Business Studies credit. Students may, however, designate Data Processing Techniques (BPT 3A) and Systems Analysis and Design (BPS 4A) as Business credits. In thiscourse, students gain an overviewof computers in today's society and appreciate their impact. Course concepts are reinforced by daily "hands-on" experi- ence in the computer laboratory using Macintosh computers. Topics covered include: an overview of computers, the history of computers, word processing, graphics, application of databases and spreadsheets, computer technology, and programming in BASIC. Students become aware of the many exciting career opportunities available to them in the computer field. The course stresses good communication and prob- lem -solving skills. Introduction to Computer Studies DIC 2G Credit Value: 1.0 NOTE: Introduction to Computer Studies (DIC 2G) maynotbe designateda Business Studies credit. Stu- dents may, however, designate Data ProcessingTech- niques (BPT 3G) and Systems Analysis and Design (BPS 4A) as Business credits. This course provides students with practical experi- ence in the use of computers. Students learn toappre- fS7 ciate the power and usefulness of the computer as an efficient tool. Students both work with prepackaged software and develop programming ability. Topics covered in the course include: an overview ofcomput- ers, the history of modern computers, word process- ing, graphics, the application ofdatabasesand spread- sheets, and computer technology. Using Macintosh computers in their daily work in the computer labora- tory, students practice techniques of good communication and develop problem -solving skills. A workbook fee of $12 will be levied in this course. Data Processing Techniques BPT 3A Credit Value: 1.0 In this course, students acquire applications and programming skills related to business. The appli- cation softwarewill include spreadsheets, databases, graphics, desktop publishing and BASIC for file handling. The course is best suited to students who ant to concentrate on information processing rather than on the technical and logic concepts of computer science and technology. Data Processing Concepts BPC 3G Credit Value: 1.0 This course emphasizes using computers to carry out personal and business functions. Students have hands-on experience with Apple Macintosh comput- ers. The data processing concepts and techniques presented provide studentswith the background they need for occupations in the broad field of information processing. Areas of study include: programming, computers in business, applications programs (word processors, databases, electronic spreadsheets, etc.), hardware maintenance, and higher level computer operations. Many students take both Data Process- ing Concepts and Computer Science to learn how to use different languages and applications for solving problems in business and government. Systems Analysis and Design BPS 4A Credit Value: 1.0 Suggested Prerequisite: BPT 3A In this course students are provided with various opportunities to obtain a broad understanding of systems and to acquire specific skills related to this challenging field. These skills include fact finding through surveys and interviews, identification of prob- lem areas, developing appropriate solutions to these problems and establishing strategies for implementa- tion and maintenance of computerized systems. Students improve their ability to organize, analyse, coordinate and communicate. They learn to consider all possible alternatives in developing step-by-step solutions to problems and they acquire social sensitiv- ity in dealing with the interface between people and computers. This cou rse is of value to those students who are keenly interested in computers and those who would like to integrate systems design and analy- sis concepts with their other skills and abilities. This course is a valuable foundation for those students planning future study at college or university. Law BLW 3A Credit Value: 1.0 NOTE: Students may, at their discretion, use the credit earned in BL W 3G/4G or BL W 3A and BL W OA as a credit in eitherBusiness Studies or in Historyand Contemporary Studies. In addition, they may count the credit earned as one of the eight required for a concentration in Business Studies. This course helps students understand the principles of law and the legal system. They explore the origin and development of law and the basic structure of the Canadian legal system. The topics covered include: an introduction to law, the impact and authorityof 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. 27 LW OA redit Value: 1.0 inistry Prerequisite: A Senior Division Social Sci- ice credit at the advanced level. Students gain a broad knowledge of the Canadian egal system and its basic workings. They appreciate he strengths, weaknesses and limits of law as a neans of solving problems. They gain a broader )erspective of the law through the acquisition of legal nformation and an in-depth appreciation of legal is- ;ues. Case studies, projects and seminars lead stu- fents to appreciate the need for each citizen to be an fictive participant in the law evaluation and reform. fopicsinclude: introduction to law, the criminal justice system, human rights and freedoms, law and the )usiness community, law and the world community, find current issues in Canadian law. Self -Directed Business Credits YLC ON Credit Value: 1.0 To better meet the needs of senior students wishing to acquire credits at the general level, the Business Education department will offer a package of self- directed courses. Students participatting in this pro- gram would selectone (or possibly more) of the follow- ing courses: Merchandising (3G), Accounting (3G), Entrepreneurship (3G), Information Processing (3G) or Accounting Applications (4G). Students would be provided with the appropriate materials and would be responsible for completing the package ontheirown. A teacher will act as facilitator, providing assistance, direction and evaluation. Students would be required to complete a number of lessons per week and must take various tests, mid-term and final exams, and hand in assignments on specified dates. Students wishing to avail themselves of this option should select YLCON as one of their courses on the option sheet. Specific course selection would follow in consultation with the Business department. COMPUTER STUDIES DIC 2A, DIC 2G, BPC 3G, BPT 3A, BPS 4A course descriptors please see the Business section. DST 3A Computer Science course descriptor please see the Mathematics section. 28 DRAMA :) Dramatic Arts Dramatic Arts ADA 2A1 ADA 2A2 Credit Value: 1.0 Credit Value: 1.0 Suggested Prerequisite: ADA 1W Forstudents who have nevertaken a drama class at the high school level. This course is for Grade 10/11 students who would like an introduction to Dramatic Arts and who would like to keep their options open to pursue Drama at a more advanced level. The course provides a combination of the basic techniques/skills of Drama including mime, movement, improvisation AND the major components (i.e., radio play, monologue, script) of the ADA2A2 course. A fee of $5.00 is levied to cover the cost of supplies. This course refines the basic dramatic skills devel- oped in the introductory course. Emphasis is on developing leadership, an increased awareness of the self in relation to others and a commitment to learning through drama. Activities include video presentations, air band performances, original scriptwriting, improvisation and television shows. Emphasis is on CREATIVITY and FUN II A $5.00 student fee is levied to cover cost of supplies. All 2A students are eligible to attend any Dramatic Arts field trips which include regular excursions to the National Arts Centre, the Great Canadian Theatre Company and Centrepointe Theatre. These are only open to students enrolled in the Drama program. 29 GRADE 9 FOUNDATION >>> :ADA 2A2 . ADA 2A1 A DA3 A ADA ' 14A �- 99 98 <:. 9 199899 98 99 Dramatic Arts Dramatic Arts ADA 2A1 ADA 2A2 Credit Value: 1.0 Credit Value: 1.0 Suggested Prerequisite: ADA 1W Forstudents who have nevertaken a drama class at the high school level. This course is for Grade 10/11 students who would like an introduction to Dramatic Arts and who would like to keep their options open to pursue Drama at a more advanced level. The course provides a combination of the basic techniques/skills of Drama including mime, movement, improvisation AND the major components (i.e., radio play, monologue, script) of the ADA2A2 course. A fee of $5.00 is levied to cover the cost of supplies. This course refines the basic dramatic skills devel- oped in the introductory course. Emphasis is on developing leadership, an increased awareness of the self in relation to others and a commitment to learning through drama. Activities include video presentations, air band performances, original scriptwriting, improvisation and television shows. Emphasis is on CREATIVITY and FUN II A $5.00 student fee is levied to cover cost of supplies. All 2A students are eligible to attend any Dramatic Arts field trips which include regular excursions to the National Arts Centre, the Great Canadian Theatre Company and Centrepointe Theatre. These are only open to students enrolled in the Drama program. 29 Dramatic Arts ADA 3A Credit Value: 1.0 Suggested Prerequisite: ADA 2A This course applies the techniques and skills of the previous course to more advanced and complex drama situations. Emphasis is on group problem -solving, decision-making, and the creation and appreciation of dramatic art forms. Such dramatic situations include large group role-play, storytelling, Community The- atre and Children's Theatre. Students will script and present original Children's Theatre to neighbouring schools. Students require advanced level writing skills for the written component of the course. All 3A students are eligibleto attend any Dramatic Arts field trips which include regular excursions to the Na- tional Arts Centre, the Great Canadian Theatre Com- pany and Centrepointe Theatre. A fee of $5.00 is levied to cover the cost of supplies Theatre Production ADA 4A3 Credit Value: 1.0 Suggested Prerequisite: ADA 3A [AVAILABLE 1997-98; NOT AVAILABLE 1998-99] In this seniorcourse, students focuson theproduction and presentation of polished theatrical performances. In addition to performance, students learn about the design facets of production (sets, costumes, make- up), direction and the business associated with theat- rical productions (advertising, ticket sales, front of the house). Through community links, students learn to develop, produce and perform productions for a spe- cific target group such as K to 8 children, seniors, Native People, or the physically/mentally challenged. Students in the ADA4A3 course could produce and direct the Holiday Assembly show that features staff members in acting roles; will script and perform Chil- dren's Theatre to large audiences of grades K to 8 and daycare institutions and could script and; perform a one act play in the Sears Competitive Festival. The stu- dents, in partnership with the Nepean Police, create a play and tour to Grades 3-8 in the City of Nepean. A $5.00 student fee is levied to cover costs of supplies. Dramatic Arts ADA OA Credit Value: 1.0 Ministry Prerequisite: A Senior Division Dramatic Arts credit at the advanced level. [NOT AVAILABLE 1997-98; AVAILABLE 1998-991 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 pos- sess the maturityand skills required to meetthe cou rse's expectations. The course's objectives stress explora- tion, interpretation and communication and place greater emphasison 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 con- sists of three roughly equal units, at one of which concentrates on Canadian dramaor 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. 30 ENGLISH 2G t Value: 1.0 its course continues from ENG 1W the review, inforcement and remediation of skills in process iting, collaborative learning, efficientwork and study ibits,and independent learning. Thecourse includes e three areas of language, literature and media and (dresses students' needs to read, write, listen, speak id view with confidence and clarity. Oral and written immunication skills are tailored to meet students' actical needs. Teachers orient content and teaching chniques to students' capabilities and emphasize weloping students' skills. fee of $2.50 will be levied to cover the cost of a nglish NG 3G redit Value: 1.0 uggested Prerequisite: ENG2G or ENG2A is first Senior general level English course coversthe me three areas as English 2G—language, literature d media—and addresses students' needs to read, ite, listen, speak and viewwith confidence and clarity. wever, at this level, students do more sophisticated Arkin reading andwriting. The course shifts emphasis m process to product as students demonstrate their ilities in a variety of written and oral forms. It also ices increased emphasis on independent learning. nglish NG 4G redit Value: 1.0 uggested Prerequisite: ENG 3G or ENG 3A his final general level English course provides raduating studentswith skills they need for employment r for certain programs at community college. Students over the three areas—language, literature and media -and refine the skills they have worked on throughout ie general level program. Although process and roduct are both important in writing, collaborative learning, oral language, and independent learning, the emphasis in this course shifts largely to product. Students undertake independent learning projects that culminate in written and oral presentations. English ENG 2A Credit Value: 1.0 This course further emphasizes the skills developed in ENG 1W and students continue their work in the three areas: language, literature and media. While the course continues to emphasize both process and product — in writing, collaborative learning, and independent learning —the emphasis begins to shift towards product. In language study, students continue to improve their written and oral work and learn to express themselves in a variety of written and oral forms. English ENG 3A Credit Value: 1.0 Suggested Prerequisite: ENG 2A In this first Senior, advanced level, English course, students study language, literature (fiction, non-fiction, poetry and drama) and media. In literature, they continue studying themes and begin examining structure and style in works from different periods. As students at this level have had considerable practice in learning processes, such as the writing process, greater emphasis is placed on product. Students learn to express their knowledge in a variety of written and oral forms and are given more opportunity for independent learning. English ENG 4A Credit Value: 1.0 Suggested Prerequisite: ENG 3A This is a critical Senior Division course. It is the culmination of the Ministry of Education's Grade 7 to 12 continuum and it is the transitional course which leads to the demands of OAC English. Students study 31 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, atthis 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 upatleastone-thirdof classtime. For this part of the course, students maintain awriting folderwhich containswriting in various modes, written for various purposes and for real and imagined audiences. Much of the writing consists of short expository essays. In language studies, students examine the usage, structure and style of literature selections and the techniques of effective oral and written exposition. Students prepare an independent study unit which culminates in a formal report with a written and oral component. OAC II: Writers' Craft EWCOA Credit Value: 1.0 Ministry Prerequisite: A Senior Division English credit at the advanced level. A second such course is recommended. Must be taken after or concurrently with ENGOA. This second OAC course is an option which students usually take after, or concurrently with, OAC I. It is primarily a writer's workshop though itis not exclusively a creative writing course. The course is valuable for students who are interested in writing or who are planning future study in an area where strong writing skills are required. Writing, including pre -and post - writing activities, makes up at least one-half of class time. Students maintain awriting folderwhich 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 differentkinds (academic, business, creative) and genres (essays, speeches, drama, poetry, short stories) of writing. Students prepare an independent study unitwhich culminates in a paper involving some research. This paper may take the form of the structural and stylistic analysis of a literary work. 32 ENGLISH AS A SECOND LANGUAGE Prior to coming to Sir Robert Borden, students are tested at the ESL Reception Centre. Students are assigned to classes on the basis of these results. A maximum of four ESL courses may be counted towards the five mandatory English credits needed for the Ontario Secondary School Diploma (OSSD). If all five ESL courses are taken, one of the five will be counted as an elective credit for OSSD purposes. One ESL credit may replace one of the two Senior Division English credits required for the OSSD. The ESL program may consist of language and sheltered ,ourses. The sheltered courses offered depend on :he number of students and the need for the courses. Students may be asked to purchase essential Norkbooks for the course. These workbooks are the )roperty of the student. The ESL program may be taken at either the .d or general level. e students are evaluated on a continuous basis by pans of class work, assignments, tests, presenta- is and examinations. eginner Language Program redit Value: 1.0 (220 hours) its course places emphasis on the development of tening, reading, oral and written skills. Students II listen to a variety of reports, talks, and lectures. udents will improve their reading comprehension d expand their vocabulary through the reading of a riety of materials. They will identify main ideas, pporting details, and will learn to organize. Stu- nts will be required to participate in group work d make presentations. They will be introduced to writing process and will be required to write rrative, descriptive, and expository paragraphs. Intermediate Language Program Credit Value: 2.0 (220 hours) This course is designed to improve reading com- prehension and writing. Students will be required to read poetry, short stories, essays and novels. Students will refine their ability to make notes, outlines, and summaries from recorded materials and from presentations of other students. Emphasis will also be placed on the refinement of writing skills. Particular attention will be paid to verb tenses and sentence structure as students write on topics of relevance and interest. Oral skills will be developed through classroom discussion and presentations. Pronunciation is addressed as needed. Advanced Language Program Credit Value: 1.0 (110 hours) This course, which is designed to prepare the student for integration into the regular English program in a succeeding year, focuses on the four critical areas of language acquisition - understand- ing, speaking, reading and writing with particular emphasis on reading and writing. tic] FAMILY STUDIES NOTE: Students may be required to contribute to- homework, projects and tests in this course are de - wards the purchase of supplies in some courses. signed for students in the general level program. A number of Linkage or Articulation Agreements with Algonquin College exist. Under the terms of these agreements, certain secondary school courses can be counted towards Algonquin programs. Please see your Guidance Counsellor for further details. FOOD Food NFG 2G Credit Value: 1.0 In this course, students (both male and female) learn to make food choices which promote health and well- being and to handle avariety of foodswith 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 This introductory food course is open to any student from Grade 10 to OAC. Students will learn proper techniques and how to prepare basic and attractive dishes that are well known favourites or new foods from other cultures. Related costs will be approximately $5.00 for supplies. CLOTHING/FASHION/ECONOMICS Clothing NFM 2G Credit Value: 1.0 [AVAILABLE 1997-98; NOT AVAILABLE 1998-99] Fashions! Fashions! Fashions! Can a student think about fashions on a limited budget? It is possible. In this course, students learn to manage their existing wardrobe, to develop shopping skills and to care for clothing. The course recognizes each student's unique - 34 i:.,:upen ....................:.....:.......:.........::..... ��FM�•2G•�•� N F 2 G 1 997-98 Grade 10 t o OAC '•iiiiiiiiii::'i::.'•iii::ilii'v>'::•'.:iiiiiii:'i:iiiiiii:i'•;r}::: rrvY•S'•i:::: i'v:.:i^i:•i'r' OrATGF) 3G 199NFB These courses Open will satisfy the Grade 11 compulsory senior social MT G N 4 science credit NFO OA NOTE: Students may be required to contribute to- homework, projects and tests in this course are de - wards the purchase of supplies in some courses. signed for students in the general level program. A number of Linkage or Articulation Agreements with Algonquin College exist. Under the terms of these agreements, certain secondary school courses can be counted towards Algonquin programs. Please see your Guidance Counsellor for further details. FOOD Food NFG 2G Credit Value: 1.0 In this course, students (both male and female) learn to make food choices which promote health and well- being and to handle avariety of foodswith 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 This introductory food course is open to any student from Grade 10 to OAC. Students will learn proper techniques and how to prepare basic and attractive dishes that are well known favourites or new foods from other cultures. Related costs will be approximately $5.00 for supplies. CLOTHING/FASHION/ECONOMICS Clothing NFM 2G Credit Value: 1.0 [AVAILABLE 1997-98; NOT AVAILABLE 1998-99] Fashions! Fashions! Fashions! Can a student think about fashions on a limited budget? It is possible. In this course, students learn to manage their existing wardrobe, to develop shopping skills and to care for clothing. The course recognizes each student's unique - 34 ness and individual needs, encourages students to express their creativity and allows for their personal growth. This introductory clothing course is open to any stu- dentfrom Grade10to0AC. (This course will provide valuable background information forNZA 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 NZA3G. Related costs will be approximately $30.00 for supplies and projects. Fashion Arts -Introduction to Fashion NZA 3G Credit Value: 1.0 [NOT AVAILABLE 1997-98; AVAILABLE 1998-99] 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 ofdesign, colourtheory, accessories, fibres and fabrics, fashion trends, fashion merchandising and career planning. Through this study, they build their self-esteem and develop the skills they need to work in the fashion industry. This is a practical course which emphasizes the application of skills. Itis recom- mended for students who enjoy hands—on learning. Some previous experience in sewing or NFM 2G: Clothing is recommended as background. This course is open to students from grades 11 to OAC. This course will be offered in alternate years and will alternate with NFM2G. Related costs will be approximately $20.00 for supplies and projects. PARENTING, FAMILIES AND HOUSING Parenting NFB 3G Credit Value: 1.0 This course enhances students' awareness of the role of a parent and increases their knowledge about child development. It also helps them identify and develop their interpersonal skills and teaches them how a family, in a positive way, nurtures, socializes and transmits culture to those in its care. Students reinforce their learning by undertaking practical projects. PERSONAL LIFE MANAGEMENT In the personal life management program, students acquire the knowledge and skills they need to manage their personal liveswith satisfaction and meaning. The program helps students lead lives that are productive, satisfying and not unduly stressful. Each personal life management course is composed of three or four modules designed so that students in different grades and with different capabilities have access to the program. Personal Life Management NMT 4G Credit Value: 1.0 In Resources Management students learn to use their resources to meet their personal needs. The Home Maintenance and Care module teaches students what is involved in creating a home environment and main- taining its equipment and facilities. Under Nutrition, students study the relationship between nutrition and health. This course is designed for Senior Students (Grade 11 to OAC) who are looking forward to living on their own as independent adults. Students will learn how to: -manage money and credit -plan nutritious and delicious meals through practical experience -choose a place to live, furnish it and deal with room ates and leases. Students will feel more confident about managing their lives successfully. Related costs will be approximately $2.00 for supplies. Families in Canadian Society NFO OA Credit Value: 1.0 Ministry Prerequisite: A Senior Division Social Science credit at the advanced level. In this OAC course, students study the family in Can- ada on both an emotional and intellectual level. They acquire personal skills for participating in the family process and develop learning skills they need in their future education. 35 How is the nature of the family changing and what do help students gain an increased understanding and ap- these changes signify for the future? Family life in past preciation of the significance of the family. and present societies is examined with a focus on the welfare of the family and its members. Examination of Related costs will be approximately $12.00 for supplies the pressures and problems they face today should and photocopying. GEOGRAPHY This is a suggested progression only. Movement from one stream to another is possible after consultation with the Head of Geography and a Guidance Counsellor. 36 Geography - Canada GCA 2A Credit Value: 0.5 This compulsory course will build on the geographic elements introduced in the grade 9 Canadian Studies course. The emphasis will be on further development of general academic and geographical skills through the study of Canada's natu ral resource base, industrial development, transportation and communications, urbanization and world linkages. This course will be one semester in duration. The students will spend the other semester studying HCT2A, HCT2AF or HCT2G. Geographie - Canada GCA 2AF Credit Value: 0.5 This course is the same in content as GCA 2A but it is taught in the French language for immersion students. This course, in conjunction with HCT 2AF, may be counted as a French Immersion credit. Geography - Canada GCA 2G Credit Value: 0.5 Similar in content to GCA 2A, this compulsory single semester course is taught at the general level. The other semester will be spent studying HCT 2G. Geography -Physical: Our Natural Environment GPH 3A Credit Value: 1.0 The earth is a dynamic globe, moving in space and possessing characteristics that enable it to support many forms of life. In this course, students study the various physical elements that make up the earth and the interacting systems in land, sea, and air that supportlife. Theydevelop the skills involved in observ- ing, recording and communicating geographic data. Volcanic eruptions, earthquakes, avalanches, hurri- canes, tornadoes, tidal waves, drought and floods are some of the topics covered. A few of the case studies investigated include the Hurricanes of 1996, the Los Angeles and San Francisco earthquakes and the eruption of Mount St. Helen's. This course may be ,r Social Science credit. 37 Geography -Physical: Our Natural Environment GPH 3AF Credit Value: 1.0 [AVAILABLE 1997-98; NOT AVAILABLE 1998-991 This course is the same in content as GPH 3A but it is taught in the French language for immersion students. This course may be counted as a French Immersion credit and asthe required Senior Social Science Credit. Geography -Physical: Disasters and the Environ- ment GPH 3G Credit Value: 1.0 [NOT AVAILABLE 1997-98; AVAILABLE 1998-99] Students study natural disasters and other environ- mental events to learn the significance of the physical environment on our daily lives. They go on to study the interactions responsible for these events. Thesestud- ies include systematic examination of the earth's physi- cal environment and may include study of the causes and effects of natural disasters and the unforeseen consequences of human intervention on our fragile planet. Volcanic eruptions, earthquakes, avalanches, hurri- canes, tornadoes, tidal waves, drought and floods are some of the topics covered. A few of the case studies investigated include the hurricanes of 1995, the Los Angeles and San Francisco earthquakes and the erup- tion of Mount St. Helen's. This course may be counted as the required Senior Social Science credit. Geography -Regional: Travel and Tourism GRE 4A Credit Value: 1.0 In a fast -paced world, leisure time is of great impor- tance. In this course, students link traditional regional geography with one of Canada's major leisure -related industries -tourism. This is an innovative course which will be enjoyed by student's contemplating a career in travel and tourism, or by students who like to travel. We will be studying examples of the world's major tourist destinations and the students will be given the skills and opportunity to plan their own trips. A 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. Geographie Regionale: Les Voyages et le Tourisme GRE 4AF Credit Value: 1.0 [NOT AVAILABLE 1997-98; AVAILABLE 1998-991 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. Geography -Regional: Travel and Tourism GRE 4G Credit Value: 1.0 In a fast -paced world, leisure time is of great impor- tance. In this course, students link traditional regional geography with one of Canada's major leisure -related industries -tourism. This is an innovative coursewhich will be enjoyed by student's contemplating a career in travel and tourism, or by students who like to travel. We will be studying examples of the world's major tourist destinations and the students will be given the skills and opportunity to plan theirown trips. Amajorfieldtrip to a national/international tourist region helps enrich this course.This course is also offered at the A level and immersion level as GRE4A or GRE4AF. This course may be counted as the required Senior Social Science credit. It is restricted to senior students. World Issues GWI OA Credit Value: 1.0 Prerequisite: A Senior Division Social Science credit at the advanced level This course provides students with a global view of some of the major issues in the contemporary world. By examining environmental, social, and economic issues from ageographic perspective, students broaden and deepen their understandingofwhatitmeansto live in the global village. It is the intent of this course to examine such topical concerns as environmental deterioration, natural dis- aster, over -population, resource exploitation, malnutri- tion, foreign aid, multinational corporations, cartels, and the problems of the less developed world. Gradu- ates 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 Prerequisite: A Senior Division Social Science credit at the advanced level. [AVAILABLE 1997-98; NOT AVAILABLE 1998-99] This course is identical to GWI OA but is taught in the French language. The Environment and the Economy GCE OA Credit Value: 1.0 Prerequisite: A Senior Division Social Science credit at the advanced level This course provides students with a new perspective on the Canada of today and tomorrow by increasing their knowlege of Canada. It has been said that Canada exists both in spite of its geography and because of it. Either way a thorough understanding of the physical, human, economic and global geography of our country is a prerequisite to being a Canadian. Themes of study include Environ- mental Systems, Resource Management, Population Patterns, Demographic Considerations, Economic Structure, Industrial Geography, Global Economy and International Interdependence. This course examines contemporary Canadian issues from a geographical perspective. 38 Must complete 1 of 3 as a compulsory course One of which will satisfy the compulsory senior social science credit -] HISTORY HCT 2A HWC 3A J, HSC 3A HCN OA ....:::.... HPO OA HWM This This half -credit semestered course is offered in conjunction with GCA 2A. Contemporary Canada has been affected dramatically by events, forces and issues since the beginning of thiscentury. Events as disparate as the assassination at Sarajevo, the Conscription Crisis of 1917, "The Crash", the Suez Crisis, Quebec nationalism, and the Charter of Rights and Freedoms are among the topics that students will examine. The course includes the following units: World War I, World War II, French - English relations, international relations and social and economic issues. Contemporary Canada -Life in the Twentieth Century HCT 2G Credit Value: 0.5 This half -credit semestered course is offered in HCT2AF < HCT 2G HSC 3AFJkHWC 3AF OAF HXE OA conjunction with GCA 2G. There is no doubt that the events, forces and issues of this century have had an enormous impact on shaping the Canada of today. This course will help the student achieve a better understanding of contemporary issues by an examination of: World War I, World War II and the post -War period (1945 - today). Le Canada et le monde d'aujourd'hui HCT 2AF Credit Value: 0.5 This half -credit semestered course is offered in conjunction with GCA 2AF. This course is taught in French and is designed for students in the French Immersion program. The content of this course is identical to the HCT 2A course. A detailed description of the topics covered in HCT 2AF may be found in the HCT 2A course descrip- tion. 39 Civilizations in History Grands defis du monde contemporain HWC 3A HSC3AF Credit Value: 1.0 Credit Value: 1.0 Suggested Prerequisite: HCT 2A and ENG 2A Suggested Prerequisite: HCT 2AF In this course students meet King Tut, Alexander the Great, Confucius, Cleopatra, Attilathe Hun, Leonardo Da Vinci, Galileo, Catherine the Great, and Napoleon as they trace the development of civilization from the origins of human beings to the beginning of the modern nation state. They study civilizations such as: Western Europe, the Near and Far East, and the Americas, and covertopics such asthebuilding ofthe pyramids, mummification, the Spartan warrior vs. the Athenian democrat, the rise and fall of the Roman Empire, the Barbarian Invasions, the "Dark Ages", the Black Death, and the Reign of Terror in revolutionary France. A primary emphasis of this course is the development of skills through strategies such as cooperative group work, debates, simulations, and film and video analysis. Civilizations in History HWC 3AF Credit Value: 1.0 Suggested Prerequisite: HCT 2AF This course is taught in French and is designed for students in the French Immersion program. The content of the course is identical to that of the HWC 3A course. Society: Challenge and Change HSC 3A Credit Value: 1.0 Suggested Prerequisite: HCT 2A Have you ever wondered why some people "see" others in a different way, what makes people tick or why some people seem to go along with the crowd whileothers march tothe beatof a different drummer? This Senior Division Social Science course focuses on the disciplines of psychology, sociology and anthropology. Students study units on the uniqueness of human beings, communication, and culture and social institutions. They cover topics such as perception, emotions, personality development, deviant behaviour, teenage suicide, prejudice and the origins and functions of key social institutions. A pri- mary emphasis of this course is the development of skills through strategies such as: social science experiments, role playing, guest speakers, co-opera- tivegroupwork, debates, and film andvideo analysis. This course is taught in French and is designed for students in the French Immersion program. The content of this course is identical to the HSC 3A course. A detailed description of the topics covered in HSC 3AF may be found in the HSC 3A course description. Society: Challenge and Change HSC 3G Credit Value: 1.0 Suggested Prerequisite: HCT 2G Thiscourse is similar in contentto HSC 3A exceptthat content, strategies and skills developments are differentiated for the educational needs of General Level students. Introductory Economics HXE 4G Credit Value: 1.0 Suggested Prerequisite: HCT 2G Who decides the price of your stereo anyway? What effect does advertising have on what you buy? Dis- cover why the Canadian dollar is not worth one hundred cents relative to the American dollar. Why does the govern mentcontinue to spend money itdoes not have? Learn how the income tax system works and how it affects you. Students enrolled in this coursewill have an opportunity to learn from avariety of methods, including simulation games, discussions, field trips, practical projects and newspapers. Modern Western Civilization HWM OA Credit Value: 1.0 Ministry Prerequisite: A Senior Division Social Sci- ence credit at the advanced level. "I disapprove of what you say but will defend to the death your right to say it." This comment, attributed to Voltaire, introduces the student not only to the ideas of the Enlightenment, but also to the ways in which ideas affect history and society today. This course offers students the opportunity to examine the major developments in knowledge, philosophy, politics, and the arts aswell as economics and technology over the past two hundred years. 40 La Civilization Moderne de I'ouest HWM OAF Credit Value: 1.0 Ministry Prerequisite: A Senior Division Social Sci- ence credit at the advanced level. This course is taught in French and is designed for students in the French Immersion program. The content of this course is identical to the HWM OA course. A detailed description of the topics covered in HWM OAF may be found in the HWM OA course description. Canada in a North American Perspective HCN OA Credit Value: 1.0 Ministry Prerequisite: A Senior Division Social Sci- ence credit at the advanced level. Why does Canada exist? As Canadians we cannot answer this question without also considering the related problem: Why does the United States exist? Why did we refuse to join the American Revolution? Why have we been able to build and keep a nation without serious conflict or a bloody civil war while our neighbours could not? Why have we not developed into the economic and military 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 Sci- ence credit at the advanced level. An increasing number of groups in our society are demanding a greater voice in political decision mak- ing. At the same time, while some individuals are intensely interested and active in politics, others are dissatisfied and disillusioned with the political proc- ess. Whatever the individual reaction, it is clear that politics pervades our society and touches practically every aspect of our daily lives. This course has been designed, therefore, as a studyof politics based on the concepts, structures and methods of the discipline of political science. It is meant to help students develop an understanding of the operation of political institu- tions and systems and oftheways in which individuals and groups translate political knowledge, skills and attitudes into a wide range of actions. Economics HXE OA Credit Value: 1.0 Ministry Prerequisite: A Senior Division Social Science credit at the advanced level. Are miniumum wage laws effective? Do you think you get a better deal from the landlord because of rent controls? Can the Federal deficit can be controlled? The answers to these questions might surprise you. This course deals with fundamental economic con- cepts and theories. Economic models and case stud- ies are used to examine such topics as minimum wage laws, rent control, labour unions, taxation and the nature of poverty. 41 5jr John At MacDonald MATHEMATICS MAT 2A Credit Value: 1.0 Suggested Prerequisite: MSTi W The core topics covered in this course are: numerical methods involving powers, roots, radicals, and real numbers; relations; algegraic methods applied to equations and inequalities; polynomials and rational expressions; analytic geometry of the straight line, coordinates and transformations; and an introduction to deductive and three-dimensional geometry. Students may study optional topics such as matrices, isometrics or vectors. Mathematics MAT 2G Credit Value: 1.0 Suggested Prerequisite: MST1 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. AT 3A redit Value: 1.0 uggested Prerequisite: MAT 2A TE: A high achieving, motivated student may take T 3A and MAT 4A concurrently. Thiscourse is for students who have an intrinsic interest in mathematics, who have an ability to work with abstractions, and who intend to study one or more of the OAC courses in mathematics. The topics covered in this course include: algebraic operations with polynomials and rational expressions; ratio and proportion; real numbers and powers; quadratic equations; analytic geometry of the circle and points of division; functions and transformations (including the quadratic function); sequences and series as applied to interest, annuities and bonds. Mortgages and stocks are optional topics. Mathematics for Technology MTT 3G Credit Value: 1.0 Suggested Prerequisite: MAT 2G or MAT 2A Thiscourse helpsstudents develop mathematical skills commonly used in technological applications. This course also helps students preparing to enter three- year, diploma -level, programs at a college of applied arts and technology. Students consolidate skills in arithmetic, algebra, measurement, geometry, and the proper use of scientific calculators. They study applications relevantto becoming informed consumers and employees. Computer Science DST 3A Credit Value: 1.0 This course emphasizes structured programming and problem solving. Students study the following topics: history of computers; introduction to problem -solving using an algorithmic approach; implementation of algorithms using a structured language; fundamental programming techniques such as decision making, looping, summing, the use of subscripted variables, sub -programming and string manipulation. They also cover a module on computer technology in which they are given hands-on experience with logic circuits. Students run their programs on the micro—computers in the school. 42 T 4A edit Value: 1.0 Igested Prerequisite: MAT 3A TE: A high achieving, motivated student may take T 3A and MAT 4A concurrently. Fhis course is for students who have an intrinsic inter- ?st in mathematics, who have an ability to work with abstractions, and who intend to study one or more of he OAC courses in mathematics. Students study seductive geometry, (including the geometry of the :ircle) and the graphing of functions and relations using ransformations. The latter topic is developed with an ntroduction to trigonometric, exponential and ogarithmic functions as well as second-degree rela- ions and the conics. Students also study algebraic )perations on polynomials along with the solution of )olynomial equations of degree n, absolute value, and ics for Technology ITT 4G redit Value: 1.0 uggested Prerequisite: MTT 3G or MAT 3A n this course, students develop mathematical skills :ommonly used in technological applications. The :ourse is recommended for students preparing to enter i three-year, diploma -level program at a college of applied arts and technology. It consolidates students' :omputational and algebraic skills in areas such as iumerical and algebraic methods, geometry and rigonometry, and mathematics for the informed :onsumer and employee. ARID ACADEMIC COURSES Ontario Academic Courses (OACs) in Mathematics help students understand the principles and substan- tive contentof Mathematics, developthe mathematical skills they require at university, and develop problem - solving abilities using increasing abstraction. Students Finite Mathematics MFN OA Credit Value: 1.0 Ministry Prerequisite: MAT 3A This course is for students who do not require Calculus as a prerequisite for their university courses. It can also serve as a complement to the calculus course. Topics include: operations using matrix algebra, solving systems of equations and inequations, permutations, combinations, the binomial theorem, finite series, probability and its applications, and statistics. Algebra and Geometry MAG OA Credit Value: 1.0 Ministry Prerequisite: MAT 4A This course is for students with high achievement in mathematics who intend to study mathematics in depth at university. Normally, students treat this course as complementary to Calculus. Topics include: translations, matrices and linear transforma- tions, matrices and conic sections, vectors as di- rected line segments, applications and linear combi- nation of vectors, vectors in 2 and 3 space, vector and scalar equations of lines and planes, complex numbers and mathematical induction. Students may study optional topics to enhance their career plans in mathematics, science or engineering. Calculus MCA OA Credit Value: 1.0 Ministry Prerequisite: MAT 4A This course should be taken by all students who intend to enroll in a university Calculus course. Topics include: limits; the derivative function and its fundamental properties; trigonometric, exponential and logarithmic functions and their derivatives; tangents, rates of change; extreme values and curve sketching. Students study the anti -derivative with special attention to solving differential equations, applications to problem solving, area and integration. 43 44 French (Core) FSF 2A Credit Value: 1.0 Suggested Prerequisite: FSF 1W This continuation of FSF 1W is the second year in the Core French program. French is the language of communication in the classroom. The students further develop their communication skills of listening, speaking, reading and writing and learn about French and French Canadian culture. They are introduced to approximately 20 new structures and learntoexpress themselves more freely through listening exercises, films, intensive and supplementary reading, dialogues and dramatizations, group work and oral and written compositions. A fee of $9.00 will be levied for this course to cover the additional costs of supplies. French (Core) FSF 3A Credit Value: 1.0 Suggested Prerequisite: FSF 2A This continuation of FSF 2A increases students' abil- ity 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 supplemen- tary reading, write short compositions, make oral presentations and prepare projects. A fee of $11.00 will be levied for this course to cover the additional costs of supplies. French (Core) FSF OA Credit Value: 1.0 Ministry Prerequisite: A Senior Division Core French credit at the advanced level and at least 1080 hours of accumulated French language instruction by the end of the OAC. This OAC course in Core French is for students who have completed FSF 3A French. It is normally a student's fourth, advancecHevel, course in French. Students learn through activities in which the four language skills — reading, writing, speaking and listening — are interwoven. They participate in classroom interaction, group work, discussions, role-playing, dramatizations and oral presentations. They read a selection of literature from at least three genres. The literature is a balance of French and French Canadian writings. Students learn to write clearly and accurately by frequently writing short assignments in a variety of forms. Supplementary reading and an independent project are also part of the course. A fee of $9.00 will be levied for this course to cover the additional costs of supplies. French (Immersion) FIF 2A Credit Value: 1.0 Suggested Prerequisite: FIF 1W Thiscourse is for students who havecompleted or FIF 1 W or its equivalent. It reviews and consolidates the major grammatical structures and notions taught previously, introduces more complex grammatical structures and notions, and provides oral, written and reading activities designed to develop the students' ability and confidence to use these structures in order to express themselves. Although this course devel- ops listening, reading and speaking skills, emphasis is placed on the writing skills. Students will also become familiar with French culture through the study and discussion of novels, short stories and plays. A fee of $15.00 will be levied for this course to cover the additional costs of supplies. French (Immersion) FIF 3A Credit Value: 1.0 Suggested Prerequisite: FIF 2A This advanced level course is part of the bilingual program for students in the immersion program. Students study plays, novels and shortstories as well as some grammatical structures. Much of the pro- gram consists of group discussions and formal pres- entations based on the literature studied. A fee of $28.00 will be levied for this course to cover the additional costs of supplies including a workbook which will also be used in FIF/FIG OA the following year. 45 Students at the OA level may select French Im- mersion courses as Extended (late immersion students) orlmmersion (earlyimmersion students) for this year only. French (Extended) FEF OA Credit Value: 1.0 Ministry Prerequisite: A Senior Division Extended French credit at the advanced level and at least 2100 hours of accumulated French language instruction by the end of the OAC. Normally, students taking this course have completed FEF 3A (Extended) and at least six credits in French or other subjects taught in French. Students learn through activities in which the four language skills— reading, writing, speaking and listening — are inter- woven. They participate in classroom interaction, group work, discussions, role-playing, dramatiza- tions and oral presentations. They read a selection of literature from at least three genres. The literature is a balance of French and French Canadian writings. At least 50% of the literature is from the twentieth cen- tury. Students learn to write clearly and accurately by frequently writing short and long assignments in a variety of forms. Students may also choose to do a second OAC in french the following year. Thecourse content of the second OAC is different while the level of difficulty remains the same. Depending on the year, the course codes will be either FEF OA or FEG OA. A fee of $15.00 will be levied for this course to cover the additional costs of supplies. French (Immersion) FIF OA Credit Value: 1.0 Ministry Prerequisite: A Senior Division Immersion French credit at the advanced level and at least 5000 hours of accumulated French language instruction by the end of the OAC. Normally, students taking this course have completed FIF 3A and at least nine credits in French or other subjects taught in French. Students learn through activities in which the four language skills—reading, writing, speaking and listening — are interwoven. Classroom activities provide students with opportuni- tiesto communicate orally in French. Theyparticipate in group work, discussions, role-playing, dramatiza- tions, oral presentations and daily classroom interac- tions. They read a selection of literature from at least three genres. The literature is a balance of French and French Canadian writings. At least 50% of the literature is from the twentieth century. Students learn to write clearly and accurately by frequently writing short and long assignments in a variety of forms. Students may also chose to do a second OAC in French the following year. The course content of the second OAC is different while the level of difficulty remainsthesame. Depending on the year the course codes will be either FIF OA or FIG OA. Students will continue to use the workbook pur- chased for FIF 3A. Spanish LWS 2A Credit Value: 1.0 In this survey course, students develop the skills of listening, speaking, reading and writing at an intro- ductory level. Through readings, projects, slide pres- entations, films and music, they are introduced to the varied cultures and lifestyles in certain Hispanic coun- tries. In order to amplify their command of vocabu- lary, students study several short stories. This is the first of three courses potentially leading to an OA credit. A fee of $10.00 will be levied for this course to cover the additional costs of supplies. Spanish LWS 3A Credit Value: 1.0 By exploring the language and cu Iture of the Hispanic world, this course continues LWS 2A. The course stresses the four language skills of listening, speak- ing, reading and writing. Students, working both indi- vidually and in groups in simulated situations, make active use of their language skills. Using audio-visual material, the course enriches students' vocabulary, capacity for self-expression and appreciation of His- panic culture. A fee of $10.00 will be levied for this course to cover the additional costs of supplies. This course is a prerequisite for the LWSOA which could be offered in 1998-99 should enrollment war- rant it. 46 UCTION Fhe Music Department aims to provide enriching and ewarding musical experiences for all studentsfrom the ininitiated novice to the accomplished performer. Nhether your interest lies in the area of Keyboard, nstrumental or Vocal you will find many ways to get nvolved musically at Sir Robert Borden High School. you have not studied music before or have minimal ickground, please contact the Music Department )out beginning at the grade 9, 10 or 11 level. 5 All students enrolled in Music courses are encouraged to take advantage of the numer- ous performing opportunities available in our extra -curricular program. Please note we will be unable to accommodate students who are not enrolled in Music courses in exta-curricular ensembles. If vacancies should arise, they will be announced to the student body. Senior instrumental students should note the AMR3AAA 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 sched- uledMusiccourse. Evaluation inthesecourses will be based on attendance, participation, rep- ertoire tests, computers and music, and written performance reports. Students in Music courses will be asked to purchase their own mouthpieces and appro- priate method books. All instrumental, key- board and vocal students pay $15.00 supply fees. The music department has a number of instruments available for student use through the year. Evaluation in Music courses will be based on performance tests, written and oral presenta- tions, written tests, notebooks, class and en- semble participation and in some courses an individual study project. In accordancewith these new guidelines please note thatthere is one Musicoption ONLYatthe OAC level. AMU OA is open to all senior instrumentalists, vocalists and keyboard ma- jors. The Music Department at Sir Robert Borden will offer a MUSIC LETTER (similar to an athletic letter). Points toward the letter may be accumulated by participation in a brass ensemble, a percussion ensemble, a wood- wind ensemble or a combination of the above instru- ments such as 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 e.g., during spares, at lunch, or before and after school. The contentwill consistof rehearsals, planning time, listen- ing sessions and concerts. 47 Instrumental Courses Music AMI 2A Credit Value: 1.0 Suggested Prerequisite: AMI 1W The technical skills of the instrumental student are further developed so that the student is now capable of performing comfortably over the entire range of the instrument. Emphasis is now placed on symphonic band performance. Solo and small ensemble reper- toire may be explored. The study of music repertoire may be explored. The study of music rudiments continues at this level as do the components of ear training, music history and music appreciation. Stu- dents will be expected to participate in the junior Concert Band. This additional performance time is correlated directly with the level of proficiency stu- dents reach on their instruments. Music AMI 3A Credit Value: 1.0 Suggested Prerequisite: AMI 2A or permission of instructor This course offers a continuation of studies in instru- mental techniques. Greater emphasis will be placed on the development of accuracy of interpretation. More challenging repertoire from the symphonic band library will be selected for study. More advanced students maybe encouraged to study a second instru- ment and to pursue composition and arranging activi- ties. Students will complete many of the Royal Con- servatory of Music's Grade 2 Rudiments require- ments. The history and listening components of the course will be more comprehensive in scope. Stu- dents will be expected to play in one or more of the school's senior instrumental ensembles, thereby sup- plementing their individual and class practice time. (AMR 3A - Concert Band Repertoire should be se- lected concurrently with this course). Music AMI 4A Credit Value: 1.0 Suggested Prerequisite: AMI 3A or permission of instructor This course will entail the widest possible exposure to music from various genres, countries, and time peri- ods. Instrumental technique will include the develop- ment of facility in all major and minor keys. More advanced method books, studies, and solo repertoire will challenge the student at this level and reinforce technique learned in previous years. Non-perform- ance activities will include a more in-depth study of one or more aspects of music history. A survey of the history of the Music of Western Civilization, a survey of the 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 atthislevel. Students will complete the study of Grade 2 Rudiments (Royal Conservatory of Music) and de- velop greater facility in composition by beginning the study of harmony. Students in the course will be expected to join a senior music ensemble on an extracurricular basis. (AMR 4A - Concert Band Rep- ertoire should be selected concurrently with this course.) Music AMU OA Credit Value: 1.0 Ministry Prerequisite: A Senior Division Music credit at the advanced level. This course is open to instrumentalists and vocalists and keyboard majors. The students who take this course are expected to be highly proficient in musical reading and performing as well as in music theory. Students in this course will have had varying musical experiences. Most will have taken music courses in each of their Intermediate and Senioryears and some will have studied music independently orwith a private teacher. The organization of this course is therefore flexible so as to accommodate all such students with- out sacrificing their intellectual and musical maturity. In the course, students refine their performance skills through studyof solo repertoire. They supplementthe course's core components of music history and music rudiments (elementary harmony) by choosing from several non-performance units of study. As in all music courses the students will be expected to per- form aswell as provide leadership in the music depart- ments performing ensembles. VOCAL MUSIC Courses Students in Vocal Music courses will be encouraged to participate in the various extra -curricular ensembles at Sir Robert Borden. Creative activities in vocal music courses will include improvisation and simple song writing. Other activities will include basic choreogra- phy and microphone technique. Performance in a vocal jazz ensemble will be partof each of the cou rses. One of each of the following instrumentalists will be accepted into each course with approval from the instructor: electric or string bass, electric guitar, per- cussion and piano. Music AMV 2A Credit Value: 1.0 Suggested Prerequisite: AMV 1 A or permission of instructor This course continues to develop the student's vocal skills in both a solo and group setting. Performance opportunities are offered in many different styles of music. The students are also encouraged to initiate and organize smaller vocal groups on their own. The historical aspect will focus on one or more musical eras. Students entering high school with considerable formal singing experience may consult the instructor for admission into this course. Music AMV 3A Credit Value: 1.0 Suggested Prerequisite: AMV 2A or permission of instructor This course continues to develop the student's vocal skills in both a solo and group setting. Performance opportunites are offered in many styles including clas- sical, Broadway, popular and jazz. Aside from the developmentof the individualvocal skills, the students are instructed on how to communicate to a live audi- ence. This includes choreography, lighting, and micro- phone technique. The historical aspect will deal with one or more musical epochs. 49 Music computer, sequencer and synthesizerwill be included. AMV 4A Students entering high school with the equivalent of Credit Value: 1.0 Grade Six (or higher Royal Conservatory piano) may Suggested Prerequisite: AMV 3A or permission of be considered for entry into this course after a private instructor audition and consultation with the instructor. This course continues to develop the student's vocal skills in both a solo and group setting. Performance opportunities are again stressed in as many different styles as possible. The AMV 4A vocal student is expected to develop leadership skills. In relation to the total vocal program, opportunities will be offered in programming, coaching and researching presenta- tions for the vocal students in AMV 1 W, AMV 2A and AMV 3A. The historical aspect will center on one or more musical periods. PIANO -KEYBOARD Courses Music -Piano Lab AMK 2A Credit Value: 1.0 Suggested Prerequisite: AMV 1 W or permission of instructor Note: Students with instrumental music background from elementary school orAMl 1 Ware strongly urged to 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 otherkeyboard instruments beyond high school. Other areas to be covered will include: reading and perform- ing music, composition, studying the different styles of music (rock, jazz, classical). Compositional activities using a synthesizer and/orcomputer may be included. Students entering high school with the equivalent of Grade 4 Royal Conservatory piano may consult the instructor for admission to this course. Music -Piano Lab AMK 3A Credit Value: 1.0 Suggested Prerequisite: AMK 2A This is a continuation of AMK 2A and as such further develops the student's keyboard skills. Sight reading and ear training skills will be emphasized as well as a wide range of repertoire. Students will have the opportunity to work in small ensemble situations. The theoretical component will meet the equivalent re- quirements of the Royal Conservatory Grade One Level. Creative compositional activities using the Music -Piano Lab AMK 4A Credit Value: 1.0 Suggested Prerequisite: AMK 3A This is a continuation of AMK 3A and as such will further develop the students' skills at the piano. Sight reading, ear training and small ensemble work will be emphasized. Creative activities will include harmony at the keyboard and four part composition for voices and instruments. Students will meet most of the equivalent requirementsof GradeTwo Royal Conser- vatory theory and some from Grade Three harmony. Studentswill undertake independent study projects in a history and/or composition related area. Composi- tional activities involving the computer and sequencer may form part of this independent study. COMPUTERS & MUSIC Courses Computers and Music AMA 3A Credit Value: 1.0 Suggested Prerequisite: At least one music credit, some piano skills and permission of the Music Depart- menT. The major emphasis will be on composing and per- formingthrough computer music programs. Thecourse will deal with the instrumentation of various ensembles and students will then create compositions for these ensembles. It is expected that a public performance will take place at various times throughout the school year. The enrolment will be limited to four per class and the class will be scheduled to correspond with a regular piano class. 50 Performance Courses Music -Concert Band Repertoire AMR 3A/4A Credit Value: 1.0 Suggested Prerequisite: At least 3 years experience on awind or percussion instrument and the approval of band director. The purpose of this course is to further extend the range of the student's experience in music. This will be accomplished by playing and perfecting numerous concert band arrangements and transcriptions from orchestra. This course will give students the oppor- tunity to perform varied styles of music in a large en- semble setting. Students will be required to perform at numerous functions during the academic year. Notes: 1. Classes will run from September to June - two or three times a week from 7.45 a.m. to 8:35 a.m. 2. This class is not a replacement for instru- mental 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 SirRobert Borden High School. (AM13A/4A to AMU OAC). Some excep- tions maybe made at the OAClevels. Students should speak to the Band Director before en- rolling in this course. 4. In addition to moming rehearsals, students will be required to attend sectional rehearsals as required and attend all scheduled perform- ances throughout the school year. 5. Students enrolled in: AMI 3A may attain one AMR 3A credit during the same year; AMI 4A may attain one AMR 4A credit during the same year. 6. AMR 3A and AMR 4A run at the same time. Students may take the course for 2 years and earn 2 credits. 51 PEER TEACHING Peer Tutoring and Human Relations NGP4A Credit Value: 1.0 This course is offered in a co-operative education mode of delivery. The in -class component provides specific training in understanding and supporting others, group leadership, plus communication andtutorial skills. These skills are applied in scheduled peer -helping duties in selected junior classes. This course fufills the requirement for the senior social science credit. There is no prerequisite; however, students must participate in a selection process which includes a referral from staff within the school 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.] For more information concerning the course, please contact Mr. Bergin. 52 PHYSICAL EDUCATION Girls' Physical and Health Education PHF 2A Credit Value: 1.0 The emphasis continues on total fitness, body control and graceful movement by furthering the basic skills of activities covered at the 1 W level. These activities are touch football, basketball, racquet sports, volley- ball, jazz dance, gymnastics, fitness training, soccer, softball, and weighttraining. Outdoor educational ac- tivities form an integral 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 sportskills learned atthe 1 W level. These activities are touch football, cross-country running, soccer, wrestling, volleyball, fitness training, basketball, lacrosse, softball and road hockey. Outdoor education activities form an integral part of thiscourse. The health component of the programme is "Emergency First Aid", and "alcohol". Education physique et hygiene - filles PHF 2AF Credit Value: 1.0 This course is identical to PHF 2A except that it is taught in the French language. Education physique et hygiene-gargons PHM 2AF Credit Value: 1.0 This course is identical to PHM 2A except that it is taught in the French language. Physical and Health Education (Co -Ed) PHE 3A Credit Value: 1.0 This co-educational course is open to any student in grades 10 to OAC. This course is designed specifi- cally for any student who wishes to raise their fitness level and would like a non-competitive, individualized fitness and activity programme. This training pro- gramme can be "sports specific". The programme will aid the student who wishes to either gain or lose weight in an appropriate manner. A significant amount of time will be spent in our "fitness centre". Other activities will include: tennis, archery, volleyball, floor hockey, paddleball, x -country skiing and bicycling. The health section will deal with nutrition and proper eating habits to help students achieve their ideal weight. Girls' Physical and Health Education PHF 3A Credit Value: 1.0 This course will put greater stress on individual rather than team sports while maintaining emphasis on total physical fitness. New activities such as tennis, arch- ery, cross-country skiing, rugby and paddleball are introduced and skills in soccer, volleyball, basketball, badminton and softball are furthered. Outdoor educa- tional activities form an integral part of this course. The health programme is "Values in Human Sexual- ity„ Boys' Physical and Health Education PHM 3A Credit Value: 1.0 This course introduces the student to some new activities and places much more emphasis on individ- ual sports. Activities such as rugby, cross-country running, tennis, soccer, volleyball, basketball, softball, archery, badminton, cross-country skiing are taught. Outdoor education activities form an integral part of this course. The health programme is "Values in Human Sexuality". 53 Girls' Physical and Health Education PHF4A Credit Value: 1.0 Emphasis on individual sports is continued. Activities such as badminton, touch football, basketball, winter sports, fitness training, aerobics, volleyball, lacrosse and tennis are included. Outdoor education activities form an integral part of this course. The health programme is "Lifeskills and Long Term Human Re- lationships" and "Major Health Problems". Boys' Physical and Health Education PHM 4A Credit Value: 1.0 This course continues the stress on individual activi- ties with special emphasis on racquet sports. Activi- ties such as tennis, paddleball, badminton and cross- country running are included. A more recreational aspect is pursued in touch football, rugby, winter sports, basketball and softball. Outdoor educational activities form an integral part of this course. The health programme is "Lifeskills and LongTerm 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 studentswho have a keen interest in physical education. It will be particu- larly beneficial to those students whowish to continue in physical education at the community college or university level. The course will offer leadership training, carry-over sports, an introduction to commu- nity recreation, visits to community facilities, and a chance to organize or monitor board wide or school meets or tournaments. Outdoor educational activities form an integral partofthiscourse. Enrolmentwill be limited. Related costs for this course should be no more than $20.00 per student. Outdoor Education PHE3A3 Credit Value: 1.0 Prerequisite: Open to grade 11, 12, 13 students. [REGISTRATION IS LIMITED.] This Senior Outdoor Education course provides stu- dents with many exciting outdoor adventures. The program offers: whitewater kayaking; flat water ca- noeing; wilderness camping (fall, winter, spring); hik- ing and packing skills; CPR, climbing and rapelling; cycling and whitewater canoeing. Students must participate in a minimum of 3 trips, which will require week -end commitments. 1) fall whitewater kayaking (September) 2) fall flatwater canoeing (October) 3) winter camping/skiing (February) 4) spring bicycle (May) 5) spring whitewater canoeing (May). Students going on field trips must supply their own camping equipment and food. Cost of equipment (eg. kayak or canoe), instruction and transportation must also be covered by the student, eg, 3 days of whitewa- ter kayaking, camping, food, instruction, and equip- ment costs about $130 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. Thecoursewill prove to be invaluableto studentswho plan to pursue careers in physical education, kinesiol- ogy or recreology as well as for students who will become the coaches and recreational organizers in our communities. Seventy percent of the course will be theory oriented. Topics such as: athletic injuries - treatment and prevention; the organization and ad- ministration of sport; scientific principles of coaching; anatomy; the physiology of exercise; the history of sport in Canada and the sociology of sport will com- prise the academic curriculum of the course. Physical activitiy units will be activities not offered in our grade 9-12 physical education courses. Activities included are team handball, curling and badminton. Outdoor educational activities form an integral part of this course. Related costs for this course should not be more than $15.00 per student. 54 E ENCE Science SNC 2A Credit Value: 1.0 This second -year science course, which continues the study of biology, chemistry, physics, and mental science, provides students with the scientific knowl- edge and problem -solving skills needed for the spe- cialized Senior Division science course. The course emphasizes student activities and scientific proc- esses in relation to their applications to everyday life. Students study units on: interactions with the environ- ment; the external and internal environmentoforgan- isims; heat; magnetism and electricity; chemistry as applied to the environmentand ourdaily lives; and one optional unit. Evaluation may include assessment of thefollowing: assignments, groupwork, quizzes, labo- ratory work and reports, notebooks, projects, tests and examinations. Science SNC 2G Credit Value: 1.0 This course, which continues the study of biology, chemistry, physics and environmental science, com- pletes the foundation of skills and knowledge students 55 need for Senior Division courses. The course contin- ues the emphasis on students' laboratory, organiza- tional and problem -solving skills and on the application of science to everyday life. Mathematical concepts are not emphasized. Units of study are: community ecology, the functioning animal, environmental chem- istry, magnetism and electricity, and the wise use of resources. There are two optional units. Evaluation may include assessment of the following: assign- ments, group work, quizzes, laboratory work and reports, notebooks, projects, tests and examinations. Biology -Applied SBA 3G Credit Value: 1.0 This course completes the study of biology at the general level. In it, students gain abetter understand- ing of the structure and workings of their own bodies by studying the nutritional, digestive, excretory, respira- tory, cardiovascular, reproductive and sensory sys- tems. They also study the treatment of waste, the effect of waste on the environment and the possible solutions to waste management problems. Much of the work in the course is done through laboratory exercises, projects and group work. Evaluation may include 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 Grades 9 and 10. The course is a mandatory prerequisite for SBI OA. By covering a broad range of topics, students develop an understanding of the structure and functioning of organisms, especially the human body. Units include: cell structure and processes, genetics, the role of bacteria and viruses in the biosphere, vertebrate sys- tems (digestion, gas -exchange, transport, reproduc- tion and development), vascular plants and one op- tional unit. The course balances content with student participation in the scientific process. Evaluation may include assessment of the following: assignments, group work, quizzes, laboratory work and reports, notebooks, projects, tests and examinations. Biology SBI OA Credit Value: 1.0 Ministry Prerequisite: SBI 3A and SCH 3A (sug- gested) This course prepares students for university -level biol- ogy. It provides them with an in-depth study of con- cepts introduced in SBI 3A. Units include: the chemi- cal basis of life, energy and living systems, plant physiology and photosynthesis, genetics, evolution, the principals of homeostasis and molecular biology, ecology, and one optional unit. The course presents biology as a relevant, human endeavour in which biological principles influence peoples' lives, society and the environment. Evaluation may include assess- ment of the following: assignments, group work, quiz- zes, laboratory work and reports, notebooks, projects, tests and examinations. The Science Department strongly recommends that students take SCH OA previously or concurrently. A $10.00 dissection fee will apply. Chemistry -Applied SCA 3G Credit Value: 1.0 Chemistry has an impact on both our everyday lives and the environment. This introductory chemistry course gives students a variety of chemical applica- tions in practical laboratory settings. Units include: the structure of matter, the properties of substances, how chemicals react, acids and bases, chemical analysis and two optional units on topics such as carbon chem- istry, consumer chemistry, metals or nuclear chemis- try. The course emphasizes skills such as observation, manipulation of equipment, data collection, safety and groupwork. Evaluation may include assessment of the following: assignments, group work, quizzes, labora- tory work and reports, notebooks, projects, tests and examinations. Since mathematics and chemical theo- ries are kept to essential applications in this course, the course does not lead to SCH OA. Chemistry SCH 3A Credit Value: 1.0 This first advanced level chemistrycoursebuildson the physical science units in Grade 9 and 10 science. It is a mandatory prerequisite for SCH OA. Byintroduc- ing a broad range of concepts, the course enables students to appreciate the applications and societal implications of chemicals, to handle chemicals safely, and to solve theoretical problems in chemistry. By performing laboratory activities, students develop skills 56 and clarify new concepts. Topics include: properties and changes of matter, elements and chemical bond- ing, chemical reactions, chemical calculations, solu- tions, and the Canadian chemical industry. Evalu- ation may include assessment of the following: as- signments, group work, quizzes, laboratory work and reports, notebooks, projects, tests and examinations. The science department recommends that the stu- dents take MAT2A and SNC2A either previously or concurrently. SCH OA Credit Value: 1.0 Ministry Prerequisite: SCH 3A Building on the concepts introduced in SCH 3A, this course prepares students for further studies in Chem- istry at the university level. The course extends stu- dents' understanding of chemical reaction mecha- nisms, molecular structures, and reactions in solution. New concepts introduced in the course include: or- ganicchemistry, energy and ratesof reactions, chemi- cal equilibrium and electrochemistry. The course emphasizes experimental activities, chemical appli- cations to industrial and environmental processes, and mathematical interpretations of the concepts. Students carry out an independent study project. Evaluation may include assessment of the following: assignments, group work, quizzes, laboratory work and reports, notebooks, projects, tests and examina- tions. The Science Department recommends that students take MAT 4A, either previously or concur- rently. Physics SPH 4A Credit Value: 1.0 This first advanced level physics course builds on the physical science units in Grades 9 and 10. It is a mandatory prerequisite for SPH OA and should be taken by students pursuing further studies in the sciences, engineering, mathematics and architecture. Students study and apply the fundamental physical laws and principles that are used in industry and research. Units include: sound, the nature and appli- cations of light, the laws of motion, the forms and changes of energy, electricity and electromagnetism, nuclear physics and one optional unit. Evaluationmay include assessment of the following: assignments, group work, quizzes, laboratory work and reports, notebooks, projects, tests and examinations. The Science Department recommends that students take MAT 3A, either previously or concurrently. Physics SPH OA Credit Value: 1.0 Ministry Prerequisite: SPH 4A This course, which is a more in-depth study of the concepts introduced in SPH 4A, is intended primar- ily for students going on to study science (especially Physics) and related fields at the university level. Units of study are: kinematics, dynamics, momentum and energy, electric charge, waves and light, and early quantum theory. Students also study two optional units, such asspecial relativity, electromagnetic radia- tion, elementary particles or bodies in equilibrium. Evaluation may include assessment of the following: assignments, group work, quizzes, laboratory work and reports, notebooks, projects, tests and examina- tions. Because this course emphasizes mathematical problem -solving, the Science Department recom- mends that students take MAT 4A, either previously or concurrently. 57 TECHNOLOGY STUDIES Grade 9 Foundation Courses (Math/Science/Technology) Introductory Level Senior Levels OAC Level * NOTES: 1 . Entry into a senior level is possible without having taken the introductory level with the approval of the Head of Technology. 2. OPEN means open to all students with no Technology Studies prerequisite. 3. Students may study at a level of difficulty which best meets their needs. 4. The Technology Department encourages Co-operative Education programs. Please see the Head of Technology. 5. Students are encouraged to take more than one technology course in a school year. "TECHNOLOGY - DON'T LEAVE SCHOOL WITHOUT IT!" 58 TECHNOLOGICAL STUDIES - INTRODUCTION Sir Robert Borden High School has one of the best equipped and most advanced Technological Studies facilities in Canada. Our courses are activity -centered using computers, videos, audios,and photography, as well as CAD (computer-aided drafting), CAM (com- puter-aided machining), desktop publishing and en- graving. Our electronics/computer technology facility has ten (10) well equipped lab -stations. Our technol- ogy labs provide hands on experience with Amiga, Macintosh and DOS computers. Whether you want technology at the survival level, the hobby level or as a good preparation for community college or un iverstiy, we have several interesting courses foryou. Don't miss your chance to participate! Students may study atthe level of difficultywhich best meetstheir needs. For further information please consult the Department Head. TECHNOLOGICAL STUDIES ENDORSEMENT Students who successfully complete eight or more technical courses during their high school career, will receive an Ontario Secondary School Diploma (OSSD) with a Technological Studies Specialization or En- dorsement. In addition, they will be presented with the Carleton Board of Education Certificate of Endorse- ment in Technological Studies. Students are encour- aged to take more than one technology course in a school year. Broad Based Technologies The Broad Based Technologies and the Design and Technology program represent a restructuring ofTech- nological Studies from grades 10 to 12. The main features of these new programs are a) a consolidation of morethan sixty Technological Studies courses into six major areas: 1. Technological Design 2. Communications 3. Construction 4. Manufacturing 5. Services 6. Transportation b) a variety of project -driven programs for: general interest, skillstraining for employment, or back- ground for post -secondary institutions. c) a direct link and ongoing affiliation with the community, local business/industry and post -secondary studies. d) a team, or cooperative teaching approach that provides the integration of both previous tech- nological studies courses and general studies courses (where applicable) into the Broad Based Technologies. e) an emphasis on open- ended problem -solv- ing, student -centered projects and small group, co-operative learning. GRAPHIC COMMUNICATIONS Graphic Communications refers to visual messages in which information is exchanged between individu- als. Students develop a foundation for a future in the Graphic Communications industry. Upon completion of these courses, students may wish to further their knowledge in a Technical School, College or Univer- sity. Careers could follow in a variety of positions: graphic design, printing house, advertising agency, typesetting, film or paper supplier and television stu- dio. Overthe pastseveral years there has been adramatic shiftto computer based graphic design. OurTechnol- ogy courses use the latest available computerized equipment. The tasks students undertake provide a focus for the further development of their creative problem -solving skills, interpersonal skills, communications skills, independent learning skills, computer and other tech- nological skills. In an industry undergoing dramatic restructuring these courses prepare students for the present and future of Graphic Communications. ADVANCED STANDING AT COMMUNITY COLLEGES Sir Robert Borden has an articulation agreementwith Algonquin Collegein Graphic Communications(print- ing). Students may receive advanced standing for all or part of the first semester at Algonquin. Please see the Department Head for more information. 59 Graphic Communications TGJ 2A1 Credit Value: 0.5 From Gutenberg to the Lazer Beam 500 Years of setting type While the theory component of this course will be important, it is the "hands on" experience gained which will prove to be invaluable in finding future em- ployment. Students will have the opportunity to use Macintosh computers, a scanner, the process camera and dark- room, printing presses, and bindery equipment. Asan important part of this course the student will design and produce a Memo Pad, personal logo design, and personal stationery. They will become peer coaches in their area to the other students in their class. Having the shop set up as a printing company, the students will learn all aspects of printing in a business world. This course must be taken in conjunction with TGJ 2A2. Drafting (Computer Aided Design) TGJ 2A2 Credit Value: 0.5 Prerequisite: None This course explores the three major areas of techni- cal drawing namely: mechanical, architectural and electrical. Since drafting is changing from an exact pencil and ink technology to a very sophisticated computer driven profession, most drawing will be done using computer aided packages. Students will work alone or in small groups. Students who have previous drafting and/or computer experience will be expected to take on more advanced tasks and chal- lenges. This course will be structured as follows: Mechanical Drafting -shape description, dimensioning, drawing to scale and sectional views. Architectural Drafting - basic drawings required for house construction. Electrical Drafting - includes standard electrical symbols as well as introduction to various types of diagrams used in the electrical and electronics industry. Students will be required to purchase their own basic drafting instruments. The approximate cost is $25.00. This course must be taken in conjunction with TGJ 2A1. Communications TGJ 2A3 Credit Value: 0.5 This multifaceted hi -tech course provides students with practical handson experiencewith Amiga, Macln- tosh and DOS based computers in the areas of video, audio, photographic, print/graphic production and desk toppublishing. Further, studentswill receive ageneral overview of the electronic communication system. Students will also work with robotics, engraving proc- esses, CAM (computer aided machines), CAD (com- puter aided drafting), pneumatics, and broadcasting. Students will be required to purchase their own 1/2" VHS video tape for any videos they make that they wish to take home. Students may also be required to supply all or some of the parts for take home projects. The approximate cost is $25.00. This course mustbe taken in conjunction with TDJ2A. Design and Engineering Technology (intermediate) TDJ 2A Credit Value: 0.5 Why not have fun and learn technology too? Working both alone and as part of a group, this course will challenge you to invent and build creative solutions to real life technical problems. Your finished work will then be placed in competitions with other students or groups to see who has the best design. This in combination with acomputer-assisted investigation of the strengths and weaknesses of existing designs will develop skills in design analysis, project designs, problem solving, research techniques, technical/sci- entific reporting and construction techniques. Youwill find this to be of benefit throughout your high school and college or university career not to mention your activities outside of the classroom. Take up our challenge to prove that Canadians are some of the best inventors in the world! This course prepares the student well for senior technological courses. This course must be taken in conjunction with TGJ 2A3. Graphic Communications TGJ 3G1 Credit Value: 1.0 This coursewill be a continuation of TGJ2A1 /TGJ2A2 Are you aware that the printing field is one of the largest employers in the Ottawa -Carleton area? Graphic Communications is the life blood of our technological society. The graphic communication industry encompasses a multitude of challenging positions for creative, skilled, and management per- sonnel. Students' future needs for the graphic communica- tions field are taken into consideration in this course. Students will examine the printing process and pro- duction methods to give each student an opportunity to master the basic skills essential to "the problem solving process" in graphic communications. Basic photography, which includes the functions of the camera, film and light, development of film, and print making is covered in this course. This course offers hands-on experience for the production of black and white photographs and the production of halftones using the process camera as well as scan- ning images on a computer system. Technical level training in typography, design, and the use of various typefaces, and the role of desktop publishing in copy preparation adds basic knowledge to the hands-on computer experience. Drafting with the latest software, Micro Station, will makes its debut in this course. Micro Station is a full featured productivity enhancing 2D/3D Computer Aided Design (CAD) product for drafting, design, visualization, analysis, database management and modelling. As an introduction you will cover the basics of creating, drawing, and editing a design file. Students will be required to purchase all or some of the parts for small projects. The approximate cost is $20.00 Communications Technology TGJ 3A2 Credit Value: 1.0 State of the art audio, video, computer, photographic and communications equipment will be used to familiarize the student with current and future techniques in electronic communications. Students will also be exposed to print/graphic production and desk top publishing as well as more advanced engraving processes. In the electronics and broadcasting partof this course students wil I learn about sound waves, microphones, audio systems, sound recording and audio broadcast- ing. Computers will be used to develop graphics, titles and advertisements for video productions. New all - electronic cameras will enable the student to bring in still video shots of happenings from around the school. To tie everything together you will learn about modern communication techniques through the use of fax machines, and television and radio production facili- ties. Students will be required to purchase supplies and parts for take home project or small projects. The approximate cost is $20.00. We are moving rapidly from the industrial age into the communications age. Don't get left behind! Communications Technology Audio / Video / Electronic Concentration TGJ 3A3 Credit Value: 1.0 Audio and video are two of the key components of communications today. Whether you plan to go into the broadcasting and production field or just want to be an expert at home on technical productions, this course will give you the necessary skills. Studentswill learn the proper names for cables and connectors and where and when each should be used. Other topics covered will be AM and FM modulation, and radio transmission and reception. Students in this course will be responsible for overseeing the operation of the school's radio station, and producingvideos using our special computerized video effects and video editing techniques. Proper soldering techniques and a gen- eral overview of electronic components such as resis- tors, capacitors, coils, transistors, diodes, and inte- grated circuits will be covered. Students will construct an electronic project such as an amplifier, intercom, radio, etc. This course will provide knowledge and skills for a studentwho iscontemplating science, engineeringor technology at the post secondary level. Secondly, as electronics and computer technology playa large role in our modern society, it will serve as an excellent course for technical literacy in general. Students will be required to purchase all or some of the partsfortake home projects or small projects. The approximate cost is $20.00. 61 Home Renovation and Repairs TCJ 3G Credit Value: 1.0 Whether you are a young woman or man, you will probably buy your dream home someday. Do you have the skills necessary to make the right choice? Will you be able to maintain and/or modify it without going broke? Will you know if the repair person you call is overcharging you? This project oriented course will see you, asas n with no technological experience, investigate three aspects of home ownership. You will look at what is involved in purchasing a home and how to make sure that you make the right choice. You will look at how to use inexpensive hand tools to maintain both your house and its contents. You will work as partof ateam to construct a simulated addition to a house, install electrical wiring, plumbing, wallboard, wal Ipaperwalls, tile the floor and finish the ceiling. Emphasis will be placed on group work, problem solving, practical applications and technical literacy. Students will be required to purchase all or some of the parts for take home proejcts or small projects. The approximate cost is $20.00 Graphic Design TGJ 4G1 Credit Value: 1.0 [NOT AVAILABLE 1996-97; AVAILABLE 1997-981 Communication and Design the next wave - prepress imaging While the cutting edge of technology can take the place of many old tools, it cannot replace the talent for good design. The programme provides students with the sound basics of design systems and typography in order to develop effective personal, corporate and publication design solutions. Lessons on market research , pre - design analysis, and packaging are an integral partof the program. Course involvement will be slanted toward practical work on an individual assignment basis. Students intending to pursue Graphic Arts at a community college or those planning to enter employment in this industry on graduating from high school will enjoy this course. The completed projects will be run on our industry standard graphic arts equipment. Communications Technology TGJ 4A2 Credit Value: 1.0 This course is project driven with the student choosing an area of specialization for his or her project. Areas of specialization might include desk top publishing, broadcasting, CAD/CAM, audio, engraving, video, electronics, print/graphics, etc. Television produc- tion, broadcasting, electronics, sound production, communication systems and graphic production will form part of this course. As "job descriptions" in society become broader and more general, workers will need to be competent in a number of different areas, and be able and willing to learn about and use new procedures and emerging technologies. This course is designed to give the students "transferable skills" that will allow them to meet this challenge. Studentswill be required to purchase all or some of the parts for small projects. The approximate cost is $20.00 Construction For Knowledge and Profit TCJ 4G Credit Value: 1.0 Prerequisite: NONE If you like to use your hands and mind to construct buildings, this is the course for you! We will be design- ing a number of small wood structures and building some for sale to teachers, parents, etc. Areas of focus will include proper structure design, use of hand tools, using CAD to produce drawings and of course, build- ing techniques. There is no prerequisite forth is course, just a desire to work with your hands and your head. With the high cost of construction and renovation today, this course could develop rewarding skills and provide costsaving knowledge for students'usetoday and in years to come. Analog and Digital Electronics TED OA Credit value: 1.0 Ministry Prerequisite: MAT 3A This OAC provides university -bound students with opportunities to test their interest in and aptitude for electronic technology. The electronic skill and knowl- edge that students acquire through this OAC will give 62 them insights into the many diverse applications of the technology that they will encounter in their future studies and in their professional lives in engineering, science, and industrial design. Since electronics is in many ways an exact technology in which an infinite variety of applications is possible, students will have opportunities to develop disciplined mental habits and to learn problem solving of a most creative mind. Students will be required to purchase supplies and parts for small projects. The approximate cost is $20.00 63 GENERAL LEVEL COURSES GRADE 10 GRADE 11 GRADE 12 BK12A3 AVD3G AVC4G DIC2G AVF3G1 BBS4G ENG2G BPC3G BOS4G NFG2G ENG3G ENG4G NFM2G NFB3G NMT4G GCA2G GPH3G GRE4G HCT2G HSC3G MTT4G MAT2G MTT3G SPA4G SNC2G SBA3G TCJ4G* TGJ2A1 * SCA3G TGJ4A2* TGJ2A2* TCJ3G* TGJ4G1 * TGJ2A3* TGJ3A2* TDJ2A* TGJ3A3* TGJ3G1 * * All Technology courses are multi-level. IMMERSION COURSES GRADE 10 GRADE 11 GRADE 12 _ OAC GCA2AF/HCT2AF HSC3AF HWMOAF PHF2AF HWC3AF GW10AF PHM2AF GPH3AF COURSES OFFERED 1997-98 SUBJECT GRADE 10 GRADE 11 GRADE 12 GRADE 13 ART AV12A AVD3G AVC4G AVIOA AVF3G1 AV14A AV13A BUSINESS BIB2A BAC3A BBS4G BACOA EDUCATION BK12A3 BLW3A BMK4A BLWOA BOS4A BOAOA BOS4G COMPUTER DIC2A BPC3G BPS4A SCIENCE DIC2G BPT3A DST3A DRAMA ADA2A1 ADA3A ADA4A3 ADA2A2 ENGLISH ENG2A ENG3A ENG4A ENGOA ENG2G ENG3G EN( EWCOA E.S.L. As indicated bV ESL testin . FAMILY NFG2G NFB3G NMT4G NFOOA STUDIES FRENCH FIF2A FIF3A FEFOA FSF2A FSF3A FIFOA FSFOA GEOGRAPHY G CA2A* GPH3A GRE4A GCEOA GCA2AF* GPH3AF GRE4G GWIOA GCA2G* GWIOAF PEER NG P4A TEACHING HISTORY HCT2A* HSC3A HCNOA HCT2AF* HSC3AF HPOOA HCT2G* HSC3G HWMOA HWC3A HWMOAF HWC3AF HXEOA MATH MAT2A MAT3A MAT4A MAGOA MAT2G MT73G MTT4G MCAOA MFNOA MUSIC AM12A AM13A AM14A AMUOA AMK2A AMK3A AMK4A AMV2A AMR3A AMR4A AMV3A AMV4A PHYS.ED. PHF2A PHE3A PHE4AE PPBOA PHM2A PHE3A3 PHF4A PHF2AF PHF3A PHM4A PHM2AF PHM3A SCIENCE SNC2A SBA3G SPH4A SBIOA SNC2G SB13A SCHOA SCA3G SPHOA SCH3A SPANISH LWS2A LWS3A TECH. TGJ2A1* TCJ3G TCJ4G TEDOA STUDIES TGJ2A2* TGJ3A2 TGJ4A2 TGJ2A3* TGJ3A3 TGJ4G1 TDJ2A* TGJ3G1 * Indicates a half -credit course which is twinned with another. eg. GCA2A/HCT2A, GCA2AF/HCT2AF, GCA2G/HCT2G TGJ2A1/TGJ2A2, TGJ2A3/TDJ2A C.OUPJr &a ip" avmwo& �� ' cQ v4f E $ Itt ONE 41F A • 17PIF-4i 4 --'0' 1. ®rml