Secondary Course Calendar
2014-2015 Message from the Director
It is my pleasure to introduce the course selection booklet for our secondary schools in the Renfrew County District School Board. The secondary school years are exciting times, and I’m extremely proud of the range of programs and services our schools provide to our students. As you can see by turning the pages of this document, we’ve created pathways and opportunities for students who intend on graduating from secondary school to enter the workforce or to continue their education at a college or university. Regardless of your plans beyond secondary school, your education is an investment in your future, and it is important to make sure you take the time to understand what pathways are offered to you and how to make the most out of your secondary school experience.
Over the past few years, several new initiatives have improved our secondary school experience and should be highlighted as they are referenced in this document. These include our Student Success Strategy, Specialist High Skills Majors, Cooperative Education, Dual Credit Program, Special Education Programs, New Transition Programs, and Student Engagement. In addition, our Board has invested heavily into new technologies, eLearning, blended learning, and character education.
In closing, I would like to reference our mission statement – “The RCDSB works together to create outstanding educational experiences that honour the uniqueness of each individual.” This sets a high bar for us all and I’m confident our schools will rise to the occasion and provide each of you with an education worth remembering!
Roger Clarke Director of Education Renfrew County District School Board
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Table of Contents Reaching Every Student ...... 5 Graduation Requirements for Secondary Schools ...... 6 Ontario Secondary School Diploma (OSSD) Requirements ...... 6 Community Involvement ...... 6 Ontario Secondary School Literacy Test (OSSLT) ...... 7 Ontario Secondary School Literacy Course (OSSLC) ...... 8 Ontario Secondary School Certificate (OSSC) ...... 8 Certificate of Accomplishment ...... 8 Education Planner ...... 9 Understanding Courses and Course Codes ...... 10 Types of Courses in Grade 9 & 10 ...... 11 Types of Courses in Grade 11 & 12 ...... 11 Additional Considerations for Accumulation of Credits ...... 12 General Information ...... 13 Ontario Student Record ...... 13 Ontario Student Transcript ...... 13 Full Disclosure ...... 13 Course Cancellation and Closure ...... 14 Course Changes ...... 14 Semester System ...... 14 Assessment and Evaluation Policies ...... 14 eLearning ...... 15 Pathways to Success ...... 16 Student Success ...... 16 Experiential Learning ...... 16 Ontario Youth Apprenticeship Program (OYAP) ...... 18 PASS - Partnering To Achieve Student Success ...... 18 Dual Credits ...... 18 Other Opportunities ...... 19 Specialist High Skills Majors (SHSM) ...... 19 Focus Programs ...... 25 French as a Second Language (FSL) Programs ...... 28
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English As A Second Language (ESL) Programs ...... 29 Special Education Programs ...... 29 Continuing & Community Education ...... 32 Other Supports & Resources for Students ...... 34 Code of Conduct and Expectations of Students ...... 36
Arnprior District High School ...... 40 Fellowes High School ...... 44 Mackenzie Community School ...... 49 Madawaska Valley District High School ...... 53 Opeongo High School ...... 57 Renfrew Collegiate Institute ...... 61 Valour School ...... 65 eLearning ...... 69
Course Descriptions and Prerequisite Charts ...... 70 The Arts ...... 71 Business Studies ...... 75 Canadian & World Studies ...... 78 Computer Studies...... 85 English ...... 87 French as a Second Language ...... 91 Guidance and Career Education ...... 94 Health and Physical Education ...... 96 Interdisciplinary Studies ...... 98 Mathematics ...... 100 Native Studies ...... 104 Science ...... 106 Social Sciences and Humanities ...... 111 Technological Education ...... 119
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Reaching Every Student The Renfrew County District School Board, school. Appropriate course selection and a through its secondary school program, is proactive plan for success are important. committed to equip all students with the knowledge, skills and attitudes they need for Schools in Renfrew County have a strong focus successful outcomes – smooth transitions to on Student Success. In each of our high the postsecondary destinations of their choice. schools, Classroom teachers, Student Success Our schools offer educational programs that teachers, Guidance counsellors, Special promote high standards, while providing Education teachers, School Support counsellors, students with learning opportunities and Co-operative Education teachers and supports needed for success. Administrators form strong teams who are dedicated to successful outcomes for all Successful completion of secondary education students. For our students making the in Ontario is important and a valuable step transition from grade 8 to grade 9, there has toward postsecondary opportunities. Students never been greater attention paid to their may create or choose a program pathway that strengths and needs, while focusing on prepares them for direct entry to: opportunities for success. We are proud to • Apprenticeship Programs, have the excellent and exciting transition • College, program “Link Crew” in all of the RCDSB • Community Living, secondary schools. • University, or • The Workplace. This Course Calendar is a valuable tool to assist families in planning and reviewing a pathway to There is value, honour and dignity in all success for all students. On page 9 of this postsecondary destinations and all sectors of course calendar, there is course selection employment. A student’s Program Pathway is planning guide. Students are encouraged to his or her educational program and reflects the make use of this planning guide during this goals that help motivate him or her to complete years’ course selection process, and it should be secondary school. Building a successful kept as a record for future years. pathway through school requires planning and is a cooperative effort involving students, The final decision regarding course selection is parents/guardians, teachers and guidance the responsibility of students and their counsellors. Factors you must consider in your parent/guardians, if they are under 18 years of planning include: age. A student’s achievement from the past • most recent levels of achievement, several years, together with advice from the • preferred learning style, school, should be considered when choosing • strengths, and the most appropriate program for him/her. • immediate educational needs. Please contact the Student Services department at your school for assistance during the course Early success in high school is essential. selection process. Statistics in Ontario show very clearly that failure in courses in grade 9 and 10 is a significant factor in students dropping out of
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Graduation Requirements for Secondary Schools Ontario Secondary School Diploma Notes: *The Ontario Secondary School Literacy Course (OSSD) Requirements (OSSLC) may be used to meet the Grade 11 or The OSSD is granted, on the recommendation 12 English compulsory credit requirement. The of the Principal of the secondary school last Grade 11 Contemporary Aboriginal Voices attended, to a student who has successfully course may be used to meet the Grade 11 fulfilled the following requirements: English compulsory credit requirement. • 30 credits, including 18 compulsory credits and 12 optional credits **A maximum of 2 credits in French as a • 40 hours of community involvement Second Language may count as additional • Completion of the literacy requirement. compulsory credits, 1 credit from Group 1, and 1 credit from either Group 2 or Group 3. Compulsory Credits (total of 18) Students must earn the following 18 ***A maximum of 2 credits in cooperative compulsory credits towards their OSSD: education may count as additional compulsory • 4 credits in English (1 credit per grade)* credits, selected from any of Groups 1, 2, or 3. • 3 credits in Mathematics (at least 1 credit in Grade 11 or 12) Optional Credits (total of 12) • 2 credits in Science In addition to the 18 compulsory credits, • 1 credit in Canadian History students have to earn 12 optional credits in • 1 credit in Canadian Geography courses of their choice, selected from the full • 1 credit in the Arts list of courses available in the school. Optional • 1 credit in Health and Physical Education credits allow students to build an educational • 1 credit in French as a Second Language • 0.5 credit in Civics program that suits their individual interests and • 0.5 credit in Career Studies meets university, college, apprenticeship, or work requirements. Plus one credit from each of the following groups: Community Involvement • Group 1: English, or French as a Second Every student who begins secondary school in Language**, or Classical or International Ontario is required to complete 40 hours of languages, or Native languages, or Canadian community involvement in order to receive a and World Studies, or Native Studies, or diploma. The purpose of this requirement is to Social sciences and the Humanities, or encourage students to develop an Guidance and Career Education, or Cooperative Education***. understanding of the various roles they can play • Group 2: The Arts, or Business Studies, or in their community and to help them develop a Health and Physical Education, or French as greater sense of belonging within the a Second Language**, or Cooperative community. Education***. • Group 3: Science (Grade 11 or 12), or The school provides a document that outlines Computer Studies, or Technological information on the community involvement Education, or French as a Second diploma requirements for students and parents, Language**, or Cooperative Education***. as well as for the persons and organizations
6 Renfrew County District School Board who are asked by students to sponsor a Activities” form if the student is under the age particular community involvement activity. of eighteen years. These community involvement hours are credited for volunteer work completed Ontario Secondary School Literacy beginning in the summer immediately Test (OSSLT) preceding their entry into grade 9. All students must successfully complete the Roles and Responsibilities of Students literacy requirement in order to earn a Secondary School Graduation Diploma. For In consultation with their parents, students will most students this requirement will be met select an activity or activities from the board’s through the administration of the Literacy Test list of approved activities, or choose an activity in the spring of Grade 10. The test is based on that is not on the list, provided that it is not an Ontario curriculum expectations for language activity specified on the ministry’s and the and communication, particularly reading and board’s lists of ineligible activities. If the writing, up to and including Grade 9. activity is not on the board’s list of approved activities, the student must obtain approval The test will identify areas for remediation for from the principal before beginning the activity. students who are unsuccessful in completing
the test. Students who write the test but do The safety of the student is paramount. It not succeed may retake the test and must should be noted that students will not be paid successfully complete both the reading and for performing any community involvement writing components in order to pass. There is activity. These requirements must be met no limit to the number of times the test may be outside of regularly scheduled class time. taken.
A “Completion of Community Involvement Accommodations Activities” form must be completed by the student, the student’s parent, and the Students who are receiving Special Education community sponsor (that is, the person or programs and services that have an Individual organization that provided the community Education Plan (IEP) may receive the involvement opportunity for the student). The accommodations that are set out in the student must submit the form to the principal students’ IEP. or other school contact upon completion of the Deferrals 40 hours or upon completion of a specific activity. Deferral of the test may occur for students who might benefit. This would include students who Roles and Responsibilities of Parents have been identified as exceptional and Parents should provide assistance to their child students registered in English as a second in the selection of their community involvement language/English Literacy Development courses activities. Parents are also encouraged to who have not yet acquired the level of communicate with the community sponsor and proficiency in English required for successfully the school principal if they have any questions completing the test. The Principal determines if or concerns. A parent must sign the a deferral should be granted and time period “Completion of Community Involvement for the deferral.
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Exemptions enroll in or complete the OSSLC, owing to unforeseen circumstances. Students whose IEP indicates that the student is not working towards the attainment of a Also eligible for the adjudication process are Secondary School Graduation Diploma may, students who were receiving special education with parental consent and approval of the programs or services, and who had an IEP Principal, be exempted from participating in the documenting required accommodations, but, Literacy Test. owing to unforeseen circumstances, did not Ontario Secondary School Literacy have access to these accommodations when Course (OSSLC) they were taking the OSSLT. Students may also meet the literacy Ontario Secondary School requirements for graduation by successfully Certificate (OSSC) completing the OSSLC. This course is designed The OSSC will be granted, on request, to a to help students acquire and demonstrate the student who leaves school before earning the cross-curricular literacy skills that are evaluated OSSD and who has earned a minimum of 14 by the test. credits, as follows:
Students will read a variety of informational, Compulsory Credits (total of 7) narrative, and graphic texts and will produce a variety of forms of writing, including 2 credits in English summaries, information paragraphs, opinion 1 credit in Mathematics pieces, and news reports. Students will also 1 credit in Science maintain and manage a portfolio containing a 1 credit in Canadian Geography or record of their reading experiences and samples History of their writing. 1 credit in Health and Physical Education 1 credit in the Arts or Technological To be eligible to take the course, students must Education. have attempted the OSSLT at least once and been unsuccessful in that attempt. This course Optional Credits (total of 7) can also be used to count as the Grade 11 or 7 credits selected by the student from Grade 12 English compulsory course. available courses. Literacy Adjudication Process Certificate of Accomplishment At the end of the school year, a school board Students who leave school before fulfilling the adjudication panel may provide certain requirements for the OSSD or the OSSC may be students with an additional opportunity to granted a Certificate of Accomplishment. The meet the literacy graduation requirement. Certificate of Accomplishment may be a useful These students include those who would means of recognizing achievement for students otherwise be eligible to graduate but, through who plan to take certain vocational programs or no fault of their own, have not been able to other kinds of further training, or who plan to take advantage of the normal opportunities to find employment after leaving school. write the OSSLT and/or have not been able to
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Education Planner Use the following chart to plan your course selection each year: Subject Grade 9 Grade 10 Grade 11 Grade 12 Additional 1 English English English English
2 Mathematics Mathematics Mathematics **
3 Science Science Canadian Canadian
4 Geography History Civics & Career French 5 Studies Health & Physical
6 Education 7 Arts
8 ** To keep as many post-secondary options open as possible, students are encouraged to take a Mathematics course in Grade 12 as well. Checklist for OSSD Requirements Compulsory Credits: 1 Credit from each of the following groups: 4 English Group 1 Credit 3 Mathematics English, or French as a Second Language, or Classical 2 Science or International languages, or Native languages, or Canadian and World Studies, or Native Studies, or 1 Canadian Geography Social sciences and the Humanities, or Guidance and 1 Canadian History Career Education, or Cooperative Education. 1 French as a Second Language Group 2 Credit 1 The Arts The Arts, or Business Studies, or Health and Physical 1 Health & Physical Education Education, or French as a Second Language, or 0.5 Civics Cooperative Education. 0.5 Career Studies Group 3 Credit Science (Grade 11 or 12), or Computer Studies, or Technological Education, or French as a Second Language, or Cooperative Education.
12 Optional Credits
40 Community Involvement Hours Successful completion of the provincial literacy requirement (OSSLT or OSSLC)
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Understanding Courses and Course Codes
All courses are identified by a 6-character code common to all secondary schools in Ontario. For example, ENG 1D1 is the code for the Grade 9 Academic English course. The following chart explains how to interpret course codes:
ENG 1 D 1 The first three characters indicate the The fourth The fifth character The sixth character is course title. These abbreviations are character indicates the type of designated by the set by the Ministry. indicates the course. school for internal grade level of purposes. the course.
Major Subject Areas Grades Course Type School-Designated A = The Arts Grades Grade 9 & 10 B = Business Studies 1 = Grade 9 D = Academic C = Canadian & World Studies 2 = Grade 10 L = Locally Developed E = English 3 = Grade 11 O = Open F = French 4 = Grade 12 P = Applied G = Guidance & Career Education H = Social Studies & the Humanities I = Computer Studies Languages Grade 11 & 12 I = Interdisciplinary Studies A = Level 1 C = College K = Non-Credit Courses B = Level 2 E = Workplace L = Classical & International Languages C = Level 3 M = University/College M = Mathematics D = Level 4 O = Open N = Native Studies E = Level 5 U = University O = OSSLC P = Physical & Health Education S = Science T = Technological Education
Credits A credit is granted in recognition of the successful completion of a course that has been scheduled for a minimum of 110 hours, and has been developed from a Ministry of Education curriculum guideline or has been approved by the Ministry. Half or partial credits may also be offered, and the amount of scheduled time will be assigned accordingly (e.g., 55 hours required for a half-credit course).
Prerequisites A prerequisite is a course that must be completed before being allowed entry into another course. Prerequisite courses help students to gain the knowledge and skills needed in later grade levels.
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Types of Courses in Grade 9 & 10 comprise a set of expectations that are appropriate for all students in a given grade. Students in Grades 9 and 10 will make the choice between academic, applied and locally Types of Courses in Grade 11 & 12 developed courses primarily on the basis of Students in grades 11 and 12 will choose from their strengths, interests, and needs. The among four destination-related course types: selection of courses for exceptional students University Preparation, University/College should also be guided by information in the Preparation, College Preparation, and student’s Individual Education Plan. Workplace Preparation. Open courses are also Academic Courses offered in Grades 11 and 12. Students will make their choices based on their interests, Academic courses develop students’ achievement, and career goals. knowledge and skills through the study of theory and abstract problems. These courses It is very important that students choose focus on the essential concepts of a subject courses for the appropriate destination in and explore related concepts as well. They order to ensure their interest and their incorporate practical applications as success. University/College (M) and University appropriate. (U) courses, for example, have a high level of difficulty and mostly theoretical content. Applied Courses Workplace (E) and College (C) courses will be Applied courses focus on the essential more reasonably paced and will include concepts of a subject, and develop students’ practical real-life examples and applications. knowledge and skills through practical applications and concrete examples. Familiar University Preparation Courses situations are used to illustrate ideas, and University preparation courses are designed to students are given more opportunities to equip students with the knowledge and skills experience hands-on applications of the they need to meet the entrance requirements concepts and theories they study. for university programs. An emphasis is placed on theoretical knowledge and supporting Locally Developed Courses application in the course content as well as the Locally Developed compulsory courses focus development of independent research and on the knowledge and skills that students need learning skills. to be well prepared for success in grades 11 and 12 Workplace Preparation Courses. University/College Preparation Courses Opportunities to develop, enhance, and University/College preparation courses are practice literacy, and mathematical literacy designed to equip students with the processes, concepts, skills and strategies are knowledge and skills they need to meet the the focus of the expectations in these courses. entrance requirements for specific programs offered at universities and colleges. These Open Courses courses place emphasis on both the theoretical Open courses are designed to prepare students aspects of the course content and the practical for further study in a subject, and to enrich applications. their education generally. These courses
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College Preparation Courses The principal makes the decision in consultation with the parents/guardians and College preparation courses are designed to appropriate staff. equip students with the knowledge and skills they need to meet the requirements for Prior Learning Assessment and entrance to most college programs or for Recognition Process (PLAR) admission to apprenticeship or other training programs. These courses focus on concrete Students may obtain credits for knowledge and applications of the concepts and theories that skills they have acquired outside of school. are studied and help to develop critical This prior learning is assessed and evaluated to thinking and problem solving skills. determine whether the student has met the provincial course expectations. Workplace Preparation Courses Workplace preparation courses are designed Students may “challenge” a specific course for to equip students with the knowledge and credit if they can provide evidence indicating a skills they need to meet the expectations of likelihood of success. Since Grade 9 is viewed employers, if they plan to enter the workplace as a foundation year for all Ontario students, directly after graduation, or the requirements the PLAR process does not apply to Grade 9 for admission to certain apprenticeship or credits. other training programs. They emphasize practical skills and stress the importance of A student who believes that she or he life-long learning. possesses the full range of knowledge and skills for a Grade 10 to 12 course in the school Open Courses course calendar should refer to the Student Open courses are designed to broaden Services Department for information about students’ knowledge and skills in subjects that completing the application. reflect their interests and to prepare them for active and rewarding participation in society. The student should be prepared to provide They are not designed with the specific reasonable substantive evidence for success in requirements of universities, colleges, or the the challenge process (e.g. a portfolio, workplace in mind. documentation of related course work, recommendation from a teacher, etc.). Additional Considerations for Furthermore, the student will be required to demonstrate achievement of the course Accumulation of Credits expectations through formal tests, including Substitutions for Compulsory Courses exams, and other assessment strategies appropriate for the particular course. Up to three substitutions can be made for compulsory courses during a student’s high Students who are successful in the challenge school career. The decision to make a assessment will receive a final percentage substitution for a compulsory course is done if grade and a credit for the course. the student’s educational interest is best served.
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Music Credits Transfer Courses A maximum of two credits may be earned by Transfer courses enable students who alter students who present evidence of satisfactory their post-secondary plans to transfer from standing in recognized programs offered by one type of course to another in Grades 10, 11 conservatories or colleges of music. and 12. Transfer courses are designed to provide the knowledge and skills required to bridge the gap between two courses of different types.
General Information
Ontario Student Record Ontario Student Transcript The Ontario Student Record (OSR) is the official At the conclusion of each year, a summary of school record for a student. Every Ontario courses attempted and credits gained will be school keeps an OSR for each student enrolled maintained in each student's Ontario Student at that school. The OSR contains achievement Transcript. Courses will be entered under the results, credits earned, diploma requirements common course code and the percentage completed and other information important to obtained will be reported. This very important the education of the student. Students and document is available for students and their their parents (if the student is not an adult) parents or guardians to see on request. may examine the contents of the OSR. When a student receives his/her diploma or
The Education Act and Freedom of Information decides to terminate his/her formal schooling, Legislation protect these records. The Ontario an Ontario Student Transcript will be issued on Ministry of Education, under the authority of request. the Education Act of the province of Ontario, Full Disclosure requires that each school maintain a record of basic information for each student registered Full disclosure applies to all Grade 11 and 12 in the school. The information will be used for courses and means that if a student withdraws the purposes of the proper education and well- from, repeats or fails a Grade 11 or 12 course, being of the student and for necessary it must be recorded on the OST. statistical purposes. Personal information on this form is collected under the authority of Repeated Grade 11 and 12 courses will both the Education Act, R.S.O. 1990 c.E.2, as show on the transcript with their recorded amended, and will be used for the OSR and for mark, however only one credit will be granted administrative purposes. and the lower mark will have an “R” in the credit column. Questions about collection may be directed to the school principal. Failed Grade 11 and 12 courses will show on the OST.
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Withdrawals from Grade 11 and 12 courses will Parents should receive a formal report on the show on the OST, if they are dropped 5 progress of their student four times per year, instructional days after the first report card of once at the mid-point of each semester and the semester or later. They do not show if once at the end of each semester. Parents, of they are dropped before the 5 instructional course, are invited to contact the school at any days following the first report card. time to get an up-date on the progress of their child. Course Cancellation and Closure Assessment and Evaluation Courses may be cancelled due to insufficient enrollment and staffing considerations. A Policies course may be closed due to class size Students will be evaluated based on the limitations. If a cancellation or closure were to achievement charts in the Provincial occur, students will be notified and asked to Curriculum Policy Documents for the courses in select an alternate course or an alternate which they are enrolled. Evaluation is based course from the student’s course option sheet on the level of achievement the student will be substituted. demonstrates in the skills and knowledge Course Changes covered in a course.
Course change requests will only be considered Seventy percent (70%) of the evaluation is for a valid reason. The school may consider a based on classroom work and may be course change request for reasons including: determined through a variety of methods, such changes in level of difficulty as ongoing class demonstrations, timetable errors presentations, essays, performances and changes in career plans classroom tests and quizzes. post-secondary admission requirements Teachers will use “Assessment for Learning” medical accommodations and “Assessment as Learning” practices to help summer school results students identify; what the learning goals are, All requests for course changes are subject to where they are in relation to the learning goals approval and space available in courses. and what next steps they need to take to achieve the goals. Semester System This ongoing feedback will help prepare The school year is divided into two equal parts: students for “Assessment of Learning”, the SEMESTER 1 runs from September to the end process of collecting and interpreting evidence of January; SEMESTER 2 runs from February to for the purpose of summarizing learning at a the end of June. given point in time, to make judgments about
the quality of student learning on the basis of In each semester, the student has the established criteria, and to assign a value to opportunity to take four courses and obtain represent that quality. four credits for a total of eight credits per year.
Final examinations occur at the end of each semester.
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Thirty percent (30%) of the evaluation is based evaluation reflects the range and level of on a final summative evaluation that may be student skills and knowledge towards the determined through one or a variety of conclusion of the course and will give students methods in the latter portion of the course. an opportunity to synthesize the different These could include a portfolio, essay, aspects of their learning for each particular examination and/or demonstration. This final course.
eLearning
Online learning is quickly becoming an environment. It is not required that the important part of education in all pathways, students and teacher are working on the including college, university and in the course at the same time. However, the course workplace. eLearning courses may allow for will follow the same semester start and end more flexibility in a student’s timetable and dates as a traditional face-to-face class, and may allow students to access courses that will there will be timelines for completing tasks, complement their timetables but that are not assignments and other assessments within the available in their school. These courses course. provide students with the opportunity to build independent learning skills, which will help The RCDSB currently offers a variety of online them be successful in any post-secondary courses taught by qualified teachers who pathway. provide innovative, relevant and engaging eLearning experiences. All eLearning courses eLearning options are available to all students meet the same curriculum requirements of registered with the Renfrew County District face-to-face classes, as set out by the Ontario School Board. You may be an ideal candidate Ministry of Education. In addition, the RCDSB for eLearning if you have high achievement in is a member of the Ontario eLearning the Learning Skills (Responsibility, Consortium, which may allow students to Organization, Independent Work, access specialized courses from other school Collaboration, Initiative and Self-Regulation). boards who also offer courses through the eLearning requires the same time commitment Consortium. as a traditional day-school class. However, the method of delivery allows for flexibility in the See page 69 for a listing of the eLearning schedule, and students may choose to courses that are being offered for this school complete the course work outside of the year. traditional school day or traditional school
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Pathways to Success
Student Success Experiential Learning The goal of Student Success is to reach every Planned learning experiences that take place in student in need and provide an opportunity to the community include job shadowing, job assure success. The Student Success Team twinning, work experience and virtual work includes the Principal, the Student Success experience, and cooperative education. They Teacher, Special Education, Guidance, Co-op provide students who are enrolled in courses and the School Support Counsellor. of all types and in all disciplines with the opportunity to enhance their school programs. Together the Student Success Team members: Experiential learning can assist all students, identify and instruct struggling students including exceptional students, who are bound in their courses, for university, college, apprenticeship, or the direct student advocacy, workplace, in making career decisions as well provide more options for learning and as in developing the knowledge, skills, and work completion, attitudes that are essential in today’s society. monitor student progress, All forms of experiential learning are a valuable facilitate transition from elementary to complement to students’ academic experience secondary and secondary to work/post- and preparation for the future. When secondary education, organized in a sequential fashion that meets provide credit rescue, an intervention career development needs, experiential for students that are struggling in a learning can maximize student growth and specific credit course. It can provide a development, and should be encouraged. See variety of supports to assist with the following chart for a summary of each classroom instruction, organization and potential learning experience. assessment for struggling students. may recommend credit recovery, an intervention to recover a credit after an unsuccessful initial attempt. Credit Recovery is just one of several options for any student who fails, but the final determination of Credit Recovery Placement is made by the school’s Credit Recovery Team
The Student Success Team works with school staff, students, parents, and the community to ensure more students earn the credits necessary to graduate.
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Forms of Experiential Learning and Related Programs
Length Credit Value Description Key Elements Job Shadowing (e.g., Take Our Kids to Work) ½ to 1 day None One-on-one observation of a worker at a Involves the pairing of a student with a worker (in some cases, place of employment. in a specific occupation. up to 3 days) May be integrated with a credit course. May be part of a student’s school-work transition program. Job Twinning ½ to 1 day None One-on-one observation of a cooperative Involves the pairing of a student with a education student at his or her cooperative education student. placement. May be integrated with a credit course. May be part of a student’s school-work transition program. Work Experience 1-4 weeks None A planned learning opportunity, within Involves a short-term, subject-related work any credit course, that provides students placement. with relatively short-term work Forms an integral part of a specific credit experiences, usually of 1 or 2 weeks’ course. duration, not exceeding 4 weeks. Requires pre-placement orientation. Requires a learning plan. Virtual Work Experience The equivalent None A simulated work experience, within any Involves a short-term, subject-related virtual of 1-4 weeks credit course, that allows students, work placement facilitated through the use of including students who receive a special computer software and the Internet. education program or services and Forms an integral part of a specific credit students in rural areas, to take advantage course. of a greater variety of experiences than Requires pre-placement orientation. those available in the local economy. Requires a learning plan. Cooperative Education Full term (year 1 credit per 110- A planned learning experience, for which Requires a written application process. or semester) hour Cooperative credits are earned, that integrates Requires a personalized placement learning Education credit classroom theory and learning plan. course experiences at a workplace to enable Requires pre-placement orientation. successfully students to apply and refine the Integrates classroom and workplace learning. completed knowledge and skills acquired in a Is monitored by the cooperative education related curriculum course or a locally teacher. developed course. Involves student assessment. Involves the earning of credits. School-Work Transition Programs Varies, but Varies with type A combination of school-and work-based Is oriented towards students who will be typically not of planned education and training involving a variety entering the workforce directly after high less than 2 workplace of learning opportunities. school. years (3-4 experience Involves the development of partnerships with semesters over employers. Grades 11 and Involves the enhancement of curriculum with 12) input from employers. Involves the earning of cooperative education credits.
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placement (pre-apprenticeship or Ontario Youth Apprenticeship apprenticeship on the job training). Program (OYAP) Year 4: Regular academic program with appropriate electives plus enhanced Co-op What is OYAP? placement (pre-apprenticeship or OYAP is an enhanced co-op program, which apprenticeship on the job training). allows students to start to learn a skilled trade Check out the OYAP website at (through apprenticeship) while at the same http://www.oyap.com for more information time completing the requirements (through co- on this program. op credits) for Ontario Secondary School graduation. PASS - Partnering To Achieve What is an Apprenticeship? Student Success An apprenticeship is an agreement between a PASS is a school/college/industry partnership student who wants to learn a skilled trade, an that provides direction for students exploring employer/sponsor who provides the training career possibilities in the areas of Business and the Ministry of Training Colleges and Studies, Outdoor Education, Hospitality and Universities Apprenticeship branch. Tourism, and Electronics/Communication Technology. Who is Eligible? Students must be enrolled full-time In the Eastern Ontario region, Algonquin during the program College, Loyalist College, St. Lawrence College Students must be 16 years of age and and nine local school boards have partnered must have earned 16 credits to and are working with local industries to offer participate in OYAP. students a logical pathway into the colleges’ Students must be recommended by programs. The PASS program is open to any appropriate departments (e.g. grade 11 or 12 student enrolled in a school Technological studies, Student Services, where the “pathway” courses are offered. Co-op). Students must have a strong desire to Check out the PASS website at pursue a career in a skilled occupation. http://www.passpathways.on.ca for more Students must complete all of the resources, opportunities and suggestions compulsory courses required for the regarding consideration of college as a OSSD. destination. Program of Study Dual Credits Year 1 and 2: Regular academic program with Dual credit programs are Ministry-approved appropriate electives. programs that allow students, who are still in secondary school, to take college or Appropriate electives are linked to on apprenticeship courses that count towards the job training or Co-op. both an Ontario Secondary School Diploma and Year 3: Regular academic program with a postsecondary certificate, diploma, or appropriate electives plus enhanced Co-op degree, or an apprenticeship certification. Students may earn up to 4 optional credits for
18 Renfrew County District School Board college-delivered dual credit courses. Students Other Opportunities may not use college-delivered dual credits to meet compulsory credit requirements or to Correspondence courses, other on-line satisfy the related course requirement for a courses, summer school, alternative Cooperative Education program. adolescent high schools (PAL), specialized programs offered in other Renfrew County In Renfrew County, we have a partnership with secondary schools are also available to support Algonquin College for the Dual Credit Program. students. Make an appointment with Student Because of the requirement to attend the Services to discuss any of these options. college one afternoon per week, these courses will be most suitable for students who are registered in Co-op or for part-time senior students.
Specialist High Skills Majors (SHSM)
These are opportunities now available in all Use of the Ontario Skills Passport for RCDSB secondary schools for students with an documentation of essential skills and interest in a particular sector to “major” in that work habits as identified by Human area while they are still in high school. By Resources and Social Development completing a SHSM program in that sector, Canada, they will receive an enhanced diploma and Reach-ahead experiences at the transcript upon graduation. student’s likely post-secondary destination, Pathways to support students in all four post- A minimum of two Cooperative secondary destinations (Apprenticeship, Education credits linked to the major College, University and Workplace) are credits. available within each SHSM. o Students in the university pathway are advised to When a student is registered in one of the complete their cooperative SHSM programs, they will participate in: education credits in Grade 11 to Eight bundled grade 11 and 12 credits, allow room in their Grade 12 including four credits in the major area timetables for credits needed to of study , meet university entrance Sector-recognized certifications & requirements. safety awareness training (e.g., First Aid Depending on the school, a SHSM may be & CPR, WHMIS, Health and Safety, designed to have a particular focus; however, CAD/CAM, Service Excellence, Fall where a choice of focus areas is offered, Arrest) students may select one. Experiential Learning opportunities (e.g., job shadowing, work experience, For more information, or an application form, sector trade shows, job twinning, tours) contact Student Services.
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Arts & Culture Construction Schools Schools Arnprior DHS Arnprior DHS Mackenzie CS Mackenzie CS Madawaska Valley DHS Madawaska Valley DHS Valour School Opeongo HS Description According to the Canada Council for the Arts, arts Renfrew CI and culture are essential elements in the new Description global economy – not only for their entertainment According to the Ontario Construction Secretariat, value but also for the skills they develop in the construction industry is one of Ontario’s largest individuals. For example, an arts education employers. The Construction Sector Council has challenges people to think critically and to solve created a province-by-province, trade-by-trade problems creatively – skills that are now in high labour market forecast for the next nine years. In demand. During the 1990s, the culture sector Ontario, it is estimated that 60,000 workers will be labour force grew by 31 per cent, compared to a required to replace those retiring, who will take growth rate of 20 per cent for Canada’s labour essential technical, supervisory, and management force as a whole. skills with them. Furthermore, an additional 75,000 workers will be needed to fill positions related to Business new construction between 2009 and 2017. There are four categories of work in the construction Schools industry. Each requires the use of different Arnprior DHS equipment and workers with a variety of skills. Description Depending on the career chosen, a graduate could In 2006, over a third of Canada’s workforce of work in any or all of these categories: approximately 14.5 million people was employed in new home building and renovation, the fields of trade and commerce, finance and including building, remodelling, or insurance, administration and support, and real renovating houses and apartment buildings estate and leasing. The business sector, the central heavy industrial construction, including pillar of Canada’s economy, is bursting with building industrial facilities such as cement, opportunities, from positions as accountants and automotive, chemical, or power plants, clerks to administrators and retailers. Because of refineries, and oil-sands installations globalization and new technology, the business institutional and commercial construction, sector also offers opportunities to young including building commercial and entrepreneurs to aim at the international market. institutional buildings and structures such As long as there is commerce, qualified and as stadiums, schools, hospitals, grain knowledgeable workers in business will find elevators, and swimming pools prospects either in one of Canada’s prospering civil engineering construction, including companies or as an entrepreneur in one of their engineering projects such as highways, own. dams, water and sewer lines, power and communication lines, and bridges.
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Energy Environment Schools Schools Mackenzie CS Mackenzie CS Madawaska Valley DHS Madawaska Valley DHS Renfrew CI Renfrew CI Description Energy is an emerging and expanding sector that Description encompasses all aspects of energy generation, Employment in the environment sector has distribution, and consumption, including research boomed in recent years, and, according to industry and development, design, construction, experts, existing labour shortages in this sector are installation, and maintenance. Core industries in expected to increase as regulations to meet this sector include: renewable and alternative Canada’s goals regarding climate change come into energy such as wind, solar, and biomass, power effect. generation and distribution, fossil fuels, and energy ECO Canada’s Profile of Canadian Environmental efficiency. Employment 2007 defines environmental employment as work in at least one of these Energy conservation at all stages of power sectors of the economy: generation, distribution, and consumption is a major concern for all stakeholders in the energy environmental protection – work related to sector, including energy producers, governments, air quality, water quality, land quality, and consumers. Urban energy consumption in waste management, restoration and Canada grew by 20 per cent from 1990 to 2005 and reclamation, human and environmental will continue to rise as Canada’s population health and safety, environmental increases and its economy expands. World demand protection management for energy is projected to increase by 44 per cent • conservation and preservation of natural from 2006 to 2030. resources – work related to fisheries and Career opportunities in this sector are abundant wildlife, forestry, agriculture, mining, because of the aging energy workforce and energy, parks and natural reserves, natural increasing public demand for greener power resources management sources. In 2005, there were approximately • environmental sustainability – work 250,000 jobs in the energy sector. Industry Canada related to education, research and predicts that 13,000 jobs will be created in the development, policy and legislation, renewable energy sector by 2012, including communications and policy awareness, projected job growth of over 100 per cent in solar management for sustainable development. industries. Students enrolled in the SHSM–Energy will be Forestry involved in today’s rapid and exciting changes in Schools green energy technologies. They will have the Opeongo HS opportunity to solve some of the most pressing Description issues facing modern societies while having good The Canadian forest products industry is a prospects for a varied career in a dynamic sector. major generator of employment in both rural and urban Canada. Canada’s forests, sawmills and pulp and paper facilities directly employ close to 238,200 Canadians. Factoring in employment from related industries such construction, chemicals, engineering and transportation the Canadian forest
20 14-2015 Secondary Course Calendar 21 product industry supports over 604,300 direct and indirect jobs. The forest products industry is also Horticulture and Landscaping the largest employer of Aboriginal peoples employing over 17,000 and depends upon 1400 Schools Aboriginal businesses for its day to day operations. Opeongo HS Ontario is blessed with vast, sustainable, managed Description forests, the foundation of a forest products Ornamental horticulture and landscaping is a industry that manufactures high-quality products multibillion-dollar industry offering thousands of for world markets, such as specialty grade papers, full- and part-time employment opportunities in engineered wood products, and composite building Ontario. products. The sector is growing rapidly due to unprecedented residential and commercial construction activity. Health and Wellness There will be a great demand, as well as expanded entrepreneurial opportunities, for skilled Schools employees in this sector over the coming years. Arnprior DHS The need for management of local parks and Fellowes HS botanical or heritage gardens, maintenance of Mackenzie CS sports grounds, and construction of domestic Madawaska Valley DHS gardens is growing, as is consumer demand for Opeongo HS outdoor recreation, environmental sustainability, and eco-tourism. Renfrew CI Description Hospitality and Tourism Kinesiologist, child care worker, audiologist, fitness instructor, doctor, nurse, physiotherapist, youth Schools care worker, hospital porter, and medical Fellowes HS technician are just some of the numerous and Opeongo HS varied occupations in the health and wellness Description sector. The tourism industry presents many advantages for This sector not only has a wide variety of careers, employees because it offers a selection of well over but also is significant for the number of workers it 400 occupations. Tourism jobs also tend to provide employs. According to Canada’s Health Care plenty of opportunities for advancement, widely System, published by Health Canada in 2005, transferable skills, and ongoing training. The “approximately 1.6 million people work in health tourism industry is divided into five sub-sectors: care an d social services in Canada”. The same hospitality and tourism, accommodation, food and publication states that this figure makes this sector beverage services, recreation, and travel services. “the nation’s third largest employer after Tourism industries are an important employment manufacturing and the retail trade”. sector in Canada. In 2009, this sector accounted for The demand for health and wellness professionals 1.6 million jobs, representing 9.4 per cent of the will only increase. One reason is that a large 17.1 million jobs in Canada. Between now and number of employees in the sector are nearing 2025, spending on tourism goods and services in retirement age. In addition, as our population ages, Canada is expected to grow to $201 billion, and it is the demands on the health care sector will rise. estimated that 219,000 tourism jobs will go unfilled due in part to declining birth rates and an aging workforce.
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Information and Communications Justice, Community Safety and Technology Emergency Services Schools Schools Opeongo HS Madawaska Valley DHS Valour School Renfrew CI Description Information and communications technology (ICT) Description is the sector that processes information (which Police officer, firefighter, paralegal, soldier, includes capturing, transmitting, and displaying emergency manager, correctional officer, conservation officer, border services officer, 911 information) using electronic systems. The ICT dispatcher, lawyer – these are just some of the sector continues to transform our economy and everyday life. Core industries in this sector include: numerous and varied occupations in the justice, • communications systems (e.g., community safety, and emergency services sector. telecommunications, cable/broadband, The sector includes areas such as emergency broadcasting, and other program services (e.g., police and fire services), emergency distribution systems) management, community safety administration • computer systems (e.g., computer (e.g., water testing), correctional services, security engineering, technical support, electronics, and private investigative services, animal welfare services, and the armed forces. robotics, network engineering) With its low rates of unemployment (e.g., 0.4 per • software and digital media (e.g., computer cent for police officers and firefighters) and high programming, computer and video games, simulations, computer animation, data future retirement rates, this sector offers excellent management, web design, web portals, prospects for employment. Internet security). Events such as the 1998 ice storm, “Y2K”, 9/11, the Any of the above areas may include a range of SARS outbreak, and the August 2003 blackout have activities dealing with design and development, raised public and government recognition of this sales and marketing, security, training, and sector’s vital role in ensuring the safety of maintenance and repair. Ontarians. Ontario now has some of the most rigorous community safety legislation in North According to Industry Canada, the total number of America, and since 9/11, governments, NGOs, and ICT workers in Canada rose from 578,613 to 572,107 between 2002 and 2008, an increase of private enterprise have all greatly enhanced their 10.7 per cent. Employees in the ICT sector are well efforts to ensure the public’s safety and security. compensated. On average, an ICT worker earned With these efforts have come various new $58,618 in 2007 – 46 per cent more than the programs and significant staffing increases within economy-wide average of $40,083. the sector. Students enrolled in the SHSM–Information and Communications Technology will be involved in today’s rapid and exciting changes in technology and will contribute to new and emerging media and technologies in the years to come.
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Manufacturing Non-Profit Schools Schools Opeongo HS Renfrew CI Description Automobiles, wood products, petroleum and coal Description The non-profit sector offers a range of careers that products, iron and steel mills, primary metals and are dynamic, engaging, and rewarding. Whether in fabricated metal products, electricity, plastics and rubber products, printing, biotechnology, textiles, the fields of art, culture, education, the clothing, and leather products are all aspects of the environment, information technology, health care, manufacturing sector. In Ontario, the social development, or sport, countless career manufacturing sector still accounts for the greatest paths are available for people who share the number of jobs with its production of consumer sector’s common vision: to make a difference. and industrial goods that are essential for the A survey conducted in 2003 by the HR Council for province’s prosperity. the Non-Profit Sector found that nearly 1.2 million Although the manufacturing sector remains a people in Canada perform paid work for non-profit organizations. This translates into more than 7 per powerhouse in our economy, contributing 15 per cent of the Canadian workforce. The sector’s cent of gross domestic product in 2007, the sector is undergoing fundamental change. An article on employers include some 69,000 non-profit the website of the Alliance of Sector Councils organizations nationwide. They are active in a explains that the manufacturing sector is under variety of areas – health and social services, tremendous pressure as a result of multiple religion, development and housing, arts and external stresses, including marketplace culture, sports and recreation, the environment, globalization, an accelerated pace of technological education and research, fundraising, and law, change, and a global financial crisis. The alliance advocacy, and politics – both in Canada and reports that manufacturers are now urgently internationally. Students will develop skills in the areas of problem refocusing their strategies to remain competitive solving, analysis, communication, cooperation, and continue to be an important part of the Canadian economy. ethical values, consciousness, and citizenship. The manufacturing industry is committed to addressing skills development, labour market, and Sports human resource issues across the various sectors Schools within Canadian manufacturing. This will provide Mackenzie CS new employment opportunities for students Valour School choosing to pursue a career in this sector. Description The SHSM in manufacturing provides students with Canada’s sports industry is growing. Dozens of a strong foundation for a wide variety of careers in cities now have professional sports teams and the manufacturing sector, from those focusing on franchises. In Ontario, there are over 25 the service, repair, and modification of vehicles and professional teams in sports ranging from hockey vehicle systems to those related to the to lacrosse to soccer. The Canadian sports sector organization and management of manufacturing generates around $8 billion a year, according to the services and mass-transit systems. Canada Foundation for Innovation. Over half of all Canadian children are involved in organized sports, and 57 per cent of parents are involved in some way with sports, as participants, spectators, coaches, referees, sports administrators or organizers, or members of sports organizations.
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The number of adult Canadians involved in Description amateur sport as spectators reached 9.2 million in Transportation affects our lives in a multitude of 2005. A 1997 survey reported that 59,300 ways. We drive cars for everyday purposes, use Canadians were employed as coaches, trainers, mass transit to commute to work, and take flights referees and athletes. Almost one in five Canadians and cruises on holidays. Transportation systems aged 15 and older reported belonging to a club, a move raw materials to manufacturers and finished local community league, or a local or regional products to consumers – locally, nationally, and amateur sport organization. Whole sections of globally. newspapers are dedicated to sport news, and many In addition to being essential to our daily lives, radio and television stations devote their transportation and transportation systems are an programming to sports. Sports tourism produces important area of employment in our economy. revenues and employment – almost 8,000 jobs in Transport Canada’s Transportation in Canada 2008 2007. reports that the industry provided work for approximately 900,000 people in 2008 and that Transportation employment in this sector has grown steadily since 2000, reflecting a high demand for qualified Schools personnel. Arnprior DHS The SHSM–Transportation provides students with a Fellowes HS strong foundation for a wide variety of careers in Mackenzie CS the transportation sector, from those focusing on Madawaska Valley DHS the service, repair, and modification of vehicles and Opeongo HS vehicle systems to those related to the Renfrew CI organization and management of transportation Valour School services and mass-transit systems.
Note: The SHSM Sector descriptions have been taken from the Sector Guides available at http://www.edu.gov.on.ca/morestudentsuccess/SHSM.asp
Focus Programs
Focus Programs give students an opportunity High Performance Sports Program to take a package of courses in an area of Schools specific interest. These programs combine in- Valour School class and out-of-class programming to provide Description a unique learning experience. Most Focus This single path through high school is tailored to Programs use an application process to admit help student athletes achieve their goals of interested and motivated students. Please improving overall fitness and athletic conditioning. contact the offering school for application This program includes: information. a Physical Education course in every semester, providing year-round high level of fitness designed for competitive sports
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instruction in sports injury, nutrition, if more students apply than there are spaces. psychology, anatomy, etc. There is an additional student registration fee for use of Dundonald Hall facilities for school these programs, which is based on student programs enrollment and covers fees and incidentals, ice the support needed to follow a rigorous rental, transportation and equipment. Students training and performance schedule, in or and families under financial duress will not be out of school, and accommodation of the disqualified from the program. students’ needs when they compete in school time I.C.E. Program Schools Enrolment in this program is limited. Interested Renfrew CI students should obtain an application form from the school. For the specialized sports program, a Description recommendation from the coach of a competitive The “Innovative Curriculum Engagement”, or I.C.E., sport in which the student competes and an Program aims to connect student learning to interview and fitness test at the school are required interests in order to increase engagement in before admission to the program. school. Students who are more engaged have better attendance and perform at a higher level Hockey Canada Skills Academy academically.
Schools This program will be offered to all grade 9 Fellowes HS students. Students will receive a specialized focus physical education credit through an exploration of MCS Hockey Skills Academy ice sports,( e.g., curling, figure skating, hockey, ringette). They will not only increase skill level in Schools each sport, but will study coaching, refereeing, and Mackenzie CS explore the important role volunteerism plays in a Description small community such as Renfrew. No prior These double-credit programs are open to both experience in any ice sport is necessary. males and females, regardless of their hockey Depending on the number of students interested, ability level, and they focus on the training and this program may consist of a half-day program conditioning of competitive athletes through delivered by one teacher. playing strategies, advanced sport skills and regular high-end fitness sessions. Students will assess OSPREY personal fitness levels and set goals, along with develop and practice a personal plan. In addition, Schools students will keep a journal of progress, results, Opeongo HS goals, improvements, observations, and feelings Description on a regular basis. “Opeongo’s Special Program in Research Ecology for Youth” Weekly on-ice training sessions will be an integral part of these programs. Off-ice training sessions OSPREY is an all-day program that runs in second will focus on fitness training and skill development semester and is open to any grade 11 or 12 student using innovative training techniques and who is cooperative, hardworking and responsible. equipment. The program will focus on field research techniques in ecology including data collection and analysis. Any student wishing to take part in either of these There will be a number of outdoor excursions, programs must fill out a specific application, which including daily excursions to the OHS woodlot, will be used to select the most deserving applicants backpacking and hiking, winter camping,
26 Renfrew County District School Board wilderness canoe tripping, Algonquin Park forestry, This program will prepare students for tree planting and the Envirothon competition. University/College programs in recreation and leisure, environmental science, geography, physical Throughout this program, students will gain education, and forestry. Students must be knowledge and develop skills in some of the prepared to participate in all outdoor activities. A following areas: map/Compass use and wilderness separate application must be filled out in order to navigation, safe chainsaw use and tree felling be accepted into this program. techniques, tree identification, building construction, GPS data collection, map-making Tamarack using GIS software, wilderness camping, forest management planning, habitat analysis, insect, Schools bird, and mammal survey techniques, woodlot Mackenzie CS evaluation, scientific and forestry report writing, Description and presentation skills. The Tamarack program will be offered in Semester 2 of alternate years (2015, 2017). Mackenzie’s The selection process for the OSPREY program will school population has decreased over the past few consist of a letter, an essay and an interview. years, and in order to reduce the impact on the Successful applicants to this program may be overall school program, we have decided to go required to help cover transportation costs to the every second year. Therefore, the program will be relevant field trips. Should this cost prove to be an configured so that students can take the program undue stress, please contact the Principal. in either grade 11 or grade 12, and also so that the students can graduate in four years if they wish. Outdoor Education Program Tamarack is an integrated course package intended Schools for senior students. Tamarack emphasizes Arnprior DHS experiential learning in a challenging environment Description which includes wilderness tripping. Students The Outdoor Education Program will focus on the interested in taking this course will be asked to fill relationship between human activities and the out an application at course selection time. If you natural environment, and it will take place have any questions about Tamarack, please contact primarily in the out of doors. Students will Mr. C. Sims at Mackenzie CS. investigate the complexity and fragility of ecosystems and the effects of human impacts on them. They will study the principles of sustainability and resource management. They will also develop skills related to a wide variety of outdoor recreation activities and acquire skills and knowledge required to plan, organize, and implement recreational events.
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French as a Second Language (FSL) Programs The study of French is an important part of the understanding of the nature of the language secondary school curriculum. French is not and its culture. Core French offers students the only one of Canada’s two official languages, chance to develop a usable command of the but is also widely used around the world. French language that can be expanded through further study or through contact with French- Knowledge of a second language is valuable for speaking people. By the end of the four-year a number of reasons. Through learning a program, students will be able to participate in second language, students can strengthen a straight-forward conversation in French; will their first-language skills and enhance their be able to read – with the help of a dictionary critical and creative thinking abilities; they also – books, magazines, and newspapers in French; tend to become more tolerant and respectful and will be able to understand the general of other cultures. In addition, the ability to meaning of radio and television news and communicate in another language provides other programs. students with a distinct advantage in a number of careers, both in Canada and internationally. All secondary schools in the Renfrew County DSB offer a Core French program for their The aim of the new FSL curriculum is to students. prepare students to perform effectively in the challenging world they will face by providing Extended French them with the skills they will need to The aim of the Extended French program is to communicate in a second language. To make develop students’ French-language knowledge the curriculum relevant to students’ lives, and skills and to provide them with an knowledge and skills are taught in contexts understanding and appreciation of that reflect their interests and experiences. francophone culture in Canada and around the Students will be able to choose from courses world. By the end of the four-year program, that lead to study at the postsecondary level or students will be able to converse freely on to the workplace, depending on their familiar topics; will be able to read – with the individual interests, strengths, and aspirations. occasional help of a dictionary – books, magazines, and newspapers in French; and will The FSL Programs be able to function in a French-speaking The FSL curriculum comprises three programs: community. Core French, Extended French, and French Immersion. These programs reflect students’ The following secondary schools offer an differing needs in studying French and are Extended French program: Arnprior District designed to provide students with different High School, Fellowes High School, Opeongo levels of intensity in developing their French High School and Renfrew Collegiate Institute. language knowledge and skills. French Immersion Core French The aim of the French Immersion program is to The aim of the Core French program is to develop and refine students’ ability to provide students with fundamental communicate in French as well as to expand communication skills in French and an their knowledge of the language through the
28 Renfrew County District School Board study of francophone literature. By the end of accept employment in which French is the the four-year program, students will working language. participate easily in conversations and discussions; will be able to take courses at the The French Immersion program is offered at college or university level in which French is Valour School. the language of instruction; and will be able to
English As A Second Language (ESL) Programs
ESL programs receive funding based on the The school principal will determine whether or number of students who fit the provincial not a student requires extra assistance based criteria. The board receives funding for on data gathered when a new student students who have been in Canada for three registers, or on a recommendation received years or less, and who have come to Canada from the classroom teachers. The school from a country in which English is not the first principal will complete a Request for ESL language. These criteria exclude students who support and forward it to the Superintendent either enter Canada from an English speaking for approval. The principal of Continuing country but cannot speak English, or who take Education will assist the principal of the school longer than three years to acquire the in obtaining a suitable instructor. The principal language. and classroom teacher will evaluate the need for continuing ESL support at least twice per Students are usually enrolled in a full program year and forward the recommendations to the of mainstream courses and may receive Superintendent. tutorial support from an ESL instructor or peer tutor.
Special Education Programs
The Role of the Special Education Referrals and Identification Department Students who may have special needs are referred to the Special Education Department. All students require support from teachers, These referrals may be made by feeder school classmates, family and friends to thrive and principals, parents, teachers, or the students benefit from their school experience. Some themselves. Formal and informal assessments students have special needs that require are carried out to determine student need for additional supports beyond those in a special programs. Parental input and approval classroom setting. Some are formally identified are both encouraged and essential at all points through the Identification, Placement and in the Identification, Placement and Review Review Process and have an Individual Committee (IPRC) process to ensure that the Education Plan that guides their programming. best interests of the student are being met. Others have an Individual Education Plan without the formal identification.
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Special Education Advisory Board Special Education Parent Committee (S.E.A.C.) Guide The Special Education Advisory Committee is Copies of the booklet, “Parents as Partners: A responsible to the District School Board for Parent Guide to Special Education”, and examining, reviewing and making informational brochures (SEAC, IPRC, IEP, recommendations regarding the provision of Transition Planning, Special Education Special Education Programs and Services. Resource Teacher, Development Disability, S.E.A.C. consists of representatives of up to 12 Deaf/Hard of Hearing, Blind/Low Vision, Mild community associations, three trustees and Intellectual Disability, Behaviour, Gifted) are the superintendent responsible for Special available through the school’s Special Education. Members of the community are Education Department as well as on-line on the welcome to attend and observe meetings. Call board website (http://www.rcdsb.on.ca). 735-0151 to confirm meeting dates and times.
RCDSB Secondary Alternative Special Education Programs
RCDSB Special Education Alternate Programming Framework
Vocational Life Skills Transitional Partial Credit Programming Programming Program/Courses
RCDSB has a 3-tiered alternative program Programming is based on the learning design. The tiered approach is an effective expectations outlined in the IEP, which is approach to assessment and intervention developed and coordinated by the special which allows for varied levels of supports for a education teacher in consultation with student requiring special education programs parent(s)/guardian(s) and other subject area and services. Placement into programs is done teachers. This plan is revised and updated through an Identification Placement and based on the results of ongoing assessment Review (IPRC) meeting. An Individual Education and evaluation. An alternative report card is Plan (IEP) is designed for each student used to summarize student achievement according to their individual learning needs within the alternative program. All alternative and strengths. levels are instructed by staff with Special Education qualifications.
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Alternative Program Descriptions provincial Certificate of Accomplishment define the range of possible graduation goals. There are three levels of alternative programming that offers students different Life Skills Program levels of support: Vocational Partial Credit The Life Skills Program focus is daily living skills, Program, Transition Program and the Life Skills communication skills, functional literacy and Program. numeracy skills within a highly supportive and Vocational Program structured environment. Student progress, in relation to IEP expectations, is formally The Vocational Program is to develop academic reported on the alternative report card. skills near or at grade level in a highly structured small class placement. Intensive Individualized programs may also include instructional support is provided for Literacy physiotherapy, augmentative communication and Mathematics with potential for modified and comprehensive physical care supports. The and regular credit acquisition. program includes working with community agencies in transition planning for students Student programming is expected to include and may include work experience independent integration into credit class opportunities. Students typically have placements which are recorded on the connections with Community Care Access provincial report card. Locally Developed, (CCAC) and Ontario Disabilities Support Applied level, Open level, Workplace level, and Program (ODSP). Co-operative education courses are among the range of program options. The completion of The Life Skills program is available to students the Ontario Secondary School Certificate until June of the calendar year they turn and/or the Ontario Secondary School Diploma twenty-one. Program objectives are increased defines the range of possible program independence, transitional support to graduation goals. community services and a Certificate of Accomplishment. Transitional Program The Transitional Program focus is to develop All non-credit courses are identified by a 6- academic skills centering on functional literacy character code. For example, KMM AN5 is the and numeracy skills as well as appropriate life, code for a first-year student taking Numeracy social and independent living skills in a highly & Numbers in the 1st semester. The chart on structured learning environment and a small the following page explains how to interpret class placement. course codes for non-credit courses:
Integration into Vocational and Life Skills programs may be incorporated into student’s timetable considering student and individual site program response need. Independent living, transitional supports to post-secondary vocation/community services and the
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KMM A N5 The first three characters indicate the subject area The fourth character The fifth and sixth of the course. indicates the year the characters indicate the course is taken. semester of the course.
Subject Areas Year Semester KAL = Creative Arts A = 1st Year N5 = 1st Semester KEN = Language & Communication Development B = 2nd Year N6 = 2nd Semester KGL = Personal Life Skills C = 3rd Year KHD = Social Skills Development D = 4th Year KMM = Numeracy & Numbers E = 5th Year KPF = Personal Health and Fitness F = 6th Year KPP = Self Help and Self Care G = 7th Year
Continuing & Community Education Continuing Education offers many educational learning program options. The following are opportunities for mature students, and the examples of some of the courses that we offer: programs can help you achieve your educational goals and prepare for a new career Adult Basic Skills while giving you the flexibility that you need. English, Math, Computers Full-time, part-time, day or evening The students in our programs are often those Small classes who have always wanted to earn their Ontario Career guidance Secondary School Diploma or who want to improve their Math or English skills, including: Adult High School Credit Program Adults of all ages Achieve your high school diploma E.I. recipients & Ontario Works Flexible instruction participants Co-operative Education Displaced workers High school correspondence courses Secondary students requiring alternative education Employment Preparation Programs Individuals re-entering the world of Retail Customer Service work Computer/Job Readiness Persons resuming their education Skilled Trade Helper Literacy and basic skills learners Employment Readiness and Skills English as a Second Language learners Certification workshops (e.g., WHIMS,
You can upgrade your skills through our adult Fall Arrest, Service Excellence) literacy program, enroll in our English as a Second Language (ESL) courses or work towards earning your high school diploma through in-class, eLearning or independent Petawawa Continuing Education Admissions for Continuing 1121 Victoria Street Education & Alternative Schools Petawawa, ON K8H 2E4 Many of our Continuing Education and T: 613-687-2231 Alternative Learning programs accept F: 613-735-3219 registrations on a continuous intake basis. Our Adult High School Diploma program accepts Renfrew Continuing Education new registrations every six weeks. 220 Carswell Street Renfrew, ON Secondary school principals may refer students K7V 2G4 currently enrolled in school to register for a T: 613-432-3156 program for alternative learning. After the F: 613-735-3219 referral, an intake interview with the student, parent/guardian, a representative of the Programs for Alternative Learning Student Success team and the principal (or (PAL) designate) of Continuing Education takes place to discuss the student's placement in the For inquiries related to the PAL program, program. please contact the Continuing Education Office by phone at 613-732-8740. Individuals not currently enrolled in a secondary school must make arrangements to Arnprior PAL meet with the principal of the Continuing and 15 Edward Street South Community Education. In some cases, these Arnprior, ON students are assessed to determine their K7S 2N3 literacy skills. Barry's Bay Satellite School Alternative Schools (Adult High 19512 Opeongo Line Schools) Barry's Bay, ON K0J 1B0 Arnprior Continuing Education 59 Ottawa Street Pembroke PAL Arnprior, ON 170 Ellis Avenue K7S 1X2 Pembroke, ON T: 613-623-4189 K8A 2H9 F: 613-735-3219 Renfrew PAL Pembroke Continuing Education 220 Carswell Street 480 Mary Street Renfrew, ON Pembroke, ON K7V 2G4 K8A 5W9 T: 613-732-8105 F: 613-735-3219
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Other Supports & Resources for Students to assist students and their families in making Link Crew informed decisions and responsible plans. Link Crew is a high school transition program that welcomes grade 9 students and makes Some of the services offered through Guidance them feel comfortable throughout the first include: year of their high school experience. Built on Personal Counselling: Available to the belief that students can help students every student on an individual or short- succeed, Link Crew teachers train mentors term basis. from senior classes to be Link Crew Leaders. As Educational-Vocational Counselling: positive role models, Link Crew Leaders are Help in choosing courses to satisfy the mentors and student leaders who guide grade requirements for the high school 9 students to discover what it takes to be graduation diploma and planning your successful during the transition to high school. high school program to satisfy post- secondary admission requirements. This program consists of four components: Information: A wide range of High School Orientation: Link Leaders information is available to all students. and grade 9 students start building the Students are provided with print mentor relationship and grade 9 materials or internet sites relative to students receive information about post-secondary planning or other how to be successful in high school. topics. Academic Follow-Ups: Link Leaders Home-School Liaison: Parents and support grade 9 students’ academic guardians are encouraged to call the success and character development Guidance Department to discuss through structured meetings. student progress, plans, and post- Social Follow-Ups: Link Leaders and secondary opportunities. grade 9 students connect outside the Community Liaison: With various classroom at social events to increase agencies, service clubs, elementary student engagement and promote schools. positive school climate. University-College Liaison: Through Leader-Initiated Contacts: Link Leaders University Day, Community College Day connect with grade 9 students on a and individual school visits. more individual basis. Student Decision-Making: A wide range of resources are available to help Guidance students make informed choices on The Guidance Department at each secondary their future. school offers a program of activities and Peer Tutoring: Students who require services that facilitates the personal, social, academic assistance can request a peer educational, and career development of tutor. students at all grade levels. The school counsellors provide individual counselling, group instruction, consultations, and referrals
34 Renfrew County District School Board
You will also find that the Guidance Office has Video conferencing capabilities for a wide variety of reading material. Calendars students and staff to collaborate on are available for apprenticeships, colleges, projects locally and around the world; universities, and other postsecondary Full WiFi coverage in all schools for institutions. Resource information is available both RCDSB owned devices and staff on social issues, study tips, careers, job search and student personal devices (BYOD - skills, summer jobs, and special travel-study- bring your own device); work programs. A new RCDSB website with information for parents, students and employees The Guidance Office is a very valuable resource regarding RCDSB schools and programs; for both students and parents. We encourage Thirty-one new RCDSB school websites you to use our resources at any time. Sign up to be rolled out over 2012-2013; and a for an appointment to see a counsellor, and let New data warehouse (Skopus) for us know how we can help you reach your analysis of student achievement in goals. development of board, school, and individual improvement plans. Information Technology in Our These investments are Putting Children First by Schools improving the quality of education for the The Information Technology department students attending RCDSB schools. provides information and communication Library/Learning Commons technology and infrastructure support to RCDSB schools and administrative Many of the libraries in our schools have been departments. transformed into Learning Commons that provide students with a flexible, collaborative For the past three years, the RCDSB has space that extends beyond the walls of the st invested nearly $2 million in new and building to equip students with 21 century enhanced resources to provide RCDSB schools skills. Students are able to learn by accessing with leading edge technology. print and online resources, as well as through interactions with peers and staff. Print This includes: resources include books, encyclopedias, Approximately 2500 desktop newspapers and magazines, while online computers (Windows, netbooks) for resources include access to the internet and staff and students; electronic databases. Approximately 900 wireless mobile devices available for student use (i.e. Many of the library facilities have different iPads, netbooks, mini notebooks); areas to accommodate different uses. They Upgrading the RCDSB Wide Area often have a seminar room, a computer area, Network (WAN) so students have seating areas for student reading, and a greater access to digital learning, common area for students to congregate. As technologies and enriching learning well, there is often lots of table workspace environments; available for students to work in small groups. Interactive white boards (SMART boards) in 78% of RCDSB classrooms;
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Students are encouraged to use the Library pastoral counsellor will help you find solutions before and after school and during their lunch to the issues you are dealing with, will pray for periods and spares for school work or reading. you and will help you on your spiritual journey, regardless of your faith background. Pastoral Counselling Pastoral Counselling is a service that is only There is a Roman Catholic Pastoral Counsellor available to students at Madawaska Valley on staff at MVDSH during the week. District High School. Arrangements can also be made for counselling with local pastors and religious The pastoral counsellor is available at MVDHS workers. Counselling is voluntary – students or for students to help them on their journey parents may request an appointment, or through life. There can be many challenges and students may simply drop by the Pastoral difficulties facing young adults as they grow to Office that is always open during the day. be the person they are called to be. Recognizing this, the pastoral counsellor is The Pastoral Office also has a here to provide support for students. prayer/meditation room which is open to students of all faiths who seek a quiet place The pastoral counsellor is someone who can be during the school day. trusted and someone who is always willing to listen and accept where you are in life. A
Code of Conduct and Expectations of Students Respect differences in people, their Code of Conduct ideas and opinions; As part of the Renfrew County District School Treat one another with dignity and Board's commitment to safe, caring and respect at all times, and especially respectful schools, we strive to establish a when there is disagreement; positive learning and working environment Respect and treat others fairly, that recognizes the dignity and worth of every regardless of ancestry, culture, member of the district community. We work ethnicity, gender, gender identity, diligently to provide secure surroundings language, physical and intellectual where all members are safe and feel safe. ability, race, religion, sex, sexual orientation, and socio-economic status; Respect, Civility and Responsible Respect the rights of others; Citizenship Employ non-violent means to resolve All school members must: conflicts; Respect and comply with all applicable Show proper care and regard for school federal, provincial and municipal laws; property and the property of others; Demonstrate honesty and integrity (i.e. Adhere to administrative procedures avoidance of plagiarism); with regard to the use of technology; 36 Renfrew County District School Board
Take appropriate measures to help For complete information on roles and those in need; responsibilities and the RCDSB's Code of Respect all members of the school Conduct, please refer to Administrative community, especially persons in Procedure 140 - Code of Conduct and positions of authority; Administrative Procedure 141 - Computers: Respect the need of others to work in Network, Internet and Electronic Devices. an environment that is conducive to learning and teaching; and Harassment Attend to responsibilities in a punctual Harassment is behaviour that is unwelcome, manner. one-sided and makes the receiver feel uncomfortable or offended. It may be Safety comments about someone’s appearance or All members of the school community must lifestyle, or it may be behaviour that causes a not: person to feel embarrassed or inadequate. Engage in bullying behaviours; Usually harassment is repeated behaviour. At Commit sexual assault; its worst, harassment may be threats, Traffic in weapons or illegal drugs; intimidation, or assault. Give alcohol to a minor; Commit robbery; In adherence with the Ontario Human Rights Be in possession of any weapon, code it is the policy of the Renfrew County including firearms; District School Board that every teacher, staff Use any object to threaten or member, parent or guardian, volunteer, and intimidate another person; student has a right to freedom from Cause injury to any person with an harassment in the workplace and school object; system because of race, ancestry, place of Be in possession of, or under the origin, colour, ethnic origin, citizenship, influence of, or provide others with religion, age, gender, sexual orientation, alcohol or illegal drugs; record of offences, marital status, employment status or disability. Smoke on school premises; on school Incidents of harassment should be reported to buses or in taxis; or on school outings, any staff member or directly to the school trips or excursions; administration. Inflict or encourage others to inflict bodily harm on another person; Bullying Engage in hate propaganda and other forms of behaviour motivated by hate Bullying is not accepted at any school in the or bias; or Renfrew County District School Board. Commit an act of vandalism that causes Bullying, as defined by the Province, as extensive damage to school property or typically a form of repeated, persistent, to property located on the premises of aggressive behaviour that is directed at an the school. individual(s) that is intended to cause (or should be known to cause) fear, distress and/or harm to another person’s body, feelings, self-esteem, or reputation. Bullying
20 14-2015 Secondary Course Calendar 37 occurs in a context, where there is real or throughout this process will respect and perceived power imbalance. balance each individual’s right to privacy with the need to ensure the safety of all. Incidents of bullying should be reported to any staff member or directly to the school Alcohol and Restricted Drugs administration. The Renfrew County District School Board Violent Threat Risk Assessment recognizes that the use of alcohol and illicit drugs is detrimental to education and harmful Protocol to the health of students. The Board prohibits When students’ behaviours pose a potential persons who are under the influence or in threat to safety or serious harm, the possession of alcohol or illicit drugs to be Community Violence Threat Risk Assessment present on school property, at school- Protocol (VTRA) helps principals take further sponsored functions or while traveling to and steps to protect students’ well-being. The from school activities. protocol helps schools respond quickly to threatening incidents such as: possession of a The Renfrew County District School Board will weapon or replica weapon, bomb threat or co-operate with community agencies in the plan, verbal, written or electronic (Internet, referral to counselling and rehabilitative text) threats to kill or injure oneself or others programs of Renfrew County students who or other threats of violence, fire setting. abuse alcohol and drugs. Students found using or in possession of alcohol or restricted drugs The Community VTRA outlines how a school will be suspended up to 20 days or possibly responds immediately to threatening expelled. Parents and the police will be behaviour. Principals may first bring together a notified. School Threat Assessment Team, which Attendance and Punctuality includes the principal/vice-principal, the designated regional lead, and police. If the Experience has shown a direct correlation situation is serious, the principal may also between successful course completion and consult with the superintendent responsible regular course attendance. Students are for the school, and call in the Community expected to attend every class and to be Threat Assessment Team. This community punctual. Skipping class is not acceptable and team also includes representatives of will result in detentions and escalating community agencies who work with us to keep consequences. Absences for medical or dental our schools safe, such as local police and appointments and for long-term illnesses children’s mental health organizations. (more than 3 days) must be covered by a doctor’s certificate. Parents and guardians will be notified if their child will be discussed through the Community When a student is absent from school, a Threat Assessment Protocol. If parent or guardian (if the student is under 18) parents/guardians cannot be reached, or if must phone the school. If no telephone they choose not to provide consent, but a contact is made before the student returns to concern for safety still exists due to school, the student should have a note from threatening behaviour, the threat assessment your parent or guardian (if the student is under may still proceed. Personal information shared 18) which explains they absence. If a student
38 Renfrew County District School Board needs to leave school early for an appointment or due to illness, the student must sign out at Student Lockers the Main Office. A locker is loaned to each student to store Bus Policy their books and clothing during the school year. Each student is responsible for Students are expected to behave with due purchasing a school lock and keeping the attention to safety and the rights of others on locker locked. The locker may be opened at the school bus. Failure to do so will result in any time by a designated staff member for the the loss of bus privileges. Students are to purpose of inspection. The school makes every remain seated at all times. Students must effort to safeguard lockers, but students are refrain from physical altercations, swearing, cautioned against storing valuables in their throwing objects, littering and yelling. lockers. Absolutely no food or drink is to be consumed on the bus. The driver’s instructions must be Electronic Devices followed promptly at all times. Use of cell phones and other personal communication devices is NOT permitted Bus passes will not be issued for reasons such without teacher permission during as: appointments, birthday parties, sleepovers, instructional time. Devices may be confiscated extracurricular activities, part-time jobs, etc. due to inappropriate use. Bus passes are for emergency purposes only. Dress Code Textbooks A Dress Code is enforced in every school. Textbooks are issued by classroom teachers, Please dress modestly and cleanly. Muscle who will record the number and condition of shirts, mesh shirts, short shorts, spaghetti the book. Students are responsible for their straps, halter tops, intentionally or excessively textbooks. If a textbook is lost or damaged, a ripped clothes, bare midriffs, exposed replacement cost will be charged. underwear and any clothing bearing offensive language or pictures or promoting alcohol, drugs or violence are not acceptable.
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Arnprior District High School
School Mission
Arnprior District High School is a safe, caring and respectful Address learning environment where success is attainable by every 59 Ottawa Street student. We are committed to teaching practices that provide Arnprior, ON each student with the knowledge, skills, and values needed to K7S 1X2 be responsible and successful citizens.
Phone 613-623-3183 Principal’s Message ADHS has a reputation for its high academic standards and for Fax an extra-curricular program that is unrivalled. 613-623-6973 At ADHS, we do things the ADHS Way – meaning we are http://adh.rcdsb.on.ca/ Respectful, Responsible and Caring school community
members. Former graduates, local businesses and the Principal surrounding community support ADHS in all of our Neil Farmer endeavours. Vice-Principals Angie McGrath I encourage you to take a look at all that ADHS has to offer David Prange and to get involved.
Superintendent - N. Farmer, Principal Dennis Jenkins
School Colours Red & White
40 Renfrew County District School Board
Course Selection – Arnprior District High School Grade Grade Grade Grade 9 10 11 12 The Arts Drama ADA1O1 ADA3O1 ADA4M1 Music – Instrumental, Open AMI1O1 AMI2O1 AMI3O1 Music – Instrumental, University/College AMI 3M1 AMI4M1 Music – Instrumental for Beginners AMI2O2 Music – Guitar AMG3O1 AMG4M1 Music – Piano Keyboard, Open AMK2O1 AMK3O1 Music – Piano Keyboard, University/College AMK3M1 AMK4M1 Music – Vocal AMV2O1 AMV3O1 AMV4M1 Expressing Aboriginal Cultures NAC1O1 Visual Arts AVI2O1 AVI3M1 AVI4M1 Visual Arts – Visual Design AWD2O1 AWD3O1 AWD4M1 Business Studies Business Studies BBI1O1 Accounting BAF3M1 BAT4M1* Entrepreneurship BDI3C1* Information & Communication Technology BTT2O1 Marketing BMI3C1* Business Leadership BOH4M1 Canadian and World Studies Issues in Canadian Geography, Academic CGC1D1 Issues in Canadian Geography, Academic French CGC1DF* Issues in Canadian Geography, Applied CGC1P1 Travel & Tourism: A Regional Geographic Perspective CGG3O1 Canadian & World Issues: A Geographic Analysis, CGW4U1 University Canadian & World Issues: A Geographic Analysis, CGW4C1 College Civics & Citizenship (0.5 credit) CHV2O1 Canadian History Since World War I, Academic CHC2D1 Canadian History Since World War I, Academic French CHC2DF* Canadian History Since World War I, Applied CHC2P1 World History to the 16th Century CHW3M1 World History: The West & the World, University CHY4U1 World History: The West & the World, College CHY4C1 Understanding Canadian Law, University/College CLU3M1 Canadian & International Law CLN4U1 English Compulsory Courses in English English, Academic/University ENG1D1 ENG2D1 ENG3U1 ENG4U1 English, Applied/College ENG1P1 ENG2P1 NBE3C1 ENG4C1 English, Dual Credit/College ENG4CD English, Locally Developed/Workplace ENG1L1 ENG2L1 ENG3E1 ENG4E1 20 14-2015 Secondary Course Calendar 41
Grade Grade Grade Grade 9 10 11 12 Optional Courses in English The Writer’s Craft, University EWC4U1 The Writer’s Craft, College EWC4C1 Ontario Secondary School Literacy Course OLC4O1 French as a Second Language Core French, Academic/University FSF1D1 FSF2D1 FSF3U1 FSF4U1 Core French, Applied/Open FSF1P1 FSF2P1 FSF3O1 FSF4O1 Extended French FEF1DF FEF2DF FEF3UF FEF4UF Guidance and Career Education Career Studies (0.5 credit) GLC2O1 Cooperative Education COP3O8 COP4O8 Health and Physical Education Healthy Active Living Education, Girls PPL1OG PPL2OG PPL3OG Healthy Active Living Education, Boys PPL1OB PPL2OB PPL3OB Healthy Active Living Education, Coed PPL4O1 Personal & Fitness Activities PAF3O1 PAF4O1 Exercise Science PSE4U1 Interdisciplinary Studies Food for Life IDC4O1 Mathematics Principles of Mathematics MPM1D1 MPM2D1 Foundations of Mathematics MFM1P1 MFM2P1 Mathematics, Locally Developed MAT1L1 MAT2L1 Mathematics for Work & Everyday Life MEL3E1 MEL4E1 Functions MCR3U1 Functions & Applications MCF3M1 Foundations for College Mathematics MBF3C1 MAP4C1 Advanced Functions MHF4U1 Calculus & Vectors MCV4U1 Mathematics of Data Management MDM4U1 Native Studies Aboriginal Beliefs, Values & Aspirations in Contemporary NBV3C1 Society, College Science Science, Academic SNC1D1 SNC2D1 Science, Applied SNC1P1 SNC2P1 Science, Locally Developed SNC1L1 SNC2L1 Science, Workplace SNC4E1 Biology, University SBI3U1 SBI4U1 Biology, College SBI3C1 Chemistry, University SCH3U1 SCH4U1 Chemistry, College SCH4C1
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Grade Grade Grade Grade 9 10 11 12 Physics, University SPH3U1 SPH4U1 Physics, College SPH4C1 Social Sciences and Humanities Food & Nutrition HFN2O1 Raising Healthy Children HPC3O1 Introduction to Anthropology, Psychology & Sociology, HSP3U1 University Introduction to Anthropology, Psychology & Sociology, HSP3C1 College Philosophy: Questions & Theories HZT4U1 World Religions & Belief Traditions in Daily Life HRF3O1 Technological Education Exploring Technologies TIJ1O1 Communications Technology TGJ2O1 TGJ3M1 TGJ4M1 Communications Technology – Print & Graphic TGG3M1 TGG4M1 Communications Communications Technology – Broadcast & Print TGJ3O1 TGJ4O1 Production Communications Technology – TV, Video & Movie TGV3M1 Production Construction Technology TCJ2O1 TCJ3E1 TCJ4EA Custom Woodworking TWJ3E1 TWJ4E1 TWJ3E2 Transportation Technology, Open/Workplace TTJ2O1 TTJ3O1 TTJ4E1 Transportation Technology, College TTJ3C1 TTJ4C1 TTJ3C2 Transportation Technology – Small Engines TTS4C1 Specialized Programs Outdoor Education Program PLF4CP CGR4MP *Courses offered in alternate years
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Fellowes High School
General Information Fellowes High School is located in the City of Pembroke and Address provides education for the many outlying communicates such 420 Bell Street as Beachburg, Westmeath and Laurentian Valley. Fellowes Pembroke, ON has provided tremendous educational opportunities for K8A 2K5 students since 1969. Our school provides pathways for students headed to the world of work, Community Colleges, Phone University and careers in the Trades. Fellowes is particularly 613-735-6858 proud of its extensive Special Education Program that provides learning opportunities for students with a variety of special Fax needs. 613-735-6850 Mission Statement http://fhs.rcdsb.on.ca/ Fellowes High School prides itself on working together to Principal create outstanding educational experiences that honour the Dean Zadow uniqueness of each individual. We are a supportive and caring community school that promotes tolerance and acceptance. Vice-Principals Respect – Responsibility – Dignity. Shelley Cliche Ann Gagan Highlights Technology Department – Numerous courses are Superintendent offered in the following areas: manufacturing, Gayle Bishop woodworking, transportation, hospitality and food, cosmetology, computer technology, and fashion School Colours design. Black & Gold Specialist High Skills Majors – SHSM certifications are available in: Transportation, Health and Wellness, and Hospitality. A variety of Extracurricular Programs catering to the needs of the student body Information Technology – To support 21st century learning skills, Fellowes is equipped with numerous technological devices to support and enhance student learning including smart boards, notebooks, and I Pads. WiFi is available in all areas of the school. Link Crew – A mentorship program comprised of senior students supporting grade 9 students in their transition to high school. Scholarships – 50,000 dollars in scholarships available to students in all educational pathways.
44 Renfrew County District School Board
Course Selection – Fellowes High School Grade Grade Grade Grade 9 10 11 12 The Arts Drama, Open ADA2O1 ADA3O1 Drama, University/College ADA3M1 ADA4M1 Music – Instrumental, Open AMU1O1 AMU2O1 Music – Instrumental, University/College AMU3M1 AMU4M1 Music – Vocal AMV3O1 Expressing Aboriginal Cultures NAC1O1 Visual Arts, Open AVI2O1 AVI3O1 Visual Arts, University/College AVI3M1 AVI4M1 Visual Arts, Workplace AVI4E1 Photography AWQ3O1 AWQ4M1 Vocational Arts AMU3OS Business Studies Business Studies BBI2O1 Canadian and World Studies Issues in Canadian Geography, Academic CGC1D1 Issues in Canadian Geography, Academic French CGC1DF Issues in Canadian Geography, Applied CGC1P1 Canadian & World Issues: A Geographic Analysis CGW4U1 Civics & Citizenship (0.5 credit) CHV2O1 Canadian History Since World War I, Academic CHC2D1 Canadian History Since World War I, Academic French CHC2DF* Canadian History Since World War I, Applied CHC2P1 World History to the 16th Century CHW3M1 World History: The West & the World, University CHY4U1 World History: The West & the World, College CHY4C1 Understanding Canadian Law CLU3M1 Canadian & International Law CLN4U1 Vocational Geography CGC1PS Vocational History CHC2PS Vocational Civics (0.5 credit) CHV2OS English Compulsory Courses in English English, Academic/University ENG1D1 ENG2D1 ENG3U1 ENG4U1 English, Applied/College ENG1P1 ENG2P1 NBE3C1 ENG4C1 English, Locally Developed/Workplace ENG1L1 ENG2L1 ENG3E1 ENG4E1 Vocational English ENG1LS ENG2LS ENG3ES ENG4ES ENG1LT ENG2LT ENG3ET ENG4ET Optional Courses in English Media Studies EMS3O1* The Writer’s Craft EWC4U1 Ontario Secondary School Literacy Course OLC4O1
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Grade Grade Grade Grade 9 10 11 12 French as a Second Language Core French, Academic/University FSF1D1 FSF2D1 FSF3U1 FSF4U1 Core French, Applied FSF1P1 Extended French FEF1DF FEF2DF FEF3UF* FEF4UF* Guidance and Career Education Career Studies (0.5 credit) GLC2O1 Leadership & Peer Support GPP3O7 Cooperative Education COP3O8 COP4O8 COP4O9 Vocational Career Studies (0.5 credit) GLC2OS Health and Physical Education Healthy Active Living Education, Girls PPL1OG PPL2OG Healthy Active Living Education, Boys PPL1OB PPL2OB Healthy Active Living Education, Coed PPL3O1 PPL4O1 Personal & Fitness Activities, Girls PAF2OG PAF3OG* PAF4OG* Personal & Fitness Activities, Boys PAF2OB Personal & Fitness Activities, Coed PAF3O1 PAF4O1 Recreation & Fitness Leadership PLF4C1 Exercise Science PSE4U1 Health for Life PPZ3O1 Vocational Physical Education PAF3OS Interdisciplinary Studies Horticultural Landscaping IDC3O1 IDC4O1 Mathematics Principles of Mathematics MPM1D1 MPM2D1 Foundations of Mathematics MFM1P1 MFM2P1 Mathematics, Locally Developed MAT1L1 MAT2L1 Mathematics for Work & Everyday Life MEL3E1* MEL4E1* Functions MCR3U1 Functions & Applications MCF3M1 Foundations for College Mathematics MBF3C1 MAP4C1 Advanced Functions MHF4U1 Calculus & Vectors MCV4U1 Mathematics of Data Management MDM4U1 Vocational Mathematics MAT1LS MAT2LS MAT3ES MAT4ES MAT1LT MAT2LT MAT3ET MAT4ET Native Studies First Nations, Métis & Inuit Peoples in Canada NAC2O Aboriginal Beliefs, Values & Aspirations in Contemporary NBV3C1 Society Science Science, Academic SNC1D1 SNC2D1 Science, Applied SNC1P1 SNC2P1
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Grade Grade Grade Grade 9 10 11 12 Science, Locally Developed SNC1L1 SNC2L1 Biology, University SBI3U1 SBI4U1 Biology, College SBI3C1 Chemistry, University SCH3U1 SCH4U1 Chemistry, College SCH4C1 Earth & Space Science SES4U1 Environmental Science, University/College SVN3M1 Environmental Science, Workplace SVN3E1 Physics, University SPH3U1 SPH4U1 Physics, College SPH4C1 Science (Health Care Focus) SNC4M1 Vocational Science SNC1LS SNC2LS Social Sciences and Humanities Families in Canada HHS4C1 Raising Healthy Children HPC3O1 Introduction to Anthropology, Psychology & Sociology, HSP3U1 University Introduction to Anthropology, Psychology & Sociology, HSP3UF* University, French Introduction to Anthropology, Psychology & Sociology, HSP3C1 College Challenge & Change in Society HSB4U1 Philosophy: Questions and Theories HZT4U1 World Religions & Belief Traditions in Daily Life HRF3O1 Technological Education Exploring Technologies TIJ1O1 Communications Technology TGJ2O1 Communications Technology – Broadcast & Print TGJ3O1 Production Communications Technology – Digital Imagery & Web TGJ4O1 Design Construction Technology, Open/Workplace TCJ2O1 TCJ3E1 TCJ4E1 Construction Technology, College TCJ3C1 TCJ4C1 Custom Woodworking TWJ3E1 TWJ4E1 Hairstyling & Aesthetics TXJ2O1 TXJ3E1 TXJ4E1 TXJ4E2 Hospitality & Tourism TFJ2O1 Hospitality & Tourism – Baking TFB3C1 TFB4C1 TFB4C2 Hospitality & Tourism – Cooking TFC3C1 TFC4C1 TFC4C2 Hospitality & Tourism Management TFR4C1 Manufacturing Technology, Open/Workplace TMJ2O1 TMJ3E1 TMJ4E1 Manufacturing Technology, College TMJ3C1 TMJ4C1 20 14-2015 Secondary Course Calendar 47
Grade Grade Grade Grade 9 10 11 12 Technological Design – Fashion Design TDJ2O1 TDJ3O1 Transportation Technology TTJ2O1 TTJ3O1 TTJ4E1 Transportation Technology – Auto Service TTA3C1 TTA4C1 Transportation Technology – Small Engines TTS2O1 TTS3C1 TTS4C1 Vocational Technology TIJ1OS Specialized Programs Hockey Canada Skills Academy PAL3O1 (Double Credit) *Courses offered in alternate years
48 Renfrew County District School Board
Mackenzie Community School
Address 87 Brockhouse Way P.O. Box 397 Deep River, ON K0J 1P0
Phone 613-584-3361
Fax 613-584-1706
http://mcs.rcdsb.on.ca/
Principal Ivan Saari
Vice-Principal Greg Harkness
Superintendent Brent McIntyre
School Colours Purple & Gold
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Course Selection – Mackenzie Community School Grade Grade Grade Grade 9 10 11 12 The Arts Drama ADA2O1 ADA3O1* ADA4M1 Music – Instrumental AMU1O1 AMU2O1 AMU3M1 AMU4M1 Music – Small Ensemble AME3M1 Expressing Aboriginal Cultures NAC1O1 Visual Arts, Open AVI2O1 AVI3O1 Visual Arts, University/College AVI3M1 AVI4M1 Photography AWQ3O1 AWQ4M1 Business Studies Business Studies BBI2O1 Canadian and World Studies Issues in Canadian Geography, Academic CGC1D1 Issues in Canadian Geography, Applied CGC1P1 Canadian & World Issues: A Geographic Analysis CGW4U1 Civics & Citizenship (0.5 credit) CHV2O1 Canadian History Since World War I, Academic CHC2D1 Canadian History Since World War I, Applied CHC2P1 World History to the 16th Century CHW3M1* World History: The West & the World, University CHY4U1* Understanding Canadian Law CLU3M1* Canadian & International Law CLN4U1* Computer Studies Introduction to Computer Programming (eLearning only) ICS3CE ICS4CE Computer Programming (eLearning only) ICS3UE ICS4UE English Compulsory Courses in English English, Academic/University ENG1D1 ENG2D1 ENG3U1 ENG4U1 English, Applied/College ENG1P1 ENG2P1 NBE3C1 ENG4C1 English, Locally Developed/Workplace ENG1L1 ENG2L1 ENG3E1 ENG4E1 Optional Courses in English Ontario Secondary School Literacy Course OLC4O1 French as a Second Language Core French, Academic/University FSF1D1 FSF2D1 FSF3U1 FSF4U1 Core French, Applied FSF1P1 Core French, Open FSF1O1 Guidance and Career Education Learning Strategies GLE1O1 Career Studies (0.5 credit) GLC2O1 Cooperative Education COP4O7 COP4O8 COP4O9
50 Renfrew County District School Board
Grade Grade Grade Grade 9 10 11 12 Health and Physical Education Healthy Active Living Education PPL1O1 PPL2O1 PPL3O1 PPL4O1 Recreation & Fitness Leadership PLF4C1 Exercise Science PSE4U1 Interdisciplinary Studies Issues in Human Rights IDC4U1 Mathematics Principles of Mathematics MPM1D1 MPM2D1 Foundations of Mathematics MFM1P1 MFM2P1 Mathematics, Locally Developed MAT1L1 MAT2L1 Mathematics for Work & Everyday Life MEL3E1 MEL4E1 Functions MCR3U1 Functions & Applications MCF3M1 Foundations for College Mathematics MBF3C1 MAP4C1 Advanced Functions MHF4U1 Calculus & Vectors MCV4U1 Mathematics of Data Management MDM4U1 Science Science, Academic SNC1D1 SNC2D1 Science, Applied SNC1P1 SNC2P1 Science, Locally Developed SNC1L1 SNC2L1 Science, Workplace SNC4E1 Biology, University SBI3U1 SBI4U1 Biology, College SBI3C1 Chemistry, University SCH3U1 SCH4U1 Chemistry, College SCH4C1 Physics, University SPH3U1 SPH4U1 Physics, College SPH4C1 Social Sciences and Humanities World Culture HSC4M1 Food & Nutrition HFN2O1 Food & Culture HFC3E1 Nutrition & Health, University HFA4U1 Nutrition & Health, College HFA4C1 Raising Healthy Children HPC3O1 Working with School-Age Children & Adolescents HPD4C1 Introduction to Anthropology, Psychology & Sociology, HSP3U1 University Introduction to Anthropology, Psychology & Sociology, HSP3C1 College World Religions & Belief Traditions HRT3M1*
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Grade Grade Grade Grade 9 10 11 12 Technological Education Exploring Technologies TIJ1O1 Construction Technology, Open/Workplace TCJ2O1 TCJ3E1 TCJ4E1 Construction Technology, College TCJ3C1 TCJ4C1 Technological Design, Open TDJ2O1 TDJ3O1 TDJ4O1 Technological Design, University/College TDJ3M1 TDJ4M1 Transportation Technology TTJ2O1 TTJ3C1 TTJ4C1 Transportation Technology – Vehicle Maintenance TTJ4E1 Specialized Programs MCS Hockey Skills Academy* PAF3O1 PAL3O1 Tamarack* SBI3UP SBI4UP SES4UP PAD4OP *Courses offered in alternate years
52 Renfrew County District School Board
Madawaska Valley District High School
General Information MVDHS is situated near Algonquin Provincial Park on the Address western side of Renfrew County. There are approximately 400 341 John Street students who attend our school from a district with an area of Barry's Bay, ON about 180 square km. Our school has pathways for success for K0J 1B0 every student. We have strong life skills, vocational, applied and academic programs. Phone 613-756-3048 Mission To create the culture, programs, and practices that will allow Fax all members of the MVDHS community to experience on-going 613-756-1783 opportunity, success, and growth.
http://mvd.rcdsb.on.ca/ Highlights Principal Dave Bishop Specialist High Skills Majors (SHSM) – Our school has one of the highest participation rates in the province. Vice-Principal Our current majors include Arts and Culture, Jenny Smith Construction, Energy, Environment, Health and Wellness, Justice, Community Safety, and Emergency Superintendent Services, and Transportation. Gayle Bishop Due to an agreement with the RCCDSB, MVDHS has a Roman Catholic Pastoral Counsellor on staff during the School Colours week. Students can book an appointment or drop by Blue & Gold to talk. The Pastoral office has a prayer/meditation room which is open to students of all faiths who seek a quiet place. We have a strong co-curricular program. Clubs include drama, chess, Amnesty International, LGBT, weightlifting, Team Lionheart and more. Sports include basketball, volleyball, track and field, cross country running, Nordic skiing, hockey and more. Every second year we have a group of staff and students who participate in Hero Holidays by travelling to Mexico to help build houses.
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Course Selection – Madawaska Valley District High School Grade Grade Grade Grade 9 10 11 12 The Arts Music AMU1O1 Music—Ensembles, Open/Workplace AME2O1 AME3O1 AMU4E1 Music—Ensembles, University/College AME3M1 AME4M1 Music—Guitar, Open/Workplace AMG2O1 AMG3O1 AMU4E2 Music—Guitar, University/College AMG3M1 AMG4M1 Music—Keyboard, Open/Workplace AMK2O1 AMK3O1 AMU4E3 Music—Keyboard, University/College AMK3M1 AMK4M1 Music—Vocal, Open/Workplace AMJ2O1 AMJ3O1 AMU4E4 Music—Vocal, University/College AMJ3M1 AMJ4M1 Music – Independent Focus (pending approval) AMR3M1 AMR4M1 Expressing Aboriginal Cultures NAC1O1 Visual Arts, Open/Workplace AVI2O1 AVI3O1 AVI4E1 Visual Arts, University/College AVI3M1 AVI4M1 Visual Arts – Independent Focus (pending approval) ART3M1 ART4M1 Business Studies Accounting BAF3M1 BAT4M1 Information & Communication Technology BTT2O1 BTA3O1 Canadian and World Studies Issues in Canadian Geography, Academic CGC1D1 Issues in Canadian Geography, Applied CGC1P1 Travel & Tourism: A Regional Geographic Perspective CGG3O1** Canadian & World Issues: A Geographic Analysis CGW4U1* Civics & Citizenship (0.5 credit) CHV2O1 Canadian History Since World War I, Academic CHC2D1 Canadian History Since World War I, Applied CHC2P1 World History to the 16th Century CHW3M1* World History: The West & the World, University CHY4U1** Understanding Canadian Law, University/College CLU3M1 Computer Studies Introduction to Computer Studies ICS2O1 English Compulsory Courses in English English, Academic/University ENG1D1 ENG2D1 ENG3U1 ENG4U1 English, Applied/College ENG1P1 ENG2P1 NBE3C1 ENG4C1 English, Locally Developed/Workplace ENG1L1 ENG2L1 ENG3E1 ENG4E1 Optional Courses in English The Writer’s Craft, University EWC4U1* The Writer’s Craft, College EWC4C1* Ontario Secondary School Literacy Course OLC3O1 OLC4O1
54 Renfrew County District School Board
Grade Grade Grade Grade 9 10 11 12 French as a Second Language Core French, Academic/University FSF1D1 FSF2D1 FSF3U1 FSF4U1 Core French, Applied/Open FSF1P1 FSF2P1 FSF3O1 FSF4O1 Guidance and Career Education Career Studies (0.5 credit) GLC2O1 Cooperative Education COP3O7 COP4O7 COP3O8 COP4O8 COP3O9 COP4O9
Healthy Active Living Education, Girls PPL1OG Healthy Active Living Education, Boys PPL1OB Healthy Active Living Education, Coed PPL2O1 PPL3O1 PPL4O1 Personal & Fitness Activities PAF3O1 PAF4O1 Health for Life, Girls PPZ3OG** Exercise Science PSE4U1* Interdisciplinary Studies Yearbook Productions IDC3O1 IDC4U1 Mathematics Principles of Mathematics MPM1D1 MPM2D1 Foundations of Mathematics MFM1P1 MFM2P1 Mathematics, Locally Developed MAT1L1 MAT2L1 Mathematics for Work & Everyday Life MEL3E1 MEL4E1 Functions MCR3U1 Functions & Applications MCF3M1 Foundations for College Mathematics MBF3C1 MAP4C1 Advanced Functions MHF4U1 Calculus & Vectors MCV4U1 Mathematics of Data Management MDM4U1 Mathematics for College Technology MCT4C1 Native Studies Issues of Indigenous Peoples in a Global Context NDW4M1 Science Science, Academic SNC1D1 SNC2D1 Science, Applied SNC1P1 SNC2P1 Science, Locally Developed SNC1L1 SNC2L1 Biology, University SBI3U1 SBI4U1 Biology, College SBI3C1 Chemistry, University SCH3U1 SCH4U1 Chemistry, College SCH4C1* Physics, University SPH3U1 SPH4U1 Physics, College SPH4C1**
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Grade Grade Grade Grade 9 10 11 12 Social Sciences and Humanities Housing & Home Design HLS3O1* Food & Nutrition HFN2O1 Nutrition & Health, University HFA4U1 Nutrition & Health, College HFA4C1 Food & Healthy Living HFL4E1 Personal Life Management HIP4O1** Working with Infants & Young Children HPW3C1 Raising Healthy Children HPC3O1 Working with School-Age Children & Adolescents HPD4C1 Religious Studies Jesus & the Gospels HRE2O1 World Religions, Open HRF3O1 World Religions, University/College HRT3M1 Church & Culture, Open HRE4O1 Church & Culture, University/College HRE4M1 Technological Education Exploring Technologies TIJ1O1 Construction Technology TCJ3C1 TCJ4C1 TCJ3C2 TCJ4C2 Hairstyling & Aesthetics TXJ3E1 TXJ4E1 Transportation Technology TTJ3C1 TTJ4C1 TTJ3C2 TTJ4C2 Courses offered in alternate years *course offered for 2014-2015, not offered for 2015-2016 **course offered for 2015-2016, not offered for 2014-2015
56 Renfrew County District School Board
Opeongo High School
Mission Statement
For all our students, Opeongo seeks to develop academic Address skills, life skills and work skills through a variety of learning 1990 Cobden Road experiences, while placing strong emphasis on critical Douglas, ON thinking, problem-solving and creativity. These skills, K0J 1S0 experiences and abilities provide students with the tools and motivation to become self-directed learners and to realize Phone that learning is a life-long process. 613-735-7587 Through our curricular, extracurricular, and special services, Fax we provide many opportunities for our students to experience 613-649-2633 success, and to learn to adapt to change; that is, to see change as a normal, necessary and stimulating component for growth. http://ohs.rcdsb.on.ca/ Every student is encouraged to work toward achieving his or her full potential, in becoming all that she or he can become. Principal
Tom Havey All of the policies and procedures at Opeongo High School
Vice-Principal establish routines which focus on helping each student Bill Smith develop characteristics of good citizenship, a sense of personal responsibility, self respect, and respect for others. These Superintendent routines are conducted in an atmosphere that is orderly, Gayle Bishop supportive, and disciplined.
School Colours Belief in the dignity and worth of each person, and mutual Green & Gold respect are the bases of relationships among all members of the Opeongo Community. Our school motto identifies our long term commitment: the desire to help students learn to live.
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Course Selection – Opeongo High School Grade Grade Grade Grade 9 10 11 12 The Arts Drama ADA2O1 ADA3M1 ADA4M1 Media Arts ASM3M1 ASM4M1 Music – Instrumental AMI1O1 AMI2O1 AMI3M1 AMI4M1 Music – Guitar AMG2O1 AMG3O1 Music – Bucket Music AMP3M1 Music – Vocal AMV2O1 AMV3O1 Expressing Aboriginal Cultures NAC1O1 Visual Arts AVI2O1 AVI3M1 AVI4M1 Business Studies Accounting BAF3M1 Information & Communication Technology BTT1O1 BTT2O1 BTA3O Marketing BMI3C1 Business Leadership BOH4M1* Canadian and World Studies Issues in Canadian Geography, Academic CGC1D1 Issues in Canadian Geography, Academic French CGC1DF* Issues in Canadian Geography, Applied CGC1P1 Travel & Tourism: A Regional Geographic Perspective CGG3O1 Civics & Citizenship (0.5 credit), Open CHV2O1 Civics & Citizenship (0.5 credit), French CHV2OF Canadian History Since World War I, Academic CHC2D1 Canadian History Since World War I, Academic French CHC2DF* Canadian History Since World War I, Applied CHC2P1 American History CHA3U1 World History: The West & the World CHY4U1 Understanding Canadian Law CLU3M1 English Compulsory Courses in English English, Academic/University ENG1D1 ENG2D1 ENG3U1 ENG4U1 English, Applied/College ENG1P1 ENG2P1 NBE3C1 ENG4C1 English, Locally Developed/Workplace ENG1L1 ENG2L1 NBE3E1 ENG4E1 Optional Courses in English Studies in Literature ETS4U1 Ontario Secondary School Literacy Course OLC4O1 French as a Second Language Core French, Academic/University FSF1D1 FSF2D1 FSF3U1 FSF4U1 Core French, Applied/Open FSF1P1 Extended French FEF1DF FEF2DF FEF3UF FEF4UF
58 Renfrew County District School Board
Grade Grade Grade Grade 9 10 11 12 Guidance and Career Education Learning Strategies GLE1O1 Career Studies (0.5 credit), Open GLC2O1 Career Studies (0.5 credit), French GLC2OF Cooperative Education COP3O8 COP4O8 Health and Physical Education Healthy Active Living Education, Girls PPL1OG Healthy Active Living Education, Boys PPL1OB Healthy Active Living Education, Coed PPL2O1 PPL3O1 PPL4O1 Personal & Fitness Activities PAF3O1 PAF4O1 Exercise Science PSE4U1 Mathematics Principles of Mathematics MPM1D1 MPM2D1 Foundations of Mathematics MFM1P1 MFM2P1 Mathematics, Locally Developed MAT1L1 MAT2L1 Mathematics for Work & Everyday Life MEL3E1 MEL4E1* Functions MCR3U1 Functions & Applications MCF3M1 Foundations for College Mathematics MBF3C1 MAP4C1 Advanced Functions MHF4U1 Calculus & Vectors MCV4U1 Mathematics of Data Management MDM4U1 Native Studies Aboriginal Peoples in Canada NAC2O1 Current Aboriginal Issues in Canada NDA3M1 Issues of Indigenous Peoples in a Global Context NDW4M1 Science Science, Academic SNC1D1 SNC2D1 Science, Applied SNC1P1 SNC2P1 Biology, University SBI3U1 SBI4U1 Biology, College SBI3C1 Chemistry, University SCH3U1 SCH4U1 Chemistry, College SCH4C1 Environmental Science, University/College SVN3M1 Environmental Science, Workplace SVN3E1 Physics, University SPH3U1* SPH4U1* Physics, College SPH4C1* Social Sciences and Humanities Families in Canada, University HHS4U1 Personal Life Management HIP4O1 Raising Healthy Children HPC3O1 Introduction to Anthropology, Psychology & Sociology HSP3U1 Challenge & Change in Society HSB4U1
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Grade Grade Grade Grade 9 10 11 12 Technological Education Exploring Technologies TIJ1O1 Communications Technology TGJ2O1 TGJ3M1 TGJ4M1 Construction Technology TCJ2O1 Custom Woodworking TWJ3E1 TWJ4E1 Hairstyling & Aesthetics TXJ3E1 TXJ4E1 Hospitality & Tourism TFJ2O1 TFJ3E1 TFJ4E1 Manufacturing Technology TMJ2O1 TMJ3E1 TMJ4E1 Technological Design TDJ3M1 TDJ4M1 Transportation Technology TTJ2O1 TTJ3C1 TTJ4C1 Specialized Programs OSPREY* CGR4M1 NDW4M1 PAD4O1 *Courses offered in alternate years
60 Renfrew County District School Board
Renfrew Collegiate Institute
General Information
Renfrew Collegiate Institute is a school where all students, Address regardless of differences, can attain excellence. Indeed, 184 Bonnechere Street Renfrew Collegiate has a reputation for excellence that South extends over 125 years. Renfrew, ON K7V 1Z5 Renfrew Collegiate Institute has a population of approximately 450 students. A variety of academic programs, Phone including university, college and workplace preparation, 613-432-4858 technical education, apprenticeships, Special Education, Specialist High Skills Majors, Music, French, Drama and COOP Fax are available for students to pursue their interests and 613-432-7196 develop their strengths.
http://rci.rcdsb.on.ca/ Renfrew Collegiate has a vibrant extra-curricular program with opportunities for students to participate in games, sports, Principal drama, music and charitable causes. Terry Hughes
Renfrew Collegiate Institute strives to develop responsible, Vice-Principal productive citizens who will dedicate their lives to improving Steven Bauernschmitt the world. Superintendent Goals/Mission Dennis Jenkins Renfrew Collegiate Institute’s mission is to develop and School Colours provide to each student, regardless of age, sex or race, an Blue & White education of the highest quality in a positive, caring environment with a professional and dedicated staff. The staff will encourage students to develop positive attitudes concerning cooperation, life-long learning, self-discipline and respect. Highlights • Established in 1881. • Top High School fund raiser (over $640,000) in Relay for Life. • Over twenty competitive extra-curricular teams each year. • Consistently exceeds provincial average in EQAO testing. • A staff dedicated to student well-being above all.
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Course Selection – Renfrew Collegiate Institute Grade Grade Grade Grade 9 10 11 12 The Arts Drama ADA3M1 ADA4M1 Media Arts – Photography ASM3M1 ASM4M1 Music AMU1O1 AMU2O1 AMU3M1 AMU4M1 Expressing Aboriginal Cultures NAC1O1 Visual Arts, Open AVI2O1 AVI3O1 Visual Arts, University/College AVI3M1 AVI4M1 Business Studies Business Studies BBI1O1 BBI2O1 Accounting BAF3M1 BAT4M1* Entrepreneurship BDV4C1* Information & Communication Technology BTT2O1 BTA3O1 Marketing, College BMI3C1* Marketing, Workplace BMX3E1* Canadian and World Studies Issues in Canadian Geography, Academic CGC1D1 Issues in Canadian Geography, Academic French CGC1DF* Issues in Canadian Geography, Applied CGC1P1 Physical Geography: Patterns, Processes & Interactions CGF3M1* The Environment & Resource Management CGR4M1 Canadian & World Issues: A Geographic Analysis, CGW4U1 University Canadian & World Issues: A Geographic Analysis, CGW4C1 College Civics & Citizenship (0.5 credit) CHV2O1 Canadian History Since World War I, Academic CHC2D1 Canadian History Since World War I, Academic French CHC2DF* Canadian History Since World War I, Applied CHC2P1 World History to the 16th Century CHW3M1 World History: The West & the World, College CHY4U1* World History: The West & the World, College CHY4C1* Understanding Canadian Law, University/College CLU3M1 Computer Studies Computer Programming ICS3C1 ICS4C1 Computer Science ICS3U1 ICS4U1 English Compulsory Courses in English English, Academic/University ENG1D1 ENG2D1 ENG3U1 ENG4U1 English, Applied/College ENG1P1 ENG2P1 NBE3C1 ENG4C1 English, Locally Developed/Workplace ENG1L1 ENG2L1 NBE3E1 ENG4E1
62 Renfrew County District School Board
Grade Grade Grade Grade 9 10 11 12 Optional Courses in English Media Studies EMS3O1 The Writer’s Craft, University EWC4U1* The Writer’s Craft, College EWC4C1* Ontario Secondary School Literacy Course OLC4O1 French as a Second Language Core French, Academic/University FSF1D1 FSF2D1 FSF3U1 FSF4U1 Core French, Applied/Open FSF1P1 FSF2P1 FSF3O1 FSF4O1 Extended French FEF1DF FEF2DF FEF3UF FEF4UF Guidance and Career Education Career Studies (0.5 credit) GLC2O1 Peer Tutoring GPP3O1 Cooperative Education COP3O8 COP4O8 COP4O9 Health and Physical Education Healthy Active Living Education, Girls PPL1OG PPL2OG PPL3OG Healthy Active Living Education, Boys PPL1OB PPL2OB PPL3OB Healthy Active Living Education, Coed PPL4O1 Personal & Fitness Activities PAF3O1 Recreation & Fitness Leadership PLF4C1* Exercise Science PSE4U1 Interdisciplinary Studies La francophonie IDC4UF* Mathematics Principles of Mathematics MPM1D1 MPM2D1 Foundations of Mathematics MFM1P1 MFM2P1 Mathematics, Locally Developed MAT1L1 MAT2L1 Mathematics for Work & Everyday Life MEL3E1 MEL4E1 Functions MCR3U1 Foundations for College Mathematics MBF3C1 MAP4C1 Advanced Functions MHF4U1 Calculus & Vectors MCV4U1 Mathematics of Data Management MDM4U1 Native Studies Issues of Indigenous Peoples in a Global Context NDW4M1 Science Science, Academic SNC1D1 SNC2D1 Science, Applied SNC1P1 SNC2P1 Science, Locally Developed SNC1L1 SNC2L1 Science, Workplace SNC4E1 Biology, University SBI3U1 SBI4U1 Biology, College SBI3C1 Chemistry, University SCH3U1 SCH4U1 Chemistry, College SCH4C1
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Grade Grade Grade Grade 9 10 11 12 Physics, University SPH3U1 SPH4U1* Physics, College SPH4C1 Social Sciences and Humanities Equity & Social Justice: From Theory to Practice HSE4M1 Food & Nutrition HFN2O1 Food & Culture HFC3E1 Families in Canada, University HHS4U1 Families in Canada, College HHS4C1 Raising Healthy Children HPC3O1 Challenge & Change in Society HSB4U1 World Religions & Belief Traditions, University/College HRT3M1 World Religions & Belief Traditions, Open HRF3O1 Technological Education Exploring Technologies TIJ1O1 Communications Technology TGJ2O1 TGJ3M1 TGJ4M1 Communications Technology: Digital Imagery & Web TGJ4O1 Design Construction Technology, Open/Workplace TCJ2O1 TCJ3E1 TCJ4E1 Construction Technology, College TCJ3C1 TCJ4C1 Custom Woodworking TWJ3E1 TWJ4E1 Hairstyling & Aesthetics TXJ2O1 TXJ3E1 TXJ4E1 Health Care TPJ3M1 TPJ4M1 Hospitality & Tourism, Open/Workplace TFJ2O1 TFJ3E1 TFJ4E1 Hospitality & Tourism, College TFJ3C1 TFJ4C1 Manufacturing Technology, College TMJ3C1 TMJ4C1 Manufacturing Technology, Workplace TMJ3E1 TMJ4E1 Technological Design TDJ3M1 TDJ4M1 Transportation Technology, Open/Workplace TTJ2O1 TTJ3O1 TTJ4E1 Transportation Technology, College TTJ3C1 TTJ4C1 *Courses offered in alternate years
64 Renfrew County District School Board
Valour School Valour is a K-12 school that will open in September 2014 and will bring together General Panet High School, Pinecrest Public School and General Lake Public School. For current students and secondary General Panet HS school inquiries, please contact General Panet. Address 14 Ypres Boulevard Mission Statement CFB Petawawa, ON At Valour, we take pride in developing the whole child. K8H 1C6 Education for our community has high academic expectations in a bilingual culture with character education embedded in all Phone that we do. We provide a learning atmosphere that has entry 613-687-2095 levels based on student readiness with a focus on collaborative learning in an inquiry based classroom. Rich Fax learning activities will support the development of higher 613-687-2444 order thinking skills in a 21st century technology environment.
Staff collaboration and learning will guide the journey of each http://gph.rcdsb.on.ca student toward the successful achievement of their life goals.
We will encourage our students to be creative, empathetic, Principal Bryan Baird compassionate and caring in all aspects of their life. We will model Valour as our core character trait and celebrate and Vice-Principal nurture our community to live a life that is courageous. Mimi Mahaffy Valour as a name and character value will be the essence of all that we do each day in our school. It will guide and give Superintendent purpose to our lessons, our spirit and our activities. Together, Brent McIntyre we will create citizens that will shape our community to be one of respect, care, empathy and activism. Together we will School Colours help all of our students meet success in our world. Together, Green & White we will create our future.
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Course Selection – Valour School Grade Grade Grade Grade 9 10 11 12 The Arts Drama ADA3O1 ADA4M1 Exploring & Creating the Arts AEA4O1 Music – Instrumental, Open AMI1O1 AMI2O1 Music – Instrumental, University/College AMI3M1 AMI4M1 Music – Instrumental for Beginners AMI2O2 Expressing Aboriginal Cultures NAC1O1 Visual Arts, Open AVI2O1 AVI3O1 Visual Arts, University/College AVI3M1 AVI4M1 Visual Arts – A Study in Clay AVI4E1 Photography AWQ3O1 AVQ4M1 Business Studies Accounting BAF3M1 Information & Communication Technology BTT1O1 BTT2O1 BTA3O1 Organizational Studies – Managing a Small Business BOG4E1 Canadian and World Studies Geography of Canada, Academic CGC1D1 Geography of Canada, Applied CGC1P1 Travel & Tourism: A Regional Geographic Perspective CGG3O1 Canadian & World Issues: A Geographic Analysis CGW4U1* Civics (0.5 credit) CHV2O1 Canadian History Since World War I, Academic CHC2D1 Canadian History Since World War I, Applied CHC2P1 World History to the 16th Century CHW3M1 World History: The West & the World, University CHY4U1 World History: The West & the World, College CHY4C1 Adventures in World History CHM4E1 Understanding Canadian Law, University/College CLU3M1 Understanding Canadian Law, Workplace CLU3E1 Canadian & International Law CLN4U1 Computer Studies Introduction to Computer Programming ICS3C1 Computer Programming ICS4C1 English Compulsory Courses in English English, Academic/University ENG1D1 ENG2D1 ENG3U1 ENG4U1 English, Applied/College ENG1P1 ENG2P1 NBE3C1 ENG4C1 English, Locally Developed/Workplace ENG1L1 ENG2L1 NBE3E1 ENG4E1 Optional Courses in English Ontario Secondary School Literacy Course OLC4O1
66 Renfrew County District School Board
Grade Grade Grade Grade 9 10 11 12 French as a Second Language Core French, Academic/University FSF1D1 FSF2D1 FSF3U1 FSF4U1 Core French, Applied FSF1P1 FSF2P1 Core French, Open FSF1O1 Guidance and Career Education Learning Strategies GLS1O1 GLE2O1 GLE1O1 Career Studies (0.5 credit) GLC2O1 Discovering the Workplace GLD2O1 Designing Your Future GWL3O1 Leadership & Peer Support GPP3O1 Navigating the Workplace GLN4O1 Cooperative Education COP3O7 COP4O7 COP3O8 COP4O8 COP3O9 COP4O9 Health and Physical Education Healthy Active Living Education PPL1O1 PPL2O1 PPL3O1 PPL4O1 Personal & Fitness Activities PAF3O1 PAF4O1 Exercise Science PSE4U1* Mathematics Principles of Mathematics MPM1D1 MPM2D1 Foundations of Mathematics MFM1P1 MFM2P1 Mathematics, Locally Developed MAT1L1 MAT2L1 Mathematics for Work & Everyday Life MEL3E1 MEL4E1 Functions MCR3U1 Functions & Applications MCF3M1 Foundations for College Mathematics MBF3C1 MAP4C1 Advanced Functions MHF4U1 Calculus & Vectors MCV4U1 Mathematics of Data Management MDM4U1 Mathematics for College Technology MCT4C1 Native Studies Aboriginal Peoples in Canada NAC2O1 Issues of Indigenous Peoples in a Global Context NDW4M1 Science Science, Academic SNC1D1 SNC2D1 Science, Applied SNC1P1 SNC2P1 Science, Locally Developed SNC1L1 SNC2L1 Science, Workplace SNC4E1 Biology, University SBI3U1 SBI4U1 Biology, College SBI3C1 Chemistry, University SCH3U1 SCH4U1 Chemistry, College SCH4C1
20 14-2015 Secondary Course Calendar 67
Grade Grade Grade Grade 9 10 11 12 Environmental Science, University/College SVN3M1 Environmental Science, Workplace SVN3E1 Physics, University SPH3U1 SPH4U1 Physics, College SPH4C1 Science (Health Care Focus) SNC4M1 Social Sciences and Humanities Food & Nutrition HFN2O1 Food & Culture, University/College HFC3M1 Food & Culture, Workplace HFC3E1 Nutrition & Health HFA4C1 Food & Healthy Living HFL4E1 Families in Canada HHS4U1 Raising Healthy Children HPC3O1 Technological Education Exploring Technologies TIJ1O1 Communications Technology TGJ2O1 TGJ3M1 TGJ4M1 Computer Engineering Technology TER3M1 TER4M1 Construction Technology TCJ2O1 TCJ3E1 TCJ4C1 Custom Woodworking TWJ3E1 TWJ4E1 Manufacturing Technology TMJ2O1 TMJ3E1 TMJ4E1 Transportation Technology, Open TTJ2O1 TTJ3O1 Transportation Technology, College TTJ3C1 TTJ4C1 Specialized Programs French Immersion ADA1OF CHC2DF* FIF3UF FIF4UF CGC1DF* CHV2OF* HSP3MF* LVV4UF* FIF1DF GLC2OF* (or another FIF2DF senior social science) High-Performance Sports Program PPL1OS PPL2OS PPL3OS PPL4OS PAF1OS PAF2OS PAF3OS PAF4OS *Courses offered in alternate years
68 Renfrew County District School Board eLearning Online learning is quickly becoming an important part of education in all pathways, including college, university and in the workplace. eLearning courses may allow for more flexibility in a student’s timetable and may allow students to access courses that will complement their timetables but that are not available in their school. eLearning options are available to all students registered with the Renfrew County District School Board. The following courses will be offered by the RCDSB for the 2014-2015 school year, subject to sufficient enrollment. Students wishing to enroll in any of the following courses through eLearning should indicate their choice on their course selection sheet.
Grade Grade Grade Grade 9 10 11 12 Business Studies Accounting BAF3ME BAT4ME Marketing: Goods, Services & Events BMI3CE Canadian and World Studies Travel & Tourism CGG3OE** Canadian & World Issues: A Geographic Analysis CGW4UE Canada: History, Identity & Culture CHI4UE Canadian & International Law CLN4UE Computer Studies Introduction to Computer Science ICS3UE Computer Science ICS4UE English The Writer’s Craft EWC4UE Ontario Secondary School Literacy Course OLC4OE Health and Physical Education Health for Life PPZ3OE* Mathematics Mathematics of Data Management MDM4UE Science Science (Health Care Focus) SNC4ME Earth & Space Science SES4UE Social Sciences and Humanities Understanding Fashion HNC3CE Families in Canada HHS4UE Challenge & Change in Society HSB4UE Philosophy: Questions & Theories HZT4UE Courses offered in alternate years *course offered for 2014-2015, not offered for 2015-2016 **course offered for 2015-2016, not offered for 2014-2015
Note: Many other eLearning courses are offered through school boards belonging to the Ontario eLearning Consortium. For a complete list of courses, please visit the Consortium’s website at http://www.elearningstudents.ca.
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Course Descriptions and Prerequisite Charts
The following descriptions apply courses offered by the various schools in the RCDSB and have been developed according to the requirements of the Ontario Ministry of Education. Curriculum documents detailing each course are available from the Ministry of Education website at http://www.edu.gov.on.ca/eng/curriculum/secondary.
Since it is not possible to offer all courses in all schools, the Administration of each secondary school decides what courses will be offered each year in their school. These decisions are based on the needs and interests of the students. If a course does not have sufficient demand to run, it may not be possible to offer that course in a specific year. If a course does not run, students will be notified and asked to select an alternate course.
Course of study outlines for all courses taught each secondary school are available at the school for examination by parents and students. The course outlines will provide more information than can be included in the brief description in the course calendar. Information such as the objectives of the course, the core content of the course and the evaluation practices to be used in the course will be included in these outlines. Students and parents may examine these outlines at the school in our Guidance area or by making arrangements with the Department Head in which any particular course is offered.
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The Arts
Drama ADA4M Drama (Grade 12 University/College) ADA1O This course requires students to experiment individually Drama (Grade 9 Open) and collaboratively with forms and conventions of both This course provides opportunities for students to drama and theatre from various cultures and time explore dramatic forms and techniques, using material periods. Students will interpret dramatic literature and from a wide range of sources and cultures. Students will other texts and media sources while learning about use the elements of drama to examine situations and various theories of directing and acting. Students will issues that are relevant to their lives. Students will examine the significance of dramatic arts in various create, perform, discuss, and analyse drama, and then cultures, and will analyse how the knowledge and skills reflect on the experiences to develop an understanding developed in drama are related to their personal skills, of themselves, the art form, and the world around them. social awareness, and goals beyond secondary school. Prerequisite: None Prerequisite: Drama, Grade 11, University/College Preparation ADA2O Drama (Grade 10, Open) Exploring and Creating in the Arts This course provides opportunities for students to explore dramatic forms, conventions, and techniques. AEA4O Students will explore a variety of dramatic sources from Exploring and Creating in the Arts (Grade 12 Open) various cultures and representing a range of genres. This course offers students the opportunity to explore Students will use the elements of drama in creating and connections between dance, drama, media arts, music, communicating through dramatic works. Students will and/or visual arts. Students will use the creative process assume responsibility for decisions made in the creative individually and/or collaboratively to produce integrated and collaborative processes and will reflect on their art works that draw on various disciplines, and they will experiences. critically analyse art works and determine how Prerequisite: None interpreting these works affects their own development. Students will develop responsible practices that are ADA3M transferable beyond the classroom. They will explore Drama (Grade 11 University/College) solutions to integrated arts challenges and discover that This course requires students to create and perform in art is everywhere, influencing and reflecting society. dramatic presentations. Students will analyse, interpret, Prerequisite: Any Grade 9 or 10 arts course and perform dramatic works from various cultures and time periods. Students will research various acting styles Media Arts and conventions that could be used in their presentations, and analyse the functions of playwrights, ASM3M directors, actors, designers, technicians, and audiences. Media Arts (Grade 11 University/College) Prerequisite: Drama, Grade 9 or 10, Open This course focuses on the development of media arts skills through the production of art works involving ADA3O traditional and emerging technologies, tools, and Drama (Grade 11 Open) techniques such as new media, computer animation, and web environments. Students will explore the This course requires students to engage in dramatic evolution of media arts as an extension of traditional art processes and the presentation of dramatic works, and forms, use the creative process to produce effective emphasizes the application of drama skills in other media art works, and critically analyse the unique contexts and opportunities. Students will interpret and characteristics of this art form. Students will examine present works in a variety of dramatic forms, create and the role of media artists in shaping audience perceptions script original works, and critically analyse the processes of identity, culture, and values. involved in producing drama works. Students will Prerequisite: Media Arts, Grade 10, Open or any grade 9 develop a variety of skills related to collaboration and or 10 Arts course the presentation of drama works.
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ASM4M Students will apply the creative process when Media Arts (Grade 12 University/College) performing appropriate technical exercises and This course emphasizes the refinement of media arts repertoire and will employ the critical analysis processes skills through the creation of a thematic body of work by when reflecting on, responding to, and analysing live applying traditional and emerging technologies, tools, and recorded performances. Students will consider the and techniques such as multimedia, computer function of music in society and the impact of music on animation, installation art, and performance art. individuals and communities. They will explore how to Students will develop works that express their views on apply skills developed in music to their life and careers. contemporary issues and will create portfolios suitable Prerequisite: Music, Grade 9 or 10, Open for use in either career or postsecondary education applications. Students will critically analyse the role of AMU3O media artists in shaping audience perceptions of Music (Grade 11 Open) identity, culture, and community values. This course develops students’ musical literacy through Prerequisite: Media Arts, Grade 11, University/College performance and the preparation and presentation of Preparation music productions. Students will perform works at a level consistent with previous experience. Music Independently and collaboratively, students will use current technology and the creative and critical analysis AMU1O processes to plan, produce, present, and market musical Music (Grade 9 Open) productions. Students will respond to, reflect on, and This course emphasizes the creation and performance of analyse music from various genres and periods, and they music at a level consistent with previous experience and will develop skills transferable to other aspects of their is aimed at developing technique, sensitivity, and life and their careers. imagination. Students will develop musical literacy skills Prerequisite: None by using the creative and critical analysis processes in composition, performance, and a range of reflective and AMU4M analytical activities. Students will develop an Music (Grade 12 University/College) understanding of the conventions and elements of This course enables students to enhance their musical music and of safe practices related to music, and will literacy through the creation, appreciation, analysis, and develop a variety of skills transferable to other areas of performance of music. Students will perform traditional, their life. commercial, and art music, and will respond with insight Prerequisite: None to live and recorded performances. Students will enhance their understanding of the function of music in AMU2O society and the impact of music on themselves and Music (Grade 10 Open) various communities and cultures. Students will analyse This course emphasizes the creation and performance of how to apply skills developed in music to their life and music at a level consistent with previous experience. careers. Students will develop musical literacy skills by using the Prerequisite: Music, Grade 11, University/College creative and critical analysis processes in composition, Preparation performance, and a range of reflective and analytical activities. Students will develop their understanding of AMU4E musical conventions, practices, and terminology and Music (Grade 12 Workplace) apply the elements of music in a range of activities. They This course provides students with the fundamental will also explore the function of music in society with knowledge and skills needed to succeed in the music reference to the self, communities, and cultures. workplace. Students will, at a level consistent with Prerequisite: None previous experience, perform appropriate musical works. Independently and collaboratively, students will AMU3M use current technology and the creative and critical Music (Grade 11 University/College) analysis processes to plan, produce, and market music This course provides students with opportunities to presentations that reflect a broad spectrum of develop their musical literacy through the creation, workplace contexts. In addition, students will explore appreciation, analysis, and performance of music, ethical and safe practices related to music. including traditional, commercial, and art music. Prerequisite: Music, Grade 11, Open
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Music Emphasis Courses – Grade 9 to 12 AVI3O AME Small Ensemble Visual Arts (Grade 11 Open) AMG Guitar Music This course focuses on studio activities in one or more of the visual arts, including drawing, painting, sculpture, AMI Instrumental Music – Band photography, printmaking, collage, and/or multimedia AMJ Vocal Jazz art. Students will use the creative process to create art AMK Keyboard Music works that reflect a wide range of subjects and will AMP Instrumental Music – Percussion evaluate works using the critical analysis process. AMR Repertoire Students will also explore works of art within a personal, AMV Music – Vocal/Choral contemporary, historical, and cultural context. Prerequisite: None
AVI4M Visual Arts Visual Arts (Grade 12 University/College) AVI2O This course focuses on enabling students to refine their Visual Arts (Grade 10 Open) use of the creative process when creating and This course enables students to develop their skills in presenting two- and three-dimensional art works using a producing and presenting art by introducing them to variety of traditional and emerging media and new ideas, materials, and processes for artistic technologies. Students will use the critical analysis exploration and experimentation. Students will apply process to deconstruct art works and explore the elements and principles of design when exploring connections between art and society. The studio the creative process. Students will use the critical program enables students to explore a range of analysis process to reflect on and interpret art within a materials, processes, and techniques that can be applied personal, contemporary, and historical context. in their own art production. Students will also make Prerequisite: None connections between various works of art in personal, contemporary, historical, and cultural contexts. AVI3M Prerequisite: Visual Arts, Grade 11, University/College Preparation Visual Arts (Grade 11 University/College)
This course enables students to further develop their AVI4E knowledge and skills in visual arts. Students will use the creative process to explore a wide range of themes Visual Arts (Grade 12 Workplace) through studio work that may include drawing, painting, This course focuses on a practical approach to a variety sculpting, and printmaking, as well as the creation of of art and design projects related to the workplace. collage, multimedia works, and works using emerging Students will use the creative process to produce a technologies. Students will use the critical analysis traditional and/or digital portfolio of their work in a process when evaluating their own work and the work variety of media. Students may focus on various aspects of others. The course may be delivered as a of visual arts, including advertising, ceramics, fashion comprehensive program or through a program focused design, graphic arts, jewellery design, and/or web on a particular art form (e.g. photography, video, design. computer graphics, information design). Prerequisite: Visual Arts, Grade 11, Open Prerequisite: Visual Arts, Grade 9 or 10, Open Visual Arts Emphasis Courses – Grade 9 to 12 AWD Visual Arts – Visual Design AWQ Visual Arts – Photography
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Prerequisite Chart for the Arts, Grades 9-12
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Business Studies BAT4M Business Studies Financial Accounting Principles (Grade 12 University/College) BTT1O/BTT2O This course introduces students to advanced accounting Information and Communication Technology in principles that will prepare them for postsecondary Business (Grade 9 or 10 Open) studies in business. Students will learn about financial This course introduces students to information and statements for various forms of business ownership and communication technology in a business environment how those statements are interpreted in making and builds a foundation of digital literacy skills necessary business decisions. This course expands students’ for success in a technologically driven society. Students knowledge of sources of financing, further develops will develop word processing, spreadsheet, database, accounting methods for assets, and introduces desktop publishing, presentation software, and website accounting for partnerships and corporations. design skills. Throughout the course, there is an Prerequisite: Financial Accounting Fundamentals, Grade emphasis on digital literacy, effective electronic research 11, University/College Preparation and communication skills, and current issues related to the impact of information and communication Entrepreneurship technology. Prerequisite: None BDI3C Entrepreneurship: The Venture (Grade 11 College) BBI1O/BBI2O This course focuses on ways in which entrepreneurs Introduction to Business (Grade 9 or 10 Open) recognize opportunities, generate ideas, and organize This course introduces students to the world of resources to plan successful ventures that enable them business. Students will develop an understanding of the to achieve their goals. Students will create a venture functions of business, including accounting, marketing, plan for a school-based or student-run business. information and communication technology, human Through hands-on experiences, students will have resources, and production, and of the importance of opportunities to develop the values, traits, and skills ethics and social responsibility. This course builds a most often associated with successful entrepreneurs. foundation for further studies in business and helps Prerequisite: None students develop the business knowledge and skills they will need in their everyday lives. BDV4C Prerequisite: None Entrepreneurship: Venture Planning in an Electronic Age (Grade 12 College) Accounting This course provides students with the opportunity to develop and apply entrepreneurial skills through the BAF3M creation of a venture plan that capitalizes on the Financial Accounting Fundamentals (Grade 11 potential of e-commerce. Students will research and University/College) identify an opportunity for a venture. They will then This course introduces students to the fundamental complete the components of a venture plan that principles and procedures of accounting. Students will includes a website. develop financial analysis and decision-making skills that Prerequisite: None will assist them in future studies and/or career opportunities in business. Students will acquire an understanding of accounting for a service and a merchandising business, computerized accounting, financial analysis, and ethics and current issues in accounting. Prerequisite: None
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global influences on marketing decisions, and will learn Information and Communication about the importance of customer service in developing Technology a customer base and maintaining customer loyalty. Through hands-on learning, students will develop BTA3O personal selling and information technology skills that Information and Communication Technology: The will prepare them for a variety of marketing-related Digital Environment (Grade 11 Open) positions in the workplace. This course prepares students for the digital Prerequisite: None environment. Using a hands-on approach, students will further develop information and communication Business Leadership technology skills through the use of common business software applications. The concept and operation of e- BOH4M business will be explored, and students will design and Business Leadership: Management Fundamentals create an e-business website. The skills developed in this (Grade 12 University/College) course will prepare students for success in the This course focuses on the development of leadership workplace and/or postsecondary studies. skills used in managing a successful business. Students Prerequisite: None will analyse the role of a leader in business, with a focus on decision making, management of group dynamics, workplace stress and conflict, motivation of employees, Marketing and planning. Effective business communication skills, ethics, and social responsibility are also emphasized. BMI3C Prerequisite: None Marketing: Goods, Services, Events (Grade 11 College) BOG4E This course introduces the fundamental concepts of Business Leadership: Becoming a Manager (Grade product marketing, which includes the marketing of 12 Workplace) goods, services, and events. Students will examine how This course helps students prepare for managerial trends, issues, global economic changes, and positions in their future careers. Students will focus on information technology influence consumer buying the development of core skills required to become a habits. Students will engage in marketing research, successful manager, including operations management, develop marketing strategies, and produce a marketing inventory control, marketing, financial planning, plan for a product of their choice. scheduling, and communication. Students will also Prerequisite: None explore the management challenges of hiring, training, and motivating employees, and complying with legal BMX3E requirements. Marketing: Retail and Service (Grade 11 Prerequisite: None Workplace) This course focuses on marketing activities in the retail and service sectors. Students will examine trends and
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Prerequisite Chart for Business Studies, Grades 9-12
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Canadian & World Studies interactions with the natural environment, and other Civics topics relevant to sustainable living in Canada. They will also develop an awareness that issues that affect their CHV2O lives in Canada are interconnected with issues in other Civics & Citizenship (Grade 10 Open) parts of the world. Throughout the course, students will This course explores rights and responsibilities use the concepts of geographic thinking, the geographic associated with being an active citizen in a democratic inquiry process, and spatial technologies to guide and society. Students will explore issues of civic importance support their investigations. such as healthy schools, community planning, Prerequisite: None environmental responsibility, and the influence of social media, while developing their understanding of the role CGF3M of civic engagement and of political processes in the Physical Geography: Patterns, Processes and local, national, and/or global community. Students will Interactions (Grade 11 University/College) apply the concepts of political thinking and the political This course examines the major patterns of physical inquiry process to investigate, and express informed geography and the powerful forces that affect them. opinions about, a range of political issues and Students will investigate the dynamic nature of the developments that are both of significance in today’s earth, the evolving relationship between the planet and world and of personal interest to them. its people, and the factors that limit our ability to predict Prerequisite: None the changes that will occur. Students will use a wide range of geotechnologies and inquiry methods to Geography investigate the distribution and interaction of the CGC1D elements of their physical environment and to communicate their findings. Issues in Canadian Geography (Grade 9 Academic) Prerequisite: Grade 9 Geography of Canada, Academic This course examines interrelationships within and or Applied between Canada’s natural and human systems and how these systems interconnect with those in other parts of CGG3O the world. Students will explore environmental, Travel and Tourism: A Regional Geographic economic, and social geographic issues relating to topics such as transportation options, energy choices, and Perspective (Grade 11 Open) urban development. Students will apply the concepts of This course focuses on travel and tourism as the vehicle geographic thinking and the geographic inquiry process, for studying selected world regions. Using a variety of including spatial technologies, to investigate various geotechnologies and inquiry and communication geographic issues and to develop possible approaches methods, students will conduct and present case studies for making Canada a more sustainable place in which to that develop their understanding of the unique live. characteristics of selected world regions; the Prerequisite: None environmental, cultural, economic, and political factors that influence travel and tourism; and the impact of the CGC1P travel industry on communities and environments Issues in Canadian Geography (Grade 9 Applied) around the world. Prerequisite: Grade 9 Geography of Canada, Academic This course focuses on current geographic issues that or Applied affect Canadians. Students will draw on their personal and everyday experiences as they explore issues relating to food and water supplies, competing land uses,
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CGW4U Canadian and World Issues: A Geographic Analysis History (Grade 12 University) CHC2D This course examines the global challenges of creating a sustainable and equitable future, focusing on current Canadian History Since World War I (Grade 10 issues that illustrate these challenges. Students will Academic) investigate a range of topics, including cultural, This course explores social, economic, and political economic, and geopolitical relationships, regional developments and events and their impact on the lives disparities in the ability to meet basic human needs, and of different groups in Canada since 1914. Students will protection of the natural environment. Students will use examine the role of conflict and cooperation in Canadian geotechnologies and skills of geographic inquiry and society, Canada’s evolving role within the global analysis to develop and communicate balanced opinions community, and the impact of various individuals, about the complex issues facing Canada and a world that organizations, and events on Canadian identity, is interdependent and constantly changing. citizenship, and heritage. They will develop their ability Prerequisite: Any university or university/college to apply the concepts of historical thinking and the preparation course in Canadian and world studies, historical inquiry process, including the interpretation English, or social sciences and humanities and analysis of evidence, when investigating key issues and events in Canadian history since 1914. CGW4C Prerequisite: None Canadian and World Issues: A Geographic Analysis CHC2P (Grade 12 College) This course explores the global challenge of meeting the Canadian History Since World War I (Grade 10 basic needs of all people while sustaining the natural Applied) environment. Students will examine global inequities, This course focuses on the social context of historical including those related to food, water, energy, and developments and events and how they have affected development, and will explore global issues through the lives of people in Canada since 1914. Students will environmental, social, economic, and political lenses. explore interactions between various communities in Students will apply the concepts of geographic thinking Canada as well as contributions of individuals and and the geographic inquiry process, including spatial groups to Canadian heritage and identity. Students will technologies, to investigate a range of current develop their ability to apply the concepts of historical geographic issues facing Canada and the world. thinking and the historical inquiry process, including the Prerequisite: Geography of Canada, Grade 9, Academic interpretation and analysis of evidence, when or Applied investigating the continuing relevance of historical developments and how they have helped shape CGR4M communities in present-day Canada. The Environment and Resource Management Prerequisite: None
(Grade 12 University/College) This course investigates the complexity and fragility of CHA3U ecosystems and the pressures human activities place on American History them. Students will examine ecological processes, the This course traces the social, economic, and political principles of sustainability, and strategies for resource development of the United States from colonial times to management, with a focus on the challenges of the present. Students will examine issues of diversity, environmental degradation and resource depletion. identity, and culture that have influenced the country’s Students will use geotechnologies and skills of social and political formation and will consider the geographic inquiry to explain and evaluate various implications of its expansion into a global superpower. approaches to achieving a more sustainable relationship Students will use critical-thinking and communication between people and their environment. skills to determine causal relationships, evaluate Prerequisite: Any university, university/college, or multiple perspectives, and present their own points of college preparation course in Canadian and world view. studies, English, or social sciences and humanities Prerequisite: Grade 10 Canadian History Since World War I, Academic or Applied
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CHW3M CHY4C World History to the Sixteenth Century (Grade 11 World History: The West and the World (Grade 12 University/College) College) This course investigates the history of humanity from This course explores the history of the world since the earliest times to the sixteenth century. Students will sixteenth century, emphasizing the interaction between analyse diverse societies from around the world, with an the emerging West and other regions of the world. emphasis on the political, cultural, and economic Students will learn about a variety of economic, social, structures and historical forces that have shaped the and political systems and the changes they have modern world. They will apply historical inquiry, critical- undergone over time. Students will apply their thinking, and communication skills to evaluate the developing skills of historical inquiry to understand and influence of selected individuals, groups, and communicate ideas about the forces that have formed innovations and to present their own conclusions. our modern world. Prerequisite: Grade 10 Canadian History Since World Prerequisite: Any university, university/college, or War I, Academic or Applied college preparation course in Canadian and world studies, English, or social sciences and humanities CHI4U Canada: History, Identity and Culture (Grade 12 CHM4E University) Adventures in World History (Grade 12 Workplace) This course explores the challenges associated with the This course explores a variety of human experiences in formation of a Canadian national identity. Students will world history from earliest times to the present. examine the social, political, and economic forces that Students will learn about a wide range of societies and have shaped Canada from the pre-contact period to the cultures, examining such things as systems of present and will investigate the historical roots of government, technological developments, work, art, and contemporary issues from a variety of perspectives. religion. Students will apply methods of research and Students will use critical-thinking and communication inquiry to examine human societies in many different skills to consider events and ideas in historical context, times and places and to communicate points of view debate issues of culture and identity, and present their about their findings. own views. Prerequisite: Grade 10 Canadian History Since World Prerequisite: Any university or university/college War I, Academic or Applied preparation course in Canadian and world studies, English, or social sciences and humanities Law
CHY4U CLU3M World History: The West and the World (Grade 12 Understanding Canadian Law (Grade 11 University) University/College) This course investigates the major trends in Western This course explores Canadian law with a focus on legal civilization and world history from the sixteenth century issues that are relevant to people’s everyday lives. to the present. Students will learn about the interaction Students will investigate fundamental legal concepts and between the emerging West and other regions of the processes to gain a practical understanding of Canada’s world and about the development of modern social, legal system, including the criminal justice system. political, and economic systems. They will use critical- Students will use critical-thinking, inquiry, and thinking and communication skills to investigate the communication skills to develop informed opinions on historical roots of contemporary issues and present their legal issues and apply this knowledge in a variety of conclusions. ways and settings, including case analysis, legal research Prerequisite: Any university or university/college projects, mock trials, and debates. preparation course in Canadian and world studies, Prerequisite: Grade 10 Canadian History Since World English, or social sciences and humanities War I, Academic or Applied
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CLU3E CLN4U Understanding Canadian Law (Grade 11 Workplace) Canadian and International Law (Grade 12 This course gives students practical information about University) legal issues that directly affect their lives. Students will This course examines elements of Canadian and examine the need for laws in society, the roots of international law in social, political, and global contexts. Canada’s legal system, the rights and freedoms that Students will study the historical and philosophical people in Canada enjoy, and the basic elements of sources of law and the principles and practices of criminal law and dispute resolution. Through international law and will learn to relate them to issues experiences such as mock trials, debates, and case in Canadian society and the wider world. Students will studies, students will apply inquiry and communication use critical-thinking and communication skills to analyse skills to develop and express opinions on legal topics of legal issues, conduct independent research, and present interest to them. the results of their inquiries in a variety of ways. Prerequisite: Grade 10 Canadian History Since World Prerequisite: Any university or university/college War I, Academic or Applied preparation course in Canadian and world studies, English, or social sciences and humanities
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Prerequisite Chart for Canadian and World Studies, Grades 9-12 Geography
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Prerequisite Chart for Canadian and World Studies, Grades 9-12 History
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Prerequisite Chart for Canadian and World Studies, Grades 9-12 Economics, Law and Politics
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Computer Studies
ICS2O program design and apply a software development life- Introduction to Computer Studies cycle model to a software development project. This course introduces students to computer Students will also learn about computer environments programming. Students will plan and write simple and systems, and explore environmental issues related computer programs by applying fundamental to computers, safe computing practices, emerging programming concepts, and learn to create clear and technologies, and postsecondary opportunities in maintainable internal documentation. They will also computer-related fields. learn to manage a computer by studying hardware Prerequisite: None configurations, software selection, operating system functions, networking, and safe computing practices. ICS4U Students will also investigate the social impact of Computer Science (Grade 12 University) computer technologies, and develop an understanding This course enables students to further develop of environmental and ethical issues related to the use of knowledge and skills in computer science. Students will computers. use modular design principles to create complex and Prerequisite: None fully documented programs, according to industry standards. Student teams will manage a large software ICS 3U development project, from planning through to project Introduction to Computer Science (Grade 11 review. Students will also analyse algorithms for University) effectiveness. They will investigate ethical issues in This course introduces students to computer science. computing and further explore environmental issues, Students will design software independently and as part emerging technologies, areas of research in computer of a team, using industry-standard programming tools science, and careers in the field. and applying the software development life-cycle model. Prerequisite: Introduction to Computer Science, Grade They will also write and use subprograms within 11, University Preparation computer programs. Students will develop creative solutions for various types of problems as their ICS4C understanding of the computing environment grows. Computer Programming (Grade 12 College) They will also explore environmental and ergonomic This course further develops students’ computer issues, emerging research in computer science, and programming skills. Students will learn object-oriented global career trends in computer-related fields. programming concepts, create object-oriented software Prerequisite: None solutions, and design graphical user interfaces. Student teams will plan and carry out a software development ICS3C project using industry-standard programming tools and Introduction to Computer Programming (Grade 11 proper project management techniques. Students will College) also investigate ethical issues in computing and expand This course introduces students to computer their understanding of environmental issues, emerging programming concepts and practices. Students will write technologies, and computer-related careers. and test computer programs, using various problem- Prerequisite: Introduction to Computer Programming, solving strategies. They will learn the fundamentals of Grade 11, College Preparation
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Prerequisite Chart for Computer Studies, Grades 10-12
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English
ENG1D ENG2D English (Grade 9 Academic) English (Grade 10 Academic) This course is designed to develop the oral This course is designed to extend the range of oral communication, reading, writing, and media literacy communication, reading, writing, and media literacy skills that students need for success in their secondary skills that students need for success in their secondary school academic programs and in their daily lives. school academic programs and in their daily lives. Students will analyse literary texts from contemporary Students will analyse literary texts from contemporary and historical periods, interpret informational and and historical periods, interpret and evaluate graphic texts, and create oral, written, and media texts informational and graphic texts, and create oral, written, in a variety of forms. An important focus will be on the and media texts in a variety of forms. An important use of strategies that contribute to effective focus will be on the selective use of strategies that communication. The course is intended to prepare contribute to effective communication. This course is students for the Grade 10 academic English course, intended to prepare students for the compulsory Grade which leads to university or college preparation courses 11 university or college preparation course. in Grades 11 and 12. Prerequisite: Grade 9 English, Academic or Applied Prerequisite: None ENG2P ENG1P English (Grade 10 Applied) English (Grade 9 Applied) This course is designed to extend the range of oral This course is designed to develop the key oral communication, reading, writing, and media literacy communication, reading, writing, and media literacy skills that students need for success in secondary school skills students need for success in secondary school and and daily life. Students will study and create a variety of daily life. Students will read, interpret, and create a informational, literary, and graphic texts. An important variety of informational, literary, and graphic texts. An focus will be on the consolidation of strategies and important focus will be on identifying and using processes that help students interpret texts and appropriate strategies and processes to improve communicate clearly and effectively. This course is students’ comprehension of texts and to help them intended to prepare students for the compulsory Grade communicate clearly and effectively. The course is 11 college or workplace preparation course. intended to prepare students for the Grade 10 applied Prerequisite: Grade 9 English, Academic or Applied English course, which leads to college or workplace preparation courses in Grades 11 and 12. ENG2L Prerequisite: None English (Grade 10 Locally Developed) In this course, students focus on extending their literacy ENG1L and communication skills to prepare for success in their English (Grade 9 Locally Developed) daily lives, in the workplace, and in the English Grade 11 This course provides foundational literacy and workplace preparation course. The course is organized communication skills to prepare students for success in by strands that extend listening and talking skills, their daily lives, in the workplace or in the Grade 11 reading and viewing skills, and writing skills. In all English workplace preparation course. The course is strands, the focus is on refining foundational literacy organized by strands that develop listening and talking skills and in using language clearly and accurately in a skills, reading and viewing skills, and writing skills. In all variety of authentic contexts. Students build on their strands, the focus is on developing foundational literacy strategies and engage in the processes involved in skills and on using language clearly and accurately in a talking, listening, reading, viewing, writing, and thinking, variety of authentic contexts. Students develop and reflect regularly upon their growth in these areas. strategies and put into practice the processes involved in Prerequisite: Any Grade 9 English course talking, listening, reading, viewing, writing, and thinking, and reflect regularly upon their growth in these areas. Prerequisite: None
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ENG3U responses to them, and through creating their own English (Grade 11 University) media works, students will develop critical thinking This course emphasizes the development of literacy, skills, aesthetic and ethical judgement, and skills in communication, and critical and creative thinking skills viewing, representing, listening, speaking, reading, and necessary for success in academic and daily life. writing. Students will analyse challenging literary texts from Prerequisite: Grade 10 English, Academic or Applied various periods, countries, and cultures, as well as a range of informational and graphic texts, and create ENG4U oral, written, and media texts in a variety of forms. An English (Grade 12 University) important focus will be on using language with precision This course emphasizes the consolidation of the literacy, and clarity and incorporating stylistic devices communication, and critical and creative thinking skills appropriately and effectively. The course is intended to necessary for success in academic and daily life. prepare students for the compulsory Grade 12 university Students will analyse a range of challenging literary texts or college preparation course. from various periods, countries, and cultures; interpret Prerequisite: Grade 10 English, Academic and evaluate informational and graphic texts; and create oral, written, and media texts in a variety of forms. An ENG3C important focus will be on using academic language English (Grade 11 College) coherently and confidently, selecting the reading This course emphasizes the development of literacy, strategies best suited to particular texts and particular communication, and critical and creative thinking skills purposes for reading, and developing greater control in necessary for success in academic and daily life. writing. The course is intended to prepare students for Students will study the content, form, and style of a university, college, or the workplace. variety of informational and graphic texts, as well as Prerequisite: Grade 11 English, University Preparation literary texts from Canada and other countries, and create oral, written, and media texts in a variety of ENG4C forms for practical and academic purposes. An English (Grade 12 College) important focus will be on using language with precision This course emphasizes the consolidation of literacy, and clarity. The course is intended to prepare students communication, and critical and creative thinking skills for the compulsory Grade 12 college preparation course. necessary for success in academic and daily life. Prerequisite: Grade 10 English, Academic or Applied Students will analyse a variety of informational and graphic texts, as well as literary texts from various ENG3E countries and cultures, and create oral, written, and English (Grade 11 Workplace) media texts in a variety of forms for practical and This course emphasizes the development of literacy, academic purposes. An important focus will be on using communication, and critical and creative thinking skills language with precision and clarity and developing necessary for success in the workplace and in daily life. greater control in writing. The course is intended to Students will study the content, form, and style of a prepare students for college or the workplace. variety of contemporary informational, graphic, and Prerequisite: Grade 11 English, University or College literary texts; and create oral, written, and media texts Preparation in a variety of forms for practical purposes. An important focus will be on using language clearly and accurately in ENG4E a variety of formal and informal contexts. The course is English (Grade 12 Workplace) intended to prepare students for the compulsory Grade This course emphasizes the consolidation of literacy, 12 workplace preparation course. communication, and critical and creative thinking skills Prerequisite: Any Grade 10 English credit necessary for success in the workplace and in daily life. Students will analyse informational, graphic, and literary EMS3O texts and create oral, written, and media texts in a Media Studies (Grade 11 Open) variety of forms for workplace-related and practical This course emphasizes knowledge and skills that will purposes. An important focus will be on using language enable students to understand media communication in accurately and organizing ideas and information the twenty-first century and to use media effectively coherently. The course is intended to prepare students and responsibly. Through analysing the forms and for the workplace and active citizenship. messages of a variety of media works and audience Prerequisite: Grade 11 English, Workplace Preparation
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ETS4U EWC4C Studies in Literature (Grade 12 University) The Writer’s Craft (Grade 12 College) This course is for students with a special interest in This course emphasizes knowledge and skills related to literature and literary criticism. The course may focus on the craft of writing. Students will investigate models of themes, genres, time periods, or countries. Students will effective writing; use a workshop approach to write a analyse a range of forms and stylistic elements of variety of works; and make considered decisions for literary texts and respond personally, critically, and improving the quality of their writing. They will also creatively to them. They will also assess critical complete a creative or analytical independent study interpretations, write analytical essays, and complete an project, and investigate opportunities for publication independent study project. and for writing careers. Prerequisite: Grade 11 English, University Preparation Prerequisite: Grade 11 English, College Preparation
EWC4U OLC3O/OLC4O The Writer’s Craft (Grade 12 University) Ontario Secondary School Literacy Course (Grade This course emphasizes knowledge and skills related to 11 or 12 Open) the craft of writing. Students will analyse models of This course is designed to help students acquire and effective writing; use a workshop approach to produce a demonstrate the cross-curricular literacy skills that are range of works; identify and use techniques required for evaluated by the Ontario Secondary School Literacy Test specialized forms of writing; and identify effective ways (OSSLT). Students who complete the course successfully to improve the quality of their writing. They will also will meet the provincial literacy requirement for complete a major paper as part of a creative or graduation. Students will read a variety of informational, analytical independent study project, and investigate narrative, and graphic texts and will produce a variety of opportunities for publication and for writing careers. forms of writing, including summaries, information Prerequisite: Grade 11 English, University Preparation paragraphs, opinion pieces, and news reports. Students will also maintain and manage a portfolio containing a record of their reading experiences and samples of their writing. Prerequisite: Eligibility requirement: Students who have been eligible to write the OSSLT at least twice and who have been unsuccessful at least once are eligible to take the course.
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Prerequisite Chart for English, Grades 9-12
90 Renfrew County District School Board
French as a Second Language
FSF1D FEF1D Core French (Grade 9 Academic) Extended French (Grade 9 Academic) This course emphasizes the further development of oral This course emphasizes the expansion of students’ oral communication, reading, and writing skills. Students will communication, reading, and writing skills through the build on and apply their knowledge of French while study of themes that reflect their interests. Students will exploring a variety of themes, such as relationships, apply their knowledge of French in discussions, debates, social trends, and careers. Thematic readings, which dramatizations, and oral presentations. Students will include a selection of short stories, articles, and poems, write in a variety of genres (e.g., poems, articles, will serve as stepping stones to oral and written brochures) and study at least one short novel intended activities. for a French-speaking audience. Prerequisite: Minimum of 600 hours of French Prerequisite: Minimum of 1260 hours of instruction in instruction, or equivalent French, or equivalent
FSF1P FIF1D Core French (Grade 9 Applied) French Immersion (Grade 9 Academic) This course emphasizes the concurrent development of This course enables students to enhance their oral communication, reading, and writing skills, using a knowledge of the French language and to further broad-based theme such as the media. Students will develop their language skills through the study of enhance their ability to understand and speak French twentieth-century North American francophone through conversations, discussions, and presentations. literature and culture. Students will participate in oral They will also read short stories, articles, poems, and communication, reading, and writing activities as they songs, and write brief descriptions, letters, dialogues, study an authentic novel and selected authentic poems, and invitations. legends, songs, films, and newspaper articles from Prerequisite: Minimum of 600 hours of French French-speaking parts of North America. instruction, or equivalent Prerequisite: Minimum of 3800 hours of instruction in French, or equivalent FSF1O Core French (Grade 9 Open) FSF2D This is an introductory course for students who have Core French (Grade 10 Academic) little or no knowledge of French or who have not This course enables students to increase their accumulated the minimum of 600 hours of elementary knowledge of the French language, further develop their Core French instruction. Students will begin to language skills, and deepen their understanding and understand and speak French in guided and structured appreciation of francophone culture around the world. interactive settings, and will develop fundamental Exploring a variety of themes, students will develop and communication skills through discussing situations and apply critical thinking skills in discussion, in their analysis issues that are relevant to their daily lives. Throughout and interpretation of texts, and in their own writing. the course, students will develop their awareness of Prerequisite: Grade 9 Core French, Academic or Applied diverse French-speaking communities in Canada and acquire an understanding and appreciation of these FSF2P communities. They will also develop a variety of skills Core French (Grade 10 Applied) necessary to become life-long language learners. This course emphasizes the further development of oral Prerequisite: None communication, reading, and writing skills using a broad-based theme such as adolescence. Students will expand their knowledge of French by studying a series of theme-related topics, such as students’ rights and responsibilities, relationships with peers and adults, and part-time jobs. Prerequisite: Grade 9 Core French, Academic or Applied
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FEF2D FEF3U Extended French (Grade 10 Academic) Extended French (Grade 11 University) This course emphasizes the continued development and This course focuses on developing French-language skills refinement of students’ oral communication, reading, through the study of Canadian francophone authors. and writing skills as they explore a variety of themes. Students will analyse a range of works and produce Students will expand their knowledge and appreciation written assignments in a variety of genres, including the of francophone culture through the study and formal essay. The use of correct grammar and interpretation of novels, poems, and plays intended for appropriate language conventions in both spoken and a French-speaking audience. written French will be emphasized throughout the Prerequisite: Grade 9 Extended French or French course. Immersion Prerequisite: Grade 10 Extended French
FIF2D FIF3U French Immersion (Grade 10 Academic) French Immersion (Grade 11 University) This course enables students to increase their This course develops knowledge and language skills knowledge of the French language and to further through the study of francophone literature and culture develop their language skills through the study of from around the world. Students will study novels, plays, twentieth-century European francophone literature and poems, short stories, films, and non-fiction works and culture. Students will participate in oral communication, produce written assignments in a variety of forms, reading, and writing activities based on a variety of including critiques and précis. They will also write a French literary and media works. They will study at least formal research essay. The use of correct grammar and one novel and a selection of poems, short stories, films, appropriate language conventions in both spoken and plays, and newspaper and magazine articles. written French will be emphasized throughout the Prerequisite: Grade 9 French Immersion course. Prerequisite: Grade 10 French Immersion FSF3U Core French (Grade 11 University) FSF4U This course draws on a variety of themes to promote Core French (Grade 12 University) extensive development of reading and writing skills and This course draws on a variety of themes to promote to reinforce oral communication skills. Students will gain extensive development of French language skills. a greater understanding of French-speaking cultures in Students will consolidate their oral skills as they discuss Canada and around the world through their reading of a literature, culture, and current issues. They will read a variety of materials, including a short novel or a play. variety of texts and will write a formal essay. The use of Students will produce various written assignments, correct grammar and appropriate language conventions including a formal essay. The use of correct grammar in both spoken and written French will be emphasized and appropriate language conventions in both spoken throughout the course. and written French will be emphasized throughout the Prerequisite: Grade 11 Core French, University course. Preparation Prerequisite: Grade 10 Core French, Academic FSF4O FSF3O Core French (Grade 12 Open) Core French (Grade 11 Open) This course focuses on the development of French- This course draws on a broad theme, such as leisure language skills that students can use in the business activities, to develop oral communication, reading, and world or the workplace. Students will give presentations, writing skills. Students will give presentations, read a read a selection of materials appropriate to the topics selection of short stories and articles, and produce a under study, and produce a variety of written variety of written assignments. The use of correct assignments. The use of correct grammar and grammar and appropriate language conventions in both appropriate language conventions in both spoken and spoken and written French will be emphasized written French will be emphasized throughout the throughout the course. course. Prerequisite: Grade 10 Core French, Academic or Prerequisite: Grade 11 Core French, Open or University Applied Preparation
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FEF4U FIF4U Extended French (Grade 12 University) French Immersion (Grade 12 University) This course emphasizes the refinement of French- This course provides for extensive study of French language skills through the study of Canadian and literature and culture from the Middle Ages to the international francophone literature. Students will present. Students will study novels, plays, poems, films, interpret literary works, produce written assignments in and non-fiction works produced in various historical a variety of genres, and conduct research on a major periods, and will write a formal research paper. The use topic for a written and oral presentation. The use of of correct grammar and appropriate language correct grammar and appropriate language conventions conventions in both spoken and written French will be in both spoken and written French will be emphasized emphasized throughout the course. throughout the course. Prerequisite: Grade 11 French Immersion Prerequisite: Grade 11 Extended French
Prerequisite Chart for French as a Second Language, Grades 9-12
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Guidance and Career Education
GLS1O interpersonal and teamwork skills to improve their Learning Strategies 1: Skills for Success in learning and achievement in school, the workplace, and Secondary School (Grade 9 Open) the community. The course helps students build This course focuses on learning strategies to help confidence and motivation to pursue opportunities for students become better, more independent learners. success in secondary school and beyond. Students will learn how to develop and apply literacy Prerequisite: Recommendation of principal and numeracy skills, personal management skills, and interpersonal and teamwork skills to improve their GLD2O learning and achievement in school, the workplace, and Discovering the Workplace (Grade 10 Open) the community. The course helps students build This course provides students with opportunities to confidence and motivation to pursue opportunities for discover and develop the workplace essential skills and success in secondary school and beyond. work habits required to be successfully employed. Prerequisite: None Students will develop an understanding of work through practical hands-on experiences in the school and in the GLE1O community, using real workplace materials. They Learning Strategies 1: Skills for Success in investigate occupations of interest through experiential Secondary School (Grade 9 Open) learning opportunities (such as worksite visits, job This course focuses on learning strategies to help shadowing, work experience, simulations and students become better, more independent learners. entrepreneurial projects). This course helps students Students will learn how to develop and apply literacy make plans for continued learning and work. and numeracy skills, personal management skills, and Prerequisite: None interpersonal and teamwork skills to improve their learning and achievement in school, the workplace, and GWL3O the community. The course helps students build Designing Your Future (Grade 11 Open) confidence and motivation to pursue opportunities for This course prepares students to make successful success in secondary school and beyond. transitions to postsecondary destinations as they Prerequisite: Recommendation of principal investigate specific postsecondary options based on their skills, interests, and personal characteristics. GLC2O Students will explore the realities and opportunities of Career Studies (Grade 10 Open) the workplace and examine factors that affect success, This course teaches students how to develop and while refining their job-search and employability skills. achieve personal goals for future learning, work, and Students will develop their portfolios with a focus on community involvement. Students will assess their their targeted destination and develop an action plan for interests, skills, and characteristics and investigate future success. current economic and workplace trends, work Prerequisite: None opportunities, and ways to search for work. The course explores postsecondary learning and career options, GPP3O prepares students for managing work and life Leadership and Peer Support (Grade 11 Open) transitions, and helps students focus on their goals This course prepares students to act in leadership and through the development of a career plan. peer support roles. They will design and implement a Prerequisite: None plan for contributing to their school and/or community; develop skills in communication, interpersonal relations, GLE2O teamwork, and conflict management; and apply those Learning Strategies 1: Skills for Success in skills in leadership and/or peer support roles – for Secondary School (Grade 10 Open) example, as a student council member or a peer tutor. Students will examine group dynamics and learn the This course focuses on learning strategies to help value of diversity within groups and communities. students become better, more independent learners. Prerequisite: None Students will learn how to develop and apply literacy and numeracy skills, personal management skills, and 94 Renfrew County District School Board
GLN4O make plans for continued learning and work, work with Navigating the Workplace (Grade 12 Open) others to design learning experiences, and investigate This course provides students with opportunities to the resources and support required to make a smooth develop the workplace essential skills and work habits transition to their postsecondary destination. required for success in all types of workplaces. Students Prerequisite: None will explore occupations and careers of interest through participation in real workplace experiences. They will
Prerequisite Chart for Guidance & Career Education, Grades 9-12
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Health and Physical Education
PPL1O PPZ3O Healthy Active Living Education (Grade 9 Open) Health for Life (Grade 11 Open) This course emphasizes regular participation in a variety This course helps students develop a personalized of enjoyable physical activities that promote lifelong approach to healthy living. Students will examine the healthy active living. Students will learn movement skills factors that affect their own health and the health of and principles, ways to improve personal fitness and individuals as members of the community. They will physical competence, and safety and injury prevention. learn about the components of the Vitality approach to They will investigate issues related to healthy sexuality healthy living – an initiative that promotes healthy and the use and abuse of alcohol, tobacco, and other eating, an active lifestyle, and a positive self-image. drugs, and will participate in activities designed to Throughout this course, students will develop the skills develop goal-setting, communication, and social skills. necessary to take charge of and improve their own Prerequisite: None health, as well as to encourage others to lead healthy lives. PPL2O Prerequisite: None Healthy Active Living Education (Grade 10 Open) This course emphasizes regular participation in a variety PPL4O of enjoyable physical activities that promote lifelong Healthy Active Living Education (Grade 12 Open) healthy active living. Student learning will include the This course focuses on the development of a application of movement principles to refine skills; personalized approach to healthy active living through participation in a variety of activities that enhance participation in a variety of sports and recreational personal competence, fitness, and health; examination activities that have the potential to engage students’ of issues related to healthy sexuality, healthy eating, interest throughout their lives. Students will develop substance use and abuse; and the use of informed and implement personal physical fitness plans. In decision-making, conflict resolution, and social skills in addition, they will be given opportunities to refine their making personal choices. decision making, conflict-resolution, and interpersonal Prerequisite: None skills, with a view to enhancing their mental health and their relationships with others. PPL3O Prerequisite: None Healthy Active Living Education (Grade 11 Open) This course focuses on the development of a healthy PSE4U lifestyle and participation in a variety of enjoyable Exercise Science (Grade 12 University) physical activities that have the potential to engage This course focuses on the study of human movement students’ interest throughout their lives. Students will and of systems, factors, and principles involved in be encouraged to develop personal competence in a human development. Students will learn about the variety of movement skills and will be given effects of physical activity on health and performance, opportunities to practise goal-setting, decision-making, the evolution of physical activity and sports, and the social, and interpersonal skills. Students will also study factors that influence an individual’s participation in the components of healthy relationships, reproductive physical activity. The course prepares students for health, mental health, and personal safety. university programs in physical education, kinesiology, Prerequisite: None recreation, and sports administration. Prerequisite: Any Grade 11 university or university/college preparation course in science, or any Grade 11 or 12 open course in health and physical education
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PLF4C Recreation and Fitness Leadership (Grade 12 Health and Physical Education Emphasis Courses College) – Grade 9 to 12 This course focuses on the development of leadership PAD Outdoor Activities and coordination skills related to recreational activities. PAF Personal and Fitness Activities Students will acquire the knowledge and skills required PAI Small-Group Activities to plan, organize, and implement recreational events. They will also learn how to promote the value of PAL Large-Group Activities physical fitness, personal well-being, and personal safety to others through mentoring. The course will prepare students for college programs in recreational, leisure, and fitness leadership. Prerequisite: Any Grade 11 or 12 open course in health and physical education
Prerequisite Chart for Health & Physical Education, Grades 9-12
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Interdisciplinary Studies
IDC3O and legally. They will also learn how to select strategies Interdisciplinary Studies (Grade 11 Open) to define problems, research alternative solutions, This course will help students combine the skills assess their thinking in reaching decisions, and adapt to required for and knowledge of different subjects and change as they acquire new knowledge. disciplines to solve problems, make decisions, create Prerequisite: None personal meaning, and present findings beyond the scope of a single subject or discipline. Through individual and collaborative inquiry and research, students will School-Specific IDC Courses analyse the connections among diverse subjects and disciplines; develop information literacy skills in Arnprior District High School analysing, selecting, evaluating, and communicating information; and become aware of a variety of resources IDC 4O1 and viewpoints on contemporary issues. They will also Food for Life (Grade 12 Open) examine their own learning styles, relate their inquiries This course introduces students to food and kitchen and research to real-life situations, and investigate fundamentals. Students will develop their food career opportunities in new disciplines. preparation skills. Students will investigate different Prerequisite: None careers working with food. This is a good course for those planning a career working with food or for those IDC4U who are interested in cooking. Interdisciplinary Studies (Grade 12 University) Prerequisite: None This course will help students develop and consolidate the skills required for and knowledge of different Fellowes High School subjects and disciplines to solve problems, make IDC3O decisions, create personal meaning, and present findings Horticultural Landscaping (Grade 11 Open) beyond the scope of a single subject or discipline. New course for 2014-15 – Description to come Students will apply the principles and processes of inquiry and research to effectively use a range of print, IDC4O electronic, and mass media resources; to analyse historical innovations and exemplary research; and to Horticultural Landscaping (Grade 12 Open) investigate real-life situations and career opportunities New course for 2014-15 – Description to come in interdisciplinary endeavours. They will also assess their own cognitive and affective strategies, apply Mackenzie Community School general skills in both familiar and new contexts, create IDC 4U innovative products, and communicate new knowledge. Issues in Human Rights (Grade 12 University) Prerequisite: Any university or university/college This course combines the expectations for preparation course Interdisciplinary Studies, Grade 12, University
Preparation with selected expectations from two or IDC4O more other courses (e.g., Canadian and World Politics, Interdisciplinary Studies (Grade 12 Open) Grade 12, University Preparation; Canadian and This course emphasizes the development of practical International Law, Grade 12, University preparation; skills and knowledge to solve problems, make decisions, Studies in Literature, Grade 12, University Preparation; create personal meaning, and present findings beyond Media Studies, Grade 11, Open). This course involves the scope of a single subject or discipline. Through the examination of case studies related to modern individual and collaborative inquiry and research into human rights issues (e.g., child labour, the treatment of contemporary issues, real-life situations, and careers, Japanese Canadians during World War II, the Holocaust, students will apply the principles and skills derived from Apartheid, genocide in Rwanda) and the exploration of the complementary subjects and disciplines studied, individual and societal rights and responsibilities. evaluate the reliability of information, and examine how Students will use interdisciplinary approaches, information technology can be used safely, effectively, resources, and research methods to investigate human
98 Renfrew County District School Board rights themes in literature and media, and to examine develop more advanced communication skills in the the development of national and international laws that areas of video production and editing. This course support or negate human rights. They will also analyse requires leadership, hard work and dedication in order real-life situations and suggest solutions that to produce a quality yearbook and it teaches life skills demonstrate their awareness of the social contexts of that are transferrable in many future post-secondary or those situations. The course will be highlighted by a career destinations but will specifically help students five-day trip to the United Nations in New York City. who are continuing studies in Journalism, Graphic Participation in the trip will be voluntary and cost each Design, Print Publication, Marketing and Advertising. student approximately $500. Prerequisite: Interdisciplinary Studies, Grade 11 (Open) Prerequisite: None Renfrew Collegiate Institute Madawaska Valley District High School IDC 4UF IDC3O La francophonie (Grade 12 University) Yearbook Productions (Grade 11 Open) This course explores the place occupied by francophone This course combines the expectations for cultures around the world in both historic and current Interdisciplinary Studies (IDC 3O) along with selected contexts. Students will use interdisciplinary approaches, expectations from Media Studies (EMS 3O), Media Arts resources and research methods to investigate how (ASM 3M) and Communication Technology (TGJ 3M). different francophone cultures express themselves This course offers a learning experience that introduces through food, literature, politics or foreign policies and students to all phases of yearbook production. With the through promotion of culture in the travel and tourism use of computer graphics, photography, professional sector. They will analyse influential francophone desktop publishing and photo editing software, students regions, organizations and current affairs. Canada’s role will produce the yearbook. All team members will as a francophone nation in the past and the present will become adept in all areas of publication production also be investigated. Using an interdisciplinary including layout and design, writing, editing, deadline, approach, students will compare political and world file management and marketing. Students will also issues of major concern to francophone regions and will develop knowledge and skills in the areas of video develop theories and opinions on the future of la production and editing. This course requires hard work francophonie in the face of globalization. Students and dedication in order to produce a quality yearbook studying French, Political Science or International and it teaches life skills that are transferrable in many Relations will find this course of particular interest. This future post-secondary and career destinations. Students course will be taught in French as part of the Extended can prepare for this course by taking BTT20 or BTA 30 French course of study. Core French students are also and develop further skills in IDC 4U or BTX 4C. invited to select this course. Prerequisites: None Prerequisite: FEF 3UF, FSF 3U1, FEF 4UF or Permission of the Department IDC4U Yearbook Productions (Grade 12 University) Valour School This course combines the expectations for LVV4UF Interdisciplinary Studies (IDC 4U) along with selected Civilisation classique (Grade 12 University) expectations from Information and Communication Ce cours vous permet d’explorer les croyances et les Technology: Multimedia Solutions (BTX 4C), Media Arts réalisations du monde classique, qui ont faconné la (ASM 4M) and Communication Technology (TGJ 4M). pensée occidentale et la civilisation. Vous allez enqueter This course offers a more in-depth learning experience sur de tels aspects de la culture classique comme la in all phases of yearbook production. With more mythologie, l’art, la litérature et la philosophie, ainsi que advanced use of computer graphics, photography, des éléments de grec ancient et en latin, à travers une professional desktop publishing and photo editing variété d’activités telles que des dramatisations, des software, students will take a leadership role in présentations audio-visuelles, et les discussions. yearbook production. All team members will further Prerequisite: Acceptance into the French Immersion develop and polish their skills in all areas of publication Program production including layout and design, writing, editing, deadline, file management and marketing. Students will
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Mathematics
MPM1D developing their skills in reading, writing and oral Principles of Mathematics (Grade 9 Academic) language through relevant and practical math activities. This course enables students to develop an Prerequisite: None understanding of mathematical concepts related to algebra, analytic geometry, and measurement and MPM2D geometry through investigation, the effective use of Principles of Mathematics (Grade 10 Academic) technology, and abstract reasoning. Students will This course enables students to broaden their investigate relationships, which they will then generalize understanding of relationships and extend their as equations of lines, and will determine the problem-solving and algebraic skills through connections between different representations of a investigation, the effective use of technology, and linear relation. They will also explore relationships that abstract reasoning. Students will explore quadratic emerge from the measurement of three-dimensional relations and their applications; solve and apply linear figures and two-dimensional shapes. Students will systems; verify properties of geometric figures using reason mathematically and communicate their thinking analytic geometry; and investigate the trigonometry of as they solve multi-step problems. right and acute triangles. Students will reason Prerequisite: None mathematically and communicate their thinking as they solve multi-step problems. MFM1P Prerequisite: Grade 9 Mathematics, Academic, or Grade Foundations of Mathematics (Grade 9 Applied) 9 Mathematics Transfer, Applied to Academic This course enables students to develop an understanding of mathematical concepts related to MFM2P introductory algebra, proportional reasoning, and Foundations of Mathematics (Grade 10 Applied) measurement and geometry through investigation, the This course enables students to consolidate their effective use of technology, and hands-on activities. understanding of linear relations and extend their Students will investigate real-life examples to develop problem-solving and algebraic skills through various representations of linear relations, and will investigation, the effective use of technology, and determine the connections between the hands-on activities. Students will develop and graph representations. They will also explore certain equations in analytic geometry; solve and apply linear relationships that emerge from the measurement of systems, using real-life examples; and explore and three-dimensional figures and two-dimensional shapes. interpret graphs of quadratic relations. Students will Students will consolidate their mathematical skills as investigate similar triangles, the trigonometry of right they solve problems and communicate their thinking. triangles, and the measurement of three-dimensional Prerequisite: None figures. Students will consolidate their mathematical skills as they solve problems and communicate their MAT1L thinking. Mathematics (Grade 9 Locally Developed) Prerequisite: Grade 9 Mathematics, Academic or This course emphasizes further development of Applied mathematical knowledge and skills to prepare students for success in their everyday lives, in the workplace, in MAT2L the Grade 10 LDCC course, and in the Grade 11 and Mathematics (Grade 10 Locally Developed) Grade 12 Mathematics Workplace courses. The course This course emphasizes the extension of mathematical is organized by three strands related to money sense, knowledge and skills to prepare students for success in measurement, and proportional reasoning. In all their everyday lives, in the workplace, and in the Grade strands, the focus is on developing and consolidating key 11 and Grade 12 Mathematics Workplace courses. The foundational mathematical concepts and skills by solving course is organized by three major strands related to authentic, everyday problems. Students have money sense, measurement and proportional reasoning. opportunities to further develop their mathematical In all strands, the focus is on strengthening and literacy and problem-solving skills and to continue extending key foundational mathematical concepts and skills by solving authentic, everyday problems. Students
100 Renfrew County District School Board have opportunities to extend their mathematical literacy Students will consolidate their mathematical skills as and problem-solving skills and to continue developing they solve problems and communicate their thinking. their skills in reading, writing, and oral language through Prerequisite: Foundations of Mathematics, Grade 10, relevant and practical math activities. Applied Prerequisite: Any Grade 9 Math credit. MEL3E MCR3U Mathematics for Work and Everyday Life (Grade 11 Functions (Grade 11 University) Workplace) This course introduces the mathematical concept of the This course enables students to broaden their function by extending students’ experiences with linear understanding of mathematics as it is applied in the and quadratic relations. Students will investigate workplace and daily life. Students will solve problems properties of discrete and continuous functions, associated with earning money, paying taxes, and including trigonometric and exponential functions; making purchases; apply calculations of simple and represent functions numerically, algebraically, and compound interest in saving, investing, and borrowing; graphically; solve problems involving applications of and calculate the costs of transportation and travel in a functions; investigate inverse functions; and develop variety of situations. Students will consolidate their facility in determining equivalent algebraic expressions. mathematical skills as they solve problems and Students will reason mathematically and communicate communicate their thinking. their thinking as they solve multi-step problems. Prerequisite: Principles of Mathematics, Grade 9, Prerequisite: Principles of Mathematics, Grade 10, Academic, or Foundations of Mathematics, Academic Grade 9, Applied, or a Grade 10 Mathematics LDCC (locally developed compulsory credit) course MCF3M Functions and Applications (Grade 11 MHF4U University/College) Advanced Functions (Grade 12 University) This course introduces basic features of the function by This course extends students’ experience with functions. extending students’ experiences with quadratic Students will investigate the properties of polynomial, relations. It focuses on quadratic, trigonometric, and rational, logarithmic, and trigonometric functions; exponential functions and their use in modelling real- develop techniques for combining functions; broaden world situations. Students will represent functions their understanding of rates of change; and develop numerically, graphically, and algebraically; simplify facility in applying these concepts and skills. Students expressions; solve equations; and solve problems will also refine their use of the mathematical processes relating to applications. Students will reason necessary for success in senior mathematics. This course mathematically and communicate their thinking as they is intended both for students taking the Calculus and solve multi-step problems. Vectors course as a prerequisite for a university program Prerequisite: Principles of Mathematics, Grade 10, and for those wishing to consolidate their understanding Academic, or Foundations of Mathematics, Grade 10, of mathematics before proceeding to any one of a Applied variety of university programs. Prerequisite: Functions, Grade 11, University MBF3C Preparation, or Mathematics for College Technology, Foundations for College Mathematics (Grade 11 Grade 12, College Preparation College) This course enables students to broaden their MCV4U understanding of mathematics as a problem solving tool Calculus and Vectors (Grade 12 University) in the real world. Students will extend their This course builds on students’ previous experience with understanding of quadratic relations; investigate functions and their developing understanding of rates of situations involving exponential growth; solve problems change. Students will solve problems involving involving compound interest; solve financial problems geometric and algebraic representations of vectors and connected with vehicle ownership; develop their ability representations of lines and planes in three-dimensional to reason by collecting, analysing, and evaluating data space; broaden their understanding of rates of change involving one variable; connect probability and statistics; to include the derivatives of polynomial, sinusoidal, and solve problems in geometry and trigonometry. exponential, rational, and radical functions; and apply these concepts and skills to the modelling of real-world
20 14-2015 Secondary Course Calendar 101 relationships. Students will also refine their use of the MAP4C mathematical processes necessary for success in senior Foundations for College Mathematics (Grade 12 mathematics. This course is intended for students who College) choose to pursue careers in fields such as science, This course enables students to broaden their engineering, economics, and some areas of business, understanding of real-world applications of including those students who will be required to take a mathematics. Students will analyse data using statistical university-level calculus, linear algebra, or physics methods; solve problems involving applications of course. geometry and trigonometry; solve financial problems Prerequisite: Note: Advanced Functions, Grade 12, connected with annuities, budgets, and renting or University Preparation, must be taken prior to or owning accommodation; simplify expressions; and solve concurrently with Calculus and Vectors. equations. Students will reason mathematically and communicate their thinking as they solve multi-step MDM4U problems. This course prepares students for college Mathematics of Data Management (Grade 12 programs in areas such as business, health sciences, and University) human services, and for certain skilled trades. This course broadens students’ understanding of Prerequisite: Foundations for College Mathematics, mathematics as it relates to managing data. Students Grade 11, College Preparation, or Functions and will apply methods for organizing and analysing large Applications, Grade 11, University/College Preparation amounts of information; solve problems involving probability and statistics; and carry out a culminating MEL4E investigation that integrates statistical concepts and Mathematics for Work and Everyday Life (Grade 12 skills. Students will also refine their use of the Workplace) mathematical processes necessary for success in senior This course enables students to broaden their mathematics. Students planning to enter university understanding of mathematics as it is applied in the programs in business, the social sciences, and the workplace and daily life. Students will investigate humanities will find this course of particular interest. questions involving the use of statistics; apply the Prerequisite: Functions, Grade 11, University concept of probability to solve problems involving Preparation, or Functions and Applications, Grade 11, familiar situations; investigate accommodation costs, University/College Preparation create household budgets, and prepare a personal income tax return; use proportional reasoning; estimate MCT4C and measure; and apply geometric concepts to create Mathematics for College Technology (Grade 12 designs. Students will consolidate their mathematical College) skills as they solve problems and communicate their This course enables students to extend their knowledge thinking. of functions. Students will investigate and apply Prerequisite: Mathematics for Work and Everyday Life, properties of polynomial, exponential, and Grade 11, Workplace Preparation trigonometric functions; continue to represent functions numerically, graphically, and algebraically; develop facility in simplifying expressions and solving equations; and solve problems that address applications of algebra, trigonometry, vectors, and geometry. Students will reason mathematically and communicate their thinking as they solve multi-step problems. This course prepares students for a variety of college technology programs. Prerequisite: Functions and Applications, Grade 11, University/College Preparation, or Functions, Grade 11, University Preparation
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Prerequisite Chart for Mathematics, Grades 9-12
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Native Studies
NAC1O NBE3C Expressing Aboriginal Cultures (Grade 9 Open) English: Contemporary Aboriginal Voices (Grade 11 This course examines Aboriginal cultures in Canada College) through an exploration of art forms – painting, This course emphasizes the development of literacy, sculpture, storytelling, dance, and music – created by critical thinking, and communication skills through the Aboriginal artists. Students will learn to identify study of works in English by Aboriginal writers. Students Aboriginal art forms and describe relationships between will study the content, form, and style of informational the art forms and Aboriginal traditions, philosophy, and texts and literary and media works, and will develop an culture. Students will also create their own art forms to appreciation of the wealth and complexity of Aboriginal express their understanding of Aboriginal identity, writing. Students will also write reports, relationships, and sovereignty. correspondence, and persuasive essays and analyse the Prerequisite: None relationship between media forms and audiences. An important focus will be on establishing appropriate voice NAC2O and using business and technical language with precision Aboriginal Peoples in Canada (Grade 10 Open) and clarity. This course emphasizes historical and contemporary Prerequisite: Grade 10 English, Academic or Applied issues that affect the relationship between Aboriginal peoples and Canadian governments. Students will NBE3E examine legal, political, social, and economic issues; key English: Contemporary Aboriginal Voices (Grade 11 aspects of the Indian Act and its revisions that have an Workplace) impact on the daily lives of Aboriginal persons; the This course emphasizes the development of literacy, different types of relationships that Aboriginal peoples critical thinking, and communication skills through the have established with other nations throughout history; study of works in English by Aboriginal writers. Students and the methodology of historical inquiry. will study the content, form, and style of informational Prerequisite: None texts and literary and media works, and will develop an appreciation of the wealth and complexity of Aboriginal NDA3M writing. Students will also write explanations, letters, Current Aboriginal Issues in Canada (Grade 11 and reports and will investigate the connections University/College) between media forms and audiences. An important This course focuses on existing and emerging issues of focus will be on using language clearly, accurately, and importance to Aboriginal peoples in Canada. Students effectively in a variety of contexts. will investigate issues related to identity, relationships Prerequisite: Grade 10 English, Academic or Applied among Aboriginal peoples and between Aboriginal peoples and other Canadians, sovereignty principles as NBV3C presented by Aboriginal peoples, and the contemporary Aboriginal Beliefs, Values, and Aspirations in challenges posed by these issues. Students will also Contemporary Society (Grade 11 College) examine such topics as language preservation, the This course focuses on the beliefs, values, and responsibilities of Aboriginal women and men, and the aspirations of Aboriginal peoples in Canada. Students need for dialogue between Aboriginal and non- will examine world views of Aboriginal peoples and the Aboriginal peoples. political, economic, cultural, and social challenges facing Prerequisite: Grade 10 Aboriginal Peoples in Canada, individuals and communities. Students will also learn Open, or Grade 10 Canadian History Since World War I, how traditional and contemporary beliefs and values Academic or Applied influence the aspirations and actions of Aboriginal peoples. Prerequisite: Grade 10 Aboriginal Peoples in Canada, Open, or Grade 10 Canadian History Since World War I, Academic or Applied
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NBV3E NDW4M Aboriginal Beliefs, Values, and Aspirations in Issues of Indigenous Peoples in a Global Context Contemporary Society (Grade 11 Workplace) (Grade 12 University/College) This course focuses on the beliefs, values, and This course provides students with an overview of the aspirations of Aboriginal peoples in Canada. Students issues and challenges that confront indigenous peoples will examine issues of identity facing Indian, Métis, and worldwide. Students will develop an understanding of Inuit peoples, and their relationships to land and nature, the concerns and aspirations of the world’s indigenous as well as to one another within their communities and population, plan and conduct research on global issues working environments. Students will also learn how that have an impact on indigenous peoples, and use traditional and contemporary beliefs and values information technology to consult materials related to influence the present-day aspirations and actions of the views of indigenous peoples throughout the world. Aboriginal peoples. Prerequisite: Any Grade 11 university, Prerequisite: Grade 10 Aboriginal Peoples in Canada, university/college, or college preparation course in Open, or Grade 10 Canadian History Since World War I, Native studies Academic or Applied
Prerequisite Chart for Native Studies, Grades 9-12
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Science
Science SNC2D Science (Grade 10 Academic) SNC1D This course enables students to enhance their Science (Grade 9 Academic) understanding of concepts in biology, chemistry, earth This course enables students to develop their and space science, and physics, and of the understanding of basic concepts in biology, chemistry, interrelationships between science, technology, society, earth and space science, and physics, and to relate and the environment. Students are also given science to technology, society, and the environment. opportunities to further develop their scientific Throughout the course, students will develop their skills investigation skills. Students will plan and conduct in the processes of scientific investigation. Students will investigations and develop their understanding of acquire an understanding of scientific theories and scientific theories related to the connections between conduct investigations related to sustainable cells and systems in animals and plants; chemical ecosystems; atomic and molecular structures and the reactions, with a particular focus on acid–base reactions; properties of elements and compounds; the study of the forces that affect climate and climate change; and the universe and its properties and components; and the interaction of light and matter. principles of electricity. Prerequisite: Grade 9 Science, Academic or Applied Prerequisite: None SNC2P SNC1P Science (Grade 10 Applied) Science (Grade 9 Applied) This course enables students to develop a deeper This course enables students to develop their understanding of concepts in biology, chemistry, earth understanding of basic concepts in biology, chemistry, and space science, and physics, and to apply their earth and space science, and physics, and to apply their knowledge of science in real-world situations. Students knowledge of science to everyday situations. They are are given opportunities to develop further practical skills also given opportunities to develop practical skills in scientific investigation. Students will plan and conduct related to scientific investigation. Students will plan and investigations into everyday problems and issues related conduct investigations into practical problems and to human cells and body systems; chemical reactions; issues related to the impact of human activity on factors affecting climate change; and the interaction of ecosystems; the structure and properties of elements light and matter. and compounds; space exploration and the components Prerequisite: Grade 9 Science, Academic or Applied of the universe; and static and current electricity. Prerequisite: None SNC2L Science(Grade 10 Locally Developed) SNC1L This course emphasizes reinforcing and strengthening Science (Grade 9 Locally Developed) science-related knowledge and skills, including scientific This course emphasizes reinforcing and strengthening inquiry, critical thinking, and the environmental impact science-related knowledge and skills, including scientific of science and technology, to prepare students for inquiry, critical thinking, and the relationship between success in everyday life, in the workplace, and in the science, society, and the environment, to prepare Science Grade 11 Workplace Preparation course. students for success in everyday life, in the workplace, Students explore a range of topics, including science in and in the Science Grade 11 Workplace Preparation the media, interactions of common materials, course. Students explore a range of topics, including interdependence of organisms in communities, and science in daily life, properties of common materials, using electrical energy. Students have the opportunity life-sustaining processes in simple and complex to extend mathematical and scientific process skills and organisms, and electrical circuits. Students have the to continue developing their skills in reading, writing, opportunity to extend mathematical and scientific and oral language through relevant and practical science process skills and to continue developing their skills in activities. reading, writing, and oral language through relevant and Prerequisite: Any Grade 9 Science course practical science activities. Prerequisite: None 106 Renfrew County District School Board
SNC4M mammals, and the structure of plants and their role in Science (Grade 12 University/College) the natural environment. Emphasis will be placed on the This course enables students, including those pursuing practical application of concepts, and on the skills postsecondary programs outside the sciences, to needed for further study in various branches of the life increase their understanding of science and sciences and related fields. contemporary social and environmental issues in health- Prerequisite: Grade 10 Science, Academic or Applied related fields. Students will explore a variety of medical technologies, pathogens and disease, nutritional SBI4U science, public health issues, and biotechnology. The Biology (Grade 12 University) course focuses on the theoretical aspects of the topics This course provides students with the opportunity for under study and helps refine students’ scientific in-depth study of the concepts and processes that occur investigation skills. in biological systems. Students will study theory and Prerequisite: Grade 10 Science, Academic, or any Grade conduct investigations in the areas of biochemistry, 11 university, university/college, or college preparation metabolic processes, molecular genetics, homeostasis, course in science and population dynamics. Emphasis will be placed on the achievement of detailed knowledge and the SNC4E refinement of skills needed for further study in various Science (Grade 12 Workplace) branches of the life sciences and related fields. This course provides students with fundamental science Prerequisite: Grade 11 Biology, University Preparation knowledge and workplace skills needed to prepare them for success beyond secondary school. Students will explore hazards in the workplace, chemicals in Chemistry consumer products, disease and its prevention, electricity at home and at work, and nutritional science. SCH3U Emphasis is placed on current topics in science and Chemistry (Grade 11 University) relevant, practical activities that develop students’ This course enables students to deepen their literacy and mathematical literacy skills and enhance understanding of chemistry through the study of the their scientific literacy. properties of chemicals and chemical bonds; chemical Prerequisite: Grade 10 Science, Applied, or a Grade 10 reactions and quantitative relationships in those locally developed compulsory credit (LDCC) course in reactions; solutions and solubility; and atmospheric science chemistry and the behaviour of gases. Students will further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as well Biology as the impact of some common chemical reactions on society and the environment. SBI3U Prerequisite: Grade 10 Science, Academic Biology (Grade 11 University) This course furthers students’ understanding of the SCH4U processes that occur in biological systems. Students will Chemistry (Grade 12 University) study theory and conduct investigations in the areas of This course enables students to deepen their biodiversity; evolution; genetic processes; the structure understanding of chemistry through the study of organic and function of animals; and the anatomy, growth, and chemistry, the structure and properties of matter, function of plants. The course focuses on the theoretical energy changes and rates of reaction, equilibrium in aspects of the topics under study, and helps students chemical systems, and electrochemistry. Students will refine skills related to scientific investigation. further develop their problem-solving and investigation Prerequisite: Grade 10 Science, Academic skills as they investigate chemical processes, and will refine their ability to communicate scientific SBI3C information. Emphasis will be placed on the importance Biology (Grade 11 College) of chemistry in everyday life and on evaluating the This course focuses on the processes that occur in impact of chemical technology on the environment. biological systems. Students will learn concepts and Prerequisite: Grade 11 Chemistry, University theories as they conduct investigations in the areas of Preparation cellular biology, microbiology, genetics, the anatomy of
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SCH4C examine the interrelationships between science, the Chemistry (Grade 12 College) environment, and society in a variety of areas. This course enables students to develop an Prerequisite: Grade 10 Science, Academic or Applied understanding of chemistry through the study of matter and qualitative analysis, organic chemistry, SVN3E electrochemistry, chemical calculations, and chemistry Environmental Science (Grade 11 Workplace) as it relates to the quality of the environment. Students This course provides students with the fundamental will use a variety of laboratory techniques, develop skills knowledge of and skills relating to environmental in data collection and scientific analysis, and science that will help them succeed in work and life after communicate scientific information using appropriate secondary school. Students will explore a range of terminology. Emphasis will be placed on the role of topics, including the impact of human activities on the chemistry in daily life and the effects of technological environment; human health and the environment; applications and processes on society and the energy conservation; resource science and environment. management; and safety and environmental Prerequisite: Grade 10 Science, Academic or Applied responsibility in the workplace. Emphasis is placed on relevant, practical applications and current topics in environmental science, with attention to the refinement Earth and Space Science of students’ literacy and mathematical literacy skills as well as the development of their scientific and SES4U environmental literacy. Earth and Space Science (Grade 12 University) Prerequisite: Grade 9 Science, Academic or Applied, or a This course develops students’ understanding of Earth Grade 9 or 10 locally developed compulsory credit and its place in the universe. Students will investigate (LDCC) course in science the properties of and forces in the universe and solar system and analyse techniques scientists use to generate knowledge about them. Students will closely Physics examine the materials of Earth, its internal and surficial processes, and its geological history, and will learn how SPH3U Earth’s systems interact and how they have changed Physics (Grade 11 University) over time. Throughout the course, students will learn This course develops students’ understanding of the how these forces, processes, and materials affect their basic concepts of physics. Students will explore daily lives. The course draws on biology, chemistry, kinematics, with an emphasis on linear motion; different physics, and mathematics in its consideration of kinds of forces; energy transformations; the properties geological and astronomical processes that can be of mechanical waves and sound; and electricity and observed directly or inferred from other evidence. magnetism. They will enhance their scientific Prerequisite: Grade 10 Science, Academic investigation skills as they test laws of physics. In addition, they will analyse the interrelationships between physics and technology, and consider the Environmental Science impact of technological applications of physics on society and the environment. SVN3M Prerequisite: Grade 10 Science, Academic Environmental Science (Grade 11 University/College) SPH4U This course provides students with the fundamental Physics (Grade 12 University) knowledge of and skills relating to environmental This course enables students to deepen their science that will help them succeed in life after understanding of physics concepts and theories. secondary school. Students will explore a range of Students will continue their exploration of energy topics, including the role of science in addressing transformations and the forces that affect motion, and contemporary environmental challenges; the impact of will investigate electrical, gravitational, and magnetic the environment on human health; sustainable fields and electromagnetic radiation. Students will also agriculture and forestry; the reduction and management explore the wave nature of light, quantum mechanics, of waste; and the conservation of energy. Students will and special relativity. They will further develop their increase their scientific and environmental literacy and scientific investigation skills, learning, for example, how
108 Renfrew County District School Board to analyse, qualitatively and quantitatively, data related electromagnetic, energy transformation, hydraulic, and to a variety of physics concepts and principles. Students pneumatic systems; and the operation of commonly will also consider the impact of technological used tools and machines. They will develop their applications of physics on society and the environment. scientific investigation skills as they test laws of physics Prerequisite: Grade 11 Physics, University Preparation and solve both assigned problems and those emerging from their investigations. Students will also consider the SPH4C impact of technological applications of physics on Physics (Grade 12 College) society and the environment. This course develops students’ understanding of the Prerequisite: Grade 10 Science, Academic or Applied basic concepts of physics. Students will explore these concepts with respect to motion; mechanical, electrical,
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Prerequisite Chart for Science, Grades 9-12
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Social Sciences and Humanities assessing fashion-related products. Students will Equity Studies develop research skills as they investigate topics related to fashion. HSE4M Prerequisite: None Equity and Social Justice: From Theory to Practice (Grade 12 University/College) HLS3O This course enables students to develop an Housing and Home Design (Grade 11 Open) understanding of the theoretical, social, and historical This course introduces students to a range of issues underpinnings of various equity and social justice issues related to housing and home design. Students will learn and to analyze strategies for bringing about positive about the needs that housing fulfills; housing options; social change. Students will learn about historical and home maintenance and safety; and environmental, contemporary equity and social justice issues in Canada economic, legal, and social considerations related to and globally. They will explore power relations and the housing. They will use the elements and principles of impact of a variety of factors on equity and social justice. design to analyse design and decorating decisions. Students will develop and apply research skills and will Students will develop research skills as they investigate design and implement a social action initiative relating issues related to housing and home design. to an equity or social justice issue. Prerequisite: None Prerequisite: Any university, college, or university/college preparation course in social sciences Food and Nutrition and humanities, English, or Canadian and world studies HFN1O/HFN2O HSC4M Food and Nutrition (Grade 9 or 10 Open) World Cultures (Grade 12 University/College) This course focuses on guidelines for making nutritious This course examines the nature of culture; how cultural food choices. Students will investigate factors that identities are acquired, maintained, and transformed; influence food choices, including beliefs, attitudes, and theories used to analyze cultures. Students will current trends, traditional eating patterns, food explore world cultures, with an emphasis on the analysis marketing strategies, and individual needs. Students will of religious and spiritual beliefs, art forms, and also explore the environmental impact of a variety of philosophy. They will study the contributions and food choices at the local and global level. The course influence of a range of cultural groups and will critically provides students with opportunities to develop food analyse issues facing ethnocultural groups within preparation skills and introduces them to the use of Canada and around the world. Students will develop and social science research methods in the area of food and apply research skills and will design and implement a nutrition. social action initiative relating to cultural diversity. Prerequisite: None Prerequisite: Any university, college, or university/college preparation course in social sciences HFC3M and humanities, English, or Canadian and world studies Food and Culture (Grade 11 University/College) This course focuses on the flavours, aromas, cooking Fashion and Housing techniques, foods, and cultural traditions of world cuisines. Students will explore the origins of and HNC3C developments in diverse food traditions. They will Understanding Fashion (Grade 11 College) demonstrate the ability to cook with ingredients and This course introduces students to the world of fashion. equipment from a variety of cultures, compare food- Students will gain an understanding of theories related related etiquette in many countries and cultures, and to fashion trends and of how culture, media, fashion explain how Canadian food choices and traditions have cycles, retailing, and social and environmental factors been influenced by other cultures. Students will develop influence fashion trends and consumer behaviour. practical skills and apply social science research methods Students will use various tools, technologies, and while investigating foods and food practices from techniques safely and correctly to create fashion items. around the world. They will apply knowledge of fibres, fabrics, and the Prerequisite: None elements and principles of design when creating and 20 14-2015 Secondary Course Calendar 111
HFC3E HFL4E Food and Culture (Grade 11 Workplace) Food and Healthy Living (Grade 12 Workplace) This course focuses on the flavours, aromas, cooking This course focuses on the fundamental food needs of techniques, foods, and cultural traditions of world young adults. Students will learn how to stock a kitchen, cuisines. Students will demonstrate the ability to cook make nutritious food choices, and accommodate the with ingredients and equipment from a range of food needs of others. Through a range of practical cultures, describe food-related etiquette in a variety of experiences, they will develop skills needed in food countries and cultures, and explore ways in which preparation for personal use and for employment in the Canadian food choices and traditions have been food industry. They will also learn about dining etiquette influenced by other cultures. Students will have in different contexts and about responsible consumer opportunities to develop practical skills and apply practices. Students will use social science research research skills as they investigate foods and food methods to investigate issues related to food practices from around the world. preparation and nutrition. Prerequisite: None Prerequisite: None
HFA4U General Family Studies Nutrition and Health (Grade 12 University) This course examines the relationships between food, HHS4U energy balance, and nutritional status; the nutritional Families in Canada (Grade 12 University) needs of individuals at different stages of life; and the This course enables students to draw on sociological, role of nutrition in health and disease. Students will psychological, and anthropological theories and research evaluate nutrition-related trends and will determine to analyse the development of individuals, intimate how food choices can promote food security and relationships, and family and parent-child relationships. environmental responsibility. Students will learn about Students will focus on issues and challenges facing healthy eating, expand their repertoire of food- individuals and families in Canada’s diverse society. They preparation techniques, and develop their social science will develop analytical tools that enable them to assess research skills by investigating issues related to nutrition various factors affecting families and to consider policies and health. and practices intended to support families in Canada. Prerequisite: Any university or university/college They will develop the investigative skills required to preparation course in social sciences and humanities, conduct and communicate the results of research on English, or Canadian and world studies individuals, intimate relationships, and parent-child relationships. HFA4C Prerequisite: Any university or university/college Nutrition and Health (Grade 12 College) preparation course in social sciences and humanities, English, or Canadian and world studies This course focuses on the relationship between nutrition and health at different stages of life and on global issues related to food production. Students will HHS4C investigate the role of nutrition in health and disease Families in Canada (Grade 12 College) and assess strategies for promoting food security and This course enables students to develop an environmental responsibility. Students will learn about understanding of social science theories as they apply to healthy eating, expand their repertoire of food- individual development, the development of intimate preparation techniques, and refine their ability to use relationships, and family and parent-child relationships. social science research and inquiry methods to Students will explore a range of issues relating to the investigate topics related to nutrition and health. development of individuals and families in Prerequisite: Any university, college, or contemporary Canadian society as well as in other university/college preparation course in social sciences cultures and historical periods. They will develop the and humanities, English, or Canadian and world studies investigative skills required to conduct research on individuals, intimate relationships, and parent-child roles and relationships in Canada. Prerequisite: Any university, college, or university/college preparation course in social sciences and humanities, English, or Canadian and world studies
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HIP4O HPD4C Personal Life Management (Grade 12 Open) Working with School-Age Children and Adolescents This course focuses on preparing students for living (Grade 12 College) independently and working successfully with others. This course prepares students for occupations involving Students will learn to manage their personal resources school-age children and adolescents. Students will study to meet their basic needs for food, clothing, and a variety of theories about child behaviour and housing. They will also learn about their personal, legal, development, and will have opportunities for research and financial responsibilities and develop and apply and observation and for practical experiences with older interpersonal skills in order to make wise and children. Students will become familiar with responsible personal and occupational choices. Students occupational opportunities and requirements related to will apply research and inquiry skills while investigating working with older children and adolescents. They will topics related to personal life management. The course develop research skills used in investigating child and emphasizes the achievement of expectations through adolescent behaviour and development. practical experiences. Prerequisite: Any university, college, or Prerequisite: None university/college preparation course in social sciences and humanities, English, or Canadian and world studies Raising and Caring for Children General Social Sciences HPW3C Working with Infants and Young Children (Grade 11 HSP3U College) Introduction to Anthropology, Psychology, and This course prepares students for occupations involving Sociology (Grade 11 University) children from birth to six years of age. Students will This course provides students with opportunities to study theories about child behaviour and development, think critically about theories, questions, and issues and will have opportunities for research and observation related to anthropology, psychology, and sociology. and for practical experiences with young children. Students will develop an understanding of the Students will become familiar with occupational approaches and research methods used by social opportunities and requirements related to working with scientists. They will be given opportunities to explore infants and young children. They will also have theories from a variety of perspectives, to conduct social opportunities to develop research and critical-thinking science, and to become familiar with current thinking on skills as they investigate and evaluate current research a range of issues within the three disciplines. about early childhood education. Prerequisite: Grade 10 English, Academic, or Grade 10 Prerequisite: None History, Academic
HPC3O HSP3C Raising Healthy Children (Grade 11 Open) Introduction to Anthropology, Psychology, and This course focuses on the skills and knowledge parents, Sociology (Grade 11 College Preparation) guardians, and caregivers need, with particular emphasis This course introduces students to theories, questions, on maternal health, pregnancy, birth, and the early and issues related to anthropology, psychology, and years of human development (birth to six years old). sociology. Students learn about approaches and Through study and practical experience, students will research methods used by social scientists. They will be learn how to meet the developmental needs of young given opportunities to apply theories from a variety of children, communicate with them, and effectively guide perspectives, to conduct social science research, and to their early behaviour. Students will develop their become familiar with current issues within the three research skills through investigations related to disciplines. caregiving and child rearing. Prerequisite: None Prerequisite: None
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HSB4U and Resurrection) and the effect of Jesus on the early Challenge and Change in Society (Grade 12 Church will be studied in the light of Old Testament, the University) Four Gospels and the Acts & Writings of the This course focuses on the use of social science theories, Apostles/Early Church. Contemporary issues (life perspectives, and methodologies to investigate and choices, how to be a Christian in today's secular world, explain shifts in knowledge, attitudes, beliefs, and prayer, purity, dating & marriage, medical ethics, social behaviour and their impact on society. Students will justice, etc.) will be examined from a Catholic Christian critically analyse how and why cultural, social, and perspective based on the Gospel teachings and on the behavioural patterns change over time. They will explore Catechism of the Catholic Church. Although this course the ideas of social theorists and use those ideas to is designed for Catholic Christians, students of any faith analyse causes of and responses to challenges such as background and tradition are encouraged to take this technological change, deviance, and global inequalities. course to deepen their own faith and values. Students will explore ways in which social science Prerequisite: None research methods can be used to study social change. Prerequisite: Any university or university/college HRT3M preparation course in social sciences and humanities, World Religions and Belief Traditions: Perspectives, English, or Canadian and world studies Issues, and Challenges (Grade 11 University/College) Philosophy This course provides students with opportunities to explore various world religions and belief traditions. HZT4U Students will develop knowledge of the terms and Philosophy: Questions and Theories (Grade 12 concepts relevant to this area of study, will examine the University) ways in which religions and belief traditions meet This course enables students to acquire an various human needs, and will learn about the understanding of the nature of philosophy and relationship between belief and action. They will philosophical reasoning skills and to develop and apply examine sacred writings and teachings, consider how their knowledge and skills while exploring specialized concepts of time and place influence different religions branches of philosophy (the course will cover at least and belief traditions, and develop research and inquiry three of the following branches: metaphysics, ethics, skills related to the study of human expressions of epistemology, philosophy of science, social and political belief. philosophy, aesthetics). Students will develop critical Prerequisite: None thinking and philosophical reasoning skills as they formulate and evaluate arguments related to a variety HRF3O of philosophical questions and theories. They will also World Religions and Belief Traditions in Daily Life develop research and inquiry skills related to the study (Grade 11 Open) and practice of philosophy. This course enables students to study world religions Prerequisite: Any university or university/college and belief traditions in local, Canadian, and global preparation course in social sciences and humanities, contexts. Students will explore aspects of the human English, or Canadian and world studies quest for meaning and will examine world religions and belief traditions as exemplified in various sacred teachings and principles, rites, and passages. They will World Religions & Religious also study the interaction throughout history between Studies society and various belief traditions, and will have opportunities to develop research and inquiry skills HRE2O related to the study of world religions and belief Jesus and the Gospels (Grade 10 Open) traditions. This course is designed as an introduction to Jesus and Prerequisite: None His teaching. Basic but important questions such as "what is the meaning of life?", "what is truth?", "how can God be known?" and "who is Jesus?" will be studied. The life of Jesus (His teachings, works, Passion, Death
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HRE4M HRE4O Church and Culture (Grade 12 University/College) Church and Culture (Grade 12 Open) This course has the aim of assisting students in This course has the aim of assisting students in understanding themselves as moral persons living the understanding themselves as moral persons living the way of Christ through an examination of ethical theories, way of Christ through an examination of the revelation the revelation of sacred Scripture, and the experience of sacred Scripture, and the experience and teaching of and teaching of the Catholic Church. While grounded in the Catholic Church. It engages students in critical Revelation, the course also examines the contributions reflection on significant contemporary moral and ethical of Philosophy and the sciences to a Catholic issues in light of Scripture, Church teaching, and their understanding of ethics and moral living. Students will own experiences. Social and ecological justice issues are explore their own ethical and moral stance through an explored along with a study of topics that focus on examination of various arenas of life such as issues of Christian mercy and forgiveness. The graces and justice and peace, freedom, reconciliation, family, challenges of relationships, marriage, and family life are marriage and political life. This course is intended to explored from a Catholic perspective. Students are prepare the senior student for the lifelong task of challenged to adopt the Christian stance in the political discerning what is good and of God while growing in world. their ability to live accordingly as moral persons and Prerequisite: None active, life-giving members of a global society. Prerequisite: None
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Prerequisite Chart for Social Sciences & Humanities, Grades 9-12
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Technological Education Students will also develop an awareness of related Exploring Technologies environmental and societal issues, and will explore college and university programs and career TIJ1O opportunities in the various communications technology Exploring Technologies (Grade 9 Open) fields. This course enables students to further explore and Prerequisite: None develop technological knowledge and skills introduced in the elementary science and technology program. TGJ3O Students will be given the opportunity to design and Communications Technology: Broadcast and Print create products and/or provide services related to the Production (Grade 11 Open) various technological areas or industries, working with a This course enables students to develop knowledge and variety of tools, equipment, and software commonly skills in the areas of graphic communication, printing used in industry. Students will develop an awareness of and publishing, audio and video production, and environmental and societal issues, and will begin to broadcast journalism. Students will work both explore secondary and postsecondary education and independently and as part of a production team to training pathways leading to careers in technology- design and produce media products in a project-driven related fields. environment. Practical projects may include the making Prerequisite: None of signs, yearbooks, video and/or audio productions, newscasts, and documentaries. Students will also Communications Technology develop an awareness of related environmental and TGJ2O societal issues, and will explore secondary and postsecondary education and training pathways and Communications Technology (Grade 10 Open) career opportunities in the various communications This course introduces students to communications technology fields. technology from a media perspective. Students will work Prerequisite: None in the areas of TV/video and movie production, radio and audio production, print and graphic TGJ4M communications, photography, and interactive new Communications Technology (Grade 12 media and animation. Student projects may include computer-based activities such as creating videos, University/College) editing photos, working with audio, cartooning, This course enables students to further develop media developing animations, and designing web pages. knowledge and skills while designing and producing Students will also develop an awareness of projects in the areas of live, recorded, and graphic environmental and societal issues related to communications. Students may work in the areas of TV, communications technology, and will explore secondary video, and movie production; radio and audio and postsecondary education and training pathways and production; print and graphic communications; career opportunities in the various communications photography; digital imaging; broadcast journalism; and technology fields. interactive new media. Students will also expand their Prerequisite: None awareness of environmental and societal issues related to communications technology, and will investigate TGJ3M career opportunities and challenges in a rapidly Communications Technology (Grade 11 changing technological environment. Prerequisite: Communications Technology, Grade 11, University/College) University/College Preparation This course examines communications technology from a media perspective. Students will develop knowledge TGJ4O and skills as they design and produce media projects in the areas of live, recorded, and graphic communications. Communications Technology: Digital Imagery and These areas may include TV, video, and movie Web Design (Grade 12 Open) production; radio and audio production; print and This course enables students to develop knowledge and graphic communications; photography; digital imaging; skills in the areas of photography, digital imaging, broadcast journalism; and interactive new media. animation, 3D modelling, and web design. Students will
20 14-2015 Secondary Course Calendar 119 work both independently and as part of a production Computer Technology Emphasis Courses – Grade team to design and produce media products in a project- 11 & 12 driven environment. Practical projects may include TER Robotics and Control System photo galleries, digital images, animations, 3D models, and websites. Students will also expand their awareness of environmental and societal issues related to communications technology, and will explore Construction Technology postsecondary education, training, and career TCJ2O opportunities. Construction Technology (Grade 10 Open) Prerequisite: None This course introduces students to building materials
and processes through opportunities to design and build Communications Technology Emphasis Courses – various construction projects. Students will learn to Grade 11 & 12 create and read working drawings; become familiar with TGG Print and Graphic Communications common construction materials, components, and TGV TV, Video and Movie Production processes; and perform a variety of fabrication, assembly, and finishing operations. They will use a variety of hand and power tools and apply knowledge of Computer Technology imperial and metric systems of measurement, as appropriate. Students will develop an awareness of TEJ3M environmental and societal issues related to Computer Engineering Technology (Grade 11 construction technology, and will explore secondary and University/College) postsecondary pathways leading to careers in the This course examines computer systems and control of industry. external devices. Students will assemble computers and Prerequisite: None small networks by installing and configuring appropriate hardware and software. Students will develop TCJ3C knowledge and skills in electronics, robotics, Construction Engineering Technology (Grade 11 programming, and networks, and will build systems that College) use computer programs and interfaces to control and/or This course focuses on the development of knowledge respond to external devices. Students will develop an and skills related to residential construction. Students awareness of related environmental and societal issues, will gain hands-on experience using a variety of and will learn about college and university programs construction materials, processes, tools, and equipment; leading to careers in computer technology. learn about building design and planning construction Prerequisite: None projects; create and interpret working drawings and sections; and learn how the Ontario Building Code and TEJ4M other regulations and standards apply to construction Computer Engineering Technology (Grade 12 projects. Students will also develop an awareness of University/College) environmental and societal issues related to This course extends students’ understanding of construction technology, and will explore career computer systems and computer interfacing with opportunities in the field. external devices. Students will assemble computer Prerequisite: None systems by installing and configuring appropriate hardware and software, and will learn more about TCJ3E fundamental concepts of electronics, robotics, Construction Technology (Grade 11 Workplace) programming, and networks. Students will examine This course enables students to develop technical related environmental and societal issues, and will knowledge and skills related to carpentry, masonry, explore postsecondary pathways leading to careers in electrical systems, heating and cooling, and plumbing for computer technology. residential construction. Students will gain hands-on Prerequisite: Computer Engineering Technology, Grade experience using a variety of materials, processes, tools, 11, University/College Preparation and equipment to design, lay out, and build projects.
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They will create and read technical drawings, learn and equipment; create and interpret construction construction terminology, interpret building codes and drawings; and learn more about building design and regulations, and apply mathematical skills as they project planning. They will expand their knowledge of develop construction projects. Students will also terminology, codes and regulations, and health and develop an awareness of environmental and societal safety standards related to residential and light issues related to construction technology, and will commercial construction. Students will also expand their explore postsecondary and career opportunities in the awareness of environmental and societal issues related field. to construction technology, and will explore Prerequisite: None entrepreneurship and career opportunities in the industry that may be pursued directly after graduation. TWJ3E Prerequisite: Construction Technology, Grade 11, Custom Woodworking (Grade 11, Workplace) Workplace Preparation This course enables students to develop knowledge and skills related to cabinet making and furniture making. TWJ4E Students will gain practical experience using a variety of Custom Woodworking (Grade 12 Workplace) the materials, tools, equipment, and joinery techniques This course enables students to further develop associated with custom woodworking. Students will knowledge and skills related to the planning, design, and learn to create and interpret technical drawings and will construction of residential and/or commercial cabinets plan, design, and fabricate projects. They will also and furniture. Students will gain further experience in develop an awareness of environmental and societal the safe use of common woodworking materials, tools, issues related to the woodworking industry, and will equipment, finishes, and hardware, and will learn about explore apprenticeships, postsecondary training, and the entrepreneurial skills needed to establish and career opportunities in the field that may be pursued operate a custom woodworking business. Students will directly after graduation. also expand their awareness of health and safety issues Prerequisite: None and environmental and societal issues related to woodworking, and will explore career opportunities that TCJ4C may be pursued directly after graduation. Construction Engineering Technology (Grade 12 Prerequisite: Custom Woodworking, Grade 11, College) Workplace Preparation This course enables students to further develop knowledge and skills related to residential construction Hairstyling and Aesthetics and to explore light commercial construction. Students TXJ2O will gain hands-on experience using a variety of materials, processes, tools, and equipment, and will Hairstyling and Aesthetics (Grade 10 Open) learn more about building design and project planning. This course presents hairstyling, make-up, and nail care They will continue to create and interpret construction techniques from a salon/spa perspective. Using drawings and will extend their knowledge of materials, processes, and techniques used in the construction terminology and of relevant building codes industry, students learn fundamental skills in hairstyling, and regulations, as well as health and safety standards giving manicures and facials, and providing hair/scalp and practices. Students will also focus on environmental analyses and treatments. Students will also consider and societal issues related to construction engineering related environmental and societal issues, and will technology, and will explore career opportunities in the explore secondary and postsecondary pathways leading field. to careers in the field of hairstyling and aesthetics. Prerequisite: Construction Engineering Technology, Prerequisite: None Grade 11, College Preparation TXJ3E TCJ4E Hairstyling and Aesthetics (Grade 11 Workplace) Construction Technology (Grade 12 Workplace) This course enables students to develop knowledge and This course enables students to further develop skills in cosmetology and offers a variety of applications technical knowledge and skills related to residential that will equip students to provide services for a diverse construction and to explore light commercial clientele. Students will identify trends in the hairstyling construction. Students will continue to gain hands-on and aesthetics industry, learn about related health and experience using a variety of materials, processes, tools, safety laws, and expand their communication and
20 14-2015 Secondary Course Calendar 121 interpersonal skills through interactions with peers and disease prevention and treatment. Students will expand clients. Students will also consider environmental and their awareness of workers’ health and safety issues, societal issues related to the industry, and will acquire a analyse environmental and societal issues related to more detailed knowledge of apprenticeships and direct- health care, and further explore professional practice entry work positions. standards and postsecondary destinations in the field. Prerequisite: None Prerequisite: Health Care, Grade 11, University/College Preparation TXJ4E Hairstyling and Aesthetics (Grade 12 Workplace) Hospitality and Tourism This course enables students to develop increased proficiency in a wide range of hairstyling and aesthetics TFJ2O services. Working in a salon/spa team environment, Hospitality and Tourism Technology (Grade 10 students will strengthen their fundamental cosmetology Open) skills and develop an understanding of common business This course provides students with opportunities to practices and strategies in the salon/spa industry. explore different areas of hospitality and tourism, as Students will also expand their understanding of reflected in the various sectors of the tourism industry, environmental and societal issues and their knowledge with an emphasis on food service. Students will study of postsecondary destinations in the hairstyling and culinary techniques of food handling and preparation, aesthetics industry. health and safety standards, the use of tools and Prerequisite: Hairstyling and Aesthetics, Grade 11, equipment, the origins of foods, and event planning, and Workplace Preparation will learn about tourism attractions across Ontario. Students will develop an awareness of related Health Care environmental and societal issues, and will explore secondary and postsecondary pathways leading to TPJ3M careers in the tourism industry. Health Care (Grade 11 University/College) Prerequisite: None This course enables students to develop their understanding of basic health care procedures, including TFJ3C the safe use of appropriate instruments, equipment, and Hospitality and Tourism (Grade 11 College) materials. Students will focus on health care This course enables students to develop or expand fundamentals, including the anatomical features and knowledge and skills related to hospitality and tourism, physiology of the major body systems and the factors as reflected in the various sectors of the tourism that affect homeostasis in the human body. Students industry. Students will learn about preparing and will develop an awareness of health and safety issues in presenting food, evaluating facilities, controlling the health care field, analyse environmental and societal inventory, and marketing and managing events and issues related to health care, and learn about activities, and will investigate customer service professional practice standards and career opportunities principles and the cultural and economic forces that in the field. drive tourism trends. Students will develop an Prerequisite: None awareness of health and safety standards, environmental and societal issues, and career TPJ4M opportunities in the tourism industry. Health Care (Grade 12 University/College) Prerequisite: None This course focuses on the development of a range of skills needed to analyse and interpret clinical findings. TFJ3E Students will learn about accepted health care practices Hospitality and Tourism (Grade 11 Workplace) and demonstrate an understanding of basic procedures This course enables students to acquire knowledge and and the use of appropriate instruments and equipment. skills related to the food and beverage services sector of They will acquire an understanding of basic concepts the tourism industry. Students will learn how to prepare, related to the function of the human immune system present, and serve food using a variety of tools and and explore the relationship between pathology and equipment, and will develop an understanding of the
122 Renfrew County District School Board fundamentals of providing high-quality service to ensure customer satisfaction and the components of running a Manufacturing Technology successful event or activity. Students will develop an awareness of health and safety practices, environmental TMJ2O and societal issues, and career opportunities in the food Manufacturing Technology (Grade 10 Open) and beverage services sector. This course introduces students to the manufacturing Prerequisite: None industry by giving them an opportunity to design and fabricate products using a variety of processes, tools, TFJ4C and equipment. Students will learn about technical Hospitality and Tourism (Grade 12 College) drawing, properties and preparation of materials, and This course enables students to further develop manufacturing techniques. Student projects may include knowledge and skills related to the various sectors of the a robotic challenge, a design challenge, or a fabrication tourism industry. Students will demonstrate advanced project involving processes such as machining, welding, food preparation and presentation skills; increase health vacuum forming, or injection moulding. Students will and wellness knowledge; develop tourism develop an awareness of environmental and societal administration and management skills; design and issues related to manufacturing, and will learn about implement a variety of events or activities; and secondary and postsecondary pathways leading to investigate principles and procedures that contribute to careers in the industry. high-quality customer service. Students will expand their Prerequisite: None awareness of health and safety issues, environmental and societal issues, and career opportunities in the TMJ3C tourism industry. Manufacturing Technology (Grade 11 College) Prerequisite: Hospitality and Tourism, Grade 11, College This course enables students to develop knowledge and Preparation skills through hands-on, project-based learning. Students will acquire design, fabrication, and problem- TFJ4E solving skills while using tools and equipment such as Hospitality and Tourism (Grade 12 Workplace) lathes, mills, welders, computer-aided machines, robots, This course enables students to further develop and control systems. Students may have opportunities knowledge and skills related to the food and beverage to obtain industry-standard certification and training. services sector of the tourism industry. Students will Students will develop an awareness of environmental demonstrate proficiency in using food preparation and and societal issues related to manufacturing and will presentation tools and equipment; plan nutritious learn about pathways leading to careers in the industry. menus, create recipes, and prepare and present finished Prerequisite: None food products; develop customer service skills; and explore event and activity planning. Students will TMJ3E expand their awareness of health and safety practices, Manufacturing Technology (Grade 11 Workplace) environmental and societal issues, and career This hands-on, project-based course is designed for opportunities in the food and beverage services sector. students planning to enter an occupation or Prerequisite: Hospitality and Tourism, Grade 11, apprenticeship in manufacturing directly after Workplace Preparation graduation. Students will work on a variety of manufacturing projects, developing knowledge and skills in design, fabrication, and problem solving and using Hospitality and Tourism Emphasis Courses – tools and equipment such as engine lathes, milling Grade 11 & 12 machines, and welding machines. In addition, students may have the opportunity to acquire industry-standard TFB Baking certification and training. Students will develop an TFC Cooking awareness of environmental and societal issues related TFR Culinary Arts & Management to manufacturing and will learn about secondary school pathways that lead to careers in the industry. Prerequisite: None
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TMJ4C material requirements and resources. Students will Manufacturing Technology (Grade 12 College) research, design, build, and assess solutions that meet This course enables students to further develop specific human needs, using working drawings and other knowledge and skills related to machining, welding, print communication methods to present their design ideas. reading, computer numerical control (CNC), robotics, They will develop an awareness of environmental, and design. Students will develop proficiency in using societal, and cultural issues related to technological mechanical, pneumatic, electronic, and computer design, and will explore career opportunities in the field, control systems in a project-based learning environment as well as the college and/or university program and may have opportunities to obtain industry-standard requirements for them. training and certification. Students will expand their Prerequisite: None awareness of environmental and societal issues and career opportunities in the manufacturing industry. TDJ3O Prerequisite: Manufacturing Technology, Grade 11, Technological Design and the Environment (Grade College Preparation 11 Open) This course enables students to apply a systematic TMJ4E process for researching, designing, building, and Manufacturing Technology (Grade 12 Workplace) assessing solutions to address specific human and This project-driven, hands-on course builds on students’ environmental challenges. Through their work on experiences in manufacturing technology. Students will various projects, students will explore broad themes further develop knowledge and skills related to the use that may include aspects of industrial design, of engine lathes, milling machines, welding machines, mechanical design, architectural design, control system and other tools and equipment as they design and design, and/or apparel design. Students will develop an fabricate solutions to a variety of technological awareness of environmental and societal issues related challenges in manufacturing. Students may also have to technological design, and will learn about secondary opportunities to acquire industry-standard training and and postsecondary pathways leading to careers in the certification. Students will expand their awareness of field. environmental and societal issues and of career Prerequisite: None opportunities in the manufacturing industry. Prerequisite: Manufacturing Technology, Grade 11, TDJ4M Workplace Preparation Technological Design (Grade 12 University/College) This course introduces students to the fundamentals of Technological Design design advocacy and marketing, while building on their design skills and their knowledge of professional design TDJ2O practices. Students will apply a systematic design Technological Design (Grade 10 Open) process to research, design, build, and assess solutions This course provides students with opportunities to that meet specific human needs, using illustrations, apply a design process to meet a variety of technological presentation drawings, and other communication challenges. Students will research projects, create methods to present their designs. Students will enhance designs, build models and/or prototypes, and assess their problem-solving and communication skills, and will products and/or processes using appropriate tools, explore career opportunities and the postsecondary techniques, and strategies. Student projects may include education and training requirements for them. designs for homes, vehicles, bridges, robotic arms, Prerequisite: Technological Design, Grade 11, clothing, or other products. Students will develop an University/College Preparation awareness of environmental and societal issues related to technological design, and will learn about secondary TDJ4O and postsecondary education and training leading to Technological Design in the Twenty-first Century careers in the field. (Grade 12 Open) Prerequisite: None This course focuses on the relationship between society
and technological development. Students will use TDJ3M appropriate tools, techniques, and strategies to Technological Design (Grade 11 University/College) research, design, build, and assess prototypes for This course examines how technological design is products and/or processes that respond to society’s influenced by human, environmental, financial, and changing needs. Students will describe how social
124 Renfrew County District School Board factors, including culture, media, politics, religion, and responsibilities of being a vehicle owner. Students will environmental concerns, influence technological design. develop an awareness of environmental and societal Students will also learn about professional practices in issues related to vehicle ownership and use, and will the field, and will research postsecondary pathways explore career opportunities in the transportation leading to careers related to technological design. industry. Prerequisite: None Prerequisite: None
Transportation Technology TTJ4C Transportation Technology (Grade 12 College) TTJ2O This course enables students to further develop Transportation Technology (Grade 10 Open) technical knowledge and skills as they study, test, This course introduces students to the service and service, and repair engine management systems; maintenance of vehicles, aircraft, and/or watercraft. powertrains; steering/control, suspension, brake, and Students will develop knowledge and skills related to the body systems on vehicles, aircraft, and/or watercraft; construction and operation of vehicle/craft systems and and/or small-engine products. Students will refine learn maintenance and repair techniques. Student communication and teamwork skills through practical projects may include the construction of a self-propelled tasks, using a variety of tools and equipment. Students vehicle or craft, engine service, tire/wheel service, will expand their awareness of environmental and electrical/battery service, and proper body care. societal issues related to transportation and their Students will develop an awareness of related knowledge of apprenticeship and college programs environmental and societal issues, and will explore leading to careers in the transportation industry. secondary and postsecondary pathways leading to Prerequisite: Transportation Technology, Grade 11, careers in the transportation industry. College Preparation Prerequisite: None TTJ4E TTJ3C Transportation Technology: Vehicle Maintenance Transportation Technology (Grade 11 College) (Grade 12 Workplace) This course enables students to develop technical This course introduces students to the servicing, repair, knowledge and skills as they study, test, service, and and maintenance of vehicles through practical repair engine, electrical, suspension, brake, and steering applications. The course is appropriate for all students systems on vehicles, aircraft, and/or watercraft. as a general interest course to prepare them for future Students will develop communication and teamwork vehicle operation, care, and maintenance or for entry skills through practical tasks, using a variety of tools and into an apprenticeship in the motive power trades. equipment. Students will develop an awareness of Students will develop an awareness of environmental environmental and societal issues related to and societal issues related to transportation, and will transportation, and will learn about apprenticeship and learn about careers in the transportation industry and college programs leading to careers in the the skills and training required for them. transportation industry. Prerequisite: None Prerequisite: None
Transportation Technology Emphasis Courses – TTJ3O Grade 11 & 12 Transportation Technology: Vehicle Ownership TTA Auto Service (Grade 11 Open) This general interest course enables students to become TTS Small Engine & Recreational familiar with the options and features of various Equipment vehicles, issues of registration, and the legal requirements affecting vehicle owners. Students will also learn about vehicle financing and insurance, vehicle maintenance, emergency procedures, and the
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Prerequisite Charts for Technological Education, Grades 9-12
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