DUNNVILLE SECONDARY SCHOOL DUNNVILLE SECONDARY SCHOOL Welcome to D.S.S

GRAND ERIE | 2018-19 DUNNVILLE SECONDARY SCHOOL DUNNVILLE SECONDARY SCHOOL Welcome to D.S.S.

The staff at Dunnville Secondary School is dedicated to providing positive and co-curricular experiences that offer all students the opportunity to develop their full potential and become responsible, respectful citizens. D.S.S. offers a wide range of courses that meet the diverse career goals of our students which help support and transition them to the world of work, apprenticeship, college and university. These pathways are designed to serve the best interests and goals of our students. In addition to regular programs, we offer co-op opportunities, Specialist High Skills Major programs and a dynamic Wilderness Trailblazers Program.

This course calendar will inform you of the diploma requirements and the courses being offered. Your choice of courses should be carefully planned out based on your career goals, interests and strengths. Careful and thoughtful planning is important to your success because the decisions you make now will play a significant role in your future. Therefore, use the valuable resources at your disposal; parents/guardians, subject teachers and J. Chalmers guidance counsellors to help you make good decisions. Once entered, your Principal choices will not be altered without an exceptionally good reason as these choices determine the timetable and staffing at the school. J. Benner Vice-Principal Obtaining a secondary school diploma is an important and valuable achievement. We are always happy to Develop Student Success and encourage you to take advantage of all that Dunnville Secondary School has to offer so that you can take the next step toward achieving your Ontario Secondary School Diploma. Do not hesitate to contact us if you have any questions at 905 774 7401.

J. Chalmers Principal

110 HELENA STREET, DUNNVILLE, ON N1A2S5 TEL.(905)774-7401 FAX (905)774-9066

GEDSB Administration: Brenda Blancher Director of Education Denise Martins Superintendent of Education 2 DUNNVILLE SECONDARY SCHOOL TEACHING STAFF EDUCATIONAL OBJECTIVES Mr. A. Almas SECRETARIES AT DUNNVILLE SECONDARY Mr. I. Bethune Mrs. B. Richardson, Office Co-ordinator SCHOOL Ms L. Booker Mrs. D. Prashaw Mrs. C. Walton Ms A. Calloway Our objectives at Dunnville Mr. P. Cline Secondary School are: Mrs. K. Douglas LIBRARY TECHNICIAN Ms A. Saunders • to give all students a variety Ms. R. Dykstra of educational opportunities Mr. M. Ens • to give all students an equal Mrs. J. Green Johnson COMPUTER TECHNICIAN Mr. R. Werger chance to take courses, Mrs. K. Greenhalgh provided they have the Mr. I. Jonker prerequisite Mr. K. Lohrum HEAD CUSTODIAN Mrs. L. Dunstall • to help students: Mr. J. Lyle observe Mrs. J. MacLeod CUSTODIAL STAFF inquire Mr. M. McCormack create Mrs. M. McCormack Mrs. E. Battle Ms. F. Damas evaluate Mrs. D. McMahon analyse Mr. G. Peters Mrs. D. Moyer Mrs. S. Nuxoll • to help students get the Mr. A. Preston basic knowledge, skills and Ms. J. Priestman attitudes needed in society Ms. L. Rockefeller • to help students find a sense Mr. M. Shoup of self worth Ms S. Simms • to show tolerance and Mr. A. Spence understanding Ms M.Stevenson Mrs. L. Stewart Mr. L. Stevenson Mrs. L. Thomas Mrs. K. Todorovic Ms. S. Vickers Ms. K. Weaver

EDUCATIONAL ASSISTANTS Mrs. N. Hondula Mrs.M. Rodgers Mr. J. VanDyke

GRAND ERIE DISTRICT SCHOOL BOARD 3 ROLES AND RESPONSIBILITIES STUDENTS PARENTS Roles and Responsibilities Roles and Responsibilities

Respect and responsibility are Parents support a safe and respectful learning environment when they: demonstrated when a student: • show an active interest in their child’s school work and progress; • comes to school prepared, • communicate regularly with the school; on time and ready to learn; • help their child be neat, appropriately dressed and • sho ws respect for themselves, prepared for school; others and those in authority; • ensure that their child attends school regularly and on time; • refr ains from bringing anything • promptly report to the school their child’s absence or late arrival; to school that may compromise • become familiar with the Code of Behaviour and school rules; the safety of others; • encourage and assist their child in following the rules of behaviour; • follo ws the established rules • assist school staff in dealing with disciplinary issues and takes responsibility for his involving their child. or her own actions.

DSS EXTRA CURRICULAR PROGRAM CLUBS AND GROUPS SPORTS MORE STUFF Mathematics Competition Cross Country Team Prom Committee Canadian Open Math Challenge Track & field Team Commencement Photography Club Badminton Team Dances Yearbook Committee Boy’s Varsity Hockey Team Spirit Days Student Council Girl’s Basketball Teams (Jr. & Sr.) Sugar Rush Week Community Construction Projects Boy’s Basketball Teams (Jr. & Sr.) Tabloid Day Crimestoppers Girl’s Field Hockey Team High School Challenge Bible Club Wrestling Team Buyouts Environmental/Outdoor Club Girl’s Varsity Hockey team Twelve Days of Christmas Arts Night Girl`s Baseball Team Semi-formal Allies Group Girl’s Soccer Team Magazine Campaign Reach for the Top (Jr. & Sr.) Boy’s Soccer Team Band Night Daily Announcement Group Boy’s Volleyball Teams (Jr. & Sr.) Dream Program DSS Powerlifting Club Girl’s Volleyball Teams (Jr. & Sr.) Skills Ontario Hairstyling Comp. Sears Drama Festival DSS Boy`s and Girl`s Golf Team Pamper Nights Europe Trip DSS Powerlifting Team School Plays Earth Day Activities Tennis Team Customer service in Cosmetology and Transportation Audio/Sound Crew Relay for Life Day of Dignity Team Breakfast Club Baking Group Badminton Club Book Club Guitar Club Thanksgiving and Christmas Dinner’s in the cafeteria Community Closet

4 DUNNVILLE SECONDARY SCHOOL COURSE CALENDAR, PROGRAMS AND SERVICES

SCHOOL ORGANIZATION AND ated costs. Students are expected educational opportunities, and to REPORTING PERIODS to come to school ready and will- require a reasonable amount of dili- D.S.S. is a semestered school. Stu- ing to participate actively in their gence from students. On our part, we dents take four courses per semes- own learning. To that end, students expect students to strive to do their ter and earn credit for up to eight are expected to bring materials with best on assignments and in class, and courses over the school year. Pro- them for their own personal school to develop a sense of responsibility vincial Report Cards are issued at work. Teachers will communicate for their behaviour. We also encour- the mid semester and end of each the basic materials needed to com- age and expect regular attendance, semester. plete learning tasks in each class; as the relationship between good e.g., pencils, pens, pencil crayons, attendance and successful achieve- STUDENT FEES markers, erasers, rulers, calculators, ment is obvious. Once a student is There will be no fees or cost charged etc. Students are encouraged to pay 18 years old, the school cannot give to students to participate in the regu- the student activity fee. The activ- out information to parents regarding lar day school program. Fees may be ity fee includes but is not limited to attendance or marks without student charged where the student chooses the co-instructional program (sports, authorization. The Dunnville Sec- to upgrade the material or where dances and other school activities). ondary School Code of Conduct is purchase of material is optional. Stu- Students involved in these activities available in the Student Agenda. The dents enrolled in Grand Erie District will be made aware of any addi- Grand Erie District School Board’s School Board schools can expect to tional fundraising obligations or Safe Schools Policy is available at be provided with the basic classroom participation fees prior to making a granderie.ca. learning resources that are required commitment to participate. in order to complete the course COURSES OF STUDY expectations. It is recognized there EXPECTATIONS RE: STUDENT The courses of study taught at Dun- may be optional resources that stu- ACHIEVEMENT, RESPONSIBILITY nville Secondary School have been dents may purchase to enhance their AND ATTENDANCE developed according to the require- program; e.g. field trips, workbooks, Education is very much a co-oper- ments of the Ontario Ministry of Edu- upgrading materials in courses such ative venture. Parents, students, cation. Course outlines and Ontario as construction technology and and teachers must work together curriculum Policy documents are visual arts. Students may choose to achieve the maximum benefits. available on the Ministry of Educa- enhanced program options where The parents and students expect the tion website at edu.gov.on.ca. fees are required to recover associ- school to provide the very best in THE SCHOOL’S POLICY GOV- ERNING COURSE CHANGES DURING THE YEAR We believe that parents, students, and the school should work together to select a program of studies that meets diploma requirements, the student’s strengths, and career choice or post secondary requirements. This process should occur with consider- able deliberation. Courses selected may only be changed under the following circumstances: a) counsellor initiation, b) failure of a prerequisite, c) a failed course, d) teacher request to adjust level, e) correction for career path change. Students may

GRAND ERIE DISTRICT SCHOOL BOARD 5 not drop courses from their timetable • and any other Educational, interest needs. In partnership with in the final four weeks of a semester. Voca- tional and/or personal classroom teachers, the Teacher concerns presented by a student Librarian teaches guided research PREREQUISITE COURSES or parent skills, whereby students learn to Most courses are sequential and define problems, form questions, require the completion of a previous PLANNING AFTER explore ideas, analyse, synthesize course before attempting them. Pre- HIGH SCHOOL: and evaluate information and com- requisites are clearly listed after each Students’ plans regarding future municate new understandings. We course description in this calendar. educational and career goals may strive to challenge students to think undergo many changes. For this rea- critically about the information they son, students should attempt to leave find, instill in them a passion for GUIDANCE PROGRAM: open as many future alternatives as Guidance is an educational process reading, and equip them with the possible when selecting their courses. designed to help students to a bet- skills for success in life after high For further information regarding ter understanding of themselves, school. qualifications for the following see to relate effectively with others, to your guidance counsellor. develop appropriate educational STUDENT SUCCESS 1. APPRENTICESHIP plans, and to design personal career As part of the province wide Student 2. COLLEGE paths. To meet these goals we offer Success initiative DSS offers many 3. UNIVERSITY the following services: supports for students at risk. Stu- 4. WORKPLACE • planning timetables, changes dents may require an individualized and special placements SUPPORT SERVICES STAFF timetable, a strength/needs profile • use of many online resources DSS has many counsellors who stu- and career pathway support. Credit such as apprenticesearch.com, dents are able to access as needed. Recovery, Save A Credit, Pre Mid- career cruising, ontario col- Our school board provides each term Boost and Success Teacher sup- leges, and electronic info. school with access to a behaviour port are additional programs offered • keeping Ontario Student counsellor, a child and youth worker that assist students at risk. Students Records (OSRs) complete and and a social worker. Local commu- and parents/guardians are contacted correct nity agencies provide our students as these programs are required by • student admissions, transfers, access to a public health nurse, students. Parents are encouraged to and retirements addictions counsellor and a healthy contact the school to enquire about • staff consultation relationship (STAR) counsellor. student success support initiatives. • parent consultation LIBRARY RESOURCE CENTRE • processing referrals to School The DSS Learning Commons pro- SPECIAL EDUCATION Board and community support vides a safe, friendly environment PROGRAM: services and offers a balanced collec- tion to The Special Education Program at • apprenticeship information meet both curricular and personal • assist with University and Col- lege applications • maintaining liaison with post- secondary institutions • liaison with elementary schools • correspondence, e-learning, summer school, night school information • peer tutoring • scholarship, bursary information and applications • OSAP (Ontario Student Assis- tance Program) • co-op education service • individual and group counselling 6 DUNNVILLE SECONDARY SCHOOL Dunnville Secondary School is dedi- IN-CLASS ASSISTANCE AND solving in the areas of forming, join- cated to providing opportunities for ACCOMMODATIONS: ing and cutting many different types all students to consolidate or enrich Students receive assistance in their of metals. The program allows stu- their skills as they prepare to exit regular class setting. dents to further their skills, knowl- secondary school. For students who edge and expertise in the different have been formally identified as an SELF-CONTAINED PROGRAM: areas of metal manipulation and exceptional student, an IEP (Individ- Non-credit courses are offered for include but are not limited to, sheet ual Education Plan) is constructed identified students who require metal fabrication, precision machin- to ensure that accommodations or opportunities to develop stronger ing and a number of different types modifications are implemented into literacy and numeracy skills before of welding. Basic table drafting and their classes to promote successful being integrated into credit bearing Computer Aided Drafting (CAD) or learning experiences. Their strengths classes. Also, focus is given to the Technological Design using com- and needs are carefully factored into development of personal life skills puters is also included to aid in the overall design of the IEP. Each through a School to Work Transition the process of developing possible year an annual review is conducted Program where work experiences in solutions and eventually solving all by an Identification, Placement and the community are coordinated. problems presented. The program Review Committee to assess the sta- boasts a number of new machines tus of the Identified Students.These ALTERNATIVE EDUCATION funded by the Ministry of Education accommodations may range from PROGRAM: High Skills Initiative and include a simple to more extensive depend- Students, for whom the traditional new TIG welder, two new portable ing on the individual needs of the school setting has become inap- plasma cutters and an exciting new exceptional student pro- priate, may benefit from a pro- CNC Plasma cutting machine and gram offered elsewhere. Our Turning table. Reach Ahead activities such RESOURCE PROGRAM: Point Program may be of assistance as trips to job fairs and colleges and Identified students with learning dis- to some students who are between Experiential Learning opportunities abilities and/or weak organizational 18 and 21 years of age. See Guid- such as guest speakers and trips to skills may receive assistance. ance for specific information about trade shows are also offered and are this program. used to inform students of edu- cat- RESOURCE WITHDRAWAL: ional pathways to follow or to dem- After consultation with the class- SPECIAL PROGRAMS AT DSS: onstrate cutting edge machines and/ room teacher, students are given the or technology used in the current opportunity to work in the Resource SPECIALIST HIGH SKILLS MAJOR manufacturing sector. A strong rela- Room where Educational Assistant (SHSM) MANUFACTURING tionship with community and or Teacher support is provided to PROGRAM industrial partners supports this ini- complete various assigned tasks. The SHSM Manufacturing program tiative and allows students to access at DSS focuses mainly on problem- current knowledge and information and see first hand new techniques and processes that industries are currently using. The SHSM program is an in depth program available to all students and because of the high level of concentration in a certain area, it will give them a step up on everyone else when it comes to applying for a job, for an apprenticeship, to college or even to university.

SPECIALIST HIGH SKILLS MAJOR (SHSM) CONSTRUCTION The Specialist High Skills Major Con- struction program grants students an in depth learning experience and a GRAND ERIE DISTRICT SCHOOL BOARD 7 good foundation for a wide variety will gain valuable knowledge and ing opportunity (PERFORMANCE of careers in the construction sector. work experience that will help them BMW, and others) for one day. As a The program pays close attention to in the future. Students will receive a result of the increased funding due the building and restoration of vari- red seal on their high school diploma to the SHSM program our facility ous construction and woodwork- that signifies that the Specialist High has been upgraded including a new ing projects such as: sheds, picnic Skills Major program has been com- above ground 2 post vehicle lift, new tables, Adirondack chairs, etc. This pleted, which will give them a step balance weights and rack to compli- opportunity will help students prog- up above others when applying for ment the hand spin digital tire/rim ress forward in their construction a job, an apprenticeship, college balancer (SNAP ON) and the touch- career as well as advancing towards and/or university. less tire machine with low profile post-secondary education. Students capability (JOHN BEAN). The facil- participating in this program will SPECIALIST HIGH SKILLS MAJOR ity also has a second above ground be given specific training as well as (SHSM) TRANSPORTATION two post and a drive on ramp style “reach ahead” experiences and vari- TECHNOLOGY scissor lift. Also a engine hoist, trans- ous certifications in the construc- All the SHSM students will receive mission lift, multiple hydraulic floor tion sector. Projects such as sheds two grade 11 college prep credits jacks with safety stands, hand/power/ and outdoor furniture have been and two grade 12 college prep cred- specialty tools, various diagnostic built for the Dunnville community its within the Transportation Tech- tools including scanners, DVOM’s, and sur- rounding area that students nology program. These programs fuel and A/C pressure, sand blaster, take part in completing. The SHSM include theory that is presented torches, and plasma cutter. The and trailblazers have been working in note taking (Daily Note) and a SHSM student will earn the required together to promote the Eco-schools lesson/lecture/dialogue including credits in English, Math, Business, Program. Students have repaired personal safety, brakes, electrical, and Science to prepare the student and restored the Dunnville town steering, suspension, engine, and for entry into a related college pro- clock, built various cabins for local power-train systems. The students gram. Upon completion the success- people, and assembled a board- also draw/sketch various illustrations ful SHSM student will receive a “red walk that lies in Marshal Forest. to enhance their learning. Next, the seal” affixed to their diploma that is Students have built picnic tables for student is encouraged to challenge recognized by universities, colleges, Haldimand County and a shed has themselves within the shop by work- and the workplace. Dunnville Sec- been built and shipped up to North ing on current customer vehicle ondary School and the Technology Bay. Students taking the SHSM (Spe- repairs and tasks on our donated cialist High Skills Major) program vehicles from the community under will learn the proper and safe use the teacher’s supervision including of tools, machinery, building codes verbal feedback and physical dem- and regulations. The SHSM program onstration. Finally the student will in construction also provides an print specific details of their efforts indepth look into the field of plumb- during that class including vehicle ing and electrical. In the electrical and tool/equipment identification, field, students will learn up to 8 dif- use of proper terminology, and step ferent electrical circuits which will by step procedures.The SHSM stu- give them the knowledge and ability dent will also receive CPR/First Aid in the wiring of a residential build- certification, other sector specific ing. In regards to the plumbing field, (example: ladder training, and oth- students will learn how to assemble ers) certifications, and trade shows a water ham- mer by properly cut- (MEGASPEED Custom Car & Truck ting copper pip- ing to length, ream- Show and THE CANADIAN INTER- ing and cleaning the inside and out- NATIONAL AUTOSHOW) all at no side of the pipe, dry assembling, and cost to the SHSM student. The SHSM how to apply flux paste as well as student will also complete a credited how to solder the pipe together. Stu- co-op that is specific to the sector. dents must take a co-op placement A few of the past SHSM students in the construction field and they have also completed a job shadow- 8 DUNNVILLE SECONDARY SCHOOL Department would like to thank all River. Other environmental activities opportunity to enhance their aca- of those who have donated vehicles include bird banding, species demic learning by moving beyond or have welcomed our students (Co- identification, nest box construction, the traditional classroom and incor- Op) into their business. A special trail building and making a canoe porating outdoor environmental and thank you to Rick Houser of Houser’s paddle. The goal of the Wilderness experiential learning into the cur- Automotive for waving the appraisal Trailblazers program is to provide riculum. The Wilderness Trail Blaz- fee so we can offer tax refundable an opportunity for students to learn ers (WTB) offers students in grade 11 donation receipts. about the environment, improve and 12, the opportunity to earn two one’s physical fitness and gain more credits in Environmental Resource SPECIALIST HIGH SKILLS MAJOR experience in the health, wellness Management (CGR4M) and Outdoor (SHSM) HEALTH AND and environment field. Activities (PAD 4O). These courses WELLNESS: focus on environmental science and Dunnville Secondary School is Program Requirements: outdoor education activities. The offering a Specialist High Skills 1. 4 Health and Wellness Major WTB program will be using a variety Major Program focusing on health, Credits of unique opportunities for the stu- wellness, the environment and 2. 1 English Credit dents to enhance their environmen- recreation in an outdoor setting. This 3. 1 Math Credit tal awareness and experiences. The program is a part of the Wilderness 4. 1 Science/Social Science Credit outdoor trips will include a winter Trailblazers course. The outdoor 5. 2 Co-op credits camping trip to Blue Springs Scout portion of the course will also 6. 8 industry recognized Camp in March, a hiking trip on the feature eight industry recognized certifications CPR, WHIMIS, Bruce Trail in April and a canoe trip certifications related to Health, First Aid, Infection Control, on the Grand River in June. Students Wellness,and the environment, such Fitness, Wilderness First Aid, will also have the chance to partici- as wilderness first aid, CPR and fitness AED, Waste Management pate in workshops, we have unique courses. Students will also improve environmental centred guest speak- overall fitness by participating in WILDERNESS TRAIL BLAZERS ers, volunteering opportunitites at three overnight trips including PROGRAM: restoration and naturalization proj- winter camping, hiking on the Bruce The Wilderness Trail Blazers pro- ects in the community. Trail, and kayaking on the Grand gram offers students an unique GRAND ERIE E-LEARNING COURSES: Students of the Grand Erie School Board may access e-learning courses. If interested, please see a Guidance Counsellor. The successful students are self-directed, familiar with email communications and are active par- ticipants. All course content and assessments are based on curriculum expectations and the achievement charts in the Ontario curriculum policy documents. Students are expected to spend an equiva- lent amount of time each day for an online class as a face-to-face class in the school. Make arrangements with Student Services if you are interested to take an eLearning course.

GRAND ERIE DISTRICT SCHOOL BOARD 9 are my opportunities” - in the Explor- plan becomes a valuable archive of CAREER ing Opportunities section to “Who student learning and a catalogue of do I want to Become?” – in Mak- resources they will need as they con- CRUISING ing Decisions and Setting goals and tinue to plan for the future. www. ultimately, “What is my Plan” – in careercruising.com At GEDSB we have a vision that Achieving Goals and Making all students leaving our secondary Transition plans. This is built upon schools have a clear plan for their for every grade and phase of career initial postsecondary destination, and MINISTRY OF development for children and adults. have confidence that they can revise Once this foundation is in place, their plans as they and the world EDUCATION we embraced a second compo- around them change. We support nent called Career Cruising Planner PRE-REQUISITE students with the tools needed so that (ccPathfinder). they become architects of their future. PATHWAY CHARTS Career Cruising Planner (ccPath- The charts contained in this link map As a result, we have been working finder), is a course planner tool that out all the courses in each discipline with Career Cruising to assist students integrates with ccSpringboard and and show the links between courses in this planning. Career Cruising our Students Information System and the possible prerequisites for (ccEngage) is a powerful and com- (SIS), to provide the ability for our stu- them. They do not attempt to depict plete, web-based solution that give dent to plan, select and modify a four- all possible movements from course students and schools an easy and year high school plan that both aligns to course, but rather serve as a path- effective way to develop skills and with their life goals and meets gradu- way planning tool. knowledge needed for success. It can ation requirements for their school. be used as a single, comprehensive In addition to the obvious students View the flow charts by visiting the solution or combined with the com- benefits, a labour-intensive and cum- Course Calendar section under the ponents in any combination to meet bersome course selection process is Student Tab at granderie.ca students immediate needs. automated, freeing up time for our Guidance Staff to work directly our It starts with Career Cruising Portfo- students. A win win for all! Together lio (ccSpringboard), where students GEDSB and Career Cruising work answer questions like “Who am I?” together to create an Individual Path- - in Getting to Know Yourself, “What way Plan (IPP) for for all students. This Grand Erie… SUCCESS for Every Student Specialist High Skills Major

What is a Specialist High Skills Major (SHSM)? The Transportation An SHSM allows students to customize their high Program, Automotive school experience to fit career interests. Offered in Service Focus grade 11 and 12, an SHSM Dunnville Secondary School allows students to receive a specialized high school The Transportation Program allows students to focus their learning on the diploma that is recognized in automotive service industry. It features community involvement, personal projects, maintenance and repair and includes experience with safety, tool and various economic sectors in all equipment skills, terminology, problem solving, industry updates, and theory four pathways. from tires to turbos. What does an “My enthusiasm for anything automotive has only grown over the years. I actu- ally take safety much more seriously and watch out for others.” - Austin Gray SHSM look like? (Grade 12 student)

An SHSM is a bundle of 8 to10 Benefits of the Transportation Program: grade 11 and grade 12 credits • Gain auto service skills that include two Experiential • Learn the theory and knowledge of the industry Learning (Co-op) credits. • Build network with industry contacts • Create school-to-work possibilities through references and experience What do you get by taking an SHSM?

• Sector-recognized certifications and training • Real workplace experience • Learning experiences connected with post- secondary opportunities • Skills and work habits required for employment success

Student Success A Grand Erie Program The Construction Program - Woodworking Focus Dunnville Secondary School The SHSM for Construction is a bundle of credits of Construction, Woodworking and Technological Design Grade 11 and 12 courses. It covers Architectural Drafting using AutoCAD, various areas of Construction such as framing, residential electricity and plumbing, roofing and the use of numerous other building materials as well as numerous woodworking skills and techniques.

“This program allows me to get my WHMIS and First Aid training free of charge. All the trips have allowed maximum learning experiences, and because of this program, I’ve received co-op credits, which have given me more additional job specific experience.” - Justin Kubiak

Benefits of the Construction Program: • High concentration of sector related skills and knowledge • Free certifications in CPR, First Aid, WHMIS, Basic Health & Safety and more • Free bus trips to trade shows, colleges and related industries • An Ontario Skills Passport used to develop Work Habits and Essential Skills for the workplace • Co-op placement in the related sector

The Health and Wellness Program - Outdoor Education Focus Dunnville Secondary School The Health, Wellness, Recreation and Environment SHSM falls under the Health and Wellness section. This program gives students life-long personal skills for healthy living and career exploration.

Benefits of the Health and Wellness Program: • Free First Aid, CPR, and WHMIS and elective certifications • Community involvement through schools, health care, community groups • Co-op placements in health, wellness, recreation and environmental placements within the community • Explore career pathways through media, guest speakers, and Reach Ahead opportunities The Health and Wellness Program - Hair/Esthetics Focus Dunnville Secondary School

The Hairstyling/Esthetics SHSM falls under the Health and Wellness section. This program gives students life-long personal skills for healthy living and career explorations in the Beauty and Health industry.

“The Health and Wellness SHSM has been an awesome experience. All of the training and knowledge helped me not only at school but in my workplace and everyday life. Attending the educational trips taught me new skills and techniques and showed me different career choices.” Rikki-Lynn Hoffman-Stinson

Benefits of the Health and Wellness Program: • Up-to-date techniques in the beauty industry • Free First Aid, CPR, and WHMIS and elective certifications • Community involvement through schools, health care, community groups • Co-op placements at reputable salons within the community • Explore career pathways through media, guest speakers, and Reach Ahead opportunities

The Manufacturing Program, Welding/Fabrication Focus Dunnville Secondary School The Manufacturing SHSM is a bundle of credits of Manufacturing Technology and Technological Design Grade 11 and 12 courses. It covers Architectural, Mechanical, Electrical and Civil Drafting using AutoCAD, Precision Machining, Sheet Metal Fabrication and various types of Welding and Cutting for metal. The program also uses a CNC Plasma Cutter for numerous projects. “In the Manufacturing SHSM, I had the chance to go into a job placement as a co-op student learning lots of new tasks, preparing me for the future as a welder. I also sat in on a CWA Education/Industry dinner forum where guest speakers talked about the welding industry and types of jobs available, which was very beneficial.” - Josh Griffin

Benefits of the Manufacturing Program: • High concentration of sector related skills and knowledge • Free certifications in CPR, First Aid, WHMIS, Basic Health & Safety and more • Free bus trips to trade shows, colleges and related industries • An Ontario Skills Passport to develop Work Habits and Essential Skills for the workplace • Co-op placement in the related sector for further development of knowledge and skills

Learn more information about Specialist High Skills Majors, visit www.granderie.ca Choosing course types: In order to ensure student success, Grand Erie encourages all students to give careful consideration to the course type chosen in each subject area.

GRADE 9 – 10 PROGRAMS: Every course in secondary school has a unique COURSE CODE. Four types of courses are offered: All courses have the first five characters as mandated by the Ministry of Education. Academic courses emphasize theory and abstract thinking skills. These courses provide students the foundation for the University course type in grade 11. ENG 1P Applied courses focus on practical These three letters applications and concrete identify the subject. examples. These courses prepare students for the College course type in grade 11. This letter identifies the stream/destination. Locally Developed compulsory Subject Codes: Grade courses are designed to remediate The first letter in the course This number students who are working below code denotes the subject area: identifies the grade: grade level and prepare students A = Arts for the Workplace course type in 1 = Grade 9 B = Business grade 11. 2 = Grade 10 C = Canadian & World Studies 3 = Grade 11 Grade 9 - 10 Open courses are available to E = English/ESL 4 = Grade 12 D = Academic all students regardless of their F = French P = Applied destination after secondary school. G = Guidance L = Locally Developed These courses often present a H = Humanities & Social Level Compulsory Credit balance of theory and practical Sciences O = Open work and offer an opportunity for This letter I = Interdisciplinary or N = Non-Credit students to explore particular areas Information Technology identifies the grade: of interest or skill. K = Alternative (Non-Credit) A = Level 1 Grade 11 - 12 L = International Languages E = Workplace Special Education courses allow B = Level 2 students to focus on functional life M = Mathematics C = Level 3 U = University skills and/or job readiness skills N = Native Studies D = Level 4 C = College within schools that have a self- P = Physical Education E = Level 5 M = University/College contained special education setting S = Sciences O = Open and are non-credit bearing. T = Technological Studies N = Non-Credit GRADE 11 - 12 Five types of program pathways are offered:

College courses are designed to prepare students for college programs and apprenticeships.

College/University courses are designed to prepare students for either community college or university programs.

Workplace courses are designed to prepare students for entry to the workplace and/or apprenticeship.

University courses are designed to prepare students for transition to a variety of university programs or apprenticeship.

Open courses are available to all students regardless of pathway.

12 OPTIONAL CREDITS Optional credits may be earned in all subjects, including those named in the compulsory credit list, provided that such optional credits are additional to the compulsory credits. The optional credits allow for concentration in a curriculum area of special interest. What do you need to graduate? GRADE 10 - ONTARIO SECONDARY SCHOOL COMPULSORY CREDITS (TOTAL OF 18) LITERACY TEST (OSSLT) 4 credits in English (1 credit per grade) All students must successfully complete this test which will be administered by the EQAO (Education Quality and Accountability • The Ontario Secondary School Literacy Course (OSSLC) may be used to meet either the Grade 11 or the Grade 12 English Office). Students will first write this test in the spring of their grade compulsory credit requirement. ten year. Unsuccessful candidates will be given the opportunity for • The Grade 11 Contemporary Aboriginal Voices course may remediation at the school and will be able to rewrite the test. Students be used to meet the Grade 11 English compulsory credit identified through an IPRC (Identification, Placement, and Review requirement. Committee) will be allowed accommodations for writing of the test. • For English language learners, the requirement may be met Students not working towards an OSSD (Ontario Secondary School through earning a maximum of 3 credits in English as a sec- Diploma) may be exempted from writing the test. ond language (ESL) or English literacy development (ELD); the fourth credit must be a Grade 12 compulsory English course. ONTARIO SECONDARY SCHOOL LITERACY 3 credits in math (at least 1 credit in Grade 11 or 12) COURSE (OSSLC) 2 credits in science Students who have written the OSSLT (Ontario Secondary School Literacy 1 credit in the arts Test) once and were unsuccessful are eligible to take the OSSLC (Ontario • The Grade 9 Expressing Aboriginal Cultures course may be Secondary School Literacy Course). Successful completion of the OSSLC used to meet the compulsory credit requirement in the arts. satisfies the secondary school literacy graduation requirement. 1 credit in Canadian geography (Grade 9) 40 HOURS OF COMMUNITY INVOLVEMENT 1 credit in Canadian history (Grade 10) Forty hours of Community Involvement is a requirement for graduation. 1 credit in French as a second language Community Involvement is a set of self-directed activities in the community • Students who have taken Native languages in place of French that do not involve remuneration and do not replace a paid worker. A as a second language in elementary school may use a Level pamphlet entitled “Information on Community Involvement for Students 1 or 2 Native language course to meet the compulsory credit and Parents” is available from the guidance office. The pamphlet will requirement for French as a second language. provide all the details concerning the Community Involvement requirement. 1 credit in health and physical education 0.5 credit in career studies ONTARIO SECONDARY SCHOOL CERTIFICATE The Ontario Secondary School Certificate will be granted on request to 0.5 credit in civics students who leave school before earning the Ontario Secondary School 3 additional credits, consisting of 1 credit from each of Diploma, provided that they have earned a minimum of 14 credits as the following groups: follows: Group 1: English (including the Ontario Secondary School Literacy Course), French as a second language, classical 7 Compulsory Credits (2 English, 1 Canadian Geography or Canadian languages, international languages, Native languages, Canadian History, 1 Mathematics, 1 Health and Physical Education, 1 Science, 1 and world studies, Native studies, social sciences and humanities, Arts or Technological Education or Computer Studies) guidance and career education, cooperative education Group 2: French as a second language, the arts, business studies, 7 Optional Credits Selected by the student from available courses health and physical education, cooperative education Group 3: French as a second language, science (Grade 11 or 12), computer studies, technological education, cooperative CERTIFICATE OF ACCOMPLISHMENT education Students who are not working towards an OSSD or an OSSC may be Note: The following conditions apply to selections from the awarded a Certificate of Accomplishment upon leaving secondary above three groups: school. The Certificate of Accomplishment is a useful means of • A maximum of 2 credits in French as a second language may recognizing achievement for students who plan to transition directly to count as additional compulsory credits, 1 credit from Group 1, employment after leaving school. The Certificate of Accomplishment and 1 credit from either Group 2 or Group 3. is to be accompanied by the student’s Ontario Student Transcript. For • A maximum of 2 credits in cooperative education may count students who have an Individual Education Plan (IEP), a copy of the IEP as additional compulsory credits, selected from any of Groups 1, 2, or 3. may be included. Programs

NIGHT SCHOOL/SUMMER SCHOOL should contact their guidance department for • Sports - North Park Collegiate-Vocational Night school classes are offered in Brantford, more information. School Haldimand and Norfolk. They are offered • Transportation – Cayuga Secondary School, Tuesday and Thursday evenings. A wide variety Due to the rigorous nature of the AP exam, some Delhi Secondary School, Dunnville Secondary of compulsory courses are offered. For additional schools will be offering a Pre-AP program for School, Hagersville Secondary School, information call Grand Erie Learning Alternatives students prior to grade 12. A Pre-AP program Simcoe Composite School and Valley Heighs (GELA) 519 753-6079. allows students the time to expand and enhance Secondary School, Tollgate Technological their understanding of the subject material being Skills Centre Grand Erie District School Board will be offering tested during the exam while still meeting the summer school for grades 9 - 12 credits during requirements of the Ontario Curriculum. These Participation in an SHSM program can help the month of July. Locations will be sent to each programs may begin as early as grade 9 via students prepare for apprenticeships, college, school in the spring. For additional information enhanced classes and/or club formats. For more university or transition to work. call 519-753-6079. information, please talk to the guidance department at the secondary school you are attending. DUAL CREDITS Grand Erie District School Board has partnered GRAND ERIE LEARNING ALTERNATIVES SPECIALIST HIGH SKILLS MAJOR with Conestoga College, Fanshawe College (GELA) (SHSM) and Mohawk College to allow students to earn GELA provides an alternate opportunity for Grand Erie District School Board, in conjunction college credits before they graduate secondary secondary school students who, for various with the Ontario Ministry of Education, offers school. These credits are delivered in three different ways within the Board. reasons, are not experiencing success in a SHSM programs to secondary school students. regular school setting or who want to re-enter Students enrolled in a Specialist High Skills • School Within A College (SWAC) - Is offered school after leaving. Major program are required to complete by Conestoga in Brantford (Fit and Wellness / a bundle of classroom courses, workplace Media), Fanshawe in Simcoe (Human Services Scheduled day programs and Independent experiences and sector certifications to receive a / Intro to Trades) and Mohawk in Ohsweken Learning Courses (ILC) and e-Learning special designation on their Ontario Secondary (Intro to Trades). If you are between the are available. School Diploma. ages of 17 and 20 years old and need 5 – 10 credits to graduate, speak to your guidance STUDENT TRANSITION EXPERIENCE Grand Erie District School Board has programs in counsellor about this program. the following sectors: PROGRAM (STEP) • Team Taught - Is taught in combination with The STEP program provides students with the • Arts & Culture – Brantford Collegiate Institute a college instructor and secondary school opportunity to earn credits, gain work experience and Vocational School: Performance and teacher during a student’s regularly scheduled and develop a career plan. The STEP Program is Production; Pauline Johnson Collegiate & class. designed for students transitioning to work upon Vocational School: Journalism and Media; • After School - Is taught by a college instructor completion of secondary school. The program is • Construction – Cayuga Secondary School, (and supported by a secondary school teacher) appropriate for students that experience difficulty Dunnville Secondary School, McKinnon Park after school in one of the local secondary in an academic timetable and who may be Secondary School, North Park Collegiate- schools. Students from other schools are at-risk of not completing their secondary school Vocational School, Waterford District High welcome to enrol. Speak with your guidance diploma. School counsellor for further information. The program consists of training in health and • Environment – Pauline Johnson Collegiate safety for the workplace, workplace literacy, & Vocational School and Paris District High reading and numeracy. In addition, students School will participate in a wide variety of experiential • Health & Wellness – Brantford Collegiate learning activities. Institute and Vocational School: Fitness; Dunnville Secondary School: Healthy Living; STEP programs are uniquely designed to meet North Park Collegiate-Vocational School: the needs of students in a particular setting or Health Care; Waterford District High School: community. For more information contact your Fitness; Tollgate Technological Skills Centre: guidance counsellor. Hairstyling • Horticulture & Landscaping – McKinnon Park ADVANCED PLACEMENT (AP) AND Secondary School PRE-AP • Hospitality & Tourism – Hagersville The Advanced Placement Program allows Secondary School, McKinnon Park Secondary students to pursue university level studies while School and Tollgate Technological Skills still attending secondary school. In May of each Centre year, students may wish to write the standardized AP challenge exam in the course offered by • Information & Communications Technology – their school. Students have an opportunity to North Park Collegiate-Vocational School, Paris receive advanced credit at many universities District High School and Simcoe Composite across Canada, the United States, and around School the World. Advanced Placement Exams train • Manufacturing – Cayuga Secondary School, students in taking high level tests, get a head start Dunnville Secondary School, Valley Heights on university-level work and develop the study Secondary School and Brantford Collegiate habits necessary for tackling rigorous course Institute and Vocational School work essential for success at the tertiary level of education. Students wishing to write the exam e-LEARNING COURSES In order to register for an e-Learning course SPECIAL EDUCATION Virtual Courses are often called e-Learning you need to see your guidance counsellor. You Grand Erie believes in providing an inclusive courses. e-Learning courses use a virtual will need to have a “Change of Program” form culture for students on a continuum from “most classroom and are accessed by a computer, completed and signed by your parents and the enabling” to “least restrictive”. Each one of tablet or smart phone. Your teacher may be a school Principal. our secondary schools has a Special Education teacher from a school in the Grand Erie District department with Learning Resource teachers School Board, or he/she may be in another city More information, including what e-Learning ensuring Individual Education Plans are in somewhere across Ontario. is all about, the characteristics of successful place and implemented. Our schools have Self- e-Learning students, and the technological Contained programs to support the learning needs e-Learning courses are typically taken by requirements for taking an e-Learning course of individuals that require intensive support. senior students. e-Learning courses provide can be found under the Secondary tab at In addition, we have a system Student Support opportunities for students to be able to access granderie.ca Services that offer services such as, Psychological courses that they might not otherwise be Consultation, Behaviour Counselling, Child and able to take in a face to face class. As well, Youth Work and Social Work. e-Learning is a now commonly found at the post-secondary level (apprenticeships, college, or university), and is often used in workplace training.

CO-OPERATIVE EDUCATION (CO-OP) ONTARIO YOUTH APPRENTICESHIP ACCELERATED OYAP Co-op is a planned learning experience that PROGRAM (OYAP) Accelerated OYAP is a specialized program integrates classroom theory and learning Students gain knowledge and experience in being offered in partnership with local post- experiences at a workplace which enable an apprenticeable trade while working at an secondary institutions, the MAESD and other students to apply and refine the knowledge and eligible work placement. Students acquire hours local school boards. This program is offered to skills acquired in a related curriculum course or toward the completion of their apprenticeship senior students from every secondary school in a locally developed course. while earning credits. An apprenticeship is an GEDSB. In Dual Credit programs, students can agreement between the student (who wants to earn up to 4 credits toward their OSSD. The Co-op courses include a classroom component learn a skilled trade), the school, the employer in-school component is facilitated by a post- comprised of preplacement and integration (who teaches the skills) and the Ministry of secondary instructor. activities and a placement component. Students Advanced Education and Skills Development earn co-op credits by integrating classroom (MAESD) (Apprenticeship Branch). theory with planned learning experiences in the community. Students are assessed and Students will get a head start on becoming GRAND ERIE IS COMMITTED evaluated on their demonstration of tasks a fully qualified journey person with a skill TO STUDENT ACHIEVEMENT. linked to curriculum expectations of the related set that is in demand. Apprenticeships are an Besides our regular secondary course(s) as outlined in students’ Personalized excellent way of learning valuable work skills Placement Learning Plans. and are a viable alternative to traditional school programs we offer: post-secondary programs. Special Education • e-Learning Students interested in Co-op Education must Alternative Education • Cooperative apply for the program and complete an For more information speak to your school’s interview. Successful candidates will be notified Co-op or OYAP teacher. Education • Ontario Youth and the recruitment process of an appropriate Visit www.apprenticesearch.com Apprenticeship Program • Specialist placement will follow. High Skills Major Programs TO BEGIN AN APPRENTICESHIP • Credit Recovery There is no formal restriction on the total DURING SECONDARY SCHOOL A number of co-op credits that students may earn in secondary school. STUDENT MUST: • successfully complete 16 credits and be enrolled full-time in school Grand Erie… • be 16 years of age or older • successfully complete the Ontario More Programs, Secondary School Literacy Requirement • complete all compulsory credits required for More Choices an Ontario Secondary School Diploma Additional Information

COMPULSORY ENGLISH As of September 2010, assessment, SUBSTITUTIONS: LANGUAGE LEARNERS: evaluation, and reporting in Ontario In order to allow flexibility in designing A maximum of 3 credits in English schools is based on the policies and a student’s program and to ensure that as a second language (ESL) or English practices described in Growing Success. all students can qualify for the secondary Literacy Development (ELD) may be (also available on the above website) school diploma, substitutions may be counted towards the 4 compulsory made for a limited number of compulsory credits in English. A Grade 12 English REPORT CARD: credit courses. To meet individual course must be completed to earn the The report card focuses on two student needs, principals may substitute fourth credit. distinct but related aspects of student up to three compulsory credits with achievement: courses from other subject areas that ASSESSMENT • achievement of curriculum expectations meet compulsory credit requirements, AND EVALUATION: • development of learning skills. including all Guidance and Career The primary purpose of assessment and To more clearly reflect these two aspects Education courses. Substitutions will be evaluation is to improve student learning. of student achievement, the report card made to promote and enhance student Information gathered through assessment contains separate sections for reporting learning or to meet special needs and helps teachers to determine students’ on achievement of the curriculum interests. strengths and weaknesses in their expectations, and for the reporting on achievement of curriculum expectations. demonstrated skills required for effective CREDITS: This information also serves to guide learning. A credit is granted in recognition of the the teachers in adapting instructional successful completion of a course for approaches to students’ needs and in EXAMINATIONS which a minimum of 110 hours has assessing the overall effectiveness of /CULMINATING ASSIGNMENTS: been scheduled. Scheduled time does program and classroom practices. Summative evaluations take place not include additional time spent on at the end of a unit or period of a course, for example time spent on Assessment is the process of gathering time. The purpose is to judge the homework. information from a variety of sources, student’s achievement in relation to including assignments, quizzes, the course curriculum expectations. PLAR: demonstrations, and performances, that Formally scheduled examinations Prior Learning Assessment and accurately reflects how well a student is and/or culminating assignments shall Recognition (PLAR) is the formal achieving the curriculum expectations be held in most if not all courses. evaluation and credit-granting process in a course. As part of the assessment, The precise weighting of final whereby students may obtain credits for teachers provide students with descriptive examinations/culminating activities prior learning. Prior learning includes feedback that guides their efforts towards will be communicated to students the knowledge and skills that students improvement. the first week of the course. The only have acquired, in both formal and acceptable reasons for failure to write informal ways, outside secondary school. Evaluation refers to the process of a formally scheduled examination and/ Students may have their knowledge and judging the quality of student work or culminating assignment are illness, skills evaluated against the expectations on the basis of established criteria, and bereavement or subpoena. Supporting outlined in provincial curriculum policy assigning a value to represent the level documentation must be presented. documents in order to earn credits toward of achievement. In Ontario secondary the secondary school diploma. The schools, the value assigned will be in the PLAR process involves two components: form of a percentage grade. “equivalency” and “challenge”. Assessment and evaluation will be based on the provincial curriculum expectations and the achievement charts. SEE YOUR GUIDANCE For more information on specific course COUNSELLOR FOR MORE curriculum expectations go to INFORMATION. www.edu.gov.on.ca ONTARIO STUDENT ADDITIONAL SUPPORTS CREDIT RECOVERY: RECORD AND TRANSCRIPT: THROUGH REFERRAL PROCESS: Our provincially-recognized Credit The Ontario Student Record (OSR) is the While the focus of Guidance and Career Recovery program is an in-school official, on-going educational record for Education is to assist students with program for students who have not each student and is stored in the school the development of the entire student, successfully completed some of their most recently attended by the student. some families and students may require courses. In a credit recovery classroom, Teaching staff, each student, and the additional social support from Board students work on recovering previously parent(s) or guardian(s) of a student are employees. Students under the age of failed courses and have the opportunity entitled to have access to the student’s 18 must have their parent/guardian sign to get their credit accumulation back on OSR. Supervised access can be arranged the referral form for the student/support track. Credit Recovery offers students a by appointment during normal business intervention. supportive environment that focusses on hours. Transcripts of marks are issued the key expectations of a course and also on written or personal request. Once SPECIAL EDUCATION ADVISORY assists students with pathway planning a student reaches the age of 18, by COMMITTEE (SEAC): and developing improved learning skills law, they control access to the OSR by SEAC is an advisory committee mandated that will help them in earning their anyone not mentioned above. Parents through the Education Ontario Secondary School Diploma. of adult students will only have access Act as a standing committee of each to a student’s academic records upon school Board. The committee reports written authorization from the student. to the school Board and makes All senior level courses remaining on a recommendations to the board on special student’s timetable five days after the first education programs and services. The provincial report will be recorded on the committee is comprised of Trustees, transcript. Board personnel, community members, and associations representing a wide Transcripts requested after a student has variety of interests related to students graduated and is no longer attending with exceptional needs. secondary school are subject to a charge of $5.00 per copy.

WITHDRAWAL FROM A COURSE - GRADES 11 & 12: FOR MORE INFORMATION ON SPECIFIC COURSE If a student (including a student with CURRICULUM EXPECTATIONS GO TO a completed Individual Education Plan) www.edu.gov.on.ca withdraws from a Grade 11 or 12 course within five instructional days following the issue of the first provincial report card in a semestered or non-semestered school, the withdrawal is not recorded on the Ontario Student Transcript (OST). If a student withdraws from a course after five instructional days following the issue of the first provincial report card in a semestered or non-semestered school, the withdrawal is recorded on the OST by entering a ‘W’ in the ‘Credit’ column. The student’s percentage grade at the time of the withdrawal is recorded in the ‘Percentage Grade’ column. 349 Erie Avenue, Brantford ON N3T 5V3 Telephone: 519.756.6301 • Toll Free: 1.888.548.8878 Fax: 519.756.9181 • Email: [email protected] www.granderie.ca

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