Aden Bowman Collegiate

GREEN AND GOLD

At Aden Bowman Collegiate, what we value most, what we are all about, is implicit in our school colours—green and gold.

Green represents engagement with our community, our school’s focus on environmental sustainability, and social jusce. We are home to unique curricular offer- Paul Humbert ings such as Collecve Voice and Integrated Programming, along with extracurricu- Principal lar clubs and acvies that emphasize acve cizenship and social responsibility. Marnie Ross Vice Principal Gold signifies Aden Bowman’s proud tradion of excellence in academics, fine arts, and athlecs. Our students perform at the highest levels in all three areas, and our alumni connue to contribute their me and talents to benefit this city, this province, and beyond. Guidance Counsellors Kristy Soper Green and Gold – our colours say it all! Shane Wingert TABLE OF CONTENTS

Introducon 2 Extra‐Curricular Programs 3 Enrichment through Integraon 4 Level Changes 4 Grade 9 Program 5 Secondary Course Oﬀerings 8 Core Requirement Graduaon Plan 9

Secondary Level Subject Areas Collecve Voice 7 English 10 Fine Arts 12 Mathemacs 15 Physical Educaon 18 Praccal and Applied Arts 19 Science 23 Second Languages 25 Social Sciences 27 Praccal and Applied Arts 18 Online Learning 29 Program Opportunies Oﬀered‐Saskatoon Public Schools 30 Post Secondary Informaon 31

INTRODUCTION • Make referrals to community agencies and professionals as needed This booklet provides informaon on the curricular program at Aden Bowman Col‐ A teacher, parent, administrator, friend or legiate for the 2018‐2019 school year. agency may refer students to a counsel‐ The courses listed are those that the lor, or a student may self‐refer. school is prepared to offer at the me of prinng. Our actual 2018‐2019 schedule A posive relaonship between school of courses will be determined by student and home fosters the academic, social, enrolment numbers and available re‐ and emoonal growth of students. Coun‐ sources. Courses with low enrolment sellors invite parents to meet with them may be cancelled. Certain programs may concerning their children. have restricons in terms of enrolment if A School with a Mission: resources are limited. School Counsellors • Involve parents STUDENT SERVICES • Inform parents or guardians of situa‐ Aden Bowman Collegiate has a ons or behaviours that may harm The Student Services program is designed their child or others tradion that encourages students to promote academic, educaonal, per‐ • Obtain parenng skills informaon and staff to pursue excellence in all sonal, social, and career development. As • Provide referral informaon about things. The academic, athlec, and an integral part of the secondary pro‐ community resources performing arts programs are rec- gram, counselling and guidance builds a  Protect the privacy of informaon ognized in our city and province foundaon for learning based on: shared by parents and students • Posive atude toward school and for outstanding performances on learning FINE ARTS the part of Aden Bowman Colle- • Personal responsibility giate students. The achievements • Respect for self and others Aden Bowman has a tradion of excel‐ of our students range from awards • Knowledge and skills for employment lence in the arts. This excellence is the such as the Rhodes Scholarship for result of many factors including the op‐ Research indicates that counselling and portunity to enrol in full courses in Art, academic excellence, to numerous guidance programs: Band, Choir, and Drama in grade 10, 11 provincial championships in ath- • Improve academic achievement and 12. Our students have the opportuni‐ lecs and award winning perfor- • Enhance educaonal and career plan‐ ty to use excellent facilies. Hordern Hall mances in music and drama. In ning and school‐to‐work transion is the center of our music acvies, while order to meet the needs of such a • Foster posive atudes toward Robert Hini Castle Theatre is home to talented and diverse student body, school, learning, and work our Dance and Drama Department. All • Increase acquision and applicaon student performances are held in Robert the school’s program is enriched of conflict resoluon skills Hini Castle Theatre – one of the finest each year through the ideas and • Decrease dropouts high school theatre facilies in Western energy of our professional staff. Canada. The most important contribung The curricular and extra-curricular School counsellors: factor to our tradion of excellence is our programs, as well as the teachers • Help resolve problems that interfere students, many of whom are acvely in‐ with learning volved in performing arts groups through‐ who lead them, assist all Aden • Counsel individuals and groups out the community. Bowman Collegiate students in • Conduct guidance learning acvies their pursuit of excellence. • Facilitate educaonal planning Many fine musicians have graduated from • Provide career planning and vocaon‐ Aden Bowman. The reputaon of excel‐ al educaonal opportunies lence established by the music program  Make available informaon on finan‐ should be seen as both an ongoing com‐ cial aid and college planning mitment to serve students and a reflec‐  Support students with special needs on of the spirit and enthusiasm of the  Offer crisis intervenon and preven‐ many talented young musicians in curric‐ on ular and extra‐curricular music.

2 We expect music students to develop out the city. Along with the regular pro‐ EAL—English as an Addional their potenal through effort and perse‐ grams, we offer an Art Club for those Language Program verance. Courses challenge students to students who wish to design and create learn in different ways, to develop their artwork beyond the regular curriculum. skills and intellect, and to become keen Aden Bowman offers support to stu‐ observers and careful listeners. They Some Art Club projects may include dents who are learning English. The should develop musical literacy, sensi‐ school murals and sculptures, the BRIT goal of supporng English language vity, judgement, and creavity. mural, and community painng pro‐ learners is to enable them to succeed jects. As well, some current students academically and complete gradua‐ The study of drama allows a very thor‐ are highlighted at the Mendel Art Gal‐ on requirements. ough development of students’ skills lery in the COOL ART Show every year. Support to learn English may be pro‐ and knowledge, as well as a broad base vided through: direct instrucon of varied experiences. Besides the obvi‐ EXTRA-CURRICULAR ACTIVITIES classes and EAL support classes. Spe‐ ous presentaon skills and background, cific course offerings will depend on students develop social and personal Acve parcipaon in appropriate extra enrolment and student need at each values. Much of their work requires ‐curricular acvies is important in the large and small group effort, developing development of mature, parcipang collegiate. interpersonal relaonship skills. Stu‐ members of society. Students are en‐ Direct instrucon classes are focused dents must listen, empathize, compro‐ couraged to carefully consider not only on language proficiency: the ability mise, and collaborate. The scripts and their academic choices for next year, to speak, read, write and listen with other materials that they create them‐ but also their extra‐curricular acvies. comprehension. The direct instruc‐ selves, or that they discover in already on class may take these from con‐ published literature, help them to devel‐ Parcipang in school acvies outside tent classes such as social studies, op greater acceptance and understand‐ of the classroom gives students oppor‐ math, science or English language ing of themselves and others and en‐ tunies to meet other students and en‐ arts in an effort to build the vocabu‐ courages them to explore challenging hance the enjoyment of their high lary and academic skills necessary for issues with open and responsible minds. school years. Clubs that are open to all students to be fully integrated into

students at Aden Bowman includes: the regular classroom. Some direct All Aden Bowman students may audion Bear Ambassadors, Inter‐School Chris‐ instrucon classes may provide an for roles in our very extensive extra‐ an Fellowship, Jazz Ensemble, Drama, elecve credit. They may be offered curricular program, or apply to work Book Club, Outdoor Educaon, H.U.E. at all levels of language proficiency backstage in producon and business. (Human Rights, Unicef, Environment), Our shows include a senior producon Fitness Club, Yearbook Club, Games and for all grades. each fall of a popular full‐length play. Club, Visual Art Club, and G.S.A.(Gender An EAL support class is a period in Oen staged in spring, our one act play Sexuality Alliance) as well as many oth‐ which a student can receive addion‐ fesval allows select senior students to ers. al me and assistance to complete design, cast, and direct plays of their course work from his/her classes. own choice, working with students from Students in Aden Bowman’s Creave There is no credit for this class. any grade. Our third producon each Wring courses provide most of the Language learning is a process that school year is either a major musical or material for the Collegiate’s acclaimed takes a lot of me and hard work. a play for children (Youth Theatre). annual publicaon, Inkslinger. The speed at which a student learns Both projects involve large numbers of Extra‐curricular athlec programs have the language is affected by many fac‐ students from all grades and play to resulted in several City and Provincial tors. Students should consult with large audiences. Bowman students are Championships over the years. Athlec the guidance counsellor and/or EAL encouraged to get involved on stage, programs are available in soccer, foot‐ teacher to choose their classes. backstage (or both), and to aend all of ball, golf, volleyball, curling, cross coun‐ our producons. try, basketball, wrestling, badminton, track and field, and cheerleading. Visual Arts is also offered in every grade. All three major disciplines are covered at each grade level: drawing, Other educaonal opportunies involve: painng, and sculpng. At different Student Representave Council, Math grade levels Visual Arts students will Contests, Mathletes, Peer Tutoring, also have the chance to broaden their French Exchange, German Exchange, art experience through various field and Japanese Exchange. trips to different art galleries through‐

Curriculum integraon has been part points and observaons. one from each group on the model, of the landscape at Aden Bowman for Students idenfied by Student Services/ although a second group 2‐4 subject the last decade, and it connues to be Resource as requiring addional academic may supplant group 6. Students must a preferred way of learning for many of support to be successful in core subjects also fulfill the Knowledge (TOK), Crea‐ our students. Simply stated, curricu‐ may be offered modified credit opons in vity, Acvity, and Service (CAS) and lum integraon emphasizes the con‐ English, History, Math, and/or Sci‐ the Extended Essay. Three subjects necons between subject areas that ence. Modified courses are locally devel‐ must be studied at the higher level (HL) are typically taught as separate and oped and have their own unique curricu‐ and three at the standard level (SL). IB disnct from each other. Curriculum la. Credits are idenfied by 11, 21 and 31 philosophy promotes the development course codes (e.g. English 10 is regular, integraon is learning for the real of a well‐rounded, service orientated English 11 is modified). world, where most problems that we cizen of the world. face require us to draw on a variety of skills, strategies, and subject areas. Course levels are determined separately Most universies around the world for each subject and based on the stu‐ recognize/recruit the IB graduate—at According to Moltzen (2005) our most dent’s ability and needs. For example, a the University of Saskatchewan, stu‐ capable students thrive in an environ‐ student may take regular English and modi‐ dents can receive transfer credit for ment where they explore topics of in‐ fied Math. If there are insufficient registra‐ their IB courses (includes EE and ToK) terest in‐depth for sustained periods of ons to schedule an enre secon of a each with an IB mark of at least 5 (on a me; contribute to rich discussion and modified course, teachers will meet the scale of 1‐7). See hp:// instruconal and assessment requirements debate; engage in tasks requiring crea‐ explore.usask.ca/admissions/transfer/ of the modified curricula in the regular ve and higher order thinking; make classroom seng. for more informaon on IB Recognion use of their prior knowledge; and have at the University of Saskatchewan. the opportunity to work with peers Student who complete the IB Diploma who share their talents and interests. Many post‐secondary courses accept modi‐ Programme will also achieve a Sas‐ These are precisely the ways in which fied credits for entry. Consulng with a katchewan high school diploma. integrated programming provides an school counselor is recommended to con‐ enhanced learning experience for stu‐ firm which programs accept these credits ABCI offers the following IB Diploma dents. as pre‐requisites. subjects:

The Internaonal Baccalaureate  Group 1– Literature Studies: Eng‐ Ask about the various integraon op‐ lish A: Language and Literature Diploma Programme at Aden portunies at Aden Bowman which  Group 2– Language Acquision: include: Bowman Collegiate Instute German ab inio, SL Grade 9  Group 3– Individuals and Sociees: Collecve Voice The Internaonal Baccalaureate (IB) History, HL (ELA9, ELB9, SocSt9, Arts Ed 9) Diploma Programme is a two year pro‐  Group 4– Sciences: Biology, HL gram that starts in grade 11 for stu‐ and or Physics SL Grade 10 dents who are academically movated,  Group 5– Mathemacs: Math, SL ELA/History service oriented, and who desire the  Group 6—The Arts: Visual Arts, SL. rigorous internaonal curriculum that Students in grades 9 and 10 who are Grade 11 focuses on our role as cizens in a interested in the IB Diploma Pro‐ ELA20/PSY20 global society. The Internaonal Bacca‐ gramme should contact Aden Bowman. laureate Organizaon’s goal is to pro‐ Interested students will be guided in Grade 12 vide students with the values and op‐ course opons that will sasfy the pre‐ ELA30/History30 portunies that will enable them to requisites for the IB Diploma Pro‐ Language Through Philosophy ELB30 develop sound judgment, think crea‐ gramme. For more informaon, stu‐ vely and crically, and respect others dents and parents/guardians can call LEVEL CHANGES in our global community. Aden Bowman (306) 683‐7600 or visit Level changes from regular to modiﬁed the ABCI web site at hps:// programing will be done in consultaon Over a two year period, IB Diploma www.spsd.sk.ca/school/adenbowman with families based on a series of data students study six academic subjects,

4 More informaon can also be accessed and Entrepreneurship. ATTENTION: at www.ibo.org. Any quesons about STUDENTS ENTERING this excing educaonal opportunity in Math 09 Plus GRADE 09 Saskatoon can be directed to Student Services, Ms. C. Velonas Math 09 Plus is designed to be a skills Check your choices clearly on the ([email protected]), school admin‐ strengthening class for students who course selection sheet. Be sure that istraon, Mr. P. Humbert, Principal experience difficulty in Math. It will fo‐ you and your parents read the infor- ([email protected]) or Mr. J. Speir cus on enhancing math skills, such as mation about courses carefully be- ([email protected]). operaons with integers and fracons, fore making selections. Grade 9 students must have full timetables (no equaon solving, as well as the key con‐ LEARNING ASSISTANCE RESOURCE spares) with English counting as two cepts within the Math 09 curriculum. subjects and mathematics counting CLASS Students will be able to move into the as one and a half. Note which cours- This program is designed to assist stu‐ appropriate Gr. 10 Math Pathway upon es are compulsory. Verification forms dents who have significant learning diffi‐ compleon. will be sent home in May. cules and who require support with the regular curriculum. The resource teacher Science 09 COMPULSORY SUBJECTS: and classroom teachers will collaborate English 09 This course uses the scienfic process to Mathematics 09 in developing strategies to assist these Science 09 students with their academic classes. invesgate everyday phenomena. It is Social Studies 09 Support with curriculum will be provided acvity centered, focusing on experi‐ Physical Education 09 in conjuncon with teaching learning mental work, problem solving, discus‐ Health 09 strategies so that students will become sion, projects, and the applicaon of Career 09 independent learners. mathemacs to science. Topics include Practical Applied Arts 09 Arts Education 09 / Arts chemistry, electricity, space science and reproducon. Education Band09 For more informaon we invite you to

contact Student Services at Aden Bow‐ Students must choose 2 addi- Social Studies 09 man Collegiate, 683‐7606. tional classes from the following: Grade 9 students will explore worldviews of past sociees and con‐ GRADE 09 PROGRAM Industrial Arts 09 necons between the past and the pre‐ Independent Living 9 sent. Students will consider how Band 09 English Language Arts A09 and B09 worldviews are shaped and how they French 09 are expressed by people living in parc‐ **Choral 09 The English 9 courses focus on three ular mes and places. Students will ex‐ ** If Choral 9 is chosen, choose 1 learning goals: Compose and Create; plore diverse sources of historical infor‐ additional elective. Comprehend and Respond; and Assess maon, including oral histories, images, RESOURCE ROOM and Reflect. These courses offer a bal‐ literature, and the arts. Through this (BY TEACHER RECOMMENDA- ance among the various language strands inquiry into past sociees, students will TION) of reading, wring, speaking, listening, reflect upon their own worldviews, as‐ viewing, and represenng. The language sess the influences of the past on the ‐based courses are organized using a the‐ present, and further develop their his‐ mac framework. The A09 themes in‐ torical consciousness. clude The Search for Self, Indigenous and Norse Narraves, and Doing the Right Thing. The B09 themes include Exploring Love, Loyalty and Relaonships, Surviving and Conquering, and Looking Beyond.

Mathemacs 09

Mathemacs 09 is divided into four themes: Number; Paern; Shape & Space and Stascs. Also Integrated into the math 9 program is a Praccal and Ap‐ plied Arts component which focusses on Informaon Processing, Design Studies

5 Health, Career, and Physical Arts Educaon 9 skills. Students will prepare scales, Educaon 9 How can we express ourselves through solos, and studies for evaluaon as the arts? How can we create or inspire the well as preparing material for concerts This full year, every day course inte‐ condions for change? As an introducon and fesvals. Students in Band 09 will grates three areas of learning and is an to the excing and experienal learning parcipate in all rehearsals, perfor‐ opportunity to engage our grade 9’s in through the arts at Aden Bowman, you mances, and special projects of the acon planning for physical, mental will collaborate with your classmates to band. Students are required to obtain and emoonal health and wellbeing: explore topics of concern to youth a concert ouit, including a music con‐ through all four strands (drama, dance, • Grade 9 Physical Educaon is based cert shirt which is sold at the school. music and visual art). The goal in this inte‐ on the following outcomes and goals. grated course is to express a topic relevant Choral 09 to you. Students will: ‐ enjoy and engage in healthy levels of Students registered in choral class parcipaon in movement acvies to Arts Educaon Band 09 should have a keen interest in singing. support lifelong acve living in the Prerequisite: Grade 8 Band or the per- Both males and females are invited to context of self, family, and community mission of the instructor register. Group instrucon is given in (Acve Living). vocal technique, listening, music theo‐ ry, solfege, dicon, ear training and ‐ enhance quality of movement by un‐ Meeng every second day all year part singing. A broad range of popu‐ derstanding, developing, and transfer‐ long, this course oﬀers students the lar , folk and tradional music will be ring movement concepts, skills, tac‐ chance to achieve the outcomes of studied. Students in this class are cs, and strategies to a wide variety of Arts Educaon 09/ primarily through members of the Aden Bowman Choir movement acvies (Skillful Move‐ their engagement in band. Students and parcipate in all rehearsals, per‐ ment) will work with a wide range of quality formances, and special projects of the ‐ balance self through safe and re‐ repertoire in order to further develop choir. Students are required to obtain specul personal, social, cultural, and instrumental technique, rhythmic an Aden Bowman music shirt as part environmental interacons in a wide competence, aural skills, interpreve of the uniform. variety of movement acvies concepts, theory, and historical

(Relaonships) knowledge. Parallels will be drawn The choir class operates outside of the • Health Educaon, as part of a com‐ with and opportunies provided in regular metable. Students will be prehensive school health program, will visual art, dance, and drama in order required to aend class before school support students in developing a solid to deepen the understanding of music starts and/or during the noon hour. foundaon for aaining and maintain‐ and appreciaon for the ﬁne arts with‐ There are three rehearsals/classes ing a balanced life. in the theme of “Taking Acon”. Mu‐ each week. Students may take choir • Career Educaon is designed to de‐ sic performance opportunies include as an eleventh class. velop the competencies required by all four evening concerts at Aden Bow‐ people to successfully manage their man, music fesvals in and out of Industrial Arts 09 work and life. This renewed curricu‐ town, and other community perfor‐ lum reﬂects the latest career develop‐ mances. Parcipaon in all perfor‐ ment research, updated technology, mances is an expected part of the This course focuses on two areas: de‐ and recent resources. All students will course. In addion, students will be sign and woods fabricaon. explore the connecon between learn‐ given the opportunity to take ad‐ The course is a (PAAS) Praccal & Ap‐ ing and work pathways and their con‐ vantage of visual art, dance, and dra‐ plied Arts Survey that introduces the necon to community. ma presentaons within the city, mak‐ student to toy design. Projects in the ing connecons between these and 50 hour course will be selected from their experiences in music. four top designs, while projects in the Arts Educaon 9 100 hour course are selected from Band 09 The grade nine Arts Educaon Curricu‐ over 40 classic toy designs. These in‐ lum incorporates all four strands of clude planes, cars, trucks, trains, exca‐ The Band 09 course is designed to de‐ drama, art, music and movement for vators, and many other toys. As each velop musicianship through perfor‐ students to have the opportunity to student will build a toy of their choice; mance on their instrument, the study explore a number of strands through‐ imaginaon and creave skill are en‐ of musical theory, and crical listening out their grade 9 experience. couraged.

(IA09 connued on following page)

6 Industrial Arts 09 Connued: ments and principles of design, and room, students gather evidence of learning consumer educaon. The course in‐ through team work, research, reflecon The finishing process is extensive for cludes me in the food and clothing and discussion. the 100 hour course, while finishing labs. Addional sewing project costs work for the 50 hour project will only will be paid by the student. The classroom environment for Collecve include staining. If me permits, stu‐ Voice is also a unique learning experience dents in the 100 hour course can Collecve Voice 9 for Grade 9 students. Our program fea‐ aempt a second project of their own tures a relaxed and collaborave atmos‐ choosing, provided they cover any addi‐ Collecve Voice is an integrated program phere that invites students to engage with onal material costs. The standard offered to Grade nine students at Aden the subject maer in a democrac commu‐ Bowman Collegiate that combines Social course fee of $35.00 covers materials nity. The program runs for a half day for Studies, English and Arts Educaon around for the basic projects in both the 50 the full year, allowing students to build a central theme of social and environmen‐ strong relaonships and develop the skills and 100 hour courses. tal jusce. This focus allows us to seam‐ and habits necessary to become lifelong lessly incorporate indigenous perspecves learners and engaged cizens. as we seek to understand the effects of French 09 colonizaon on people and land. The goal of the program is to help students find their “My year in CV has been the most eye Come join the fun as you develop your voice and share it! The primary ways that opening experience, adventure filled, and students share their learning is through our French language skills by parcipang best year of my life.” weekly radio shows on CFCR 90.5 and our in acvies that focus on developing, weekly columns in The Star Phoenix. understanding, and speaking French. Wrien acvies are integrated to rein‐ “A once in a lifeme experience that ex‐ ceeded my expectaons and changed my force your communicaon skills. Stu‐ The students learn to become independent world view almost enrely.” dents build and ulize vocabulary and responsible as they make and imple‐ through acvies that reflect real life ment plans for moving about the experiences. city. Through the use of google class “Phenomenal. Honestly, this program gave me a voice and a way to share my opinion The units studied in grade nine are with the world.”

Back at It (Geng back into French); The Movies; and World of Work (Part- Time Jobs). . Notes:

Students with a French immersion background must idenfy themselves when registering. Recommendaons will then be made for an appropriate grade placement in secondary school French.

Students who have no previous back‐ ground in Core French are encouraged to see the guidance counsellors for more informaon.

Independent Living 9 The course assists both male and fe‐ male students to develop basic skills for family and independent living. Stu‐ dents develop skills in the areas of food and nutrion, clothing management and construcon, learning the ele‐ 7 GRADE 11 OFFERINGS GRADE 12 OFFERINGS

COURSE OFFERINGS Acve Living 20 Academic Research / Work Placement 30 Band 20 Acve Living Fitness 30 Choral 20 Band 30 Grade 10, 11 & 12 Biology 30 Creave Wring 20 Calculus 30 Computer Science 20 Career Work Educaon A30/B30 Construcon & Carpentry 20 GRADE 10 OFFERINGS Chemistry 30 Dance 20 Choral 30 Digital Media 20 Clothing 30 Accounng 10 Draing 20 Computer Science 30 Band 10 Drama 20 Construcon & Carpentry 30 Choral 10 English 20 or English 21 (one of) Creave Wring 30 Construcon & Carpentry 10 Environmental Science 20 Dance 30 Dance 10 French 20 Digital Media 30 Drama 10 German 20 Photography 30 English A10 or English A11 (one of) Guitar 20 Draing 30 English B10 or English B11 (one of) Health Science 20 Drama 30 PAB10 Cooking/Sewing History 20 Earth Science 30 French 10 Informaon Processing 20 English A30 German 10 Integrated Psychology 20/English English B30 Guitar 10 20 English B30: Language through Philosophy History 10 Japanese 20 Entrepreneurship 30 Food Studies 30 Informaon Processing 10 Jazz 20 French 30 Japanese 10 Math Workplace & Apprenceship German 30 Jazz 10 20 Math Workplace & Apprenceship 10 Guitar 30 Math Foundaons 20 History 30 Math Foundaons & Precalculus 10 Math Pre‐Calculus 20 History 30/ELA 30 Math 11 Math 21 Interior Design 30 Photo 10 Media Studies 20 Informaon Processing 30 Science 10 or Science 11 (one of) Physical Educaon 20 Integrated History 30/English A30 Visual Arts 10 Physical Science 20 Japanese 30 Wellness 10 Photography 20 Law 30 Psychology 20 Life Transions 30 Science 21 Math Foundaons 30 Visual Arts 20 Math Apprenceship 30 Math Pre‐Calculus 30 Nave Studies 30 Photography 30 Physical Educaon 30 Physics 30 Psychology 30 World Religions 30 Arts Educaon * Band 10, 20, 30 Choral 10, 20, 30 Dance 10, 20, 30 Drama 10, 20, 30 Guitar 10, 20, 30 Jazz 10, 20, 30 Visual Art 10, 20, 30 Praccal & Applied Arts ** Accounng 10, 20, 30 Career Work Educaon A30/B30 Computer Science 20, 30 Construcon & Carpentry 10, 20, 30 Digital Media Producon 30 Draing 10, 20, 30 Entrepreneurship 30 Food Studies 30 Informaon Processing 10, 20, 30 Life Transions 30 Photography 10, 20, 30 8 CORE REQUIREMENT GRADUATION PLAN

GRADE 10 GRADE 11 GRADE 12

English 10A English 20 English 30A English 10B English 30B At least one of: Science 10 Health Science 20 Physical Science 20 At least one of: Wellness 10 Computer Science 20 History 30 Environmental Science 20 ,QGLJHQRXV6WXGLHV 30 At least one of: +LVWRU\ At least one of: ,QGLJHQRXV6WXGLHV History 20 Psychology 20 or 30 ,QGLJHQRXV Law 30 Geography 20 or 30 6WXGLHV20 At least one of: Foundations Pre-Cal 10 At least one of: Apprenticeship Math 10 Math Foundations 20 Math Pre-Calculus 20 Apprenticeship Math 20

At least two from either or one of each of: Arts Education* or Practical Applied Arts**

Electives: Electives: Electives: 1. ______1. ______1. ______2. ______2. ______2. ______3. ______3. ______3. ______4. ______4. ______4. ______5. ______5. ______6. ______6. ______

TOTAL CLASSES: Grade 10 + Grade 11 + Grade 12 = a minimum of 24 Successfully complete at least five subjects numbered “30” Minimum of 9 electives, at least 6 in Grades 11 or 12 Please see Counsellor to discuss any Post-Secondary requirements

* ARTS ELECTIVES: Arts Education, Band, Choral, Dance, Drama, Music, Instrumental Jazz and Visual Art ** PAA ELECTIVES: Accounting, Apprenticeship, Autobody, Career Work Exploration (Academic Placement), Clothing, Textiles and Fashion, Communication Media, Construction and Carpentry, Design Studies, Drafting, Electronics, Entrepreneurship, Food Studies, Graphic Arts, Housing, Information Processing, Interior Design, Life Transitions, Mechanical and Automotive, Photography, Practical and Applied Arts Survey, Theatre Arts, Welding

*11, 21, 31 denotes Modified credits *18,28,38 denotes Alternate credits

4 9 course. It is intended for students who program that will develop such im‐ ENGLISH have good reading and wring skills portant skills as communicaon, me and have a desire to work with ab‐ management, self‐expression, and In the English Language Arts Program stract ideas and concepts. Pre‐IB/ crical and creave thinking. (ELA), students develop their language Enriched ELA will meet provincial This course is also available online abilies directly and indirectly through curriculum outcomes while fostering through the Online Learning Centre. speaking, wring, listening, reading, the principles of an IB learner. Stu‐ (see page #29). viewing, and represenng. Each level dents who are interested in the IB pro‐ of English is developed around the gram should take this course. Media Studies 20 1 cr goals of Compose and Create; Com‐ prehend and Respond; and Assess and English Language Arts 20 1 cr Prerequisite: English 10 A or B. Reflect. English Language Arts at the You are the creators and consumers of 20 level also offers students the op‐ Prerequisite: ELA A & B 10. mass communicaon and pop culture. portunity to explore some specific in‐ The English Language Arts 20 course Skills learned through Media Studies terest classes in the areas of Creave focuses on the themes of: Starng will include analysing, appreciang, Wring, Journalism, and Media Stud‐ Out: Beginning and Becoming, and and criquing the influences of the ies. Moving Forward: Establishing and Re- media through the lens of film. You alizing. This course is oen referred to will become a more crical and in‐ English Language Arts A10/B10 1 cr as the “nostalgic” English course, formed producer, and consumer of each where we will look back on our own, our media‐dominated culture. You and others’, childhood through a num‐ will be visually literate! The English Language Arts A10 themes ber of text forms. include The Mysteries of Life and The This course is also available online English Language Arts A30 1 cr Challenges of Life. English Language through the Online Learning Centre. Arts B10 themes include Equity and (see page #29). Prerequisite: English LA 20 Ethics and The World Around and English Language Arts A30 addresses Within Us. These courses build on the English Language Arts 21 naonal issues as reflected in the tra‐ content of grade 9 ELA courses, and Modified 1 cr dional and contemporary literature connue to challenge the skills and of Canada and its regions. Keeping crical thinking of the students. Prerequisite: English A & B 10. with the three primary goals of English This course is also available online The grade 11 modified English courses Language Arts students will examine through the Online Learning Centre. focus on the three goals stated in the the two major themes of the course: (see page #29). English Language Arts descripon Canadian Perspecves and Canadian above, but the content, delivery, and Landscapes. English Language Arts expectaons are modified to suit the This course is also available online 11A/11B Modified 1 cr each learning needs of students who may through the Online Learning Centre. struggle in tradional courses. (see page #29). The grade 10 modified English courses focus on the three goals stated in the Creave Wring 20 (EL20W) 1 cr English/Psychology 20 Integrated 2 cr ELA descripon above, but the con‐ tent, delivery, and expectaons are Prerequisite: English 10 A or B. Prerequisite: ELA 10 A or B modified to suit the learning needs of Creave wring fosters the excite‐ This course combines the themes of students who may struggle in tradi‐ ment of wring in a relaxed atmos‐ Psychology 20 (Psych 20) which in‐ onal courses. phere, where students have numerous clude aspects of development through opportunies to write from experi‐ the physical, mental, emoonal and English Language Arts 10 A/B (pre IB) ence regarding what interests them. spiritual approaches to human devel‐ 1 cr each They will acquire the experse to gen‐ opment. These are reinforced by the erate ideas, develop language preci‐ English units of Looking Back and This course offers a balance among sion, edit with understanding, and Looking Forward which also study hu‐ the various language strands of ELA. A confidently deliver a published work man development. (Cont’d) more in‐depth analysis of literature to an audience. Creave wring is a and media is a focal point of this one‐of‐a‐kind English Language Arts

10 This integrated course offers a unique of Canada from both historical and soned arguments, which analyze and lens through which the learner can literary viewpoints. In the past, Cana‐ seek to jusfy beliefs. Thus, philoso‐ encounter both disciplines simultane‐ dian literature has been movated by phy is a kind of self‐examinaon, in ously. the journey of Canadian history. This which you discover what you think, is an opportunity to study and reflect and then reflect on whether your English Language Arts B30 1 cr upon great literature, great Canadi‐ opinions are really worth holding. ans, panoramic ideas and interesng This is the essence of the life of rea‐ Prerequisite: ELA 20 moments, and trends in our naon. son: to look crically at your own ide‐ English Language Arts B30 allows stu‐ as. This course will cover the follow‐ dents an opportunity to examine tra‐ This course is designed to suit the ing concepts: 1) Epistemology dional and contemporary world lit‐ student who enjoys Canadian litera‐ (percepon/sensaon/mind/self); 2) erature as they explore global issues. ture, arts, and current events. Logic and Argumentaon (raonal The two major themes for this course Blocked scheduling provides students proofs, probability, rhetoric, paradox‐ are: The Search for Self and The So- an opportunity to experience some of es); 3) Metaphysics (the nature of cial Experience. the places and events that have had reality beyond the physical world); 4) This course is also available online an impact on our collecve history. Ethics (the nature of human well‐ through the Online Learning Centre. being); 5) Aesthecs (the nature of (see page #29). Language Through Philosophy ELB30 beauty); 6) Existenalism (the nature 1 cr of existence). Students who take this English Language Arts Prerequisite: ELA 20 course must not only demonstrate a 31A/31B Modified 1 cr “ELA B30: Language through Philoso‐ genuine interest in wring and think‐ phy” explores some of life’s most ing, but must also be self‐disciplined, Prerequisite: ELA 20 fundamental quesons. What is dis‐ movated, and ready to discuss loy A modified course is available at the ncve about philosophy is its effort issues. Students who take this course grade 12 level which focuses on the to address these quesons through will study philosophy integrated with same three goals as the regular the human capacity to reason: philo‐ English Language Arts and will earn course. Themes discussed and as‐ sophical answers are based on rea‐ an ELB 30 credit. signments given will be based on the modified curriculum.

Creave Wring 30 1 cr Mandatory English Courses

Prerequisite: ELA 20 English Language Arts 08 This course is similar to Creave Wring 20. Students who have al‐ ready taken the 20 level course will English Language Arts A 09 be encouraged to further develop & their wring skills and experiment English Language Arts B 09 with form. Senior students may take this course without taking Creave Wring 20. They will be expected to English Language Arts A 10 explore a range of genres. A student & ELECTIVES may take this course once in grade 11 English Language Arts B 10 Communicaons 20 or 12. Creave Wring 20 This course is also available online Media Studies 20 through the Online Learning Centre. English Language Arts 20 It is recommended that students take at least one of the above elecves. (see page #29). Creave Wring 30 English & Language Arts A30 Integrated English Language Arts & A30/History 30 2 cr English & Language Arts B30/ELB30: Language Through Philosophy Prerequisite: ELA 20 This course is a unique examinaon

11 pate in regular class criques and will Band 20/30 1 cr each FINE ARTS be expected to write a crique of work at a local gallery. Recommended: Band 10 Visual Art 10 1 cr Students are expected to provide Students in this class are members of their own sketchbook, art pencils, art the Senior Band and study a broad This course will build on the skills, me‐ eraser, blending sck, pencil crayons, repertoire of quality music. Evalua‐ dia and theory explored in Arts Ed 9. and detail brush. on is based upon the performance of Students will connue to develop self‐ solos, studies, scales, and band reper‐ expression and technical skills Visual Art 30 1 cr toire, as well as assignments and tests through four major areas (drawing, in listening music theory, and ear painng, sculpture and printmaking), Recommended: Art 20 training. Students should have a keen several genres (sll life, portraiture, This course is intended for commied interest in playing well and be pre‐ ﬁgure, landscape, nature and archi‐ art students who wish to advance pared to pracce regularly. Students tecture), and a variety of media which their skills and design repertoire. Stu‐ in this class parcipate in all rehears‐ may include graphite, coloured pencil, dents selecng this course should als, performances, and special pro‐ charcoal, conte, pastel, ink, acrylic, have an interest in working inde‐ jects of the band. watercolour, clay, wire, paper/cloth pendently, generang original ideas, mache. and producing quality work. Canadian Choral 10/20/30 1 cr each art history and self will be explored in Recommended: Successful comple‐ Students will be introduced to infor‐ an in‐depth manner and students will on of choral classes in previous mal class criques and complete parcipate in regular class criques. years. sketchbook exercises outside class Media may include graphite, coloured Students registered in choral class me to develop and extend basic pencil, charcoal, conte, pastel, ink, should have a keen interest in singing. drawing skills. Students will also be acrylic, watercolour, collage, clay, Both males and females are invited to given an opportunity to complete an wire, paper, and plaster using singular register. Group instrucon is given in independent project of their choice at and mixed media approaches. Stu‐ vocal technique, listening, music the‐ the end of the semester. dents will connue to use a sketch‐ ory, solfege, dicon, ear training, and book for planning, pracce and re‐ part singing. A broad range of popu‐ Students are expected to provide search and will be given an opportuni‐ lar, folk, and tradional music will be their own sketchbook, art pencils, art ty to explore independent study pro‐ studied. Students in this class are eraser, ruler, blending sck, and pen‐ jects during the semester. members of the Aden Bowman Choir cil crayons. Students are expected to provide and parcipate in all rehearsal, per‐ their own sketchbook, art pencils, art formances and special projects of the Visual Art 20 1 cr eraser, blending sck, pencil crayons, choir. Students are required to obtain and detail brush. an Aden Bowman music shirt as part Recommended: Visual Art 10. of the uniform. Students will build on previous arsc Band 10 1 cr The choir class operates outside of experience while focussing on major the regular metable. Students will styles/movements of art throughout Recommended: Band 9 be required to aend class before history. Styles such as Realism, Im‐ If you missed an opportunity to take school starts. There are three re‐ pressionism, Expressionism, Cubism, Band 09 it is not too late to join Band hearsals/classes each week outside Surrealism and Abstracon will be 10. Please see one of the band teach‐ regular school hours: One lunch hour related to studio acvies. A variety of ers for admiance into this class. and two weekday mornings from projects will be produced using media This course is an extension of skills 7:45—8:30 am. Students may take which may include graphite, coloured learned in Band 9. Students are ex‐ choir as an eleventh class. pencil, charcoal, conte, pastel, ink, pected to perform scales, studies, so‐ acrylic, watercolour, collage, clay, and lo, band pieces, and to complete Guitar 10 1 cr plaster. wrien work. Home pracce is re‐ Students will connue to use a sketch‐ quired. Students in this class will par‐ Prerequisite: None book for planning, pracce and re‐ cipate in all rehearsals, performanc‐ This course is open to students in search and will be given an opportuni‐ es and special projects of the band. grade 10, 11, or 12 who have lile or ty to explore independent study pro‐ Students are required to obtain a spe‐ no musical background ‐ all skill levels jects. They will also be able to parci‐ cial concert shirt. are welcome! The primary focus is

12 performance on the guitar with an clude performance of a monologue from 3:30 ‐ 5:00 pm and Thursday emphasis on pop, rock, blues, and and stage combat. Drama 10 places mornings from 7:50 ‐ 8:45 am. classical music. In addion, this course greater emphasis on physical move‐ Jazz 10 is a new course offering and is approaches music history, theory, eth‐ ment, interpretaon, characterizaon, an extension of the extra‐curricular nomusicology, pop music studies, mu‐ and scene work. senior jazz currently offered. This new sic appreciaon, and composion. The expectaon is that drama stu‐ provincial curriculum is set up to pro‐ Tablature and tradional notaon will dents are commied to enthusiasm in mote and to understand the elements be used. Guitars and materials are parcipaon and excellence in perfor‐ of music and to develop the concepts provided in class. mance. Acvies and performances that will lead to the understanding of are not oponal. Students are also organizaon and structure in jazz mu‐ Guitar 20 1 cr expected to display courtesy to others sic and its expressions. Students will at all mes. Due to the collaborave have the opportunity to form small Prerequisite: Guitar 10 or permission nature of Drama, regular aendance jazz ensembles and learn the begin‐ of the instructor. is an expectaon in this class. All stu‐ ning elements of improvisaon. The dents who enroll in these courses students in this class will be combined This course will connue to develop must aend at least one live play per‐ with the Jazz 20 students. skills and concepts from guitar 10 with formance during the semester and a greater focus on individual perfor‐ must write a crique of one of those Dance 10 mance and intermediate‐advanced producons. Transportaon and ck‐ playing techniques, beginning with ets are the responsibility of the stu‐ Students will be introduced to a varie‐ barre chords. Although the primary dent. ty of dance forms from various peo‐ focus is performance on the guitar ples and me periods. This apprecia‐ with an emphasis on pop, rock, blues, Drama 20/30 1 cr on for diversity permeates all levels and classical music, this course also of Dance at Aden Bowman. Dance 10 approaches music history, theory, eth‐ Recommended: Drama 10 . involves further study of a variety of nomusicology, pop music studies, mu‐ Drama 20 and 30 have been combined dance forms, with a greater focus on sic appreciaon, and composion. to allow greater flexibility of schedul‐ technique, choreography, and perfor‐ Tablature and tradional notaon will ing, thus allowing more students to mance. Through praccal, visual, be used. Guitars and materials are enroll in these courses. and wrien study, the students will provided in class. Students will build upon processes also examine the historical, cultural, and techniques introduced in Drama and social aspects of dance. The stu‐ Guitar 30 1 cr 10 and will add to their repertoire of dents will perform their work at the theatre skills and knowledge. The end of the semester in our Aden Bow‐ Prerequisite: Guitar 20 or permission course allows the potenal for explor‐ man Dance Showcase. of the instructor. ing various theatre genres, acng The modes covered in Dance 10 in‐ A variety of guitar styles and music‐ styles, philosophical views, and tech‐ clude: Introducon to Dance Tech‐ specific topics, at an advanced level, nical aspects of producon. niques and Dance Expressions ‐ Cul‐ will be studied. Students will be ex‐ Students are encouraged to challenge tural Stories. pected to work independently and themselves with difficult material. The design some of their own learning expectaons of Drama 20/30, regard‐ Dance 20 goals in cooperaon with the instruc‐ ing commitment, aendance, parci‐ tor. This course has a greater focus on paon, courtesy, and live perfor‐ Recommended: Dance 10 performance. Students will be ex‐ mance aendance, is the same as in In Dance 20 students will explore pected to pracce their technique at a Drama 10. knowledge of different dance styles, sufficient level to facilitate their per‐ and work to improve their composi‐ sonal goals. Jazz Studies 10 on and performance skills. Through praccal, visual, and wrien study, Drama 10 1 cr Co‐requisite: You must have taken the students will examine the histori‐ Band 09 and/or currently be taking cal, cultural, and social aspects of Drama 10 connues the students’ de‐ Band 10. No prior jazz experience re‐ dance. During this course, students velopment of movement, speech, and quired. are encouraged to consider how other acng skills. Assignments in‐ Jazz class me offering is Tuesday’s

13 dance is inﬂuenced by meaning, geog‐ raphy, and culture. The students will perform their work at the end of the semester in our Aden Bowman Dance Showcase. The modules covered in Dance 20 in‐ clude: Celebraon and Ceremony and Dance Manias.

Aden Bowman Collegiate opmal student performance. Just the Right Size Here’s what our grade 9s are saying about their new home: “It’s smaller, with fewer people, and Literature about “effecve schools” that makes it more comfortable. We idenfies a number of advantages all get to know each other well be‐ directly related to school size. Small‐ cause the school isn’t too big.” Dance 30 er schools typically promote among “It feels welcoming. The people here students a greater sense of belong‐ are good. They are friendly . . . and I Recommended: Dance 20 ing, emphasize relaonships, extend love the feeling when I’m here.” opportunies to more students, and “When I describe Aden Bowman to Dance 30 requires students to not only make stronger connecons with the others, I talk about how the school is improve upon their technique, compo‐ community. As well, according to smaller than others, but that’s a sion, and performance, but also to Lee and Smith (1997), a school of 600 good thing, because people care for think crically about the meaning of ‐900 provides the ideal seng for you here.” the dances they see and create. Stu‐ dents will focus on dance choreogra‐ phy, and will finish the course by per‐ forming student‐choreographed piec‐ es for the Aden Bowman community at our Aden Bowman Dance Show‐ case. The modules covered in Dance 30 in‐ clude: Dance as a Part of Life and Messengers and Commentators. Stu‐ dents may also have the opportunity to work on an Independent Study module at this level.

14 MATHEMATICS

The Ministry of Educaon recommends that students take both grade 10 courses so they have exposure to both pathways of mathemacs. This will also ease transions for those students who wish to change pathways during their high school years.

Workplace and Apprenceship ons. This course is also available on Mathemacs 11 (MTH11) 1 cr Mathemacs 10 (MWA10) 1 cr line through the Online Learning Cen- This course is designed for theme‐ tre (see page # 29). This pathway is designed to provide based instrucon, applying mathe‐ students with the mathemacal macs to aspects of day‐to‐day living. understandings and crical thinking Emphasis is placed on making in‐ Foundaons of Mathemacs and skills idenfied for entry into post‐ formed decisions within the themes: Pre-Calculus 10 Pre-IB (MFP10E) 1 cr secondary programs in trades and Earning and Spending Money, Home, technology, and for direct entry into Recreaon and Wellness, and Travel & the work force. Topics include: This course is intended for students Transportaon. Topics include: arith‐ measurement, trigonometry, geome‐ who enjoy mathemacs, who are me c operaons, logic & reasoning, try, consumer math, and proporonal disciplined in mathemacs, and who data collecon and analysis, measure‐ reasoning. This course is also available want more challenges. Pre‐IB/ ment, angles, Pythagorean Theorem, online through the Online Learning Enriched math will meet provincial proporonal reasoning, and income & Centre. (see page #29). curriculum outcomes while fostering spending. the principles of an IB learner. Students who are interested in the IB Foundaons of Mathemacs and Workplace and Apprenceship Pre-Calculus 10 (MFP10) 1 cr program should take this course. Mathema cs 20 (MWA20) 1 cr Students will look at mathemacal Prerequisite: Workplace and Appren‐ concepts in detail, exploring difficult ceship Mathemacs 10 This pathway is designed to provide ques ons within each concept, as well students with the mathemacal as different applicaons of the This pathway is designed to provide understandings and crical thinking concept. Students should be able to students with the mathemacal skills idenfied for entry into post‐ grasp mathemacal concepts and be understandings and crical‐thinking secondary programs. Topics include: mature, responsible learners. skills idenfied for entry into the ma‐ measurement, trigonometry, expo‐ jority of trades and for direct entry nents, polynomials, factoring, irraon‐ into the work force. Topics include: al numbers, and relaons and func‐

15 financial mathemacs, logical reason‐ Pre-Calculus 20 (MPC20) 1 Mathemacs 21 (MTH21) ing, geometry, and number sense. This cr 1 cr course is also available online through Prerequisite: Foundaons of Mathe‐ Prerequisite: Mathemacs 11 the Online Learning Centre. (see page macs & Pre‐Calculus 10 #29). This course is designed for theme It is recommended that Foundaons ‐based instrucon, applying Foundaons of Mathemacs 20 of Mathemacs 20 be taken before mathemacs to aspects of day‐to (MAF20) 1 cr this class. ‐day living. Emphasis is placed Prerequisite: Foundaons of Mathe‐ This pathway is designed to provide on making informed decisions macs & Pre‐Calculus 10 students with the mathemacal within the themes: Earning and This pathway is designed to provide understandings and crical‐thinking Spending Money, Home, Recrea‐ students with the mathemacal skills idenfied for entry into post‐ on and Wellness, and Travel & understandings and crical‐thinking secondary programs that require the Transportaon. Topics include: skills idenfied for post‐secondary study of theorecal calculus. Topics preservaon of equality, numeri‐ studies in programs that do not re‐ include: absolute value, radicals, cal and proporonal reasoning, quire the study of theorecal calculus. trigonometry, raonal expressions angles, Topics include: logical and proporon‐ and equaons, factoring, quadrac trigonometric raos, and finan‐ al reasoning, geometry, trigonometry, funcons, quadrac equaons, ine‐ cial decision making including algebra, stascs and probability. This qualies, reciprocal funcons, se‐ budgets, interests and financial course is also available online through quences and series. This course is also services. the Online Learning Centre. (see page available online through the Online #29). Learning Centre. (see page #29).

Foundaons of Mathemacs 20 Pre-IB (MAF20E) 1 cr

Prerequisite: Foundaons of Mathe‐ macs & Pre‐Calculus 10 This course is intended for students who enjoy mathemacs, who are disci‐ plined in mathemacs, and who want more challenges. Pre‐IB/Enriched math will meet provincial curriculum outcomes while fostering the principles of an IB learner. Students who are interested in the IB program should take this course. Stu‐ dents will look at mathemacal concepts in detail, exploring difficult quesons within each concept, as well as different applicaons of the concept. Students should be able to grasp mathemacal concepts and be mature, responsible learners. 16 Workplace and Apprenceship Foundaons of Mathemacs 30 Pre-Calculus 30 (MPC30) 1 cr Mathemacs 30 (MWA30) 1 cr (MAF 30) 1 cr Prerequisite: Pre‐Calculus 20 Prerequisite: Workplace and Appren‐ Prerequisite: Foundaons of Mathe‐ This pathway is designed to provide ceship Mathemacs 20 macs 20 students with the mathemacal This pathway is designed to provide This pathway is designed to provide understandings and crical‐thinking students with the mathemacal students with the mathemacal skills idenfied for entry into post‐ understandings and crical‐thinking understandings and crical‐thinking secondary programs that require the skills idenfied for entry into the ma‐ skills idenfied for post‐secondary study of theorecal calculus. Topics jority of trades and for direct entry studies in programs that do not re‐ include: the unit circle, trigonometric into the work force. Topics include: quire the study of theorecal calculus. funcons, trigonometric equaons trigonometry and measurement, Topics include: financial decision mak‐ and idenes, logarithmic and expo‐ transformaons, logical reasoning, ing, logical reasoning, counng princi‐ nenal funcons and equaons, measures of central tendency, linear ples, probability, polynomial funcons, counng principles, transformaons relaons, probability, business and periodic funcons, logarithmic and and composion of funcons, radical financial mathemacs. This 0course is exponenal funcons. This course is funcons, raonal funcon and poly‐ also available online through the also available online through the nomial funcons. This course is also Online Learning Centre. (see page Online Learning Centre. (see page available online through the Online #29). #29). Learning Centre. (see page #29).

17 PHYSICAL EDUCATION ses offered by a variety of fitness nue with program planning concepts facilies around the city. Fitness the‐ learned in Acve Living 20 and design Wellness 10 1 cr ory and acvies related to concepts a personal workout plan they will im‐ being taught are the focus. Join us and plement throughout the semester. In Wellness 10, students acquire the learn to live a healthy, acve lifestyle! 2. Personal Trainer: Students will knowledge, skills, and confidence partner with another student and de‐ needed to take acon toward a Physical Educaon 30* 1 cr sign, implement and monitor a fitness healthy, acve lifestyle. Wellness 10 program for them for an eight week combines the goals of health and The grade 12 program connues to period. physical educaon and uses the best emphasize recreaonal acvies that 3. Group Fitness Instructor: Students instrucon from each ‐ both in the will give the parcipants the basic skill will also have the opportunity to expe‐ gym and the classroom ‐ to prepare and knowledge in a wide variety of rience, gain knowledge of and instruct students to enjoy and engage in physi‐ acvies that they may pursue as a group fitness class of their choice to cal acvity and to make informed de‐ adults. The class is co‐ed and features the remainder of the class. cisions to improve personal health. acvies such as tennis, golf, bowling, weight training, aerobics, badminton, Cost for this class will be $60.00 with Physical Educaon 20* 1 cr fitness and anatomy, broomball, much of the money going towards squash and racquetball, curling, social aending fitness facilies in order to The grade 11 program emphasizes dance, down‐hill skiing, aquacs, scu‐ expose them to the various types of recreaonal acvies that will give ba, wall climbing, beach volleyball, fitness classes offered around the city. parcipants the basic skills and horseshoes, tae‐kwon‐do, and slow‐ knowledge in a wide variety of acvi‐ pitch. Since most acvies are away es that they may pursue as adults. from the school, transportaon will The class is co‐ed and features acvi‐ be provided when possible. A fee of es such as: tennis, golf, bowling, ar‐ $75 is required to help cover the rent‐ chery, curling, broomball, ice games, al cost of facilies. Assessment is racquetball, cross‐country skiing, bad‐ based on a major project, praccal minton, fencing, social dance, game play, work ethic, community aquacs, and slow pitch. Minor offici‐ and leadership hours and parcipa‐ ang and scorekeeping skills are also on. taught. Since most acvies are away from the school, transportaon will be PE 20 & 30 require some noon hour provided when possible. A student and break me for travelling to/from fee of $75 is required to help cover off campus venues. Students planning the rental cost of facilies. Assess‐ to take Driver Educaon or Work Edu‐ ment is based on parcipaon, work caon must take P.E. 20 and/or 30 in ethic, community and leadership the opposite semester of Driver Edu‐ hours, acvity hours, and a compre‐ caon or Work Educaon. Due to the hensive final exam. availability of facilies we will hold some sessions over the noon hour. Acve Living & Fitness 20 1cr Acve Living Fitness 30 1 cr This course allows students to learn more about and to focus on their own Prerequisite: ALF 20 health and wellness, as well as provid‐ Acve Living Fitness 30 is a locally de‐ ing an opportunity to promote and veloped course designed for and encourage lifelong healthy, acve life‐ offered to students who wish to push styles. This course will give the stu‐ themselves further in the area of dents the knowledge to design, imple‐ health and wellness that was studied ment, measure and modify a personal in Acve Living Fitness 20. fitness plan throughout the semester. Students will have the opportunity to The class will focus on 3 key areas: parcipate in a number of fitness clas‐ 1. Personal Fitness: Students will con‐ 18 PRACTICAL AND APPLIED (see page #29). ARTS Photography 10 1 cr the history of photography, alterna‐ ve processes, how to run a photog‐ Accounng 10, 20, 30 1 cr each Photography 10 is an introductory raphy business, or other areas of in‐ This course is only available online course in digital photography. Stu‐ terest as approved by the instructor through the Online Learning Centre dents will learn basic and intermedi‐ will be covered. (see page 28). ate camera operaon, elements of

composion, and will be challenged to Digital Graphic Design 20(GRA20) 1 cr Digital Media 20 1 cr express these skills creavely. Graphic [Open for grades 10‐12] Recommendaon: Photography 10 or design and photograph post‐ In this course, students will develop Computer Science 10 processing with Adobe Photoshop will skills in video producon, computer also be a major learning component. animaon, and sound engineering. Graphic design 20 will focus on de‐ Students will have access to cameras, Industry standard soware and a wide veloping essenal skills for en‐ computers and studio equipment. range of media equipment will be hancing digital communicaon and available for students to learn with as adversing. Students will gain expe‐ Photography 20 1 cr they create a variety of creave pro‐ rience creang vector graphics jects. Students who have an interest in with computer soware such as Recommended: Photography 10 computers, film studies, animaon, Adobe Photoshop, Illustrator, and performance arts, and mulmedia InDesign in order to create prod‐ Photography 20 moves the student development should consider this ucts that demonstrate appealing from the personal level of digital pho‐ class. Students who parcipate will be colour, balance, and aesthecde‐ tography to more professional con‐ challenged to develop strong group sign. They will work to be innova‐ tent. This higher level course is de‐ work abilies, independent learning ve, and strive for creave and logi‐ signed for students wanng to explore skills, and the ability to meet project cal soluons to visual problems. photography as a career. Porolio deadlines. Compleon of this course Projects will include digital logo work focuses on subjects more rele‐ will award a Communicaons Media creaon, manipulang typography, vant to being a professional in the dig‐ 20 credit. web design, digital imaging, and ital photography field with advanced This course is also available online preparing printed media. An inter‐ composion and eding techniques through the Online Learning Centre. est in photography, illustraon, being explored. (see page #29). drawing, and other arsc pursuits This course is also available online is beneficial in this course. through the Online Learning Centre. Digital Media 30 1 cr (see page #29).

Digital Graphic Design 30(GRA30) 1 cr Recommended: Digital Media 20 Photography 30 1 cr In this course, students will extend Prerequisite: Digital Graphic Design 20 their abilies in creave digital arts; in Recommended: Photography 20 or parcular, students will delve into in‐ (Photography 10 & permission from Graphic Arts 30 is intended for com‐ termediate and advanced techniques instructor). mied design students who wish to with video producon, computer ani‐ advance their skills and design reper‐ maon, and sound engineering. This This course will focus on the develop‐ toire to prepare to advance into the course culminates with a major mul‐ ment of an individual professional professional field. Adversing and media project of the student’s choos‐ porolio. A large component of illustrang will be the focus through ing which will require a minimum of course work will be an extended study methods such as printmaking, photog‐ 60 hours of me. Students who in an area of photography chosen by raphy, and computer soware. Stu‐ choose this course should have strong each student. More intensive work in dents will build on their previous de‐ group work abilies, independent commercial and fine art photography sign skills and will have the opportuni‐ learning skills, and are able to meet areas will be part of the experience. ty to pracce using new programs project deadlines. Compleon of this Areas of digital retouching and com‐ such as Adobe Dreamweaver. course will award a Communicaons posion through the use of Adobe Media 30 credit. Photoshop will be looked at in greater This course is also available online depth. A personal invesgaon of a through the Online Learning Centre. specific area of photography such as 19 Informaon Processing 10 1 cr Informaon Processing 20 1 cr Informaon Processing 30 1

cr Computers are everywhere, but do Recommended: Informaon Pro‐ you have the skills to use them cessing 10 (Open to Grade 11 and 12 Recommended: Informaon Pro‐ properly to lessen your workload, students.) cessing 20 build interesng projects and “wow” your audience? Students will explore Emphasis in this course is placed on Using a variety of soware, the topics such as computer history, word mastery of oﬃce skills. students will be involved primarily processing, spreadsheets, digital pho‐ Topics covered include desktop pub‐ in project work. The operaon of to manipulaon, presentaon skills, lishing, leer styles, books, business the classroom will simulate that of HTML coding and touch keyboarding. forms, memos, graphics, and logos. an oﬃce with students parci‐ Students will also be encouraged to Intermediate pang in work experience on a demonstrate their creavity by work‐ skills in word processing, spread‐ rotaonal basis. The course will ing on a variety of mulmedia projects sheets, and database management cover advanced desktop publish‐ and website designs. will also be focal points of the ing, business English, and mastery

course. Students will occasionally of oﬃce machines. This course

work outside the classroom, gaining requires that students have strong

experience on various office ma‐ interpersonal skills, independent chines, and compleng project work learning skills, and are able to in and around the school. This pro‐ meet project deadlines with mini‐ gram offers an opportunity for stu‐ mal supervision. dents to refine their personal producvity skills and using technol‐ ogy.

20 Draing 10 1 cr PAB10 Cooking/Sewing 1 cr Clothing 30 1 cr

Recommended: Commerce and Prerequisite: None Prerequisite: None Computer Applicaons 09 This course encourages the develop‐ This class stresses experience in gar‐ Students will be introduced to basic ment of life skills in the areas of foods ment construcon using regular and technical draing skills by con‐ and clothing. Units of study include electronic sewing machines and the strucng single view, orthographic, kitchen safety, grain products, eggs serger. Students will research the oblique, isometric, seconal and basic and dairy, cake decorang, meal prep‐ fashion industry, markeng strategies, 3‐dimensional drawings in AutoCAD. araon, and making healthy choices consumer responsibilies, and modern This course is hands‐on in nature, and through nutrional decisions. Other creave design. They will have the offers an excellent introducon to vis‐ topics include basic sewing skills, use opportunity to create many projects of ualizaon skills. Students planning on of both the sewing machine and their choice throughout the course. pursuing engineering, architecture or serger, along with several sewing pro‐ Addional costs will come from sup‐ higher maths at the post‐secondary jects. plies needed for projects. level are encouraged to take this course as it helps develop problem The emphasis is a “hands‐on” ap‐ Construcon & Carpentry 10 1 cr solving, logic, and spaal reasoning proach. Students will work on projects Students are taught how to esmate skills. individually and in groups. They may costs of projects, idenficaon of also take field trips to invesgate our different types of woods, and various Draing 20 1 cr community’s resources. fabricaon techniques. Students will learn how to safely operate hand Prerequisite: Draing 10 Food Studies 30 1 cr tools, power tools, and larger shop The course will review basic technical equipment. Students select a second draing skills and introduce students Prerequisite: None project of their choice in relaon to to intermediate‐level concepts such as Today’s society is experiencing an in‐ their skill level. The second project drawing auxiliary views, develop‐ creased interest in the study of food will involve all of the above, as well as ments, fasteners, perspecves, and 3‐ and health. Students will focus on nu‐ layout, assembly, and finishing tech‐ D drawings. Students considering engi‐ trion and diet. An area of study will niques. Cost of materials is paid by neering or architecture as a career are be ethnic cuisine. Students will re‐ individual students. encouraged to take this course. search, prepare, sample, and evaluate advanced food preparaon. Another Construcon & Carpentry 20 1 cr Draing 30 1 cr major project involves researching Prerequisite: Construcon & Car‐ meals and cultures in other countries pentry10 Prerequisite: Draing 20 and presenng informaon and foods This course is intended to extend the Descripve geometry, intersecons, to the class. Cerficaon in “Food student’s knowledge of praccal and working drawings, and residenal ar‐ Safe” is also offered in this course. arsc wood working and further de‐ chitecture are included in this course. velop the skills introduced in Construc‐ The drawings aempted at this level Interior Design 30 1 cr on and Carpentry 10. Other areas of will require significant aenon to focus will include: detail, problem solving skills, and the Prerequisite: None ‐ Safely develop life‐long carpentry ability to work effecvely with peers This course is for the student who is skills in a supporve environment. under minimal supervision. There will interested in the creave elements of ‐ Ulize a variety of hand tools, porta‐ also be a major project that the stu‐ design and home interiors. Students ble power tools and staonary power dents will complete ulizing technical will assess and evaluate housing alter‐ tools. draing skills and knowledge in an naves and floor plans. Areas of study ‐ Invesgate and demonstrate the con‐ area of their choice. Students consid‐ will include furniture, lighng, use of strucon techniques required in a typi‐ ering engineering or architecture as a colour, zoning, and landscaping. Dis‐ cal residenal dwelling. career are encouraged to take this cussion of interior design techniques ‐ Construct projects indicave of per‐ course. and field trips will be a part of this sonal skills levels. course. ‐ Become aware of the many different occupaons required to bring a house to compleon. Materials are paid for by the individual students. 21 Construction & Carpentry 30 1 cr jor changes encountered throughout attend work sites for practical experi‐ life in health care, family, and the ence under the guidance of industry Prerequisite: Construction & Car‐ work place. It is founded on the belief professionals. No remuneration is pro‐ pentry 20 that individuals are better prepared to vided for the hours worked, and the This course is intended to extend the cope if they have the opportunity to student is required to provide his/her student’s knowledge of practical and discuss and predict the likely conse‐ own transportation to job sites. These artistic woodworking and further de‐ quences of change and can formulate credits may not be used for university velop the skills introduced in Con‐ strategies to adapt to change. Some entrance, but provide students with struction and Carpentry 20. Other topics that may be covered are the an excellent opportunity to delve into areas of focus will include: health care system, conflicts in rela‐ the world of work and gain valuable ‐ Safely develop life‐long carpentry tionships , reproductive health, par‐ employment skills and experience that skills in a supportive environment enting, money management, inde‐ will help build an effective resume. ‐ Utilize a variety of hand tools, porta‐ pendent living, and career planning. ble power tools and stationary power Academic Research/Work Placement tools Entrepreneurship 30 1 cr Program (CWE 30) 1 cr ‐ Investigate and demonstrate the Prerequisite: None Are you planning to attend university construction techniques required in a (Intended Audience Grade 11 & 12 but aren’t quite sure which career typical residential dwelling students.) path to choose? Do you want to ex‐ ‐ Construct projects indicative of per‐ This course develops an awareness of plore some career possibilities sonal skill levels the entrepreneurial spirit. Through through an amazing research/work ‐ Become aware of the many different community contact (speakers and experience on the U of S campus occupations required to bring a house field trips), the characteristics of a suc‐ while you are still in high school? The to completion. cessful entrepreneur such as creativi‐ Academic Research/Work Placement Materials are paid for by the individu‐ ty, innovation, goal setting, and the Program is a single‐credit course avail‐ al students. ability to recognize local and global able to Grade 11 and 12 students from opportunities are explored. Students an academic stream, particularly in proceed through the steps and issues science and math, and/or those with a involved in starting and running a suc‐ specialized skill. Preference is given to cessful business venture (including Grade 12 students. The instructional marketing, accounting, and legal re‐ in‐school component includes such quirements) culminating with the cre‐ concepts as Occupational Health and ation and presentation of an original Safety training, employment stand‐ business plan. Aden Bowman utilizes ards, resume development, career the Junior Achievement Company Pro‐ research, and the development of a gram to support business develop‐ professional career portfolio. This is ment skills in this course. complemented by a rewarding ten‐ week Academic Research/Work Place‐ Career & Work Exploration ment, which is practical experience in A30/B30 2 cr an academic or professional setting. Students may choose from a number Prerequisite: None of exciting placement sites in the com‐ Career and Work Exploration 30 is a munity or within various departments non‐prerequisite course open to grade at the University of Saskatchewan in 11 and 12 students. Offered during the College of Medicine, Vet. Med., the afternoon, the course consists of Engineering, Pharmacy & Nutrition, two components: classroom learning, Kinesiology, Arts & Sciences, Law, Ed‐ and work exploration. The classroom wards School of Business, as well as component includes the study of such VIDO, Ag Canada, the CLS Synchrotron topics as personal awareness, career and many others. Students must go Life Transitions 30 1cr planning/exploration, job search and through an initial application, inter‐ preparation, employer‐employee rela‐ view and selection process prior to Prerequisite: None tions, employment standards, and acceptance into this unique program. This course is concerned with the ma‐ financial planning. The work explora‐ Apply early through Student Services tion component requires students to or speak with your Career Facilitator. 22 Science Courses & Prerequisites

Computer Science 20 Computer Science 30

Health Science 20 Science 10 Biology 30 Environmental Science 20 Earth Science 30

Physical Science 20 Physics 30 Chemistry 30

SCIENCE Science 21 1 cr Computer Science 20 1 cr

Prerequisite: Science 10 or 11 [Open to grade 10 students with per- Science 10 1 cr mission from guidance counsellor]

This course is designed as an opon This course focuses on the study of This course introduces concepts of sustainability of ecosystems, mo- for the student who needs only one computaonal thinking and soware tion, and chemistry. The scope of senior science credit in order to grad‐ design, and allows students to become the course is designed to help stu- uate. This is for students who are not creators of computer applicaons. dents experience a variety of scienc- “scienfically inclined” and not des‐ Through hands‐on acvies, students es to help them choose appropriate ned for university. will develop the fluency necessary to courses in grades 11 & 12. Students solve a variety of real‐world problems. will participate in a variety of activi- Several programming environments ties that seek to foster the develop- Environmental Science 20 1 cr will be used throughout the course, ment of scientiic skills. There will including Scratch and Python. Stu‐ be an emphasis on the impact of sci- Prerequisite: Science 10 dents who are considering careers in ence on the cultural perspectives of computers, engineering, math, scienc‐ our society as well as the use of sci- Students will learn how to examine es, game design, web development, entiic inquiry and technological local and global environmental issues and even art should consider this class problem solving. such as climate change, water, soil and an excellent opportunity to develop air quality, urbanizaon, bioresource new approach to problem‐solving. Science 11 1 cr management, waste handling and dis‐ posal, land‐use planning, and the im‐ Health Science 20 1 cr This course is intended for those stu- pacts of agriculture and industry on dents who have experienced dificul- the environment from scienfic and Prerquisite: Science 10 ty in previous science classes. To Indigenous knowledge perspecves. assist in understanding science, ma- Students will examine the role of envi‐ This course will challenge students to terial is presented at a lexible pace. ronmental policies and ethics on deci‐ look at the health science field from On completion, students should se- sion making, and will invesgate envi‐ holisc and analyc perspecves. lect Science 21. ronmental science related careers. These provide a basis for making

sound personal health choices. Stu‐ dents will apply informaon in the areas of medical knowledge systems

23 and ethics, human anatomy and physi‐ Chemistry 30 1 cr in schools ‐ in the meanme any 20 ology, nutrion and metabolism, and level science will be acceptable as a medical diagnoscs. Understanding Prerequisite: Chemistry 20 or Physi‐ prerequisite. the basic anatomy and physiology of cal Science 20 Students will examine our planet’s the human body will provide a context geological origins and the geological for studying the normal and abnormal NOTE: Math skills are important for mescale as a foundaon to guide funconing of various body systems is success in this course. decision making with regard to the also examined. The tools and tech‐ use of its mineral and energy re‐ niques used to diagnose these sys‐ The concepts from Chemistry 20 are sources, the maintenance and reme‐ tems. Students will also invesgate used as a foundaon to study thermo‐ diaon of the environment, and re‐ the range of health science careers chemistry, solubility equilibrium, reac‐ sponse to geological hazards. Hands‐ and post‐secondary programs availa‐ on rates, equilibrium, acid base, and on field experiences will enable stu‐ ble in Saskatchewan. oxidaon‐reducon reacons. Prac‐ dents to develop visual‐spaal rea‐ cal experiments are emphasized soning skills and an understanding of Physical Science 20 1 cr throughout. Math skills are important the role of Geographic Informaon for success in this course. It is recom‐ Systems. Students will also explore Prerequisite: Science 10 mended that students have complet‐ the historical and contemporary sig‐ ed Math 20 and Math 30A. nificance of Earth Science and relat‐ This course combines elements of This course is also available online ed careers. Chemistry 20 and Physics 20 in an in‐ through the Online Learning Centre. tegrated hands‐on manner to inves‐ (see page #28). Computer Science 30 1 cr gate concepts related to heang and cooling, the foundaons of chemistry, Physics 30 1 cr Prerequisite: Computer Science 20 including the mole and quantave analysis of molecules and chemical Prerequisite: Physics 20 or Physical This course will challenge students to reacons, and the characteriscs and Science 20 extend their current understanding of properes of waves. An overarching computer science concepts, parcu‐ theme is the study of the enterprise of Note: It is recommended that stu‐ larly through the object‐oriented pro‐ public and private science as it occurs dents have successfully completed gramming paradigm. The Processing in agriculture, industry, and universi‐ MAF20 & Physical Science 20. Math language will be used extensively es to help students beer under‐ skills are important for success in this through the term, which allows for stand the physical science related ca‐ course. impressive visuals to be created in reer paths. Student inquiry will guide Physics 30 uses concepts related to your programs. A culminang major independent invesgaons of physical moon, forces and electromagnesm, project will allow students to focus science phenomena. and nuclear physics to connue to their study on parcular interests This course is also available online explore the nature of physics started (game design, producvity soware, through the Online Learning Centre. in Physical Science 20. Addionally, app development, robocs, etc…) to‐ (see page #28). there will be an increased emphasis wards the end of the course. Students on the mathemacal descripon and who are considering computer sci‐ Biology 30 1 cr analysis of physical phenomena. ence, engineering, math, or sciences Mathemacs skills are vital for success at the post‐secondary level should Cellular structure and funcon will be in this course. Physics related career reviewed followed by an in‐depth look paths will also be explored. at the structure and funcon of DNA, This course is also available online cell division, and the mechanics and through the Online Learning Centre. consequences of genecs. The Theory (see page #28). of Evoluon through Natural Selecon will be studied as well as Classificaon Earth Science 30 1 cr and the diversity of life on Earth. This course is also available online through Prerequisite: Physical Science 20 or the Online Learning Centre. (see page Environmental Science 20 (once #28). these two courses are implemented

24 French 10, 20, 30

The goals of this program are, among French 10 1 cr others: ‐ To develop language skills that will Prerequisite: French 09 (or special enable the student to communicate permission) effecvely and accurately in French. Unit themes for grade 10 include: ‐ To develop an openness toward driving, environmental cizenship, cultural diversity and a compre‐ consumerism and cinema. French 10 hension of the bilingual and mul‐ connues to build on the vocabulary cultural reality of Canada today. and grammacal structures studied in Grade 9. This curriculum promotes the learn‐ ing of French through the study of French 20 1 cr themes that focus on student experi‐ ences. Each theme includes a topic to Prerequisite: French 10 or French be developed and a unit project. Immersion background and special permission. French 09 French 20 introduces new vern tens‐ es, as well as building on the Come join the fun as you develop knowledge developed through French SECOND LANGUAGES your French language skills by parci‐ 9 & 10. Themes that may be covered pang in acvies that focus on de‐ include: self‐knowledge, media and Although recommended, a second veloping, understanding , and speak‐ adversing and travel. language is not a required credit un‐ ing French. Wrien acvies are in‐ der Core Curriculum. A student may tegrated to reinforce your communi‐ French 30 1 cr not substute a second language caon skills. Build and ulize vocabu‐ credit for a compulsory course or re‐ lary through acvies that reflect real Prerequisite: French 20 or French quired area of study. The University like experiences. The units studied in Immersion background and special of Saskatchewan requires a second grade nine are Back at It (Geng back permission language only when majoring in lan‐ into French); The Movies, and World French 30 introduces the subjuncve guages. However, a student may use of Work (Part‐Time Jobs). verb tense while connuing to build a language credit to sasfy other en‐ on knowledge acquired through trance requirements for Educaon Students with a French immersion French 9, 10, 20. The themes used to and Arts and Science. Many universi‐ background must idenfy themselves develop vocabulary, conversaon and es outside the province do require a when registering. Recommendaons wrien skills include: languages and second language, which is somemes will then be made for an appropriate cultures of the world, racism, person‐ specified to be French. (Aenon: grade place‐ especially to those wanng to aend ment in sec‐ the University of Alberta (Fine Arts ondary school Program) and Eastern Canadian Uni‐ French. versies.) Please see Student Ser‐ Students who vices for further informaon. have no previ‐ ous back‐ The school’s second language pro‐ ground in gram includes French, German, and Core French Japanese. Some language programs are encour‐ carry with them the possibility of a aged to see short‐term exchange (Germany, the guidance France) or a visit to a foreign country counsellors (Japan). for more in‐ formaon.

25 German 30 1 cr Japanese 20 1 cr German Program Prerequisite: German 20 Prerequisite: Japanese 10 The German program is designed to German 30 explores themes and con‐ Japanese 20 is the natural extension of teach students who have no texts again with a “hands‐on”, project Japanese 10. The main focus conn‐ knowledge or background in German centred approach. Students learn to ues to be oral and wrien communica‐ how to communicate, at a basic level, arculate their thoughts and feelings on and listening with understanding in a variety of different topics. There in different contexts with greater sen‐ at an intermediate level. The use of is an opportunity to parcipate in a sivity and sophiscaon. Hiragana increases and becomes more three month exchange with Germany. complex with the introducon of more Students interested in the IB program Japanese 10 1 cr complex grammar. Another wring should apply in Grade 9 and parci‐ system, Katakana, will be introduced pate in the exchange as Grade 10 stu‐ Prerequisite: None and connued development of Kanji dents. Non‐IB students should apply Japanese 10 is an introducon to the wring will be stressed. The cultural in Grade 10 and go to Germany in Japanese language. The main focus is component of the course deals with Grade 11. The curriculum promotes on oral and wrien communicaon. situaons in daily life in Japan. Addi‐ the learning of language through the Listening with understanding is also onal culturally related acvies are study of themes that focus on student stressed. One of the Japanese wring included in the course. experience. Each theme includes a systems, Hiragana, will be introduced. topic to be developed and a unit pro‐ Students will also learn some Kanji Japanese 30 1 cr ject. characters (pictographic, Chinese char‐ acters). The vocabulary acquired in Prerequisite: Japanese 20 German 10 1 cr the course will be wrien in Hiragana. Japanese 30 takes oral and wrien The cultural component of the course communicaon to a more advanced Prerequisite: None will deal with everyday social commu‐ level and deals, in parcular, with German 10 is an introducon to the nicaon and equee. Various cultur‐ complex everyday expressions. The language. No language knowledge or ally related acvies such as origami, students will connue to learn more background is required. There will be learning songs, cooking, and cras will Japanese wring, focusing on the de‐ a variety of different themes which are be introduced to smulate an interest velopment of their Kanji wring. The explored with a “hands‐on” approach. in Japanese culture. cultural component of the course fo‐ The themes are project centred, which cuses on understanding and develop‐ allows students to express themselves ing flexibility and sensivity in the cul‐ and understand people in different tural differences between Canada and contexts. Students interested in parc‐ Japan. ipang in German Exchange must ap‐ ply early in the second semester. This course is also available online through the Online Learning Centre. (see page #29).

German 20 1 cr

Prerequisite: German 10 German 20 is organized like German 10. It is a “hands‐on”, project centered course where students study diﬀerent themes to be able to express them‐ selves in diﬀerent contexts. This course is also available online through the Online Learning Centre. (see page #28).

26 ness of Canadians and the Canadian system, criminal law and procedure, SOCIAL SCIENCES naon. civil law including torts, family law, This course is also available online contracts, wills and estates, employ‐ History 10 1 cr through the Online Learning Centre. ment and consumer law, immigraon (see page #29). and environmental law. This course provides students with an opportunity to invesgate the histori‐ Law 30 1 cr The course helps the individual be‐ cal roots to many of the polical and come aware of business and legal pro‐ economic issues and challenges facing Recommended: History 10 cedures. One should acquire suﬃ‐ contemporary society. Speciﬁcally, (Open to grade 11 and 12 students.) cient knowledge to become aware of the course will focus on events ema‐ when professional legal services are nang from the Tweneth Century. The objecve of this course is for the desirable and necessary. Community Key events such as the French Revolu‐ individual to become aware of the resources are widely used. on, the Enlightenment, the Industrial rights, responsibilies, and fundamen‐ This course is also available online Revoluon and the era of Colonialism tal laws governing our society. Topics through the Online Learning Centre. will be studied. covered include our Canadian legal (see page #29).

History 20 1 cr

Recommended: History 10

If you are interested in studying the world wars, the Cold War, issues sur‐ rounding global instability or social and economic changes over the past 100 years that have impacted our world today, then this is the class for you. The goal of History 20 is to help students make sense of the major polical, social, and economic issues facing humanity at the beginning of the 21st Century and to promote an understanding of history as a disci‐ pline; including the nature and diversi‐ ty of its sources. Ulizing inquiry methods of learning, individual pro‐ jects, collaborave discussions, and historical thinking (the study of prima‐ ry and secondary sources), students will develop an understanding of the present through a crical reﬂecon of the past.

History 30 1 cr

Recommended: History 10 (Open to Grade 12 students only.) History 30 allows students to explore both signiﬁcant historical and contem‐ porary events that have, and connue to, shape our naon. There will be an emphasis on contemporary challenges that will inﬂuence the long‐term well‐

27 Indigenous Studies 10 1 cr roots of contemporary Indigenous and Psychology 30 1 cr Canadian issues will be invesgated. (Nave Studies may be taken instead Students will have the opportunity to Recommended: History 10 of History 10) gain an understanding and apprecia‐ Psychology is the systemac scienfic on of how Indigenous people have study of human behaviour, experienc‐ The aim of Indigenous Studies 10 is to influenced and shaped the history of es, and mental processes. develop a personal and cultural the Canadian naon. awareness of First Naon, Inuit and This course is also available online The focus of psychology is human de‐ Mės peoples of Canada. Students through the Online Learning Centre, as velopment, how people change, and become familiar with the cultures, Nave Studies 30 (see page #29). how they stay the same over the life and tradional philosophy of Indige‐ span. Students will learn about hu‐ nous cultures, and study the pre‐ man growth through infancy, adoles‐ contact and post‐contact history of World Religions 30 1 cr cence, adulthood, and old age. European Selement in Canada. Fo‐ This course is also available online cus is made on the spiritual, family, Recommended: History 10 through the Online Learning Centre. economic, educaonal, and social life This course is a comparave examina‐ (see page #29). of Indigenous peoples. on of many of the world’s religions. Students will have an opportunity to Indigenous Studies 30 1 cr study the origins, development, and principle beliefs of these religions. In Recommended: History 10 addion, opportunies will be provid‐ (Open to Grade 12 students only.) ed for students to understand the in‐ fluenal role religion has played, or is Indigenous Studies 30 provides an playing, on a personal, cultural, na‐ overview of Canadian history from an onal, and internaonal level. Indigenous perspecve. The historical

Social Sciences

Social Studies 08

Social Studies 09

History 10 /Indigenous Studies 10 History 20

Psychology 20

Nave Studies 30 Law 30 Psychology 30 World Religions 30

History 30

28 Driver Educaon no credit school courses are open for anyone, regardless of age, to aend. Driver Educaon is a non‐credit class If you are interested in an evening which is parally scheduled at noon learning me, please contact Mount hour. Some release me from other courses and some out‐of‐school me Royal Student Services at 683‐7806 or are also required. The course includes to register see a counsellor in Student classroom study, simulaon and in car Services at your school. Join the hundreds of students who are pracce, as well as home driving with Night School offerings have included: enjoying the wide variety of parents or other responsible adults. Cosmetology 10, Cree 10, Graphic Arts full‐credit Grade 10‐12 internet‐based courses… To be eligible, students must meet the 10, Photography 10, English 20, English Connuous intake age requirements specified by the sys‐ 30A, English 30B, Biology 30, History Teacher‐directed tem‐wide Driver Educaon program 30, Math 20A and Math 30B. Independent study and must be 15 years of age before Over 35 courses available being allowed to parcipate in the Easy access to your teacher by course. phone, email or in person. Please visit our website for more infor‐ Students must also have a birth cerfi‐ maon: Hp://olc.spsd.sk.ca cate and two other pieces of idenfi‐ caon. 2018-2019 Online Courses: Night School Learning Centre English—ELA A10, B10, 20, A30, B30; Creave Wring 20, 30 Saskatoon Public Schools’ Night School Learning Centre offers courses in the Math ‐ Mathemacs Foundaons & Pre‐Calculus 10; Foundaons 20, 30; evening me slot. A variety of sub‐ Workplace & Apprence 10, 20, 30; jects are offered. Specific courses Mathémaques Pré‐Calc 20 (French); offered will vary from semester to se‐ Pre‐Calculus 20, 30; Calculus 30 mester depending on student interest and teacher availability. The content Social Science—History 30; Nave Studies 30 of each course follows provincially au‐ thorized curriculum. These night Science—Biology 30; Chemistry 30; Computer Science 20, 30; Physical Science 20; Physics 30

Elecves—Accounng 10, 20, 30; Communicaons Media 20, 30; Com‐ municaons Media (French) 20, 30; Geography 30; Journalism 20; Law 30; Photography 20; German 10, 20, 30; Psychology 30

As a Saskatoon Public School student, you are welcome to meet with a guid‐ ance counsellor at your home school to discuss including an online class to your metable! Proudly oﬀered by Saskatoon Public Schools

29 PROGRAM OPPORTUNITIES Saskatoon Public Schools offers the most diverse programming options in Saskatchewan. We work hard to ensure all students are engaged in their learning. Below is a sample of some of the unique programs found in each of our collegiates. For detailed information on these and other programs at each school, including how to register, please visit each school’s website at www.saskatoonpublicschools.ca or call the school.

ADEN BOWMAN COLLEGIATE EVAN HARDY COLLEGIATE NUTANA COLLEGIATE • Collective Voice (Grade 9)* • Advanced Placement Calculus, • Academic Upgrading Academy • Dance (Grade 10, 11, 12) Computer Science, English, Physics, • Adult Education for Students 18 and over • English Language Arts B30: Psychology and Studio Art (Grade 12) • ISLS—Integrated School Linked Services Language through Philosophy • Autism/Asperger’s Resource Program • AYEP—Aboriginal Youth Entrepreneurship • Fine and Performing Arts options— • Band, Choral, Guitar, Instrumental Jazz Program Band, Choral, Dance, Drama, Guitar and • Dance (Grade 10, 11, 12) • Parenting class Instrumental Jazz • Global Citizenship 30 • Quarter classes offered—10-week duration • International Baccalaureate Diploma • Instrumental Jazz 10/20/30 • “Stretch” math and English Language Programme (Grades 11 and 12)* • Integrated Kinesiology—2 credits Arts classes • Languages: French, German, Japanese (Grade 11 or 12) • Adult 12 program • Pre-International Baccalaureate • Languages: Spanish, Mandarin, French, • Teacher-led tutorials (Grade 10) Japanese • Tourism 30 A & B • Media School (Grade 11)* BEDFORD ROAD COLLEGIATE • SAGE (Grades 9 to 11)* ROYAL WEST CAMPUS • Cadet Orientation Police Studies (COPS)* • Saskatoon International High School • Adult Education for students 18 and over • Dance Program Program • Adult 12 Programming as well as upgrading • Firefighter Recruitment Experience • Continuous enrollment until the end of (Grades 11 and 12) MARION M. GRAHAM COLLEGIATE March—individually paced course work • Integrated Advanced History/English • Advanced Placement Calculus and (no semesters or quarters) (Grades 10 and 11) Studio Art (Grade 12) • Immediate Ministry marks upon class • International Baccalaureate Diploma • Autism/Asperger’s Program completion Programme (Grades 11 and 12)* • Band, Choral, Guitar, Instrumental Jazz • Language: French • Dance Academy (Grades 9 to 12) TOMMY DOUGLAS COLLEGIATE • Life Skills Work Study (LSWS) • Functional Life Skills Program (FLS) • Advanced Placement English, Calculus and • Pre-International Baccalaureate • French Immersion (Grades 9 to 12) Biology (Grade 12) (Grade 9 & 10) • Integral Calculus • Aquatics, Recreational, Competitive Sport • Pre-Engineering (Grade 10 and 11) • Integrated English and History Courses & Outdoor Ed Physical Education • SAGE (Grades 9 to 12)* • Language through Philosophy (Grades 11 and 12) (Special ELB30) • Dance Academy (Grades 9-12) CENTENNIAL COLLEGIATE • Languages: French and German • Eco Science Club • Advanced Placement Calculus, English, • Musical Theatre (Grades 10 to 12) • Functional Life Skills Program (FLS) Statistics and Studio Art (Grade 12) • Pre-AP Visual Art • French Immersion (Grades 9 to 12) • Dance Academy (Grade 9 to 12) • Full Fine and Performing Arts options— • French Immersion (Grade 9 to 12) MOUNT ROYAL COLLEGIATE Choral, Drama, Dance, Guitar, • Functional Life Skills Program (FLS) • Aboriginal Youth Entrepreneurship Program Instrumental Jazz • High Performance/Personal Fitness/ • Following Their Voices initiative school for • Languages: French Physical Education (Grades 11 and 12) Aboriginal Student Engagement • Musical Theatre (Grades 10 to12) • History Study Tour Program (Grade 11) • Pathways program • Off the Grid (Grade 9)* • Instrumental Jazz 20 and 30 • High School Carpentry Apprentice Program • Softball Academy* • Soccer Academy (Grade 9 to 12) (Grades 11 and 12)* • Languages: Cree and French WALTER MURRAY COLLEGIATE CITY PARK SCHOOL • Life Skills Work Study (LSWS) • Band, Guitar, Instrumental Jazz, Choral • Flexible Schedule, Blended Learning • Night Classes including Cosmetology, • Dance 10, 20, 30 Program (Grades 7-12)* English Language Arts, Machining, Math, • French Immersion (Grades 9 to 12) • Outdoor School (Grade 11)* and Science • Full Vocational Options (Commercial • Numerous Arts and Practical & Applied Cooking, Graphic Arts, Welding, Mechanics, Arts including Cosmetology, Commercial Machining, Electronics, Drafting, as well as Cooking, Computer Animation, Graphic Construction and Carpentry) Arts, Welding, Mechanics, Machining, • Languages: German, Japanese, French Woods, Electronics and Drafting • Life Skills Work Study (LSWS) • Tourism/Hospitality (Grade 12) • SAGE (Grades 9 to 12)* • Skilled Trades of Construction (STOC)

* Application required SASKATOON PUBLIC SCHOOLS INSPIRING LEARNING POST - SECONDARY ADMISSION CONTACTS 2018 - 2019

University of Saskatchewan Recruitment & Admissions (306) 966-5788 or email: [email protected] For up-to-date admissions requirements, please visit their website: www.explore.usask.ca

University of Regina Admissions Office Toll Free 1-800-644-4756 or [email protected] For up-to-date admissions requirements, please visit their website: www.uregina.ca

First Nations University of Canada 1-800-267-6303 Saskatoon Campus (306) 931-1800 website: www.fnuniv.ca

Saskatchewan Polytechnic Toll Free 1-866-467-4278 Website: www.saskpolytech.ca

Saskatoon Campus Moose Jaw Campus 1 - 866 - 467-4278 1 - 866 - 467-4278 Email: [email protected] Email: [email protected]

Regina Campus Prince Albert Campus 1 - 866 - 467-4278 1 - 866 - 467-4278 Email: [email protected] Email: [email protected] Saskatchewan Indian Institute of Technologies 1-800-667-9704 Saskatoon (306) 244-4444 Website: www.siit.sk.ca

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