DOCSLIB.ORG

Crocus Plains Regional Secondary School.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Crocus Plains Regional Secondary School.Pdf Crocus Plains Regional Secondary School Table of Contents General Information .......................................................................................................................... 4 Expectations of Students at Crocus Plains Regional Secondary School ………………………………………………. 5 Student Support Services……………………………………………………………………………………………………………………. 8 How to Select and Change Courses .......................................................................................................... 9 Graduation Requirements ...................................................................................................................... 11 High School Apprenticeship Program ..................................................................................................... 13 Advanced Placement® Program .............................................................................................................. 13 Graduation Information ………………………………………………………………………………………………………………….. 15 Academic Courses Applied Commerce Education ................................................................................................................ 16 Arts Education ........................................................................................................................................ 20 Drama ............................................................................................................................................ 20 Music ............................................................................................................................................. 23 Visual Arts ..................................................................................................................................... 26 Career Development .............................................................................................................................. 29 English .................................................................................................................................................... 30 French ..................................................................................................................................................... 33 Indigenous Language .............................................................................................................................. 34 Crocus Plains Regional Secondary School Page 1 Crocus Plains Regional Secondary School Information Communication Technology (ICT) ...................................................................................... 38 Mathematics .......................................................................................................................................... 41 Physical Education/Health ..................................................................................................................... 45 Science .................................................................................................................................................... 48 Social Studies .......................................................................................................................................... 51 Technology Courses Apprenticeship Information .................................................................................................................... 54 Automotive Technology .......................................................................................................................... 56 Carpentry ................................................................................................................................................ 59 Collision Repair Technology ................................................................................................................... 62 Comprehensive Health Care Aide ........................................................................................................... 66 Culinary Arts ............................................................................................................................................ 68 Design Drafting ........................................................................................................................................ 71 Early Childhood Education ...................................................................................................................... 74 Electronic Sciences & Technology ........................................................................................................... 77 Graphic Design ........................................................................................................................................ 80 Hairstyling ............................................................................................................................................... 83 Photography ............................................................................................................................................ 86 Crocus Plains Regional Secondary School Page 2 Crocus Plains Regional Secondary School Sound Engineering .................................................................................................................................. 89 Welding Technology ................................................................................................................................ 92 AP® and Advanced Placement ®are registered trademarks of the College Board. Used with permission. Crocus Plains Regional Secondary School Page 3 GENERAL INFORMATION GENERAL INFORMATION Crocus Plains Regional Secondary School Main Office: (204) 729-3900 Student Services: (204) 729-3910 1930 1st Street Fax: (204) 726-2162 Attendance Line: (204) 729-3915 Brandon, Manitoba R7A 6Y6 Email: [email protected] Website: https://www.bsd.ca/schools/crocus Twitter: @CPRSS_BSD Welcome Welcome to Crocus Plains Regional Secondary School, a Grade 9 to 12 Academic and Technology high school that provides students in the City of Brandon and in the Southwestern Region of Manitoba an opportunity to attain both academic and technology education diplomas. Crocus Plains Regional Secondary School is committed to providing a safe, accepting, and academically challenging environment. By doing so, the school gives each student the opportunity to develop critical thinking and decision making skills, an understanding of his or her social responsibility, and a strong feeling of self-worth. Course Guide Crocus Plains Regional Secondary School provides this guide to assist students and parents in understanding the content of courses and the organization of high school programs. This guide is intended to be used in family discussions that will assist students in making wise program and course choices. Future career opportunities will be influenced by present course selections. Students should honestly assess their own personal interests, abilities, aspirations, and long-term plans and use this assessment as a guide for choosing courses. After personal assessment and family discussion, students and/or parents are encouraged to consult with school staff regarding course planning. Such planning is critical to meeting the requirements of post-secondary educational institutions or the workplace. Timetable The school’s timetable structure is a “locked” five period semester system. The majority of program instruction takes place in Periods 1, 2, 3, 4, and 5. Each instructional period is sixty-five minutes in length. All courses are delivered within this instructional framework. Crocus Plains Regional Secondary School Page 4 GENERAL INFORMATION Period #1 8:50 a.m. - 9:55 a.m. Period #2 9:58 a.m. - 11:03 a.m. Period #3 11:06 a.m. - 12:11 p.m. Grade 9 - Lunch Period L – Grade 9 12:14 p.m. - 1:19 p.m. Grade 10-12 - Lunch Period #4 1:22 p.m. - 2:27 p.m. Period #5 2:30 p.m. - 3:35 p.m. Expectations of Students at Crocus Plains Regional Secondary School The purpose of the Crocus Plains Regional Secondary School’s “Code of Conduct – Expectations and Responses to Behaviour” is to promote a healthy school culture where high levels of achievement occur within a positive school environment. Crocus Plains Regional Secondary School believes that everyone has the right to be treated with dignity and respect and we will promote the development of beliefs and attitudes that foster a safe and caring learning environment. Responses to behaviour can vary depending on the circumstances and will take into account the needs, the developmental stage, and age of the individual student. Under normal circumstances, consequences will be consistently applied. The following are possible consequences: informal interview, support personnel involvement, parental involvement, formal interview, withdraw from classroom setting, removal of privileges, detention of students, restitution, involvement of other agencies, behavioural/performance contracts, in-school suspensions, out-of-school suspensions, withdrawal from a course(s), expulsion, and/or Brandon Police Services involvement. Dress Code Expectation - Students are expected to remove hats, outerwear, and backpacks when they enter the school and store these items in their lockers. Clothing regulations, student dress code, take into account safety, health, and the maintenance of an atmosphere suitable for a learning environment. Response to Behaviour - Students will be reminded of the expectation. Students who persist on wearing hats and/or clothing that is prohibited will be referred to Administration.
Load more

Recommended publications
  • Residence Patterns and Related Aspects of Kinship Organization in a Swampy Cree Community
    Residence Patterns and Related Aspects of Kinship Organization in a Swampy Cree Community KATHRYN T. MOLOHON Laurentian University Introduction This paper examines residence patterns and related as­ pects of kinship organization in the contemporary Swampy Cree community of Attawapiskat, Ontario, Canada (see Honig- mann 1956, 1961; Molohon 1983, 1984a, 1984b; and Vezina 19- 78).' Attawapiskat is located at the mouth of the Attawapiskat River on the west coast of James Bay, and has a current pop­ ulation of about 1,000. During the first part of this century, the people under study were nomadic hunter-trappers who congregated around Hud­ son's Bay Company trading posts in the summer in order to trade their furs, buy supplies, and participate in religious and social activities. Beginning in the late 1960s, the majority of these people gradually became sedentarized in response to the introduction of government transfer payments (welfare pay­ ments), improved educational opportunities, access to medical and dental care, and improvements in both the availability and speed of long distance travel. The economy of modern day At­ tawapiskat is based on government transfer payments which are Research for this paper was funded by the Social Sciences and Hu­ manities Research Council of Canada Grant Number 410-82-0412. This support is gratefully acknowledged. I would also like to thank my research assistants in Attawapiskat, including John Edwards, Elizabeth Gull, and Gregory Hookimaw. 119 120 KATHRYN T. MOLOHON supplemented by hunting, fishing, gathering, trapping, and oc­ casional wage labor. Although traditional (pre-sedentarized) Swampy Cree culture is still very much in evidence, seden- tarization and modernization have been accompanied by the breakdown of geographic isolation, changes in the economy, diet, and health of the people, and changes in demographic parameters including residence patterns.
    [Show full text]
  • Update: Cree Initiative
    FALL/WINTER 2018 WYCLIFFE.CA Update: Cree Initiative Progress: Current Goals: 380 verses have been translated Western Swampy Cree: Explore recently into Oji-Cree! A translation the possibility of Bible translation consultant visited twice this fall, projects with new contacts from working through checking their translation of Cross Lake and Shoal Lake Communities. Quick facts: the Gospel of Mark. Continue Swampy Cree language learning. Potential population impacted: 100,000 people The First Nations Translators workshop in Oji-Cree publish portions of Scripture, solidify Guelph, Ontario was a huge success. Larry the steps of the translation process with the Number of languages: Beardy, the new Anglican Bishop in the Oji-Cree translation team, provide technical At least five related Cree Western Swampy Cree area, said, “That was support, recruit more translators. languages the most thoughtful overall picture of one’s Naskapi final preparations for the publication Focus ministry: own language. It clears my thoughts about of the books of Exodus and Psalms, support Bible translation, training what has to be planned as a community.” the translation team with their current Old Language learning continues to take place for Testament translation projects. Geographic area: Canada the team assigned to Western Swampy Cree. Plains Cree:Continue audio-editing of the Timeline: 2012-2024 The second year of Vacation Bible School Bible for access on handheld devices and Total ministry year need was held in Kingfisher Lake and nearly half the Internet. (to August 20, 2019): $179,540 the children in the community participated Mushuau Innu, James Bay Cree, and other in the daycamp.
    [Show full text]
  • Oskisihcikêwak / New Traditions in Cree Two-Spirit, Gay and Queer Narratives
    OSKISIHCIKÊWAK / NEW TRADITIONS IN CREE TWO-SPIRIT, GAY AND QUEER NARRATIVES by JUNE SCUDELER B.A (Honours), Simon Fraser University, 2001 M.A. Simon Fraser University, 2002 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (English) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) April 2016 © June Scudeler, 2016 ABSTRACT “oskisihcikêwak/New Traditions in Cree Two-Spirit, Gay and Queer Narratives” works in a field where very little historical or foundational material exists. I provide this groundwork for playwright and novelist Tomson Highway and his younger brother, dancer and choreographer René Highway (Woods Cree), and for the performance artist, filmmaker and painter, Kent Monkman (Swampy Cree). Using Cree methodologies, such as wâhkôhtowin or kinship and miyo-wîcêhtowin or getting along with others, the project illustrates how the Highways and Monkman use their art not only to combat racism and homophobia, but more importantly to show the survivance and vibrancy of Indigenous ways of knowing. By using Cree epistemologies, I show how queer theory and queer-of- colour theory can neglect to address colonisation. In four chapters, I show how the Highway brothers “stood together” to form community for their early and undocumented performances, such as New Song . New Dance, and through their involvement with Toronto’s Native Earth Performing Arts, Canada’s first professional Indigenous theatre company. I then compare a script written for a made-for-television movie with what it turned into the novel Kiss of the Fur Queen. I then examine Kent Monkman and his establishment of what David Garneau calls “Aboriginal sovereign display territory” in his paintings and performances, and devote a chapter to the work of his alter ego, Miss Chief Eagle Testickle.
    [Show full text]
  • The Syntax of Innu-Aimun Locatives∗ Will Oxford University of Toronto
    The syntax of Innu-aimun locatives∗ Will Oxford University of Toronto This paper provides a description and preliminary analysis of the syntax of locative phrases in the Algonquian language Innu-aimun (Montagnais). The paper establishes a taxonomy of locative categories and describes the properties of each category. It also sets out the ways in which these categories combine to form locative phrases, which are then analyzed as pPs in a model based on recent work by Svenonius (2006, 2010). Several syntactic patterns that affect locative phrases are described, including word-order variations and an apparent locative licensing effect. 1 Introduction This paper examines the syntax of locative expressions in Innu-aimun, an Algonquian language spoken in Quebec and Labrador. Innu-aimun, also known as Montagnais, is a member of the Cree- Montagnais-Naskapi dialect continuum, and is thus closely related to Cree proper. Aside from brief discussions in Clarke’s (1982) grammatical sketch (33–34, 134–36), the grammatical properties of Innu-aimun locatives had not been described in the literature prior to Oxford 2008; the current paper is a further development of the description begun in that work. My data comes from fieldwork and texts from the community of Sheshatshiu, Labrador, where Innu-aimun is still spoken as a first language by approximately 90% of the population (Burnaby 2004; Thorburn 2005). The main claim of the paper is that locative expressions in Innu-aimun form a grammatical system. There are three CORE LOCATIVE CATEGORIES, which form locative phrases: locative nouns, locative demonstratives, and locative prepositions. There are also two PERIPHERAL LOCATIVE CATEGORIES, which introduce or refer to locative phrases: locative presentatives and locative preverbs.
    [Show full text]
  • Supplementary Resources 2 Connect
    March 2015/Mars 2015 SUPPLEMENTARY RESOURCES 2 CONNECT • "Apihawikosisan" Law, Language, Life: A Plains Cree Speaking Metis Woman in Montreal apihtawikosisan.com This blog follows the life of a Metis teacher and has information on how to attend her "language nest" style Plains Cree language course in Montreal. The site also lists a wide variety of links to Cree language and cultural resources. • Cree Cultural Institute http://creeculture.ca/ This site is an excellent destination for learning about the culture and language of Crees living in the James Bay and Hudson Bay regions of Quebec. Among the many features of this website are an archive of historical photographs, an online exhibition of Cree artifacts from the region, and translated traditional stories. • Centre for Race and Culture http://www.cfrac.com/ This organization based in Edmonton, AB organizes programs and projects to help minority, immigrant, and refugee communities. One of these projects is on-site Cree language lessons. • The Nehiyawewin (Cree) Word/Phrase of the Day https://www.facebook.com/groups/18414147673/ This Facebook group brings together users from across the world to share their favourite Cree words and phrases as a way to promote and strengthen the language and the people it represents. 3 LEARN • A-mowin Virtual Language Classroom http://learncreeonline.blogspot.ca This blog offers free online Cree language lessons every Thursday at 9 pm EST. • Alberta Language Technology Lab http://altlab.artsrn.ualberta.ca/?page_id=150 This team at the University of Alberta has created a number of Plains Cree language tools including a Cree/English dictionary and linguistic generation tools.
    [Show full text]
  • Trauma, Child Development, Healing and Resilience a Review of Literature with Focus on Indigenous Peoples and Communities
    Trauma, Child Development, Healing and Resilience A Review of Literature with Focus on Indigenous Peoples and Communities Prepared by: Dr. Patti LaBoucane-Benson Dr. Nicole Sherren Dr. Deanna Yerichuk Trauma, Child Development, Healing and Resilience A Review of Literature with Focus on Aboriginal Peoples and Communities Primary Contributors Dr. Patti LaBoucane-Benson, Dr. Nicole Sherren, Dr. Deanna Yerichuk Project Sponsors Alberta Children Services, Cultural Knowledge and Innovation Branch Suggested Citation LaBoucane-Benson, P., Sherren, N., Yerichuk, D. (2017). Trauma, Child Development, Healing and Resilience: A review of literature with focus on Indigenous peoples and communities. PolicyWise for Children & Families. Edmonton, Alberta. PolicyWise for Children & Families | 1 Trauma, Child Development, Healing and Resilience A Review of Literature with Focus on Aboriginal Peoples and Communities Table of Contents Key Messages ................................................................................................................................................ 3 Executive Summary ....................................................................................................................................... 6 Introduction ................................................................................................................................................ 21 Research Design and Method ..................................................................................................................... 23 Annotated
    [Show full text]
  • AWARDS PROGRAM 5:25 Guests Are Seated
    AWARDS PROGRAM 5:25 Guests are seated 5:30 Arrival of His Honour Russ Mirasty, Lieutenant Governor of Saskatchewan Award Presentations 6:30 Reception 2 A MESSAGE FROM... His Honour Russ Mirasty Lieutenant Governor of Saskatchewan It is my sincere pleasure to extend greetings on behalf of Her Majesty Queen Elizabeth II, Queen of Canada, to everyone taking part in the 2019 Lieutenant Governor Heritage Awards. I warmly welcome you to Government House for this very special ceremony. My heritage as a member of the Lac La Ronge Indian Band is very important to me. My grandparents spoke only Cree and lived a traditional lifestyle, hunting, fishing and trapping. Although I left the north to go to school and to pursue a career in the Royal Canadian Mounted Police, my identity and my values are rooted in my connection to my home. Heritage, in all its diversity, gives us both personal and shared identities. It makes us unique and unites us. I congratulate everyone who has been nominated to receive an award this year – thank you for celebrating and preserving our individual and collective stories. I am truly grateful to Heritage Saskatchewan for managing this valuable awards program and for supporting our vibrant heritage community. Please accept my best wishes for a joyous and memorable celebration. Russ Mirasty Lieutenant Governor Province of Saskatchewan 3 Welcome to the 2019 Lieutenant Governor Heritage Awards! Thank you for joining us and celebrating our diverse heritage. As we gather today, I would like to acknowledge that this awards ceremony at Government House is being held on Treaty 4 territory, the traditional lands of the Nehiyawak, Anishinaabe, Dakota, Lakota, and Nakota, and homeland of the Métis.
    [Show full text]
  • Baring the Windigo's Teeth: the Fearsome Figure in Native
    Baring the Windigo’s Teeth: The Fearsome Figure in Native American Narratives Carol Edelman Warrior A dissertation submitted in partial fulfillment of the requirements for the degree of Docrtor of Philosophy University of Washington 2015 Reading Committee: 1 Brian M. Reed, Chair Dian Million Christopher Teuton Luana Ross Program Authorized to Offer Degree: Department of English © Copyright 2015 Carol Edelman Warrior University of Washington Abstract Baring the Windigo’s Teeth: Fearsome Figures in Native American Narratives Carol Edelman Warrior Chair of the Supervisory Committee: Professor Brian M. Reed Department of English Whereas non-Native American fictional fearsome figures tend to produce anxiety from their resistance to categorization, their unpredictable movement, and their Otherness, many contemporary Native American writers re-imagine fearsome figures and monstrous systems as modeled after, and emergent from settler-colonial transgressions against Indigenous values and relationships: these behaviors spread to tribal people/s through incorporation or assimilation into the “body” of the fearsome figure. Such violations can be represented by, and better understood, through an exploration of the behavioral traits of the Algonquian figure of the 2 Windigo, or wétiko, even when the text in question would not be classified as horror. In the Indigenous works of fiction that this dissertation explores, villainy is depicted as behavior that destroys balance, and disrupts the ability for life to reproduce itself without human mediation or technological intervention. In this dissertation, I develop and apply “Windigo Theory”: an Indigenous literary approach to reading Indigenous fiction, especially intended to aid recognition and comprehension of cultural critiques represented by the fearsome figures.
    [Show full text]
  • Aboriginal and First Nations Submissions by Rose Mclvor
    Mino Pimatiseewin: A Content Analysis of the Aboriginal and First Nations Submissions to the Commission on the Future of Health Care in Canada By Rose Mclvor-Girouard A Thesis submitted to the Faculty of Graduate Studies of The University of Manitoba in partial fulfillment of the requirement of the degree of MASTER OF SOCIAL WORK University of Manitoba Winnipeg, Manitoba THE UNIVERSITY OF MANITOBA FACULTY OF GRADUATE STUDIES ùsggs COPYRTGHT PERMISSION Mino Pimatiseewin: A Content Analysis of the Aboriginal and First Nations Submissions to the Commission on the Future of Health Care in Canada BY Rose Mclvor-Girouard A ThesisÆracticum submitted to the Faculty of Graduate Studies of The University of Manitoba in partial fulfillment of the requirement of the degree of MASTER OF SOCIAL WORI( Rose Mclvor-Girouard O 2006 Permission has been granted to the Library of the University of Manitoba to lend or sell copies of this thesis/practicum, to the National Library of Canada to microfilm this thesis and to lend or sell copies of the film, and to University Microfilms Inc. to publish an abstract of this thesis/practicum. This reproduction or copy of this thesis has been made available by authority of the copyright oÌyner solely for the purpose ofprivate study and research, and may only be reproduced and copied as permitted by copyright laws or with express written authorization from the copyright oìryner. Acknowledgements To my husband, Lenny Girouard - Thank you for your love and support. I have appreciated your constant understanding and encouragement throughout my graduate work, which has resulted in the completion of this thesis.
    [Show full text]
  • Swampy Cree Ntoh-Tah-To-Tan Listening to One Another Canadian Version 2015 Facilitator Manual
    SWAMPY CREE NTOH-TAH-TO-TAN LISTENING TO ONE ANOTHER CANADIAN VERSION 2015 FACILITATOR MANUAL About this Manual This manual is intended to guide project staff while implementing the family program. We think of it as a starting point for communities beginning the program, but we hope it may be adapted for specific use in your community. For questions regarding this program and manual, please contact: Dr. Laurence Kirmayer Dominique Geoffroy Principal Investigator Project Coordinator Listening to One Another Listening to One Another Culture and Mental Health Research Unit Culture and Mental Health Research Unit (CMHRU) 4333 Cote Sainte Catherine 4333 Cote Sainte Catherine rm 218B Montreal, Quebec H3T 1E4 Montreal, Quebec H3T 1E4 Tel: 514-340-7549 Tel: 514-340-8222 x2192 Fax: 514-340-7503 Fax: 514-340-7503 E: EE E: [email protected] E: [email protected] www.mcgill.ca/tcpsych www.mcgill.ca/mhp We acknowledge the efforts and contributions of the University of Manitoba and all Swampy Cree communities from Northern Manitoba! 1 WELCOME TO NTOH-TAH-TO-TAN Tansi! We are pleased that you have agreed to help facilitate the 14 session program! The ultimate goal of the Ntoh-tah-to-tan Prevention Program is to promote the mental health and well-being of Swampy Cree youth and families. We plan to use the traditional teachings of our Swampy Cree Elders and ancestors as tools toward our goals. It is our belief that traditional culture offers healthy alternatives to unhealthy behaviours, ideals, morals, values, and knowledge. Although Indigenous people have been exposed to many unhealthy behaviours and social contexts that have taken tolls on well-being, the strength and resilience of individuals and communities can help foster good ways of life.
    [Show full text]
  • The Quint : an Interdisciplinary Quarterly from the North 1
    the quint : an interdisciplinary quarterly from the north 1 contents the quint volume five issue one EDITORIAL an interdisciplinary quarterly from The Adjunct Crisis in Humanities: Exposing Higher Education’s Dirty Little Secret by Natalie M. Dorfeld......................................................................................................................................7 the north Love by Christopher Moylan....................................................................................................25 advisory board The Pedagogy of Indigenous Restorative Justiceby John George Hansen & Rose Antsan- en............................................................................................................................................29 Dr. Keith Batterbe Three Curses of Manby Steven N. Wingate..............................................................................41 University of Turku Angel of Silence by Kristjana Gunnars.....................................................................................42 Dr. Lynn Ecchevarria Charity Girls: The Northern Manitoba(n )Response to Charlotte Brontë’s Jane Eyre by Carolyn Yukon College Creed.......................................................................................................................................43 the quint welcomes submissions. See our guidelines Pat by Christopher Moylan.....................................................................................................53 Dr. Susan Gold or contact us at: University of Windsor Garden
    [Show full text]
  • Towards a Grammar of Innu-Aimun Particles
    Towards a grammar of Innu-aimun particles WILL OXFORD Memorial University of Newfoundland In Algonquian linguistics, indeclinable particles are traditionally treated as a single class (e.g. Bloomfield 1946). Although this approach is morphologically accurate, it obscures the fact that particles serve a wide variety of grammatical functions. In fact, there is very little in the way of a general descriptive and analytical framework for Algonquian particles. My master's thesis (Oxford 2007)1 is an attempt to remedy this situation for Innu-aimun (Montagnais). The goal was to classify Innu-aimun particles into well-justified grammatical categories. To this end, the grammatical properties of each class of particles were described and analyzed. This paper provides a brief overview of the findings.2 BACKGROUND OF THE STUDY For the most part, the study's scope is limited to the dialect of Innu-aimun spoken in Sheshatshiu, Labrador. Two major sources of data were used: texts and fieldwork. Textual data was obtained from the Labrador Innu Text Project (LITP), a corpus of 29 traditional stories comprising just under 15,000 words (Mailhot 1999, 2002). Fieldwork was conducted by the author in Sheshatshiu with eight speakers over a period of eight weeks. The elicitations primarily involved the creation by the consultant of Innu-aimun sentences containing a given particle, as well as the careful translation of sentences between English and Innu-aimun. Working from these sources of data, particles were grouped into classes based mainly on distributional patterns, though derivational morphology was also used as a criterion. The following major classes of particles were identified: adnominal particles (adjectives and quantifiers), prepositions, adverbs, focus particles, negators, conjunctions, and interjections.
    [Show full text]