BROCKVILLE COLLEGIATE

INSTITUTE

“Excellence in Academics, Arts & Athletics”

COURSE CALENDAR 2017-2018

BROCKVILLE COLLEGIATE INSTITUTE 90 PEARL STREET EAST BROCKVILLE, ON K6V 1P8

Phone: (613) 345-5641 Website: www.bciredrams.ca Fax: (855) 340-9078

TABLE OF CONTENTS

PRINCIPAL’S MESSAGE...... 1 DIPLOMA REQUIREMENTS ...... 3 THE ONTARIO SECONDARY SCHOOL LITERACY TEST ...... 3 REQUIRED COMMUNITY INVOLVEMENT ACTIVITIES ...... 3 CERTIFICATE REQUIREMENTS ...... 4 AN ONTARIO SECONDARY SCHOOL CERTIFICATE (O.S.S.C.) ...... 4 A CERTIFICATE OF ACCOMPLISHMENT (C.O.A.) ...... 4 SUBSTITUTIONS FOR COMPULSORY CREDITS ...... 4 REACHING EVERY STUDENT ...... 5 INTERNATIONAL BACCALAUREATE ...... 6 U.C.D.S.B. ON-LINE LEARNING PROGRAM ...... 8 DUAL CREDITS ...... 8 SPECIALIST HIGH SKILLS MAJOR (S.H.S.M.) ...... 9 COOPERATIVE EDUCATION ...... 10 COURSE SELECTION, PLANNING, AND CHANGES ...... 10 ONTARIO STUDENT TRANSCRIPT ...... 10 TYPES OF COURSES ...... 11 THE STUDENT SERVICES DEPARTMENT ...... 11 ORGANIZATION OF COURSES ...... 12 EXPLANATION OF COMMON COURSE CODES ...... 13 COURSE OFFERINGS ...... 14 ARTS ...... 16 INTEGRATED ARTS...... 16 DRAMA ...... 16 MUSIC ...... 17 VISUAL ARTS ...... 18 BUSINESS STUDIES ...... 20 CANADIAN AND WORLD STUDIES ...... 21 GEOGRAPHY ...... 21 HISTORY ...... 22 LAW ...... 24 ECONOMICS ...... 25 ENGLISH ...... 25 FRENCH ...... 29 GUIDANCE AND CAREER EDUCATION ...... 31 HEALTH AND PHYSICAL EDUCATION ...... 33 MATHEMATICS ...... 35 SCIENCE ...... 39 SOCIAL SCIENCES AND HUMANITIES ...... 44 FAMILY STUDIES...... 44 GENERAL SOCIAL SCIENCES ...... 45 PHILOSOPHY ...... 46 TECHNOLOGICAL STUDIES ...... 47 STUDENT LIFE AT B.C.I...... 49 ATHLETICS ...... 49 SCHOOL CLUBS ...... 49 STUDENT COUNCIL ...... 49 REPORTING STUDENT ACHIEVEMENT ...... 50 BROCKVILLE COLLEGIATE INSTITUTE’S EXPECTATIONS ...... 50

PRINCIPAL’S MESSAGE 2017-2018

Brockville Collegiate Institute is steeped in a tradition of excellence in academics, arts, and athletics. We are committed to building upon the success of our past and innovating as needed to ensure a successful future. B.C.I. has a small school feel but it is big on Red Ram spirit! Respectful relationships between students and staff serve as the foundation for the positive school culture and the sense of family that characterizes B.C.I. We are proud of the programs and opportunities that we offer and we take pride in the special features outlined below:

 Our Extended French & French Immersion Programs  Our Arts & Culture Specialist High Skills Major Program  Excellent EQAO results for both Literacy and Math  Extensive extra-curricular program in athletics and clubs  Challenging enrichment activities  Outstanding math contest results  Individualized post-secondary counselling  A beautiful auditorium that is used on a daily basis for drama classes, presentations, assemblies, and performances.

Brockville Collegiate Institute provides an excellent foundation for post- secondary education. Our graduates have realized success in a broad range of career areas including engineering, theatre, law, medicine, business, music, construction, trades and high tech. We hope that you decide to join the B.C.I. family.

Bill Loshaw, Principal.

~ 1 ~

BROCKVILLE COLLEGIATE INSTITUTE

Excellence in Academics, Arts, and Athletics Rich in Tradition and Future-Focused

~ 2 ~

DIPLOMA REQUIREMENTS

AN ONTARIO SECONDARY SCHOOL DIPLOMA (O.S.S.D.) will be granted to a student who earns a minimum of 30 credits, passes the Ontario Secondary School Literacy Test, and completes 40 hours of Community Involvement Activities. A credit is granted in recognition of the successful completion of a course that has been scheduled for a minimum of 110 hours of instruction. A half credit is granted for the successful completion of a minimum of 55 hours of instruction.

Compulsory Credits (Total of 18) The requirements for secondary 4 credits in English (one per grade) school graduation are demanding. 1 credit in French as a Second Language Parents and students are encouraged 3 credits in Mathematics (at least one in Grade 11 or 12) to seek the advice of the guidance 2 credits in Science counsellors. To complete the program 1 credit in Canadian History in four years requires careful planning 1 credit in Canadian Geography based on clarity about the student’s ½ credit in Civics intended post-secondary destination. ½ credit in Career Studies 1 credit in Health and Physical Education 1 credit in the Arts 1 credit in English, or French as a Second Language, or Native Language, or Classical or International Language, or Social Science and Humanities, or Canadian and World Studies, or Guidance and Career Education, or Cooperative Education 1 credit in Health and Physical Education, or Arts, or Business Studies, or French as a Second Language or Cooperative Education 1 credit in Grade 11 or 12 Science, or Technological Education, or French as a Second Language, or Cooperative Education

Optional Credits (total of 12) In addition to the 18 compulsory credits, students must earn 12 optional credits in courses of their choice, selected from the full list of courses available in the school. Optional credits allow students to build an educational program that suits their individual interests and meets university, college, apprenticeship, or work requirements. THE ONTARIO SECONDARY REQUIRED COMMUNITY SCHOOL LITERACY TEST INVOLVEMENT ACTIVITIES

All students must demonstrate their competency As part of the diploma requirements, students must in reading and writing skills to earn an Ontario complete a minimum of 40 hours of community Secondary School Diploma (O.S.S.D.). In Grade involvement activities during their years in the 10 most students write a test of reading and writing secondary school program. skills designed by the Ontario Education Quality and Accountability Office (EQAO). This test is Community involvement activities may take place administered in March. in a variety of settings (e.g. not-for-profit organizations, hospitals, informal settings, etc.). Some students might benefit from a deferral of the Students may not fulfil the requirement through test. These include those students who have been activities that are counted towards a credit (e.g. identified as exceptional and/or those who are Cooperative Education and work experience), registered in English as a Second Language through paid work, or by assuming duties normally courses. A deferral is decided by the principal. performed by a paid employee. The requirement is to be completed outside students’ normal Students who are not successful at the Ontario instructional hours - that is, the activities are to take Secondary School Literacy Test (O.S.S.L.T.) can place in students’ designated lunch hours, after achieve their literacy requirement by successfully school, on weekends, or during school holidays. completing the Ontario Secondary School Literacy The principal will decide whether the student has course (OLC4O). met the requirements of both the ministry and the board for these activities.

The Upper Canada District School Board provides each student with a brochure outlining the requirements for Community Involvement. ~ 3 ~

CERTIFICATE REQUIREMENTS

AN ONTARIO SECONDARY SCHOOL CERTIFICATE (O.S.S.C.) will be granted to a student who earns a minimum of 14 credits and who is not working toward an O.S.S.D.

Compulsory Credits (Total of 7)

2 credits in English 1 credit in Mathematics 1 credit in Science 1 credit in Arts or Technology 1 credit in Canadian History or Canadian Geography 1 credit in Health and Physical Education

Optional Credits (total of 7)

In addition to the seven compulsory credits, students have to earn seven optional credits in courses of their choice, selected from the full list of courses available in the school. Optional credits allow students to build an educational program that suits their individual interests and meets apprenticeship or work requirements.

A CERTIFICATE OF ACCOMPLISHMENT (C.O.A.) will be granted to a student who leaves school upon reaching the age of eighteen without having met the requirements for the Ontario Secondary School Diploma or the Ontario Secondary School Certificate. The Certificate of Accomplishment is a way of recognizing achievement of students who plan to take other kinds of further training or who plan to find employment after school. An Ontario Student Transcript will be attached to indicate what credits have been earned. A Certificate of Accomplishment will only be issued once.

SUBSTITUTIONS FOR COMPULSORY CREDITS

In order to allow flexibility in designing a student’s program and to ensure that students can qualify for the Secondary School Diploma, substitutions may be made for a limited number of compulsory credit courses. These courses must be selected from the course offerings of the school that meet the requirements for compulsory credits. To meet individual students’ needs, the principal may replace up to three of these courses (or the equivalent in half courses) with courses that meet the compulsory credit requirements. Each substitution will be noted on the student’s Ontario Student Transcript.

~ 4 ~

REACHING EVERY STUDENT

The Upper Canada District School Board, through its secondary school program, is committed to equipping all students with the knowledge, skills and attitudes they need for successful outcomes - smooth transitions to the post-secondary destinations of their choice. Our schools offer educational programs that promote high standards, while providing students with learning opportunities and supports needed for success.

Successful completion of secondary education in Ontario is important and a valuable step toward post-secondary opportunities. Students may create or choose a program pathway that prepares them for direct entry into:

 apprenticeship programs  college  community living  university  the workplace.

There is value, honour and dignity in all post-secondary destinations and all sectors of employment. A student’s Program Pathway is his or her educational program and reflects the goals that help motivate him or her to complete secondary school. Building a successful pathway through school requires planning and is a cooperative effort involving students, parents/guardians, teachers and guidance counsellors. Factors that must be considered in planning include a student’s:

 most recent levels of achievement  preferred learning style  strengths, interests and abilities  immediate educational needs.

Early success in high school is essential. Statistics in Ontario show very clearly that failure in courses in grades 9 and 10 is a significant factor in students dropping out of school. Appropriate course selection and proactive plans for success are important.

Schools in Upper Canada have a strong focus on Student Success. In each of our high schools, classroom teachers, student success teachers, guidance counsellors, learning resource coaches and administrators form strong teams that are dedicated to successful outcomes for all students. The Brockville Family of Schools work together to make the transition from Grade 8 to Grade 9 as smooth as possible.

~ 5 ~

INTERNATIONAL BACCALAUREATE The Six IB Academic Subjects at B.C.I. at BROCKVILLE COLLEGIATE Group 1: HL English Group 2: SL French B The IB Program offers Grade 11 and 12 students a Group 3: HL History passport to higher education. This unique program is Group 4: HL Biology recognized by universities within Canada and around Group 5: SL Math the world for the exceptional way in which it helps to Group 6: SL Chemistry prepare students for the demands of university studies. The IB program encourages students to ask HL = 240 hours challenging questions, to reflect critically, to develop SL = 150 hours research skills, and to learn how to learn. In recognition that there is more to learning than IB Exams All students in the International academic studies alone, IB students complete Baccalaureate Program are rigorously tested. The projects and perform activities that promote creativity, exams occur in May of a student’s Grade 12 year with action, and service (CAS). For Grade 11 and 12 the exception of French, which is written in May of the students willing to accept the challenge offered by this student’s Grade 11 year. The examinations are set by unique program, the advantages are many. the International Baccalaureate Examinations Office

and are marked by IB examiners. In addition, IB IB courses at B.C.I. have been aligned with their internal assessments are graded by the subject Ontario secondary school counterparts so that teacher. The teachers and students work together to successful IB Diploma candidates will receive upon meet the challenges of the program and its goals. graduating the Ontario Secondary School Diploma as well as the International Baccalaureate Diploma.

The Diploma Program curriculum is modeled by a Diploma and Certificate Candidates hexagon, containing the six academic areas required for study surrounding the three core requirements: Diploma To obtain a Baccalaureate Diploma, Theory of Knowledge, CAS, and the Extended Essay. candidates must successfully complete each of the IB subjects which are generally two years in length. At least three subjects, and not more than four, are to be taken at the “Higher Level” and the others at the “Standard Level”. In addition, all Diploma candidates must take the Theory of Knowledge course which explores the nature of knowledge across disciplines and encourages an appreciation of other cultural perspectives. All Diploma candidates are required to complete a 4000 word Extended Essay on a topic of personal interest. Its goal is to familiarize the student with the independent research and writing skills that are expected at university. Finally, all Diploma candidates must complete a CAS (Creativity, Action and Service) program. This program requires that over two years, students initiate and complete activities of personal growth related to physical activity, creativity, and community service.

Scoring Each subject is scored on a scale of 1 to 7. Three bonus points can be earned by receiving an A on both the Extended Essay and in TOK

Six subjects x 7 points = 42 Bonus points 3 45 point maximum A minimum score of 24 points is required to earn the IB Diploma.

~ 6 ~

Certificate candidates are those students who “We have seen that IB students embrace the wish to enrol in one or more IB courses of interest rigorous challenges of academic life and perform without having to commit to the full diploma well in their McGill programs…I can attest to the requirements of the Extended Essay, CAS, and the respected position of the IB diploma at Theory of Knowledge course. They are required to prestigious universities throughout North write the IB subject examination and complete other America” subject evaluation requirements set by IB and the subject teacher. Successful certificate candidates will K. Bartlett, Director of Admission, McGill University be awarded an International Baccalaureate Certificate. IB Sample Timetables:

Preparation for the I.B. Program In preparation for IB Mathematics, Grade 10 students Grade 11 will earn their math credit in the first semester and SEMESTER I SEMESTER II then reach ahead and earn their Grade 11 math credit ENGLISH I CHEMISTRY I in the second semester. One advantage this provides FRENCH I MSIP is a seamless continuum of math instruction. BIOLOGY I MATH I It is strongly recommended that future students HISTORY I FRENCH II register for French Immersion classes in Grades 9 MSIP BIOLOGY II and 10 regardless of their previous level of French instruction. The French Immersion classes are a Grade 12 better preparation for IB French studies which have a greater focus on oral development. SEMESTER I SEMESTER II ENGLISH II ENGLISH III THEORY OF MATH II CANADIAN UNIVERSITY KNOWLEDGE (TOK)

RECOGNITION MSIP BIOLOGY III HISTORY II HISTORY III There can be certain CHEMISTRY II MSIP advantages to holding an IB diploma when applying to a Canadian university. Some IB DIPLOMA COURSE SUMMARY advantages could include: early admission offers, credit or IB MATH MHF4UE MCV4UE IB FINAL EXAM SL (Prereq MCR3U) MAY, GRADE 12 placement awards, and special scholarships. A summary table IB FRENCH FEF3UE FEF4UE IB FINAL EXAM prepared by IBO can be found SL MAY, GRADE 11 at the following site: IB CHEMISTRY SCH3UE SCH4UE IB FINAL EXAM http://www.ibo.org/benefits. SL MAY, GRADE 12

IB BIOLOGY SBI3UE SBI4UE Check with each university HL directly for specific details. SNC4ME IB FINAL EXAM MAY, GRADE 12

IB ENGLISH ENG3UE ENG4UE HL

ETS4UE IB FINAL EXAM MAY, GRADE 12 CONTACT US: IB HISTORY CHA3UE CPW4UE Cheryl Donovan, IB Coordinator HL [email protected] CHY4UE IB FINAL EXAM WEBSITES: MAY, GRADE 12 www.bciredrams.ca www.ibo.org IB THEORY OF HZT4UE ESSAY KNOWLEDGE

~ 7 ~

U.C.D.S.B. ON-LINE LEARNING PROGRAM

Online learning is quickly becoming an important part of education in all career paths. eLearning at the Upper Canada District School Board offers Grades 9 - 12 course options and supports students who may need specific courses to complement their timetable. Online teachers look forward to working with students to provide the most innovative, relevant and engaging eLearning experience possible. We also support opportunities to take eLearning courses through other school boards across Ontario when these are not available to students within our board.

All online credit courses meet the requirements of an Ontario secondary school diploma and are taught by dedicated, certified teachers.

Contact your school guidance counsellor for further information about courses being offered and registration. Reach Ahead on-line courses are also available during the summer semester.

All courses are offered subject to sufficient enrolment and some courses may be restricted to waitlisted students. Please see your guidance counsellor for further information.

2017/2018:

BAF3MU ENG4CU MCV4UU BAT4MU ENG4UU MDM4UU BBB4MU EWC4CU MHF4UU BOH4MU EWCUU OLC4OU CGF3MI (French) FSF4UU PPZ3CU CGF3MU GWL3OU PSK4UU CGG3OU HHS4UU SBI4UU CHV2OI/GLC2OI (French) HLS3OU SCH4CU CHV2OU/GLC2OU HSB4UU SCH4UU CLN4UU HSC4MU SPH3UU CLU3MU HZT4UU SPH4CU ENG3UU ICS3UU SPH4UU DUAL CREDITS

Students can apply to enroll in college courses or program is available through St. Lawrence College – apprenticeship training, earning dual credits that count Kingston, Brockville and Cornwall campuses and towards their OSSD and college diploma or Algonquin College - Ottawa (generally St. Lawrence apprenticeship certification. For example, a student College in Brockville). Students who desire learning interested in applying to the Police Foundations Program opportunities outside of high school and who would following graduation may opt to take one of the required benefit from a college or apprenticeship experience are courses for this program while still in high school. suitable candidates. Students have the option to take Interpersonal and Group Dynamics, Community and their dual credit course in conjunction with a high school Social Services, First Nations People and Issues in co-operative education course. This is an excellent Diversity and Criminal and Civil Law are examples of opportunity for students to transition to post-secondary Police Foundation’s courses offered through the Dual education while still registered in high school. Credit Program. The college courses are taught at the college campus and high school students learn alongside Registration must take place in the spring of the their college peers. A Dual Credit student typically travels preceding year for the fall semester, and in the fall for the to the college once or twice a week for his or her two to winter semester. The usual course dates are September three hour course. Transportation to the course is the to December, and January to May. Should you have any responsibility of the student. Several college programs questions regarding this program, please contact one of offer courses through this initiative. The dual credit your guidance counsellors.

~ 8 ~

SPECIALIST HIGH SKILLS MAJOR

What are they?  develop essential skills and work habits documented Specialist High Skills Majors let students focus on a through the Ontario Skills Passport career path that matches their skills and interests while  identify, explore and refine career goals and make meeting the requirements of the Ontario Secondary informed decisions about their future School Diploma (OSSD). Students receive the SHSM's  remain flexible, with the option to shift between seal on their diploma when they pathways, should their goals and plans change.  complete a specific bundle of 8-10 courses in the student's selected field How is a Specialist High Skills Major recognized?  learn valuable industry certifications including first Students who successfully complete a SHSM receive aid and CPR qualifications  gain important skills on the job with employers.  an Ontario Secondary School Diploma with an embossed red seal Who are they for?  a SHSM Record documenting his/her achievement Grade 11 and 12 students who are:  formal recognition on his/her Ontario Student  heading for an apprenticeship, training, college, Transcript. university or the workplace  wanting to identify, explore and refine their career Where are Specialist High Skills Majors offered? How goals and make informed choices about their next do I find out more? steps after secondary school. SHSM programs are available in all public school boards How can they help? across the province. For more information about what is Students have the opportunity to: available, please contact your school principal or the Student Success Leader at your school board. More  gain important skills on the job with actual employers, at skills training centres and at school detailed information about SHSMs and how they work can be found at ontario.ca/studentsuccess.  earn valuable industry certifications, including first

aid and CPR qualifications.

SHSM-ARTS AND CULTURE Through the Student Success initiative, Ontario secondary schools are offering expanded programs What will students in the arts and culture major to help meet students’ individual learning styles and study? interests. These programs allow students to customize their high school experience through a  A bundle of eight Grade 11 and Grade 12 credits in variety of new and enhanced learning options. These which students earn o options include Dual Credits, Specialist High Skills four arts and culture major credits o Majors and Cooperative Education. one English credit and one credit in either Business Studies or Canadian and World These programs help to meet the needs, interests Studies tailored to include units focused on arts and strengths of all students, engaging them in and culture. learning and better preparing them for graduation  Two cooperative education credits to gain workplace and beyond. experience that enables students to refine, extend and practice sector-specific knowledge and skills. What is a Specialist High Skills Major (SHSM)?  Experiential learning, career exploration and reach A SHSM is a ministry-approved specialized program that ahead activities within the sector. allows students to focus their learning on a specific  Certifications and training programs/courses in first economic sector while meeting the requirements to aid, CPR and hazardous materials. graduate from secondary school. It also assists in their  Essential Skills and work habits required in the transition after graduation to apprenticeship training, sector. college, university or the workplace. What are the future career paths for arts and culture majors? Key Benefits of a Specialist High Skills Major  Apprenticeship – gem setter/goldsmith, stage sound Pursuing a SHSM helps students to and light technician.  customize their secondary school education to suit  College – photographer, graphic artist. their interests and talents  University – journalist, writer, visual artist, conductor.  develop specialized knowledge and skills  Entry level workplace – photographic and film  earn credits that postsecondary educational processor, printing machine operator, sign maker. institutions and the sector recognize  gain sector-recognized certification and career- For more information contact: relevant training Derek Hunter, SHSM Coordinator [email protected]

~ 9 ~

subject to student requests. Pay careful attention to COOPERATIVE the course descriptions and flow charts provided.

EDUCATION A student's timetable can be changed under exceptional circumstances provided that there is sufficient room in the newly selected course. These A Cooperative Education course is available to changes can be made during the first ten days of students in Grades 11 and 12 and is linked to a related Semester 1 and the first five days of Semester 2 with course (or courses) from an Ontario curriculum policy the permission of a parent or guardian when a student document or a Ministry approved locally developed is under 18 years of age. course. The student must be concurrently enrolled in the related course or have successfully completed it. If a student withdraws from a Grade 11 or 12 course Cooperative Education courses include a classroom within five instructional days following the issue of the component and a placement component. Placements first provincial report card in the semester, the provide students with opportunities to apply and withdrawal is NOT recorded on the Ontario Student extend the knowledge, and to practice and refine the Transcript. If the student withdraws after this time, the skills acquired in the related course. The coop student withdrawal is recorded with the student's current will demonstrate the achievement of placement Grade 11 or 12 mark appearing on the Ontario expectations that reflect current workplace practices Student Transcript. and standards. The student’s individual Cooperative Education program will be designed following a placement interview. Some students will be eligible to begin an apprenticeship program through a Cooperative Education placement in a skilled trades setting. Some students will select Cooperative Education placements which prepare them for the school to work transition.

The Ontario Youth Apprenticeship Program ONTARIO STUDENT (O.Y.A.P.) is a combination of Cooperative Education and apprenticeship that allows students to learn a TRANSCRIPT skilled trade while at the same time, completing the requirements of an Ontario Secondary School In all Ontario secondary schools as of September Diploma. Students are eligible if they have completed 1999, the Ontario Student Transcript contains: 16 credits and are 16 years of age or older. Further information on OYAP is available from Student . a student’s record of courses successfully Services counsellors and Cooperative Education completed in Grades 9 and 10. teachers. . all attempts at courses in Grades 11 or 12 including those courses from which the student withdraws after five days from the issue of the first Ontario Report Card of a semester. COURSE SELECTION, . all on-line and correspondence courses.

PLANNING, AND CHANGES This transcript is the official document that a person must present whenever evidence of Careful planning and research are necessary when secondary education standing is required; preparing for the future. Grade specific course example, for employment purposes or for selection assemblies are held each year by Student admission to a post-secondary program. Services to assist students planning for short and long-term post-secondary and career goals. Students can also access http://myblueprint.ca/ucdsb for course selection and education planning. Students must pay careful attention to prerequisite requirements at the secondary and post-secondary level when planning for the future. Personal assistance is available by signing up for an appointment with a B.C.I. Guidance Counsellor.

On the following pages, the courses offered at Brockville Collegiate Institute for students in Grades 9 to 12 are listed. The courses will be timetabled ~ 10 ~

TYPES OF COURSES THE STUDENT

Students in Grades 9 and 10 will choose courses from one or SERVICES DEPARTMENT more of four types: ACADEMIC, APPLIED, OPEN, and ESSENTIAL (locally developed). This active department includes a team of professionals who assist students and their parents in numerous ways. (D) Academic courses develop students’ knowledge and skills through the study of theory and abstract problems. These courses focus on the essential concepts of a subject and An orientation program is designed to help new explore related concepts as well. They incorporate practical students make the transition from elementary to applications as appropriate. secondary school with ease. In February, parents and elementary students are welcomed to B.C.I. for an (P) Applied courses focus on the essential concepts of a informal evening to view our school and its outstanding subject, and develop students’ knowledge and skills through facilities. Once the students choose their high school, practical applications and concrete examples. Familiar their current teacher completes an on-line profile which situations are used to illustrate ideas, and students are given is available to all Grade 9 teachers. Introductory more opportunities to experience hands-on applications of the concepts and theories they study. assemblies and tours of the school are conducted in late summer through B.C.I. Link Crew. The counsellors will (O) Open courses are designed to prepare students for further meet with new B.C.I. students during the school year to study in a subject, and to enrich their education generally. Open familiarize them with our services and answer questions. courses comprise a set of expectations that are appropriate for Students who transfer to B.C.I. in midyear are also all students. assisted to become familiar with Brockville Collegiate Institute’s programs and services. (L) Essential courses are locally developed courses developed by school boards to meet educational needs that are not met by courses outlined in the curriculum policy documents. Post-Secondary planning takes place in Student Such courses may be developed to accommodate the Services. Various websites are shown to students to educational or career preparation needs of students in a assist them in learning more about themselves and particular school or region, or the special needs of exceptional potential career opportunities. Students may research students. One compulsory credit course has been developed information about specific careers, colleges, universities, locally in each of English, mathematics, and science. or apprenticeships. Guest speakers from post- secondary institutions frequently visit B.C.I. to inform Students in Grades 11 and 12 will study courses to prepare students of various programs offered and the them for their potential post-secondary destination. These are: requirements necessary for attendance. Other guest

(U) University preparation courses are designed to equip speakers from the community are welcomed to B.CI. to students with the knowledge and skills they need to meet the offer insight into the world of work. entrance requirements for university programs. Counsellors work in assisting students as they: (M) University/college preparation courses are designed to equip students with the knowledge and skills they need to meet  assess their personal strengths as they relate to the entrance requirements for specific programs offered at interests and goals; universities and colleges.  select secondary school courses;

(C) College preparation courses are designed to equip  plan their education and career directions; students with the knowledge and skills they need to meet the  complete applications to college and university; requirements for entrance to most college programs or for  plan for post-secondary tuition and other costs by admission to apprenticeship or other training programs. providing them with information about available scholarships, bursaries, and loans; (E) Workplace preparation courses are designed to equip  deal with their individual social and emotional students with the knowledge and skills they need to meet the problems, including recommendations for expectations of employers, if they plan to enter the workplace appropriate follow-up; directly after graduation, or the requirements for admission to  resolve conflicts with others. certain apprenticeship or other training programs.

(O) Open courses are designed to broaden students’ Student Success teachers work closely with knowledge and skills in subjects that reflect their interests and counsellors to ensure students are achieving their to prepare them for active and rewarding participation in academic potential. These teachers are available to society. They are not designed with the specific requirements provide extra assistance to students both in the of universities, colleges, or the workplace in mind. classroom and on a withdrawal basis.

(IB) International Baccalaureate – see Pages 6 and 7. Learning Resource Teachers and classroom teachers work together to develop appropriate programs for students with Individual Education Plans.

~ 11 ~

ORGANIZATION OF COURSES

Grade 12

(UE) (U) (M) (C) (E) International University University/ College Workplace (O) Baccalaureate Preparation College Preparation Preparation Open

Courses Preparation Courses Courses Courses Courses

Grade 11

(UE) (U) (M) (C) (E) (O) International University University/ College Workplace Baccalaureate Open Preparation College Preparation Preparation Courses Preparation Courses Courses Courses

Courses

Grade 10

(D) (P) (O) (L) Academic Courses Applied Courses Open Courses Essential Courses

Grade 9

(D) (P) (O) (L) Academic Courses Applied Courses Open Courses Essential Courses

~ 12 ~

EXPLANATION OF COMMON COURSE CODES

The common course code (CCC) consists of the following components, designated by the Ministry of Education:

 five or six code characters

 a course title

EXAMPLES: MFM1P and BMI3CD Discipline Course Grade Type Focus

M F M 1 P Mathematics Foundations of Mathematics Grade 9 Applied

B M I 3 C D Business Marketing Introduction Grade 11 College Double Credit Coop Education

The first three characters of the CCC are assigned by the Ministry and represent the discipline, the subject and the course.

The fourth character refers to the grade of the course:

1 - Grade 9 2 - Grade 10 3 - Grade 11 4 - Grade 12

or refers to the level of proficiency for ESL courses.

A - Level 1 B - Level 2 C - Level 3 D - Level 4 E - Level 5

The fifth character refers to the course type. The course types are:

D- Academic U - University E – Workplace (Grades 11 and 12) P- Applied M - University/College L – Essentials (Grades 9 and 10) O- Open C – College T – Dual Credit

An optional sixth character is used by the school to reflect a particular focus of a course. This sixth character does not appear on the student’s transcript.

F - Extended French/French Immersion D or S - Cooperative Education B - Boys G – Girls

~ 13 ~

B.C.I.’s COURSE OFFERINGS DEPT. COURSE NAME GRADE 9 GRADE 10 GRADE 11 GRADE 12 The Arts Integrated Arts ALC1O The Arts: Drama ADA1O ADA3M Drama Music Theatre (not offered 2017/18, offered AMT4M 2018/19) The Arts: Music AMU1O AMU2O Music Instrumental Music AMU3M AMU4M The Arts: Expressions in First Nations, Metis, & Inuit NAC1O Visual Arts Cultures AVI3M AVI4M Visual Arts ASM3M ASM4M Media Arts AWQ3M AWQ4M Photography Business Introduction to Business BBI2O Studies Financial Accounting Fundamentals BAF3M Marketing: Goods, Services, Events BMI3C International Business Fundamentals BBB4M Business Leadership: Management Fundamentals BOH4M Canadian & Issues in Canadian Geography - Academic CGC1D/1DF World Studies: Issues in Canadian Geography - Applied CGC1P Geography World Issues: A Geographic Analysis CGW4U Canadian & Canadian History Since World War I - Academic CHC2D/2DF World Studies: Canadian History Since World War I - Applied CHC2P History Civics & Citizenship CHV2O/2OF World History to the End of the 15th Century CHW3M World History Since the 15th Century- College CHY4C World History Since the 15th Century - University CHY4U IB History HL Part I CHA3UE IB History HL Part II CPW4UE IB History HL Part III CHY4UE Canadian & Understanding Canadian Law CLU3M World Studies Analysing Current Economic Issues CIA4U English English as a Second Language ESLAO English - Essential ENG1L ENG2L English - Academic ENG1D ENG2D English - Applied ENG1P ENG2P English - College ENG3C ENG4C English - University ENG3U ENG4U English - Workplace ENG3E ENG4E IB English HL Parts I & II ENG3UE ENG4UE IB English HL Part III ETS4UE English: Contemporary First Nations, Metis, & Inuit NBE3C Voices OLC4O Ontario Literacy Course French French Immersion FIF1D French Immersion FIF2D Core French - Academic FSF1D Core French - Applied FSF1P Extended French - University FEF3U FEF4U IB French SL Parts I & II FEF3UE FEF4UE

IB – International Baccalaureate

~ 14 ~

B.C.I.’s COURSE OFFERINGS DEPT. COURSE NAME GRADE 9 GRADE 10 GRADE 11 GRADE 12 Guidance & Career Studies GLC2O/2OF Career Cooperation Education (four credits) COOP44 COOP44 Education LINK Crew IDC4U Health & Healthy Active Living Education – Boys PPL1OB Physical Healthy Active Living Education – Girls PPL1OG Education Healthy Active Living Education – Immersion PPL1OF Healthy Active Living Education PPL3O Personal and Fitness Activities PAF3O PAF4O Introductory Kinesiology (offered 2017/18, not offered 2018/19) PSK4U Mathematics Mathematics - Essential MAT1L MAT2L Foundations of Mathematics - Applied MFM1P MFM2P Principles of Mathematics - Academic MPM1D MPM2D Foundations for College Mathematics MBF3C Functions MCR3U Mathematics for Work & Everyday Life MEL3E MEL4E Foundations for College Mathematics MAP4C Calculus and Vectors MCV4U Mathematics of Data Management MDM4U Advanced Functions MHF4U IB Mathematics SL Part I MHF4UE IB Mathematics SL Part II MCV4UE Science Science - Essential SNC1L SNC2L Science - Academic SNC1D SNC2D Science - Applied SNC1P SNC2P Biology – College SBI3C Biology - University SBI3U SBI4U Chemistry - College (offered 2017/18, not offered in 2018/19) SCH4C Chemistry - University SCH3U SCH4U Physics SPH3U SPH4U IB Chemistry SL Parts I & II SCH3UE SCH4UE IB Biology HL Parts I & II SBI3UE SBI4UE IB Biology HL Part III SNC4ME Social Exploring Family Studies HIF2O Sciences & Food & Nutrition HFN2O Humanities: Housing & Home Design HLS3O Family Intro. to Anthro., Psyc., & Sociology - College HSP3C Studies, Intro. to Anthro., Psyc., & Sociology - University HSP3U General, Nutrition & Health - College HFA4C Philosophy Nutrition & Health – University HFA4U Families in Canada HHS4U Challenge & Change in Society HSB4U Philosophy: Questions & Theories HZT4U IB Theory of Knowledge HZT4UE Technological Exploring Computer Technologies TEJ1O/1OF Education Computer Science (Game/Mobile App Development 1 & 2) ICS3U ICS4U Computer Eng. Tech. (Robotics and System Design 1 & 2) TEJ3M TEJ4M On-line Please see Page 8 for course offerings. Learning

IB – International Baccalaureate

~ 15 ~

ARTS

Department Statement

Experiences in the Arts – integrated arts, drama, media arts, music, photography, and visual arts - play a valuable role in the education of all students. The Arts nourish the imagination while providing unique ways for the students to gain insights into the world around them. In Arts courses, students refine their ability to reason and to think critically as well as creatively. They enhance their communication, collaborative, and technological skills. Participation in Arts courses helps students improve their ability to listen and observe, and enables them to become more self-aware and self-confident. It encourages them to take risks, solve problems in creative ways, and draw on their resourcefulness. B.C.I. is proud of the excellent tradition of their Arts courses.

INTEGRATED ARTS

Integrated Arts

ALC1O

Integrated Arts, Grade 9, Open ALC1O

This course integrates two or more of the arts (dance, drama, media arts, music, and visual arts), giving students the opportunity to produce and present art works created individually or collaboratively. Students will demonstrate innovation as they learn and apply concepts, styles, and conventions unique to the various arts and acquire skills that are transferable beyond the classroom. Students will use the creative process and responsible practices to explore solutions to integrated arts challenges.

DRAMA

Drama ADA1O

Integrated Arts Drama Music Theatre ALC1O ADA3M AMT4M (not offered 2017/18)

Drama, Grade 9, Open ADA1O

This course provides opportunities for students to explore dramatic forms and techniques, using material from a wide range of sources and cultures. Students will use the elements of drama to examine situations and issues that are relevant to their lives. Students will create, perform, discuss, and analyse drama, and then reflect on the experiences to develop an understanding of themselves, the art form, and the world around them.

~ 16 ~

Drama, Grade 11, University/College Preparation ADA3M Prerequisite: ADA1O, or ALC1O (offered 2017/18, not offered 2018/19)

This course requires students to create and perform in dramatic presentations. Students will analyze, interpret, and perform dramatic works from various cultures and time periods. -Students will research various acting styles and conventions that could be used in their presentations, and analyze the functions of playwrights, directors, actors, designers, technicians, and audiences.

Music Theatre, Grade 12, University/College Preparation AMT4M Prerequisite: Integrated Art, Drama/Music, Grade 9, 10, or 11, or permission of the department (not offered 2017/18, offered 2018/19)

This course develops students’ artistic knowledge and skills through the performance of music and the preparation of musical productions. Students will perform appropriate works, particularly works in contemporary popular styles. Independently and in groups, they will also plan, market, and produce music productions, making use of appropriate technology, and will evaluate the results. This course will focus primarily on the history of the Broadway musical. Students will be given the opportunity to develop their abilities in the areas of acting, dancing and singing.

MUSIC

Music Music Instrumental Music Instrumental Music AMU2O AMU1O AMU3M AMU4M

Music, Grade 9, Open AMU1O

This course emphasizes the creation and performance of music at a level consistent with previous experience and is aimed at developing technique, sensitivity, and imagination. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop an understanding of the conventions and elements of music and of safe practices related to music, and will develop a variety of skills transferable to other areas of their life.

Music, Grade 10, Open AMU2O Prerequisite: AMU1O, or AMR1O

This course emphasizes the creation and performance of music at a level consistent with previous experience. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop their understanding of musical conventions, practices, and terminology and apply the elements of music in a range of activities. They will also explore the function of music in society with reference to the self, communities, and cultures.

~ 17 ~

Instrumental Music, Grade 11, University/College Preparation AMU3M Prerequisite: AMU2O

This course is the natural continuation of learning a band instrument for students who have taken music at the Grade 10 level (AMI2O). This course emphasizes the appreciation, analysis and performance of various kinds of music, including baroque and classical music, popular music and Canadian and non-Western music. Students will perform technical exercises and appropriate repertoire, complete detailed creative activities and analyze and evaluate live and recorded performances. They will continue to increase their understanding of the elements of music while developing their technical and imaginative abilities.

Instrumental Music, Grade 12, University/College Preparation AMU4M Prerequisite: AMU3M

This course is the natural continuation of learning a band instrument for students who have taken instrumental music at the AMI3M level. This course emphasizes the appreciation, analysis and performance of music from the romantic period and the twentieth century, including art music, jazz, popular music, Canadian and Non-Western music. Students will concentrate on developing interpretive skills and the ability to work independently.

VISUAL ARTS

Integrated Arts Photography Photography ALC1O AWQ3M AWQ4M

Expressions of First Nations, Metis, and Inuit Cultures Visual Arts Visual Arts NAC1O AVI3M AVI4M

Computer Technology Media Arts Media Arts TEJ1O ASM3M ASM4M

Media Arts, Grade 11, University/College Preparation ASM3M Prerequisite: ALC1O, or TEJ1O

This course focuses on the development of media arts skills through the production of art works involving traditional and emerging technologies, tools, and techniques such as new media, computer animation, and web environments. Students will explore the evolution of media arts as an extension of traditional art forms, use the creative process to produce effective media art works, and critically analyze the unique characteristics of this art form. Students will examine the role of media artists in shaping audience perceptions of identity, culture, and community values.

~ 18 ~

Visual Arts, Grade 11, University/College Preparation AVI3M Prerequisite: ALC1O, or TEJ1O

This course enables students to further develop their knowledge and skills in visual arts. Students will use the creative process to explore a wide range of themes through studio work that may include drawing, painting, sculpting, and printmaking, as well as the creation of collage, multimedia works, and works using emergent technologies. Students will use the critical analysis process when evaluating their own work and the work of others.

Expressions of First Nations, Metis, and Inuit Cultures, Grade 9, Open NAC1O

This course explores various First Nations, Métis, and Inuit art forms (media arts, music, dance, drama, storytelling, visual art, installation and performance art, clothing design, and architectural design), giving students the opportunity to create, present, and analyse integrated art works infused with First Nations, Métis, and Inuit perspectives. Students will examine relationships between art forms and individual and cultural identities, histories, and values. Students will demonstrate innovation as they learn and apply art-related concepts, styles, and conventions and acquire skills that are transferable beyond the classroom. Students will use the creative process and responsible practices to explore solutions to integrated arts challenges.

Photography, Grade 11, University/College Preparation AWQ3M Prerequisite: ALC1O, or TEJ1O

This course focuses on studio activities using DSLR cameras and Photoshop. Students will create art works that explore a wide range of subject matter, and will evaluate art works using specific criteria. They will also examine historical and cultural contexts of Western art (including Canadian art) and art from various world cultures to support their study of specific media.

Media Arts, Grade 12, University/College Preparation ASM4M Prerequisite: ASM3M

This course emphasizes the refinement of media arts skills through the creation of a thematic body of work by applying traditional and emerging technologies, tools, and techniques such as multimedia computer animation, installation art, and performance art. Students will develop works that express their views on contemporary issues and will create portfolios suitable for use in either career or postsecondary education applications. Students will critically analyze the role of media artists in shaping audience perceptions of identity, culture, and community values.

Visual Arts, Grade 12, University/College Preparation AVI4M Prerequisite: AVI3M

This course focuses on enabling students to refine their use of the creative process when creating and presenting two- and three-dimensional art works using a variety of traditional and emerging media and technologies. Students will use the critical analysis process to deconstruct art works and explore connections between art and society. The studio program enables students to explore a range of materials, processes, and techniques that can be applied in their own art production. Students will also make connections between various works of art in personal, contemporary, historical, and cultural contexts. Students will produce a body of work demonstrating a personal approach.

~ 19 ~

Photography, Grade 12, University/College Preparation AWQ4M Prerequisite: AWQ3M

This course focuses on studio activities using DSLR cameras and Photoshop. Students will create art works that explore a wide range of subject matter, and will evaluate art works, providing grounds for their aesthetic judgements. They will also examine historical and cultural contexts of Western art (including Canadian art) and art from various cultures to support their study of specific media. The studio activities will concentrate on creative photographic manipulation with the camera. Students will produce a body of work demonstrating a personal approach to creative challenges.

BUSINESS STUDIES

Department Statement

The Business Studies program at B.C.I. is designed to nurture the spirit of innovation and creativity in students. Each year more and more graduates are choosing to pursue business careers. The B.C.I. Business Studies department offers a wide variety of courses which provide opportunities for students to decide whether they are interested in pursuing business as a career, to prepare themselves for further studies at the post-secondary level, or to prepare themselves for employment in such areas as accounting, international business, law, marketing, and management. The courses offered in Grades 9 and 10 provide an introduction to the more specialized, senior level courses offered in Grades 11 and 12.

Financial Accounting Fundamentals BAF3M

Introduction to Any university/college or International Business college preparation course in Business Business Studies, English, or Fundamentals BBI2O Canadian and World Studies BBB4M

Marketing: Goods, Business Leadership: Services, Events Management Fundamentals BMI3C BOH4M

Introduction to Business, Grade 10, Open BBI2O

This course introduces students to the world of business. Students will develop an understanding of the functions of business, including accounting, marketing, human resources, and production, and of the importance of ethics and social responsibility. This course builds a foundation for further studies in business and helps students develop the business knowledge and skills they will need in their everyday lives.

Financial Accounting Fundamentals, Grade 11, University/College Prep. BAF3M

This course introduces students to the fundamental principles and procedures of accounting. Students will develop financial analysis and decision-making skills that will assist them in future studies and/or career opportunities in business. Students will acquire an understanding of accounting for a service and a merchandising business, computerized accounting, financial analysis, and current issues and ethics in accounting. ~ 20 ~

Marketing: Goods, Services, Events, Grade 11, College Preparation BMI3C

This course introduces the fundamental concepts of product marketing, which includes the marketing of goods, services, and events. Students will examine how trends, issues, global economic changes, and information technology influence consumer buying habits. Students will engage in marketing research, develop marketing strategies, and produce a marketing plan for a product of their choice.

International Business Fundamentals, Grade 12, University/College Prep. BBB4M Prerequisite: Any university, university/college, or college preparation course in Business Studies, English, or Canadian and World Studies.

This course provides an overview of the importance of international business and trade in the global economy and explores the factors that influence success in international markets. Students will learn about the techniques and strategies associated with marketing, distribution, and managing international business effectively. This course prepares students for post-secondary programs in business, including international business, marketing, and management.

Business Leadership: Management Fundamentals, Grade 12, BOH4M University/College Preparation Prerequisite: Any university, university/college, or college preparation course in Business Studies, English, or Canadian and World Studies.

This course focuses on the development of leadership skills used in managing a successful business. Students will analyze the role of a leader in business with a focus on decision making, management of group dynamics, workplace stress and conflict, motivation of employees, and planning. Effective business communication skills, ethics, and social responsibility will be emphasized throughout the course.

CANADIAN AND WORLD STUDIES

Department Statement

The Canadian and World Studies program at Brockville Collegiate encompasses four subject areas: Economics, Geography, History, and Law. In studying these subjects, students learn how people interact with and within their social and physical environments today, and how they did so in the past. An important goal of the program is to help students develop the knowledge, skills and values they need to become responsible and informed citizens in the twenty-first century. We in Canada cannot think and act in isolation from the rest of the world. We need to know what social and environmental forces are operating on a global basis and how they impact our lives.

GEOGRAPHY

Issues in Canadian Geography CGC1D/1DF

Issues in Canadian Any university or university/college World Issues: A preparation course in Canadian and Geographic Analysis Geography World Studies, English, or Social Sciences and Humanities CGW4U CGC1P ~ 21 ~

Issues in Canadian Geography, Grade 9, Academic CGC1D

This course examines interrelationships within and between Canada’s natural and human systems and how these systems interconnect with those in other parts of the world. Students will explore environmental, economic, and social geographic issues relating to topics such as transportation options, energy choices, and urban development. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate various geographic issues and to develop possible approaches for making Canada a more sustainable place to live. *This course is offered to our students as one of the French Immersion options - CGC1DF.

Issues in Canadian Geography, Grade 9, Applied CGC1P

This course focuses on current geographic issues that affect Canadians. Students will draw on their personal and everyday experiences as they explore issues relating to food and water supplies, competing land uses, interactions with the natural environment, and other topics relevant to sustainable living in Canada. They will also develop an awareness that issues that affect their lives in Canada are interconnected with issues in other parts of the world. Throughout the course, students will use the concepts of geographic thinking, the geographic inquiry process, and spatial technologies to guide and support their investigations.

World Issues: A Geographic Analysis, Grade 12, University Preparation CGW4U Prerequisite: Any university or university/college preparation course in Canadian and World Studies, English, or Social Sciences and Humanities.

In this course, students will address the challenge of creating a more sustainable and equitable world. They will explore issues involving a wide range of topics, including economic disparities, threats to the environment, globalization, human rights, and quality of life, and analyse government policies, international agreements, and individual responsibilities relating to them. Students will apply the concepts of geographic thinking and the geographic inquiry process, including the use of spatial technologies, to investigate these complex issues and their impacts on natural and human communities around the world.

HISTORY

IB History Part I IB History Part II IB History Part III (Higher Level) (Higher Level) (Higher Level)

CHA3UE CPW4UE CHY4UE

Any university or university/college World History Since the Canadian History Since or college preparation course in World War I Canadian and World Studies, Fifteenth Century English, or Social Sciences and CHC2D/2DF Humanities CHY4C World History to the End of Fifteenth Century Canadian History Any university or university/college World History Since the CHW3M preparation course in Canadian and Fifteenth Century Since World War I World Studies, English, or Social Sciences and Humanities CHC2P CHY4U

Civics & Citizenship (1/2 credit) CHV2O/2OF

~ 22 ~

Canadian History Since World War I, Grade 10, Academic CHC2D

This course explores social, economic, and political developments and events and their impact on the lives of different groups in Canada since 1914. Students will examine the role of conflict and cooperation in Canadian society, Canada’s evolving role within the global community, and the impact of various individuals, organizations, and events on Canadian identity, citizenship, and heritage. They will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating key issues and events in Canadian history since 1914. *This course is offered to our students as one of the French Immersion options – CHC2DF.

Canadian History Since World War I, Grade 10, Applied CHC2P

This course focuses on the social context of historical developments and events and how they have affected the lives of people in Canada since 1914. Students will explore interactions between various communities in Canada as well as contributions of individuals and groups to Canadian heritage and identity. Students will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating the continuing relevance of historical developments and how they have helped shape communities in present-day Canada.

Civics and Citizenship, Grade 10, Open, (½ credit) CHV2O

This course explores rights and responsibilities associated with being an active citizen in a democratic society. Students will explore issues of civic importance such as healthy schools, community planning, environmental responsibility, and the influence of social media, while developing their understanding of the role of civic engagement and of political processes in the local, national, and/or global community. Students will apply the concepts of political thinking and the political inquiry process to investigate, and express informed opinions about, a range of political issues and developments that are both of significance in today’s world and of personal interest to them. *This course is offered to our students as one of the French Immersion options - CHV2OF.

World History to the End of the Fifteenth Century, Grade 11, CHW3M University/College Preparation Prerequisite: CHC2D, or CHC2P

This course explores the history of various societies and civilizations around the world, from earliest times to around 1500 CE. Students will investigate a range of factors that contributed to the rise, success, and decline of various ancient and pre-modern societies throughout the world and will examine life in and the cultural and political legacy of these societies. Students will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating social, political and economic structures and historical forces at work in various societies and in different historical eras.

World History Since the Fifteenth Century, Grade 12, College Preparation CHY4C Prerequisite: Any university, university/college, or college preparation course in Canadian and World Studies, English, or Social Sciences and Humanities.

This course explores key developments and events in world history since approximately 1450, with a focus on interactions within and between various regions. Students will examine social, economic, and political developments and how they have affected different peoples. Students will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating key turning points in world history and historical forces that have shaped our world.

~ 23 ~

World History Since the Fifteenth Century, Grade 12, University Preparation CHY4U Prerequisite: Any university or university/college preparation course in Canadian and World Studies, English, or Social Sciences and Humanities.

This course traces major developments and events in world history since approximately 1450. Students will explore social, economic, and political changes, the historical roots of contemporary issues, and the role of conflict and cooperation in global interrelationships. They will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, as they investigate key issues and assess societal progress or decline in world history.

IB History (Higher Level) CHA3UE and CPW4UE and CHY4UE Prerequisite: CHC2D, or CHC2DF

The title of this course is History of the Americas. The course is a comparative course which integrates the 20th century histories of Canada, Latin America, and the United States. The focus is on understanding the social, political, religious, economic, cultural and military aspects of the societies involved.

The goal of the course is to achieve an international awareness and understanding by promoting the achievement of people living in diverse places and different times in countries in the Western Hemisphere. The student will be exposed to common experiences in the Americas through comparative analysis of cultural, political, social, and economic issues. There is an emphasis on developing research writing skills. The IB administered exam is written in May of a student's graduating year.

IB History topics correspond to the Ontario History curriculum. Students who complete three semesters of this program will receive three Ontario credits: CHA3UE, CPW4UE, and CHY4UE.

LAW Canadian History Since World War 1 CHC2D/2DF Understanding Canadian Law Canadian History Since CLU3M World War 1 CHC2P

Understanding Canadian Law, Grade 11, University/College Preparation CLU3M Prerequisite: CHC2D, CHC2DF, or CHC2P

This course explores Canadian law, with a focus on legal issues that are relevant to the lives of people in Canada. Students will gain an understanding of laws relating to rights and freedoms in Canada; our legal system; and family, contract, employment, tort, and criminal law. Students will develop legal reasoning skills and will apply the concepts of legal thinking and the legal studies inquiry process when investigating a range of legal issues and formulating and communicating informed opinions about them.

~ 24 ~

ECONOMICS

Any university or university/college Analysing Current preparation course in Canadian and Economic Issues World Studies, English, or Social Sciences and Humanities CIA4U

Analysing Current Economic Issues, Grade 12, University Preparation CIA4U Prerequisite: Any university or university/college preparation course in Canadian and World Studies, English, or Social Sciences and Humanities.

This course examines current Canadian and international economic issues, developments, policies, and practices from diverse perspectives. Students will explore the decisions that individuals and institutions, including governments, make in response to economic issues such as globalization, trade agreements, economic inequalities, regulation, and public spending. Students will apply the concepts of economic thinking and the economic inquiry process, as well as economic models and theories, to investigate, and develop informed opinions about, economic trade-offs, growth and sustainability and related economic issues.

ENGLISH

Department Statement

The English department at B.C.I. is dedicated to offering student-centred learning opportunities in written, oral, and media communication. Students explore a wide variety of literature, non-fiction, film and mass communication contexts. We continue to work towards upgrading both print and technological materials and are excited to offer courses to appeal to a broad base of student interests, talents and means of expression.

IB English Part I IB English Part II IB English Part III (Higher Level) (Higher Level) (Higher Level) ENG3UE ENG4UE ETS4UE

English English English English ENG3U ENG4U ENG1D ENG2D English: Contemporary First Nations, Metis, and Inuit Voices NBE3C

English English English English ENG1P ENG2P ENG3C ENG4C

English English English English ENG1L ENG2L ENG3E ENG4E

~ 25 ~

English as a Second Language, Level 1, Open ESLAO

This course builds on students’ previous education and language knowledge to introduce them to the English language and help them adjust to the diversity in their new environment. Students will use beginning English language skills in listening, speaking, reading, and writing for everyday and essential academic purposes. They will engage in short conversations using basic English language structures and simple sentence patterns, read short adapted texts, and write phrases and short sentences. The course also provides students with the knowledge and skills they need to begin to adapt to their new lives in Canada.

English, Grade 9, Academic ENG1D

This course emphasizes the analytical reading, writing, oral communication, and thinking skills that students need for success in secondary school academic programs and their daily lives. Students will study and interpret texts from contemporary and historical periods, including novels, short stories, poems, and short essays, and will investigate and create media works. An important focus will be the correct and effective use of spoken and written language.

English, Grade 9, Essential ENG1L

This course provides foundational literacy and communication skills to prepare students for success in their daily lives, in the workplace, and in the Grade 10 Essential Course. The course is organized into strands that develop listening and talking skills, reading and viewing skills, and writing skills. In all strands, the focus is on developing foundational literacy skills and on using language clearly and accurately in a variety of authentic contexts. Students develop strategies and put into practice the processes involved in talking, listening, reading, viewing, writing, and thinking, and reflect regularly upon their growth in these areas.

English, Grade 9, Applied ENG1P

This course emphasizes key reading, writing, oral communication, and thinking skills that students need for success in secondary school and their daily lives. Students will study plays, novels, short stories, and newspaper and magazine articles, and will describe and create media works. An important focus will be the correct use of spoken and written language.

English, Grade 10, Academic ENG2D Prerequisite: ENG1D, or ENG1P

This course extends the range of analytic, reading, writing, oral communication, and thinking skills that students need for success in secondary school academic programs. Students will study and interpret challenging texts from contemporary and historical periods, including novels, poems, plays, and opinion pieces, and will analyze and create effective media works. An important focus will be the thoughtful use of spoken and written language.

English, Grade 10, Essential ENG2L Prerequisite: ENG1L, or ENG1P

In this course, students focus on extending their literacy and communication skills to prepare for success in their daily lives, in the workplace, or in the English Grade 11 Workplace Preparation course. The course is organized into strands that extend listening and talking skills, reading and viewing skills, and writing skills. In all strands, the focus is on refining foundational literacy skills and on using language clearly and accurately in a variety of authentic contexts. Students build on their strategies and engage in the processes involved in talking, listening, reading, viewing, writing, and thinking, and reflect regularly upon their growth in these areas.

~ 26 ~

English, Grade 10, Applied ENG2P Prerequisite: ENG1D, or ENG1P

This course extends the range of key reading, writing, oral communication, and thinking skills that students need for success in all areas of the curriculum. Students will study novels, poems, magazines, and reports, and will describe, design, and produce effective media works. An important focus will be the clear and coherent use of spoken and written language.

English, Grade 11, College Preparation ENG3C Prerequisite: ENG2P, or ENG2D

This course emphasizes the development of literacy, critical thinking, and communication skills. Students will study the content, form, and style of informational texts and literary works from Canada and other countries, write reports, correspondence, and persuasive essays, and analyze media forms, audiences, and media industry practices. Important focuses will be on establishing appropriate voice and using business and technical language with precision and clarity.

English, Grade 11, Workplace Preparation ENG3E Prerequisite: ENG2L, or ENG2P

This course emphasizes the development of literacy, critical thinking, and communication skills. Students will study the content, form, and style of informational texts and literary works; write explanations, letters, and reports; and investigate the connections amoung media forms, audiences, and media industry practices. An important focus will be on using language clearly, accurately, and effectively in a variety of contexts.

English, Grade 11, University Preparation ENG3U Prerequisite: ENG2D

This course emphasizes the development of literacy, critical thinking, and communication skills. Students will analyze challenging texts from various periods, conduct research and analyze the information gathered, write persuasive and literary essays, and analyze the relationship amoung media forms, audiences, and media industry practices.

English: Contemporary First Nations, Metis, and Inuit Voices, Grade 11, College Prep. Prerequisite: ENG2D, or ENG2P NBE3C

This course explores themes, forms, and styles of literary, informational, graphic, oral, cultural, and media texts about and from First Nations, Métis, and Inuit cultures in Canada. Students will study the use of text forms by Aboriginal authors from various periods and cultures to explore themes such as identity, relationships, and sovereignty. Students will create oral, written, and media texts to explore their own ideas and understanding, focusing on the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. The course is intended to prepare students for the compulsory Grade 12 English College Preparation course.

English, Grade 12, College Preparation ENG4C Prerequisite: ENG3C, ENG3U, or NBE3C

This course emphasizes consolidation of literacy, critical thinking, and communication skills. Students will analyze informational texts and literary works from various time periods, countries, and cultures, write research reports, summaries, and short analytical essays, complete an independent study project, and analyze the interactions among media forms, audiences, and media industry practices. An important focus will be on establishing appropriate style and using business and technical language effectively. ~ 27 ~

English, Grade 12, Workplace Preparation ENG4E Prerequisite: ENG3E

This course emphasizes consolidation of literacy, critical thinking, and communication skills. Students will study informational texts and literature from various countries and cultures; write summaries, reports, résumés, and short essays; complete an independent research project; and explain the connections among media forms, audiences, and media industry practices. An important focus will be on applying relevant workplace language accurately and coherently in appropriate contexts.

English, Grade 12, University Preparation ENG4U Prerequisite: ENG3U

This course emphasizes consolidation of literacy, critical thinking, and communication skills. Students will analyze a range of challenging texts from various time periods, countries, and cultures; write analytical, argumentative and research essays; and apply key concepts to analyze media works. An important focus will be on understanding academic language and using it coherently and confidently in discussion and argument.

Ontario Secondary School Literacy Course, Grade 12, Open OLC4O

This course is designed to help students acquire and demonstrate the cross-curricular literacy skills that are evaluated by the Ontario Secondary School Literacy Test (O.S.S.L.T). Students who complete the course successfully will meet the provincial literacy requirement for graduation. Students will read a variety of informational, narrative, and graphic texts, and will produce a variety of forms of writing, including summaries, information paragraphs, opinion pieces, and news reports. Students will also maintain and manage a portfolio containing a record of their reading experiences and samples of their writing. Eligibility requirement: Students who have been unsuccessful writing the O.S.S.L.T at least once are eligible to take the course.

IB English (Higher Level) ENG3UE and ENG4UE and ETS4UE Prerequisite: ENG2D

These pre-university literature courses emphasize the development of close reading, critical thinking, and communication skills. Students will study the content, form, and style of a variety of challenging texts written in different forms and time periods, with emphasis internationally reputable literature, and international perspectives.

Students will focus on detailed analysis of literary texts, oral presentations reflecting their insights and interests, and writing formal essays on literature from other countries and translated from languages other than English. The IB administered exam is written in May of a student's graduating year.

IB English topics correspond to the Ontario English curriculum. Students who complete three semesters of this program will receive three Ontario credits: ENG3UE, ENG4UE and ETS4UE.

~ 28 ~

FRENCH

Department Statement

As part of the school board’s commitment to provide a continued program for students enrolled in extended, core, or immersion in elementary school, Extended French is offered at Brockville Collegiate.

Students entering Grade 9 who wish to participate in the French Immersion program must enroll in FIF1D as well as CGC1DF. Students will be granted a certificate in French Immersion if they successfully complete 10 courses in French Immersion during high school.

Core French FSF1D

IB French Part I IB French Part II Core French (Standard Level) (Standard Level) FSF1P FEF3UE FEF4UE

Extended French Extended French Extended French Extended French FEF1D FEF2D FEF3U FEF4U (Course code has been (Course code has been replaced by FIF1D) replaced by FIF2D)

French Immersion French Immersion FIF1D FIF2D

French Immersion, Grade 9, Academic FIF1D Prerequisite: Minimum of 1260 hours of French instruction, or equivalent.

This course provides opportunities for students to speak and interact in French in a variety of real-life and personally relevant contexts. Students will develop their skills in listening, speaking, reading, and writing by using language learning strategies introduced in the elementary French Immersion program. They will develop their creative and critical thinking skills through independently responding to and interacting with a variety of oral and written texts. They will also enhance their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for lifelong language learning.

Core French, Grade 9, Academic FSF1D Prerequisite: Minimum of 600 hours of French instruction, or equivalent.

This course provides opportunities for students to communicate and interact in French with increasing independence, with a focus on familiar topics related to their daily lives. Students will develop their skills in listening, speaking, reading, and writing by using language learning strategies introduced in the elementary Core French program, and will apply creative and critical thinking skills in various ways. They will also enhance their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for lifelong language learning.

~ 29 ~

Core French, Grade 9, Applied FSF1P Prerequisite: Minimum of 600 hours of French instruction, or equivalent.

This course provides opportunities for students to communicate and interact in French in structured situations, with a focus on everyday topics, and to apply their knowledge of French in everyday situations. Students will develop listening, speaking, reading, and writing skills introduced in the elementary Core French program, through practical applications and concrete examples, and will use creative and critical thinking skills in various ways. They will also enhance their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for lifelong language learning.

French Immersion, Grade 10, Academic FIF2D Prerequisite: FIF1D

This course provides extensive opportunities for students to use their communication skills in French and to apply language learning strategies. Students will develop their skills in listening, speaking, reading, and writing by responding to and interacting with French oral and written texts in a variety of real-life contexts, using their creative and critical thinking skills to explore and evaluate information and ideas in the texts. Students will increase their understanding and appreciation of diverse French- speaking communities, and will develop skills necessary for lifelong language learning.

Extended French, Grade 11, University Preparation FEF3U Prerequisite: FEF2D

This course provides opportunities for students to communicate about concrete and abstract topics in various situations. Students will consolidate and refine their skills in listening, speaking, reading, and writing by applying language learning strategies, as well as creative and critical thinking skills, in a variety of real-life contexts. Students will develop their knowledge of the French language through the study of contemporary French authors and well-known French European authors. They will also deepen their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for lifelong language learning.

Extended French, Grade 12, University Preparation FEF4U Prerequisite: FEF3U

This course further emphasizes the consolidation of communication skills required to interact in French for various purposes about concrete and abstract topics. Students will independently apply language learning strategies in a variety of real-life and personally relevant contexts in listening, speaking, reading, and writing, and will broaden their creative and critical thinking skills through responding to and analyzing oral and written texts. Students will increase their knowledge of the French language through the study of Canadian and international French literature. They will also enrich their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for lifelong language learning.

~ 30 ~

IB French (Standard Level) FEF3UE and FEF4UE Prerequisite: FEF2D

The IB French curriculum uses a communicative approach, based on thematic units. A wide variety of texts will be used to develop four language skills - listening, reading, speaking and writing. Mastery of vocabulary and accuracy in writing are essential. Students will also demonstrate their oral proficiency as part of the summative assessment. The IB administered exam is written in May of the student's Grade 11 year.

IB French topics correspond to the Ontario French curriculum. Students who complete both semesters of this program will receive two Ontario credits: FEF3UE and FEF4UE.

GUIDANCE AND CAREER EDUCATION

Department Statement

The Guidance and Career Education program at B.C.I. is designed to assist students in three ways:  to understand concepts related to lifelong learning, interpersonal relationships, and career planning;  to develop learning skills, social skills, a sense of social responsibility, and the ability to formulate and pursue educational and career goals;  to apply this learning to their lives and their work in the school and the community.

In addition to the many services carried out by the Student Services department, credit courses are available to students. These courses enhance three areas of knowledge and skills: student development; interpersonal development and career development.

Career Studies Cooperative (1/2 credit) Education GLC2O/2OF COOP44

Any university or Link Crew university/college preparation course IDC4U

Career Studies, Grade 10, Open, (½ credit) GLC2O

This course teaches students how to develop and achieve personal goals for future learning, work, and community involvement. Students will assess their interests, skills, and characteristics and investigate current economic and workplace trends, work opportunities, and ways to search for work. The course explores post-secondary learning and career options, prepares students for managing work and life transitions, and helps students focus on their goals through the development of a career plan. *This course is offered to our students as one of the French Immersion options - GLC2OF.

~ 31 ~

Cooperative Education, Grade 11 and Grade 12, Open, (four credits) COOP44 Prerequisite: GLC2O, or GLC2OF

What is Cooperative Education? Cooperative Education is a planned educational experience that integrates classroom theory and learning experiences at the workplace. Note: The student has the responsibility of arranging transportation to and from the workplace.

Who is eligible to participate in the program? As Cooperative Education requires a certain skill and maturity level, admission to Cooperative Education is generally offered to students in Grades 11 and 12. A structured interview between the teacher responsible for the course and each student applicant will be conducted prior to the start of the course.

Assessment: Regular attendance at school and at the placement is critical for student learning and the achievement of course expectations. Students will be evaluated on assignments completed in the pre-placement orientation and integration units. Students will also complete an independent study and weekly log and journal sheets as part of their evaluation. The student’s Personalized Placement Learning Plan will be used to evaluate the performance of placement tasks. This evaluation is performed jointly by the Cooperative Education teacher and the placement supervisor.

How does Cooperative Education work? Students attend the first two weeks of the semester in school, in pre-placement orientation, with the Cooperative Education teacher. In these sessions students review resume and cover letter design, and communication skills. The students also prepare for interviews and receive training in Workplace Health and Safety, confidentiality issues, Workplace Hazardous Materials Information Systems, the Employment Standards Act and work ethics.

Following pre-placement, the majority of the semester is spent working full days, in a four-credit program, with an employer. The placement experience must be linked to a related course which the student has successfully completed or is taking concurrently with the Cooperative Education course.

In the integration portion of the program, students spend assigned full days in class where they will relate the placement experience to both the curriculum expectations of the related course, and the expectations of Cooperative Education. They will reflect on job skills, issues relating to human rights, labour market trends, and the nature of the workplace in the future.

At the work sites, the students will follow a Personalized Placement Learning Plan. This will be developed for them by the employer and the Cooperative Education teacher. The students will work full days at their placement for a major portion of the semester under the joint supervision of their work supervisor and Cooperative Education teacher.

Link Crew (Interdisciplinary Studies), Grade 12, University IDC4U Prerequisite: Any university or university/college preparation course.

This course prepares students to act in leadership and mentoring roles with Grade 9 students. The students will build year-long relationships to support the academic, social and emotional needs of their Grade 9 students. The main topics covered in this course are self-discovery, leadership and learning styles, as well as exceptional learners. The students who are selected through an interview process will be instrumental in the support of transitioning Grade 9 students into high school throughout the year.

~ 32 ~

HEALTH AND PHYSICAL EDUCATION

Department Statement

The Physical and Health Education programs at B.C.I. are designed to promote healthy active living for students. A supportive and friendly atmosphere allows students of all athletic abilities and experiences to achieve their full potential. An exciting new array of senior courses will allow students to pursue different areas of Physical and Health Education separately:

Any Gr. 11 university or Introductory Kinesiology university/college prep. course in science or Gr. 11 or 12 open PSK4U course in phys. ed. Healthy Active Living Ed. Recreation and PPL1OB Healthy Active Living Ed. Fitness Leadership PPL1OG PPL3O PLF4C PPL1OF Personal & Fitness Personal & Fitness Activities Activities PAF3O PAF4O

Healthy Active Living Education, Grade 9, Open PPL1O (B/G/F)

This course equips students with the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively. *This course is offered to our students as one of the French Immersion options – PPL1OF.

Personal and Fitness Activities, Grade 11, Open PAF3O

This course focuses on the development of a healthy lifestyle and participation in a variety of fitness related activities that have the potential to engage students’ interest in health for life. Throughout this course students will develop the skills necessary to take charge of and improve their own health, and encourage others to lead active lives. The course emphasis will be on resistance/weight training, cross training and cardio-respiratory training. In addition to learning about the Vitality theory, students will learn about healthy relationships, reproductive and mental health and personal safety. Students will work primarily in the fitness room; building individual and school programs that promote active lifestyles.

~ 33 ~

Healthy Active Living Education, Grade 11, Open PPL3O

This course enables students to further develop the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities and exposure to a broader range of activity settings, students enhance their movement competence, personal fitness, and confidence. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively.

Personal and Fitness Activities, Grade 12, Open PAF4O

This course will focus on the continued development of healthy active living, further encouraging a commitment to lifelong participation in fitness and other forms of physical activity. With an emphasis on resistance/weight training, cross training and cardio-respiratory training, students will have the opportunity to develop personalized programs to improve their overall health and fitness. Students will achieve this through goal-setting, decision-making, and social and interpersonal skills development. They may also be given an opportunity to obtain additional qualifications, such as First Aid/CPR, at an additional expense. Students will work primarily in the fitness room; building individual and community programs that promote health for life.

Introductory Kinesiology, Grade 12, University Preparation PSK4U Prerequisite: Any Grade 11 university or university/college preparation course in science, or any Grade 11 or 12 course in health and physical education. (offered 2017/18, not offered 2018/19)

This course focuses on the study of human movement and of systems, factors, and principles involved in human development. Students will learn about the effects of physical activity on health and performance, the evolution of physical activity and sport, and the physiological, psychological, and social factors that influence an individual’s participation in physical activity and sport. The course prepares students for university programs in physical education and health, kinesiology, health sciences, health studies, recreation, and sports administration.

~ 34 ~

MATHEMATICS

Department Statement

We strive to help all Mathematics students reach their highest possible levels of achievement by using varied teaching strategies, using cooperative structures, and building self-esteem. We work to prepare students for post-secondary success at the university or college level through discipline involved in mathematics, organizational skills, acceptance of responsibility, integration of computer skills, and involvement in the Peer Tutor program.

Mathematics for Work Mathematics for Work Mathematics Mathematics and Everyday Life and Everyday Life MAT1L MAT2L MEL3E MEL4E

Foundations of Foundations of Foundations for Foundations for Mathematics Mathematics College Mathematics College Mathematics MFM1P MFM2P MBF3C MAP4C

Principles of Principles of Functions IB Math Part I Mathematics Mathematics (Standard Level) MPM1D MPM2D MCR3U MHF4UE

IB Math Part II (Standard Level) MCV4UE

Advanced Functions MHF4U

Calculus and Vectors MCV4U

Mathematics of Data Management MDM4U

Mathematics, Grade 9, Essential MAT1L

This course emphasizes further development of mathematical knowledge and skills to prepare students for success in their everyday lives, in the workplace, in the Grade 10 LDCC course, and in the Grade 11 and Grade 12 Mathematics Workplace Preparation courses. The course is organized by three strands related to money sense, measurement, and proportional reasoning. In all strands, the focus is on developing and consolidating key foundational mathematical concepts and skills by solving authentic, everyday problems. Students have opportunities to further develop their mathematical literacy and problem-solving skills and to continue developing their skills in reading, writing, and oral language through relevant and practical math activities.

~ 35 ~

Foundations of Mathematics, Grade 9, Applied MFM1P

This course enables students to develop mathematical ideas and methods through the exploration of applications, the effective use of technology, and extended experiences with hands-on activities. Students will investigate relationships of straight lines in analytic geometry, solve problems involving the measurement of 3-dimensional objects and 2-dimensional figures, and apply key numeric and algebraic skills in problem solving. Students will also have opportunities to consolidate core skills and deepen their understanding of key mathematical concepts.

Principles of Mathematics, Grade 9, Academic MPM1D

This course enables students to develop generalizations of mathematical ideas and methods through exploration of applications, the effective use of technology, and abstract reasoning. Students will investigate relationships to develop equations of straight lines in analytic geometry, explore relationships between volume and surface area of objects in measurement, and apply extended algebraic skills in problem solving. Students will engage in abstract extensions of core learning that will deepen their mathematical knowledge and enrich their understanding.

Mathematics, Grade 10, Essential MAT2L Prerequisite: MAT1L

This course emphasizes the extension of mathematical knowledge and skills to prepare students for success in their everyday lives, in the workplace, and in the Mathematics Grade 11 and Grade 12 Workplace Preparation courses. The course is organized by three strands related to money sense, measurement, and proportional reasoning. In all strands, the focus is on strengthening and extending key foundational mathematical concepts and skills by solving authentic, everyday problems. Students have opportunities to extend their mathematical literacy and problem-solving skills and to continue developing their skills in reading, writing, and oral language through relevant and practical math activities.

Foundations of Mathematics, Grade 10, Applied MFM2P Prerequisite: MPM1D, or MFM1P

This course enables students to consolidate their understanding of key mathematical concepts through hands–on activities and to extend their problem–solving experiences in a variety of applications. Students will solve problems involving proportional reasoning and the trigonometry of right triangles; investigate applications of piecewise linear functions; solve and apply systems of linear equations; and solve problems involving quadratic functions. The effective use of technology in learning and in solving problems will be a focus of the course.

Principles of Mathematics, Grade 10, Academic MPM2D Prerequisite: MPM1D

This course enables students to broaden their understanding of relations, extend their skills in multi– step problem solving, and continue to develop their abilities in abstract reasoning. Students will pursue investigations of quadratic functions and their applications; solve and apply linear systems; solve multi–step problems in analytic geometry to verify properties of geometric figures; investigate the trigonometry of right and acute triangles; and develop supporting algebraic skills.

~ 36 ~

Foundations for College Mathematics, Grade 11, College Preparation MBF3C Prerequisite: MFM2P, or MPM2D

This course enables students to broaden their understanding of mathematics as a problem-solving tool in the real world. Students will extend their understanding of quadratic relations, as well as of measurement and geometry; investigate situations involving exponential growth; solve problems involving compound interest; solve financial problems connected with vehicle ownership; and develop their ability to reason by collecting, analysing, and evaluating data involving one and two variables. Students will consolidate their mathematical skills as they solve problems and communicate their thinking.

Functions, Grade 11, University Preparation MCR3U Prerequisite: MPM2D

This course introduces the mathematical concept of the function by extending students’ experiences with linear and quadratic relations. Students will investigate properties of discrete and continuous functions, including trigonometric and exponential functions; represent functions numerically, algebraically, and graphically; solve problems involving applications of functions; and develop facility in simplifying polynomial and rational expressions. Students will reason mathematically and communicate their thinking as they solve multi-step problems.

Mathematics for Work and Everyday Life, Grade 11, Workplace Prep. MEL3E Prerequisite: MAT2L, MFM1P, or MPM1D

This course enables students to broaden their understanding of mathematics as it is applied in the workplace and daily life. Students will solve problems associated with earning money, paying taxes, and making purchases; apply calculations of simple and compound interest in saving, investing, and borrowing; and calculate the costs of transportation and travel in a variety of situations. Students will consolidate their mathematical skills as they solve problems and communicate their thinking.

Foundations for College Mathematics, Grade 12, College Preparation MAP4C Prerequisite: MBF3C, or MCR3U

This course enables students to broaden their understanding of real-world applications of mathematics. Students will analyze data using statistical methods; solve problems involving applications of geometry and trigonometry; simplify expressions; and solve equations. Students will reason mathematically and communicate their thinking as they solve multi-step problems. This course prepares students for college programs in areas such as business, health sciences, and human services, and for certain skilled trades.

Calculus and Vectors, Grade 12, University Preparation MCV4U Prerequisite: MHF4U Note: In some schools, it may be necessary to take the prerequisite course concurrently with MCV4U

This course builds on students’ previous experience with functions and their developing understanding of rates of change. Students will solve problems involving geometric and algebraic representations of vectors, and representations of lines and planes in three-dimensional space; broaden their understanding of rates of change to include the derivatives of polynomial, rational, exponential, and sinusoidal functions; and apply these concepts and skills to the modelling of real- world relationships. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended for students who plan to study mathematics in university and who may choose to pursue careers in fields such as physics and engineering.

~ 37 ~

Mathematics of Data Management, Grade 12, University Preparation MDM4U Prerequisite: MCR3U

This course broadens students’ understanding of mathematics as it relates to managing data. Students will apply methods for organizing large amounts of information; solve problems involving probability and statistics; and carry out a culminating project that integrates statistical concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. Students planning to enter university programs in Business or the Social Sciences and the Humanities will find this course of particular interest.

Mathematics for Work and Everyday Life, Grade 12, Workplace Prep. MEL4E Prerequisite: MEL3E

This course enables students to broaden their understanding of mathematics as it is applied in the workplace and daily life. Students will investigate questions involving the use of statistics; apply the concept of probability to solve problems involving familiar situations; investigate accommodation costs and create household budgets; use proportional reasoning; estimate and measure; and apply geometric concepts to create designs. Students will consolidate their mathematical skills as they solve problems and communicate their thinking.

Advanced Functions, Grade 12, University Preparation MHF4U Prerequisite: MCR3U

This course extends students’ experience with functions. Students will investigate the properties of polynomial, rational, logarithmic, and trigonometric functions; broaden their understanding of rates of change; and develop facility in applying these concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended both for students who plan to study mathematics in university and for those wishing to consolidate their understanding of mathematics before proceeding to any one of a variety of university programs.

IB Mathematics (Standard Level) MHF4UE and MCV4UE Prerequisite: MCR3U

The Mathematics SL course focuses on introducing key mathematical concepts through the development of mathematical techniques. It is a two-semester integrated program which covers Pre- Calculus, Calculus, and Statistics.

Mathematics SL will provide students with an enriched mathematical background to prepare for their future studies in fields related to mathematics such as chemistry, economics, psychology, physics, engineering and business administration at the university level. The IB administered exam is written in May of a student's graduating year.

IB Mathematics topics correspond to the Ontario Math curriculum. Students who complete both semesters of this program will receive two Ontario credits: MHF4UE and MCV4UE.

~ 38 ~

SCIENCE

Department Statement

By taking a “hands on” approach to the study of Science, it is our goal to assist students in the understanding of the nature of science: content; processes; limitations; applications; and social implications. The acquiring of scientific literacy will enable students to participate in a technological society, to pursue a course of life-long learning, to prepare for the world of work, and to grow and mature as responsible individuals.

We are very proud of our graduates, many of whom go on to study Science at the post-secondary level.

As well as their classroom studies, B.C.I. Science students can be seen representing both themselves and their school at the Rideau St. Lawrence Science Fair. Many of our senior students assist as judges at science fairs in elementary schools.

IB Biology Part III (Higher Level) SNC4ME

IB Biology Part II Science Science IB Biology Part I (Higher Level) (Higher Level) SNC1D SNC2D SBI3UE SBI4UE

Biology Biology SBI3U SBI4U

IB Chemistry Part I IB Chemistry Part II (Standard Level) (Standard Level) SCH3UE SCH4UE

Chemistry Chemistry SCH3U SCH4U

Physics Physics SPH3U SPH4U

Science Science Biology

SNC1P SNC2P SBI3C

Science Science Chemistry

SNC1L SNC2L SCH4C

~ 39 ~

Science, Grade 9, Academic SNC1D

This course enables students to develop their understanding of basic concepts in biology, chemistry, earth and space science, and physics, and to relate science to technology, society, and the environment. Throughout the course, students will develop their skills in the processes of scientific investigation. Students will acquire an understanding of scientific theories and conduct investigations related to sustainable ecosystems; atomic and molecular structures and the properties of elements and compounds; the study of the universe and its properties and components; and the principles of electricity.

Science, Grade 9, Essential SNC1L

This course emphasizes reinforcing and strengthening science-related knowledge and skills, including scientific inquiry, critical thinking, and the relationship between science, society, and the environment, to prepare students for success in everyday life, and in the workplace. Students explore a range of topics, including science in daily life, properties of common materials, life-sustaining processes in simple and complex organisms, and electrical circuits. Students have the opportunity to extend mathematical and scientific process skills and to continue developing their skills in reading, writing, and oral language through relevant and practical science activities.

Science, Grade 9, Applied SNC1P

This course enables students to develop their understanding of basic concepts in biology, chemistry, earth and space science, and physics, and to apply their knowledge of science to everyday situations. They are also given opportunities to develop practical skills related to scientific investigation. Students will plan and conduct investigations into practical problems and issues related to the impact of human activity on ecosystems; the structure and properties of elements and compounds; space exploration and the components of the universe; and static and current electricity.

Science, Grade 10, Academic SNC2D Prerequisite: SNC1D

This course enables students to enhance their understanding of concepts in biology, chemistry, earth and space science, and physics, and of the interrelationships between science, technology, society, and the environment. Students are also given opportunities to further develop their scientific investigation skills. Students will plan and conduct investigations and develop their understanding of scientific theories related to the connections between cells and systems in animals and plants; chemical reactions, with a particular focus on acid–base reactions; forces that affect climate and climate change; and the interaction of light and matter.

Science, Grade 10, Essential SNC2L Prerequisite: SNC1L

This course emphasizes reinforcing and strengthening science-related knowledge and skills, including scientific inquiry, critical thinking, and the environmental impact of science and technology, to prepare students for success in everyday life, and in the workplace. Students explore a range of topics, including science in media, interactions of common materials, interdependence of organisms in communities, and using electrical energy. Students have the opportunity to extend mathematical and scientific process skills and to continue developing their skills in reading, writing, and oral language through relevant and practical science activities.

~ 40 ~

Science, Grade 10, Applied SNC2P Prerequisite: SNC1D, or SNC1P

This course enables students to develop a deeper understanding of concepts in biology, chemistry, earth and space science, and physics, and to apply their knowledge of science in real-world situations. Students are given opportunities to develop further practical skills in scientific investigation. Students will plan and conduct investigations into everyday problems and issues related to human cells and body systems; chemical reactions; factors affecting climate change; and the interaction of light and matter.

Biology, Grade 11, College Preparation SBI3C Prerequisite: SNC2D, or SNC2P

This course focuses on the processes that occur in biological systems. Students will learn concepts and theories as they conduct investigations in the areas of cellular biology, microbiology, genetics, the anatomy of mammals, and the structure of plants and their role in the natural environment. Emphasis will be placed on the practical application of concepts, and on the skills needed for further study in various branches of the life sciences and related fields.

Biology, Grade 11, University Preparation SBI3U Prerequisite: SNC2D

This course furthers students’ understanding of the processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biodiversity; evolution; genetic processes; the structure and function of animals; and the anatomy, growth, and function of plants. The course focuses on the theoretical aspects of the topics under study, and helps students refine skills related to scientific investigation.

Chemistry, Grade 11, University Preparation SCH3U Prerequisite: SNC2D

This course enables students to deepen their understanding of chemistry through the study of the properties of chemicals and chemical bonds; chemical reactions and quantitative relationships in those reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases. Students will further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as well as the impact of some common chemical reactions on society and the environment.

Physics, Grade 11, University Preparation SPH3U Prerequisite: SNC2D

This course develops students’ understanding of the basic concepts of physics. Students will explore kinematics, with an emphasis on linear motion; different kinds of forces; energy transformations; the properties of mechanical waves and sound; and electricity and magnetism. They will enhance their scientific investigation skills as they test laws of physics. In addition, they will analyze the interrelationships between physics and technology, and consider the impact of technological applications of physics on society and the environment.

~ 41 ~

Biology, Grade 12, University Preparation SBI4U Prerequisite: SBI3U

This course provides students with the opportunity for in-depth study of the concepts and processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biochemistry, metabolic processes, molecular genetics, homeostasis, and population dynamics. Emphasis will be placed on the achievement of detailed knowledge and the refinement of skills needed for further study in various branches of the life sciences and related fields.

Chemistry, Grade 12, College Preparation SCH4C Prerequisite: SNC2D, or SNC2P (offered 2017/18, not offered in 2018/19)

This course enables students to develop an understanding of chemistry through the study of matter and qualitative analysis, organic chemistry, electrochemistry, chemical calculations, and chemistry as it relates to the quality of the environment. Students will use a variety of laboratory techniques, develop skills in data collection and scientific analysis, and communicate scientific information using appropriate terminology. Emphasis will be placed on the role of chemistry in daily life and the effects of technological applications and processes on society and the environment.

Chemistry, Grade 12, University Preparation SCH4U Prerequisite: SCH3U

This course enables students to deepen their understanding of chemistry through the study of organic chemistry, the structure and properties of matter, energy changes and rates of reaction, equilibrium in chemical systems, and electrochemistry. Students will further develop their problem-solving and investigation skills as they investigate chemical processes, and will refine their ability to communicate scientific information. Emphasis will be placed on the importance of chemistry in everyday life and on evaluating the impact of chemical technology on the environment.

Physics, Grade 12, University Preparation SPH4U Prerequisite: SPH3U

This course enables students to deepen their understanding of physics concepts and theories. Students will continue their exploration of energy transformations and the forces that affect motion, and will investigate electrical, gravitational, and magnetic fields and electromagnetic radiation. Students will also explore the wave nature of light, quantum mechanics, and special relativity. They will further develop their scientific investigation skills, learning, for example, how to analyze, qualitatively and quantitatively, data relating to a variety of physics concepts and principles. Students will also consider the impact of technological applications of physics on society and the environment.

~ 42 ~

IB Biology (Higher Level) SBI3UE and SBI4UE and SNC4ME Prerequisite: SNC2D

This course offers an in depth look at a range of biological concepts covered over three semesters. The core topics of the course include statistical analysis, cells, the chemistry of life, genetics, ecology and human health and physiology. As well there are two additional units of study chosen from an optional list that includes topics such as human health and nutrition, neurobiology and behaviour, and microbes and biotechnology.

IB biology emphasizes hands on lab work. Students are required to complete 60 hours of lab and investigative activities. This includes two assessment labs designed by the students and a Group Four research project in which students collaborate with other IB students from different areas of study. In the past, data for this project was collected during a trip to the St. Lawrence River Institute. The IB administered exam is written in May of a student's graduating year.

IB Biology topics correspond to the Ontario Biology curriculum. Students who complete all three semesters of this program will receive three Ontario credits: SBI3UE, SBI4UE, and SNC4ME.

IB Chemistry (Standard Level) SCH3UE and SCH4UE Prerequisite: SNC2D

This two semester course offers science students an in-depth look at a range of chemistry topics such as atomic structure, bonding, quantitative chemistry, energetics, kinetics, equilibrium and organic chemistry to name a few. In addition there is one unit of study chosen from an optional list that includes topics such as materials chemistry, human biochemistry, medicinal chemistry, and energy.

For IB chemistry students there is an emphasis on “hands on” laboratory work often designed by the student themselves (40 hours over two semesters). The use of technology for data gathering and data analysis is also practiced. Each IB chemistry student will work on a laboratory project collaborating with other Group Four students. In the past this has included work at the St. Lawrence River Institute. The IB administered exam is written in May of a student's graduating year.

IB Chemistry topics correspond directly to the Ontario Chemistry curriculum. Students who complete both semesters of this course will receive two Ontario credits: SCH3UE and SCH4UE.

~ 43 ~

SOCIAL SCIENCES AND HUMANITIES

Department Statement

The discipline of Social Sciences and the Humanities covers two areas at B.C.I.: General Social Science and Family Studies. These two areas share one common outlook: human beings and their world. These courses give students essential knowledge and skills that are applicable in various areas of their lives - in their personal and family life as well as in their post-secondary studies and in the workplace.

Courses in Family Studies give students, male and female, the opportunity to develop skills and knowledge that contribute to the quality of family living. Skills such as decision making, analytical thinking, communication and problem solving are emphasized in individual and group learning. Topics vary from food and clothing to the study of the family and children.

FAMILY STUDIES

Exploring Family Housing & Home Any university, college, or university/college preparation Studies Design course in Canadian and World Nutrition and Health Studies, English, or Social Sciences HIF2O HLS3O and Humanities HFA4C

Any university or university/college Food and Nutrition preparation course in Canadian and Nutrition and Health World Studies, English, or Social HFN2O Sciences and Humanities HFA4U

Exploring Family Studies, Grade 10, Open HIF2O

This course explores, within the context of families, some of the fundamental challenges people face: how to meet basic needs, how to relate to others, how to manage resources, and how to become responsible members of society. Students will explore adolescent development and will have opportunities to develop interpersonal, decision-making, and practical skills related to daily life. They will learn about the diverse ways in which families function in Canada and will use research skills as they explore topics related to individual and family needs and resources.

Food and Nutrition, Grade 10, Open HFN2O

This course focuses on guidelines for making nutritious food choices. Students will investigate factors that influence food choices, including beliefs, attitudes, current trends, traditional eating patterns, food marketing strategies, and individual needs. Students will also explore the environmental impact of a variety of food choices at the local and global level. The course provides students with opportunities to develop food preparation skills and introduces them to the use of social science research methods in the area of food and nutrition.

Housing & Home Design, Grade 11, Open HLS3O

This course introduces students to a range of issues related to housing and home design. Students will learn about the needs that housing fulfils; housing options; home maintenance and safety; and environmental, economic, legal, and social considerations related to housing. They will use the elements and principles of design to analyse design and decorating decisions. Students will develop research skills as they investigate issues related to housing and home design.

~ 44 ~

Nutrition and Health, Grade 12, College Preparation HFA4C Prerequisite: Any university, college, or university/college, preparation course in Social Sciences and Humanities, English, or Canadian and World Studies.

This course focuses on the relationship between nutrition and health at different stages of life and on global issues related to food production. Students will investigate the role of nutrition in health and disease and assess strategies for promoting food security and environmental responsibility. Students will learn about healthy eating, expand their repertoire of food-preparation techniques, and refine their ability to use social science research and inquiry methods to investigate topics related to nutrition and health.

Nutrition and Health, Grade 12, University Preparation HFA4U Prerequisite: Any university, or university/college, preparation course in Social Sciences and Humanities, English, or Canadian and World Studies.

This course examines the relationships between food, energy balance, and nutritional status; the nutritional needs of individuals at different stages of life; and the role of nutrition in health and disease. Students will evaluate nutrition-related trends and will determine how food choices can promote food security and environmental responsibility. Students will learn about healthy eating, expand their repertoire of food-preparation techniques, and develop their social science research skills by investigating issues related to nutrition and health.

Families in Canada, Grade 12, University Preparation HHS4U Prerequisite: Any university, or university/college, preparation course in Social Sciences and Humanities, English, or Canadian and World Studies.

This course enables students to draw on sociological, psychological, and anthropological theories and research to analyse the development of individuals, intimate relationships, and family and parent- child relationships. Students will focus on issues and challenges facing individuals and families in Canada’s diverse society. They will develop analytical tools that enable them to assess various factors affecting families and to consider policies and practices intended to support families in Canada. They will develop the investigative skills required to conduct and communicate the results of research on individuals, intimate relationships, and parent-child relationships.

GENERAL SOCIAL SCIENCES

Intro. to Anthropology, Psychology, and Sociology HSP3C

The Grade 10 academic Intro. to Anthropology, course in English or the Psychology, and Sociology Grade 10 academic history HSP3U course Any university or university/college Challenge and preparation course in Canadian and World Studies, English, or Social Change in Society Sciences and Humanities HSB4U

~ 45 ~

Introduction to Anthropology, Psychology, and Sociology, Grade 11, HSP3C College Preparation Prerequisite: ENG2P, or CHC2P

This course introduces students to theories, questions, and issues related to anthropology, psychology, and sociology. Students learn about approaches and research methods used by social scientists. They will be given opportunities to apply theories from a variety of perspectives, to conduct social science research, and to become familiar with current issues within the three disciplines.

Introduction to Anthropology, Psychology, and Sociology, Grade 11, HSP3U University Preparation Prerequisite: ENG2D, CHC2D, or CHC2DF

This course provides students with opportunities to think critically about theories, questions, and issues related to anthropology, psychology, and sociology. Students will develop an understanding of the approaches and research methods used by social scientists. They will be given opportunities to explore theories from a variety of perspectives, to conduct social science, and to become familiar with current thinking on a range of issues within the three disciplines.

Challenge and Change in Society, Grade 12, University/College Preparation HSB4U Prerequisite: Any university, university/college, or college preparation course in the Social Sciences and Humanities, English, or Canadian and World Studies.

This course focuses on the use of social science theories, perspectives, and methodologies to investigate and explain shifts in knowledge, attitudes, beliefs, and behaviour and their impact on society. Students will critically analyse how and why cultural, social, and behavioural patterns change over time. They will explore the ideas of social theorists and use those ideas to analyse causes of and responses to challenges such as technological change, deviance, and global inequalities. Students will explore ways in which social science research methods can be used to study social change.

PHILOSOPHY

Any university or university/college Philosophy: Questions preparation course in Canadian and World Studies, English, or Social and Theories Sciences and Humanities HZT4U

IB English ENG3UE

Philosophy: Questions and Theories, Grade 12, University Preparation HZT4U Prerequisite: Any university, university/college, or college preparation course in the Social Sciences and Humanities, English, or Canadian and World Studies.

This course enables students to acquire an understanding of the nature of philosophy and philosophical reasoning skills and to develop and apply their knowledge and skills while exploring specialized branches of philosophy (the course will cover at least three of the following branches: metaphysics, ethics, epistemology, philosophy of science, social and political philosophy, aesthetics). Students will develop critical thinking and philosophical reasoning skills as they formulate and evaluate arguments related to a variety of philosophical questions and theories. They will also develop research and inquiry skills related to the study and practice of philosophy. ~ 46 ~

TECHNOLOGICAL STUDIES

Department Statement

Students must acquire the technological skills and knowledge required to participate in a competitive global economy. They must become critical and innovative thinkers, able to question, understand, and respond to the implications of technological innovation. Courses in the Computer Studies department at B.C.I. focus on developing students’ ability to work creatively and competently with technologies that are central to their lives. Our comprehensive and exciting program provides critical computer literacy training as well as foundational skills training for those students interested in careers in business, technology, and engineering. Our curriculum continues to change to meet the new demands of the workforce and post- secondary institutions.

Our current enrolment as a Microsoft IT Academy will enable students to pursue cutting edge training in their pursuit of professional certification using the latest technologies and software applications.

Intro.to Computer Science Computer Science (Game/Mobile App Development 1) (Game/Mobile App Development 2) Exploring Computer ICS3U ICS4U Technologies TEJ1O/1OF Computer Engineering Computer Engineering Technology Technology (Robotics & System Design 1) (Robotics & System Design 2) TEJ3M TEJ4M

Exploring Computer Technologies, Grade 9, Open TEJ1O

This exploratory course introduces students to concepts and skills in computer technology, which encompasses information technology, computer systems, electronic communication, programming, and robotics. Students will receive social media safety and awareness training and learn to manage their digital footprint. Students will also develop an awareness of related environmental and societal issues, and will learn about secondary and postsecondary pathways and career opportunities in computer technology. An opportunity to participate in a Microsoft IT Academy training program designed to provide students with 21st century real-world technology skills will also be presented. *This course is offered to our students as one of the French Immersion options – TEJ1OF.

Introduction to Computer Science (Game/Mobile App Development 1), ICS3U Grade 11, University Preparation

This course introduces students to computer science. Students will design software independently and as part of a team, using industry-standard programming tools and applying the software development life-cycle model. They will also write and use subprograms within computer programs. Students will develop creative solutions for various types of problems as their understanding of the computing environment grows. They will also explore environmental and ergonomic issues, emerging research in computer science, and global career trends in computer-related fields. The major focus of this course will be the creation of mobile app and game content.

~ 47 ~

Computer Science (Game/Mobile App Development 2), ICS4U Grade 12, University Preparation Prerequisite: ICS3U

This course enables students to further develop knowledge and skills in computer science. Students will use modular design principles to create complex and fully documented programs, according to industry standards. Student teams will manage a large software development project, from planning through to project review. Students will also analyze algorithms for effectiveness. They will investigate ethical issues in computing and further explore environmental issues, emerging technologies, areas of research in computer science, and careers in the field. The major focus of this course will be the creation of mobile app and game content.

Computer Engineering Technology (Robotics and System Design 1), TEJ3M Grade 11, University/College Preparation

This course examines computer systems and control of external devices. Students will assemble computers and small networks by installing and configuring appropriate hardware and software. Students will develop knowledge and skills in electronics, robotics, programming, and networks, and will build systems that use computer programs and interfaces to control and/or respond to external devices. Students will develop an awareness of environmental and societal issues related to the use of computers, and will learn about college and university programs leading to careers in computer engineering. The major focus of this course will be robotics.

Computer Engineering Technology, (Robotics and System Design 2), TEJ4M Grade 12, University/College Preparation Prerequisite: TEJ3M

This course extends students’ understanding of computer systems and computer interfacing with external devices. Students will assemble computer systems by installing and configuring appropriate hardware and software, and will learn more about fundamental concepts of electronics, robotics, programming, and networks. Students will examine environmental and societal issues related to the use of computers, and explore postsecondary pathways leading to careers in computer engineering and related fields. The major focus of this course will be robotics.

~ 48 ~

STUDENT LIFE AT B.C.I.

In addition to the learning that takes place through participation in our courses, students have opportunities to learn beyond traditional classroom walls. B.C.I. provides a wide selection of activities in which students can take part. The opportunities that students receive through this involvement in extra-curricular activities enhances their overall school experience and provides students with fond memories that will last well beyond their time at B.C.I. Students are highly encouraged to enroll in extra-curricular activities and to take part in as many school-organized events as possible.

ATHLETICS

In addition to academic excellence, B.C.I. has a rich tradition of excellence in athletics as well. We offer a variety of options for students to participate in extra-curricular activities:

Badminton Rowing Basketball Rugby Cheerleading Soccer Cross Country Track & Field Football Volleyball Golf

Intramural sports are also available during lunchtime, and include fun recreational activities such as Ping-Pong, Mini-Sticks, Floor-Hockey and more!

SCHOOL CLUBS

B.C.I. has many other clubs and opportunities for involvement that represent the different interests of our student body. For example, students can get involved in:

Arts Club Rams United Choir Red Cross Club Computer Club R.O.O.T.S. Club Concert & Stage Band School Reach Teams Drama Club Stage & Lighting Crew Grad Club Student Council Guitar Club Writers’ Club Math Club/Team/Contests Yearbook Club Rambassadors

STUDENT COUNCIL

Student Council is one of many groups around the school which organizes and implements assemblies, spirit days, festive activities and other activities for the student body to take part in. Student Council focuses on student leadership, development, and empowerment. Any student (regardless of grade) who wishes to participate as a council member is welcome to join as a Member at Large during the course of the year.

~ 49 ~

BROCKVILLE COLLEGIATE INSTITUTE’S REPORTING STUDENT EXPECTATIONS

ACHIEVEMENT Student achievement, evaluation, and attendance are interconnected in the process of learning. This Student achievement will be communicated learning process requires that students work inter- formally to students and parents by means dependently in groups and with teachers. of the Provincial Report Card, Grades 9 - 12. Consequently, regular attendance on the part of the The report card provides a record of the student is vital. Irregular attendance disrupts student’s achievement of the curriculum student learning. The individual student and his/her expectations in every course, at particular classmates suffer a loss of experiences that cannot points in the school year or semester, in the be regained. Students who habitually miss class will form of a percentage grade. It also includes therefore suffer in the evaluation process. We want teachers’ comments on the student’s our students to learn to be accountable to strengths and next steps for academic themselves and others, and to become prepared for improvement. The report card contains the demands of employers and post-secondary separate sections for recording attendance institutions. and for evaluating the student’s learning skills in each course. A final grade is In addition, the school articulates its expectations to recorded for each course, and a credit is the student body regarding attendance as clearly granted and recorded for every course in stated in the Education Act and its companion which the student’s grade is 50% or higher. regulations governing school program and The final grade for each course will be operations. determined as follows: While at B.C.I., we strive for our students to learn to:  Seventy per cent of the grade will be think critically, act ethically, communicate based on assessments and evaluations meaningfully (in written and oral forms as well as conducted throughout the course. listening).

 Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation suitable to the course content and administered towards the end of the course.

In all of their courses, students are provided with numerous and varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations, across all four categories of knowledge and skills. Evaluation should reflect each student’s most consistent level of achievement. Final evaluations are administered towards the end of every semester. In the case of a student absence because of illness (evidenced by a medical certificate) or bereavement, the Principal will determine what actions will be taken.

~ 50 ~