TABLE OF CONTENTS
Welcome to Georgetown District High School
Page 2
Part One:
School Goals and Philosophy
Page 3
Part Two:
Requirements for the Ontario Secondary
School Diploma (OSSD)
Page 4
Part Three:
Requirements for the OSS Certificate and
The Certificate of Accomplishment
Page 7
Part Four:
Information About Earning Credits
Page 8
Part Five:
School Support Services and Resources
Page 13
Part Six:
Cooperative Education and Career Focused Secondary
Page 16
Part Seven:
Regional e-Learning Programs
Page 17
Part Eight:
International Baccalaureate Program
page 18
Part Nine:
School to Career Programs
1. Specialist High Skills Major
2. Regional Concentrated OYAP Programs
3. Other Specialty to Career Programs
• Bronte Creek Project
• Trailhead
• Canadian Forces Coop
• Construction Transition
• Halton Home Builders
• LINK
Page 26
Page 27
Page 34
Page 37
Page 37
Page 38
Page 38
Page 39
Page39
Page39
Part Nine:
Course Offering through: Gary Allan High School
Adult, Alternative and Community Education Programs
Page 40
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
Page 42
Page 46
Page 47
Page 51
Page 52
Page 56
Page 58
Page 59
Page 61
Page 65
Page 78
Page 71
Part Ten: Course Descriptions
Arts
Business Education
Canadian and World Studies
Computer and Info. Processing
English
French
Guidance and Career Education
Health and Physical Education
Mathematics
Science
Social Sciences and Humanities
Technological Education
Part Eleven:
Planning Templates
Websites for Educational Planning
Course Offerings by Department
Page 81
Page 82
Page 85
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Dear Students, Parents and Guardians:
This program book contains information regarding the diploma requirements for the Ontario Secondary School
Diploma (O.S.S.D.) and the course offerings for grades 9 to 12 at Georgetown District High School. In
planning your program it is important to review the contents of this book carefully and to consult with teachers
and guidance counsellors. Marks, achievement levels and teacher comments from courses previously
completed are good indicators of future success.
The focus of the grades 9 and 10 programs is to provide students with a wide variety of experiences in many
subject areas as well as to build basic knowledge and skills leading to grade 11. The program offerings
beginning in grade 11 and finishing in grade 12 are “destination” based and as such, establish pathways that
lead students to the workplace, apprenticeships, colleges or universities.
In making course choices, please take into consideration the following:
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Student career goals
Student destination after high school – workplace, apprenticeship, college, university, relating to career
goals
Student interests and aptitudes
Student motivation and willingness to put forth the effort necessary to successfully meet program
requirements
Students in grades 9 and 10 are required to select a full load of 8 courses per school year. In grade 11 a
minimum of 7 courses are to be selected, however we strongly recommend that students in the third year of a
four year diploma take 8 courses. This would then require a student to take 6 courses in their final year of high
school in order to achieve the O.S.S.D. We believe that this would then allow the student to concentrate on a
fewer number of courses which potentially act as prerequisites for destinations such as college and university.
It would also allow the student to take additional courses beyond diploma requirements in instances where a
greater challenge would be beneficial to the student.
Students entering grade 11 should also be aware that Ministry of Education regulations require that all courses
taken beyond mid-semester at the senior level are to appear on the student’s Ontario Student Transcript (O.S.T.)
regardless of whether a passing or failing grade was achieved. This includes students withdrawing from senior
courses as well. This is referred to as “full disclosure”. It is very important that students and parents select
courses carefully as it will be difficult to change timetables after June 2008 because courses and class sizes will
be determined.
Georgetown District High School prides itself on having a broad range of courses and programs enabling
students to pursue a wide range of personal interests and career goals. I encourage you to review the contents
of our program book for further information, or visit us on the Internet at
www.georgetowndistricthighschool.com. If you have any questions or concerns regarding course selection,
please contact our guidance department. Thank you for reading our program book.
Dr. Mag Gardner
Principal
Georgetown District High School
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2010-2011 HALTON DISTRICT SCHOOL BOARD
PROGRAM PLANNING BOOKLET
PART 1: SCHOOL GOALS AND PHILOSOPHY
• We believe in a shared responsibility and pride in maintaining a school which is
clean, secure and inviting as a learning environment
• We believe that self-esteem is essential to personal growth and successful learning
• We are committed to safeguarding a nurturing environment where individuals are
encouraged and recognized for exploring and reaching their personal potential
• We model respect for and embrace knowledge of intellectual, economic, racial,
sexual, religious and cultural diversity
• We believe that respect for ourselves begins with respect for others and that we
must be accountable for our actions
• We insist on a safe environment that is free from sexism, harassment, bullying and
discrimination
• We are engaged in and by a curriculum that is meaningful and inclusive of all
subject disciplines
• We believe in the development of collaborative relationships that enable people to
deal with problems or situations with honesty, integrity and ethics
• We aspire to become independent life long learners striving for excellence
• We develop enduring skills in numeracy, literacy, creative and critical thinking to
enhance each person’s life experience
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Part 2: Requirements for the Ontario Secondary School
Diploma (OSSD)
In order to earn an OSSD a student must:
A. earn 30 credits (18 compulsory and 12 optional credits)
B. complete 40 hours of community involvement activities
C. successfully complete the Ontario Secondary School Literacy Requirement
A. CREDIT REQUIREMENTS
Compulsory Credits
Students must earn the following 18 compulsory credits in order to obtain the Ontario
Secondary School Diploma:
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•
•
•
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•
•
•
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4 credits in English (1 credit per grade)*
1 credit in French as a second language
3 credits in Mathematics (at least 1 credit in Grade 11 or 12)
2 credits in Science
1 credit in Canadian History
1 credit in Canadian Geography
1 credit in the Arts
1 credit in Health and Physical Education
0.5 credits in Civics
0.5 credits in Career Studies
Plus one credit from each of the following groups:
• 1 additional credit in English, or French as a second language, or a Native language, or a
classical or an international language, or Social Sciences and the Humanities, or Canadian
and World Studies, or Guidance and Career Education, or Cooperative Education**
•
1 additional credit in Health and Physical Education, or the Arts, or Business Studies, or
Cooperative Education**
•
1 additional credit in Science (Grade 11 or 12), or Technological Education (Grades 9-12), or
Computer Studies (Grade 10 to 12), or Cooperative Education**
* A maximum of 3 credits in English as a Second Language (ESL) or English Literacy
Development (ELD) may be counted towards the 4 compulsory credits in English, but the
fourth must be a credit earned for a Grade 12 compulsory English course.
** A maximum of 2 credits in Cooperative Education can count as compulsory credits.
Compulsory Credits: Locally Developed Courses
Students may count up to 6 Locally Developed (Essential) courses towards the compulsory credit
requirement of the Ontario Secondary School Diploma.
These credits may include:
•
3 earned in Grade 9, Locally Developed English (Essential), Mathematics (Essential), and
Science (Essential).
These credits may also include:
•
3 earned in Grade 10, Locally Developed English (Essential), Mathematics (Essential), and
Science (Essential).
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Policy on Substitutions for Compulsory Courses
NOTE: The school may make substitutions for a maximum of three compulsory credits with
courses that meet the compulsory credit requirements being offered at the discretion of the
Principal.
Optional Credits
In addition to the 18 compulsory credits, students must earn 12 optional credits selected from the
courses listed as available in the school course calendar. Please note that they may include up to
4 credits earned through approved dual credit courses.
B. COMMUNITY INVOLVEMENT REQUIREMENTS AND PROCEDURES
Students must complete a minimum of 40 hours of community involvement activities during their
years in the secondary school program. This requirement is to be completed outside the student’s
normal instructional hours and in a variety of settings. Students may not complete the credit
through activities that are counted towards a credit, through paid work or by assuming duties
normally performed by a paid employee.
Parents and students play a major role in this initiative. Organizations or persons supervising the
activities must confirm completion of the 40 hours. Documentation attesting to the completion of
each activity must be submitted. For each activity this documentation must include the name of
the person or organization receiving the service, the activity performed, the dates and hours,
signatures of the student and his or her parents and a signed acknowledgment by the person (or
representative of the organization) involved. Schools may provide a common form for this
purpose.
The list of eligible activities for community involvement is available in the Community Involvement
Information Manual which may be accessed by visiting www.hdsb.ca and follow the links
“Parent Info”
“40 Hour Volunteer Requirement”.
C. ONTARIO SECONDARY SCHOOL LITERACY REQUIREMENT
All students who earn a diploma must successfully complete the literacy requirement which is then
noted on the student transcript. The majority of students will fulfill the requirement through
successful completion of the Ontario Secondary School Literacy Test (OSSLT). Eligible students
may fulfill the requirement through successful completion of the Ontario Secondary School
Literacy Course (OSSLC). The preferred standard method for assessing the literacy skills of
students in Ontario is still the OSSLT. Success in the Literacy Course is comparable to the same
level of achievement that is demonstrated on the OSSLT. When a student has achieved either the
OSSLT or the Literacy Course, the transcript will indicate that the student "has passed the Ontario
Secondary Literacy Graduation Requirement"
Under certain circumstances a graduating student may be eligible to fulfill the Literacy
Requirement through the Adjudication Process approved by the Ministry of Education. Details of
this process are available through contacting the Principal.
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Ontario Secondary School Literacy Test (OSSLT)
All students who enter grade 9 in the 2000-2001 school year or in subsequent years must
successfully complete the Ontario Secondary School Literacy Test in order to earn an Ontario
Secondary School Diploma. Students will normally be administered the OSSLT when they are in
grade 10. The test is based on Ontario curriculum expectations for language and communication,
particularly reading and writing, up to and including grade 9.
The OSSLT will identify areas for remediation for students who are unsuccessful in completing the
test. Students who write the test but do not succeed may re-take the test and complete it
successfully in order to qualify for a secondary school diploma. There is no limit to the number of
times the OSSLT may be re-taken.
•
Accommodations:
Students who are receiving special education programs and services and who have an
Individual Education Plan may receive the accommodations that are set out in the student’s
IEP.
•
Deferrals:
Literacy test deferrals may include students who have been identified as exceptional and
students registered in English as a second language/English literacy development courses.
The principal determines if a deferral should be granted and time period for the deferral.
•
Exemptions:
Students whose IEP indicates that the student is not working towards the attainment of a
secondary school diploma may, with parental consent and approval of the principal, be
exempted from participating in the literacy test.
Ontario Secondary School Literacy Course (OSSLC)
OLC 30/40
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 (OSSLT). 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.
The Ontario Secondary School Literacy Course supports the diploma requirements by:
•
•
•
•
Satisfying the literacy requirement for graduation
and
Serving as a compulsory grade 11 or grade 12 English credit
or
Serving as a Group 1 credit
or
Serving as an optional credit
Eligibility to enrol in OSSLC:
Students who have attempted the OSSLT at least once are eligible to enrol in the Ontario
Secondary School Literacy Course (OSSLC). Students who have passed the Literacy Test may
take the OLC at the Principal's discretion.
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Part 3: Requirements for the OSS Certificate and the
Certificate of Accomplishment
Ontario Secondary School Certificate
The Ontario Secondary School Certificate will be granted on request to students who leave school
before earning the Ontario Secondary School Diploma provided they have earned a minimum of 14
credits (distributed as follows)
Compulsory credits (total of 7)
Optional credits (total of 7)
2 credits in English
7 credits selected by the student from
available courses.
1 credit in Canadian Geography and History
1 credit in Mathematics
1 credit in Science
1 credit in Health and Physical Education
1 credit in the Arts or Technological Education
Certificate of Accomplishment
Students who leave school before fulfilling the requirements for the Ontario Secondary School
Diploma or the Ontario Secondary School Certificate may be granted a Certificate of
Accomplishment. This certificate may be a useful means of recognizing achievement for students
who plan to take certain vocational programs or other kinds of further training. Students who return to
school to complete additional credit and non-credit courses will have their transcript updated but will
not be issued a new Certificate of Accomplishment.
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Part 4: Information About Earning Credits
Definition of a Credit
A credit recognizes the successful completion of a course for which a minimum of 110 hours has
been scheduled. It is granted to a student by the Principal of a secondary school on behalf of the
Minister of Education.
Definitions of Types of Courses
Four types of courses are offered in grades 9 and 10:
1. Academic courses emphasize theory and abstract problems.
2. Applied courses focus on practical applications and concrete examples.
3. Open courses are designed to prepare students for further study in certain subjects and to enrich
their education generally.
4. Locally Developed (Essential) courses are designed to focus on the knowledge and skills that
students need to be successful in workplace preparation courses.
Five types of courses are offered in grades 11 and 12:
1. Open courses are appropriate for all students regardless of post-secondary destination. They are
not designed with the specific requirements of a post-secondary destination in mind.
2. Workplace Preparation courses are designed to prepare students for a variety of jobs, training
programs and careers. These courses emphasize workplace applications but also explore
theoretical material underlying practical applications.
3. College Preparation courses are designed to prepare students for most college programs and
related careers.
4. University/College Preparation courses are designed to prepare students for entrance
requirements for specific university and college programs, and related careers.
5. University Preparation courses are designed to prepare students for entrance requirements for
university programs and related careers.
Access to Courses Outlines
Additional information on courses offered in the school is available by contacting the school’s Student
Services/Guidance department and requesting a copy of the course outline.
Course outlines include:
• Course title, course code and course description
•
What students are expected to learn overall expectations/key learnings, achievement chart
categories and learning skills
•
How student will demonstrate their learning 70% and 30% assessment evaluation strategies
•
How students will learn and be supported when they are not learning title of units, learning
opportunities, resources appropriate to the course
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Course Coding System
The course code consists of a course title and a six character code: the Ministry of Education
designates the first five characters. The sixth character is determined by the Halton District School
Board.
Code Characters
st
nd
1 , 2 , and 3rd
Explanation
Subject discipline of the course in letters
Example - ENG1D1
“ENG” English
Grade level as a number * (see below)
“1” grade 9 or first year
“1” grade 9 “3” grade 11
“2” grade 10 “4” grade 12
Type of course as a letter
“D” Academic course
“C” College, “D” Academic, “E” Workplace,
5th
“L” Locally Developed, “M” University/College,
“O” Open, “P” Applied, “U” University
Board designated character that indicates credit
“1” group/organizer for
th
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value or may be used to differentiate between
school purposes
courses with similar codes
* In the case of a language course the fourth character refers to the level of proficiency.
4th
Transfer Courses: Policies and Procedures
Grade 9
There are no transfer courses in grade 9. Students who intend to switch from one course type (e.g.
applied) in grade 9 to another in grade 10 (e.g. academic) will be encouraged to complete additional
course work. Additional cross over course work of up to 30 hours is available outside the regular
school day and addresses the learning expectations included in the one Grade 9 course type (e.g.
Academic) but not the other (e.g. Applied).
Grade 10 and 11
Transfer courses are partial-credit courses that bridge the gap between courses of two different types
in the same subject and grade. Transfer courses exist in Grades 10 and 11. These will offer students
a means of transferring from one type of course to another if their interests and goals change. These
courses will be credit-based and will be counted towards the 30 credits required to meet diploma
requirements. The guidance department can obtain information about transfer courses on request.
French Immersion
The Early French Immersion program is open to students who have completed the Early French
Immersion program in a Halton elementary school or, by permission, to students from jurisdictions
outside Halton.
Course Offerings:
Early Immersion students must accumulate a total of 10 immersion credits in order to receive a
Certificate of Immersion Studies.
Students in the Early French Immersion Program will take the following courses:
Year l - French Language Arts (FIF1D1)
Year 2 - French Language Arts (FIF2D1)
Year 3 - French Language Arts (FIF3Ul)
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Year 4 - French Language Arts (FIF4U1)
+ 6 additional courses in other subjects taught in French
French Language students have the right to be educated in their first language. For information
contact the French System Principal or the Instructional Program Leader for French (School
Programs) at (905) 631-6120.
Course Changes: Policies and Procedures
Students wishing to change a course should consult with their guidance counsellor.
Parents/guardians of students under the age of eighteen should receive information on the changes
since they must approve their child’s choice of courses. Once courses are selected in February,
making a course change is only possible if there is space in a particular course.
Unfortunately, we cannot accommodate changes for a preferred teacher or lunch.
Assessment and Evaluation Policies
Classroom practices for all secondary credit bearing courses are aligned with ministry policy as
outlined below.
Curriculum Expectations
Assessment and evaluation will be based on the provincial curriculum expectations and the
achievement levels.
All curriculum expectations must be accounted for in instruction, but evaluation focuses on
student achievement of the overall expectations.
Achievement Chart
The achievement chart is a standard province-wide guide to be used by teachers.
Assessment and evaluation will be based on the provincial curriculum expectations and the
achievement levels.
Assessment and evaluation are based both on the categories of knowledge and skills and on the
achievement level descriptions given in the achievement chart.
Student work will be assessed and evaluated in a balanced manner with respect to the four
categories, and the achievement of particular expectations considered within the appropriate
categories.
The percentage grade represents the quality of the student’s overall achievement of the
expectations for the course and reflects the corresponding level of achievement as described in
the achievement chart.
Learning Skills
The report card focuses on two distinct but related aspects of student achievement: the
achievement of curriculum expectations and the development of learning skills.
To the extent possible, the evaluation of learning skills, apart from any that may be included as
part of a curriculum expectations in a course, should not be considered in the determination of
percentage grades.
70% and 30% Ongoing Assessment, Evaluation and Reporting
The final percentage grade for Grades 9-12 courses will be derived as follows:
Seventy percent of the grade (70%) will be based on evaluations conducted throughout the
course. This portion of the grade should reflect the student’s most consistent level of
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achievement throughout the course, although special consideration should be given to the more
recent evidence of achievement.
Thirty percent of the grade (30%) 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.
The percentage grade represents the quality of the student’s overall achievement of the
expectations for the course and reflects the corresponding level of achievement as described in
the achievement chart for the discipline.
Ontario Student Record (OSR): Recording and Reporting Procedures
The Ontario Student Record is the official school record for a student. Every Ontario school keeps an
OSR for each student enrolled at that school. The OSR contains achievement results, credits earned
and diploma requirements completed, and other information important to the education of the student.
Students and their parents (if the student is under 18 years of age) may examine the contents of the
OSR. The Education Act and Freedom of Information legislation protect these records.
Ontario Student Transcript (OST): Recording and Reporting Procedures
The Ontario Student Transcript is an official and consistent summary of a student’s achievement in
Ontario secondary school credit courses. A current, accurate and complete copy of the OST will be
included within the Ontario Student Record.
Prior Learning Assessment and Recognition
Prior Learning Assessment and Recognition has a specific, limited function in the Ontario secondary
school program. It will allow students to challenge and earn up to 4 credits, a maximum of 2 in a
subject area, towards the secondary school diploma. This involves two components: “challenge” and
“equivalency”. Students may challenge a course and be granted credit if they can demonstrate the
required skills and knowledge through formal tests and other assessment strategies. Determining
equivalency involves the assessment of credentials from other jurisdictions.
Contact the Guidance Department or visit the website at www.hdsb.ca and follow the links
“Parents and Community”
“All About Learning”
“Prior Learning Assessment and Recognition”
for updated information on the PLAR process and timelines posted annually in March.
Student Responsibilities
Regular attendance at school is critical for the student’s learning and achievement of course
expectations and development of learning skills.. School regulations state that all students shall
attend classes punctually and regularly. The only acceptable reasons for absence are illness or
special appointments (e.g. Doctor or Dentist). Attendance is required at school from 8:54 a.m. to
3:20p.m. After period one, students are required to sign in at the Main Office if they are late for any
reason. If students leave the school before 3:20 p.m., except during their lunch period, they must sign
out at the office.
Parent/Guardian Responsibilities
Notes from Home
All students 17 years of age and under are required to bring a note from home for each absence or
late. Parents are expected to phone the school and indicate the reason for any absence on the day of
the absence.
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Extended Absences
Extended absence from school means students are missing valuable aspects of their program,
because all courses have important experiential and activity based components. For this reason
please plan your family holidays with the school holiday time in mind. When it is necessary for
students to miss more than two or three days of school, for reasons other than illness, students are
required to obtain a Student Leave of Absence form from the office to be signed by each of the
teachers and to be taken home to be signed by a parent/guardian. This form is to be completed at
least two weeks prior to the absence in order for the student to have adequate time to obtain from
his/her teachers, the work that will have to be completed before, during and/or subsequent to the
absence. In some cases, extended absences will put the earning of a credit in jeopardy.
Code of Student Behaviour
The staff, students and parents of Georgetown District High School (GDHS) have designed a code of
behaviour to:
• Provide a safe, positive learning environment for everyone in which respect and human dignity
are valued.
• Promote self-worth and self-discipline in all students
• Comply with the Halton District Board of Education’s Safe School Policy.
Staff at GDHS will consistently work with students to stress socially acceptable attitudes and effective
social and interpersonal skills. There is an expectation that all students, staff and parents will act in a
manner consistent with the philosophy of this Code of Student Behaviour.
The Student Behaviour Code is based on the following premise – that personal and academic growth
of students and the success of our school will be supported when:
• All students, staff and parents treat each other with courtesy and respect
• All students behave in a manner that does not interfere with the learning, safety and well being
of them or others in our school community
• All students respect the environment, property and equipment of the school and others
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Part 5: School Support Services And Resources
A. Guidance and Career Education
The Careers and Counseling department offers academic, career and personal counseling. The
Department is open to students and parents. Pleased call or drop in if you have any questions.
Academic Counseling
We provide help with course selection, planning for all post secondary destinations including
university, college, apprenticeship, and school to career. We also help with the application
process for college and university. A variety of workshops, grade assemblies and parent
information sessions are held throughout the year.
Career Counseling
We provide help with making decisions about possible careers. We will help you research
information about careers related to your interests and abilities. Some excellent web pages for
researching are listed at the back of this book. An excellent source is careercruising.com. The
user name is halton and the password is abbey.
Personal Counseling
We will try to help you solve personal problems that may be affecting your schoolwork. These
problems might include such things as poor study habits, trouble with friends, or low interest in
school. All counseling is confidential and private. Referrals to community resources are available.
A social worker hired by the Halton Board, works in our school to help students with personal
concerns. A public health nurse and mental health nurse are also connected with our school.
Please see the Course Descriptions in Part 11 for Guidance courses.
B. Library Resource Centre
From 8:00 a.m. to 4:00 p.m. the Library is the place to be! We have everything that you need to
complete those assignments on time, from word processing software, multimedia encyclopaedias
and Internet service, to books, videos, and the most current magazines. Let us help you retrieve,
access, and process the information that you need – or just grab something from our fiction
section and get lost in a good book!
C. School Wide Preventions and Interventions that Support Learning
The Student Success Program focuses on success for each grade 7-12 student in the Halton
system. There are three areas of focus: literacy, numeracy, and program pathways. Program
pathways provides smooth transitions to the post secondary destination of choice. Students who
are at most risk of dropping out of school are those who are not earning credits.
In Halton, each secondary school is working to enhance strategies and supports for students who
are struggling. Schools may provide programs such as: credit recovery, homework clubs, study
hall, after school remediation, half credit courses, learning strategies courses, peer tutoring,
locally developed compulsory courses, Literacy Test support, multiple-credit technology programs,
co-operative education, e-learning, Halton Internship Program, specialized co-operative
education, and substitutions for compulsory courses. These interventions are determined by local
needs and available resources. For more information contact the guidance office or main office.
D. Special Education
Special Education Advisory Committee
Special Education Advisory Committee (SEAC) members are representatives of local associations
appointed by the Board, and, as such, attend monthly participatory meetings. They act in an
advisory capacity to the Halton District School Board on issues and policy that affect Special
Education.
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They act as a liaison to their local associations. Therefore, issues, concerns, and
recommendations of a local association can be brought to a SEAC meeting. Similarly, those
changes in policy or procedure initiated by the Board or Ministry are shared with SEAC members.
Each SEAC member in turn shares this information with his or her local association. (For more
information on SEAC please call 905-631-6120 ext 323).
Special Education Placement
A. Resource Support Placement:
Resource Support – a regular class with consultative support. The student is placed in a
regular class for the entire day, and the teacher receives specialized consultative services.
Resource Support – a regular class with resource assistance. The student is placed in the
regular class for most of the day and receives specialized instruction, individually or in a small
group, from a qualified special education teacher.
Resource Support – a regular class with withdrawal assistance. The student is placed in a
regular class and receives instruction outside of the classroom, for less than 50% of the
instructional time, from a qualified special education teacher.
For students identified gifted in Grade 8 moving into high school and for all identified gifted
students currently in high school.
Resource Support – Secondary Gifted Placement, if chosen, will provide:
a) That Secondary Gifted students in grades 9 and 10 will have the option of being timetabled
into the class/section of the core academic subjects of English, Math, Science, Geography
and History, where common course selections occur, timetables permit and with
student/parental input.
b) That Secondary Gifted students in grades 11 and 12 will have the option of being
timetabled into the same class/section of the core University destination subjects of
English, Math, Science, Geography and History, where common course selections occur,
timetables permit and with student/parental input.
(Please note: not all high school offer this placement – for further information please
contact your secondary school Principal or Head of Special Education)
B. Self-Contained Placement
Self contained – Communication and Community Independence Class focus will be on
language development as the primary need of students and will include a focus on: social
communication and comprehension, self advocacy and self-awareness, social interaction,
community orientation, basic academics, personal and community leisure skills development
and basic vocational skills. Students work towards employment in the community.
Self contained – A special education class Full-time
The student is placed by the I.P.R.C. in a special education class, where the student-teacher
ratio conforms to Regulation 298, Section 31, for the entire school day.
Partial Integration – a special education class with Partial Integration
The student is placed by the I.P.R.C. in a special education class where the student-teacher
ratio conforms to Regulation 298, Section 31, for at least 50% of the school day
(Please note: not all schools offer these self-contained placements – for further information
please contact your secondary school Principal or Head of Special Education)
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Special Education Plan
Halton District School Board The Special Education Plan 2007-2010 Amended June 2009 outlines
the School Board’s framework for the delivery of special education programs and services in
Halton. This plan has been written in compliance with the Ministry Standards for School Boards’
Special Education Plans, and is available on the Board’s website www.hdsb.ca.
Special Education Procedures
Working Together Special Education Procedures A Guide for Parents Guardians and Students
Revised 2009 provides helpful information about special education procedures in accordance with
Ministry Regulation 181/98. For a copy of this document please contact the Special Education
Department at your child’s school, it is also available on the Board’s website www.hdsb.ca.
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Part 6: Cooperative Education and Career Focused Secondary
School Pathways
Each secondary school in Halton offers Cooperative Education (Co-op). Co-op provides students with
an opportunity to extend their classroom learning into the work world. Students explore career options
and gather information they need to make informed decisions about their post-secondary destination.
Students get to know their strengths and learn valuable transferable skills for education and work.
Cooperative Education is a single or multi-credit option that includes a part or full day placement in
the workplace. Students taking Cooperative Education relate their Co-op to a subject in which they are
currently enrolled or one that they have taken previously. All Co-op courses begin with an in-school
pre-placement preparation program followed by the placement experience. At regular intervals
throughout the course, Co-op students meet in class at the school to debrief and reflect on their
placement experience.
The classroom component of Co-op helps students:
• prepare for the work placement and develop a Personalized Placement Learning Plan (PPLP)
• connect their workplace experiences to their learning in school
• reflect on and analyse their experiences in the workplace
The placement component of Co-op provides students with the opportunity to:
• apply the knowledge and skills learned in a school subject - in the workplace
Students enrolled in Cooperative Education:
• are regularly monitored and assessed by their Cooperative Education teacher and have regular
performance appraisals by their placement supervisor
• are covered under the Workplace Safety and Insurance Board by the Ontario Ministry of
Education
Career-Focused Secondary School Pathways
Students who wish to combine their secondary school courses with practical work experience or who
wish to go directly to work upon graduation from secondary school are encouraged to examine the
following options:
•
Internship: Plan your high school path so that it includes courses required for any destination –
university, college, apprenticeship or work and a series of work experiences and Cooperative
Education placements.
See the Halton Internship Program description in Part Eight: School to Career Programs for
details. Halton Internship Programs are offered in most schools.
-
See school course offerings for 2 credit packages that include a co-operative education
credit
•
Regional School to Career Programs (See Part 9: School to Career Programs)
•
Regional Technology Programs (See Part 9: School to Career Programs)
16
Part 7: Regional eLearning Programs
What is eLearning (Online Learning)?
In an online course, students interact and learn with their teacher, classmates and electronic
resources using any Internet-connected computer. eLearning provides opportunities for Halton
students to:
•
•
•
•
•
earn the same high-school credits in a different way;
learn at a flexible time (no scheduled classes), place and pace (within semester timelines);
access engaging, unique programs unavailable in most high schools;
interact with like-minded students from across Halton;
flex timetables and accelerate learning.
Which courses are available online for 2010-11?
High school day students may select online courses on their option sheets. See the appropriate
subject section of your program book for details on each course (listed below). The sixth character 'O'
designates 'ONLINE'.
•
•
•
•
•
•
•
•
•
•
Grade 10 Civics (CHV2OO)
Grade 10 Career Studies (GLC2OO)
Grade 11 Music and Computers (AMM3MO)*
Grade 12 Entrepreneurship: Venture Planning in an Electronic Age (BDV4CO)*
Grade 12 Environment and Resource Management (CGR4MO)*
Grade 12 Canadian and World Politics (CPW4UO)*
Grade 12 Philosophy: Questions and Theories (HZT4UO)*
Grade 12 Mathematics for College Technology (MCT4CO)*
Grade 12 Earth and Space Science (SES4UO)*
Grade 12 Physics (SPH4CO)*
*not available face-to-face in most or all Halton schools
Are there any special requirements to take an online course?
1) Not all students are suited to learning online--self-score yourself on the quiz below to determine
suitability.
2) Online courses may be taken as a 9th credit only if a 9th credit has not been taken in previous
years.
3) Online courses require time and effort as face-to-face classes to complete (e.g., 7-12 hours per
week based on a typical face-to-face class of 75 minutes per day plus homework).
17
How do I know if I am suited for online learning?
A score of 25+ indicates outstanding potential for learning online, 20-24 indicates good to excellent
potential, 14-19 indicates online learning may be challenging (having a strong personal interest in the
subject or need for the credit will help ensure success) while online learning is not recommended for
scores of 13 or lower.
a) 1 point for each 5% that your mark average is above 50% (max. 10)
b) 1 point for each "G", 2 points for each "E" on your recent learning skills (max.10)
____ / 10
____ / 10
____ / 10
c) 1 point for each statement below that honestly describes you (max. 10)
- I effectively organize my work and track due dates.
- I am more self-disciplined than most students I know.
- I juggle commitments well (e.g., job, co-curricular).
- I tend to get things done ahead of time rather than leave things to the last minute.
- I enjoy interacting with others online (e.g., web sites, chat rooms or email).
- I have regular access to an Internet-connected computer at home.
- I have good keyboarding and basic computer skills (file management, email, etc.).
- I fluently express my ideas in writing.
- I am a capable reader and/or enjoy reading.
- I am highly motivated to earn this credit because of interest or need.
TOTAL ____ / 30
18
Part 8: International Baccalaureate
Diploma Programme
Halton
District School Board
International Studies Preparation (ISP)
International Baccalaureate (IB)
www.georgetowndistricthighschool.com/ibsite
Established in 1887
What is isp & ib?
The International Baccalaureate (IB) Diploma is a sophisticated, internationally recognized university
preparation programme taken during grades 11 & 12. This two year curriculum covers a wide range of
academic subjects. Today the IB Program is taught in over 2729 schools and 138 countries in the world.
Georgetown District High School was certified as an IB World School in April of 2007.
The International Studies Preparation (ISP) program is a two-year enrichment program designed to prepare
students for the challenges and rewards of the IB Diploma programme. ISP students receive special
enrichment classes in English, French, Geography, History, Science, and Mathematics.
Students considering both of these programs should be academically talented, highly motivated and
organized. Students should display the following characteristics of a typical IB learner:
Inquirers:
They develop their natural curiosity. They acquire the skills necessary to conduct inquiry & research & show
independence in learning. They actively enjoy learning & this love of learning will be sustained throughout
their lives.
Knowledgeable: They explore concepts, ideas & issues that have local & global significance. In so doing, they acquire in-depth
knowledge & develop understanding across a broad & balanced range of disciplines.
Thinkers:
They exercise initiative in applying thinking skills critically & creatively to recognize & approach complex
problems, & make reasoned, ethical decisions.
Communicators:They understand & express ideas & information confidently & creatively in more than one language & in a
variety of modes of communication. They work effectively & willingly in collaboration with others.
Principled:
They act with integrity & honesty, with a strong sense of fairness, justice & respect for the dignity of the
individual, groups & communities. They take responsibility for their own actions & the consequences that
accompany them.
Open-minded: They understand & appreciate their own cultures & personal histories, & are open to the perspectives, values &
traditions of other individuals & communities. They are accustomed to seeking & evaluating a range of points
of view, & are willing to grow from the experience.
Caring:
They show empathy, compassion & respect towards the needs & feelings of others. They have a personal
commitment to service, & act to make a positive difference to the lives of others & to the environment.
Risk-takers:
They approach unfamiliar situations & uncertainty with courage & forethought, & have the independence of
spirit to explore new roles, ideas & strategies. They are brave & articulate in defending their beliefs.
Balanced:
They understand the importance of intellectual, physical & emotional balance to achieve personal well-being for
themselves & others.
Reflective:
They give thoughtful consideration to their own learning & experience. They are able to assess & understand
their strengths & limitations in order to support their learning & personal development.
The aim of the IB Diploma Programme is to develop internationally minded people who, recognizing their
common humanity & shared guardianship of the planet, help to create a better & more peaceful world.
19
What are the key components of the IB Diploma Programme?
IB Hexagon
The full IB Diploma requires that six academic subjects be studied concurrently for two years. Diploma
candidates select one subject from each of the six groups and at least three are taken at the Higher Level
(HL) = 240 hours; three at the Standard Level (SL) = 150 hours.
Higher Level:
240 Hours taken over three semesters
Standard Level:
150 Hours taken over two semesters
Students studying for the IB Diploma must also complete three additional requirements: Theory of
Knowledge (TOK); Creativity, Action, Service (CAS); & Extended Essay (EE)
The IB Core Requirements
Theory of Knowledge (TOK)
This subject is mandatory for IB Diploma candidates. It is a central element in the holistic education of the
IB student. The purpose of TOK is not to impart information rather to stimulate critical reflection based
upon student knowledge & experiences. By introspective examination students will be better suited for
future decision-making. The subject primarily centers on the philosophical discipline of epistemology.
TOK examines the topics of: language, natural sciences, mathematics, logic, human sciences, ethics,
aesthetics, politics, history, and truth. This subject will involve higher level thinking, & will require
excellent writing & rhetorical skills.
20
The IB Core Requirements
Creativity, Action, Service (CAS)
The IBO’s goal is to educate the whole person, to help students become responsible & compassionate
citizens. The (CAS) encourages students to share their energy & special talents with others. Students may,
for example, participate in theatre or musical productions, athletics, &/or community service activities.
Through their CAS participation, students develop a greater awareness of self & for others, and the ability
to work cooperatively.
Creativity is defined as aesthetic or performance pursuits such as theatre, painting, music, sculpture, or
something similar. Participation in debating, planning creative activities, or designing & implementing
service projects are other examples.
Action is defined as physical activity including, but not limited to, competitive sports. All CAS activities
must be supervised & they must be developmental. Ongoing activities are strongly encouraged, as they
add weight to a university application.
Service activities show respect for the dignity and self-respect of others. Service involves interaction,
such as the building of links with individuals or groups in the community. The community may be the
school, the town, or it may exist on national and international levels.
The Extended Essay (EE)
The extended essay is a 3500-4000 word independent research essay that IB candidates must complete in
order to earn their diploma. Writing an extended essay provides an opportunity for students to study an IB
subject in more depth. The essay must meet international standards of scholarship & is externally evaluated
by an IB panel. Students will receive instruction & guidance in writing their essay from a subject mentor
and the EE advisor.
Why Take the IB Diploma Programmme?
According to the May 2009 Canadian University Recognition Policy, 59 of 65 universities recognize the
IB Diploma Programme. Last year, the lowest GDHS IB Diploma student would have been admitted to
all 59 of the Canadian Universities that considered the IB Diploma Programme for admission. Thirty
Five (35) of these Canadian universities offer scholarships based upon IB Diploma scores.
Something to Consider!
What are the advantages of the IB Program?
1.
2.
3.
4.
5.
6.
7.
An exciting multidisciplinary program.
An excellent preparation for university study.
Enrichment opportunities beyond the OSSD program.
Internationally recognized curriculum, expectations, and focus.
High level of university acceptance and scholarship potential.
Completion of the CAS requirement is an excellent addition to the “personal statement” that many universities
require for admission.
Sixty (60) Canadian Universities grant 1st year course credits for Higher Level IB subjects.
(Recognition Policy Summary - Canadian Universities, May 2009 [online] www.ibo.org)
21
What do the IB & ISP Programmes look like?
The course offerings are as follows:
** Course not offered outside of the IB.
Grade 9 ISP 2010
Grade 10 ISP 2010
Grade 11 IB 2010
Grade 12 IB 2010
Enriched English
Enriched English
HL English
HL English
(ENG1DP)
(ENG2DP)
(ENG3U)
(ENG4U, ETS4U **)
Enriched French
Enriched French
SL French
(FSF1DP)
(FSF2DP)
(FSF3U, FSF4U)
Enriched Geography
Enriched History
HL History
HL History
(GCG1DP)
(CHC2DP)
(CHA3U)
(CHY4U, CHI4U)
HL Economics
HL Economics
(CIE 3U)
(CIA4U **, BBB4M)
SL Economics
SL Economics
(CIE 3U)
(CIA4U **)
Enriched Science
Enriched Science
HL Biology
HL Biology
(SNC1DP)
(SNC2DP)
(SBI3U)
(SBI4U, SNC4M)
Physics (SPU 3U1)
SL Chemistry
SL Chemistry
(SCH3U)
(SCH4U)
Enriched Mathematic
Enriched Mathematics
SL Mathematics
(MPM1DP)
(MPM2DP)
(MHF4U, MCV4U)
Enriched Mathematics
(MCR3UP)
Physical Education
Careers & Civics
SL Theatre Arts
SL Theatre Arts
(PPL)
(CHV2O1)
(ADA3M)
(ADA4M)
Arts Elective
Arts Elective
SL Visual Arts
SL Visual Arts
(AVI3M)
(AVI4M)
SL Music
SL Music
(AMU3M)
(AMU4M)
Business/Tech Elective
Business/Tech Elective
Physical Education
(PPL)
• Students intending to pursue the Science (Bio-Medical) university stream & take IB Art must take Grade 11 Chemistry in Grade
10.
• Students intending to pursue the Science (Engineering/Architecture) university stream must take Grade 11 Physics in Grade 10.
• Students intending to take IB Economics as one of their IB subjects should take a business course in Grades 9 & 10 as one of their
electives.
• Students intending to take IB Arts (IB Music, IB Theatre Arts, IB Visual Arts) as one of their IB subjects should be taking the
appropriate courses in Grades 9 & 10 as their electives.
22
What are the IB Subjects?
Group 1: Language A1
English HL
ENG3U, ENG4U, ETS4U
The three semester course will introduce students to a wealth of literature & literary styles that will excite &
inspire. This course is designed to prepare students for the study of literature at university. It will inculcate an
ability to think critically and to communicate an understanding about literature & other forms of media through
written analysis, discussion & criticism.
The works selected for this course are intended to move the student beyond their community & to provide them
with the opportunity to witness other world cultures and time periods; to gain an understanding of the issues &
concerns of these individuals; and to foster insight & empathy for all people. Students will study a number of
works in translation, thus gaining insight into the universality of the human condition. This subject meets and
exceeds the expectations of its Ontario components.
Major Assessments that will be either examined or moderated externally include a taped oral commentary, an oral
presentation, a written examination, and two (2) world literature papers.
Group 2: Language B
French B SL
FSF3U, FSF4U
This two-semester French Standard Level course draws upon a variety of themes to promote the extensive
development of reading & writing skills; and to reinforce oral communication skills as the students discuss
literature, culture, & current issues. Students will gain a greater understanding of French-speaking cultures in
Canada & around the world through the reading of a variety of materials. The use of correct grammar and
appropriate language conventions in both spoken and written French will be emphasized throughout the subject.
This subject meets and exceeds the expectations of its Ontario components.
Major Assessments that will be either examined or moderated externally include a taped oral component and a
written examination.
Group 3: Individuals and Societies
History of the Americas HL CHA3U, CHI4U, CHY4U
This three-semester History Higher Level subject is designed to provide students with an international perspective.
In the contemporary context, one of globalization & technological development, different cultures & societies are
increasingly in contact & interdependent. Students will be challenged to display their analytical ability to assess
theories, interpretations, concepts, & arguments about the nature & activities of individuals & societies that have
shaped our world.
The aim of the History of the Americas course is to teach students to investigate a variety of sources; to explain
trends & developments, continuity & change through time & through individual events. This course will
investigate the events of the 20th century. Students will explore major themes such as: the Rise and Rule of SingleParty States; Causes, Practices & Effects of War; the Cold War; & the development of foreign, economical,
political, social, & cultural policy in the Americas. This subject meets & exceeds the expectations of its Ontario
components.
Major Assessments that will be either examined or moderated externally include a written examination and a
historical investigation.
23
Economics HL/SL
CIE3U, CIA4U, BBB4M/CIA4U, BBB4M
The Economics Higher Level is a three semester/ Standard Level is a two-semester subject that studies how
humans use scarce resources to satisfy unlimited wants. Economics explains how societies produce, distribute, &
consume goods & services. This course is designed to provide students with a critical understanding of the world
in which they live, by applying theoretical economic concepts to real world problems. Students will complete units
in introductory economics, microeconomics, macroeconomics, trade & development. The economics programme
ensures that students will learn to appreciate the interdependence of countries and develop a critical awareness of
the global economy and its economic and cultural implications. This subject meets and exceeds the expectations of
its Ontario components.
Major Assessments that will be either examined or moderated externally include a written examination and a
portfolio of commentaries on economics in the media.
Group 4: Experimental Sciences
Biology HL
SBI3U, SBI4U, SNC4M
This three-semester Biology High Level subject is designed to give students the opportunity to reach a high
degree of proficiency in experimental & theoretical biology, providing a solid foundation for future study at the
university level. The four basic biological concepts of structure & function; universality versus diversity;
equilibrium within systems; & evolution will be studied. The HL Biology will focus on the various aspects of the
scientific method including the design & implementation of controlled investigations, collection & interpretation of
data, & the communication of scientific ideas. Theoretical & experimental interconnections between chemistry,
biology, & physics will be addressed in the core topics and in the context of the overall themes of the subject.
Students will be encouraged to examine & evaluate the key roles of science & biology in the global community.
This subject meets and exceeds the expectations of its Ontario components.
Major Assessments that will be either examined or moderated externally include a written examination and a
Group 4 Research Project. The Group 4 Project is an opportunity for students to complete an experimental project
that models cross-curricular research and the collaboration that exists amongst the international scientific
community.
Chemistry SL
SCH3U, SCH4U
This two-semester subject will enable students to deepen their understanding of chemistry & will provide a solid
experimental foundation for future study. SL Chemistry will involve the various aspects of the scientific method
including the design & implementation of controlled investigations, collection & interpretation of data, & the
communication of scientific ideas. Core units include atomic theory, bonding, stoichiometry, energetics, kinetics,
equilibrium, acids and bases, electrochemistry and organic chemistry. Theoretical & experimental interconnections
between chemistry, biology & physics will be addressed in the core topics & especially in the optional topics of
Medicine, Drugs, & Environmental Chemistry. This subject meets and exceeds the expectations of its Ontario
components.
Major Assessments that will be either examined or moderated externally include a written examination and a
Group 4 Research Project.
Group 5: Mathematics & Computer Sciences
Mathematics SL MHF4U, MCV4U
This two-semester subject will prepare students for further studies at university in the sciences, engineering,
mathematics, computer science, business, &/or economics. This subject focuses on introducing important
mathematical concepts through the development of mathematical techniques. Students will apply the mathematical
knowledge they have acquired to solve realistic problems set in an appropriate context. This subject meets &
exceeds the expectations of its Ontario components.
Major Assessments that will be either examined or moderated externally include a written examination and a
portfolio of mathematical investigations.
24
Group 6: The Arts
Music SL AMU3M, AMU4M
Music Standard Level is a two-semester performance-based subject. Students learn about Music through the
study of a wind or a percussion instrument. Students have opportunities to develop their performance skills through
group, solo music performance, &/or develop their compositional skills through exploration & investigation of
musical elements. In addition, students learn to use appropriate musical language & terminology to describe &
reflect upon their critical understanding of music interpretation, theory & history. This subject meets and exceeds
the expectations of its Ontario components.
Major assessments that will be either examined or moderated externally include a written examination and an
investigation involving musical genres. In addition, students will have a choice of one of the following: solo
performance, group performance, or composition.
Theatre Arts SL ADA3M, ADA4M
This two-semester course emphasizes the importance of working individually & as a member of an ensemble.
Students are encouraged to develop the organizational & technical skills needed to express themselves creatively in
theatre. Students are challenged to become aware of their own perspectives & biases. This requires a willingness
to understand alternative viewpoints, to respect & appreciate cultural diversity, & to see the varied role that theatre
plays in reflecting society. The subject aims to promote clarity of understanding, critical thinking, reflective
analysis, effective involvement & imaginative synthesis. This subject meets and exceeds the expectations of its
Ontario components.
Major assessments that will be either examined or moderated externally include a research commission
(presentation of a study based upon a study of world theatre), a practical play analysis (an oral presentation of a
directorial approach to a play), a performance and production skills component, and a portfolio that is maintained
over the course. There is no written examination for Theatre Arts.
Visual Arts SL
AVI3M, AVI4M
This two-semester course provides students with opportunities to further develop their skills and knowledge in
visual arts. Students will explore a range of subject matter through teacher-directed studio activities, & will
consolidate their practical skills. Research workbooks include visual, critical, contextual and independent inquiry
into the Visual Arts. This Visual Arts course will focus on the refinement of students’ skills & knowledge.
Students will analyze art forms; use theories of art in analyzing & producing art; & demonstrate their understanding
of stylistic changes in modern & contemporary Western art, Canadian (including Native Canadian) art, & art forms
from various parts of the world. This subject meets & exceeds the expectations of its Ontario components.
Major assessments includes external evaluation of an exhibition of a student’s studio work as well as external
moderation of teacher-evaluated student research. There is no written examination for the Visual Arts course.
What are the IB fees?
ISP grades 9 and 10:
No Fees
IB Diploma Year 1:
$1200
IB Certificate (Standard Level): $300
IB Diploma Year 2:
$1200
IB Certificate (High Level):
$500
•
IB fees cover exam & registration costs, teacher training, & curriculum materials
Students who experience serious financial difficulties need to meet with the IB coordinator &/or their
•
Guidance counsellor.
How do I apply?
Complete the appropriate course selection form or application. Students applying for the ISP programme must take
all core courses. Students may take an IB certificate (one or more IB subjects). ISP and IB forms and applications
can be downloaded from the Georgetown District High School’s IB website.
www.georgetowndistricthighschool.com/ibsite
25
Part 9: School To Career Programs
School to Career programs provide Halton students with a series of unique opportunities to learn
about the world of work, explore potential careers and gain valuable work experience. Most School to
Career (STC) programs contain a cooperative education component. The programs are specifically
designed to assist all students bound for apprenticeship, college, university or the workplace in
making informed career decisions and in developing the knowledge, skills and attitudes that are
essential in today’s workplace. Some of these programs have a fee attached to them for the extra
certifications you receive.
These programs are offered at a limited number of sites and may require the planning of alternate
transportation for the student. It is recommended that interested students meet with a school
guidance counsellor to ensure that all compulsory credit requirements and all Regional Program
requirements can be accommodated. The guidance counsellor will help students create a program
pathway which, when successfully completed, will lead to the chosen destination - the world of work,
university, apprenticeship or college.
Please see the School to Career guidance counsellor in your school for more information or go to
www.schooltocareer.ca to obtain more information.
You can go to www.onsorts.ca to register for any of these programs. OnSORTS.ca is a webbased registration system that is used by the Halton District School Board. Students will need
their OEN number (found on most student cards or from a guidance counsellor) and their birth
date in order to register online.
26
SPECIALIST HIGH SKILLS MAJOR
What is the Specialist High Skills Major?
The SHSM enables students to customize their high school experience to suit their interests and
talents, and prepares them for a successful post secondary transition to apprenticeship training,
college, university, or employment, while meeting the requirements of the Ontario Secondary School
Diploma (OSSD).
What are the highlights of these programs?
•
Select a bundle of 8-10 required credits identified in a Ministry approved framework including:
•
‘Major’ credits (4) provide sector specific knowledge and skills (i.e. landscaping, manufacturing,
business, arts, etc.);
•
Other required credits (3), including English, science, business, Canada and world studies and
mathematics, delivered in the context of the specific sector; Earn sector recognized certifications
to assist in successful transition and possible advanced standing in the workplace and post
secondary destinations;
•
Earn additional certifications such as 1st Aid, CPR and WHMIS as well as sector specific
certifications;
•
Engage in experiential learning through job shadowing, work experience, and cooperative
education - a minimum of 2 credits within their chosen sector and linked to a course in the SHSM
package;
•
Use the Ontario Skills Passport (OSP) to document demonstration of essential skills and work
habits;
•
Engage in ‘reach ahead’ experiences that range from experiential learning a few hours in length to
full courses.
27
PROGRAM PLANNING
DESCRIPTION
PROGRAMS
Specialist High
Skills Major –
Arts & Culture
Application
Process using
OnSORTS.
LOCATION
These programs provide a
focus on the performing
arts, production
techniques, visual arts,
media studies or music.
They are designed to
prepare students for
careers in the arts in all
pathway destinations.
See your STC
Guidance
Counsellor
Specialist High
Skills Major –
Business
Application
Process using
OnSORTS.
See your STC
Guidance
Counsellor
The Business Specialist High
Skills Major is an integrated
business, math, English, and
experiential learning program,
with a focus on
entrepreneurship. Industry
partnerships help students
gain real world experience
and observe the integration of
key business functions within
a business organization.
28
FOCUS
Instrumental
music, music and
technical theatre
and drama
enhanced
through visual
arts, design,
fashion design
and film and
video
Christ the King Catholic Dance, music
and drama
Secondary School,
Georgetown
Visual arts, music
Holy Trinity Catholic
and drama
Secondary School,
Oakville
Visual Arts
Iroquois Ridge H.S.,
Oakville
Performance or
L.B. Pearson H.S.,
event production
Burlington
Nelson H.S., Burlington Musical
performance,
production and
composition
Differentiated
T.A. Blakelock H.S.,
instruction in the
Oakville
arts supported by
industry standard
technology
Instrumental/voc
White Oaks S.S.,
al music, music
Oakville
composition and
audio production
Business
Abbey Park H.S.,
Oakville
Burlington Central H.S.,
Burlington
Corpus Christi Catholic
S.S. , Burlington
E.C. Drury H.S., Milton
Sports and
Business
management
Marketing,
Accounting,
Entrepreneurship
and International
Business
PROGRAM PLANNING
DESCRIPTION
PROGRAMS
Counsellor
LOCATION
This program prepares
students for various postsecondary destinations
related to the business
sector.
Holy Trinity Catholic
S.S., Oakville
M.M. Robinson H.S.,
Burlington
Oakville Trafalgar H.S.,
Oakville
Specialist High
Skills Major –
Justice,
Community
Safety &
Emergency
Services
(Canadian Forces
Co-op.
Education)
Application
Process using
OnSORTS.
See your STC
Guidance
Counsellor
The Community Safety &
Emergency Services
SHSM is a two year
program that will provide
students of all pathway
destinations with an
opportunity to explore
community safety service
(corrections), fire service,
law enforcement service,
the medical service
(paramedic), and military
service. One of the
primary focuses of the
program will be the one
semester Co-Op with the
Canadian Forces. This coop offers the opportunity to
earn money while
completing basic military
training.
***If the student’s future
pathway includes
Firefighting or Paramedics,
A Senior Science Course is
also required
.
29
Burlington Armoury
(students are registered
with White Oaks
Secondary School,
Oakville)
FOCUS
Business,
accounting, retail
management or
entrepreneurship
Marketing,
Accounting,
Entrepreneurship
Business
Community
safety, justice
and emergency
services fields
PROGRAM PLANNING
DESCRIPTION
PROGRAMS
Specialist High
Skills Major –
Construction
Application
Process using
OnSORTS.
See your STC
Guidance
Counsellor
Specialist High
Skills Major –
Energy
Application
Process using
OnSORTS.
See your STC
Guidance
Counsellor
Specialist High
Skills Major –
Environment
Application
Process using
OnSORTS.
See your STC
Guidance
Counsellor
LOCATION
The HVAC Program is an
innovative program
allowing students to
experience the
opportunities available in
all pathways within this
sector. Students are
exposed to opportunities
dealing with residential and
commercial furnaces, air
conditioners and ventilation
systems as well as being
introduced to gas fitting.
This program exposes
students to careers in the
energy sector including
topics such as energy
generation, energy
consumption and energy
conservation. Students will
learn about the variety of
available careers from all
pathway destinations, the
economic, environmental,
and societal impacts of
energy use as well as
alternative energy sources.
The Environment Specialist
High Skills Major is a
provincial initiative
designed for students who
have a passion for the
environment and are
looking for challenges and
experiences applying their
knowledge outside of the
traditional classroom.
Each program has a
slightly different focus and
credit package but includes
such topics as
environmental leadership
30
FOCUS
M.M. Robinson H.S.,
Burlington
H.V.A.C.
Program
(Heating,
Ventilation and
Air Conditioning)
T.A. Blakelock H.S.,
Oakville
Energy
generation,
consumption and
conservation
Aldershot H.S. & Royal
Botanical Gardens,
Burlington (ECO-Studies
Program)
Environment and
Earth science
and outdoor
education
Gary Allan H.S., Burlington
(Bronte Creek Project –
Camp Sidrabene)
Environmental
leadership and
outdoor
education
PROGRAM PLANNING
DESCRIPTION
PROGRAMS
Specialist High
Skills Major –
Health &
Wellness
Application
Process using
OnSORTS.
See your STC
Guidance
Counsellor
Specialist High
Skills Major Horticulture &
Landscaping
Application
Process using
OnSORTS.
See your STC
Guidance
Counsellor
Specialist High
Skills Major Hospitality &
Tourism
LOCATION
environmental leadership,
earth science and healthy
active living. Students will
develop skills to promote
environmental awareness,
develop healthy lifestyle
choices, explore the human
impact on the environment
and generate a willingness
to become active in local
environmental initiatives.
These programs provide
students with an interest in
health care an opportunity
to explore topics and
issues related to health
care, science, fitness and
technology. Students learn
through in-class learning
and practical application
the special skills required
to pursue a career in this
field in any pathway
destination. There is also a
focus on overall wellness.
This program offers
training for students in
many areas of landscaping
and is intended for
students in all pathways
including landscape
architecture or technology.
An emphasis is placed on
exploring related careers
through experiential
learning. The program is
two semesters in length
with a summer internship
coop placement.
The Specialist High Skills
Major in Hospitality &
Tourism allows students to
make informed career
choices in the Hospitality
sector. They will acquire
ff ti
i ti
31
FOCUS
Georgetown District H.S.,
Georgetown (EARTH
Program)
Environmental
awareness and
healthy active
living
Oakville Trafalgar H.S.,
Oakville
Robert Bateman H.S.,
Burlington
Health sciences
& Wellness
Health care
science and
medical
technology
Health care,
clinical practice,
assessment and
management
Health, fitness,
leadership, sport
and recreation
St. Thomas Aquinas
Catholic Secondary
School, Oakville
White Oaks Secondary
School
Notre Dame Catholic
Secondary School,
Burlington
White Oaks Secondary
School, Oakville
Horticulture &
Landscaping
E.C. Drury H.S., Milton
Hospitality &
tourism
Hospitality &
tourism
Hospitality &
tourism
Georgetown District
H.S., Georgetown
Robert Bateman H.S.,
Burlington
Horticulture &
Landscaping
PROGRAM PLANNING
DESCRIPTION
PROGRAMS
Application
Process using
OnSORTS.
See your STC
Guidance
Counsellor
Specialist High
Skills Major –
Information and
Communications
Technology
Application
Process using
OnSORTS.
See your STC
Guidance
Counsellor
LOCATION
effective communication
skills, demonstrate safe
operation of industry
equipment, food handling,
business inventory
controls, safety &
sanitation and economical
and environmental
controls.
This program pathway
provides students with the
skills and knowledge
needed to proceed to a
variety of careers in the
Communications and
Information Technology
sector, including computer
engineering and
programming, animation,
audio engineering,
Photography, Film/Video
Production, desktop
publishing and graphic
design.
Students will experience
hands-on how to transfer
information using
electronic, live, and graphic
communication methods.
White Oaks Secondary
School, Oakville
Hospitality &
tourism
Acton District H.S.,
Acton
Assumption Catholic
Secondary School,
Burlington
Animation and
digital media
software and
communication
methods
Communications
and Information
technology
Bishop Reding Secondary
School, Milton
Computer
Engineering
Christ the King Catholic
Secondary School,
Georgetown
Information and
communications
technology
E.C. Drury H.S., Milton
Assist Program
Information
technology,
computer
technology and
computer
networking and
programming
studies
Information
technology,
computer
technology and
computer
networking and
programming
studies
T.A. Blakelock H.S.,
Oakville
32
FOCUS
PROGRAM PLANNING
DESCRIPTION
PROGRAMS
Specialist High
Skills Major Manufacturing
Application
Process using
OnSORTS.
See your STC
Guidance
Counsellor
Specialist High
Skills Major –
Transportation
Application
Process using
OnSORTS
See your STC
Guidance
Counsellor
The Manufacturing
Specialist High Skills Major
offers secondary school
students entering grade 11
a unique opportunity to
integrate the skills and
knowledge learned in math,
science, business and
technology in a diversified
manufacturing
environment. Students will
be exposed to an
understanding of potential
career directions for all
pathways, blueprint
literacy, team building and
problem solving. Topics
covered include design,
computer assisted design,
precision measurement
and layout, hand and
machine tools and welding
and fitting.
The Transportation
Specialist High Skills major
focuses on the motive
power. This program
provides students with a
strong foundation in the
service; repair and
modification of vehicles
and vehicle systems
related to the organization
and management of
transportation services and
mass transit systems.
LOCATION
FOCUS
Burlington Central H.S.,
Burlington
Manufacturing &
robotics
Milton District H.S.,
Milton
Manufacturing
White Oaks Secondary
School, Oakville
Manufacturing &
robotics
Bishop Reding Catholic
Secondary School,
Milton
Engine repair
Georgetown District
High School,
Georgetown
Transportation
Nelson H.S., Burlington
Transportation
See the guidance department or visit www.schooltocareer.ca for more detailed course/program
information.
33
CONCENTRATED OYAP
Concentrated OYAP students have the opportunity to earn secondary school credits and credit for the
first level of Academic Apprenticeship Training concurrently. These programs require a minimum of 4
in-school credits + 2 co-op credits in grade 11, 12 or 12+.
These courses usually cost between $2,000 and $6,000 when taken at community colleges and
private vocational schools.
Concentrated OYAP programs are offered at designated schools throughout the region. Students
must be prepared, if necessary, to attend a school that offers the Concentrated OYAP program in
grade 11, 12 or 12+ . A fee is charged for the materials and certifications that the student receives
during the course. The course will do the following:
• prepare for academic success in the apprenticeship courses
•
earn advanced academic standing in the first apprenticeship course usually taught at a local
community college
•
receive special safety and first aid training & certification
Please see the School to Career guidance counsellor in your school for more information or go to
www.schooltocareer.ca to obtain more information.
To apply for the OYAP programs below, you can go to www.onsorts.ca.
PROGRAM PLANNING
Programs
Auto Body &
Automotive Painter
OYAP
Chef Training / Baker
OYAP
Carpentry/Cabinet
Making
OYAP
DESCRIPTION
This prepares students for
jobs/apprenticeships in
auto body repairer, auto
body & collision damage
repairer or automotive
painter.
This prepares students for
jobs/apprenticeships as
cooks, chefs, patissier, or
baker. It is also excellent
preparation for students
wishing to enter a Culinary
Arts diploma program at a
community college.
This prepares students for
careers /apprenticeships in
carpentry, cabinet making,
or framing and prepares
students for similar
programs offered at the
college level.
34
SEMESTER 1
START
Program
Location:
Robert Bateman
SEMESTER 2
START
4 auto body
credits + coop in
Sem 2
Program
Location:
Robert Bateman
4 hospitality
credits+ coop in
semester 2
Program
Location:
M.M. Robinson
(Carpentry only)
2 part program
2 construction
credits +1 coop in
each semester
Program Location:
Georgetown District
4 credits + 2 summer
coop
PROGRAM PLANNING
Programs
Child and Youth
Worker OYAP
Early Childhood
Educator OYAP
Electrical OYAP
Hairstylist OYAP
HVAC OYAP/SHSM
DESCRIPTION
SEMESTER 1
START
Earn credits towards
apprenticeship, secondary
school and college.
Students are signed as
apprentices and earn
Mohawk College CYW
credits.
Students are signed as
Early Childhood Educators
apprentices and will earn
three Seneca College ECE
credits along with coop
credits for the coop portion
of the program.
This program is designed
to prepare students for
apprenticeships in the
electrical field and
prepares students for
Electrical programs at the
college level. (Prerequisite:
senior construction class
and physics course)
This program is designed
to help student prepare to
become hairstylist. It
teachers the level one and
level 2 apprenticeship
curriculum as well as the
Ontario curriculum. They
have an opportunity to
write exemption exams for
Hairstylist. It is also
excellent preparation for
students wishing to study
aesthetics at college.
This Heating, Ventilation,
Air Conditioning program is
designed to prepare
students for a career in the
HVAC industry.
4 credit coop +
college credits
Program Location:
Bishop P. F. Reding
4 credit coop +
college credits
Program
Location:
Bishop P.F.
Reding, Milton
Program Location:
Bishop P.F. Reding,
Milton
4 credits + 2 summer
4 credits + 2
coop
summer coop
OR→
MM Robinson, Notre Dame, Robert
Bateman
Abbey Park, St. Thomas Aquinas,
White Oaks
Bishop P. F. Reding, E.C. Drury,
Georgetown
Check with guidance to see which
semester they are offered.
Program
Location:
M.M. Robinson
H.S., Burlington
2 part program
2 in-school HVAC
credits each
semester and
minimum of 2
coop credits
35
SEMESTER 2
START
Program Location:
Bishop P. F. Reding
PROGRAM PLANNING
DESCRIPTION
SEMESTER 1
START
Precision
This program is specifically Program
Machining/Millwright designed to help students
Locations:
OYAP
with careers as general
M.M. Robinson
machinists, tool & die, or
millwrights. It is also
2 part program
excellent preparation for
3 credits each
many other industrial
semester + coop
sector apprenticeships as
well as similar college and
university programs.
Transportation OYAP This prepares students for Program
careers / apprenticeships
Location:
as automotive service
Georgetown
technicians, marine engine
District
truck and coach, small
M.M.
engine apprenticeships. It
Robinson,
is also excellent
Burlington
preparation for most other
Motive Power sector
2 part program
apprenticeships.
begins in
semester 1 with 2
credit
transportation
each semester +
minimum 2 credit
coop
Welding OYAP
This prepares students for Program
careers or apprenticeships Location:
as welders or welder
Loyola
fitters. This also provides
excellent preparation for
4 manufacturing
the Precision
credits + coop in
Machining/Millwright OYAP semester 2
program or Welding
Technician programs at
college.
Programs
36
SEMESTER 2
START
Program Locations:
White Oaks
2 part program
3 credits each
semester + coop
Program Locations:
White Oaks
2 part program
begins in semester 2
with 2 credit
transportation each
semester + minimum
2 credit coop
OTHER SPECIALTY SCHOOL TO CAREER PROGRAMS
PROGRAMS
Bronte Creek
Project
Application
Process using
OnSORTS
See your STC
Guidance
Counsellor
DESCRIPTION
Program Location:
Gary Allan High School Camp Sidrabene,
5100 Appleby Line,
Burlington
Program begins in
semester 1 or 2
CGR4M - Grade 12
Environment & Resource
Management
IDP4U - Grade 12
Interdisciplinary Studies
PAD40 -Grade 12 Healthy
Active Living Education,
Outdoor Activities
EPS30 -Grade 11 English,
Presentation & Speaking
Skills
*Students are recommended
to consider the Environmental
Specialist High Skills Major
as part of their BCP
experience. Other pathways
destinations are available.
See guidance department or
visit www.schooltocareer.ca
for more detailed course info.
See also:
www.brontecreekproject.org
STUDENTS HAVE THE
OPPORTUNITY TO:
PROGRAM PLANNING
This an Environmental
Education and
Leadership program
appropriate for grade 11
or grade 12 students.
This is a program
designed for students
who have a passion for
the environment and are
looking for challenges
and experiences in
applying their knowledge
outside of the traditional
classroom.
Student Fees: The five
month BCP experience
costs $550.00, including
a $100.00 deposit upon
acceptance to the
program. The remaining
$450 is collected in the
first week of school. The
fees cover program costs
including nutritious
lunches, field trips,
learning materials, and a
5-day summative
adventure trip. A bursary
application or alternative
payment plans are
available for those
students who require
financial assistance.
37
•
Explore the Natural
Environment and debate
environmental issues,
•
Learn in an outdoor
classroom
•
Teach elementary
students in the
Earthkeepers program
•
Develop Group Skills
•
5 day adventure trip in
Algonquin Park or
Temagami
•
Gain First Aid /CPR
and Leadership Training
•
Go rock climbing,
snowshoeing, hiking,
canoeing and learn how
to use cutting edge GPS
systems
PROGRAMS
Trailhead
Application
Process using
OnSORTS
See your STC
Guidance
Counsellor
Canadian Forces
Coop Georgetown
Application
Process using
OnSORTS
See your STC
Guidance
Counsellor
(NOTE: Canadian
Forces Coop in
Burlington can
now be taken as a
SHSM program)
DESCRIPTION
Program Location:
Gary Allan High School Camp Sidrabene,
5100 Appleby Line,
Burlington
Program begins in
semester 1 or 2.
Earn Four Credits
ENG2D - Grade 10 English
Academic (Compulsory)
GLC20/CHV20 - Career
Studies/Civics Grade 10
(Compulsory)
PAD20 - Healthy Active
Living: Outdoor Activities,
Education, Grade 10 Open
(Group 2 Compulsory)
IDP30 - Interdisciplinary
Studies, Grade 11 Open
(Elective)
See guidance department or
visit www.schooltocareer.ca
for more detailed course info.
See also:
www.brontecreekproject.org
Program offers students a
chance to explore possible
careers in the military while
earning Canadian Forces
qualifications and secondary
school credits.
Students must have at least
15 Credits, be a Canadian
citizen and be 16 years of
age at the time of application
for this program.
*Application form is available
on www.schooltocareer.ca
and should be given to your
guidance counsellor.
STUDENTS HAVE THE
OPPORTUNITY TO:
PROGRAM PLANNING
This an Environmental
Education and
Leadership program
appropriate for grade 10
students.
This is a program
designed for students
who have a passion for
the environment and are
looking for challenges
and experiences in
applying their knowledge
outside of the traditional
classroom.
Student Fees: The five
months Trailhead
experience costs
$550.00, including a
$100.00 deposit upon
acceptance to the
program. The remaining
$450 is collected in the
first week of school. The
fees cover program costs
including nutritious
lunches, field trips,
learning materials, and a
4-5-day canoe trip. A
bursary application or
alternative payment plans
are available for those
students who require
financial assistance.
Georgetown students
earn 4 coop credits.
38
•
•
•
explore your community
hands on learning
wilderness travel
Some other Program
Highlights Include:
•
•
•
•
•
•
•
Participate in a 4-5 day
wilderness canoe trip in
Algonquin Park
Teaching the Novice
Earthkeepers Program
to grade 4 students
Keeping a journal
throughout the semester
Exploring English class
outdoors
Working as a Team
Exploring different
careers
Participating in the
design and
implementation of a
community civics project
to make a difference!
•
earn Canadian Forces
qualifications and
secondary school
credits at the same time
•
be paid for Co-op
component of program
•
explore summer
employment
•
explore careers in the
Armed Forces
PROGRAMS
DESCRIPTION
Construction
Transition
Application
Process using
OnSORTS
The Construction Transition
program is a four-credit coop
program that provides a
unique opportunity for
students to explore a career
in the construction industry,
such as carpentry, electrical,
plumbing, dry walling,
masonry, and
design/architecture. Complet
e industry standard safety
training (including:
Construction Safety
Association of Ontario“Basic”, Fall Protection and
Fall Arrest, and Construction
WHIMIS).
Provides students with a
unique opportunity to
participate in the building of a
home. A home building
company provides a project
house in the community
which will meet the same
quality control considerations
as other houses in the
subdivision.
See your STC
Guidance
Counsellor
Halton Home
Builders
Application
Process using
OnSORTS
See your STC
Guidance
Counsellor
LINK
Application
Process using
OnSORTS
See your STC
Guidance
Counsellor
LINK is a Cooperative
Education program in which
high school students are part
of a team that develops,
markets and delivers a
specialized program to
elementary students. Each
team represents a sponsoring
organization. You are the
individual who LINK’s the
business world and the
school in partnership
STUDENTS HAVE THE
OPPORTUNITY TO:
PROGRAM PLANNING
Program location:
Bishop P.F. Reding in
semester 2.
•
Improve employability
skills
•
Homebuilding and
carpentry skills
•
Leadership skills and
team work Skills
•
Build self-confidence
Program location:
White Oaks
Co-op location: TBA
Requires full semester in
grade 11 or 12
Students earn 4 credits:
2 Construction
Technology credits
and 2 Co-op credits
offered in semester I
only.
See guidance department
or visit
www.schooltocareer.ca
for more detailed course
info.
•
earn high school credits
while building a home
from the ground up
•
say “I built that home!”
•
explore potential future
careers in the
construction trades
Students earn 2
Cooperative Education
credits.
•
explore science &
environmental issues
•
explore
entrepreneurship
•
work as a team
•
use creative skills in
designing, marketing,
and presenting
Requires a full semester
in Grade 11 or 12 or
postgraduate. Students
earn 4 credit coop
See guidance department
or visit
www.schooltocareer.ca
for more detailed course
info.
39
Part 9: Course Offering Through Gary Allan High School –
Adult, Alternative And Community Education Programs
The options available to students who wish to consider alternative methods for earning credits
include:
Excel Program
A continuous intake, full-day, off campus co-op program for students 16 years of age or older. It
serves as a temporary intervention so that students can stay registered in school, continue to earn
credits and later re-integrate into conventional, alternative or vocational school settings. Students are
referred to the program by their home school administration or school team.
Self-Reliant and Adult Programs
Adolescent or adult students who require a flexible schedule or who may not be able to get a
particular course at their home high school may consider adult learning. These courses are offered at
sites in Burlington, Halton Hills, Milton and Oakville. For more information see your guidance
counsellor or visit the website at www.garyallan.ca .
SCORE
A program for 14-15 year old students who have struggled in terms of attendance and credit
accumulation for at least one semester in a Halton District School Board secondary school. The
program operates in the 4 communities of Halton through Gary Allan High School and accommodates
small class sizes at any given time. The program provides for individualized instruction in compulsory
courses, credit recovery opportunities, and co-op or work experience opportunities. Students are
referred to the program by their home school administration or school team.
STEP (Secondary Teen Education Program)
Alternative learning offers credit programs for students ages 16 to 20 at community sites in
Burlington, Halton Hills, Milton, and Oakville. STEP is for students who are able work independently,
attend regularly and contribute to a positive learning environment. For more information, speak to
guidance, visit the website at www.garyallan.ca or call Brenda Deshane at 905-632-2944.
TEAM (Teen Education and Motherhood)
Alternative learning offers credit programs for pregnant teen moms and young mothers at locations in
Burlington and Halton Hills. Free childcare for infants and pre-schoolers is provided. For more
information, contact the Guidance Department, visit the website at www.garyallan.ca
TREX (Trades Exploration)
A program for students aged 16-20 years old interested in a trade as a future career area after high
school. This practical hands on program consists of technology credits, academic work and cooperative education. Options available are construction and landscaping in Burlington only. For more
information visit our web site at www.garyallan.ca.
Night School
Credit courses are offered in a limited number of grades 11 or 12 subjects in a limited number of
secondary schools in the district. Classes operate on Monday and Thursday evenings from 6:30 p.m.
to 9:30 p.m. Course offerings are often co-ordinated with the Halton Catholic District School Board.
Visit the Guidance Department in your school or the website at www.garyallan.ca or www.hdsb.ca for
more information.
40
Summer School
Summer school courses are available for students who wish to earn additional credits, retake courses
they have not successfully completed, improve achievement in a course, or to take transfer courses.
Full-credit courses are offered for four weeks in July and consist of 110 hours. Retake courses, for
students earning at least 40% in the course in question, are 2 weeks in duration (55 hours of
instruction). We do not offer Grade 12 retake courses.
Please note that courses actually run based upon sufficient student enrolment and teacher
availability. Course offerings are often co-ordinated with the Halton Catholic District School
Board. Visit the Guidance Department or the website at www.garyallan.ca or www.hdsb.ca for
more information.
Key Sites
Burlington
Halton Hills
Milton
Oakville
Gary Allan High School - Quick Phone Reference:
Adult, Alternative and Community Education Program
TEAM (Teen Education And Motherhood)
905-632-2944
Burlington
905-632-5000 X624
905-873-8783
Halton Hills
905-873-8783
905-878-1480
905-845-7542
STEP (Secondary Teen Education
Program)
Burlington
905-681-1140
Halton Hills 905-873-8783
Milton
905-693-1921
Oakville
905-339-0313
On Track (Adult re. Training Opportunities)
Burlington
Milton
Bronte Creek Project/Trailhead
905-331-3500
Night School/Summer School
905-632-2944
41
905-632-8930
905-878-1480
PART 10: COURSE DESCRIPTIONS
THE ARTS
Grade 9
Grade 9, Dramatic Arts
(Open)
ADA 1O1/ADA1O4 (Fr. Imm.)
This course emphasizes the active exploration of dramatic forms and techniques, using material from a wide range of
authors, genres, and cultures. Students will construct, discuss, perform, and analyse drama, and then reflect on the
experiences to develop an understanding of themselves, the art form, and the world around them.
Grade 9, Music
(Open)
AMU1O1
This course emphasizes the performance of music at a level that strikes a balance between challenge and skill and is aimed
at developing technique, sensitivity, and imagination. Students will participate in creative activities that teach them to
listen with understanding. They will also learn correct musical terminology and its appropriate use. Please note:
membership in co-curricular bands is available only to students registered in a school music course.
Grade 9, Visual Arts
(Open)
AVI1O1
This course offers an overview of visual arts as a foundation for further study. Students will become familiar with the
elements and principles of design and the expressive qualities of various materials through working with a range of
materials, processes, techniques, and styles. They will learn and use methods of analysis and criticism and will study the
characteristics of particular historical art periods and a selection of Canadian art and the art of other cultures.
Grade 10
Grade 10, Dramatic Arts
(Open)
ADA2O1
This course requires students to actively explore dramatic forms and techniques, using their own ideas and concerns as
well as sources selected from a wide range of authors, genres, and cultures. Student learning will include identifying and
using the principles of space, time, voice, and movement in creating, sustaining, and communicating authentic roles
within a drama. Students will assume responsibility for decisions made in the creation and presentation of the drama, and
will analyse and reflect on the experience.
Grade 10, Music
(Open)
AMU2O1
This course emphasizes performance of music at an intermediate level that strikes a balance between challenge and skill.
Student learning will include participating in creative activities and listening perceptively. Students will also be required
to develop a thorough understanding of the language of music, including the elements, terminology, and history.
Please note: membership in co-curricular bands is available only to students registered in a school music course.
Grade 10, Vocal Music
(Open)
AMV2O1
This course emphasizes performance of music at an intermediate level that strikes a balance between challenge and skill.
Student learning will include participating in creative activities and listening perceptively. Students will also be required
to develop a thorough understanding of the language of music, including the elements, terminology, and history.
Grade 10, Visual Arts
(Open)
AVI2O1
This course emphasizes learning through practice; building on what students know; and introducing them to new ideas,
materials, and processes for artistic thinking and experimentation. Student learning will include the refined application of
the elements and principles of design, incorporating the creative and design processes, and the relationship between form
and content.
Students will also learn about the connections between works of art and their historical contexts. Course objectives may
be achieved either through a comprehensive program or through a program focused on a particular art form (e.g., drawing,
painting).
42
Grade 11
Grade 11, Dramatic Arts
(Open)
ADA3O1
This course requires students to create and to present dramatic works. Students will do research on and study such types of
contemporary theatre as docudrama and forum theatre. They will interpret and present works in a variety of dramatic
forms; create and script original works; analyse and reflect on dramatic works; and develop their communication skills
and other skills useful in a variety of careers.
Prerequisite: Dramatic Arts, Grade 9 or 10, Open
(University/College)
ADA3M1 / ADA 3MS (IB)
Grade 11, Dramatic Arts
This course requires students to create and to perform dramatic presentations. Students will analyse, interpret, and perform
works of drama from various cultures, including Western plays from around 1900. Students will also do research on
different acting styles and conventions for their presentations, create original works, and analyse the functions of
playwright, director, actor, producer, designer, technician, and audience.
Prerequisite: Dramatic Arts, Grade 9 or 10, Open
Grade 11, Dramatic Arts, Production
(Open)
ADD3O1
This course requires students to create and to present dramatic works. Students will do research on and study such types of
contemporary theatre as docudrama and forum theatre. They will interpret and present works in a variety of dramatic
forms; create and script original works; analyse and reflect on dramatic works; and develop their communication skills
and other skills useful in a variety of careers.
Prerequisite: Dramatic Arts, Grade 9 or 10, Open
Grade 11, Instrumental Music (Band)
(University/College)
AMU3M1 / AMU 3MS (IB)
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 analyse 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. Please note: membership in co-curricular bands is available only to students registered in a school
music course.
Prerequisite: Music, Grade 9 or 10, Open
Grade 11, Music and Computers ***ONLINE***(Open)
AMM3MO
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 analyse 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. This course will explore the possibilities of composing and scoring music for film and television
jingles using midi, loop and wave based technology plus visiting pre-production, post-production and mastering facilities
in order research the employment possibilities of "Music and Computers".
Prerequisite: Music, Grade 9 or 10, Open
Recommendation: AMM3MO students are strongly encouraged to be enrolled in a senior music course at their home
school; a computer at home with high-speed Internet and multimedia (CD-ROM, speakers, microphone) capability is
recommended; twice-monthly face-to-face studio sessions required at Burlington Central High School.
Grade 11, Music, Repertoire
(Open)
AMR3O1
This course develops students’ artistic knowledge and skills through the performance of music and the preparation of
music 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. Class time will be scheduled as part of Wind Ensemble rehearsals, before and
after school over the duration of the school year. This course is to be taken in addition to the regular AMU 3M music
course.
Prerequisite: Music, Grade 9 or 10, Open
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Grade 11, Music, Vocal/Choral
(Open)
AMV3O1
Grade 11, Music, Stage Band
(Open)
AMH3O1
Grade 11, Visual Arts
(Open)
AVI3O1
Grade 11, Visual Arts
(University/College Preparation
This course develops students’ artistic knowledge and skills through the performance of music and the preparation of
music 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. . Please note: membership in co-curricular bands is available only to students
registered in a school music course.
Prerequisite: Music, Grade 9 or 10, Open
This course develops students’ artistic knowledge and skills through the performance of music and the preparation of
music 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. Class time will be scheduled during the regular rehearsal time for Stage Band,
before or after school, for the duration of the school year. This course is taken in addition to the regular AMU3M music
course.
Prerequisite: Music, Grade 9 or 10, Open
This course focuses on studio activities in one or more of the visual arts. Students will create art works that explore a wide
range of subject matter, and will evaluate art works, providing grounds for their aesthetic judgments. 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.
Prerequisite: Visual Arts, Grade 9 or 10, Open
AVI3M1/AVI3MS (IB)
This course provides students with opportunities to further develop their skills and knowledge in visual arts. Students will
explore a range of subject matter through studio activities, and will consolidate their practical skills. Students will also
analyse art works and study aspects of Western art history, as well as art forms from Canada and other parts of the world.
Prerequisite: Visual Arts, Grade 9 or 10, Open
Grade 12
Grade 12, Dramatic Arts
(University/College)
ADA4M1/ADA4MS (IB)
This course requires students to experiment with forms and conventions in dramatic literature, and to create/adapt and
present dramatic works. Students will do research on dramatic forms, conventions, themes, and theories of acting and
directing from different historical periods, and apply their knowledge of these in analysing and interpreting dramatic
literature, including Canadian works and works from various cultures in the late twentieth century. Students will also
examine the significance of dramatic arts in various cultures.
Prerequisite: Dramatic Arts, Grade 11, University/College Prep or Open
Grade 12, Dramatic Arts, Production
(Open)
ADD4O1
This course requires students to create and present a variety of dramatic works. Students will present works by Canadian
and other playwrights, and develop original material based on personal narratives, local community issues, or global
concerns. They will have hands-on experiences with various aspects of dramatic arts productions, including performance,
set design, lighting, costumes, stage and technical management, and marketing. Students will also explore possible careers
related to the dramatic arts.
Prerequisite: Dramatic Arts, Grade 11, University/College Preparation or Open
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Grade 12, Music, Stage Band
(University/College)
AMH 4M1
This course emphasizes the appreciation, analysis, and performance of music from the romantic period and the twentieth
century, including art music, jazz, popular music, and Canadian and non-Western music. Students will concentrate on
developing interpretive skills and the ability to work independently. They will also complete complex creative projects.
Prerequisite: AMH 3O1
Grade 12, Music
(University/College)
AMU4M1/AMU4US (IB)
Grade 12, Repertoire
(University/College)
AMR4M1
Grade 12, Visual Arts
(University/College)
AVI4M1/AVI4MS (IB)
Grade 12, Vocal Music
(University/College)
This course emphasizes the appreciation, analysis, and performance of music from the romantic period and the twentieth
century, including art music, jazz, popular music, and Canadian and non-Western music. Students will concentrate on
developing interpretive skills and the ability to work independently. They will also complete complex creative projects.
Prerequisite: Music, Grade 11, University/College Preparation or Open
This course emphasizes the appreciation, analysis, and performance of music from the romantic period and the twentieth
century, including art music, jazz, popular music, and Canadian and non-Western music. Students will concentrate on
developing interpretive skills and the ability to work independently. They will also complete complex creative projects.
Prerequisite: Music, Grade 11, University/College Preparation or Open
This course focuses on the refinement of students’ skills and knowledge in visual arts. Students will analyse art forms; use
theories of art in analysing and producing art; and increase their understanding of stylistic changes in modern and
contemporary Western art, Canadian (including Native Canadian) art, and art forms from various parts of the world.
Students will produce a body of work demonstrating a personal approach.
Prerequisite: Visual Arts, Grade 11, University/College Preparation or Open
AMV4M1
This course emphasizes the appreciation, analysis, and performance of music from the romantic period and the twentieth
century, including art music, jazz, popular music, and Canadian and non-Western music. Students will concentrate on
developing interpretive skills and the ability to work independently. They will also complete complex creative projects.
Prerequisite: Vocal Music Grade 11, University/College Preparation or Open)
BUSINESS STUDIES
(includes Accounting, Entrepreneurship, Information & Communication Technology, International Business,
Marketing and Business Leadership)
Students with 6 or more Business Studies courses are eligible to receive a Business Studies certificate.
Grade 9
Information and Communication Technology in Business (Open)
BTT1O1/BTT1O9
This course introduces students to information and communication technology in a business environment and builds a
foundation of digital literacy skills necessary for success in a technologically driven society. Students will develop word
processing, spreadsheet, database, desktop publishing, presentation software, and website design skills. Throughout the
course, there is an emphasis on digital literacy, effective electronic research and communication skills, and current issues
related to the impact of information and communication technology.
Grade 10
Introduction to Business
(Open)
BBI2O1
This course introduces students to the world of business. Students will develop an understanding of the functions of
business, including accounting, marketing, information and communication technology, 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.
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Grade 11
For Economics courses (CIE3M) please refer to the CANADIAN AND WORLD STUDIES section
For Law courses (CLU3M or CLU3E) please refer to the CANADIAN AND WORLD STUDIES
section
Grade 11, Financial Accounting Fundamentals (University/College )
BAF3M1
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 ethics and current issues in accounting. Course Materials Fee: $6:00
Prerequisite: None
Grade 11, Entrepreneurship: The Venture
(College)
BDI3C1
This course focuses on ways in which entrepreneurs recognize opportunities, generate ideas, and organize resources to
plan successful ventures that enable them to achieve their goals. Students will create a venture plan for a school-based or
student-run business. Through hands-on experiences, students will have opportunities to develop the values, traits, and
skills most often associated with successful entrepreneurs.
Prerequisite: None
Grade 11, Information and Communication
Technology: The Digital Environment
(Open)
BTA3O1
This course prepares students for the digital environment. Using a hands-on approach, students will further develop
information and communication technology skills through the use of common business software applications. The concept
and operation of e-business will be explored, and students will design and create an e-business website. The skills
developed in this course will prepare students for success in the workplace and/or postsecondary studies.
Prerequisite: None
Grade 11, Marketing: Goods, Services, Events
(College)
BMI3C1
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.
Prerequisite: None
Grade 12
For Economics course (CIA4U) please refer to the CANADIAN AND WORLD STUDIES section
For Law course (CLN4U) please refer to CANADIAN AND WORLD STUDIES section
Grade 12, Financial Accounting Principles
(University/College)
BAT4M1
This course introduces students to advanced accounting principles that will prepare them for postsecondary studies in
business. Students will learn about financial statements for various forms of business ownership and how those statements
are interpreted in making business decisions. This course expands students’ knowledge of sources of financing, further
develops accounting methods for assets, and introduces accounting for partnerships and corporations.
Prerequisite: Financial Accounting Fundamentals, Grade 11, University/College Preparation
Grade 12, International Business Fundamentals (University/College)
BBB4M1/BBB4MH (IB)
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
postsecondary programs in business, including international business, marketing and management.
Prerequisite: None
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Grade 12, Entrepreneurship:
Venture Planning in an Electronic Age ***ONLINE*** (College)
BDV4CO
This course provides students with the opportunity to develop and apply entrepreneurial skills through the creation of a
venture plan that capitalizes on the potential of e-commerce. Students will research and identify an opportunity for a
venture. They will then complete the components of a venture plan that includes a website.
Prerequisite: None
Grade 12, Business Leadership:
Management Fundamentals
(University/College Preparation)
BOH4M1
This course focuses on the development of leadership skills used in managing a successful business. Students will analyse
the role of a leader in business with a focus on decision making, management of group dynamics, workplace stress and
conflict, motivation of employees, and planning. Effective business communication skills, ethics, and social responsibility
are also emphasized.
Prerequisite: None
CANADIAN AND WORLD STUDIES
(INCLUDES CIVICS, ECONOMICS, GEOGRAPHY, HISTORY, LAW AND POLITICS)
Grade 9
GEOGRAPHY
Grade 9, Geography of Canada
(Academic)CGC1D1/CGC1DP(ISPP)/CGC1D4 (Fr. Imm.)
This course explores Canada’s distinct and changing character and the geographic systems and relationships that shape it.
Students will investigate the interactions of natural and human systems within Canada, as well as Canada’s economic,
cultural, and environmental connections to other countries. Students will use a variety to geotechnologies and inquiry and
communication methods to analyse and evaluate geographic issues and present their findings.
Grade 9, Geography of Canada
(Applied)
CGC1P1
This course focuses on geographic issues that affect Canadians today. Students will draw on personal and everyday
experiences as they learn about Canada’s distinct and changing character and the natural and human systems and global
influences that shape the country. Students will use a variety of geotechnologies and inquiry and communication methods
to examine practical geographic questions and communicate their findings.
Grade 9, Geography of Canada
(Essential)
CGC1P9
This is a small-group compulsory geography course for students in the Essential Program. Students will come to
understand Canada’s physical character and diversity through personal experience and investigations.
Grade 10
CIVICS
Grade 10, Civics
(Open) CHV2O1/CHV2OO (Online)/CHV2O4 (Fr. Imm.)
This course explores what it means to be an informed, participating citizen in a democratic society. Students will learn
about the elements of democracy in local, national, and global contexts, about political reactions to social change, and
about political decision-making processes in Canada. They will explore their own and others’ ideas about civics questions
and learn how to think critically about public issues and react responsibly to them.
Grade 10, Civics
(Essential)
This is a small-group compulsory civics course for students in the Essential Program.
HISTORY
CHV2O9
Grade 10, Canadian History Since World War I
(Academic) CHC2D1/CHC2DP (ISPP)/CHC2D4 (Fr. Imm.)
This course explores the local, national, and global forces that have shaped Canada’s national identity from World War I
to the present. Students will investigate the challenges presented by economic, social, and technological changes and
explore the contributions of individuals and groups to Canadian culture and society during this period. Students will use
critical-thinking and communication skills to evaluate various interpretations of the issues and events of the period and to
present their own points of view.
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Grade 10, Canadian History Since World War I
(Applied)
CHC2P1
This course explores some of the pivotal events and experiences that have influenced the development of Canada's
identity as a nation from World War I to the present. By examining how the country has responded to economic, social,
and technological changes and how individuals and groups have contributed to Canadian culture and society during this
period, students will develop their ability to make connections between historical and current events. Students will have
opportunities to formulate questions, locate information, develop informed opinions, and present ideas about the central
issues and events of the period.
Grade 10, Canadian History Since World War I
(Essential)
This is a small-group compulsory history course for students in the Essential Program.
CHC2P9
Grade 11
For World Religion courses (HRF3O) please refer to SOCIAL SCIENCE AND HUMANITIES
section
For Anthropology course (HSP3M) please refer to SOCIAL SCIENCE AND HUMANITIES section
Grade 11, Current Aboriginal Issues in Canada (University/College)
(NDA3M)
This course focuses on existing and emerging issues of importance to Aboriginal peoples in Canada. Students will
investigate issues related to identity, relationships among Aboriginal peoples and between Aboriginal peoples and other
Canadians, sovereignty principles as presented by Aboriginal peoples, and the contemporary challenges posed by these
issues. Students will also examine such topics as language preservation, the responsibilities of Aboriginal women and
men, and the need to dialogue between Aboriginal and non-aboriginal peoples.
Prerequisite: Aboriginal Peoples in Canada, Grade 10, Open or Canadian History in the Twentieth Century, Grade 10,
Academic or Applies
GEOGRAPHY
Grade 11, Travel and Tourism:
A Regional Geographic Perspective
(Open)
CGG3O1
This course focuses on travel and tourism as the vehicle for studying selected world regions. Using a variety of
geotechnologies and inquiry and communication methods, students will conduct and present case studies that develop
their understanding of the unique characteristics of selected world regions; the environmental, cultural, economic, and
political factors that influence travel and tourism; and the impact of the travel industry on communities and environments
around the world.
Prerequisite: Geography of Canada, Grade 9, Academic or Applied
Grade 11, Physical Geography:
Patterns, Processes, and Interactions
(University/College)
CGF3M1
This course examines the major patterns of physical geography and the powerful forces that affect them. Students will
investigate the dynamic nature of the earth, the evolving relationship between the planet and its people, and the factors
that limit our ability to predict the changes that will occur. Students will use a wide range of geotechnologies and inquiry
methods to investigate the distribution and interaction of the elements of their physical environment and to communicate
their findings.
Prerequisite: Geography of Canada, Grade 9, Academic or Applied
HISTORY
Grade 11, American History
(University)
CHA3U1
This course traces the social, economic, and political development of the United States from colonial times to the present.
Students will examine issues of diversity, identity, and culture that have influenced the country’s social and political
formation and will consider the implications of its expansion into a global superpower. Students will use critical-thinking
and communication skills to determine causal relationships, evaluate multiple perspectives, and present their own points
of view.
Prerequisite: Canadian History Since World War I, Grade 10, Academic or Applied
Grade 11, American History (IB Higher Level) (University)
See description above
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CHA3UH
Grade 11, World History to the Sixteenth Century (University/College) CHW3M1/CHW3M4 (Fr. Imm.)
This course investigates the history of humanity from earliest times to the sixteenth century. Students will analyse diverse
societies from around the world, with an emphasis on the political, cultural, and economic structures and historical forces
that have shaped the modern world. They will apply historical inquiry, critical-thinking, and communication skills to
evaluate the influence of selected individuals, groups, and innovations and present their conclusions.
Prerequisite: Canadian History Since World War I, Grade 10, Academic or Applied
Grade 11, The Individual and The Economy (IB Standard Level) (University)
CIE3MS/CIE3MH (IB)
This course examines the changing Canadian economy and helps students develop an understanding of their own role as
economic agents. Students will apply economic models and concepts to assess the roles of the various stakeholders in the
Canadian economy and analyse the interactions among them. Students will consider the economic behaviour of the
individual as consumer, contributor, and citizen in a mixed economy and will apply economic inquiry, critical=thinking,
and communication skills to make and defend informed economic decisions.
Prerequisite: Canadian History in the Twentieth Century, Grade 10-, Academic or Applied
LAW
Grade 11, Understanding Canadian Law
(University/College)
CLU3M1
This course explores Canadian law with a focus on legal issues that are relevant to people’s everyday lives. Students will
investigate fundamental legal concepts and processes to gain a practical understanding of Canada’s legal system,
including the criminal justice system. Students will use critical-thinking, inquiry, and communication skills to develop
informed opinions on legal issues and apply this knowledge in a variety of ways and settings, including case analysis,
legal research projects, mock trials, and debates.
Prerequisite: Canadian History Since World War I, Grade 10, Academic or Applied
Grade 11, Understanding Canadian Law
(Workplace)
CLU3E1
This course gives students practical information about legal issues that directly affect their lives. Students will examine
the need for laws in society, the roots of Canada’s legal system, the rights and freedoms that people in Canada enjoy, and
the basic elements of criminal law and dispute resolution. Through experiences such as mock trials, debates, and case
studies, students will apply inquiry and communication skills to develop and express opinions on legal topics of
interest to them.
Prerequisite: Canadian History Since World War I, Grade 10,Academic or Applied.
POLITICS
Grade 11, Canadian Politics and Citizenship
(Open)
CPC3O1
This course explores the role of politics in people’s lives and the importance of being an active citizen in a democratic
society. Students will examine the ways in which individuals and groups participate in the political process, the ways in
which they can influence political decision making and public policy, and the effectiveness of political systems and
institutions in meeting societal needs. Students will apply inquiry and communication skills to analyse and report on
political issues, events, and trends of interest to them.
Prerequisite: Canadian History Since World War I, Grade 10, Academic or Applied
Grade 12
For Challenge & Change in Society (HSB4M) please refer to SOCIAL SCIENCE AND
HUMANITIES section
For Philosophy: Questions and Theories (HZT4U) please refer to SOCIAL SCIENCE AND
HUMANITIES section
ECONOMICS
Grade 12, Analysing Current Economic Issues – (IB Standard Level) (University)
CIA4US /CIA4UH (IB)
Economics is the study of how humans use scarce resources to satisfy unlimited wants. Economics explains how societies
produce, distribute and consume goods and services. This course is designed to provide students with a critical
understanding of the world in which they live, by applying theoretical concepts to real world problems. Students will
complete units introductory economics, microeconomics, macroeconomics, trade and development. The economics
programme ensures that students will learn to appreciate the interdependence of countries and develop a critical awareness
of the global economy and its economic and cultural implications. This course meets and exceeds the expectations of its
49
Ontario components. As part of the IB Diploma, this course prepares students to achieve increased success at university.
This course will be offered over two semesters and students will earn two credits.
Prerequisite: Any university or university/college, or college preparation course in Canadian and World Studies, English
or Social Sciences and Humanities
GEOGRAPHY
Grade 12, Canadian and World Issues:
A Geographic Analysis
(University)
CGW4U1
This course examines the global challenges of creating a sustainable and equitable future, focusing on current issues that
illustrate these challenges. Students will investigate a range of topics, including cultural, economic, and geopolitical
relationships, regional disparities in the ability to meet basic human needs, and protection of the natural environment.
Students will use geotechnologies and skills of geographic inquiry and analysis to develop and communicate balanced
opinions about the complex issues facing Canada and a world that is interdependent and constantly changing.
Prerequisite: Any university or university/college preparation course in Canadian and World Studies, English, or Social
Sciences and Humanities
Grade 12, The Environment and Resource Management
(University/College) CGR4M1/CGR4MO (Online)
This course investigates the complexity and fragility of ecosystems and the pressures human activities place on them.
Students will examine ecological processes, the principles of sustainability, and strategies for resource management, with
a focus on the challenges of environmental degradation and resource depletion. Students will use geotechnologies and
skills of geographic inquiry to explain and evaluate various approaches to achieving a more sustainable relationship
between people and their environment.
Prerequisite: Any university, university/college, or college preparation course in Canadian and World Studies, English,
or Social Sciences and Humanities
History
Grade 12, Canada: History, Identity, and Culture (IB Higher Level)
(University)
CHI4UH
This course explores the challenges associated with the formation of a Canadian national identity. Students will examine
the social, political and economic forces that have shaped Canada from the pre-contact period to the present and will
investigate the historical roots of contemporary issues from a variety of perspectives. Students will use critical-thinking
and communication skills to consider events and ideas in historical context, debate issues of culture and identity, and
present their own views.
Prerequisite: Any university or university/college preparation course in Canadian and World Studies, English, or Social
Sciences and Humanities.
Grade 12, World History: The West and the World
(University)
CHY4U1
This course investigates the major trends in Western civilization and world history from the sixteenth century to the
present. Students will learn about the interaction between the emerging West and other regions of the world and about the
development of modern social, political, and economic systems. They will use critical-thinking and communication skills
to investigate the historical roots of contemporary issues and present their conclusions.
Prerequisite: Any university or university/college preparation course in Canadian and World Studies, English, or Social
Sciences and Humanities
Grade 12, World History: The West and the World (IB Higher Level)
See description above
(University)
CHY4UH
Grade 12, Adventures in World History
(Workplace)
CHM4E1
This course explores a variety of human experiences in world history from earliest times to the present. Students will learn
about a wide range of societies and cultures, examining such things as systems of government, technological
developments, work, art, and religion. Students will apply methods of research and inquiry to examine human societies in
many different times and places and to communicate points of view about their findings.
Prerequisite: Canadian History Since World War I, Grade 10, Academic or Applied. (With the approval of the ministry,
a locally developed Grade 10 course in Canadian History may also serve as the prerequisite.)
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LAW
Grade 12, Canadian and International Law
(University)
CLN4U1
This course examines elements of Canadian and international l, political, and global contexts. Students will study the
historical and philosophical sources of law and the principles and practices of international law and will learn to relate
them to issues in Canadian society and the wider world. Students will use critical-thinking and communication skills to
analyse legal issues, conduct independent research, and present the results of their inquiries in a variety of ways.
Prerequisite: Any university or university/college preparation course in Canadian and World Studies, English, or Social
Sciences and Humanities
POLITICS
Grade 12, Canadian and World Politics
(University)
CPW4U1/CPW4UO (Online)
This course examines Canadian and world politics from a variety of perspectives. Students will investigate the ways in
which individuals, groups, and states work to influence domestic and world events, the role of political ideologies in
national and international politics, and the dynamics of international cooperation and conflict resolution. Students will
apply critical-thinking and communication skills to develop and support informed opinions about current political
conflicts, events, and issues.
Prerequisite: Any university or university/college preparation course in Canadian and World Studies, English, or Social
Sciences and Humanities
COMPUTER STUDIES
Grade 10, Introduction to Computer Studies (Open)
ICS2O1
This course introduces students to computer programming. Students will plan and write simple computer programs by
applying fundamental programming concepts, and learn to create clear and maintainable internal documentation. They
will also learn to manage a computer by studying hardware configurations, software selection, operating system functions,
networking, and safe computing practices. Students will also investigate the social impact of computer technologies, and
develop an understanding of environmental and ethical issues related to the use of computers.
Prerequisite: None
Grade 11, Introduction to Computer Science
(University)
ICS3U1
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.
Prerequisite: None
Grade 12, Computer Science
(University)
ICS4U1
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. The will investigate ethical issues in computing and further explore environmental issues,
emerging technologies, areas of research in computer science and careers in the field.
Prerequisite: Introduction to Computer Science, Grade 11, University Preparation (ICS3U1)
ENGLISH
Grade 9
Grade 9, English
(Academic)
ENG 1D1/ENG1DP (ISPP)
This course is designed to develop the oral communication, reading, writing, and media literacy skills that students need
for success in their secondary school academic programs and in their daily lives. Students will analyse literary texts from
contemporary and historical periods, interpret informational and graphic texts, and create oral, written, and media texts in
a variety of forms. An important focus will be on the use of strategies that contribute to effective communication. The
course is intended to prepare students for the Grade 10 academic English course, which leads to university or college
preparation courses in Grades 11 and 12.
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Grade 9, English
(Applied)
ENG 1P1
This course is designed to develop the key oral communication, reading, writing, and media literacy skills students need
for success in secondary school and daily life. Students will read, interpret, and create a variety of informational, literary,
and graphic texts. An important focus will be on identifying and using appropriate strategies and processes to improve
students' comprehension of texts and to help them communicate clearly and effectively. The course is intended to prepare
students for the Grade 10 applied English course, which leads to college or workplace preparation courses in Grades 11
and 12.
Grade 9, English
(Essential)
ENG 1L9
This course provides foundational literacy and communication skills to prepare students for success in their daily lives, in
the workplace, and the English Grade 11 Workplace Preparation course. The course is organized by 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 in using language clearly and accurately in a variety of authentic contexts. Students
develop strategies and put into practice the process involved in talking, listening, reading, viewing, writing, and thinking,
and reflect regularly upon their growth in these areas.
Grade 10
Grade 10, English
(Academic)
ENG 2D1/ENG2DP (ISPP)
This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students
need for success in their secondary school academic programs and in their daily lives. Students will analyse literary texts
from contemporary and historical periods, interpret and evaluate informational and graphic texts, and create oral, written,
and media texts in a variety of forms. An important focus will be on the selective use of strategies that contribute to
effective communication. This course is intended to prepare students for the compulsory Grade 1l university or college
preparation course.
Prerequisite: English, Grade 9, Academic or Applied
Grade 10, English
(Applied)
ENG 2P1
This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students
need for success in secondary school and daily life. Students will study and create a variety of informational, literary, and
graphic texts. An important focus will be on the consolidation of strategies and processes that help students interpret texts
and communicate clearly and effectively. This course is intended to prepare students for the compulsory Grade 11 college
or workplace preparation course.
Prerequisite: English, Grade 9, Academic or Applied
Grade 10, English
(Essential)
ENG 2L9
In this course, students focus on extending their literacy and communication skills to prepare for success in their daily
lives, in the workplace, in the English Grade 11 Workplace Preparation course. The course is organized by 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 in 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.
Prerequisite: English, Grade 10, Academic, Applied or Locally developed
Grade 11
Grade 11, English
(College)
ENG3C1
This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for
success in academic and daily life. Students will study the content, form, and style of a variety of informational and
graphic texts, as well as literary texts from Canada and other countries, and create oral, written, and media texts in a
variety of forms for practical and academic purposes. An important focus will be on using language with precision and
clarity. The course is intended to prepare students for the compulsory Grade 12 college preparation course.
Prerequisite: English, Grade 10, Applied
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Grade 11, Media Studies
(Open)
EMS3O1
This course emphasizes knowledge and skills that will enable students to understand media communication in the twentyfirst century and to use media effectively and responsibly. Through analysing the forms and messages of a variety of
media works and audience responses to them, and through creating their own media works, students will develop critical
thinking skills, aesthetic and ethical judgement, and skills in viewing, representing, listening, speaking, reading, and
writing.
Prerequisite: English, Grade 10, Academic or Applied
Grade 11, English
(University)
ENG3U1/ENG3UH (IB)
This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for
success in academic and daily life. Students will analyse challenging literary texts from various periods, countries, and
cultures;, as well as a range of informational and graphic texts, and create oral, written, and media texts in a variety of
forms.. An important focus will be on using language with precision and clarity and incorporating stylistic devices
appropriately and effectively. The course is intended to prepare students for the compulsory Grade 12 university or
college preparation course.
Prerequisite: English, Grade 10, Academic
Grade 11, English
(Workplace)
ENG3E1/ENG3E9 (Essential)
This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for
success in the workplace and in daily life. Students will study the content, form, and style of a variety of contemporary
informational, graphic, and literary texts; and create oral, written, and media texts in a variety of forms for practical
purposes. An important focus will be on using language clearly and accurately in a variety of formal and informal
contexts. The course is intended to prepare students for the compulsory Grade 12 workplace preparation course.
Prerequisite: English, Grade 10, Applied
Grade 11, Applied Journalism
(Open)
IDC3O1
This course combines the expectations for Interdisciplinary Studies, Grade 11, Open with selected expectations
from Media Studies, Grade 11, Open and Photography, Grade 10, Open. This course will help students create
informative print media products for school and community audiences in diverse formats (e.g. yearbook layouts
and articles, newspapers, photojournalism). Students will investigate sources of information and compare
differing perspectives on key issues, developing both a sense of news and news judgement. They will also learn
editorial conventions and practices, principles of print design, and management skills, and will explore legal
and ethical uses of information that is made public, as well as journalism careers. Acceptance into this course
will require approval by the head of the English department and the course instructor.
Prerequisite: English, Grade 10, Academic or Applied
Grade 11, Ontario Secondary School Literacy Course (OSSLC)
OLC3O1/OLC3O9 (Essential)
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 (OSSLT). 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.
Grade 12
Grade 12, English
(College)
ENG4C1
This course emphasizes the consolidation of literacy, communication, and critical and creative thinking skills necessary
for success in academic and daily life Students will analyse a variety of informational and graphic texts, as well as
literary texts from various countries and cultures, and create oral, written, and media texts in a variety of forms for
practical and academic purposes. An important focus will be on using language with precision and clarity and developing
greater control in writing. The course is intended to prepare students for college or the workplace.
Prerequisite: English, Grade 11, College Preparation
Grade 12, English
(University)
ENG4U1/ENG4UH (IB)
This course emphasizes the consolidation of the literacy, communication, and critical and creative thinking skills
necessary for success in academic and daily life. Students will analyse a range of challenging literary texts from various
periods, countries, and cultures; interpret and evaluate informational and graphic texts; and create oral, written, and media
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texts in a variety of forms. An important focus will be on using academic language coherently and confidently, selecting
the reading strategies best suited to particular texts and particular purposes for reading, and developing greater control in
writing. The course is intended to prepare students for university, college, or the workplace.
Prerequisite: English, Grade 11, University Preparation
Grade 12, Studies in Literature (IB Higher Level )
(University)
ETS4UH
This course is for students with a special interest in literature and literary criticism. The course may focus on
themes, genres, time periods, or countries. Students will analyse a range of forms and stylistic elements of
literary texts and respond personally, critically, and creatively to them. They will also assess critical
interpretations, write analytical essays, and complete an independent study project.
Prerequisite: English, Grade 11, University Preparation
Grade 12, The Writer’s Craft
(University)
EWC4U1
Grade 12, English
(Workplace)
ENG4E1/ENG4E9 (Essential)
This course emphasizes knowledge and skills related to the craft of writing. Students will investigate models of effective
writing; use a workshop approach to write a variety of works; and make considered decisions for improving the quality of
their writing. They will also complete a creative or analytical independent study project and investigate opportunities for
publication and for writing careers.
Prerequisite: English, Grade 11, University Preparation
This course emphasizes the consolidation of literacy, communication, and critical and creative thinking skills necessary
for success in the workplace and in daily life. Students will analyse informational, graphic, and literary texts and create
oral, written, and media texts in a variety of forms for workplace-related and practical purposes. An important focus will
be on using language accurately and organizing ideas and information coherently. The course is intended to prepare
students for the workplace and active citizenship.
Prerequisite: English, Grade 11, Workplace Preparation
Grade 12, Applied Journalism
(University)
IDC4U
This course combines the expectations for Interdisciplinary Studies, Grade 12, university, with selected expectations from
Media Studies, Grade 11, Open and Photography, Grade 11, Open. This course will help students create informative
print media products for school and community audiences in diverse formats (e.g. yearbook layouts and articles,
newspapers, photojournalism). Students will investigate sources of information and compare differing perspectives on
key issues, developing both a sense of news and news judgement. They will also learn editorial conventions and
practices, principles of print design, and management skills, and will explore legal and ethical uses of information that is
made public, as well as journalism careers. Acceptance into this course will require approval by the head of the English
department and the course instructor.
Prerequisite: Any grade 11 university or university/college course
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FRENCH
CORE FRENCH
FSF1D1
FSF1P1
FSF2D1
FIF1D1
FIF2D1
FSF3U1
FSF4U1
FRENCH IMMERSION
FIF3U1
FIF4U1
Course Offerings:
Students in the French Immersion Program will take the following courses.
YEAR 1
- Francais (FIF1D1)
* Mathematiques (MPM1D4)
* Arts Dramatiques (ADA1O4)
* Geographie (CGC1D4)
YEAR 2
- Francais (FIF2D1)
* Histoire (CHC2D4)
* Éducation à la citoyenneté (CHV2O4) (0.5 crédit)
* Orientation professionnelle (GLC2O4)(0.5 crédit)
YEAR 3
- Francais (FIF3U1)
*Civilisations (CHW3M4)
YEAR 4
- Francais (FIF4U1)
*The aims and content of these courses will be the same as the English counterparts; however, the texts,
instruction and resource materials will be in French. See appropriate courses for description.
.
Grade 9
Grade 9, Core French
(Academic)
FSF 1D1/FSF 1DP
This course emphasizes the further development of oral communication, reading, and writing skills. Students will build
on and apply their knowledge of French while exploring a variety of themes, such as relationships, trends, and careers.
Thematic readings, which include a selection of short stories, articles, and poems, will serve as stepping stones to oral and
written activities.
Prerequisites: None
Grade 9, French Immersion
(Academic)
FIF 1D1
This course enables students to expand their language, knowledge, and skills through the study of twentieth-century North
American Francophone literature and culture. Students will participate in oral communication, reading, and writing
activities as they study a novel and selected poems, legends, songs, films, and newspaper articles from the Frenchspeaking world in North America.
Prerequisites: Minimum of 3800 hours of French instruction, or equivalent
Grade 9, Core French
(Applied)
FSF 1P1
This course emphasizes the further development of oral communication skills, using the theme of media; the development
of oral communication skills will be integrated with the development of reading and writing skills. Students will expand
their ability to understand and speak French through conversations, discussions, and presentations. They will also read
media-related short stories, articles, poems, and songs and write brief descriptions, letters, dialogues, and invitations.
Prerequisites: None
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Grade 10
Grade 10, Core French
(Academic)
FSF 2D1/FSF 2DP (IB)
This course enables students to increase their knowledge of the French language, further develop their language skills, and
deepen their understanding and appreciation of francophone culture around the world. Exploring a variety of themes,
students will develop and apply critical thinking skills in discussion, in their analysis and interpretation of texts, and in
their own writing.
Prerequisites: Core French, Grade 9, Academic or Applied
Grade 10, French Immersion
(Academic)
FIF 2D1
This course enables students to increase their knowledge of the French language and to further develop their language
skills through the study of twentieth-century European francophone literature and culture. Students will participate in oral
communication, reading, and writing activities based on a variety of French literary and media works. They will study at
least one novel and a selection of poems, short stories, films, plays, and newspaper and magazine articles.
Prerequisites: French Immersion, Grade 9
Grade 11
Grade 11, Core French
(University)
FSF3U1+ FSF 3US (IB)
This course draws on a variety of themes to promote extensive development of reading and writing skills and to reinforce
oral communication skills. Students will gain a greater understanding of French-speaking cultures in Canada and around
the world through their reading of a variety of materials, including a short novel or a play. Students will produce various
written assignments, including a formal essay. The use of correct grammar and appropriate language conventions in both
spoken and written French will be emphasized throughout the course.
Prerequisite: Core French, Grade 10, Academic
Grade 11, French Immersion
(University)
FIF3U1(last year) / FIF 3US (IB)
This course develops knowledge and language skills through the study of francophone literature and culture from around
the world. Students will study novels, plays, poems, short stories, films, and non-fiction works and produce written
assignments in a variety of forms, including critiques and précis. They will also write a formal research essay. The use of
correct grammar and appropriate language conventions in both spoken and written French will be emphasized throughout
the course.
Prerequisite: French Immersion, Grade 10, Academic
Grade 12
Grade 12, Core French
(University)
FSF4U1 /FSF 4US(IB)
This course draws on a variety of themes to promote extensive development of French- language skills. Students will
consolidate their oral skills as they discuss literature, culture, and current issues. They will read a variety of texts and will
write a formal essay. The use of correct grammar and appropriate language conventions in both spoken and written French
will be emphasized throughout the course.
Prerequisite: Core French, Grade 11, University Preparation
FIF4U1 / FIF 4US (IB)
Grade 12, French Immersion
(University)
This course provides for extensive study of French literature and culture from the Middle Ages to the present. Students
will study novels, plays, poems, films, and non-fiction works produced in various historical periods, and will write a
formal research paper. The use of correct grammar and appropriate language conventions in both spoken and written
French will be emphasized throughout the course.
Prerequisite: French Immersion, Grade 11, University Preparation
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GUIDANCE AND CAREER EDUCATION
Learning Strategies :
GLS1O1/GLS4O1/
Skills for Success in Secondary School
(Open)
GLE1O1/GLE2O1/GLE3O1/GLE4O1
This course focuses on learning strategies and helps students become better, more independent learners. Students will
learn how to develop and apply literacy and numeracy skills, personal management skills, and interpersonal and teamwork
skills to improve their learning and achievement in school, the workplace, and the community. The course helps students
build confidence and motivation to pursue opportunities for success in secondary school and beyond.
Prerequisite: Recommendation of Principal or S.E.R.T.
Learning Strategies:
Using Technology for Success in High School
(Open)
GLE1OT/GLS1OT
This course focuses on learning strategies using technology. Students will have a laptop computer and will learn to use
specialized software to assist with organization, written language, and reading material.
Grade 10
Grade 10, Career Studies
(Open)
GLC 2O1/GLC2OO (Online)/GLC2O4 (Fr. Imm.)
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 postsecondary 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.
Prerequisite: None
Grade 10, Career Studies
See above for course description
(Essential)
GLC2O9
Grade 11
Grade 11, Leadership and Peer Support
(Open)
GPP3OA
This course prepares students to act in leadership and peer support roles. They will design and implement a plan for
contributing to their school and/or community; develop skills in communication, interpersonal relations, teamwork, and
conflict management; and apply those skills in leadership and/or peer support roles – for example, as a student council
member or a peer tutor. Students will examine group dynamics and learn the value of diversity within groups and
communities.
Prerequisite: None
Grade 11, Designing Your Future
(Open)
GWL3O1
This course prepares students to make successful transitions to postsecondary destinations as they investigate specific
postsecondary options based on their skills, interests and personal characteristics. Students will explore the realities and
opportunities of the workplace and examine factors that affect success, while refining their job search and employability
skills. Students will develop their portfolios with a focus on their targeted destination and develop an action plan for
future success.
Prerequisite: Career Studies, Grade 10, Open
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HEALTH AND PHYSICAL EDUCATION
Students may take more than one Healthy Active Living Education course for credit in each of Grade
9, 10, 11, and 12.
Grade 9
Grade 9, Healthy Active Living Education
(Open)
PPL 1OF (female)/PPL 1OM (male)
This course emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy
active living. Students will learn movement skills and principles, ways to improve personal fitness and physical
competence, and safety/injury prevention strategies. They will investigate issues related to healthy sexuality and the use
and abuse of alcohol, tobacco, and other drugs and will participate in activities designed to develop goal-setting,
communication, and social skills.
Grade 10
Grade 10, Healthy Active Living Education
(Open)
PPL 2OF (female)/PPL 2OM (male)
This course emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy
active living. Student learning will include the application of movement principles to refine skills; participation in a
variety of activities that enhance personal competence, fitness, and health; examination of issues related to healthy
sexuality, healthy eating, substance use and abuse; and the use of informed decision-making, conflict resolution, and
social skills in making personal choices.
Grade 11
Grade 11, Healthy Active Living Education: co-ed
(Open)
PPL3O1
This course focuses on the development of a healthy lifestyle and participation in a variety of enjoyable physical activities
that have the potential to engage students’ interest throughout their lives. Students will be encouraged to develop personal
competence in a variety of movement skills and will be given opportunities to practise goal-setting, decision-making,
social, and interpersonal skills. Students will also study the components of healthy relationships, reproductive health,
mental health, and personal safety.
Prerequisite: None
Grade 11, Healthy Active Living: Girls only
See above for course description
(Open)
PPL3OF
Grade 11, Health for Life: co-ed
(Open)
PPZ3O1
This course helps students develop a personalized approach to healthy living. Students will examine the factors that affect
their own health and the health of individuals as members of the community. They will learn about the components of the
vitality approach to healthy living – an initiative that promotes healthy eating, an active lifestyle, and a positive selfimage. Throughout this course, students will develop the skills necessary to take charge of and improve their own health,
as well as to encourage others to lead healthy lives.
Prerequisite: None
Grade 12
Grade 12, Recreation and Fitness Leadership: co-ed (College)
PLF4C1
This course focuses on the development of leadership and coordination skills related to recreational activities. Students
will acquire the knowledge and skills required to plan, organize, and implement recreational events. They will also learn
how to promote the value of physical fitness, personal well-being, and personal safety to others through mentoring. The
course will prepare students for college programs in recreational, leisure, and fitness leadership.
Course Fee: dependent on activities selected.
Prerequisite: Any Grade 11 or 12 open course in health and physical education
58
Grade 12, Healthy Active Living Education
(Open)
PPL4O1
This course focuses on the development of a personalized approach to healthy active living through participation in a
variety of sports and recreational activities that have the potential to engage students’ interest throughout their lives.
Students will develop and implement personal physical fitness plans. In addition, they will be given opportunities to refine
their decision-making, conflict-resolution, and interpersonal skills, with a view to enhancing their mental health and their
relationships with others.
Prerequisite: None
Grade 12, Exercise Science
(University)
PSE4U1
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 sports, and the factors that influence an individual’s participation in physical activity. The course
prepares students for university programs in physical education, kinesiology, recreation, and sports administration.
Prerequisite: Any Grade 11 or 12 course in health and physical education , or Grade 11 or 12 science; a Grade
11 university/college preparation course in science is highly recommended.
MATHEMATICS
Grade 9
Grade 9, Principles of Mathematics
(Academic)
MPM1D1/MPM1D4 (Fr. Imm.)/MPM1DP (ISPP)
This course enables students to develop understanding of mathematical concepts related to algebra, analytic geometry, and
measurement and geometry through investigation, the effective use of technology, and abstract reasoning. Students will
investigate relationships, which they will then generalize as equations of lines, and will determine the connections
between different representations of a relationship. They will also explore relationships that emerge from the measurement
of three-dimensional objects and two-dimensional shapes. Students will reason mathematically and communicate their
thinking as they solve multistep problems.
Successful completion of this course prepares students for Principles of Mathematics, Grade 10, Academic (MPM2D1) or
Foundations of Mathematics, Grade 10, Applied (MFM2P1).
Grade 9, Foundations of Mathematics
(Applied)
MFM1P1
This course enables students to develop understanding of mathematical concepts related to introductory algebra,
proportional reasoning, and measurement and geometry through investigation, the effective use of technology, and handson activities. Students will investigate real-life examples to develop various representations of linear relationships, and
will determine the connections between the representations. They will also explore certain relationships that emerge from
the measurement of three-dimensional objects and two-dimensional shapes. Students will consolidate their mathematical
skills as they solve problems and communicate their thinking.
Successful completion of this course prepares students for Foundations of Mathematics, Grade 10, Applied (MFM2P1).
Grade 9, Locally Developed Mathematics
MAT1L1
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 locally developed math course, 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 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.
Grade 9, Locally Developed Mathematics
Essential Program
MAT1L9
This is a locally developed compulsory mathematics course for students in the Essential Program. Students develop
mathematical ideas through applications, technology and hands-on activities. Geometry, measurement and problem
solving are investigated. Opportunities to consolidate basic arithmetic are provided.
Grade 10
Grade 10, Principles of Mathematics
(Academic)
MPM2D1/MPM2DP (ISPP)
This course enables students to broaden their understanding of relationships and extend their problem-solving and
algebraic skills through investigation, the effective use of technology, and abstract reasoning. Students will explore
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quadratic relationships and their applications; solve and apply linear systems; verify properties of geometric figures using
analytic geometry; and investigate the trigonometry of right and acute triangles. Students will reason mathematically as
they solve multistep problems and communicate their thinking.
Prerequisite: Principles of Mathematics, Grade 9, Academic
Grade 10, Foundations of Mathematics,
(Applied)
MFM2P1
This course enables students to consolidate their understanding of relationships and extend their problem-solving and
algebraic skills through investigation, the effective use of technology, and hands-on activities. Students will develop and
graph equations in analytic geometry; solve and apply linear systems, using real-life examples; and explore and interpret
graphs of quadratic relationships. Students will investigate similar triangles, the trigonometry of right-angled triangles,
and the measurement of three-dimensional objects. Students will consolidate their mathematical skills as they solve
problems and communicate their thinking.
Prerequisite: Principles of Mathematics, Grade 9 Academic or Applied
Grade 10, Locally Developed
MAT2L1
This course emphasizes the extension or 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.
Prerequisite: Grade 9 locally developed math (MAT1L1)
Grade 10, Locally Developed
(Essential Program)
MAT2L9
This course emphasizes the extension or mathematical knowledge and skills to prepare students for success in their
everyday lives, in the workplace, and in the Mathematics Grade 11 Workplace Preparation courses. The course is
organized by 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.
Prerequisite: Grade 10 locally developed math (MAT1L9)
Grade 11
Grade 11, Foundations for College Mathematics
(College)
MBF3C1
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.
Prerequisite: Foundations of Mathematics, Grade 10, Applied
Grade 11, Functions
(University)
MCR3U1
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.
Prerequisite: Principles of Mathematics, Grade 10, Academic
Grade 11, Functions
(University – IB Preparation)
MCR3UP
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; investigate inverse functions; and develop facility in determining equivalent algebraic
expressions. Students will reason mathematically and communicate their thinking as they solve multi-step problems.
Prerequisite: MPM2DP
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Grade 11, Functions and Applications
(University/College)
MCF3M1
This course introduces basic features of the function by extending students’ experiences with quadratic relations. It
focuses on quadratic, trigonometric, and exponential functions and their use in modelling real-world situations. Students
will represent functions numerically, graphically, and algebraically; simplify expressions; solve equations; and solve
problems relating to financial and trigonometric applications. Students will reason mathematically and communicate their
thinking as they solve multi-step problems.
Prerequisite: Principles of Mathematics, Grade 10, Academic, or Foundations of Mathematics, Grade 10, Applied
Grade 11, Mathematics for Work and Everyday Life
(Workplace) MEL3E1/MEL3E9 (Essential)
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.
Prerequisite: Principles of Mathematics, Grade 9, Academic, or Foundations of Mathematics, Grade 9, Applied, or a
ministry-approved locally developed Grade 10 mathematics course
Grade 12
Grade 12, Foundations of College Mathematics
(College)
MAP4C1
This course enables students to broaden their understanding of real-world applications of mathematics. Students will
analyse 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.
Prerequisite: Foundations for College Mathematics, Grade 11, College Preparation, or Grade 11 Functions and
Applications, University/College
Grade 12, Mathematics for College Technology
(College)
MCT4C1/MCT4CO (Online)
This course enables students to extend their knowledge of functions. Students will investigate and apply properties of
polynomial, exponential, and trigonometric functions; continue to represent functions numerically, graphically, and
algebraically; develop facility in simplifying expressions and solving equations; and solve problems that address
applications of algebra, trigonometry, vectors, and geometry. Students will reason mathematically and communicate their
thinking as they solve multi-step problems. This course prepares students for a variety of college technology programs.
Prerequisite: Functions and Applications, Grade 11, University/College Preparation, or Grade 11 Functions, University
Grade 12, Advanced Functions
(University)
MHF4U1/MHF4US (IB)
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.
Prerequisite: Functions, Grade 11, University Preparation, or Mathematics for College Technology, Grade 12, College
Preparation
Grade 12, Calculus and Vectors
(University)
MCV4U1/MCV4US (IB)
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 realworld 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.
Note: The new Advanced Functions course (MHF4U1) must be taken prior to or concurrently with Calculus and Vectors
(MCV4U1).
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Grade 12, Mathematics of Data Management
(University)
MDM4U1
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, the
social sciences, and the humanities will find this course of particular interest.
Prerequisite: Functions and Applications, Grade 11, University/College Preparation, or Functions, Grade 11, University
Preparation
Grade 12, Mathematics for Work and Everyday Life (Workplace)
MEL4E1
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.
Prerequisite: Mathematics for Work and Everyday Life, Grade 11, Workplace Preparation
SCIENCE
Grade 9
Grade 9, Science
(Academic)
SNC1D1/SNC1DP (ISPP)
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.
Grade 9, Science
(Applied)
SNC1P1
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.
Grade 9, Science
(Locally Developed Compulsory Credit)
SNC1L9
This is a locally developed compulsory course for students in the Essential Program. 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 from many areas of science including biology, chemistry, earth and space science and
physics. 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.
Grade 10
Grade 10, Science
(Academic)
SNC2D1/SNC2DP (ISPP)
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.
Prerequisite: Science, Grade 9, Academic or Applied
Grade 10, Science
(Applied)
SNC 2P1
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
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problems and issues related to human cells and body systems; chemical reactions; factors affecting climate change; and
the interaction of light and matter.
Prerequisite: Science, Grade 9, Academic or Applied
Grade 11
Grade 11, Biology
(College)
SBI3C1
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.
Prerequisite: Science, Grade 10, Academic or Applied
SBI3U1/SBI3UH (IB)
Grade 11, Biology
(University)
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..
Prerequisite: Science, Grade 10, Academic
SCH3U1/SCH3US (IB)
Grade 11, Chemistry
(University)
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.
Prerequisite: Science, Grade 10, Academic
Grade 11, Physics
(University)
SPH3U1
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 analyse the interrelationships between physics and technology, and consider the impact of
technological applications of physics on society and the environment.
Prerequisite: Science, Grade 10, Academic
Grade 11, Environmental Science
(University/College)
SVN3M1
This course provides students with the fundamental knowledge of and skills relating to environmental science that will
help them succeed in life after secondary school. Students will explore a range of topics, including the role of science in
addressing contemporary environmental challenges; the impact of the environment on human health; sustainable
agriculture and forestry; the reduction and management of waste; and the conservation of energy. Students will increase
their scientific and environmental literacy and examine the interrelationships between science, the environment, and
society in a variety of areas.
Prerequisite: Science, Grade 10, Academic or Applied
Grade 11, Environmental Science
(Workplace)
SVN3E1/SVN3E9 (Essential)
This course provides students with the fundamental knowledge of and skills relating to environmental science that will
help them succeed in work and life after secondary school. Students will explore a range of topics, including the impact of
human activities on the environment; human health and the environment; energy conservation; resource science and
management; and safety and environmental responsibility in the workplace. Emphasis is placed on relevant, practical
applications and current topics in environmental science, with attention to the refinement of students’ literacy and
mathematical literacy skills as well as the development of their scientific and environmental literacy.
Prerequisite: Science, Grade 9, Academic or Applied, or Grade 9 or 10 locally developed compulsory credit (LDCC)
course in science
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Grade 12
Grade 12, Biology
(University)
SBI4U1/SBI4UH (IB)
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.
Prerequisite: Biology, Grade 11, University Preparation
Grade 12, Chemistry
(College)
SCH4C1/SCH4CO (Online)
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.
Prerequisite: Science, Grade 10, Academic or Applied
Grade 12, Chemistry
(University)
SCH4U1/SCH4US (IB)
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.
Prerequisite: Chemistry, Grade 11, University Preparation
Grade 12, Physics*
(College)
SPH4C1
This course develops students’ understanding of the basic concepts of physics. Students will explore these concepts with
respect to motion; mechanical, electrical, electromagnetic, energy transformation, hydraulic, and pneumatic systems; and
the operation of commonly used tools and machines. They will develop their scientific investigation skills as they test
laws of physics and solve both assigned problems and those emerging from their investigations. Students will also
consider the impact of technological applications of physics on society and the environment.
Prerequisite: Science, Grade 10, Academic or Applied
*Not offered in 2011-2012
Grade 12, Physics
(University)
SPH4U1
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 analyse,
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. A lab fee of $10:00 will be charged.
Prerequisite: Physics, Grade 11, University Preparation
Grade 12, Earth and Space Science ***ONLINE*** (University)
SES4UO
This course develops students’ understanding of Earth and its place in the universe. Students will investigate the
properties of and forces in the universe and solar system and analyse techniques scientists use to generate knowledge
about them. Students will closely examine the materials of Earth, its internal and surficial processes, and its geological
history, and will learn how Earth’s systems interact and how they have changed over time. Throughout the course,
students will learn how these forces, processes, and material affect their daily lives. The course draws on biology,
chemistry, physics, and mathematics in its consideration of geological and astronomical processes that can be observed
directly or inferred from other evidence.
Prerequisite: Science, Grade 10, Academic
Grade 12, Science
(University)
Final component of the IB Diploma program. Group 4 Higher Level Biology.
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SNC4MH
SOCIAL SCIENCE AND HUMANITIES
(includes Family Studies, General Social Science, Philosophy and World Religions)
Grade 10
FAMILY STUDIES
Grade 10, Food and Nutrition
(Open)
HFN 2O1
This course explores the factors that affect attitudes and decisions about food, examines current issues of body image and
food marketing, and is grounded in the scientific study of nutrition. Students will learn how to make informed food
choices and how to prepare foods, and will investigate our Canadian food heritage and food industries, as well as global
food issues. The course also introduces students to research skills related to food and nutrition.
Grade 11
FAMILY STUDIES
Grade 11, Managing Personal and Family Resources (College)
HIR3C1
Through a “hands-on” approach students will develop the skills necessary for successful independent learning. This
course explores how to use human, material, and community resources effectively, and how to make informed choices
with respect to clothing purchases, finance, food and nutrition, housing, and transportation. Students will learn about the
dynamics of human interaction; how to make responsible choices in their transition to postsecondary education and
careers; and strategies to enable them to manage time, talent, and money effectively. This course also introduces students
to skills used in researching and investigating resource management.
Prerequisite: None
Grade 11, Parenting
(Open)
HPC3O1
This course focuses on the skills and knowledge needed to promote the positive and healthy nurturing of children, with
particular emphasis on the critical importance of the early years to human development. Students will learn how to meet
the developmental needs of young children, communicate and discipline effectively, and guide early behaviour. They will
have practical experiences with infants, toddlers, and preschoolers, and will learn skills in researching and investigating
questions relating to parenting.
Prerequisite: None
Grade 11, Fashion and Creative Expression
(Open)
HNC3O1
Through a “hands-on” approach students will develop the skills necessary for creative expression in fashion. This course
explores what clothing communicates about the wearer and how it becomes a creative and entrepreneurial outlet through
the design and production processes. Students will learn, through practical experiences, about the nature of fashion
design; the characteristics of fibres and fabrics; the construction, production, and marketing of clothing; and how to plan
and care for a wardrobe that is appropriate for an individual’s appearance, activities, employment, and lifestyle. Students
will develop research skills as they explore the evolution of fashion and its relationship to society, culture, and individual
psychology.
Prerequisite: None
Grade 11, Managing Personal Resources
(Workplace)
HIP3E1
This course prepares students for living independently and working successfully with others. Students will learn to
manage their personal resources (including talent, money, and time), to develop interpersonal skills, and to understand
economic influences on workplace issues, in order to make wise and responsible personal and occupational choices. The
course emphasizes the achievement of expectations through practical experiences and introduces students to skills used in
researching and investigating resource management.
Prerequisite: None
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GENERAL SOCIAL SCIENCE
Grade 11, Introduction to Anthropology,
Psychology, and Sociology
(University/College)
HSP3M1
This course introduces the theories, questions, and issues that are the major concerns of anthropology, psychology, and
sociology. Students will develop an understanding of the way social scientists approach the topics they study and the
research methods they employ. Students will be given opportunities to explore theories from a variety of perspectives and
to become familiar with current thinking on a range of issues that have captured the interest of classical and contemporary
social scientists in the three disciplines.
Prerequisite: None
WORLD RELIGIONS
Grade 11, World Religions: Beliefs and Daily Life
(Open)
HRF3O1
This course introduces students to the range and diversity of world religions, and examines how systems of belief affect
individual lives and social relationships. Students will learn about a variety of religious beliefs, teachings, traditions, and
practices. The course also helps students to develop skills used in researching and investigating topics related to world
religions.
Prerequisite: None
Grade 12
FAMILY STUDIES
Grade 12, Food and Nutrition Sciences
(University/College)
HFA4M1
This course examines various nutritional, psychological, social, cultural, and global factors that influence people’s food
choices and customs. Students will learn about current Canadian and worldwide issues related to food, frameworks for
making appropriate dietary choices, and food-preparation techniques. This course also refines students’ skills used in
researching and investigating issues related to food and nutrition.
Prerequisite: Any university, university/college, or college preparation course in social sciences and humanities, English,
or Canadian and world studies
Grade 12, Individuals and Families in a Diverse Society
(University/College)
HHS4M1
This course applies current theories and research from the disciplines of anthropology, psychology, and sociology to the
study of individual development, family behaviour, intimate and parent–child relationships, and the ways in which
families interact within the diverse Canadian society. Students will learn the interpersonal skills required to contribute to
the well-being of families, and the investigative skills required to conduct and evaluate research about individuals and
families.
Prerequisite: Any university, university/college, or college preparation course in social sciences and humanities, English,
or Canadian and world studies
GENERAL SOCIAL SCIENCE
Grade 12, Challenge and Change in Society
(University/College)
HSB4M1
This course examines the theories and methodologies used in anthropology, psychology, and sociology to investigate and
explain shifts in knowledge, attitudes, beliefs, and behaviour and their impact on society. Students will analyse cultural,
social, and biological patterns in human societies, looking at the ways in which those patterns change over time. Students
will also explore the ideas of classical and contemporary social theorists, and will apply those ideas to the analysis of
contemporary trends.
Prerequisite: Any university, university/college, or college preparation course in social sciences and humanities, English,
or Canadian and world studies
Grade 12, The Fashion Industry
(Open)
HNB4O1
This course provides a historical perspective on fashion and design, exploring the origins, influence, and importance of
fashion as an expression of national, cultural, religious, and personal identity. Students will learn about many facets of
the Canadian fashion industry, including both large-scale and small entrepreneurial enterprises, and its worldwide links, as
well as gaining practical experience in garment design, production, and care. This course also refines students’ skills used
in researching and investigating various aspects of the fashion industry.
Prerequisite: None
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PHILOSOPHY
Grade 12, Philosophy: Questions and Theories ***ONLINE*** (University)
HZT4UO
This course addresses three (or more) of the main areas of philosophy: metaphysics, logic, epistemology, ethics, social
and political philosophy, and aesthetics. Students will learn critical thinking skills, the main ideas expressed by
philosophers from a variety of the world’s traditions, how to develop and explain their own philosophical ideas, and how
to apply those ideas to contemporary social issues and personal experiences. The course will also help students refine
skills used in researching and investigating topics in philosophy.
Prerequisite: Any university or university/college preparation course in social sciences and humanities,
English, or Canadian and world studies
TECHNOLOGICAL EDUCATION
Grade 9
EXPLORING TECHNOLOGIES
Grade 9, Exploring Integrated Technologies
(Open)
TIJ1OA, TIJ1OB, TXJ1OC
This course is an introduction to the technical shops, and computer labs. Students will design, develop and build
products or services as well as prepare for further technological studies. Students will be introduced to the elements of
technological design and a variety of tools and software to solve problems, complete projects, and strengthen their math,
science and communication skills. Students will select from 1 of 3 ‘theme-packages’ A, B ,or C. (Projects may vary
slightly depending upon enrolment)
Prerequisite: None
Students interested in studying Hairstyling and Aesthetics can choose a course that emphasizes this area of
study.
Package
Area of Emphasis
Description
TIJ1OA
Students will rotate through three
• Transportation (auto/small
technology areas
engines)
• Manufacturing
(machining/welding)
• Construction (wood/cabinet)
TIJ1OB
Students will rotate through 2-3
• Design Technology
technology areas
• Communication Technology
• Manufacturing Technology
TXJ1OC
Students will be introduced to concepts
• Cosmetology
and skills related to hairstyling and
• Hairstyling
aesthetics in the Cosmetology lab.
• Aesthetics
Manufacturing Technology
Essential Program
TMJ1O9
This is a small group Technology course for students in the Essential Program and replaces French. Students will work on
projects that will include design, planning and construction with various materials.
Grade 10
COMMUNICATIONS TECHNOLOGY
Grade 10, Communications Technology
(Open)
TGJ 2O1
This course introduces students to communications technology from a media perspective. Students will work in the areas
of TV/video and movie production, radio and audio production, print and graphic communications, photography, and
animation. Student projects may include computer-based activities such as creating videos, editing photos, working with
audio, cartooning, developing animations, and designing web pages. Students will also develop an awareness of
environmental and societal issues related to communications technology and explore secondary and postsecondary
education and training pathways and career opportunities in the various communications technology fields.
Prerequisite: None
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CONSTRUCTION TECHNOLOGY
Grade 10, Construction Technology
(Open)
TCJ 2OE
(emphasis Electricity)
This is a great hands-on course where students learn about, among other things, residential wiring by
constructing circuits on wooden frames made to simulate a cross-section of a real wall!! Students also learn
about different tools and how to use them properly. Other projects include making a bottle lamp and a
Receptacle tester which they can take home. An introduction to electronics is also taught through the making of
an amplifier and/or other interesting circuits. Most students who have taken this course in the past have said
they enjoyed it. Talk to the electricity teacher if you have any questions.
Grade 10, Construction Technology
(Open)
TCJ2OW
(emphasis Wood)
This course introduces students to building materials and processes through opportunities to design and build various
construction projects. Students will learn to create and read working drawings; become familiar with common
construction materials, components, and processes; and perform a variety of fabrication, assembly, and finishing
operations. They will use a variety of hand and power tools and apply knowledge of imperial and metric systems of
measurement, as appropriate. Students will develop an awareness of environmental and societal issues related to
construction technology, and will explore secondary and postsecondary pathways leading to careers in the industry.
Prerequisite: None
HAIRSTYLING AND AESTHETICS
Grade 10, Hairstyling and Aesthetics
(Open)
TXJ2O1
This course presents hairstyling, make-up, and nail care techniques from a salon/spa perspective. Through a variety of
school and community-based activities, students learn fundamental skills in hairstyling, giving manicures and facials and
providing hair/scalp analyses, and treatments. Students also consider related environmental and societal issues and explore
secondary and postsecondary pathways leading to careers in the field of hairstyling and aesthetics.
Prerequisite: None
MANUFACTURING TECHNOLOGY
Grade 10, Manufacturing Technology
(emphasis Precision Machining & CAD/CAM)
(Open)
TMJ 2O1
This project-based course introduces students to the scope of the manufacturing industry, the various components used in
the design of products, the industrial tools and equipment used, and methods of manufacturing, including assembly-line
production. Students will learn about technical drawing; preparation processes; manufacturing techniques; power,
electronic, and quality control systems; careers in the manufacturing field; and the role of entrepreneurs in Canadian
society.
TECHNOLOGICAL DESIGN
Grade 10, Technological Design
(Open)
TDJ2O1
This course provides students with opportunities to apply a design process to meet a variety of technological challenges.
Students will research projects, create designs, build models and/or prototypes, and assess products and/or processes using
appropriate tools, techniques, and strategies. Student projects may include designs for homes, vehicles, bridges, robotic
arms, clothing, or other products. Students will develop an awareness of environmental and societal issues related to
technological design, and learn about secondary and postsecondary education and training leading to careers in the field.
Prerequisite: None
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TRANSPORTATION TECHNOLOGY
Grade 10, Transportation Technology
(emphasis Automotive)
(Open)
TTJ 2OA
This course requires students to build projects and to learn service procedures related to different modes of transportation.
Students will learn about support systems for transporting people and products; measurement systems and methods; the
analysis, design, and construction of a system to convert and make practical use of energy; the function of major vehicle
system components; the impact of transportation systems on the environment; communication skills; and transportationrelated careers.
Grade 10, Transportation Technology
(emphasis Small Engine Motorcycles and Marine)
(Open)
TTJ 2OD
This course requires students to build projects and to learn service procedures related to different modes of transportation.
Students will learn about support systems for transporting people and products; measurement systems and methods; the
analysis, design, and construction of a system to convert and make practical use of energy; communication skills; and
transportation-related careers.
Grade 11
Communications Technology
Grade 11, Communications Technology: Broadcast and Print Production
(Open)
TGJ3O1
This course enables students to develop knowledge and skills in the areas of graphic communication, printing and
publishing, audio and video production, and broadcast journalism. Students will work both independently and as part of a
production team to design and produce media products in a project-driven environment. Practical projects may include the
making of signs, yearbooks, video and/or audio productions, newscasts, and documentaries. Students will also develop an
awareness of related environmental and societal issues and explore secondary and postsecondary education and training
pathways and career opportunities in the various communications technology fields.
Prerequisite: None
Grade 11, Communications Technology
(University/College)
TGJ3M1
This course examines communications technology from a media perspective. Students will develop knowledge and skills
as they design and produce media projects in the areas of live, recorded, and graphic communications. These areas may
include TV, video, and movie production; radio and audio production; print and graphic communications; photography;
digital imaging; broadcast journalism; and interactive new media. Students will also develop an awareness of related
environmental and societal issues and explore college and university programs and career opportunities in the various
communications technology fields.
Prerequisite: None
Grade 11, Communications Technology – TV, Video, Movie
(University/College)
TGV3M1
This course emphasizes television, movie and video production. Students will develop knowledge and skills as they
design and produce various projects, both live and recorded. These areas may include TV, video, and movie production,
both dramatic and documentary; audio production; and broadcast journalism. Students will explore many facets of
production including scriptwriting, storyboarding, cinematography, lighting, sound, editing, DVD authoring, as well as
acting for film and a study of the various genres of film and television. Students will also develop an awareness of related
environmental and societal issues and explore college and university programs and career opportunities in the various
communications technology fields.
Prerequisite: None
Grade 11, Communications Technology – Print and Graphic Communication
(University/College)
TGG3M1
Do you love cartoons and animation? Students will complete a series of animated sequences by exploring the basic
principles of the animation process. They will learn basic character design and how to set a character in motion using
traditional techniques as well as computer animation software. The basic principles of graphic design will be developed
with a focus on creativity and the use of computer aided design software. Typical projects include corporate identities
and desktop CD calendars. Students may produce a personal portfolio of design studies and finished projects. This course
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is well suited to anyone interested in pursuing graphic design or animation at the college level, or those who want to
exercise their creative side.
Prerequisite: None
Computer Technology
Grade 11, Computer Engineering Technology
(University/College)
TEJ3M1
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.
Prerequisite: None
Grade 11, Computer Technology
(Workplace)
TEJ3E1
This course enables students to develop knowledge and skills related to computer hardware, networks,
operating systems, and other software. Students will use utility and application software and learn proper
procedures for installing, maintaining, and troubleshooting computer systems and networks. Students will
develop an awareness of environmental and societal issues related to the use of computers, and will learn about
apprenticeships and other employment opportunities in the field of computer technology that they may choose
to pursue after graduation.
Prerequisite: None
Construction Technology
Grade 11, Construction Engineering Technology
(College)
TCJ3C1
This course focuses on the development of knowledge and skills related to residential construction. Students
will gain hands on experience using a variety of construction materials, processes, tools, and equipment; learn
about building design and planning construction projects; create and interpret working drawings and sections;
and learn how the Ontario Building Code and other regulations and standards apply to construction projects.
Students will also develop an awareness of environmental and societal issues related to construction
technology, and explore career opportunities in the field.
Prerequisite: None
Grade 11, Construction Technology
(Workplace)
TCJ3E1
This course enables students to develop technical knowledge and skills related to carpentry, masonry, electrical
systems, heating and cooling, and plumbing for residential construction. Students will gain hands on
experience using a variety of materials, processes, tools, and equipment to design, lay out, and build projects.
They will create and read technical drawings, learn construction terminology, interpret building codes and
regulations, and apply mathematical skills as they develop construction projects. Students will also develop an
awareness of environmental and societal issues related to construction technology, and explore postsecondary
and career opportunities in the field.
Prerequisite: None
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Grade 11, Custom Woodworking
(Workplace)
TWJ3E1
This course enables students to develop knowledge and skills related to cabinet making and furniture making.
Students will gain practical experience using a variety of the materials, tools, equipment, and joinery techniques
associated with custom woodworking. Students will learn to create and interpret technical drawings and will
plan, design, and fabricate projects. They will also develop an awareness of environmental and societal issues
related to the woodworking industry, and explore apprenticeships, postsecondary training, and career
opportunities in the field that may be pursued directly after graduation.
Prerequisite: None
Grade 11, Electrical Construction
(Workplace)
TCE3E1
Not sure what you want to do after high school? Students in this class, wire an actual structure following a floor
plan wiring diagram done by them! Many aspects of residential wiring are learned through this hands-on
activity. Students will also learn about motors by actually making one that works and can take home (or they
can choose to do the “Smoke Test”). As well, students learn a bit about electronics by constructing a circuit
such as the “Light Chaser”. Industry standards and codes will also be covered as well as health and safety
issues, explore careers and opportunities in the trade, impact of electrical technology on society and the impact
on the environment. Students interested in a coop or an apprenticeship should consider taking this course. Need
more information? See the electrical teacher. Prerequisite: TCJ2OE
Hairstyling and Aesthetics
Grade 11, Hairstyling and Aesthetics
(Workplace)
TXJ3E1
This course enables students to develop knowledge and skills in cosmetology and offers a variety of
applications that will equip students to provide services for a diverse clientele. Students identify trends in the
hairstyling and aesthetics industry, learn about related health and safety laws, and expand their communication
and interpersonal skills through interactions with peers and clients. Students consider environmental and
societal issues related to the industry and acquire a more detailed knowledge of apprenticeships and direct entry
work positions.
Prerequisite: None
MANUFACTURING TECHNOLOGY
Grade 11, Manufacturing Technology
(College)
Grade 11, Manufacturing Technology
(Workplace)
TMJ3C1
This course enables students to develop knowledge and skills through hands-on, project based learning. Students will
acquire design, fabrication, and problem-solving skills while using tools and equipment such as lathes, mills, welders,
computer-aided machines, robots, and control systems. Students may have opportunities to obtain industry-standard
certification and training. Students will develop an awareness of environmental and societal issues related to
manufacturing and will learn about pathways leading to careers in the industry.
Prerequisite: None
TMJ3E1
This hands-on, project-based course is designed for students planning to enter an occupation or apprenticeship in
manufacturing directly after graduation. Students will work on a variety of manufacturing projects, developing knowledge
and skills in design, fabrication, and problem solving and using tools and equipment such as engine lathes, milling
machines, and welding machines. In addition, students may have the opportunity to acquire industry standard certification
and training. Students will develop an awareness of environmental and societal issues related to manufacturing and will
learn about secondary school pathways that lead to careers in the industry.
Prerequisite: None
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Technological Design
Grade 11, Technological Design and the Environment (Architecture)
(Open)
TDJ3O1
This course enables students to apply a systematic process for researching, designing, building, and assessing solutions to
address specific human and environmental challenges. Through their work on various projects, students will explore
broad themes that may include aspects of industrial design, mechanical design, architectural design, control system
design, and/or apparel design. Students will develop an awareness of environmental and societal issues related to
technological design, and will learn about secondary and postsecondary pathways leading to careers in the field.
Prerequisite: None
Grade 11, Technological Design (Architecture)
(University/College)
TDA3M1
This course provides students with opportunities to apply the principles of technological design to challenges in
communications, manufacturing, electronics, transportation, architecture, industrial and consumer products, health and
safety equipment, and environmental services. Students will identify user needs, estimate labour and material costs,
analyze material characteristics, and illustrate design solutions, using traditional and computer-based methods. They will
also acquire the basic design skills required for postsecondary studies in engineering, manufacturing, architecture, and
construction.
Prerequisite: None
Grade 11, Technological Design (Interior Decorating)
(University/College)
TDV3M1
This course will introduce students to the principles and elements of design in the painting and decorating and interior
design and decorating fields. Students will develop problem solving and design skills as well as practical skills through
the completion of projects focusing on residential, space planning, colour psychology and commercial painting and
decorating. They will also become aware of consumer, business and environmental issues in the development and
marketing of products and services and explore the educational requirements of painting and decorating careers.
Prerequisite: None
Grade 11, Technological Design (Mechanical/Industrial Design)
(University/College) TDM3M1
This course examines the design, engineering and manufacture of the products we use every day.
Students will research, design, build and assess products that meet specific human needs. Modern 3D computer modeling
as well as traditional drawing and rendering techniques will be used. Students will have the opportunity to create models
using Rapid Prototyping techniques and Computer Aided Manufacturing equipment. They will develop an awareness of
environmental, societal, and cultural issues related to design, and will explore career opportunities in the field, as well as
the college and/or university program requirements for them. This course is a great choice for students looking towards a
career in engineering, industrial design, product design or manufacturing/machining.
Prerequisite: None
Transportation Technology
(Choose ONE of the following Transportation Technology Courses)
Grade 11, Transportation Technology - Automotive
(College)
TTJ3C1
(One Credit)
This course enables students to develop technical knowledge and skills as they study, test, service, and repair engine,
electrical, suspension, brake, and steering systems on vehicles, aircraft, and/or watercraft. Students will develop
communication and teamwork skills through practical tasks, using a variety of tools and equipment. Students will develop
an awareness of environmental and societal issues related to transportation and will learn about apprenticeship and college
programs leading to careers in the transportation industry.
Prerequisite: None
72
Grade 11, Transportation Technology – Automotive
(College)
Grade 11, Transportation Technology Small Engines
(College)
TTJ3C2
(Two Credit)
This course enables students to develop technical knowledge and skills as they study, test, service, and repair engine,
electrical, suspension, brake, and steering systems on vehicles, aircraft, and/or watercraft. Students will develop
communication and teamwork skills through practical tasks, using a variety of tools and equipment. Students will develop
an awareness of environmental and societal issues related to transportation and will learn about apprenticeship and college
programs leading to careers in the transportation industry.
Prerequisite: None
TTS3C1
This course examines the diverse types of land and marine vehicles and their individual systems found within industries.
Students will acquire related trade knowledge and skills by identifying, troubleshooting, repairing, and testing systems as
it pertains to industry standards and government regulations. In addition to developing employability and technical skills,
they will explore the broad range of career opportunities within this sector. The expectations of this course will be met by
emphasizing recreational and power equipment related to the small engine industry.
Prerequisite: None
Communication Technology
Grade 12, Communications Technology
(University/College)
TGJ4M1
Grade 12, Communications Technology
(University/College)
TGG4M1
This course enables students to further develop media knowledge and skills while designing and producing projects in the
areas of live, recorded, and graphic communications. Students may work in the areas of TV, video, and movie production;
radio and audio production; print and graphic communications; photography; digital imaging; broadcast journalism; and
interactive new media. Students will also expand their awareness of environmental and societal issues related to
communications technology and will investigate career opportunities and challenges in a rapidly changing technological
environment.
Prerequisite: Communications Technology, Grade 11, University/College Preparation
Print and Graphic Design
This course provides students with the opportunity to apply the principles and elements of design to the challenges of
graphic design. Students will develop problem solving and design skills through the analysis and creation of graphics
using computer design software. Examples of projects include, posters, dynamic web pages, menu and restaurant
identities, postcards, product packaging and personal biography pages. Among others, subjects such as unity, rhythm,
balance, emphasis, gestalt, creative use of typography and designing for print vs. the web will be explored. Students will
become aware of graphic design careers and how to produce a professional portfolio of their work. This course is an
excellent choice for anyone interested in pursuing design at the college level, or for anyone wishing to exercise their
creative muscles.
Prerequisite: Graphic Design, Grade 11, University/College Preparation
Computer Technology
Grade 12, Computer Engineering Technology
(University/College
TEJ4M1
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.
Prerequisite: Computer Engineering Technology, Grade 11, University/College Preparation
73
Grade 12, Computer Technology
(Workplace)
TEJ4E1
This course enables students to further develop their practical understanding of computer hardware, software, networks,
and operating systems. Students will use utility and application software, and will follow proper procedures for installing,
maintaining, and troubleshooting computer systems and networks. In addition to demonstrating an understanding of the
ethical use and environmental effects of computers, students will develop marketable skills and assess career opportunities
in the field.
Prerequisite: Computer Technology, Grade 11, Workplace Preparation
Construction Technology
Grade 12, Construction Engineering Technology
(College)
TCJ4C1
This course enables students to further develop knowledge and skills related to residential construction and to explore
light commercial construction. Students will gain hands on experience using a variety of materials, processes, tools, and
equipment and will learn more about building design and project planning. They will continue to create and interpret
construction drawings and will extend their knowledge of construction terminology and of relevant building codes and
regulations, as well as health and safety standards and practices. Students will also focus on environmental and societal
issues related to construction engineering technology, and explore career opportunities in the field.
Prerequisite: Construction Engineering Technology, Grade 11, College Preparation
Grade 12, Construction Technology
(Workplace)
TCJ4E1
This course enables students to further develop technical knowledge and skills related to residential construction and to
explore light commercial construction. Students will continue to gain hands on experience using a variety of materials,
processes, tools, and equipment; create and interpret construction drawings; and learn more about building design and
project planning. They will expand their knowledge of terminology, codes and regulations, and health and safety
standards related to residential and light commercial construction. Students will also expand their awareness of
environmental and societal issues related to construction technology and explore entrepreneurship and career
opportunities in the industry that may be pursued directly after graduation.
Prerequisite: Construction Technology, Grade 11, Workplace Preparation
Grade 12, Custom Woodworking
(Workplace)
TWJ4E1
This course enables students to further develop knowledge and skills related to the planning, design, and construction of
cabinets and furniture for residential and/or commercial projects. Students will gain further experience in the safe use of
common woodworking materials, tools, equipment, finishes, and hardware, and will learn about the entrepreneurial skills
needed to establish and operate a custom woodworking business. Students will also expand their awareness of health and
safety issues and environmental and societal issues related to woodworking, and will explore career opportunities that
may be pursued directly after graduation.
Prerequisite: Custom Woodworking, Grade 11, Workplace Preparation
Grade 12, Electrical Construction Technology
(Workplace)
TCE4E1
This course continues with residential circuits, some that have not been covered in grade 11, at a more independent level
where all circuits you do on your own. Basic understanding of pneumatics is covered as well as PLC (Programmable
Logic Control) programming. Pneumatics and PLC’s are used quite extensively in industrial applications such as robotics.
Students will also be constructing an electronic circuit such as burglar alarm to gain a more thorough understanding of this
area. Students interested in an apprenticeship should consider taking this course. See the electrical teacher for more
information.
Prerequisite: Electrical Construction, Grade 11 Workplace Preparation
74
Hairstyling and Aesthetics
Grade 12, Hairstyling and Aesthetics
(Workplace)
TXJ4E1
This course enables students to develop increased proficiency in a wide range of hairstyling and aesthetics services.
Working in a salon/spa team environment, students strengthen their fundamental cosmetology skills and develop an
understanding of common business practices and strategies in the salon/spa industry. Students expand their understanding
of environmental and societal issues and their knowledge of postsecondary destinations in the hairstyling and aesthetics
industry.
Prerequisite: Hairstyling and Aesthetics, Grade 11, Workplace Preparation
Manufacturing Technology
Grade 12, Manufacturing Technology
(College)
TMJ4C1
Grade 12, Manufacturing Technology
(Workplace)
TMJ4E1
This course enables students to further develop knowledge and skills related to machining, welding, print reading,
computer numerical control (CNC), robotics, and design. Students will develop proficiency in using mechanical,
pneumatic, electronic, and computer control systems in a project-based learning environment and may have opportunities
to obtain industry-standard training and certification. Students will expand their awareness of environmental and societal
issues and career opportunities in the manufacturing industry.
Prerequisite: Manufacturing Technology, Grade 11, College Preparation
This project-driven, hands-on course builds on students’ experiences in manufacturing technology. Students will further
develop knowledge and skills related to the use of engine lathes, milling machines, welding machines, and other related
tools and equipment as they design and fabricate solutions to a variety of technological challenges in manufacturing.
Students may have opportunities to acquire industry-standard training and certification. Students will expand their
awareness of environmental and societal issues and of career opportunities in the manufacturing industry.
Prerequisite: Manufacturing Technology, Grade 11, Workplace Preparation
Technological Design
Grade 12, Technological Design in the Twenty-first Century (Architecture)
(Open)
TDJ4O1
This course focuses on the relationship between society and technological development. Students will use appropriate
tools, techniques, and strategies to research, design, build, and assess prototypes for products and/or processes that
respond to society's changing needs. Students will describe how social factors, including culture, media, politics, religion,
and environmental concerns, influence technological design. Students will also learn about professional practices in the
field, and will research postsecondary pathways leading to careers related to technological design.
Prerequisite: None
Grade 12, Technological Design - Architecture
(University/College)
TDA4M1
This course introduces students to the fundamentals of design advocacy and marketing, while building on their design
skills and their knowledge of professional design practices. Students will apply a systematic design process to research,
design, build, and assess solutions that meet specific human needs, using illustrations, presentation drawings, and other
communication methods to present their designs. Students will enhance their problem solving and communication skills,
and explore career opportunities and the postsecondary education and training requirements for them.
Prerequisite: Technological Design, Grade 11, University/College Preparation
Grade 12, Technological Design – Interior Design
(University/College)
TDV4M1
Learn about colour’s fundamental impact on design. Students will gain an understanding of the interior design process
from analysis to synthesis. The process of designing involves the study of colour psychology, traffic patterns, interior
finishes, as well as fulfilling client needs by developing two and three dimensional presentation drawings for a residential
design project. The students will study the functional, psychological and visual impacts of lighting, fibre sources, fabric
construction, colouring and furniture finishes. Students will produce a personal portfolio of design studies and finished
projects.
Prerequisite: Interior Design, Grade 11, University/College Preparation
75
Transportation Technology
Choose ONE of the following Transportation Technology Courses
Grade 12, Transportation Technology – Automotive
(College)
TTJ4C1
(One credit)
This course enables students to further develop technical knowledge and skills as they study, test, service, and repair
engine management systems; power trains; steering/control, suspension, brake, and body systems on vehicles, aircraft,
and/or watercraft; and/or small engine products. Students will refine communication and teamwork skills through
practical tasks, using a variety of tools and equipment. Students will expand their awareness of environmental and societal
issues related to transportation and their knowledge of apprenticeship and college programs leading to careers in the
transportation industry.
Prerequisite: Transportation Technology, College Preparation, Grade 11
Grade 12, Transportation Technology – Automotive
(Two credit)
(College)
Grade 12, Transportation Technology – Small Engines
(College)
TTJ4C2
This course enables students to further develop technical knowledge and skills as they study, test, service, and repair
engine management systems; power trains; steering/control, suspension, brake, and body systems on vehicles, aircraft,
and/or watercraft; and/or small engine products. Students will refine communication and teamwork skills through
practical tasks, using a variety of tools and equipment. Students will expand their awareness of environmental and societal
issues related to transportation and their knowledge of apprenticeship and college programs leading to careers in the
transportation industry.
Prerequisite: Transportation Technology, College Preparation, Grade 11
TTS4C1
This is a practical course for students considering using their mechanical skills to earn a living. In depth fundamentals
relating to engine, drive train and chassis are covered for small engines, motorcycles, all-terrain vehicles, snowmobiles
and personal watercraft.
Prerequisite: Transportation Technology; Grade 11, College Preparation
76
PART 11: PLANNING TEMPLATES
Name:______________________________________Date:_______________
Course Planning Overview
No.
1.
2.
3.
4.
5.
Year 1-Grade 9
English
Math
Science
Canadian Geography
French
6.
7.
8.
Physical Education
Arts
Business/
Technology
Summer School
Year 2-Grade 10
English
Math
Science
Canadian History
Civics;
Career Studies
Year 3-Grade 11
English
Math
Year 4-Grade 12
English
Night School
eLearning
Literacy Requirement
Volunteer Hrs (40)___
Other
Check these off as you earn each credit or complete each requirement:
Compulsory Credits – 18
English – 4 credits (1 per grade)
Civics -.5 credits
Mathematics – 3 credits
(at least 1 in Gr. 11 or 12)
Career Studies - .5 credit
Science – 2 credits
French as a second language – 1 credit
Canadian History – 1 credit
Canadian Geography – 1 credit
The Arts (music, visual arts, media arts, drama,
dance) – 1 credit
Health and Physical Education – 1 credit
Optional Credits – 12
Literacy Requirement
Plus: these additional credits:
Group ONE Compulsory:
1 credit in English or a Third Language or Social Sciences
and the Humanities or Canadian and
World Studies or Guidance and Career Education or
Cooperative Education*
Group TWO Compulsory:
1 credit in Health and Physical Education or
Business Studies or the Arts or Cooperative
Education*
Group THREE Compulsory
1 credit in Science (Gr. 11 or 12) or Technological
Education (Gr. 9-12) or Cooperative Education*
* maximum of 2 coop credits can count as compulsory
Volunteer Hours
77
Websites For Educational Planning
Organization
Ontario School Counsellors'
Association (OSCA)
Association of Universities and
Colleges of Canada (AUCC)
Ontario University Application
Centre (OUAC)
Description
Information on many aspects of postsecondary education with links to
universities, colleges, scholarships and
financial assistance. Also, links to
assist in career, occupational and
educational research.
A thorough overview of the Canadian
higher education system.
Comprehensive information about
universities and university application
processes in Ontario.
www.osca.ca
Website
Scholarships and financial assistance:
http://osap.gov.on.ca/
www.scholarshipscanada.com
www.StudentAwards.com
www.aucc.ca
www.ouac.on.ca
Ontario University Applications
Centre - INFO magazine online
INFO – Online version of the Fall 2006
Issue- Admission Guidelines and
Programs of Study finder
www.electronicinfo.ca
Ontario College Application
Centre (OCAS)
Comprehensive information about
colleges and application processes in
Ontario. – program locator function
Lists programs where courses can be
transferred between college and
university. Also, the OCUTG can be
accessed from Discover Ontario
Colleges on the Ontario Colleges
website.
The first site gives local information
about apprenticeships and
opportunities.
A description of pathways from school
to work specific to students in the
Halton District School Board
A 120 page document containing
course descriptions and prerequisites
for all curriculum areas. Click: English,
Elementary & Secondary, Curriculum,
Course Descriptions and Prerequisites.
Educational opportunities within
HDSB, including alternative programs,
summer school, night school, PLAR
etc.
www.ontariocolleges.ca
Information on school and career
related information with an Ontario
base
Ministry of Education and Training
resources to assist with job search
www.on.workinfonet.ca
Ontario College-University
Transfer Guide
Apprenticeship Information
School to Career/Work Programs
Ontario Ministry of Education
Secondary School Course
Descriptions and Prerequisites
Halton District School Board
Ontario Work InfoNet
Job Search Skills
78
www.ocutg.on.ca
www.apprenticesearch.com
www.ilc.org
www.schooltocareer.ca
http://www.edu.gov.on.ca/eng/curriculum/
www.hdsb.ca
www.garyallan.ca
www.brontecreekproject.org
www.hdsb.ca/elearning
www.edu.gov.on.ca/eng/training/jobs/getjo
b/getjob.html
www.edu.gov.on.ca/eng/prospects/index.ht
ml
www.edu.gov.on.ca/eng/document/brochure
/youjob/index
DEPARTMENT
THE ARTS
Visual Arts
Music
Course Offerings by Department
GRADE 9
Students taking Academic or
Applied courses in grade 9 should
contact Guidance before switching
to a different pathway in grade 10
GRADE 10
AVI1O1 (Art)
Course Codes
D – Academic
P – Applied
O – Open
AVI2O1 (Art)
AMU1O1 (Instrumental)
AMU2O1 (Instrumental)
AMV2O1 (Vocal)
Dramatic Arts
ADA1O1 (Drama)
ADA1O4 (Drama: Fr. Immersion)
ADA2O1 (Drama)
BUSINESS
EDUCATION
Accounting
BTT1O1 (Introduction to
Information
Technology in Business)
BBI2O1 (Intro. To Business)
CGC1D1 (Geography: Academic)
CGC1P1 (Geography: Applied)
CGC1D4 (Geo: Fr. Immersion)
CGC1P9 (Geography: Essential)
CHC2D1 (History: Academic)
CHC2P1 (History: Applied)
CHC2D4 (History: Fr. Immersion)
CHC2P9 (History: Essential)
CHV2O1 (.5 credit) (Civics)
CHV2O4 (.5 credit)(Civics: Fr.
Imm.)
CHV2O9 (.5 credit) (Civics:
Essential)
CHV2OO (.5 credit) (Civics:
Online)
ICS2O1 (Computer & Info.
Science)
Law
Economics
CANADIAN AND
WORLD STUDIES
Geography
History
Civics
COMPUTER &
INFO.
PROCESSING
ENGLISH
ENG1D1 (English: Academic)
ENG1P1 (English: Applied)
ENG1L9 (Essential Program)
ENG2D1 (Eng: Academic)
ENG2P1 (Eng: Applied)
ENG2L9 (Eng: Essential)
79
GRADE 11
Course codes:
U – University
O - Open
E – Workplace
C - College
M - University/College
GRADE 12
Course codes:
U – University
O - Open
E – Workplace
C - College
University/College
AVI3O1 (Art: Open)
AVI3M1 (Art: U/C)
AMU3M1 (Instrumental Music)
AMR3O1 (Repertoire: After School)
AMH3O1 (Stage Band: After
School)
AMV3O1 (Vocal)
AMM3MO (Music: Online)
ADA3O1 (Drama: Open)
ADA3M1 (Drama: U/C)
ADD3O1 (Drama Productions)
BTA3O1 (IT Applications in
Business)
BAF3M1(Accounting)
BDI3C1 (Entrepreneurship Studies)
BMI3C1 (Marketing)
CLU3E1 (Law: Workplace)
CLU3M1 (Law: U/C)
CIE3MH (Economics: IB)
CGF3M1 (Physical Geography)
CGG3O1 (Travel & Tourism)
CHW3M1 (World History Of 16th
C)
CHW3M4 (History: Fr. Immersion)
CHA3U1 (American History)
CHA3UH (History: IB)
CPC3O1 (Canadian Politics and
Citizenship)
AVI4M1 (Art: U/C)
AMU4M1 (Instrumental Music)
AMR4M1 (Repertoire: After School)
AMH4M1 (Stage Band: After School)
AMV4M1 (Vocal)
ADA4M1 (Drama)
ADD4O1 (Drama Productions)
BAT4M1 (Financial Accounting)
BOH4M1(Business Organizations)
BBB4M1 (Intro. To Int’l Business)
BBB4MH (Economics: IB)
BDV4CO (Entrepreneurship: Online)
CLN4U1 (Law: University)
CIA4UH (Economics: IB)
CGW4U1 (Can. and World Issues)
CGR4MO (Env. & Res. Mgt.: Online)
CGR4M1 (Env. & Resource Mgt.)
CPW4UO(World Politics: Online)
CPW4U1 (World Politics)
CHY4U1 (Western Civilizations)
CHI4UH/CHY4UH (History: IB)
CHM4E1 (Adventures in History)
ICS3U1 (Programming)
ICS4U1 (Programming
ENG3U1 (University)
ENG3C1 (College)
ENG3E1 (Workplace)
ENG3E9 (Essential )
EMS3O1 (Media)
IDC3O1 (Applied Journalism)
ENG4U1 (University)
ENG4C1 (College)
ENG4E1 (Workplace)
ENG4E9 (Essential)
EWC4U1 (Writers’ Craft)
IDC4U1 (Applied Journalism)
OLC3O1/OLC3O9 (Literacy Course)
DEPARTMENT
GRADE 9
GRADE 10
GRADE 11
FRENCH AS A
SECOND LANGUAGE
Students taking Academic or Applied
courses in grade 9 should contact
Guidance before switching to a
different track in grade 10.
FIF1D1 (Immersion)
FSF1D1 (Core Fr.: Academic)
FSF1P1 (Core Fr.: Applied)
GLE1O1 (Learning Strategies: IEP)
GLE1OT (Learn. Strats.: Technology)
GLS1O1(Learning Strategies: No IEP)
Course Codes:
D – Academic
P – Applied
O – Open
FIF2D1(Immersion)
FSF2D1(Core)
Course Codes:
U – University
E – Workplace
M- University/College
FIF3U1(Immersion)
FSF3U1(Core)
GUIDANCE &
CAREER EDUCATION
HEALTH and
PHYSICAL
EDUCATION
MATHEMATICS
SCIENCE
SOCIAL SCIENCES
AND HUMANITIES
Family Studies
World Relgions
PPL1OM (Male)
PPL1OF (Female)
GLC2O1 (.5 credit) (Careers)
GLC2O4 (.5 credit) (Careers: Fr. Imm.)
GLC2O9 (.5 credit) (Careers: Essential)
GLC2OO(.5 credit) (Careers: Online)
GLE2O1 (Learning Strategies: IEP)
PPL2OM (Male)
PPL2OF (Female)
MPM1D1 (Math: Academic)
MPM1D4 (Math: Fr. Immersion)
MPM1DP (Math: ISP)
MFM1P1 (Math: Applied)
MAT1L1 (Math: Locally Developed)
MAT1L9 (Math: Essential)
MPM2D1 (Math: Academic)
MPM2DP (Math: ISP)
MFM2P1 (Math: Applied)
MAT2L1 (Math: Locally Developed)
MAT2L9 (Math: Essential)
SNC1D1 (Science: Academic)
SNC1DP (Science: ISP)
SNC1P1 (Science: Applied)
SNC1L9 (Science: Essential )
SNC2D1 (Science: Academic)
SNC2DP (Science: ISP)
SNC2P1 (Science: Applied)
HFN2O1 (Food and Nutrition)
COOPERATIVE
EDUCATION
GRADE 12
Course codes:
U – University
O - Open
E – Workplace
C - College
M - University/College
FIF4U1 (Immersion)
FSF4U1 (Core)
GPP3OA ( Peer Assisted Learning)
GWL3O1 (Designing Your Future)
GLE3O1 (Learning Strategies: IEP)
GLE4O1 (Learning Strategies: IEP)
GLS4O1 (Learn. Strategies: No IEP)
PPZ3O1 (Personal Fitness: co-ed)
PPL3O1 (Healthy Active Living: co-ed)
PPL3OF (Healthy Active Living: girls)
MCR3U1 (Functions)
MCR3UP (Functions: IB Prep.)
MCF3M1 (Functions and Applications)
PSE4U1 (Exercise Science)
PPL4O1 (Healthy Active Living Coed)
PLF4C1(Rec.& Fitness Leadership)
MHF4U1 (Advanced Functions)
MHF4US (Adv. Functions: IB)
MCV4U1 (Calculus and Vectors)
MCV4US (Calculus: IB)
MDM4U1 (Data Management)
MCT4C1(Math: College Technology)
MCT4CO (Math: Online)
MAP4C1(Math: College)
MEL4E1 (Math: Workplace)
SBI4U1 (Biology)
SCH4U1 (Chemistry)
University
SPH4U1 (Physics)
SCH4C1 (Chemistry: College)
SCH4CO (Chemistry: Online)
SPH4C1 (Physics: College)
SES4UO (Earth&Space: Online)
MBF3C1 (Math: College)
MEL3E1 (Math: Workplace)
MEL3E9 (Math: Essential)
SBI3U1 (Biology)
SCH3U1 (Chemistry)
SCH3US (Chemistry: IB
University
SPH3U1 (Physics)
SVN3M1 (Science: U/C)
SBI3C1 (Biology: College)
SVN3E1 (Science: Workplace)
SVN3E9 (Science: Essential)
HIR3C1 (Managing Personal Resources)
HIP3E1 (Managing Personal Resources)
HNC3O1 (Fashion)
HPC3O1 (Parenting)
HRF3O1 ( World Religions)
HSP3M1 (Intro. to Anthropology.
Psychology, Sociology)
COP3O8 (Co-op: 2 credits)
COP3E8 (Workplace Co-op)
(Available in all Subject Areas)
GEORGETOWN TECHNICAL DEPARTMENT
COURSE OFFERINGS SEPTEMBER 2010 – JUNE 2011
80
O - Open
C - College
OLC4O1/OLC4O9 (Literacy Course)
HHS4M1 (Individuals and Families)
HFA4M1 (Food & Nutrition
Sciences)
HSB4M1 (Challenge & Change
in Society)
HNB4O1 (The Fashion Industry)
HZT4UO (Philosophy: Online)
COP4C8 - Code used for all day
Coop (4 credits)
GRADE
COMMUNICATION
TECHNOLOGY
COMPUTER TECHNOLOGY
CONSTRUCTION
TECHNOLOGY
HAIRSTYLING AND AESTHETICS
MANUFACTURING
TECHNOLOGY
10
11
12
TGJ2O
Communications
Technology
TGJ3M
TGJ3O
Communications Technology
TGV3M
TV, Video Movie
TGG3M
Print/Graphic Communication
TEJ3E
Computer Tech
TGJ4M
Communications Technology
TGG4M
Print/Graphic Communication
TEJ4E
Computer Tech
TEJ3M
Computer Eng
TWJ3E
Cabinetmaking
TEJ4M
Computer Eng
TWJ4E
Cabinetmaking
TCJ3C/3E1
Building Construct
TCE3E
Electrical
Construction
TXJ3E
Hairstyling and Aesthetics
TMC3C1
Precision Machining
TMJ3E1
Machine Operator
TDJ3O/ TDA3M
Architecture
TCJ4C/4E1
Building Construct
TCE4E
Electrical
Construction
TXJ4E
Hairstyling and Aesthetics
TMC4C1
Precision Machining
TMJ4E1
Machine Operator
TDA4M/TDJ4O
Architecture
TDM3M
Mechanical/
Industrial Design
TDV3M1
Interior Design
TDV4M1
Interior Design
TTJ 3C1 (1 credit)
Automotive
TTJ 3C2 (2 credits)
(choose only 1 of these)
TTS3C
Small Engines
TTJ 4C1 (1 credit)
Automotive
TTJ 4C2 (2 credits)
(choose only 1 of these )
TTS4C
Small Engines
TEJ2O
Computer Technology
TCJ2OW
Woodworking
TCJ 2OE
Electricity
TXJ2O
Hairstyling and Aesthetics
TMJ 2O1
Manufacturing
Machining
TECHNOLOGICAL
DESIGN
TDJ2O1
TRANSPORTATION
TECHNOLOGY
TTJ2O1
Automotive
TTJ 2OD
Small Engines
81