VANKLEEK HILL COLLEGIATE INSTITUTE
5814 Highway 34
Vankleek Hill, Ontario K0B 1R0
Tel: (613) 678-2023
Fax: (855) 496-0975
Website: http://vci.ucdsb.on.ca
Message from the Principal
It gives me great pride to present our Course Calendar for the 2014-15 school year. We are
deeply committed to your success and providing you with a positive and cooperative learning
environment that fosters acceptance, self-esteem, respect for others and a strong sense of
community.
Vankleek Hill Collegiate Institute offers a “state of the art facility” which allows us to offer a
wide range of programs to serve our diverse community of learners. We have two computer
labs, a double gymnasium, a wood shop, an auto shop, a food lab, science labs, a music room,
as well as “Smart Board” technology and computers in classrooms. Our courses are designed to
prepare students for apprenticeship, college, university, and the workplace.
We want you to achieve your educational goals that you’ve based on your interests and abilities.
Collaboration between home and school is essential and we encourage you and your parents to
review the information provided to you during the course selection process before you decide
on specific courses. We also invite you to discuss your selections with Counsellors in Student
Services, teachers and administrators.
As principal, I welcome you to contact me with any ideas or concerns. Working together, we
can ensure that Vankleek Hill Collegiate continues its fine tradition as a leading educational
facility that prepares students for the post-secondary destinations of their choice. Best wishes
for a successful school year!
Angela Grandy
Principal
TABLE OF CONTENTS
SECTION I
Vankleek Hill Collegiate Institute Policies and Procedures
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Vankleek Hill Collegiate Institute’s Vision and Mission Statement
Reaching every student
Diploma Requirements
Ontario Secondary School Literacy Test
Reporting Student Achievement
Community Involvement
Compulsory Credits
Course Types and Course Codes
Organization of Courses, Ontario School Record (OSR)
and Ontario School Transcript (OST)
French Immersion/Core French Certificates
Remedial and Special Education
Structure of the Special Education Program & Student Services
Link Crew, School Learning Commons/Computer Lab, ESL
Co-op, OYAP, Dual Credit
SHSM and Extra Curricular Activities
3
4
5
6
7
7
8
9
10
10
11
11
12
13
14
15
SECTION II
Choosing Your Courses
• Course Selection Guidelines
• Grade 9 available courses
16
17
SECTION III
COURSE DESCRIPTIONS
18-21
2
School Vision Statement
We will enhance and support a Healthy, Safe, Inclusive, Learning
Experience where all will achieve their full POTENTIAL.
School Mission Statement
We will provide experiences to allow all to discover and achieve
their full POTENTIAL.
P
O
T
E
N
T
I
A
L
PREPARE
OPPORTUNITY
TEAMWORK
ENABLE
NOURISH
TEACH
INDEPENDENCE
ALL INCLUSIVE
LEARNING
3
Learning, Leading, Succeeding
Building Success One Student at a time
Reaching Every Student
The Upper Canada District School Board, through its secondary school program, is committed
to equip all students with the knowledge, skills and attitudes they need for successful outcomes
– smooth transitions to the postsecondary destinations of their choice. Our schools offer
educational programs that promote high standards, while providing students with learning
opportunities and supports needed for success.
Successful completion of secondary education in Ontario is important and a valuable step
toward postsecondary opportunities. Students may create or choose a program pathway that
prepares them for direct entry to:
 Apprenticeship Programs
 College
 Community Living
 University
 The Workplace
There is value, honour and dignity in all postsecondary destinations and all sectors of
employment. A student’s Program Pathway is his or her educational program and reflects the
goals that help motivate him or her to complete secondary school. Building a successful
pathway school requires planning and is a cooperative effort involving students,
parents/guardians, teachers and guidance counselors. Factors you must consider in your
planning include:
 most recent levels of achievement
 preferred learning style
 strengths, interests and abilities
 immediate educational needs
Early success in high school is essential. Statistics in Ontario show very clearly that failure in
courses in grade 9 and 10 is a significant factor in students dropping out of school. Appropriate
course selection and a proactive plan for success are important.
Schools in Upper Canada have a strong focus on Student Success. In each of our high schools,
Classroom Teachers, Student Success Teachers, Guidance Counselors, Learning Resource
Coaches and Administrators form strong teams who are dedicated to successful outcomes for all
students. For our students making the transition from grade 8 to grade 9, there has never been
greater attention paid to their strengths and needs, while focusing on opportunities for success.
4
DIPLOMA REQUIREMENTS FOR THE
ONTARIO SECONDARY SCHOOL DIPLOMA
For those students beginning their high school career as of September 1, 1999 an Ontario
Secondary School Diploma will be granted to a student who earns a minimum of 30 credits of
110 hours each, passes the Ontario Secondary School Literacy Test, and completes the
Community Involvement Requirements.
Definition of a Credit: A credit is granted when a course of at least 110 hours (that is a
regular full-semester course) is completed successfully. A partial credit may be granted
for a shorter course at the discretion of the Principal.
Compulsory Credits (Total of 18)
4 Credits in ENGLISH (one per grade)
1 Credit in FRENCH AS A SECOND LANGUAGE
3 Credits in MATHEMATICS (at least one in Grade Eleven or Twelve)
2 Credits in SCIENCE
1 Credit in CANADIAN HISTORY
1 Credit in CANADIAN GEOGRAPHY
1 Credit in PHYSICAL AND HEALTH EDUCATION
1 Credit in ARTS
1 Credit in CIVICS AND CAREER STUDIES
1 Credit in ENGLISH or FRENCH or NATIVE LANGUAGE or CLASSICAL or
INTERNATIONAL LANGUAGE or SOCIAL SCIENCE or WORLD STUDIES, or
Guidance & Career Education, or CO-OP
1 Credit in MUSIC or ART or DRAMA or DANCE or BUSINESS STUDIES or
PHYSICAL AND HEALTH EDUCATION, or CO-OP
1 Credit in Grade 11 or 12 SCIENCE or Grade 9 to 12 TECHNOLOGY, or CO-OP
Optional Credits (Total of 12)
In addition to the 18 compulsory credits, students have to earn 12 optional credits in courses of
their choice, selected from the full list of courses available in the school. Optional credits allow
students to build an educational program that suits their individual interests and meets
university, college, apprenticeship or work requirements.
5
ONTARIO SECONDARY SCHOOL CERTIFICATE
AN ONTARIO SECONDARY SCHOOL CERTIFICATE will be granted to a student
who earns a minimum of 14 credits of 110 hours each.
COMPULSORY CREDITS (Total of 7)
2 Credits in English
1 Credit in Mathematics
1 Credit in Science
1 Credit in Arts or Grade 9 to 12 Technology
1 Credit in Canadian History or Canadian Geography
1 Credit in Physical and Health Education
OPTIONAL CREDITS (Total of 7)
In addition to the 7 compulsory credits, students have to earn 7 optional credits in courses
of their choice, selected from the full list of courses available in the school. Optional credits
allow students to build an educational program that suits their individual interests and meets
apprenticeship or work requirements.
A CERTIFICATE OF ACCOMPLISHMENT
A CERTIFICATE OF ACCOMPLISHMENT will be granted to a student who leaves
school before fulfilling the requirements for the Ontario Secondary School Diploma or the
Ontario Secondary School Certificate. The Certificate of Accomplishment is a way of
recognizing the accomplishments of students who plan to take other kinds of further training or
who plan to find employment after school. An Ontario Student Transcript will be attached to
indicate what credits have been earned. A Certificate of Accomplishment will only be issued
once.
THE ONTARIO SECONDARY SCHOOL LITERACY TEST
All students beginning Grade 9 in the 2000-2001 school year and in subsequent years must pass the
Ontario Secondary School Literacy Test in order to earn a Secondary School Diploma. This test is designed by
the Ontario Education Quality and Accountability office.
Accommodations may be made only for students with an IEP and in accordance with EQAO policies.
Students whose Individual Education Plan indicates that the student is not working towards a Secondary School
Diploma may, with parental consent and the approval of the principal, be exempted from writing the test.
Students who might benefit from a deferral of the test may include students who have been identified as
exceptional and students registered in English as a Second Language courses. A parent may request such a
deferral.
6
REPORTING STUDENT ACHIEVEMENT
Student achievement must be communicated formally to students and parents by means of the Provincial
Report Card, Grades 9-12. The report card provides a record of the student's achievement of the curriculum
expectations in every course, at particular points in the school year or semester, in the form of a percentage
grade. It also includes teachers' comments on the student's strengths and the areas in which improvement is
needed, along with ways in which it might be achieved. The report card contains separate sections for recording
attendance and for evaluating the student's learning skills in each course.
A final grade is recorded for each course, and a credit is granted and recorded for every course in which
the student's grade is 50% or higher. The final grade for each course will be determined as follows:
•
Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the
course.
•
Thirty per cent of the grade will be based on a summative evaluation in the form of an examination,
performance, essay and/or other method of evaluation suitable to the course content and administered towards
the end of the course.
In all of their courses, students must be provided with numerous and varied opportunities to demonstrate
the full extent of their achievement of the curriculum expectations, across all four categories of knowledge and
skills
Report cards are issued twice per semester a midterm and final report. There is also an anecdotal
progress report issued at approximately six weeks into each semester followed by Parent-Teacher interviews.
However, each student should constantly monitor his/her own performance and seek evaluative feedback and
positive advice from his/her teachers.
NB: A medical certificate is required by the Principal when any scheduled examination is missed
due to illness. The Principal will exercise judgement in other instances.
COMMUNITY INVOLVEMENT ACTIVITIES
As part of the diploma requirements, students must complete a minimum of 40 hours of community
involvement activities during their years in the secondary school program. Students, in collaboration with their
parents, will decide how they will complete the community involvement requirement. They may use their
Annual Education Plan to identify possible activities they might undertake.
Community involvement activities may take place in a variety of settings (e.g. not-for-profit
organizations, hospitals, informal settings, etc.). Students may not fulfill the requirement through activities that
are counted towards a credit (e.g. cooperative education and work experience), through paid work, or by
assuming duties normally performed by a paid employee. The requirement is to be completed outside students'
normal instructional hours - that is, the activities are to take place in students' designated lunch hours, after
school, on weekends, or during school holidays. Specific procedures for students regarding completion of the 40
hours will be provided by the ministry. The principal will decide whether the student has met the requirements
of both the ministry and the board for these activities.
Recommended best practice for all students is to pre-approve community involvement activities with the school
administration and guidance team.
7
COMPULSORY CREDITS
The courses which are contained in the tables below are compulsory courses. There are still 2 other compulsory
courses required. See OSSD requirements on page 5.
REGULAR
GRADE 9
GRADE 10
GRADE 11
GRADE 12
English
English
English
English
Mathematics
Mathematics
Mathematics
Science
Science
Canadian Geography
Civics/Career Studies
Arts
Canadian History
Health & P E
French
Technology
FRENCH CORE/EXTENDED STREAM
GRADE 9
GRADE 10
GRADE 11
GRADE 12
English
English
English
English
French *
French *
French *
French *
Mathematics
Mathematics
Mathematics
Science
Science
Psychology, Sociology,
Canadian Geography *
Civics/Career Studies
Anthropology*
Arts
Canadian History *
Health & P E *
Technology
* Language of instruction: French
See page 11 for Extended French certificate requirements and other courses offered in French.
SUBSTITUTIONS FOR COMPULSORY CREDITS
In order to allow flexibility in designing a student's program and to ensure that all students can qualify for the
Secondary School Diploma, substitutions may be made for a limited number of compulsory credits. These courses must
be selected from course offerings that meet the requirements for compulsory credits. To meet individual students' needs,
the principal may replace up to four of these courses (or the equivalent in half courses) with courses that meet the
compulsory credit requirements. Each substitution will be noted on the student's Ontario Student Transcript.
8
TYPES OF COURSES
Students in Grades nine and ten will choose courses from one or more of three types:
academic, applied, and open.
In an ACADEMIC COURSE, the essential concepts of a subject are learned and related
material explored as well. Although the knowledge and skills in the subject will be developed
through both theory and practical applications, the focus will be on theory and abstract thinking
as a basis for future learning and problem solving.
An APPLIED COURSE also covers the essential concepts of a subject. Knowledge and
skill will be developed through both theory and practical applications, but the focus will be on
the practical applications. In applied courses, familiar, real-life situations will be used to
illustrate ideas, and more opportunities will be given to experience hands-on applications of the
concepts studied.
OPEN COURSES are designed to broaden students' knowledge and skills in subjects
that reflect their interests and to prepare them for active and rewarding participation in society.
They are not designed with the specific requirements of universities, colleges, or the workplace
in mind.
PATHWAY COURSES: The Essential Pathway Program consists of a package of
courses including Ministry approved locally developed courses. Admission to this program will
be done in a consultative manner in discussion with the student, parents/guardians, elementary
school teachers, and high school guidance/special education personnel.
EXPLANATION OF COURSE CODES
Each course has a five character identification code in which the first three characters refer to
the subject, the fourth character refers to the grade or level of proficiency, the fifth character
refers to the type of course. The course types are:
D-Academic
P-Applied
O-Open
L-Essential Pathway
E-Workplace Preparation
M-University/College Preparation
U-University Preparation
C-College Preparation
The sixth letter ‘E’ for courses taught in English, ‘F’ for courses taught in French for French as
a Second Language , ‘I’ for courses in French as part of the extended French program and ‘D’
for double credit courses.
9
THE ORGANIZATION OF COURSES
Transfer Course: A course offered to students who wish to move to another type of course in the same
subject. The transfer course will consist of those learning expectations that were not included in the completed
course but that are considered to be essential for success in the course to be taken. Partial credits are granted for
successful completion of a transfer course over the summer.
The Credit Recovery program helps some students earn certain credits they have previously failed to
achieve, as they develop the learning skills needed for academic success. Credit Recovery placement is made
by the Student Success Team. The Team considers all factors that limited success in the initial program.
E-learning is Ministry initiative which offers individualized learning and engages students using the
Ontario E-Learning Consortium. Course material, quizzes and assignments are provided through an internet
connection. Students interact with the material, their peers and their teacher through the computer. The teacher
and the other students of the course may be distanced physically by school and/or by time period within our
board. Students are required to report to a designated are of the school and attend the full-period just as in a
regular classroom. They may also access the system after-hours from home.
Ontario School Record (OSR)
Every Ontario school keeps an official record for each student. 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 may examine the contents of the OSR. These records are protected by the Education
Act and the Municipal Freedom of Information and Protection of Privacy Act.
Should a student transfer to another Ontario school, the OSR is forwarded to that school upon written
request by the new school. Information contained in the OSR may not be divulged to non-school personnel,
except under the following conditions:
• With written consent from the parent or legal guardian of a student who either has not retired from school or
who has not attained the age of 18 years, specifying what information is to be released and to whom.
• With written consent by the student if the student has attained the age of 18 years, specifying what information
is to be released and to whom.
• With written consent of the person who has retired from school, specifying what information is to be released
and to whom
Ontario Student Transcript (OST)
The OST is the student's official record of credits earned and other graduation requirements completed.
It is part of the Ontario Student Record (OSR). Copies of the transcript are available to students and graduates
and can be requested by contacting the high school Student Services Department. In Grades 9 and 10, only
successfully completed courses will be recorded on the transcript. If a student withdraws from or fails to
successfully complete a Grade 9 or 10 course, no entry will be made on the transcript. In Grades 11 and 12, all
courses taken by the student, whether successfully completed or not, will be recorded on the transcript. A
student's final result on the Ontario Secondary School Literacy Test (to be taken in Grade 10), as well as
confirmation that the student has completed the 40 hours of community involvement requirement, will also be
included in the student transcript. If a student has completed all requirements for a Specialist High Skills
Major, it will also be noted here.
10
EXTENDED FRENCH AND CORE FRENCH PROGRAMS
French as a Second Language
The FSL curriculum at VCI is comprised of two programs: Core French and Extended French.
These programs reflect students’ differing needs in studying French and are designed to provide
students with different levels of intensity in developing their French-language knowledge and
skills.
Core French is available in all grade levels, at two different levels of difficulty - applied and
academic (College and University). One French credit is a compulsory credit for the OSSD.
Extended French (7 credits)
VCI may grant a certificate in Extended French if the student has successfully completed the
sequence of four courses in Extended French and a minimum of three courses in other subjects
taught in French.
REMEDIAL AND SPECIAL EDUCATION PROGRAMS
"The Upper Canada District School Board strives to provide a range of programs and
services for students with exceptional needs. A summary is provided in the "Parent Guide to
Special Education and Parent Guide to Special Education (abridged)", available at the school.
The Special Education Advisory Committee (SEAC) advises the board on special education
matters. Information about the activities and meetings can be provided by the Superintendent.
Most documents and information about special education are published on the board’s website
(www.ucdsb.on.ca) or for more information call 1-800-267-7131.
Vankleek Hill Collegiate Institute offers a variety of services to students who have been
identified as exceptional. Placement in these programs for students with special needs is
recommended by an Identification, Placement and Review Committee (IPRC). The Special
Education team, in consultation with the parents/guardians will devise an Individual Education
Plan (IEP) geared to meet the student’s special needs. The learning experience required to meet
these needs will be provided in either regular classes, Resource Room, or the System
Designated Class (SDC). Our SST (Student Success Team) monitors and supports all students
on an ongoing basis.
11
STRUCTURE OF THE SPECIAL EDUCATION PROGRAM
Vankleek Hill Collegiate Institute allows for a variety of special education programs for students who
have been identified as exceptional. Placement in these programs is made through recommendations from an
Identification, Placement and Review Committee (I.P.R.C.). Meeting the needs of exceptional students at V.C.I.
can be addressed through various modes of delivery.
a) MAINSTREAM
Exceptional students are placed in this level for CREDIT courses as a result of an I.P.R.C. decision. The
subject teachers develop an Individual Education Plan (I.E.P.) based on individual student needs.
b) SYSTEM DESIGNATED CLASS (SDC)
Exceptional students are placed in this level for NON-CREDIT courses as a result of an I.P.R.C. decision. The
subject teachers develop an Individual Education Plan (I.E.P.) based on individual student needs.
c) RESOURCE
This NON-CREDIT level of service can be initiated by the I.P.R.C., the In-School Review Committee,
teachers and/or students. At this level, however, it is expected that students will accept responsibility for
seeking assistance as required. An Individual Education Plan (I.E.P.), based on modifications and strategies
leading to success in the mainstream classes is developed by the subject teachers. Services include short-term
support in various subject areas, study skills, organizational skills, note-taking skills, test-taking skills, as well
as long-term support in specific subject areas.
Students identified exceptional through an I.P.R.C. are placed in the level of service most appropriate to assist
the student in achieving success in the secondary school setting. The student's program and placement is
reviewed on an annual basis by the I.P.R.C.
STUDENT SERVICES
Student Services serves students, parents and staff by providing educational and career
counseling.
Educational Counseling and Instruction: This service helps students and their parents decide on
current and future secondary school programs and on post-secondary education and training
opportunities.
Career Counseling and Instruction: This service helps students with their career exploration and
decision making. Students are encouraged to examine their strengths and preferences and relate
these to a wide range of occupations. They have access to a wide variety of career education
resources in the guidance information center to meet their research needs.
Students can also visit or work in various occupations through job shadowing and work
experience provided by the cooperative education program. Additionally, students regularly
take part in various programs hosted by local post-secondary institutions.
12
LINK CREW
LINK Crew is a high school transition program that welcomes and supports grade 9 students
throughout the first year of their high school experience. Built on the belief that students can
help students succeed, LINK Crew coordinators (teachers) train selected grade 11 and 12
students to be LINK Leaders. As positive role models, LINK leaders are motivators, mentors
and facilitators who guide the incoming grade 9 students to discover what it takes to be
successful during their transition into high school. LINK crew begins with an Orientation Day
and the grade 9 transition program continues, providing a variety of both academic and social
follow-up activities throughout the year, all of which are presented by trained LINK leaders
during formal visits to grade 9 classes or informal meetings outside of class.
THE SCHOOL LEARNING COMMONS
AND COMPUTER LAB
The processing and use of information is important to students' success. The learning
commons (library) staff ensures that all students have access to their information needs and will
encourage students to read for pure enjoyment and learning. The learning commons is open for
study, research, leisure reading and preparation of assignments. Students must use their student
I.D. card to sign out books. These resources may be renewed unless they have been reserved by
another student. The computers have many software programs, on-line databases, Internet
access and printers available for student use.
The school learning commons is open Monday to Friday from 8:00 a.m. to 3:00 p.m.
All students and parents must sign an Internet Agreement Consent Form before using the
Internet.
English as A Second Language (ESL)
ESL programs are based on the number of students who fit the provincial criteria. These are
students who have been in Canada for three years or less, and who have come to Canada from a
country in which English is not the first language. These criteria exclude students who either
enter Canada from an English speaking country but cannot speak English, or who take longer
than three years to acquire the language. Students are usually enrolled in a full program of
mainstream courses and may receive tutorial support from an ESL instructor or peer tutor. The
principal will determine whether or not a student requires extra assistance based on data
gathered when a new student registers, or on a recommendation received from the classroom
teachers.
13
Co-operative Education
Co-operative Education is a career-oriented program designed to integrate classroom theory with
practical, meaningful experiences in the workplace. The program is open to all senior students, and affords
each the opportunity to explore career goals or interests while still in school. Co-op allows students to relate
classroom instruction to the workplace; observe and operate equipment not available at school; develop job
skills; gain practical experience which is essential in today’s competitive job market; acquire confidence, selfreliance, appropriate expectations and attitudes in preparation for permanent employment; enhance
opportunities for summer work and job placement after graduation; enter apprenticeship and other postsecondary education programs more easily.
- Co-op courses are offered to students in grades 11 and 12. Enrolment in Co-operative Education courses is
subject to timetable limitations and availability of job placements. Acceptance into the program depends in
part upon an interview with the teacher monitor.
- Evaluation of each participant is a combined effort of the school monitor and workplace supervisor. The onthe-job evaluation is based on the student’s reliability, initiative and ability to work in a practical situation.
The remainder is based on assignments, weekly logs and pre-employment orientation.
- Opportunities for students interested in apprenticeships are expanding. A limited number of senior students
may have placements in a skilled trade arranged to satisfy both requirements for Co-op and for Ontario
Youth Apprenticeship.
The Ontario Youth Apprenticeship Program (OYAP)
OYAP combines co-op with an apprenticeship. The advantage of OYAP is that students will be
registered with the Ministry of Training, Colleges, and Universities (MTCU). This means that the hours that
they complete during their co-op placement will count towards their required hours to become a fully certified
tradesperson. For example, you need 9000 “on the job hours” to become a plumber and if the co-op student
completes 500 hours during co-op, then they will only have 8500 hours left to complete. Students are eligible if
they have completed 16 credits and are at least 16 years of age. For more information visit www.oyap.com.
Dual Credit Program
Students can apply to enrol in college courses or apprenticeship training, earning dual credits that count towards
their OSSD and college diploma or apprenticeship certification. For example, a student interested in applying to
the Police Foundations Program following graduation may opt to take one of the required courses for this
program while still in high school. Examples of these courses include Personal Support Worker and Police
Foundations, as well as Carpentry, Welding, Hairdressing and Automotive Service Technician. The college
courses are taught at the college campus and high school students learn alongside their college peers. A Dual
Credit student typically travels to the college once or twice a week for his or her two to three hour course.
Transportation to the course is the responsibility of the student. The dual credit program is available through St.
Lawrence College –Cornwall campus and Algonquin College - Ottawa. Students who desire learning
opportunities outside of high school and who would benefit from a college or apprenticeship experience are
suitable candidates. To ease scheduling, many students take their dual credit course in conjunction with their
high school co- operative education course.
This is an excellent opportunity for senior students to transition to post-secondary education while still in high
school. Applications into these programs must be planned well in advance. For more information please
contact student services.
14
SPECIALIST HIGH SKILLS MAJOR – HEALTH AND WELLNESS
The SHSM is a ministry-approved program that allows students to focus their learning on a specific
economic sector while meeting the requirements for the Ontario Secondary School Diploma (OSSD).
This career focused program is also designed to help prepare students to make the transition from
secondary school to apprenticeship training, college, university, or the workplace. A SHSM enables
students to gain sector-specific skills and knowledge in the context of engaging, career related learning
environments and helps them focus on graduation and on pursuing their postsecondary goals.
Required Components for the SHSM–Health and Wellness
1.
2.
3.
4.
5.
a bundle of 9 Grade 11 and Grade 12 credits that includes:
i) 4 health and wellness major credits that provide sector-specific knowledge and skills;
ii) 3 other required credits from the Ontario curriculum, in English, mathematics, and science, in
which some expectations are met through learning activities contextualized to the health and
wellness sector;
iii) 2 cooperative education credits that provide authentic learning experiences in a workplace
setting, enabling students to refine, extend, apply, and practice sector-specific knowledge and
skills
6 sector-recognized certifications and/or training courses/programs (4 compulsory and a choice of
2 electives from a list of additional certifications and training courses/programs)
experiential learning and career exploration opportunities within the sector
“reach ahead” experiences connected with the student’s postsecondary pathway
development of Essential Skills and work habits required in the sector, and the use of the Ontario
Skills Passport (OSP) for purposes of documentation
For more information or an application form, contact our Student Services Department.
New for 2014-2015 – we have applied for an Agriculture
SHSM. We should hear in the spring if we were successful.
EXTRA-CURRICULAR ACTIVITIES
In addition to our academic program, there are several activities outside of regular
classes, which are available to our students. Our athletic program offers seasonal activities,
which have included soccer, volleyball, basketball, rugby and track and field. The kinds of
programs that are offered depend upon the availability of coaches and the interest of students.
Other activities available to students include Students' Leadership Council, Yearbook Club,
Band and School Reach. It is hoped that all students will participate in school activities, which
will help to make their school year more interesting.
15
Student Course Selection Agreement
Students indicate the courses they wish to take during the coming academic year by completing
student Course Selections in “myBlueprint” for grades 10 to 12, by hand for grade 9. On the basis of
these selections, school officials construct a master timetable and staff the school. As these decisions
are based on the information from the student course selections, it is imperative that this information be
accurate and complete. You and your parents/guardians must therefore give careful thought to the
selection of course options.
Course Changes
The transfer of a student from one course to another or from one type of course to another may
be suggested by the school, student or parent. During the first ten days of Semester 1 and the first five
days of Semester 2, these changes will be made with guidance counselor input. After these periods
teacher, counselor, parent and principal input will be required. However, in general, students are
expected to follow through with their original timetable and changes will only be made in exceptional
circumstances.
Course level changes may be permitted up to and no later than 1 week following the mid
semester report card. There must be a real academic need to change.
It is highly recommended that students carefully consider their course levels prior to formally
selecting their course. Changes in mid-semester normally create academic and scheduling
difficulties.
COURSES OFFERED
In the section entitled, Course Descriptions, are listed the courses offered at Vankleek Hill Collegiate
Institute (subject to sufficient student request).
• Short descriptions of the courses are included in the course description.
• All courses offered by Vankleek Hill Collegiate Institute have been developed according to the
requirements of the Ontario Ministry of Education. Detailed course outlines are available at the main
office of the school and parents who wish to examine them may present their request to the Principal.
Courses are available through means other than regular day school. More information on these methods
of delivery is available by contacting the school guidance department.
Prerequisites Courses
The Ministry Guidelines for some courses require that you complete a prerequisite course. Our Guidance
Department will be able to advise you whether or not a prerequisite course is required.
16
(Academic, Applied, Immersion, Essentials)
ARTS
Expressing Aboriginal Cultures, Open
NAC1OE
CANADIAN AND WORLD STUDIES
Geography of Canada, Academic
La Géographie du Canada, théorique
Geography of Canada, Applied
CGC1DE
CGC1DI
CGC1PE
ENGLISH
English, Academic
English, Applied
English, Literacy Skills 1, Essentials
ENG1DE
ENG1PE
ENG1L1
FRENCH AS A SECOND LANGUAGE
Core French, Academic
Core French, Applied
Extended French
FSF1DE
FSF1PE
FEF1DI
HEALTH and PHYSICAL EDUCATION
Healthy Active Living Education, Open, Coed - English
Healthy Active Living Education, Open, Coed- French
PPL1OE
PPL1OF
MATHEMATICS
Foundations of Mathematics, Applied
Mathematics, Essentials
Principles of Mathematics, Academic
MFM1PE
MAT1L1
MPM1DE
SCIENCE
Science, Academic
Science, Applied
Science, Essentials
SNC1DE
SNC1PE
SNC1L1
TECHNOLOGICAL EDUCATION
Exploring Technologies, Open
TIJ1OE
17
COURSE DESCRIPTIONS
Expressing Aboriginal Cultures, Grade 9, Open (NAC1OE)
This course examines Aboriginal cultures in Canada through an exploration of art forms –
painting, sculpture, storytelling, dance, and music – created by Aboriginal artists. Students will
learn to identify Aboriginal art forms and describe relationships between the art forms and
Aboriginal traditions, philosophy, and culture. Students will also create their own art forms to
express their understanding of Aboriginal identity, relationships, and sovereignty.
Geography of Canada, Grade 9, CGC1DE, (Academic)
Prerequisite: None
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 of geotechnologies, inquiry, and communication
methods to analyze and evaluate geographic issues and present their findings.
Geography of Canada, Grade 9, CGC 1DI, (Extended)
Prerequisite: 1260 hours of instruction in French, this course is a prerequisite for the
Extended French Certificate.
This course is the same as CGA 1DE except that it is taught in French as part of the extended
French program. Students enrolling in this course should have at least 1260 hours of instruction
in French in their elementary school. This course is a pre-requisite for the extended French
certificate.
Geography of Canada, Grade 9, CGC 1PE, (Applied)
Prerequisite: None
This course focuses on geographic issues that affect Canadians today. Students will draw on
personal and everyday experiences to 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, inquiry, and communication methods to examine practical,
geographic questions and communicate their findings.
English, Grade 9, ENG 1DE (Academic)
Prerequisite: None
This course emphasizes the analytical reading, writing, oral communication, and thinking skills
that students need for success in secondary school academic programs and their daily lives.
Students will study and interpret texts from contemporary and historical periods, including short
stories, poems, and short essays, and will investigate and create media works. An important
focus will be the correct and effective use of spoken and written language.
18
English, Grade 9, ENG 1PE (Applied)
Prerequisite: None
This course emphasizes the analytical reading, writing, oral communication, and thinking skills
that students need for success in secondary school academic programs and their daily lives.
Students will study plays, short stories and newspaper and magazine articles, and will describe
and create media works. An important focus will be the correct use of spoken and written
language.
Essential English Grade 9, ENG 1L1 (Locally Developed Credit Courses)
Prerequisite: none
When students arrive in grade nine (9), they come equipped with a variety of personal, social,
and academic backgrounds and competencies. Some of these, for a variety of reasons, may not
have developed the skills in reading, writing, listening, speaking and/or viewing which they will
require to be successful in high school and beyond. The purpose of this course is to assist
students to improve their skills in literacy. Students will participate in a structured,
individualized program which will help them to deal with reading, writing, listening, and media
expectations of their high school and the world outside the classroom.
Core French, Grade 9, FSF1DE (Academic)
Prerequisite: None
This course emphasizes the further development of oral communications, and 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.
Core French, Grade 9, FSF1PE (Applied)
Prerequisite: None
This course emphasizes the further development of oral communications 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 mediarelated short stories, articles, poem, and songs and b write brief descriptions, letters, dialogues,
and invitations. Students enrolling in this course should have had at least 600 hours of
instruction in French in their elementary school.
19
Extended French, Grade 9, FEF1DI (Extended)
Prerequisite: 1260 Hours of instruction in French in an elementary school. This course is a
prerequisite for the Extended French Certificate.
This course emphasizes the expansion of student’s oral communications, and reading and
writing skills through the study of themes that reflect their interests. Students will apply their
knowledge of French in discussions, debates, dramatizations, and oral presentations. Students
will read and write in a variety of genres (e.g. poems, articles, brochures) and study at least one
short novel intended for a French-speaking audience. Students enrolling in this course should
have had at least 1260 hours of instruction in French in their elementary school. This course is a
prerequisite for the extended French certificate.
Healthy Active Living Education, Grade 9, PPL 1OE/F (Co-ed - Open)
Prerequisite: None
This course emphasizes students' daily participation in a variety of enjoyable physical activities
that promote lifelong healthy active living. Students will learn movement techniques and
principles, ways to improve personal fitness and physical competence, and safety/injuryprevention strategies. They will investigate issues related to healthy sexuality and me use and
abuse of alcohol, tobacco and other drugs and will participate in activities designed to develop
goal-setting, communication, and social skills. All students will become qualified in basic
rescuer CPR.
PrincipIes of Mathematics, Grade 9, MPM1DE
(Academic) Prerequisite: None
This course enables students 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 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 multi-step problems.
Foundations of Mathematics, Grade 9, MFM 1PE
(Applied) Prerequisite: None
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 hands-on 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.
20
Essential Mathematics; Locally Developed Course, Grade 9, MAT 1L1
(Pathway) Prerequisite: None
This course provides students who have experienced difficulties in previous Mathematics
courses an opportunity to obtain sufficient background and skill development to prepare them
for grade 11 and grade 12 Workplace Preparation courses. Whenever possible ideas will be
presented in a real-life context, providing students with the opportunity to explore, organize,
interpret and use mathematical models to solve problems. Technology and manipulative
materials will be used when appropriate. Students will learn to use different reporting strategies
to facilitate the development of communication and literacy skills.
Science, Grade 9, SNC 1DE, (Academic)
Prerequisite: None
This course enables students to understand essential concepts of biology, chemistry, earth and
space science, and physics; to develop skills in the process of scientific inquiry; and to relate
scientific knowledge to technological, social and environmental knowledge. Students will learn
about scientific theories and pursue inquires related to cell division and reproduction, atomic
and molecular structures, properties of elements and compounds, the universe and space
exploration, and the principles of static and current electricity.
Science, Grade 9, SNC 1PE, (Applied)
Prerequisite: None
This course enables students to understand essential concepts in biology, chemistry, earth and
space science, and physics; to develop practical skills in scientific investigations; and to apply
their knowledge of science to everyday situations. Students will design and conduct
investigations into practical problems and issues related to cell division and reproduction, the
structure and properties of elements and compounds, astronomy and space exploration, and
static and current electricity.
Essential Science; Locally Developed Course, Grade 9, SNC 1L1 (Pathway)
This course enables students to understand basic essential concepts in biology, chemistry, earth
science, and physics, and to apply their knowledge of science to everyday situations.
Exploring Technologies, Grade 9, TIJ 1OE Open
Prerequisite: None
This course enables students to further explore and develop technological knowledge and skills
introduced in the elementary science and technology program. Students will be given the
opportunity to design and create products and/or provide services related to the various
technological areas or industries, working with a variety of tools, equipment, and software
commonly used in industry. Students will develop an awareness of environmental and societal
issues, and will begin to explore secondary and postsecondary education and training pathways
leading to careers in technology-related fields.
21
VANKLEEK HILL COLLEGIATE INSTITUTE
STUDENT SERVICES TEAM
Principal – Angela Grandy
Vice-Principal – Donna MacGillis
Guidance Counsellor – Audrey MacDonald
Guidance/Co-op Counsellor – Trena Whinfield
Office Assistant – Carole Gratton
CONTACT US
Telephone: (613) 678-2023
Fax: (855) 496-0975
22