ÉCOLE PANORAMA RIDGE
SECONDARY
French Immersion/English
Course Selection
Handbooks
2016 - 2017
Grades 8 – 12
1
TABLE OF CONTENTS
Page #
Overview
3
Counselling
4
Graduation Program
5
Introduction Francais Langue Seconde: Immersion
6
Advanced Placement Program
7
Grade 8 Course Planning
8
Grade 9 Course Planning
9
Grade 10 Course Planning
10
Grade 11 and 12 Planning
11
Immersion Courses
12
Education Physique
14
Sciences
15
Sciences Humaines
16
2
ÉCOLE SECONDAIRE PANORAMA
RIDGE SECONDARY
This booklet has been prepared to give students and their parents or guardians an
introduction to the courses available at École Secondaire Panorama Ridge Secondary
School. The course descriptions are general in nature and do not outline the total
content of each course. These descriptions are intended to guide both students and
parents to the most suitable choices.
The course selection booklet and more detailed information & documents pertaining to
course selection are available on the school website at www.sd36.bc.ca/panoramaridge,
click on "parents and students", then on "course selection". Specific grade information,
power points and course selection sheets are also available on the school website.
Effective course planning requires interaction between student, parent, teacher and
counsellor. Each student should make certain that his/her plans have been thoroughly
discussed with the counsellor and with parents or guardians.
It is extremely important that students make good decisions regarding course selection.
Both staffing and the school’s timetable will be based on course selection requests.
Choices should be considered a “ten month” commitment, for opportunities for change
come September will be extremely limited.
The timetable at École Secondaire Panorama Ridge Secondary will be semester,
offering four periods per day, but will be flexible enough to incorporate other systems
where needed.
Principal:
Mr. K. DeBoice
Vice Principals:
Ms. K. Puharich
Mr. S. Deol
A-K
L-Z
Counsellors:
Ms. A. Peters
Ms. D. Ozla
Ms. L. McGillivray
A-Gk
Gl-N
O-Z
Librarian:
Ms. J. Rudan
3
COUNSELLING
COUNSELLING SERVICES
The Counselling Department endeavors to assist students to acquire the skills,
knowledge and attitudes necessary to:



know and appreciate themselves
relate effectively to others
develop appropriate educational plans and explore career alternatives
In order to meet these objectives the following services and programs are offered:
Counselling: Individual counselling - Counsellors help students become aware of their
own potential, make wise decisions, and deal with the educational, social and personal
difficulties that may confront them. A student who wishes counselling assistance may
request an appointment with his/her counsellor.
Program Planning: Counsellors will assist students with short and long term planning
of their educational and career goals. Counsellors arrange Post-Secondary liaison days,
facilitate course planning, offer calendars and bulletin board displays and provide night
school and summer school information.
4
5
INTRODUCTION FRANÇAIS LANGUE SECONDE : IMMERSION
Raison d’être
Le but du programme de Français langue seconde en immersion est d’offrir à l’élève
l’occasion d’acquérir la compétence langagière nécessaire en français pour pouvoir
interagir avec confiance dans les milieux où cette langue est parlée et valorisée.
L’apprentissage du français langue seconde en immersion donne à l’élève l’occasion




d’acquérir les connaissances, les processus d’apprentissage, les capacités et les
attitudes nécessaires pour communiquer en français de façon efficace et avec
confiance;
d’acquérir les connaissances, une compréhension et une appréciation de la
langue française à travers les contextes culturels de cette langue, afin de mieux
comprendre les communautés francophones et leurs cultures ainsi que sa propre
culture et celle des autres;
d’acquérir une connaissance, une compréhension et une appréciation des
œuvres écrites, orales et visuelles d’expression française;
d’explorer son potentiel dans les domaines de l’apprentissage de la langue, de la
pensée critique et de l’expression de soi.
Rationale
The goal of the French Immersion Program is to offer students the opportunity to attain
the necessary language competence in French to be able to communicate with
confidence in context where the French language is spoken and valued.
Learning French in a French immersion context allows students to:
 Acquire the knowledge, learning processes, abilities and attitudes necessary to
communicate in French in an effective manner.
 Acquire an appreciation of the French language within its cultural context, in
order to better understand Francophone communities and their cultures as well
as the students’ own culture and those of others.
 Acquire knowledge and appreciation of written, oral and visual works in the
French language.
 Explore their own potential through language awareness, critical thinking and
self-expression.
Teacher
Subject Area
Ms. Filteau
Ms. MacLean
Ms. Clocher-Flink
Mr. Ward
Mr. L’Abbe
French Immersion
French Immersion
French Immersion
French Immersion
French Immersion
6
The AP Program gives students the opportunity to take college level courses while they
are still in high school.
AP courses are challenging and demanding. However, the rewards are many: much
smaller class size (compared to post-secondary), complimentary use of textbook(s) and
advanced credit and/or placement at participating colleges and universities throughout
the world.
In addition,



AP students outperform other university students
80% of these students receive A’s or B’s at subsequent course work
Students who take an AP course and score a 1 or 2 perform better in university
than students who do not take an AP course
*In order to obtain advanced placement and/or credit status at a participating college or
university, a student will need to write the AP exam(s) or his/her choice. Also, students
need to check with the post-secondary institution of their choice to see whether AP
exams are accepted and what APO exam grade is needed to gain credit and/or
advanced placement for a particular course. It is strongly recommended that students
conduct this investigation before ordering AP exams.
The following web link is the AP transfer guide for BC post secondary institutions.
http://www.bctransferguide.ca/pubs/ap0809.pdf
The BC Ministry of Education will also consider AP exam scores in granting Grade 12
Graduation Program Examination Scholarships. Specific information is available at
http://www.bced.gov.bc.ca/awards/ap_biprocess.htm
A student does not have to take an AP course to write the corresponding AP exam.
Information about ordering AP exams will be available to all students in January 2015.
Please note that each exam costs approximately $120 (the price is subject to change
with notice due to the fluctuating value of the Canadian dollar) and is payable to the
school by the end of January 2015. AP exams are written in May.
7
Grade 8 Course Planning
Considerations when choosing courses:
1. Selecting appropriate courses should be done in consultation with parents and
counsellors.
Courses with insufficient numbers of students will not be offered.
Required Courses
1. English 8
2. Math 8
3. Humanités 8
4. Fral 8/Sciences Humaines 8
5. Sciences 8
6. Éducation Physique 8
7. Elective
8. Elective
ALL STUDENTS IN GRADE 8 ARE ENROLLED IN TWO ELECTIVE
ROTATIONS: FINE ARTS AND APPLIED SKILLS. NOTE: STUDENTS
ENROLLED IN BAND ONLY TAKE ONE ELECTIVE ROTATION.
Grade 8 Elective Rotations
FINE ARTS
APPLIED SKILLS
Art
Dance
Drama
Info Tech
Foods
Textiles
Tech Ed (Safety/Drafting)
Tech Ed (Woodwork)
BAND
Jazz Band 8
Concert Band 8
Choir 8
8
Grade 9 Course Planning
Considerations when choosing courses:
2. Selecting appropriate courses should be done in consultation with parents and
counsellors.
Courses with insufficient numbers of students will not be offered.
Required Courses
1. English 9
2. Math 9
3. Français Langue 9
4. Sciences Humaines 9
5. Sciences 9
6. Éducation Physique 9
7. Elective
8. Elective
Electives
Art 9
Choir 9
Concert Band 9
Dance 9
Drafting & Design 9
Drama 9
Food & Nutrition 9/10
Information Technology 9
Jazz Band 9
Metalwork 9
Textile Clothing 9
Woodwork 9
Textile Arts & Design 9/10
Woodcraft 9
9
Grade 10 Course Planning
Students enrolled in grade 10 will enter the first year of the Ministry of Education’s Graduation
Program. The required courses are listed below.
Considerations when choosing courses:
1. Selecting appropriate courses should be done in consultation with parents and counsellors.
2. Graduating from grade 12 on time should be the first goal; therefore, choosing appropriate
academics is crucial ie. Apprenticeship & Work Place Math vs Foundations Math
Courses with insufficient numbers of students will not be offered.
Required Courses
1.
English 10 OR English 10 Pre-AP
2.
Workplace Math 10 OR Foundations & Pre-Calc Math 10
3.
Planning 10
4.
Français Langue 10
5.
Sciences Humaines 10
6.
Sciences 10
7.
Éducation Physique 10
8.
Elective
Electives
Business Education 10
Choir 10
Dance 10-Performance
Drama 10
Home Ec - Family Studies 10
Home Ec - Foods 10
Home Ec - Textiles 10
Textile Arts & Design 9/10
Information Technology 10
Music 10 - Concert Band 10
Music 10 – Jazz Band
Intro Spanish 11
Tech Ed - Drafting & Design 10
Tech Ed - Metalwork 10
Tech Ed - Woodwork 10
Tech Ed – Woodcraft 10
Tech Ed – CAD/CAM/CNC 10
Tech Ed – Art Metal (Jewelry) 10
Visual Arts 10 – Ceramics/Sculpture
Visual Arts 10 – Drawing/Painting
Visual Arts 10 - General
Vocal Jazz
10
Grade 11 and 12 Course Planning
Considerations when choosing courses:
1. Selecting appropriate courses should be done in consultation with parents and
counsellors.
2. Graduating from grade 12 on time should be the first goal; therefore, choosing
appropriate academics is crucial ie. Essentials Math vs Principles of Math.
3. Plan with “the end in mind”. If you have a career plan in mind already then look at a two
year plan (both grade 11 and 12) to ensure you complete all the courses necessary as
well as ensuring balance of your courses throughout your two years. If you are unsure of
your career path ensure you take as many courses possible that will leave the doors of
opportunity open.
Courses with insufficient numbers of students will not be offered.
Grade 11 Students
1. Communications 11 OR English 11 OR English 11 Pre AP
2. Workplace Math 11 OR Foundations of Math 11 OR Pre-Calc
Math 11 OR Math 11 PRE-AP
3. Science 11: Biology 11, Biology PRE-AP11, Chemistry,
Physics, Earth Science OR Science & Technology
4. Sciences Humaines 11
5. Français Langue 11
6. Elective
7. Elective
8. Elective
Grade 12 Students
1.
2.
3.
4.
5.
6.
7.
8.
9.
English 12 OR English 12 Focus OR Communications 12
Français Langue 12
Grade 12 Course
Grade 12 Course
Elective
Elective
Elective
Elective
Grad Transitions 12
Important Information:



Students must complete a total of 80 credits in their grade 10, 11 and 12 years.
Admission to post secondary education will require specific courses in your graduation
program. Confirm with the specific institution that you meet their entrance requirements.
To assist with post secondary planning refer to www.educationplanner.bc.ca or see your
counsellor.
11
IMMERSION COURSES
FRANCAIS LANGUE
FRANÇAIS LANGUE 10
Les élèves apprendront à utiliser des stratégies de lecture et d’écriture pour améliorer
leur compréhension de textes divers en français et pour exprimer leurs idées et
pensées. Ils liront à leur rythme des romans, des contes, des poèmes et ils écriront des
narrations personnelles, des poèmes, des éditoriaux et des articles ainsi que plusieurs
autres formes de communication écrite. Ils exploreront des présentations médiatiques
et feront des présentations orales sur des sujets divers. Ce cours met l’accent sur le
progrès individuel de l’élève et vise l’affinement des habiletés d’expression orale et
écrite du français et des habiletés de compréhension orale et écrite du français.
FRANÇAIS LANGUE 11
Ce cours donnera l’opportunité aux élèves d’améliorer leur compréhension de la
structure de la langue française en étudiant la grammaire et la littérature à un niveau
plus avancé. Les élèves continueront à lire librement en se donnant des défis ainsi que
d’étudier des textes variés en groupe. Ils feront l’étude de la lettre d’opinion, de la
nouvelle littéraire (accent sur des auteurs canadiens tels qu’Anne Hébert), de la poésie
provenant de différents pays francophones ainsi que la lecture de romans pour en
analyser la structure. Les présentations orales et les essais formels seront une partie
importante du cours. Un portfolio médiatique permettra de rendre compte du progrès de
l’élève en fin de semestre.
FRANÇAIS LANGUE 12
Comme pour le cours de français 11, les élèves amélioreront leur compréhension de la
structure de la langue française en étudiant la grammaire et la littérature française à un
niveau satisfaisant afin d’être prêt pour l’examen provincial. Pour cela, les élèves
continueront à perfectionner les quatre habiletés langagières : l’expression orale et
écrite et la compréhension orale et écrite. L’emphase se fera sur les habiletés à écrire
des essais et à analyser des auteurs français contemporains tant canadiens
qu’européens. De plus, les étudiants continueront à lire de façon autonome en se
donnant des défis. Examen provincial obligatoire afin d’obtenir le diplôme Cornouiller
bilingue.
12
EDUCATION PHYSIQUE
EDUCATION PHYSIQUE 8
Mixte
Le but du programme d'éducation physique est d’inculquer une appréciation de la vie
active tout en accroissant ses compétences en français. Le programme fournira aux
étudiants l'occasion d'accomplir les objectifs suivants:
 Participer et s’intéresser à une variété de sports et de loisirs.
 Développer des attitudes positives envers une vie active et saine.
 Acquérir les compétences et les connaissances nécessaires pour développer
une vie active et saine.
 Démontrer des comportements sociaux appropriés, une étiquette sportive, un
bon esprit sportif et des compétences de leadership en rapport avec les activités
physiques (responsabilité personnelle et sociale).
 Apprendre les termes appropriés afin de participer et d’encourager les autres à
parler en français.
EDUCATION PHYSIQUE 9
Mixte
Le but du programme d'éducation physique est d’inculquer une appréciation de la vie
active tout en accroissant ses compétences en français. Le programme fournira aux
étudiants l'occasion d'accomplir les objectifs suivants:
 Participer et s’intéresser à une variété de sports et de loisirs.
 Développer des attitudes positives envers une vie active et saine.
 Acquérir les compétences et les connaissances nécessaires pour développer
une vie active et saine.
 Démontrer des comportements sociaux appropriés, une étiquette sportive, un
bon esprit sportif et des compétences de leadership en rapport avec les activités
physiques (responsabilité personnelle et sociale). Apprendre les termes
appropriés afin de participer et d’encourager les autres à parler en français.
EDUCATION PHYSIQUE 10
Le but du programme d'éducation physique est d’inculquer une appréciation de la vie
active tout en accroissant ses compétences en français. Le programme fournira aux
étudiants l'occasion d'accomplir les objectifs suivants:
•
Participer et s’intéresser à une variété de sports et de loisirs.
•
Développer des attitudes positives envers une vie active et saine.
•
Acquérir les compétences et les connaissances nécessaires pour développer
une vie active et saine.
•
Démontrer des comportements sociaux appropriés, une étiquette sportive, un
bon esprit sportif et des compétences de leadership en rapport avec les activités
physiques (responsabilité personnelle et sociale).
•
Apprendre les termes appropriés afin de participer et d’encourager les autres à
parler en français.
13
HUMANITÉS
HUMANITÉS 8
FRANÇAIS LANGUE 8
Les élèves apprendront à utiliser des stratégies de lecture et d’écriture afin d’améliorer
leur compréhension de textes divers en français et pour exprimer leurs idées et leurs
pensées. Ils liront à leur rythme des romans, des nouvelles, des poèmes et des fables et
ils écriront des narrations personnelles, des poèmes, des lettres personnelles et
d’opinions ainsi que plusieurs autres formes de communication écrite. Ils exploreront
des présentations médiatiques et feront des présentations orales sur des sujets divers.
Ce cours met l’accent sur le progrès individuel de l’élève et vise l’affinement des
habiletés d’expression orale et écrite du français et des habiletés de compréhension
orale et écrite du français
SCIENCES HUMAINES 8
En sciences humaines 8, l’élève développera les notions du temps et de l’espace.
Cecours est un survol de l’évolution de l’humanité à travers l’histoire (l’Antiquité, le
Moyen Âge, la Renaissance et les Grandes Explorations) et dans le monde (l’Europe, le
Moyen-Orient, l’Asie, les Amériques et l'Afrique). L’élève acquerra une meilleure
compréhension des origines du monde actuel en étudiant le développement des
grandes religions, l’évolution des sociétés traditionnelles et l’expansion des liens
économiques et des échanges commerciaux dans le monde.
HUMANITÉS 9
SCIENCES HUMAINES 9
En sciences humaines 9, l’élève développera les notions d’évolution, de changement et
de progrès de l’humanité au cours de l’histoire. Le cours est divisé en deux
composantes majeures: la colonisation européenne en Amérique du Nord et plus
particulièrement au Canada, et l’histoire européenne aux XVIIIe et XIXe siècles. L’élève
prendra connaissance de l’expansion européenne à l’époque de la colonisation et de
l’impérialisme ainsi que de l’évolution de la démocratie, du nationalisme et du progrès
industriel. Tous ces éléments sont essentiels à la compréhension du monde actuel.
FRANÇAIS LANGUE 9
Les élèves apprendront à utiliser des stratégies de lecture et d’écriture afin d’améliorer
leur compréhension de textes divers en français et pour exprimer leurs idées et leurs
pensées. Ils liront à leur rythme des romans, des nouvelles, des contes, des poèmes et
ils écriront des narrations personnelles, des poèmes, des éditoriaux et des articles ainsi
que plusieurs autres formes de communication écrite. Ils exploreront des présentations
médiatiques et ils feront des présentations orales sur des sujets divers. Ce cours met
l’accent sur le progrès individuel de l’élève et vise l’affinement des habiletés
d’expression orale et écrite du français et des habiletés de compréhension orale et écrite
du français.
14
SCIENCES
SCIENCES 8
Le cours de sciences de 8e année est une introduction aux disciplines fondamentales de
la chimie, la biologie, la physique et aux sciences de la terre avec se servant d’une
approche surtout de découverte et d’une utilisation de la méthode scientifique pour faire
des enquêtes. Il y a quatre grandes idées :




La théorie cinétique moléculaire et la théorie de l’atome pour expliquer les
propriétés de la matière.
Le transfert de l’énergie sous forme(s) de particule(s) ou d’onde(s).
La théorie de la tectonique des plaques comme théorie universelle qui explique
les processus géologiques de la Terre.
La cellule comme l’unité de base du vivant.
SCIENCES 9
Le cours de sciences de 9e année est une suite aux méthodes apprises en 8e. On fait un
survol des disciplines fondamentales de la chimie, la biologie, la physique et les
sciences de la terre avec une approche d’enquête. Cette année on commence une
enquête originale en forme de projet expo-sciences (« Science Fair »). Les quatre
grandes idées cette année sont :




L’arrangement des électrons comme déterminant des propriétés chimiques de
l’atome.
L’électricité comme flux d’électrons.
Les cellules issues d’autres cellules.
L’interdépendance de la biosphère, la géosphère, l’hydrosphère et l’atmosphère
en raisons des cycles de matière et de l’énergie.
SCIENCES 10
En sciences 10, les élèves se prépareront pour un examen provincial à la fin du
semestre. Durant ce dernier cours de sciences au niveau junior, les élèves auront
l’opportunité d’approfondir leurs connaissances des écosystèmes de la terre. Ils seront
en mesure d’expliquer la différence entre « abiotique » et « biotique », et aussi d’évaluer
les effets de la bioaccumulation. En chimie, ils reverront les particularités des atomes,
des ions et des molécules. Ils auront aussi l’opportunité d’identifier les acides, les bases
et les sels selon leurs caractéristiques et leurs formules. Les différences entre les
composants organiques et inorganiques seront couverts, suivit de l’analyse des
réactions chimiques. Ils devront expliquer la radioactivité en utilisant la théorie atomique
moderne. Pour la physique, on parlera du mouvement, du vecteur vitesse et de
l'accélération, la vitesse et la vélocité. Dans le module 4, ils devront expliquer les
caractéristiques et sources de l’énergie thermique. Ils étudieront les causes possibles
pour le changement climatique et son impact sur les milieux naturels. Ils étudieront les
plaques tectoniques et ils devront démontrer leurs connaissances sur les preuves qui
supportent cette théorie.
15
SCIENCES HUMAINES
SCIENCES HUMAINES 10
Sciences humaines 10 est un survol de l’histoire du Canada et de la ColombieBritannique au XIXe et au début du XXe siècle. L’élève apprendra l’émergence d’un
gouvernement responsable, la formation de la Confédération et le développement de
l’Ouest canadien en mettant l’accent sur la Colombie-Britannique. De plus, ce cours
présente les principales activités économiques du Canada et de la ColombieBritannique, ainsi que les relations avec les États-Unis et les pays de la zone du
Pacifique.
SCIENCES HUMAINES 11
Ce cours explorera les problèmes mondiaux, l’histoire du Canada au XXe siècle et son
rôle dans le monde. Les élèves seront capables de discuter sur le système du
gouvernement canadien ainsi que sur les interactions entre le Canada et d’autres pays.
À travers les travaux, les élèves démontreront leur compréhension des interactions des
individus avec leur communauté et le monde. L’évaluation inclura la participation en
français en classe, les projets oraux et écrits, les débats, les tests et les essais formels.
Examen provincial obligatoire à la fin du semestre.
16
ÉCOLE PANORAMA RIDGE
SECONDARY
Course Selection
Handbook
2016 - 2017
Grades 8 – 12
TABLE OF CONTENTS
Page #
Overview
1
Counselling
2
Graduation Program
3
Advanced Placement Program
4
Grade 8 Course Planning
5
Grade 9 Course Planning
6
Grade 10 Course Planning
7
Grade 11 and 12 Course Planning
8
Business Education
9
Library/Student Support
12
Career Education Program
13
English
20
Visual Arts
24
Performing Arts
28
Home Economics
34
Industrial Trades Technology
38
International Languages
42
Math
44
Physical Education
47
Science
50
Social Studies
53
ÉCOLE PANORAMA
RIDGE SECONDARY
This booklet has been prepared to give students and their parents or guardians an
introduction to the courses available at École Panorama Ridge Secondary. The course
descriptions are general in nature and do not outline the total content of each course.
These descriptions are intended to guide both students and parents to the most suitable
choices.
The course selection booklet and more detailed information & documents pertaining to
course selection are available on the school website at www.sd36.bc.ca/panoramaridge,
click on "parents and students", then on "course selection". Specific grade information,
power points and course selection sheets are also available on the school website.
Effective course planning requires interaction between student, parent, teacher and
counsellor. Each student should make certain that his/her plans have been thoroughly
discussed with the counsellor and with parents or guardians.
It is extremely important that students make good decisions regarding course selection.
Both staffing and the school’s timetable will be based on course selection requests.
Choices should be considered a “ten month” commitment. Opportunities for change
come September will be extremely limited.
The timetable at École Panorama Ridge Secondary will be semester, offering four
periods per day, but will be flexible enough to incorporate other systems where needed.
Administration:
Mr. K. DeBoice
Ms. K. Puharich
Mr. S. Deol
Principal
Vice-Principal A-K
Vice-Principal L-Z
Counsellors:
Ms. A. Peters
Ms. D. Ozla
Ms. L. McGillivray
A-Gk
Gl-N
O-Z
Librarian:
Ms. J. Rudan
1
COUNSELLING
COUNSELLING SERVICES
The Counselling Department endeavors to assist students to acquire the skills,
knowledge and attitudes necessary to:



know and appreciate themselves
relate effectively to others
develop appropriate educational plans and explore career alternatives
In order to meet these objectives the following services and programs are offered:
Counselling: Individual counselling - Counsellors help students become aware of their
own potential, make wise decisions, and deal with the educational, social and personal
difficulties that may confront them. A student who wishes counselling assistance may
request an appointment with his/her counsellor.
Program Planning: Counsellors will assist students with short and long term planning
of their educational and career goals. Counsellors arrange Post-Secondary liaison days,
facilitate course planning, offer calendars and bulletin board displays and provide night
school and summer school information.
2
3
The AP Program gives students the opportunity to take college level courses while they
are still in high school.
AP courses are challenging and demanding. However, the rewards are many: much
smaller class size (compared to post-secondary), complimentary use of textbook(s) and
advanced credit and/or placement at participating colleges and universities throughout
the world.
In addition,



AP students outperform other university students
80% of these students receive A’s or B’s at subsequent course work
Students who take an AP course and score a 1 or 2 perform better in university
than students who do not take an AP course
*In order to obtain advanced placement and/or credit status at a participating college or
university, a student will need to write the AP exam(s) or his/her choice. Also, students
need to check with the post-secondary institution of their choice to see whether AP
exams are accepted and what APO exam grade is needed to gain credit and/or
advanced placement for a particular course. It is strongly recommended that students
conduct this investigation before ordering AP exams.
The following web link is the AP transfer guide for BC post secondary institutions.
http://www.bctransferguide.ca/pubs/ap0809.pdf
The BC Ministry of Education will also consider AP exam scores in granting Grade 12
Graduation Program Examination Scholarships. Specific information is available at
http://www.bced.gov.bc.ca/awards/ap_biprocess.htm
A student does not have to take an AP course to write the corresponding AP exam.
Information about ordering AP exams will be available to all students in January 2014.
Please note that each exam costs approximately $120 (the price is subject to change
with notice due to the fluctuating value of the Canadian dollar) and is payable to the
school by the end of January 2014. AP exams are written in May.
4
Grade 8 Course Planning
Considerations when choosing courses:
1. Selecting appropriate courses should be done in consultation with parents and
counsellors.
Courses with insufficient numbers of students will not be offered.
Required Courses
1. French 8
2. Math 8
3. Humanities 8
4. Humanities 8
5. Science 8
6. Physical Education 8
7. Elective
8. Elective
ALL STUDENTS IN GRADE 8 ARE ENROLLED IN TWO ELECTIVE
ROTATIONS: FINE ARTS AND APPLIED SKILLS. NOTE: STUDENTS
ENROLLED IN BAND ONLY TAKE ONE ELECTIVE ROTATION.
Grade 8 Elective Rotations
FINE ARTS
APPLIED SKILLS
Art
Dance
Drama
Info Tech
Foods
Textiles
Tech Ed (Safety/Drafting)
Tech Ed (Woodwork)
BAND
Jazz Band 8
Concert Band 8
Choir 8
5
Grade 9 Course Planning
Considerations when choosing courses:
2. Selecting appropriate courses should be done in consultation with parents and
counsellors.
3. A language 11 course is required for direct entry into most universities; therefore, not
continuing with a language 9 should be considered carefully.
4. Graduating from grade 12 on time should be the first goal; therefore, choosing
appropriate academics is crucial ie. Essentials Math vs Principles of Math.
Courses with insufficient numbers of students will not be offered.
Required Courses
1. English 9
2. Math 9
3. Physical Education 9
4. Science 9
5. Social Studies 9
6. Elective
7. Elective
8. Elective
Electives
Art 9
Concert Band 9
Choir 9
Dance 9
Drafting & Design 9
Drama 9
Food & Nutrition 9
French 9
Information Technology 9
Jazz Band 9
Metalwork 9
Textile Studies 9
Vocal Jazz 9
Woodwork 9
Textile Arts & Design 9/10
6
Grade 10 Course Planning
Students enrolled in grade 10 will enter the first year of the Ministry of Education’s Graduation
Program. The required courses are listed below.
Considerations when choosing courses:
1. Selecting appropriate courses should be done in consultation with parents and counsellors.
2. A language 11 course is required for direct entry into most universities; therefore, not
continuing with a language 10 should be considered carefully.
3. Graduating from grade 12 on time should be the first goal; therefore, choosing appropriate
academics is crucial ie. Apprenticeship & Work Place Math vs Foundations Math
Courses with insufficient numbers of students will not be offered.
Required Courses
1. English 10
2. Workplace Math 10 OR Foundations & Pre-Calc Math 10
3. Physical Education 10
4. Planning 10
5. Science 10
6. Social Studies 10 Elective
7. Elective
8. Elective
Electives
Business Education 10
Choir 10
Dance 10 - General
Dance 10-Performance
Dance 10 Choreography
Drama 10
French 10
Home Ec - Family Studies 10
Home Ec - Foods 10
Home Ec - Textiles 10
Information Technology 10
Music 10 - Concert Band 10
Music 10 - Jazz Band
Intro Spanish 11
Tech Ed - Drafting & Design 10
Tech Ed - Metalwork 10
Tech Ed - Woodwork 10
Visual Arts 10 - Ceramics/Sculpture
Visual Arts 10 - Drawing/Painting
Visual Arts 10 – General 7
Vocal Jazz 10
Textile Arts & Design 9/10
Grade 11 and 12 Course Planning
Considerations when choosing courses:
4. Selecting appropriate courses should be done in consultation with parents and
counsellors.
5. A language 11 course is required for direct entry into most universities.
6. Graduating from grade 12 on time should be the first goal; therefore, choosing
appropriate academics is crucial ie. Essentials Math vs Principles of Math, APP &
Workplace 11, Foundations 11 and Pre-Calc 11.
7. Plan with “the end in mind”. If you have a career plan in mind already then look at a two
year plan (both grade 11 and 12) to ensure you complete all the courses necessary as
well as ensuring balance of your courses throughout your two years. If you are unsure of
your career path ensure you take as many courses possible that will leave the doors of
opportunity open.
Courses with insufficient numbers of students will not be offered.
Grade 11 Students
1. Communications 11 OR English 11 OR English 11 Pre AP
2. Workplace Math 11 OR Foundations of Math 11 OR Pre-Calc
Math 11 OR Math 11/12 PRE-AP (year long)
3. Science 11: Biology 11, Biology PRE-AP11, Chemistry,
Physics, Earth Science OR Science & Technology
4. Sciences Humaines 11
5. Français Langue 11
6. Elective
7. Elective
8. Elective
Grade 12 Students
1.
2.
3.
4.
5.
6.
7.
8.
9.
Communications 12 OR English 12 OR English 12 Focus
Grade 12 Course
Grade 12 Course
Grade 12 Course
Elective
Elective
Elective
Elective
Grad Transitions 12
Important Information:



Students must complete a total of 80 credits in their grade 10, 11 and 12 years.
Admission to post secondary education will require specific courses in your graduation
program. Confirm with the specific institution that you meet their entrance requirements.
To assist with post secondary planning refer to www.educationplanner.bc.ca or see your
counsellor.
8
BUSINESS EDUCATION
INFORMATION TECHNOLOGY PERSONAL DEVELOPMENT 8 – ROTATION
This course is mandatory for all grade 8’s. Students will take each course for one half a
semester and then switch to the other course.
In Information Technology 8, students will become proficient at using our district email
system to access and submit daily activities and projects. Students will learn to critically
analyze web sites, develop projects using Paint and Drawing tools, create databases
and spreadsheets, compose their own music, use multimedia presentation tools to
present, and much more. Students will have access to their own workstation for this
hands-on course. This half semester course will be paired with Personal Development 8.
Personal Development is a course designed to cover the Ministry of Education’s
required course Health and Career Education. Students will gain an understanding of
such things as healthy eating/nutrition, Social Responsibility, conflict management,
bullying, violence and respect so that their high school experience is a positive one.
Classroom activities will include role-plays, group discussions, and individual reflective
assignments. This is a half semester course that is paired with Information
Technology 8.
DIGITAL MEDIA 9
This new course allows students to engage in learning the technical and design-oriented
skills of digital media. The modules include digital video and audio production, 2D
animation, 2D imaging and design, digital photography and desktop publishing. Software
titles used in this course include The Adobe Creative Suite (Photoshop, Flash,
Fireworks, Premiere, InDesign), Audacity, GIMP and Handbrake. Some course projects
include: high quality photography based on sound composition principals, magazine
layouts that adhere to accepted design principals, custom sound creations, high-quality
digital video and interactive 2D animations.
INFORMATION TECHNOLOGY 9
In this course you will be introduced to software development. You will see what it is like
to think like a computer programmer and experience a field with lots of flexible job
opportunities. Most new movies have lots of digital effects and you will learn what it
takes to create and animate a character of your own. You will also see what it takes to
make something beautiful with an introduction to design principals and will work with
digital photo technology to create your own beautiful layouts. You will work with digital
video and be shown how to more professionally produce your own digital video using
techniques the pros use. You will learn to be a proficient digital communicator and will
see that although texting is an efficient way to communicate it isn’t always the best way.
You will also learn how to leverage the power of the cloud and how to use the cloud to
work efficiently and collaboratively.
INFORMATION TECHNOLOGY 10
In this course you will learn what it is like to think like a software developer with an
introduction to the popular and powerful web-based computer programming language of
Javascript. Most new movies have lots of digital effects, and you will make your own
animated scene with a character that you create that can be animated naturally because
of its skeletal structure. Using the principals of design you will also see what it takes to
make something beautiful and to effectively communicate your message using digital
9
layout technologies. You will work with digital video, learning how to more professionally
write, direct, edit and share your own video. Web sites like Amazon and Google
manage their data with enormous databases, and you will have the opportunity to make
your own relational database. Cloud-based technologies are an important aspect of this
course and will be integrated throughout all units, allowing you to better back-up your
work and collaborate with ease.
BUSINESS EDUCATION 10
Information Technology 10 allows students to further their skills with web-design, digital
imaging, 3d modeling and office productivity software. Software titles used in this course
include Adobe Photoshop, Notepad++, Sketchup, Microsoft Office, Microsoft Excel and
Microsoft Access. Some course projects include HTML5/CSS3 websites, photos or
images customized for web design or for creativity, visually appealing word processed
documents, effective and useful spreadsheets and databases.
MARKETING 11
A practical, activity-based course providing students with opportunities to examine the
nature and role of marketing in a local and a global context. Learn how marketing helps
businesses determine and meet customer needs (marketing research); how businesses
offer, promote and deliver products (promotions and pricing); develop effective ways to
meet customer needs (products); and explore the nature of the world economy (place).
In some instances students will have the opportunity to apply these skills in team based
challenges.
BUSINESS COMPUTER APPLICATIONS 11
Business Computer Applications 11 is an introductory course which provides both the
university bound and non-university bound student with opportunities to develop
essential work skills and computer skills. Students work through a series of individual
and co-operative assignments and projects to develop basic skills in the following areas:
word-processing (letters, essays, reports and resumes), desk-top publishing (create
industry-standard flyers, brochures and mini-newsletters),researching/communicating
(communicate information through the internet, create business and personal-interest
slide presentations, create personal web-publishing sites), database record creation
(data entry and retrieval), and using spreadsheets for personal and business budgeting
and financial planning.
ACCOUNTING 11
This is an entry level accounting course that will cover the fundamentals of accounting
concepts. This is an excellent course for students who might consider a career in
accounting, bookkeeping, or in managing a small business. Students will combine
written applications with computer accounting software, using such programs as Simply
Accounting and MS Excel.
ACCOUNTING 12
Recommended: Accounting 11
Students continue developing accounting theory learned in accounting 11. Students
develop further accounting concepts for a merchandising business, and small business
accenting. A closer look is taken at Simply Accounting, software and assessing
businesses financial strength and investing.
10
INFORMATION AND COMMUNICATIONS TECHNOLOGY 11
In this course you will learn what it is like to think like a software developer with an
introduction to the object-oriented programming language of Java. Most new movies
have lots of digital effects and you will make your own multi-scene animation with a
character that you create that can be animated naturally because of its skeletal
structure. You will further your knowledge of the principals of design, using digital
technologies to create products that are beautiful and effectively communicate your
message. You will work with digital video, learning in greater detail the entire production
process, collaboratively writing, directing, editing and sharing your own video. Cloudbased technologies are an important aspect of this course and will be integrated
throughout all units, allowing you to better back-up your work and collaborate with ease.
INFORMATION AND COMMUNICATIONS TECHNOLOGY 12
This course continues developing your programming, media development and
communications technology skills. You will continue to learn software development skills
with the object-oriented programming language of Java. You will increase your
animation skills with multi-scene fluid character animation. You will further your
knowledge of the principals of design, using digital technologies to create products that
are beautiful and can effectively communicate your message. You will work with digital
video, learning in greater detail the entire production process, collaboratively writing,
directing, editing and sharing your own video. Cloud-based technologies are an
important aspect of this course and will be integrated throughout all units, allowing you to
better back-up your work and collaborate with ease.
COMPUTER PROGRAMMING 11
In this course you will be introduced to software development. You will see what it is like
to think like a computer programmer and experience a field with lots of flexible job
opportunities. The course is organized into two separate focuses; web programming
and object-oriented languages. You will learn the web programming languages of HTML,
CSS and PHP and will be introduced to the object-oriented language of Java. You will
also make your own Flash game using the Flash’s ActionScript object-oriented
language.
COMPUTER PROGRAMMING 12
In this course you will continue to gain experience with software development. You will
see what it is like to think like a computer programmer and experience a field with lots of
flexible job opportunities. The course is organized into two separate focuses; web
programming and object-oriented languages. You will continue develop your skills with
the web programming languages of HTML, CSS and PHP and the object-oriented
language of Java. You will also make your own Flash game using the Flash’s
ActionScript object-oriented language.
ENTREPRENEURSHIP 11/12
Entrepreneurs are people who grow profitable ideas into successful businesses, taking
many risks along the way. In this course, you will learn what it takes to become a
successful entrepreneur, from basic knowledge and strategies, to a shifting your mindset
to one of possibility.
11
The three areas of study are:
1. Personal Success & Leadership –personal & financial success secrets of famous
entrepreneurs
2. Small Business Basics – how to finance, grow and manage a business venture
3. Money & Investing –the basics of cash flow management and investing
The essence of entrepreneurship is action. The course will require you to work hard,
take risks, and apply what you’ve learned real and simulated scenarios. For example, we
will be working with the Junior Achievement organization to launch a business of our
own. We will compete in a simulated stock market simulation against other schools
across Canada. And we will play a variety of money-based games will be played to
teach students the basics of money, investment, and business management and growth.
Entrepreneurship 11/12 is available to both Gr. 11 and 12. While the commitment may
be higher than your average elective, the rewards will be profitable.
12
LIBRARY/STUDENT SUPPORT
LIBRARY SCIENCE 11 AND/OR LIBRARY SCIENCE 12
Recommended: Interview with Teacher Librarian
C+ in English
Interest in books and research,
Interest in Computer Technology,
In addition, a student should have some
interest in career exploration and in working in a job-related environment
This is a practical course and students will be involved in the management of the library
resource centre. Knowledge and skills in the areas of interpersonal communication,
information retrieval, information technology, and research will be taught. A positive
attitude towards library, media and technology, and a good work ethic will be
encouraged. Successful completion of this course will result in the student having an
inventory of job-related skills which he/she has experienced, together with a personal
reference.
PEER TUTORING 11 AND PEER TUTORING 12
Recommended: Good work habits, good attendance, and a sincere interest in helping
others and developing leadership skills. There is an application process that must be
completed and confirmed. Applications are available in the counselling area. The main
focus of Peer Tutoring is assisting other students in classroom settings arranged
between the Peer Tutoring Coordinator, teachers and the students enrolled. Peer
Tutoring provides valuable experience in working with people in a leadership role.
Leadership skills are associated with many occupations including teaching, health care,
counselling, recreation, law and jobs within the hospitality industry. Peer tutoring can
help you reinforce many important skills as well as develop new ones. Evaluation is
based on daily work habits, assignments, tutoring effectiveness, and journals relating the
tutoring experience. At Panorama Ridge there will be a wide range of peer tutoring
opportunities. Peer Tutors will be confirmed after the application process is completed.
13
CAREER EDUCATION PROGRAM
CAREER EDUCATION PROGRAM
Career development occurs from Kindergarten through to Grade 12. Our focus at the
secondary level is intended to provide students with classroom and “real-life” work
experiences from which the students can identify their strengths, interests and abilities.
Skills such as conflict resolution, problem solving, relationship skills, and other facets
associated with successful “team” work are entrenched within every career course.
These “soft skills” paired with the work done on résumés, cover letters, interviews, etc.,
assist in preparing students for the transition from school to the world of work, or further
training and education. In addition to providing a variety of programs, the Career
Development Department welcomes all students into the Career Resource Centre in
room B113. The Centre houses information on the following:
•
•
•
•
•
Career Cruising
Résumé and Cover Letter assistance
Post-Secondary School Information
Career Counseling
Work Experience placements
Career Programs provide students with the opportunity to participate in career-specific
studies and related community-based work experience. They are geared to meet a wide
range of learner needs from exploration of different careers, to preparation for further
education and training in a career area, to providing very specific career pathways.
École Panorama Ridge Secondary offers the following Career Program models:
•
•
•
•
•
•
Planning 10
Work Experience 12A and 12B, IDS 12A
Community Leadership Co-op 11
Science Coop11
Secondary School Apprenticeship
District Partnerships Programs
PLANNING 10
The aim of Planning 10 is to enable students to develop the skills they need to become
self-directed individuals who set goals, make thoughtful decisions, and take
responsibility for pursuing their goals through life. Planning 10 provides opportunities for
students to:
•
•
•
•
Plan for successful learning in the Graduation program
Explore a wide range of post-secondary education and career options
Develop financial literacy skills related to pursuing their education and career
goals
Begin planning for their transition beyond secondary school
CAREER TRANSITIONS 12
Career Transitions 12 is a course specifically designed to give Grade 12 students time to
critically think about their plan for their future after high school. The course helps
students understand their personality and values and how they relate to their career
14
choices. Students spend time researching and exploring different types of careers and
post-secondary programs. Students create long term and short term personal,
educational and career goals, as well as explore the world of workers’ rights and
responsibilities. Professional communication is an integral part of the course and that
allows the creation of resumes, cover letters and the practice of job interview skills.
Students in Career Transitions 12 will explore the affordability of post-secondary
programs and understand the cost of tuition, books and supplies, as well as students’
fees. Sources of funding such as student loans and scholarships will also be explored,
thereby allowing students to create a budget for their first year out of high school that
explores the cost of living associated with living on their own, as well as at home. At the
end of the course students will have completed all the requirements for the Ministry
mandated Graduation Transition Package (GTP) needed in order to participate in the
Grade 12 Exit Interviews.
WORK EXPERIENCE 12A & 12B
Work experience is intended to help prepare students for the transition from secondary
school to the world of work. It is an opportunity for students to apply classroom learning
in a context outside of school and bring a new perspective to their learning. It also gives
students a chance to gain new skills that can be used in future work opportunities. WEX
fulfills the graduation requirements with an 80 – 100 hour work experience. The Work
Experience courses are part of every Co-op. Work Experience is also offered as standalone outside the schools schedule for Grade 11 and 12 students.
GRADUATION TRANSITIONS (GT 12)
The Graduation Transitions Plan is intended to prepare students for a successful
transition to life after secondary school. In order to meet this goal, Graduation
Transitions encourages students to:
•
•
•
•
Take ownership of their own health and learning
Examine and demonstrate connections between their learning and their future
Create a plan for their growth and development as skilled, healthy,
knowledgeable, participating citizens
Exhibit attributes of a BC graduate
The Graduation Transitions Plan is an opportunity for students to reflect on their
knowledge and abilities and plan for life after graduation by collecting evidence of their
achievements in the following required areas:
•
•
•
Personal Health – Maintain a personal health plan and participate in a minimum
of 150 minutes of moderate to vigorous physical activity per week beyond grade
10 PE
Community Connections – Gain employability skills through participation in at
least 30 hours of work experience or community service
Career and Life – Students will be required to complete a transition plan that will
culminate in a final Exit Interview
Completion of GT 12 on students’ transcripts will provide students with the Ministry
required 4 credit Grade 12 course.
15
CO-OPS
Co-ops are programs that integrate students’ academic studies with related work
experiences. A Co-op consist of 2 core subjects, Work Experience 12A, Work
Experience 12B, Career Transitions 12 and Graduation Transitions 12. Co-ops must be
taken exactly as shown for one semester. Students will have the same teacher,
classmates and classroom for all courses. There will be some acceleration of class
material while students are attending classes to accommodate for the time spent in the
work experience components.
Community Leadership Co-op 11
Science Co-op 11
Physical Education 11
Social Studies 11
Work Experience 12A
Work Experience 12B
Career Transitions 12
Graduation Transitions 12
Physics 11
Chemistry 11
Work Experience 12A
Career Transitions 12
Graduation Transitions 12
DISTRICT PARTNERSHIP PROGRAMS
District Programs provide secondary school students (Grades 11 and 12) with the
knowledge, skills, attitudes, and experiences to further their education and employment
opportunities.
Many of the district’s career programs are in partnership with British Columbia Institute
of Technology (BCIT), Emily Carr University of Art & Design (ECUAD), Kwantlen
Polytechnic University (KPU), Nicola Valley Institute of Technology (NVIT), Surrey
College and Vancouver Community College (VCC). The partnership program provides
students with opportunities to receive industry certification, or post-secondary course
credits, in addition to meeting the requirements for high school graduation.
CAREER EDUCATION PROGRAMS:
District Programs provide secondary school students (Grades 11 and 12) with the
knowledge, skill, attitudes, and experience to further their education and employment
opportunities. Many of the district’s career programs are in partnership with British
Columbia Institute of Technology (BCIT), Douglas College, Emily Carr University of Art +
Design (ECUAD), Kwantlen Polytechnic University (KPU), Nicola Valley Institute of
Technology (NVIT), Surrey College and Vancouver City College (VCC). The partnership
program provides students with opportunities to receive industry certification, or postsecondary course credits, in addition to meeting the requirements for high school
graduation.
PROGRAMS & DESCRIPTIONS

Automotive Collision Repair Technician is designed for students to become
technicians who can work for car dealerships, independent garages or specialty
repair shops. In smaller shops, workers often do the preparation and the
refinishing while in larger shops they may specialize.
16

Automotive Refinishing Prep Technician can work for car dealerships,
independent garages or specialty repair shops. In smaller shops, workers often
do the preparation and the refinishing while in larger shops they may specialize.

Automotive Service Technician is designed for students to become technicians
who can diagnose, repair, maintain and replace mechanical subsystems and
parts of automobiles and light trucks in a retail automotive business. Mechanical
subsystems are typically brakes, suspension, engine, transmission cooling,
electrical and exhaust systems.

Baking and Pastry Arts trains students to work in the baking industry. Students
learn the skills and theoretical knowledge of the baking process and the functions
of ingredients. The new skills and experience acquired, combined with your
natural talent will give you a boost into the field of professional baking.

Carpenters construct, install, finish and repair wooden and metal structured
residential and commercial buildings. Carpenters may also be involved in
constructing large concrete, steel and timber structured bridges, dams, power
stations and civil engineering projects. A Carpenter may perform the following
tasks:
*Construct formwork into which concrete is poured
*Build floors and wall frameworks, roofs and suspended ceiling floors
*Install metal or wood windows, sashes and doors
*Construct prefabricated units, such as cottages and houses
*Cut materials with hand and power tools and assemble or nail
*Install door handles, locks and hardware

Culinary Arts – Cooks prepare and present a host of food items, manage costs
and menu planning, and must be well versed in food safety and handling. They
must also be aware of various dietary needs and restrictions. Artistic creativity is
highly valued in this trade.

Drafting/CADD – Drafting is the process of using computers to create plans and
blueprints for a variety of products and structures. As a drafting professional, you
will use mathematical and engineering principles to plan construction stages.
Traditional Drafting professionals drew everything by hand. But drafting in the
Internet age allows you to use the latest cutting edge software to work smarter
and increase your productivity.

Electrician Program is a two-semester program. Electricians work in a wide
variety of buildings and facilities - on everything from lighting and climate control
systems, to communication equipment and thousands of other specific tools and
devices. An Electrician is designated as a Construction Electrician under the
Inter-provincial Red Seal program.

Emily Carr--Headstart in Art Program -- Emily Carr instructor delivers a first-year
foundation studio course at one of the secondary schools. Students must make
application to their school's Career Development Facilitators. Course tuition is
paid by the student. For more info, please contact your school Career Centre.
17

Canadian Flight Centre: A private pilot license is the foundation of your aviation
career. Ground school is a series of classes that teach you about many areas of
aviation, including meteorology, aerodynamics, and the specific laws that pertain
to pilots. As part of this course, you obtain an aviation radio license, and prepare
for the PPL written exam. Course tuition is paid by the student.

Hairdressing is a two-semester program, completing theory, salon training and
on-the-job work experience. Level I includes Cosmetology: The History and
Opportunities; Life Skills; Your Professional Image; Communicating for Success;
Infection /Control: Principles and Practice; Properties of the Hair and Scalp;
Principles of Hair Design; Shampooing, Rinsing & Conditioning; Haircutting and
Hairstyling. Level II includes Wigs and Hair Enhancements; Hands-on Perming Chemical Texture Services; Haircoloring; Histology of the Skin; Hair Removal;
Facials; Facial Makeup; The Salon Business; Seeking Employment; On the Job;
Career & Personal Planning 12 – Designing a Salon.

Horticulture: Students who complete the Horticulture program will be prepared for
employment at golf courses, in greenhouse production facilities, nurseries,
garden centres or in landscape maintenance. Many good paying positions are
available in horticulture and students with good skills, knowledge and attitude can
expect to find employment readily.

Law Enforcement Preparatory Program (Canadian Justice Criminal System)
Students enrolled in this course is giving a headstart to the Law Enforcement
Preparatory Program (LEP). Lep quips students with the required knowledge
and skills to pass various entrance requirements for law enforcement (including
the RCMP aptitude test) or as a base means of entry into other related law
enforcement fields. Career opportunities include RCMP, Court Worker, Sheriff’s
Officer, Correction Services Officer, Security Guard, Security Officer, Aboriginal
Policing Programs, etc. The NVIT LEP program is unique because it explores
learning Aboriginal perspective.
Metal Fabricators (Steel & Metal Fabrication) deal with the selection, layout, shearing,
cutting (with a torch), punching, drilling, forming, fitting and welding of steel plates and
structural steel shapes into products for the forest, mining, construction, transportation
and agricultural industries. Typical projects that involve steel fabricators include bridges,
buildings, hoppers, conveyors, towers, cranes, heavy mining equipment, logging
equipment, ship parts and equipment.
Millwright: A Millwright installs, maintains, dismantles and reassemble machinery for
repairs or modification. A millwright moves to various machinery to perform his/her
duties. The machinery is as diversified as the industry itself. Over the past few years
the trade has become very high-tech. However, a millwright may be required to work
with older equipment one day and state of the art equipment the next.
Painter & Decorator: A painter prepares and applies paint on any organic/inorganic
coating when applied in the same manner as paints, sand/hydro blasts for cleaning
decorative or preparatory purposes to steel, concrete or wood, installs rubber, fiberglass,
acid resistant or metalized linings to tanks, pipes, or other vessels; installs all wall
covering on buildings or structure surfaces.
18
Plumbing: Plumbers install, alter and repair the water, waste and disposal systems that
provide basic amenities to our industrial, business and residential communities.
Plumbers work with a variety of piping materials (copper, concrete, plastics) according to
appropriate specifications. There is predicted to be long term employment in this
nationally designated Red Seal trade.
Roofing: Roofers build and repair flat and sloped roofs, set up scaffolding to provide safe
access to roofs and may also need to estimate the materials needed and the cost of
installation
Welding: Graduates would be prepared for employment in forestry, mining,
petrochemical, transportation and marine industries. Many new positions are expected to
be available in welding trades over the next ten years.
SECONDARY SCHOOL APPRENTICESHIP (SSA)
http://www.itabc.ca/
The Ministry of Education, in partnership with the Industry Training Authority (ITA), offers
apprenticeship training programs for high school students. Students have the option to
enroll in both programs, both of which earn credit towards graduation. The Secondary
School Apprenticeship (SSA) is a work-based training program, which is skill
development through practical, hands-on experiences. Students enrolled in SSA
courses concurrently work and attend high school. SSA students formally register with
the ITA as Youth Apprentices. Successfully completing the program earns students 16
credits towards graduation, and may qualify them to apply for a $1000 scholarship. The
SSA Scholarship, a $1000 cash award, is available to SSA students for sustained and
exceptional work as an apprentice. The funds are intended to assist apprentices with the
purchase of tools, equipment, materials, or post-secondary tuition.
Scholarship Criteria:
To be eligible to apply for the SSA scholarship, an Industry Training Authority (ITA)registered youth apprentice must have:
•
been registered in a school district Secondary School Apprenticeship Program
prior to graduation
•
graduated with a Grade 12 Dogwood Diploma or Adult Dogwood
•
successfully completed SSA 11A, SSA 11B, SSA 12A, and SSA 12B
•
maintained a C+ average or better on Grade 12 numbered courses
•
reported a total of at least 900 hours to the ITA within six months of graduation
SSA Scholarships are awarded to those SSA students who meet the eligibility criteria there is no need to apply. All students who meet the criteria for the Scholarship are
automatically considered for the award.
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ENGLISH
HUMANITIES 8
Grade 8 students are assigned to the same teacher for both English and Social Studies
in a combined all-year course (one block in each semester). Important portions of the
history content lend themselves to the development of English skills, while literature and
writing enhance Social Studies learning. Some lessons and units that lend themselves
to integrated study will be integrated, while other lessons and units will be developed
separately.
Humanities develops competency in reading, writing, speaking, listening, viewing,
representing and research. All of these skills are applied to literature, geography, history
and current events. The course stresses an independent and active approach to
learning through cooperative learning, thinking and creative problem solving, and
focuses on our interaction with the physical and social environment.
English Component:
Reading, writing, oral communication, viewing, representing, grammar, English literature,
short stories, novel study and poetry.
Social Studies Component:
Geography, including maps, graphs and chart; Middle Ages in Western Europe; Middle
Ages in Eastern Europe and the Middle East; Renaissance and Reformation in Europe;
exploration and conquest; Middle Ages in India, China, and Japan
ENGLISH 9
Recommended: Successful completion of Humanities 8
Through the integration of reading, writing, oral communication, viewing and
representing, English 9 is designed to develop students’ skills and appreciation of
language and literature. The activities and resources are selected to appeal to a range of
interests and abilities.
 Reading: short stories, novels, poetry, drama and non-fiction. Students will read
for a variety of purposes and demonstrate interpretive understanding.
 Writing: the emphasis will be on composition skills needed for a variety of
formats. All stages of the writing process will be used with emphasis on
paragraph writing, but essays will be expected.
 Oral communication: focus on developing an increasing awareness of
audience, purpose and context.
 Viewing: students will identify techniques used to convey meaning in visual and
mass media.
 Representation: students creating a variety of images to assist in the
development and expression of ideas.
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ENGLISH 10
Recommended: Successful completion of English 9
Through the integration of reading, writing, oral communication, viewing and
representing, English 10 is designed to develop students’ skills and appreciation of
literature and language. The activities and resources are selected to appeal to a range of
interests and abilities.
Students will read for a variety of purposes, demonstrate interpretive understanding and
critically analyze short stories, novels, poetry, drama ( e.g. a Shakespeare play),
and non-fiction.
 In writing, students will write in a variety of formats, employing all stages of the
writing process. Emphasis will be on the multi-paragraph composition.
 Oral communication skills will develop a critical awareness and appreciation of
audience, purpose and context.
 In viewing, students will identify, analyze, and interpret techniques used to
convey meaning in visual and mass media.
 Students select and create a variety of representational forms to assist in the
expression, development and extension of ideas.
ENGLISH 10 PRE AP
Recommended: B or higher in English 10 or successful completion of English 10 PREAP
Pre-AP courses are designed for students who enjoy reading and writing and are
wanting to prepare for the rigors of AP English 12. Pre-AP courses focus less on
remedial skills and more on developing students’ appreciation for literature and
language. Students who have a solid ability and interest in English should consider
taking Pre-AP English. These courses provide more challenging, stimulating content
than regular English classes, and may move at a quicker pace than regular classes, but
it is important to note that students are marked no harder in Pre-AP English courses
than in regular English courses. Readings may be taken from the English 12 AP list
and students may be asked to complete some reading over the summer.
ENGLISH 11
Recommended: Successful completion of English 10
English 11 is a mandatory course which all students except those in Communications
11, must pass in order to proceed to a grade 12 English course needed for graduation.
English 11 integrates the skills of reading, writing, oral communication, viewing and
representing. It continues to develop and enhance students’ appreciation of literature
and language. The activities and resources are increasingly more sophisticated, but are
carefully selected to appeal to a range of student interest and ability. The strands begun
in the previous grades will be built upon and expanded.
ENGLISH 11 PRE AP
Recommended: B or higher in English 10 or successful completion of English 10 PREAP
Pre-AP courses are designed for students who enjoy reading and writing and are
wanting to prepare for the rigors of AP English 12. Pre-AP courses focus less on
remedial skills and more on developing students’ appreciation for literature and
language. Students who have a solid ability and interest in English should consider
taking Pre-AP English. These courses provide more challenging, stimulating content
21
than regular English classes, and may move at a quicker pace than regular classes, but
it is important to note that students are marked no harder in Pre-AP English courses
than in regular English courses. Readings may be taken from the English 12 AP list
and students may be asked to complete some reading over the summer.
COMMUNICATIONS 11
Recommended: Recommendation of teacher
An alternative to English 11, Communications is designed for students not proceeding
directly to university or a university transfer programme. Like English 11, it integrates the
skills of reading, writing, oral communication, viewing and representing. It is intended to
develop and enhance students’ appreciation of literature and language.
ENGLISH 12
Recommended: Successful completion of English 11
English 12 is a mandatory course which all students, except those in Communications
12, must pass in order to graduate. English 12 draws together the learning experiences
of 12 years of schooling. It encourages the development of students’ confidence,
independence and appreciation in the areas of reading, writing, oral communication,
viewing and representing. It continues to develop and enhance students’ appreciation of
literature and language. The activities and resources are increasingly more
sophisticated, but are carefully selected to appeal to the range of students’ interests and
abilities.
ENGLISH 12 AP
Recommended: B or higher in English 11 or completion of English 11 PRE-AP
AP English 12 is a course designed to provide you with a learning experience equivalent
to the introductory year of college literature course work. Students will engage in
intensive study of different types of literary works from the Renaissance through the 21 st
Century through careful reading and critical analysis of each piece. The course will help
students deepen their understanding of the ways writers use language to provide both
meaning and pleasure for their readers.
COMMUNICATIONS 12
Recommended: Recommendation of teacher
An alternative to English 12, Communications is designed for students not proceeding
directly to university or a university transfer program. Like English 12, it integrates the
skills of reading, writing, oral communication, viewing and representing. It is intended to
develop and enhance students’ practical abilities. In writing, the emphasis will be on
practical composition skills, and all the strands will be focused on strengthening the
students’ communication skills and developing their appreciation of literature and
language.
LITERATURE 12
Recommended: C+ or higher in English 11
Literature 12 is designed for students who love to read great literature. It is a survey
course of the best English literature written from early days to modern times. There is
an optional provincial exam in this course. Students needing an exam course for
scholarships may choose to write the exam; students taking the course for interest only
need not write the exam. If you are a strong reader, if you like to discuss great literature,
and if you can express yourself well in writing, you will enjoy Literature 12.
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WRITING 11
Writing 11 intends to give students the opportunity to create an enduring understanding
of their own voice and through writing, develop a sense of self awareness and world
comprehension. The fostering of a love of language and literature is fundamental to the
student’s long term understanding. Explicitly, the course will provide opportunities for
students to become better writers, more self-reflective thinkers and develop better skills
to work cooperatively and collaboratively (peer and self assessment/reflection) while
building a portfolio of work that reflects their growth as writers.
As they help co-design their own learning and work with their peers to co-create the
foundations and themes of the course, they will be developing exploratory, critical and
analytical thinking. Ultimately, this course intends to allow students to foster a deeper,
more personal understanding of the writing process (drafting, reflection and revision) and
recognize their own perspective and place in the world through their written expression
within a supportive, collaborative community of writers. This course is designed for
students who show an interest in self-expression, writing, social media and other
creative mediums not necessarily explored in depth in other courses.
CREATIVE WRITING 12
Recommended: Successful completion of English 11
Do you love to write? Are you interested in possibly pursuing writing as a career? Do
you write in a journal, write poetry, stories, plays, or novels for pleasure? Then this
course is for you. Students who take Writing 12 should be prepared to write both fiction
and non-fiction pieces. This includes the personal essay, memoir, and profile writing as
well as short stories and poetry. Students must also be able to write in a classroom
setting, be self-motivated, and be open to sharing their writing with other students. Most
importantly, you must be willing to stretch as a writer and be dedicated to working at
expanding your skills.
23
VISUAL ARTS
VISUAL ARTS 8: GENERAL - ROTATION
Art 8 is an introductory 5 week course that focuses on discovering the magic found in
mixing the paints of the colour wheel, creating fun creative hand built clay projects,
general design and drawing skills. Participation in Art gives the student “a taste” of some
of the basic skills of art and design, in order that they can continue to learn about and
enjoy art in the future. Evaluation includes process, progress, participation, work habits
as well as product made in each media area.
ART 9
Students in Art 9 will enhance their basic skills. Personal social, cultural and historical
contexts will be explored. Students will experience a variety of basic areas of visual
expression including two dimensional and three dimensional works.
VISUAL ARTS 10: GENERAL (ART)
Students in Art 10 will enhance their basic skills. Personal, social, cultural and historical
contexts will be explored. Students will experience a variety of basic areas of visual
expression including 2 dimensional and 3 dimensional works.
PRE-AP ART 10
Pre-AP Art 10 is designed for students who are interested in tracking towards postsecondary art study. Students suitable for this program are beginning to build a portfolio
for consideration to be admitted into post-secondary art programs. It is a studio art class
that requires a higher level of personal responsibility, artistic expression, and
sophistication. Students will need to commit to using in-class as well as personal time to
maintain a sketchbook and develop work that shows a broad understanding of the
elements and principles of art and design. This course is meant as the first stage in a 3
year track in which students are expected to take AP Art11 and then AP Art 12 with the
goal of submitting a final portfolio that includes the student’s accumulation of key pieces.
VISUAL ARTS 10: CERAMICS & SCULPTURE
This course will involve concentrated exploration in 3D visual expression areas. This will
include ceramics and sculpture, and may be supplemented with modeling mixed media
and Fine Arts.
VISUAL ARTS 10: DRAWING & PAINTING
This course prepares the student to communicate ideas through the printed letter and
pictorial images. It explores layout and imagery, it will include printmaking and
commercial design, and may be supplemented with photography, video, film, and
computer graphics.
ART FOUNDATIONS 11
Art 11 is designed for two purposes. The first is to allow students with previous art
experience to continue their education in the following visual expression areas of:
drawing, painting, sculpture, print-making and media arts. The second purpose of this
course is to meet the needs of students who are taking art for the first time and need a
foundation class.
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VISUAL ARTS 11 PHOTOGRAPHY
Photography 11 is designed for the student who has a strong interest in media
technology. This course will include: photo composition, camera techniques and digital
photo manipulation. Please note this course doesn't include any darkroom based
photography. Students will create personally meaningful images and elicit a response.
Students will begin to understand the role photography has in our information society
and analyze the structure of the visual image and how it is used to convey information.
STUDIO ARTS 11: CERAMICS & SCULPTURE
This course will involve greater depth of explorations in the 3D visual expression areas.
This will include ceramics and sculpture and may be supplemented with modeling, mixed
media, and fibre arts.
STUDIO ARTS 11: DRAWING & PAINTING
This course prepares the student to communicate ideas through the printed letter and
pictorial images. It explores layout and imagery, it will include printmaking and
commercial design, and may be supplemented with photography, video, film, and
computer graphics.
PRE-AP ART 11
This course is designed as a studio level art class, which is taught at the college level.
Every aspect of the class will require students to respond at a higher level of
responsibility, artistic expression, and sophistication. Students will have an
understanding that their work will demonstrate a sense of relevance based upon
individual style, technique and ideation.
The portfolio structure is divided into three sections: Quality, Breadth and Area of
Concentration. Each section has specific goals for the student to achieve. The Breadth
section is generally a teacher driven syllabus of assignments, which allows students to
gain greater experience with technique, problem solving and ideation within their
portfolio focus. The Area of Concentration is dedicated to an independent investigation
of a strong visual idea that each student has the opportunity to choose. This section of
the portfolio is designed to allow students to demonstrate learning over time by showing
growth, research and evolution of an artistic concern. The Quality section is a selection
of art works taken from both the Breadth and Area of Concentration. These works should
show the highest level of achievement for each student.
Due to the degree of discipline and work required for the portfolio, this is a two part
course that is taught over a two year period, as AP Art 11 and AP Art 12. Successful
completion of this program will students a university credit.
ART CAREERS 12
Recommended: Teacher’s approval and a minimum of two previous Art courses
This is a comprehensive course which is designed for a student who is serious in
pursuing an Art related career. Students will work in a variety of media in preparing their
portfolio for admission to a post secondary institution. Students are expected to research
Art related careers actively.
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VISUAL ARTS 12: DIGITAL PHOTOGRAPHY
Recommended: VAMT 11
Photography 12 is designed for the student with a strong interest in media technology
who have previously taken Photography 11. Students will work independently and
continue exploring advanced photo manipulation using computer software. Students will
create personally meaningful images and develop a portfolio of their photography.
YEARBOOK 11 AND YEARBOOK 12
Recommended: Permission of the teacher through application process
During this course you will learn:
Graphic Design
 Lettering/font styles
 Selecting, cropping and page layouts
Computer Skills (In-Design and/or DEO)
Camera/Photography skills
Elements of Business
 Preparing and planning for deallines
 Marketing
 Sales and Advertising
 Distribution
Reporting/Journalism Skills
 Interviewing
 Writing and Editing Text
*Note:
This is a Flex-period course which will be offered outside of the regular time table to
allow for the unique circumstances of producing a published book. Yearbook 11/12 will
run during the morning period from 7:15 a.m. – 8:30 a.m. several days a week. This
course will run from October 1st – April 30th. Running this course during this time slot will
not only allow for more focussed and progressive attention to our yearbook, it will also
provide students with more flexibility in their schedules to take other courses and attend
to after school commitments.
Note:
Admittance into this course is by application only.
counsellor) for application forms.
Please see Ms. Mayer (or your
VISUAL ARTS 12: CERAMICS AND SCULPTURE
Recommended: SACS 11 or AF11
Students will work on projects in a variety of 3 dimensional media including clay. The
projects will be in response to assignments that focus on areas of the Elements and
Principles of Art and Design. Students will continue refining ceramic and sculpting
techniques and work independently using various media to develop a body of 3
dimensional Art.
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VISUAL ARTS 12: DRAWING AND PAINTING
Recommended: SADP 11 or AF 11
Drawing and Painting 11 will focus on communicating in 2 dimensions. Students will
have the opportunity to work in acrylic and watercolour paint, as well as drawing from life
and sketching. Students will continue to develop technical skills and work independently
creating their portfolio.
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PERFORMING ARTS
DRAMA 8
As a component of the Fine Arts course rotation, Drama 8 gives students an opportunity
to explore story development, storytelling, acting and performing. Students develop skills
in the areas of creative thinking, community building, cooperative learning, imagination,
self-confidence, and self-reflection. Participants also develop an appreciation for the
diversity of others and a respect for others’ beliefs. Students who enjoy this 5 week
course and who are interested in exploring theatre and expanding their skills can go on
to select Drama 9.
DRAMA 9
A creative drama course which further develops the skills learned in Drama 8. Students
explore areas such as improvisation, speech and movement, and begin an increasing
exposure to theatrical skills. Personal awareness and self-discipline play an important
role throughout the course.
The emphasis of this course is on the student’s participation in various theatrical
activities. Therefore, though some theatre history is involved, it is introduced as a way of
helping the student understand the process of drama in its various forms. The major
part of class time will be spent on practical exercises, with students participating ‘hands
on’. Performances are required.
DRAMA 10
Panorama Ridge Theatre Company is a 4-credit course offered outside the regular
school timetable and is based on the model of a professional theatre company. A
creative drama course that further develops the skills learned in Drama 9. Students
explore areas such as improvisation, voice and movement, scene work, and continue to
increase their exposure to various theatrical skills and terminology. Students will be
introduced to various roles in the theatre, such as directing, script writing, stage
management, and production. Personal awareness and self-discipline play an important
role throughout the course. The emphasis of this course is on the student’s participation
in various theatrical activities. Therefore, though some theatre history is involved, it is
introduced as a way of helping the student understand the process of drama in its
various forms. The major part of class time will be spent on practical exercises, with
students participating ‘hands on’. Performances are required.
THEATRE PRODUCTION 11: STAGECRAFT – By Audition Only
Panorama Ridge Theatre Company is a 4-credit course offered outside the regular
school timetable and is based on the model of a professional theatre company.
Stagecraft requires a passionate curiosity about the arts and how theatre is made. A
significant amount of time outside of class after school is a requirement of this course, as
we are responsible for putting on the school play or musical. The course will cover all
aspects of theatre which do not include acting or performing, and explores how we tell a
story in theatre through technical elements. We will look at all behind the scenes aspects
of theatre: set design, lighting, sound, make-up, costuming and stage management. In
addition to technical skills, “techies” will participate in communication and teamwork
workshops to develop the vital interpersonal skills needed to be part of an effective
creative team.
28
THEATRE PRODUCTION 12: STAGECRAFT – By Audition Only
Stagecraft requires a passionate curiosity about the arts and how theatre is made. A
significant amount of time outside of class after school is a requirement of this course, as
we are responsible for putting on the school play or musical. The course will cover all
aspects of theatre which do not include acting or performing, and explores how we tell a
story in theatre through technical elements. We will look at all behind the scenes aspects
of theatre: set design, lighting, sound, make-up, costuming and stage management. In
addition to technical skills, “techies” will participate in communication and teamwork
workshops to develop the vital interpersonal skills needed to be part of an effective
creative team.
THEATRE COMPANY 10-12 – By Audition Only
Panorama Ridge Theatre Company is a 4-credit course offered outside the regular
school timetable and is based on the model of a professional theatre company. Grade
10 – 12 students will gain experience in acting, performance, stage management, and
technical theatre as our collective works to produce a full-length musical. Classes are
held after school 2 days a week, with a much intensified time commitment when the
show is in full rehearsal mode. Entrance is by audition only with the Drama Teacher.
Auditions will take place in the spring.
ACTING 11
This course combines many of the skills and elements acquired in Drama 8-10 with a
primary emphasis on the further development of acting techniques and styles.
Character development and script work are focused on at this level. Personal
awareness and self-discipline play a very important role throughout the course. Journal
writing and personal reflection are a necessary part of the course and the student’s
development.
Students will be presented with increasingly challenging projects and numerous
performance opportunities. The class is designed to give students an understanding of
the historical development of theatre through the eyes of a performer.
Though some theatre history is involved, it is introduced as a way of helping the student
understand the process of drama in its various forms. The major part of class time will
be spent on practical exercises, with students participating ‘hands on’. All Students will
be expected to perform in public performances.
ACTING 12
This advanced level drama course combines many of the skills and elements acquired in
Drama 8-10 and Acting 11 with a primary emphasis on the further development of acting
techniques and styles'.
Continued development of character and script work are
focused on at this level. Personal awareness and self-discipline play a very important
role throughout the course. Journal writing and personal reflection are a necessary part
of the course and the student’s development.
Students will be presented with increasingly challenging projects and numerous
performance opportunities. The class is designed to give students an understanding of
the life of a professional actor and explore local post-secondary theatre options. It will
also help students perfect their audition and cold reading skills. The major part of class
time will be spent on practical exercises, with students participating ‘hands on’. All
students will be expected to perform in public performances.
29
BAND 8
Band 8 is designed to introduce the student to the challenge and excitement of the
Secondary School music program. Students will listen to and perform music in a wide
variety of styles (Rock, Classical, Jazz, World-Music). Students will receive instruction in
correct technique, music reading and listening skills. Band 8 students will perform at
numerous École Panorama Ridge Band concerts, the Surrey Grade 8 Band Revue, and
will have the opportunity to participate a 3 day music retreat – early Oct. and a 3 day
performance tour to the Kelowna area. Evaluation will be based on progress,
participation, and attitude.
JAZZ BAND 8
Co-requisite: Must be enrolled in Concert Band 8 in order to be enrolled in Jazz Band 8,
and have the Director's permission.
This course will introduce students to the elements of playing jazz styles of music
(Swing, Latin, Rock, and Ballad) and improvisation. Members of this group will require
strong musical skills and a high degree of commitment in music preparation, rehearsals,
and performance. Students will perform at École Panorama Ridge concerts. Jazz &
Java, the Envision Jazz Festival and on extra-curricular tours. This class will meet twice
a week outside of the regular timetable (likely Monday and Thursday mornings from 7:15
to 8:25 a.m.). As Jazz Band 8 is a full-credit course, enrolling students will have 9
courses on their transcript. Evaluation will be based on progress, participation, and
attitude.
CONCERT BAND 9
Concert Band 9 is designed to further develop the skills and attitudes learned in Band 8.
Emphasis will be on correct technique, leadership and individual responsibility to the
group. Students will receive instruction on their instrument, notation, ear training and
counting. Students will experience a significant increase in complexity of music over the
previous band levels. Students in Concert Band 9 will perform at École Panorama Ridge
concerts, the Surrey Concert Revue at the Bell Centre, and on extra-curricular band
retreats and tours. Performances are required course work.
JAZZ BAND 9
Co-requisite: Must be enrolled in Concert Band 9 (MCB9) in order to be enrolled in
Jazz Band 9, and have Director’s permission.
In this course students will develop a concept of jazz styles (Swing, Latin, Rock, Ballad)
and improvisation. Membership in this group will require strong musical skills and a high
degree of commitment in music preparation, rehearsals, and performance. Student will
perform at École Panorama Ridge concerts, Jazz & Java, the Envision Jazz Festival,
and on extra-curricular tours. This class will meet twice a week outside of the regular
timetable (likely Monday and Thursday 7:15-8:25 a.m.). As Jazz Band 9 is a full-credit
course, enrolling students will have 9 courses listed on their transcript. Evaluation will be
based on progress, participation, and attitude, and participation in performances.
INSTRUMENTAL MUSIC: CONCERT BAND 10
Recommended: Successful completion of Band 9 or Director’s permission
This course is designed for students who have reached a high level of proficiency on
their band instrument. Students will perform at École Panorama Ridge concerts, the
Surrey Concert Band Revue at the Bell Centre, and on extra-curricular band retreats and
tours. Evaluation will be based on progress, attitude, and participation in music
department activities, including performances.
30
JAZZ BAND 10
Co-requisite: Must be enrolled in Concert Band 10 (MCB10) in order to be enrolled in
Jazz Band 10, and have Director’s permission.
In this course students will develop a concept of jazz styles (Swing, Latin, Rock, Ballad)
and improvisation
Membership in this group will require strong musical skills and a high degree of
commitment in music preparation, rehearsals, and performance. Students will perform
at École Panorama Ridge concerts, Jazz & Java, the Envision Jazz Festival, and on
extra-curricular tours. This class will meet twice a week outside of the regular timetable
(likely Tuesday and Friday 7:15-8:15 a.m.). As Jazz Band 10 is a full-credit course,
enrolling students will have 9 courses listed on their transcript. Evaluation will be based
on progress, participation, and attitude, and participation in performances.
INSTRUMENTAL MUSIC: CONCERT BAND 11
INSTRUMENTAL MUSIC: CONCERT BAND 12
Recommended: Successful completion of previous Band courses or Director’s
permission
Students will develop a high level of musical skills through the practice and performance
of a wide range of advanced repertoire. Careers in music will be explored, as well as the
goals of enjoyment of music and critical listening skills for life. Students will perform at
École Panorama Ridge concerts, the Surrey Concert Band Revue at the Bell Centre,
and on extra-curricular band tours. Evaluation will be based on progress, attitude, and
participation in music department activities, including performances.
INSTRUMENTAL MUSIC: JAZZ BAND 11 AND 12
Co-requisite: Grade 11’s must be enrolled in Concert Band 11 (IMCB11) in order to be
enrolled in Jazz Band 11, and have Director’s permission. Grade 12’s must be enrolled
in Concert Band 12 (IMCB12) in order to be enrolled in Jazz Band 12, and have
Director’s permission.
In this course students will develop a concept of jazz styles (Swing, Latin, Rock, Ballad)
and improvisation. Membership in this group will require strong musical skills and a high
degree of commitment in music preparation, rehearsals, and performance. Student will
perform at École Panorama Ridge concerts, Jazz & Java, the Envision Jazz Festival,
and on extra-curricular tours. As Jazz Band is a full-credit course, enrolling students will
have 9 courses listed on their transcript. Evaluation will be based on progress, attitude,
and participation in music department activities, including performances.
CHOIR 8,9,10
This course is designed to introduce students to the elements of singing in a choral
setting. Students will sing a wide variety of music and will receive instruction in correct
technique, music reading and listening skills. Students will perform at numerous École
Panorama Ridge Music concerts, a choral revue and will have the opportunity to
participate in various extra-curricular tours. This class will meet twice a week outside of
the regular timetable (likely Tuesday and Wednesday afternoon from 3:10 - 4:15 p.m.).
As Choir 8 - 10 is a full-credit course, enrolling students will have an extra course on
their transcript. Evaluation will be based on progress, participation, and attitude.
CHOIR 11/12
This course is designed to introduce students to advanced choral literature & choral
production. Students will sing a wide variety of music and will receive instruction in
correct technique, music reading and listening skills. Students will perform at numerous
31
École Panorama Ridge Music concerts, a choral revue and will have the opportunity to
participate in various extra-curricular tours. This class will meet twice a week outside of
the regular timetable (likely Tuesday and Wednesday afternoon from 3:10 - 4:15 p.m.).
As Choir 11/12 is a full-credit course, enrolling students will have an extra course on
their transcript. Evaluation will be based on progress, participation, attitude and
participation in performances.
VOCAL JAZZ 10/11/12
Co-requisite: Must be enrolled in choir 10-12 in order to be enrolled in Vocal Jazz 1012. Students must pass an audition to be accepted into the course.
This course is designed to help students develop a concept of singing in a variety of jazz
styles. Students enrolled in this course will require strong musical skills and a high
degree of commitment in music preparation, rehearsals, and performance. Students will
perform at École Panorama Ridge concerts, Jazz & Java, the Envision Jazz Festival and
on extra-curricular tours. This class will meet twice a week outside of the regular
timetable (likely Monday and Thursday afternoons from 3:05 - 4:30 p.m.) As Vocal Jazz
10-12 is a full-credit course, enrolling students will have an extra course on their
transcript. Evaluation will be based on progress, participation, and attitude.
DANCE 8: GENERAL - ROTATION
As a component of the Fine Arts course rotation, Dance 8 gives students an opportunity
to explore some of the basic concepts of movement, musicality, choreography,
technique, and performing. Students will be exposed to a wide variety of dance styles
including, hip hop, jazz, lyrical, bboying/bgirling, Bollywood and tap. Students will
develop their skills in the areas of creative movement/thinking, teamwork and selfreflection while learning about the history and culture of various dance styles that are
popular today. Students who enjoy this 5 week course and who are interested in
learning more about dance can go on to select Dance 9 and participate in our school
shows, competitions, group trips and community performances.
DANCE 9
This course is an introduction to various forms of dance. Students will have the
opportunity to learn the history, terminology, and basic techniques of dance forms such
as tap, jazz, hip-hop, break dancing, musical theatre, and cultural dance. Students will
be taught proper theatre etiquette and will experience dance both as an audience
member and a performer. (Several evening performances are required.)
DANCE 10: GENERAL (Regular dance class within the timetable)
This class is a continuation of Dance 9 (although new students are still welcome!) We
will continue developing techniques and performance skills acquired in previous dance
courses. Emphasis is on dancing for fun and fitness. This course includes exposure to
a variety of dance styles and exploring the history surrounding them. In addition, student
will begin to learn how to choreograph and create their own works. (Several
performances outside the timetable are required)
DANCE 10: PERFORMANCE (This is part of Dance Company)
Recommended: It is recommended that students have some previous dance courses.
In this course students continue developing techniques and performance skills acquired
in previous dance courses. Students will also be introduced to more demanding forms
of dance such as jazz and contemporary. Written work in the form of critiques, analyses,
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and self-assessments will be introduced. In addition students will learn to choreograph
and create their own works. (Several evening performances are required.)
DANCE 11: PERFORMANCE
Recommended: It is recommended that students have some previous dance courses.
This course contains all the same elements of Dance Company, but moves at a more
relaxed pace. Emphasis is on dance for fun and exercise. This course includes
exposure to a variety of dance forms and to the world of dance. The class will move at a
pace catered to the students will have a lot of say as to which dance forms are studied
and performed. Students will learn to create and critique dance, and to use technology
to enhance their knowledge of dance. (Several evening performances are required.)
DANCE 12: PERFORMANCE
Recommended: It is recommended that students have some previous dance courses.)
This course contains all the same elements of Dance Company, but moves at a more
relaxed pace. Emphasis is on dance for fun and exercise. This course includes
exposure to a variety of dance forms and to the world of dance. The class will move at a
pace catered to the students and the students will have a lot of say as to which dance
forms are studied and performed. Students will learn to create and critique dance, and
to use technology to enhance their knowledge of dance. (Several evening performances
are required.)
DANCE CHOREOGRAPHY 10/11/12
Required: Permission from instructor)
In this course students will learn principles of choreography and will have the chance to
choreograph many different pieces in pairs, groups and on their own. (You will be
placed in a junior class unless otherwise specified.) This is a chance for students to
really let their creativity shine through. Students will prepare pieces for practice and
performance. (This can be taken at the same time as dance performance 11/12 or
dance company 11/12.)
DANCE COMPANY 9 - 12 (offered after school as a year long flex block)
Audition required:
This is a year-long advanced class which is designed to run as a “Dance Team.” This is
an advanced level dance class which will focus on technique, choreography, and
pedagogy. In this course students will work at a high level to continue to develop and
perfect skills learned in previous courses and on dance teams. They will take weekly
technique classes. They will further develop choreography and teaching skills as well
as, learn to create and perfect dances for competitions and shows. These skills will
enable students to stretch and experiment by using dance as a means of expression and
communication. (Several evening performances are required.)
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HOME ECONOMICS
FOODS/TEXTILES 8: ROTATION
Foods: An introduction to exploring foods and nutrition. Students will learn the skills
needed to prepare basic quickbreads, apple crisp, snacks and simple meals.
Textiles: This is a fun course where students will learn the basics of hand sewing and
the skill of operating a sewing machine. They will learn to sew clothing, stuffed animals,
and other craft projects.
TEXTILE STUDIES 9
This course will take you beyond the basic skills of Home Economics 8. Students
master basic sewing techniques. learn to interpret a commercial pattern, use a serger
and other time-saving tips to give a professional finish to a variety of individual sewing
projects. Learn to choose clothes that best suit your body type and individual look.
Students have the opportunity to try a variety of seasonal crafts. Other topics included in
this course are fashion trends, maximizing your fashion dollar and how to care for your
clothes.
TEXTILE STUDIES 10
If you love the latest in fashion and want to create your own clothes with special colours,
fabrics, and design work, then this is the course for you. This course includes
adjustments of commercial patterns to meet individual needs and applications of design
and creativity in garment making. Other projects will include seasonal crafts, and the
beginnings of fashion illustration.
TEXTILE STUDIES 11
Recommended: Previous sewing classes or permission of the teacher
This class will focus on advanced sewing techniques. Topics include elements of
design, fashion illustration, wardrobe planning, pattern alteration, and a continued study
of natural and synthetic fibres. Use of the serger and computerized sewing machine will
also be explored, while constructing both clothing and craft projects.
TEXTILE STUDIES 12
Recommended: Previous sewing classes or permission of the teacher
This course is an advanced course for students who wish to further their knowledge in
this field. Textile Studies 12 will include contemporary tailoring techniques and the
techniques required for working with difficult fabrics. Students will increase their
knowledge in fitting and clothing construction and will start exploring pattern design.
TEXTILE ARTS AND DESIGN 9/10
Discover the enjoyment of creating! You will learn various craft making techniques
including decorative sewing, painting, crocheting or knitting, embroidery and quilting.
You will work with different materials, identify various design and crafts from other
cultures and learn about textile fundamentals. This course is for students who like
practical projects but do not necessarily wish to construct garments. Although all class
time is spent working on projects, evaluation is also based on work habits and time
management. Basic supplies will be provided but students may wish to upgrade
materials for a fee. Open to students in grades 9 and 10.
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FABRIC ARTS 11
If you enjoy crafting and making gifts or want to learn how this course is for you.
Celebrations like Halloween, Christmas, Valentine's and Easter provide the inspiration
when making one of a kind craft items. Techniques such as quilting, weaving, applique,
machine embroidery, hand embroidery, fabric painting, knitting or crocheting will be
explored. Evaluation is based on the projects made in class as well as daily work habits
and time management. Basic supplies will be provided but students may wish to
upgrade materials for a fee. Open to students in Grades 10, 11 and 12.
FOOD AND NUTRITION 9
Do you have an interest in foods and their preparation? Basics from A to Z: appetizing
snacks to meals with zest are all part of Foods 9. Understand and enjoy the foods of
today through planning, preparing and presenting. Realize personal food needs and
establish good eating habits and become more competent and creative in food
preparation. Skills learned may be applied to careers in food services, health care and
hospitality, as well as everyday living.
FOODS AND NUTRITION 10
Understand and enjoy the food of today! Become a true gourmet! Travel around the
world on an imaginary trip to discover where those favourite foods you made originated.
Become competent and creative in food preparation and presentation. Try new foods
dishes and enlarge your food preparation repertoire.
CULINARY ARTS CO-OP
24 Credits
Combine your culinary and baking interests with 100 hour work experience in the food
service industry! Students will be taking Culinary Training 11 and 12, Foods 11 or 12,
Career Transitions 12, Grad Transitions 12 and Work Experience 12 A for a total of 24
Credits in one semester. Students will spend all day in the Foods Lab learning a variety
of culinary and pastry arts skills. For a 3 week period, the students will all be placed in a
work experience in the food service industry. The following topics will be covered during
your program:
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Food Safety including FoodSafe Certificate Program
Hospitality and Tourism including WorldHost Fundamentals Certificate Program
Knife Skills
Terminology
Food Preparation
Basic Kitchen Skills
Plating
Culinary Skills: Sauces, Beef, Poultry, Grains, Vegetables, Locally Grown Food
Options, Meat Alternates
Baking & Pastry Arts: Quickbreads, Yeast Breads, Pastry, Cakes, Candy
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FOOD STUDIES 11 (OFFERED AS A FLEX-PERIOD COURSE AS WELL)
Recommended: Previous foods classes or permission of the teacher
Discover how fitness, diet and health are interrelated. Explore the economic, physical,
cultural, societal, psychological, ecological and global aspects of food. Understand more
than the basics and begin to plan for living on your own. Use creative expression in food
preparation and presentation. The course will include experimental cookery, and help
students learn the terms, techniques, equipment, methods and ingredients used in the
preparation of wonderful, quality food. (Offered as a FlexFOOD STUDIES 12 (OFFERED AS A FLEX-PERIOD COURSE AS WELL)
Recommended: Previous foods classes or permission of the teacher
This course has been designed to enable students to continue developing their
competency in quality food preparation. This is also a course for the eager cooking
enthusiast to become skilled in gourmet cuisine. Experience advanced cooking and
baking skills and learn how to present dishes with flare using professional ideas and
secrets. Create your own recipes and meal plans with a style that will impress any
guest. Also explore great food dishes and baked products that are not only healthy but
taste fabulous, that fit into a budget and busy lifestyle.
FAMILY STUDIES 10
This interactive course will explore areas including; families in society, needs and wants
of individuals, human growth and development with special attention to adolescence.
This course will provide students with skills and strategies to enhance a positive self
image, make good decisions, and communicate effectively. This class will also look at
the roles of families in society, the economic, social, emotional, and global issues that
affect families. Students will generate strategies that can be used to help families meet
specific issues and challenges.
FAMILY STUDIES 11
Over 80% of Canadians live with some form of family. We all live on this planet. How
do you get along with others? Explore interpersonal relationships in our global society.
In addition, pregnancy, birth and the stages of development will be studied with
emphasis on learning nurturing techniques for each stage. This course will discuss the
importance of the decision to parent and parental rights and responsibilities, including
providing for the basic needs of a child, the rights of a child, and moral, ethical, and
financial rights and responsibilities.
FAMILY STUDIES 12
Are you ready to live on your own? This course will examine various influences on
adulthood as well as the physical, social, emotional, and cognitive changes that take
place throughout adulthood. Students will propose strategies to attain and maintain the
need and wants throughout life and examine how personal attitudes and values may
change over time. The course will also analyze the cost of independent living and the
relationship between income and expenses, consider various factors that may influence
housing choices, and identify legal rights and responsibilities of independent living.
TOURISM 11
This course provides an overview of the tourism industry and its economic importance to
B.C. Students explore the local, national and international career opportunities in
tourism, which is B.C.’s secondary largest industry. Communication skills are covered
and developed through the SuperHost Program. In addition, travel counselling is a
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major component, including such things as travel packages, accommodation facilities,
travel insurance and transportation schedules. On successful completion of this course,
students have the opportunity to receive three certificates:
SuperHost, Travel
Counselling, and Food Safe, which are registered with the B.C. Ministry of Education.
These certificates are of entry-level value when applying for employment.
TOURISM 12
This course provides an overview of the tourism industry and its economic importance to
B.C. Students explore the local, national and international career opportunities in
tourism, which is B.C.’s secondary largest industry. Communication skills are covered
and developed through the SuperHost Program. In addition, travel counselling is a
major component, including such things as travel packages, accommodation facilities,
travel insurance and transportation schedules. On successful completion of this course,
students have the opportunity to receive three certificates:
SuperHost, Travel
Counselling, and Food Safe, which are registered with the B.C. Ministry of Education.
These certificates are of entry-level value when applying for employment.
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INDUSTRIAL TRADES TECHNOLOGY
The courses offered in the Industrial Trades Technology department are a great
opportunity for students to develop a wide variety of skills from design and construction
to material use and finishing. With today’s job market eagerly looking for trades qualified
workers, students in these courses have the added advantage of transitioning from high
school directly to trades training and trades careers. Whether its personal interests or
career interests that grab your attention, these courses are open to everyone.
TECHNOLOGY EDUCATION 8 - ROTATION
Technology Education 8 is an introductory course that encompasses a brad range of
content and skills. This course will introduce students to the carious elective areas
available in the shops at Panorama Ridge while providing a safe and supportive
environment to learn some valuable hands-on skills. Due to time constraints, one or two
projects will include as many elements of technology as possible.
WOODWORK 9/10
The primary focus of woodwork 9 is to develop safe and efficient operating techniques
with woodworking machinery. All major and portable power tools are used by the
students in the production of their project. On completion of Woodwork 9, students will
have an understanding of good cabinet design and structure. Further, they will be
accomplished in the use of a table saw, planer, jointer, mitre saw, and hand tools.
Woodwork 10 continues to build on the skills established in Woodwork 9. Individualized
project design is the norm with projects ranging from coffee tables and benches to
bookcases and desks. All aspects of construction from lumber ordering to finishing
techniques will be covered during the course. Skill level will determine project selection.
WOODCRAFT 9/10
In woodcraft 9, success is achieved through the emphasis on small craft-type projects.
Students learn the safe and appropriate use of common woodworking hand and power
tools and gain an appreciation for wood, one of our foremost natural resources. Some
areas, which may be covered, include: free form, relief, and Native carving, wood
sculpting, wood burning, inlay, and Intarsia. CNC engraving might also be incorporated
into student projects. In woodcraft 10, individually designed or teacher directed craft-type
projects allow students to further develop mastery in the skills learned in woodcraft 9.
CARPENTRY & JOINERY 11/12
Recommended: Successful completion of Woodwork 9 or 10 or permission of the instructor.
While using machines and tools such as the table saw, planer, jointer, and portable
power tools, students construct a teacher/student designed project that will cover all
construction aspects from design and lumber ordering to finishing techniques. This is an
excellent hands-on course in which to build a great piece of furniture. Carpentry &
Joinery 12 is an advanced woodworking course. Students will be expected to further
their skills and challenge themselves in the creation of a student designed project.
Students could use different materials, techniques and designs in the construction of
their project while safely using all available tools and machines. Skill level will determine
project selection for both courses.
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WOODCRAFT 11/12 (BAA Code YIA 11A)
Recommended: None
In woodcraft 11 and 12 students explore various forms of wood art with an emphasis on
the design and creation of advanced woodcraft projects. Free form carving, wood
sculpting, relief carving, intarsia and wood burning are a few of the areas that may be
covered in this course. CNC engraving may also be incorporated into student projects.
Students will be expected to challenge themselves in creating several artistic projects.
The student’s artistic creation could be a stand-alone project or an enhancement of a
value-added piece of furniture or cabinet.
CARPENTRY & JOINERY 12: FURNITURE CONSTRUCTION
Recommended: Successful completion of Carpentry & Joinery 11 or 12 or permission of the instructor.
This specialty course will specifically focus on the design and construction of furniture.
Students could implement both historical and modern styles while considering relevant
ergonomic parameters. With an effective project work-plan, students will construct a
piece of furniture using the acquired skills of machining, joining, and finishing. Students
will also be expected to identify and use an appropriate selection of hardware, fasteners,
and adhesives in the assembly of the project. Possible projects could include tables,
chairs, beds, and more. Skill level will determine project selection.
CARPENTRY & JOINERY 12: CABINET CONSTRUCTION
Recommended: Successful completion of Carpentry & Joinery 11 or 12 or permission of the instructor.
This specialty course will specifically focus on the design and construction of cabinets.
Students can make use of engineered wood products, composite materials and solid
wood when designing and building projects like bookcases, kitchen cabinets, desks, wall
units and more. Students will use specific construction techniques including drawer
construction and rail and stile doors in the manufacturing of the cabinet. Students will
also be expected to identify and use an appropriate selection of hardware, fasteners,
and adhesives in the assembly of the project. Skill level will determine project selection.
METALWORK 9/10
Metalwork 9 and 10 are introductory courses that teach students how to use
metalworking machinery, tools, and processes. With a strong emphasis on safety,
students will have the opportunity to experience machining, lathe work, welding, sheet
metal, jewellery making, and aluminium casting while completing several teacher
directed projects which are intended to build student skills and confidence in preparation
for senior metalworking courses.
ART METAL/JEWELRY 09/10
Art Metal & Jewelry 9 and 10 are designed to teach students a wide variety of skills with
a focus on design, artist expression and making jewelry. Safety will be greatly
emphasized in both courses. Students will learn processes such as soldering, gas
welding, heating, bending, twisting, lost-wax casting, jewellers sawing, hole piercing,
raising and chasing while making unique art, such as wall sconces and metal replicas of
flowers and other objects and jewelry like rings, bracelets, pendants and earrings.
METAL FABRICATION & MACHINING 11/12
Recommended: Successful completion of any metal 9 or 10 course or permission of the instructor.
Metal fabrication and machining 11 and 12 are advanced metalworking courses.
Students will be expected to further the skills learned in metal 9 and 10 to challenge
themselves in order to create a project of their own design. Using all the metalworking
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machines and tools, students will have the opportunity to build a variety of projects that
will cover everything from design and metal ordering to finishing techniques for metal.
Many metalworking processes will be used in this course including welding (stick, MIG,
oxy-acetylene), cutting (gas, plasma, machine), mill and lathe machining, casting and
foundry (blacksmithing), and art metal. Skill level will determine project selection.
METAL FABRICATION & MACHINING12: ART METAL JEWELLERY
Recommended: Successful completion of any metal 9 or 10 course or permission of the instructor.
This specialty course will primarily focus on the design and creation of advanced art
metal projects. Using new and re-claimed metal, students will be expected to challenge
themselves in creating several artistic projects that could include jewellery making, metal
sculpting, plaques and signs and more. The student’s artistic creation could be a standalone project or an enhancement of a value-added project. Safety will be top priority and
skill level will determine project selection.
METAL FABRICATION AND MACHINING 12 ADVANCED FABRICATION
Recommended: Successful completion of Metal Fabrication & Machining 11or 12
This course expands on the fundamentals taught in Metal Fabrication and Machining 12
through a focus on structural design and fabrication using steel. Students are provided
with an opportunity to improve their knowledge and skills in this area through projectbased learning. Activities: Labs based on a variety of weld joints, and student designed
projects such as shelves, storage boxes and racks, furniture, etc. leading towards a
major project.
DRAFTING & DESIGN 9/10
This course will provide students with a basic understanding of drafting and design and
its value in many careers. Students will see how drafting relates to everyday life while
learning proper drafting conventions such as lettering, dimensioning, and view
projections while completing several teacher directed projects. Students while be
introduced to 3 main areas: sketching, board drawing, and CAD (Computer Assisted
Design) while completing both architectural and mechanical drawings. This course can
be a great asset to any other Industrial Trades Technology course.
DRAFTING & DESIGN 11/12
Recommended: Drafting & Design 9 or 10
This course will look at mechanical and architectural drawing and design using a
combination of manual and computer drafting. While CAD will be primarily used,
sketching and hand drawing will allow the students to develop their skills around drafting
conventions such as lettering, dimensioning, and view projection. Through a series of
teacher and student designed projects students will gain an appreciation for drafting and
the asset that it can be in life, school, and career options.
DRAFTING & DESIGN 12: ENGINEERING & MECHANICAL
Recommended: Drafting & Design 11 or 12
Students will produce advanced working drawings or solid models of gears, cams,
fasteners, and complex machine parts following drafting standards, conventions, and
details. Production of complete assembly drawings will be used to demonstrate the
relationships between various components and the proper selection of appropriate
materials. Drafting symbols and conventions for welding, electrical and piping drawing
will also be utilized. Students may employ 3D modeling techniques for greater object
visualization.
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CAD/CAM/CNC 09/10
Recommended: None
Students will be introduced to the exciting world of CAD/CAM/CNC using a designoriented problem solving approach. This course covers basic drafting and computer
operated machine principles and techniques, including 2D geometry creation, pockets,
contours, drilling and tool paths. These skills will allow students to communicate ideas,
designs using CAM software. Basic shop practices will be followed, as students will also
be using the shop facilities to construct their project.
CAD/CAM/CNC 11/12
Recommended: Successful completion of CAD/CAM/CNC9 or 10
This course is designed for students who are interested in learning or are planning a
career in CAD/CAM/CNC. Students will be expected to solve complex 2D, 3D, and solidmodeling problems as well as to spend more time on individually designed projects.
Assignments will be completed using the CAM program and computer operated
machines. Students will also use the shop facilities to construct their project.
GLASS WORKS 11/12
Recommended: None
Designed for both the beginner and experienced student, this is a fun, introductory
course in stained glass using the Tiffany copper-foil technique. Safety is emphasized
while learning the basics of pattern design, glass selection, cutting, shaping, foiling, and
soldering, and finishing techniques. Students will apply these skills in the design and
construction of teacher/student selected projects. Individual project designs may be
possible subject to instructor approval. Other areas of focus may include lead came,
fusing, slumping, painting, mosaics, etching and bead making.
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INTERNATIONAL LANGUAGES
In Canada, where French is one of Canada’s two official languages, it is important for
B.C. students to have opportunities to learn and communicate in French. According to
B.C. Ministry of Education policy, all students are required to take a second language as
part of the curriculum in Grades 5-8, except in a few special circumstances.
FRENCH 8
In French 8, students will begin to develop skills in the four areas of language acquisition
- listening, speaking, reading and writing. They will use French as a tool to communicate
about the following topics: themselves (family, school, favourite activities), personality
types, and shopping interests. They will have an opportunity to demonstrate what they
have learned through interactive projects, partner conversations, and role-plays.
FRENCH 9
Recommended: Successful completion of French 8 (minimum 60% is recommended)
In French 9, students will continue to develop their second language learning skills. The
focus will be to use French to communicate both orally and in written form about such
topics as fashion, music and pop culture, and Francophone culture. Students will
continue to demonstrate their learning through, interactive projects, conversational
activities & presentations/role-plays.
FRENCH 10
Recommended: Successful completion of French 9 (minimum 60% is recommended)
In this course, students will continue to develop skills in the four areas of language
acquisition—listening, speaking, reading and writing.
They will use French to
communicate both orally & in written form. Topics covered in French 10 are: surviving in
a French-speaking country including getting around town, ordering food, experiencing
French culture and travelling.
FRENCH 11
Recommended: Successful completion of French 10 (minimum 60% is recommended)
Most universities, and some colleges, require the completion of a language up to the
grade 11 level. In French 11, students will continue to improve and develop their
language skills, particularly verbal interaction. Topics covered in the course include,
ethnic cuisine, childhood memories & stress.
FRENCH 12
Recommended: Successful completion of French 11 (minimum 67% is recommended)
French 12 is a requirement by some universities for entry into their Bachelor of Arts
program. Students will continue to work with more complex structures to improve their
oral and written communication. There is also some emphasis on literature (poetry and
short stories) and conversational French that relates to everyday interactions & travel in
a French-speaking environment. Students in French 12 will also have the opportunity to
write the DELF exam, an internationally recognized assessment that provides students
with official certification of their language ability/proficiency.
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PUNJABI 11
This course will introduce students to the Punjabi alphabet, vowels, simple grammar and
vocabulary. Students will develop their communication skills in listening, speaking,
reading and writing. Punjabi culture is explored with an emphasis on history, festivals
and music.
Successful completion of Punjabi provides the minimum language
requirement needed for most university programs.
PUNJABI 12
Recommended: Punjabi 11 (minimum 67% is recommended)
This course is a continuation of Punjabi 11. Students will further develop their ability to
read and write in Punjabi. Punjabi 12 fulfills the requirement of universities who require
a language 12 for graduation from Bachelor of Arts Programs. Students will further
develop their ability to read and write in Punjabi. Students will continue to work with a
variety of tenses mostly on complex grammar to improve their oral and written
communication. They will read and write newspaper articles, advertisements, letters,
map directions and short stories.
SPANISH 9
This course is open to all students in grade 9 and is an introduction to both oral
and written communication in Spanish. The focus of this course is on the
purposeful use of Spanish to perform real life tasks, to share ideas and to acquire
information. The following themes will be explored: greetings, school, popular
activities, family life and clothing.
INTRO SPANISH 11
This course is open to students in grades 10, 11 and 12 who have no prior knowledge of
Spanish. Students will learn to have a basic conversation using the appropriate
greetings and vocabulary to describe themselves, others and how they feel. Students
will also learn how to describe places in town, the school and home, as well as how to
express their likes and dislikes. The following themes will be explored: School, food,
family, shopping and the home. Students in Intro Spanish 11 will acquire the vocabulary
and grammar required for Spanish 11.
SPANISH 11
Recommended: Successful completion of Intro Spanish 11 (minimum 60% is
recommended)
This course will strengthen and build on skills developed in Spanish 10. Students will
learn to further express ideas and opinions in two types of past tense, as well as further
develop the present tense. The following themes will be explored: sports, daily routine,
vacation and the market. Successful completion of Spanish 11 provides the minimum
language requirement needed for most universities.
SPANISH 12
Recommended: Spanish 11 (Min. 67% is recommended)
Spanish 12 fulfills the requirement of most universities that require a language 12 for
graduation from Bachelor of Arts programs. The student continues to work in a variety
of verb tenses and begins to become proficient in the use of the subjunctive moods.
Please be aware that Spanish 12 may not be offered every year.
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MATH
MATH 8
The seven years of elementary school provided students with a solid background in the
basic concepts of arithmetic, providing the foundation for success in the high school
mathematics program. Mathematics Eight is a transitional course: Grade 7 concepts are
reviewed and the following five strands in Mathematics are developed further: numbers
and number operations, patterns and relationships (algebra), shape and space
(measurement, geometry, and trigonometry), statistics and probability; and problemsolving. The final exam is worth 20% of the course mark.
MATH 9
Recommended: Successful completion of Math 8 (minimum 60% is recommended)
This is an academic course designed to expand on the five major stands of
mathematics. This course will prepare students for further study in Mathematics and
Science.
Math 9 and 10 Foundations and PreCalculus
Recommended: Successful completion of Math 8 with 80% or better and teacher
recommendation.
This course will be a linear course for highly motivated students who would like to take
AP Math in their Grade 12 year. It will cover both Math 9 and 10. Students will write the
Grade 10 Provincial in June. The intent is for these students to be a year ahead in their
Math courses so they are ready for AP Calculus in Grade 12.
WORKPLACE MATH 10
Recommended: Successful completion of Math 9 Core or Math 9 Principles
This pathway is designed to provide students with the mathematical understandings and
critical-thinking skills identified for entry into the majority of trades and for direct entry
into the work force. Topics include algebra, geometry, measurement, number, statistics
and probability. This course has a Provincial Exam which accounts for 20% of the
student’s final mark.
FOUNDATIONS OF MATH & PRE-CALCULUS 10
Recommended: Successful completion of Math 9 (minimum 60% is recommended)
This is an academic course designed to expand on the five major stands of
mathematics. This course will prepare students for further study in Mathematics and
Science. As well this course has a Provincial Exam which accounts for 20% of the
student’s final mark.
WORKPLACE MATH 11
Recommended: Successful completion of Math 10 Apprenticeship & Workplace
This pathway is specifically designed to provide students with the mathematical
understandings and critical-thinking skills identified for entry into the majority of trades at
post secondary and for direct entry into the work force. Topics include surface area,
volume & capacity measurement, trigonometry, 3D objects, numerical puzzles, finance,
algebra (formulas, slope and unit analysis), and graphs of data.
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FOUNDATIONS OF MATH 11
Recommended: Successful completion of Foundations and Pre-calc 10 (minimum 67%
is recommended)
This pathway is designed to provide students with the mathematical understandings and
critical-thinking skills identified for post-secondary studies in programs that do not
require the study of theoretical calculus, such as Economics, Geography, Psychology,
Criminology, Arts or Humanities. Topics include measurement (rates & scales),
geometric reasoning (angles and triangles), nonright triangle trigonometry, logical
reasoning, spatial puzzles, statistics (normal distribution, interpretation of statistical
data), 2-variable linear inequalities, quadratic functions, and history of mathematics.
PRE-CALCULUS MATH 11
Recommended: Successful completion of Foundations and Pre-Calc 10 (minimum 75%
is recommended).
This pathway is designed to provide students with the mathematical understandings and
critical-thinking skills identified for entry into post-secondary programs that require the
study of theoretical calculus, such as Sciences or Engineering. Topics include
expressions and equations (absolute value, radical, rational), trigonometry (angles in
standard position, nonright triangles), absolute value functions, reciprocal functions,
quadratic functions and equations, systems of equations and inequalities (including
quadratic), and arithmetic and geometric sequences.
PRE-AP CALCULUS 11
Recommended: 80% or better in Grade 10 Math
Designed for students wishing to write AP Calc12 in their grade 12 year. The course will
cover the content of Pre-Calculus 11 and some of Pre-Calculus 12. This will be an
intensive fast paced course for highly motivated students who want a strong math focus.
FOUNDATION OF MATH 12
Recommended: Foundation 11 minimum 67%
This is a continuation of Foundations 11. This course is designed for studies in
economics. Geography, Psychology ,Criminology, Arts or Humanities. This is a more
applied math course with topics relating to everyday application. All students will write a
final exam worth 30%.
PRECALCULUS MATH 12
Recommended: Minimum 70% is Recommended in PreCalculus 11
This is an advanced academic course elective designed for motivated students who plan
on attending college or university with further studies in science, mathematics and
engineering. Students may not take this course without having completed PreCalculus
11. All students will write a final exam worth 30%.
AP CALCULUS 12/ PRECALCULUS 12
Recommended: Minimum 75% or better in PreCalculus 11
This is a year long course designed for students who wish to write the AP Calculus exam
in May. This course will give the student credit for 2 courses PreCalculus 12 and AP
Calculus 12
This will be a fast paced and intensive course designed for highly motivated students
and will require a strong math focus. Students who have completed Math 12 in Grade 11
may be considered for this course.
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CALCULUS 12
Recommended: Must have completion of PreCalculus 12 (minimum 73% is
recommended)
This is an academic elective course for motivated students who enjoy Math and are
planning on attending college or university to pursue studies in science, mathematics or
engineering. Students will engage in activities involving differentiation and integration
and will follow the ministry guidelines. This course has a final exam worth 20% of the
course mark.
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PHYSICAL EDUCATION
P.E. 8
Students will develop the knowledge, skills, and attitudes necessary to incorporate
physical activity into regular routines and leisure pursuits and to live an active, healthy
lifestyle. Students will understand the benefits of active living; perform activity-specific
motor skills while participating in a variety of games, dance, and outdoor activities and
demonstrate appropriate social behaviour, etiquette, fair play and leadership skills
related to physical activity.
P. E. 9
Recommended: Successful completion of PE 8
P.E. 9 consists of:
Active Living: Identify the benefits of active living; evaluate goals of personal fitness and
activity programs; participate in personal fitness and activity programs; explain the
effects that nutrition, fitness and physical activity have on body systems; select personal
stress management and relaxation activities; identify outdoor skills and responsible
behaviour in the outdoors; and demonstrate a functional level of fitness. Personal and
Social Responsibility: Demonstrate positive behaviours that indicate: self-respect and
self confidence; respect for individuals; and identify qualifications for specific careers
related to physical activity.
LEADERSHIP 9
This course offers students the chance to learn and practice leadership skills. Topics to
be covered include organizational skills, communication skills, leadership styles, event
planning, motivation and group dynamics. The curriculum will vary according to the
need and the abilities of the group. There are opportunities to be involved in many
community and school events.
Participation in this course will be based on teacher recommendation.
P.E. 10
Recommended: Successful completion of PE 9
Physical Education 10 consists of:
Active Living: Demonstrate a commitment to active living; maintain personal fitness and
activity programs using training principles; analyze effects that nutrition, fitness, and
physical activity and exercise have on body systems; plan and lead arm-up and cooldown activities; apply the principles of first aid; and identify recreational programs that
promote a healthy lifestyle.
Personal and Social Responsibility: Demonstrate appropriate social behavior while
working cooperatively with others; apply leadership skills in relation to physical activity;
and identify existing careers for potential entrepreneurial ventures in the community
related to physical activity.
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P.E. 11
Recommended: Physical Education 10
The Physical Education 11 course is an elective course that is open to Grade 11
students. The objectives for students are:
1. To participate in and develop skills in a variety of athletic and recreational
activities.
2. To value physical activity as a necessary part of an active, healthy lifestyle.
3. To be aware of community resources available for physical and recreational
activities.
4. To demonstrate responsibility by fulfilling leadership requirements.
Course Content:
*Performance-Oriented Activities:
Team and individual games and physical fitness.
*Leisure-Oriented Activities:
Activities may include golf, cycling, skiing, racquetball, bowling, pool, hiking, curling,
windsurfing, rock climbing, dance, swimming, roller-skating, aerobics and skating.
*Active Health:
These activities will provide opportunities to acquire skills and knowledge necessary to
develop an active and healthy lifestyle. Activities may include: aerobics, fitness testing
and assignments.
*Personal Development:
These activities will provide opportunities to understand and appreciate the nature of
leadership.
P.E.12
Recommended: Successful completion of PE 11
The Physical Education 12 course is an elective course that is open to Grade 12
students. The objectives for students are:




To participate in and develop skills in a variety of athletic and recreational
activities.
To value physical activity as a necessary part of an active, healthy lifestyle.
To be aware of community resources available for physical and recreational
activities.
To demonstrate responsibility by fulfilling leadership requirements.
SUPER FIT 11
Recommended: Physical Education 10
Through participation in a variety of activities, this course is designed to enable students
to improve their personal level of fitness and develop lifelong fitness goals and
knowledge. Students of all fitness levels will set individual fitness goals and develop and
maintain a personal fitness program. An increased level of fitness through a variety of
activities can and will increase each individual’s social, emotional, mental and physical
health. The format of the class is that students will alternate between aerobic activity,
(i.e. running, skipping, hiking, circuit training) (day 1) and weight training (day 2). This
course is excellent for students interested in the fitness industry, physical education or
personal training.
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PHYSICAL EDUCATION 11 LEADERSHIP
Recommended: Recommendation from the PE Department
The most effective way to learn is to teach. Leadership 11 provides students with the
opportunity to learn about teaching and learning. This course is designed for students to
address the diversity of a given student population and model successful learning,
behaviour and communication skills. This particular section will be Physical Education
based and focus on organizational and behavioural patterns specific to the PE
environment. Approval must be obtained by the PE department head before admission
into this course.
PHYSICAL EDUCATION 12 LEADERSHIP
Recommended: Recommendation from the PE Department
As in P.E.11 Leadership, students in this course will be expected to commit to extensive
volunteer hours in the local community and the school community. P.E. 12 Leadership
students will be required to provide instruction units in their own class and in junior P.E.
classes. They will also be required to achieve certification in CPR as well as gain a
greater knowledge of athletic injuries and their treatment. Note: Students cannot take
this course and P.E. 12
PEG 11-12 LIFESTYLE COURSE (For young women)
Recommended:
PE 10
The Physical Education 11-12 Lifestyle course is an elective course that is open to
Grade 11 and 12 female students. This course enables students to enhance their
quality of life through active living. The focus of this course will be health, nutrition and
fitness. Other areas of emphasis are cooperation, individual performance, effort,
improvement, and sportsmanship. Lifestyle P.E. is appropriate for young ladies who are
willing to put in a serious effort to improve their lives via physical activity.
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SCIENCE
SCIENCE 8
The Science 8 program is designed to provide students with hands-on experience of
science. All science classes stress the need to make accurate observations, the
importance of good records, along with the ability to generalize and communicate ideas
to others. In addition, students are taught how to use equipment, follow instructions and
work safely in any laboratory situation. The following topics form the basis for Science 8:
Applications of Science; Life Science, including cells and body systems; Physical
Science, including optics and fluids; and Earth Science, including water systems on
earth.
SCIENCE 9
Recommended: Successful completion of Science 8
Topics studied in this course include: understanding cell reproduction; chemical nature
of matter including atoms, elements and compounds; electricity and basic circuitry;
exploring space. Analytical skills and the scientific process is the emphasis in Science
9. Study skills and test taking techniques are also the focus of this course.
SCIENCE 10
Recommended: Successful completion of Science 9
Students will extend their understanding of the major fields of science. The following
topics are included in Science 10:
chemical nature of matter and reactions;
understanding radioactivity; investigating the laws of motion; plate tectonics and energy
transfer in natural systems; exploring the sustainability of ecosystems. Evaluation
includes a provincial exam that accounts for 20% of the final mark.
BIOLOGY 11
Recommendation: C+ or better in Science 10
Biology 11 is a survey course of living things. The three themes of unity and diversity,
evolutionary change and ecological relationships are used to study different life forms.
The investigation and/or dissection of representative organisms is common. The
following topics will be covered: Adaptation and Evolution - DNA, natural selection,
speciation and extinction; Microbiology - viruses and bacteria; Plant Biology - algae,
mosses, ferns, gymnosperms and angiosperms; Animal Biology - invertebrates, insects
and vertebrates; Ecology - populations, photosynthesis and cellular respiration.
BIOLOGY 11 PRE-AP
Recommendation: Successful completion of Science 10
This course should be considered the first year of a two-year program that leads to
completion of AP Biology 12. The course will include a more intense coverage of the
three unifying themes (unity and diversity, evolutionary change and ecological
relationships) as well as select topics from the Biology AP course.
AP BIOLOGY 12
Pre-requisite: completion of Biology 11 Pre-AP
This is a higher-level biology course equivalent to a first-year university offering. This
course focuses on four big ideas that unifies life and covers these ideas in depth.
Students will study biological systems, with an emphasis on the human system, to
understand diversity and unity of life; processes that living organisms use to grow,
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reproduce and maintain homeostasis; how living organisms store, retrieve, transmit and
respond to information essential to life; and how biological systems interact. Students
will write the AP exam in May.
BIOLOGY 12
Recommendation: C+ or better in Biology 11 and completion of Chemistry 11
Biology 12 is a course intended for those students who are interested in preparing
themselves for post-secondary studies in biological sciences. This course concentrates
on the physiology of living things. A thorough study of cellular biochemistry leads to the
study of tissues, organs and organ systems with particular concentration on human
biology.
CHEMISTRY 11
Recommendation: C+ or better in both Science 10 and Foundations of Math & Precalculus 10
Chemistry 11 is an introductory laboratory course concerned with the description,
classification and theory of matter. The following topics are the basis for Chemistry 11:
Introduction to Chemistry, lab safety, measurement and communication and matter and
its changes; Atoms, Molecules and Ions - classification and nomenclature; Mole Concept
- introduction, molar volume of gases, percent composition and molarity; chemical
Reactions - introduction and stoichiometry; Atomic Theory - introduction, periodic table
and chemical bonding; Solution Chemistry; Organic Chemistry - introduction,
hydrocarbons and functional groups.
CHEMISTRY 12
Recommendation: C+ or better in Chemistry 11 and completion of Foundation or Precalculus 10
This course is intended for those students who have shown an aptitude for Chemistry
and plan to take Chemistry and related courses at the post-secondary level. Chemistry
12 is a problem-centered course involving more advanced concepts than Chemistry 11.
The topics covered are: Reaction Kinetics, Equilibrium, Solubility of Ionic Substances,
Acid/Bases and Salts, and Oxidation Reduction.
PHYSICS 11
Recommendation: C+ or better in Science 10 and completion of Foundations of Math &
Pre-calculus 10
Physics 11 is an introductory course that focuses on the principles and theories of
physics, encourages investigation of physical relationships, and illustrates the
relationship between theory and application. The following topics are investigated:
Wave Motion and Geometric Optics; Kinematics; Dynamics; Energy; Special Relativity;
Nuclear Fission and Fusion.
PHYSICS 12
Recommendation: C+ or better in Physics 11and completion of Foundations or Precalculus 11
Physics 12 is recommended as a follow-up physics course suitable for students who
have a particular interest in Physics or who plan to continue in science or engineering.
The course covers:
Vector Kinematics, Vector Dynamics Energy and Vector
Momentum, Circular Motion and Gravitation, Electrostatic, Circuitry, and
Electromagnetism.
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EARTH SCIENCE 11
Recommendation: C+ or better in Science 10
Earth Science 11 is a survey course which, through lab and field experiments, explores
the Earth and its environment in space. The following topics are the basis for Earth
Science 11: Geology - materials, weathering, erosion, volcanoes, earthquakes and
tectonics; Oceanography - basins and currents; Astronomy - stars, solar system, earth
and moon; Atmosphere - pressure, winds, weather and climate; History - geological time
and earth history.
GEOLOGY 12
Recommended to have taken Earth Science 11 or another Science 11 Course
Completion of Earth Science 11 is an asset to students taking this course; however, it is
not a required Recommended. Geology 12 is a course which explores local and
regional geology. This course meets the Science 11 credit requirement. The following
topics are the basis for Geology 12: Earth Materials - introduction to Geology, minerals,
igneous rocks and processes, sedimentary rocks and processes and metamorphic rocks
and processes; Earth Minerals, - mineral, rock and energy resources; Time and the
Fossil Record; Internal Processes and Structures - plate tectonics, seismology, isostasy,
earth's interior and structural geology; Surficial Processes - weathering and erosion,
running water, glaciers and ground water; comparative Planetology.
SCIENCE AND TECHNOLOGY 11
Recommended: Successful completion of Science 10
This course is intended primarily for students who do not intend to continue their studies
in Science past grade 11. Universities do not accept this course as a Science 11 credit.
The activities in this course are designed to develop the critical processing of
information. Practical issues relative to society, science and technology form the basis
of that information. The following core topics are covered: The Nature and Interaction of
Science, Technology and Society; Computers and Information Technology. Optional
topics include: Space; Transportation; Resource Management and Environmental
Planning; Pollution; Energy and Environmental Trade-OFS; Medicine, Health and
Technology, Shelter; Food Production and Distribution; Technology for the Home;
Consumerism and Population; Military and Defense Technology; Leisure and
Recreational Technology; The Future.
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SOCIAL STUDIES
SOCIAL STUDIES 9
Recommended: Successful completion of Humanities 8
The SS9 curriculum provides an opportunity for students to explore early Canadian
history before “Canada” existed. This course covers the history of “Canada” to 1919, as
well as the ideas of emergence of modern democracy, Nationalism, Imperialism, and the
Industrial Revolution. Globe and map skills, the use of an atlas, and geographical and
other cross-curricular knowledge will also be emphasized.
SOCIAL STUDIES 10
Recommended: Successful completion of Social Studies 9
Social Studies 10 continues to build upon themes developed in grade 9 and focuses on
the development of Canada as a nation, with emphasis on the development of Western
Canada up to 1914. The history and geography of British Columbia is also studied in
detail. Geographic knowledge and skills previously acquired are reinforced and
expanded through a study of Canada’s economy.
SOCIAL STUDIES 10 PRE-ADVANCED PLACEMENT COURSE
This course is designed for students who are intending to go to university. It will help
them prepare for the Social Studies 11 Pre-Advanced Placement course. This is the
beginning of the enriched Social Studies program that leads into History 12 Advanced
Placement and Geography 12 Advanced Placement. Critical thinking and an academic
focus are the cornerstones of this course.
SOCIAL STUDIES 11
Recommended: Successful completion of Social Studies 10
This course examines Canada in the 20th century with four main areas of emphasis:
History, Politics, Government and Human Geography. It covers the growth of Canada
as a nation and struggle for self-government, including its role in WWI and WWII. The
students will gain an understanding of the Canadian government system and diverse
cultural, linguistic, and social patterns. In the Geography section, students examine the
growth of urbanization and population patterns, nationally and internationally. Students
wishing to take Geography 12 or History 12 should score C+ or higher in Social Studies
11 to ensure they have the proper foundation. Evaluation includes a provincial exam
worth 20% of the final grade.
SOCIAL STUDIES 11 PRE-ADVANCED PLACEMENT
This course is designed for students who are intending to go to university. It is intended
to help students prepare for History 12 Advanced Placement and Geography 12
Advanced Placement. Critical thinking and academic focus are the cornerstones of this
course.
CIVIC STUDIES 11
Civic Studies 11 is an alternative to SS11: students who complete this course earn their
social studies 11 Graduation Program requirement. CS11 teaches students how to
become competent citizens and how to participate in civic life. The course focuses as
much on discussing and debating important issues as it does in studying them. Also,
CS11 students will participate in a course-long simulation called The Civic Mirror, which
will turn the classroom into a country and student into citizens that must run the country
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by becoming politicians, business-persons, lawyers, activists, etc. CS11 is definitely a
hands-on course.
PSYCHOLOGY 11
Have you ever wondered why we humans say, do and think the things we do? We are
stuck inside our minds, yet few of us really understand how our minds work. This is the
focus of Psychology 11: to introduce students to the foundational theories, practices,
and discoveries made in the field of psychology. You will learn how the brain works, and
how you can make yours work better. You will learn how to conduct psychological
research, likely performing experiments on students and their behaviors in the school.
You will learn about human motivation and to improve your own. You will learn how
humans learn and remember things, which will likely make you a better student forever
afterwards. Psychology 11 is structured around projects that will challenge you to think
like a psychologist. By the end of this course you will have a better understanding of
yourself, the people around you, and why people say and do the things they do.
PSYCHOLOGY 12
Students who have successfully completed Psychology 11 may elect to continue their
studies about the human mind and behavior in Psychology 12. In this course, you will
learn about various theories of personality, learning about, for example, why some
people are socially outgoing, while others are shy and quiet. You will learn about the
various states of consciousness, from waking life, to dreams, and drug-induced states.
You will learn how human behavior changes in social groups and settings, and why, for
example, some people do horrible things when they really don’t want to. You will learn
about a variety of mental illnesses, such as Schizophrenia, Bi-polar, Depression, and
anxiety disorders. Other topics may include interpersonal relationships, life-span
development, sensation & perception, and positive psychology. Psychology 12 is
structured around projects that will challenge you to think like a psychologist.
ENTREPRENEURSHIP 11/12
Entrepreneurs are people who grow profitable ideas into successful businesses, taking
many risks along the way. In this course, you will learn what it takes to become a
successful entrepreneur, from basic knowledge and strategies, to a shifting your mindset
to one of possibility.
The three areas of study are:
1. Personal Success & Leadership – personal and financial success secrets of
famous entrepreneurs.
2. Small Business Basics – how to finance, grow and manage a business venture.
3. Money & Investing – the basics of cash flow management and investing.
The essence of entrepreneurship is action. The course will require you to work hard,
take risks, and apply what you’ve learned, real and simulated scenarios. For example,
we will be working with the Junior Achievement organization to launch a business of our
own. We will compete in a simulated stock market simulation against other schools
across Canada. And we will play a variety of money-based games to teach students the
basics of money, investment, and business management and growth.
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Entrepreneurship 11/12 is available to both Gr. 11 and 12. While the commitment may
be higher than your average elective, the rewards will be profitable.
SOCIAL JUSTICE 12
Develop ethical reasoning skills as you explore issues of oppression and injustice in a
Canadian and Global context. You will be asked to define personal and social
responsibility when examining oppression based on ability, age, ethnicity, religion, sex,
sexual orientation, socio-economic status, marital and family status. You will analyze
both the causes and consequences of injustice and explore viable solutions by
understanding how social change has occurred in the past. Challenge yourself to
become an ethical, socially responsible global citizen. This is a case study and research
based course. There is no final exam, but a final action project will be required of all
students
HISTORY 12
Recommended: C+ or higher in Social Studies 11
History 12 is a world history course that deals with the major events and trends of the
20th century. This is NOT a Canadian history course. It concentrates on the time period
between 1919 (the end of WWI) and 1991 (the collapse of the Soviet Union). We look at
the history of India, China, Japan, Vietnam, the USSR/Russia, Britain, France, Germany,
the Middle East, the USA, and South Africa. We also explore significant economic, social
and technological changes. This is an academic course; while the content is not hard to
understand, there is a lot of it. Evaluation includes an optional provincial exam worth 40
% of the mark.
LAW 12 (OFFERED AS A FLEX-PERIOD COURSE AS WELL)
Recommended: Successful completion of Social Studies 11
This course is designed to allow all senior students an opportunity to learn about and
experience our society's judicial system. It involves a look at the history of our present
system as well as an exposure to the main classifications of law. Students will have the
chance to visit the courts and talk with people involved in both the administration and
execution of our laws. An ongoing awareness of actual cases, their development and
due process, and up-to-date Supreme Court decisions also form an integral part of the
course. There is no provincial exam for this course.
COMPARATIVE CIVILIZATIONS 12
Recommended: Social Studies 11 or Civics 11
Comparative Civilizations 12 is a world history survey course that embraces the entirety
of human presence on our planet, from humanoids and Mesopotamia to modern humans
and advanced society. It is a multidisciplinary course that examines history thorough art,
literature, film, and a multiplicity of Internet sources. Students should have a keen
interest in history and intellectual discussion. Evaluation is varied and includes a final,
in-class exam.
GEOGRAPHY 12
Recommended: C+ or higher in Socials Studies 11
Recommend Earth Science 11
Earthquakes, Tornadoes, Volcanoes, Global Warming, and a World in Crisis, these are a
few topics explored in Geography 12. The course also focuses on the physical
processes that continue to shape planet earth. These include Mass Wasting, Glaciers,
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Oceans, Rivers, Plate Tectonics, Weather and Climate. Students will also analyze
global and environmental threats that are relevant to their lives. Students have the
option to write a provincial exam worth 40% of their grade at the end of this course.
ADVANCED PLACEMENT: HUMAN GEOGRAPHY 12
Purpose
The purpose of the AP Human Geography course is to introduce students to the
systematic study of patterns and processes that have shaped human understanding,
use, and alteration of Earth’s surface. Students will employ spatial concepts and
landscape analysis to examine human social organization and its environmental
consequences. They will also learn geographic methodologies that geographers use in
their science and geographic field of inquiry to identify and explain sense of place.
Goals
The particular topics studied in an AP Human Geography course should be judged in
light of the following five college-level goals that build on the National Geography
Standards developed in 1994. On successful completion of the course, students should
have developed skills that enable them to:
 Use and think about maps and spatial data. Geography is concerned with the
ways in which patterns on Earth’s surface reflect and influence physical and
human processes. As such, maps and spatial data are fundamental to the
discipline, and learning to use and think about them is critical to geographical
literacy. The goal is achieved when students learn to use maps and G.I.S. spatial
data to pose and solve problems, to think critically about what is revealed and
what is hidden in different maps and spatial arrays.
 Understand and interpret the implications of associations among phenomena in
places. Geography looks at the world from a spatial perspective, seeking to
understand the changing spatial organization and material character of Earth’s
surface. One of the critical advantages of a spatial perspective is the attention it
focuses on how phenomena are related to one another in particular places.
Students will learn to recognize and interpret spatial patterns and to assess the
nature and significance of the relationships that occur in the same place, and to
understand how tastes and values, political regulations, and economic
constraints work together to create particular types of cultural landscapes.
 Recognize and interpret at different scales the relationships among patterns
and processes. Geographical analysis requires sensitivity to scale, not just as a
spatial category but, as a framework for understanding how events and
processes at different scales influence one another. Thus, students should
understand that the phenomena they are studying at one scale (e .g ., local) may
well be influenced by developments at other scales (e .g ., regional, national, or
global) . They should then look at processes operating at multiple scales when
seeking explanations of geographic patterns and arrangements.
 Define regions and evaluate the regionalization process. Geography is concerned
not simply with describing patterns but with analyzing how they came about
through a human and economic lens and what they mean. Students should see
regions as objects of analysis and exploration and move beyond simply locating
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and describing regions to considering how and why they come into being and
what they reveal about the changing character of the world in which we live.
 Characterize and analyze changing interconnections among places. At the heart
of a geographical perspective is a concern with the ways in which events and
processes operating in one place can influence those operating at other places.
Thus, students should view places and patterns not in isolation but in terms of
their spatial and functional relationship with other places and patterns. The use of
methodologies and geographic tools of analysis will help the student unpack the
spatial and temporal links that make a sense of place.
Expectations
The expectation of a student is to work diligently at school and at home in order to
complete the requirements of AP Geography. This includes pre-reading all material
before attending class, participation in discussion, submitting work that is neat, written in
ink, on time and the challenging of the AP Board examination that will be held in May of
every grad year.
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