Vanier Catholic Secondary
16 Duke Road, Whitehorse, YT Y1A 4M2
Phone: (867) 667-5901 Fax: (867) 393-6370
www.vcss.ca
Course Outline for ART 8
School Year: 2015-2016 – Semester 1
Teacher: Mr. K. Janzen
Revised Date: Oct. 1, 2015
Course Description: The Arts Education curriculum for BC and Yukon has been redesigned and is ready
for implementation this year. More information may be found at
https://curriculum.gov.bc.ca/curriculum/arts-education/8
Below are listed the ‘Big Ideas’ of the Arts Education course for Grade 8:
- Creative growth requires patience, readiness to take risks, and willingness to try new
approaches
- Individual and collective expression can be achieved through the arts
- Visual arts is a unique language for creating and communicating
- Artists often challenge the status quo and open us up to new perspectives and experiences
All activities in class will be directly related back to the above truisms. How we do that will depend on
the chosen content and the particular interests, abilities and pace of the class. Experiences with the
core competencies related to the ‘Big Ideas’ will occur through the following areas of concentration:
Drawing, Elements and Principles of Art study, Art History, Painting, Printmaking, and Sculpture.
Art 8 will set a foundation for further study of the fine arts and will offer practice in each area. Art 8
class are an hour in duration and should occur three times per week.
Timeline of Course:
Weeks 1-5
- Drawing the figure
Weeks 6 - 7
- Elements of Art
- Prehistoric and Egyptian Art
Weeks 8 - 9
- Principles of Art
- Greek and Roman Art
- Art Test
Weeks 10 – 13
-
Painting: Acrylic and Watercolour
Christian, Byzantine, and Medieval Art
Weeks 14 – 16
- Printmaking
- Gothic, Romanesque, and Renaissance Art
Week 17
- Multimedia Art – in groups
Weeks 18 - 19
- Pottery and Sculpture
- Renaissance Art (cont.)
- Art Test
Resources required: The school will provide all necessary supplies except for the sketchbook. Students
may purchase sketchbooks at any major store in town.
Assessment and Evaluation Plan: Students will complete activities during class time. The art room is
always available at lunch and afterschool for students to continue working on assigned or personal
projects.
Students will have criteria that reflect the competencies being measured. Further, students will be
asked for their own input toward their evaluation. The theoretical and art-historical components are
subject to a written mid-term and final exam.
I will meet with the students prior to each major reporting period to discuss the evidence of learning
provided by the student.
Each term will have a total out of 100%, but will only form 50% of the total course mark.
Term 1
Drawing
Elements of Art
Principles of Art
Art History
Sketchbook
35%
20%
20%
15%
10%
Term 2
Painting
Printmaking
Multimedia
Pottery & Sculpture
Art History
Sketchbook
30%
25%
10%
15%
10%
10%
Connections to / activities supporting the School Growth Plan: As our School Growth Plan
concentrates on providing students with opportunities to write, the art history and self-evaluation
portions of the course will require written responses.
Specific policies/procedures for this course: Prompt attendance is required. Students’ discretionary
absences for reasons like haircuts, a Tim Horton’s coffee break, or not feeling motivated are
unacceptable. Tests, quizzes, and activities that require attendance are not excused without a doctor’s
note or a good reason that is confirmed by a parent. Please note that parent supported absences have
to be for a good reason.
Of course, personal electronic devices (phones, iPhones, iPads, MP3s, computers) are not permitted
unless specified in a student-learning plan. Not only are they not permitted, that cannot even be seen. I
just don’t know how else to stem the intrusion of the internet and social media into an otherwise
humane experience that requires concentration and respect for the learning environment.
Students’ clothes must show respect for oneself and others. See the student handbook for more detail.
Eating and drinking anything other than water is not permitted at any time.
You may contact me at Kyle.Janzen@yesnet.yk.ca
Finally, in an effort to support our school growth plan goals of supporting English-language learners, and
to create an inclusive environment, all students are encouraged to speak English in class.
Vanier Catholic Secondary
16 Duke Road, Whitehorse, YT Y1A 4M2
Phone: (867) 667-5901 Fax: (867) 393-6370
www.vcss.ca
Course Outline for ART 9
School Year: 2015-2016 – Semester 1
Teacher: Mr. K. Janzen
Revised Date: Oct. 1, 2015
Course Description: The Arts Education curriculum for BC and Yukon has been redesigned and is ready
for implementation this year. More information may be found at
https://curriculum.gov.bc.ca/curriculum/arts-education/9
Below are listed the ‘Big Ideas’ of the Arts Education course for Grade 9:
-
Identity is explored, expressed, and impacted through arts experiences
The arts provide opportunities to gain insight into the perspectives and experiences of people
from a variety of times, places, and cultures
Creative arts experiences can build community and nurture relationships with others
Visual arts uses its own unique sensory language for creating and communicating
All activities in class will be directly related back to the above truisms. How we do that will depend on
the chosen content and the particular interests, abilities and pace of the class. Experiences with the
core competencies related to the ‘Big Ideas’ will occur through the following areas of concentration:
Drawing, Elements and Principles of Art study, Art History, Painting, Printmaking, and Sculpture.
Art 9 will set a foundation for further study of the fine arts and will offer practice in each area. Art 9
class are an hour in duration and should occur three times per week.
Timeline of Course:
Weeks 1-5
- Drawing the figure
Weeks 6 - 7
- Elements of Art
- Prehistoric and Egyptian Art
Weeks 8 - 9
- Principles of Art
- Greek and Roman Art
- Art Test
Weeks 10 – 13
- Painting: Acrylic and Watercolour
-
Christian, Byzantine, and Medieval Art
Weeks 14 – 16
- Printmaking
- Gothic, Romanesque, and Renaissance
Art
Week 17
- Multimedia Art – in groups
Weeks 18 - 19
- Pottery and Sculpture
- Renaissance Art (cont.)
- Art Test
Resources required: The school will provide all necessary supplies except for the sketchbook. Students
may purchase sketchbooks at any major store in town.
Assessment and Evaluation Plan: Students will complete activities during class time. The art room is
always available at lunch and afterschool for students to continue working on assigned or personal
projects.
Students will have criteria that reflect the competencies being measured. Further, students will be
asked for their own input toward their evaluation. The theoretical and art-historical components are
subject to a written mid-term and final exam.
I will meet with the students prior to each major reporting period to discuss the evidence of learning
provided by the student.
Each term will have a total out of 100%, but will only form 50% of the total course mark.
Term 1
Drawing
Elements of Art
Principles of Art
Art History
Sketchbook
35%
20%
20%
15%
10%
Term 2
Painting
Printmaking
Multimedia
Pottery & Sculpture
Art History
Sketchbook
30%
25%
10%
15%
10%
10%
Connections to / activities supporting the School Growth Plan: As our School Growth Plan
concentrates on providing students with opportunities to write, the art history and self-evaluation
portions of the course will require written responses.
Specific policies/procedures for this course: Prompt attendance is required. Students’ discretionary
absences for reasons like haircuts, a Tim Horton’s coffee break, or not feeling motivated are
unacceptable. Tests, quizzes, and activities that require attendance are not excused without a doctor’s
note or a good reason that is confirmed by a parent. Please note that parent supported absences have
to be for a good reason.
Of course, personal electronic devices (phones, iPhones, iPads, MP3s, computers) are not permitted
unless specified in a student-learning plan. Not only are they not permitted, that cannot even be seen. I
just don’t know how else to stem the intrusion of the internet and social media into an otherwise
humane experience that requires concentration and respect for the learning environment.
Students’ clothes must show respect for oneself and others. See the student handbook for more detail.
Eating and drinking anything other than water is not permitted at any time.
You may contact me at Kyle.Janzen@yesnet.yk.ca
Finally, in an effort to support our school growth plan goals of supporting English-language learners, and
to create an inclusive environment, all students are encouraged to speak English in class.
Vanier Catholic Secondary
16 Duke Road, Whitehorse, YT Y1A 4M2
Phone: (867) 667-5901 Fax: (867) 393-6370
www.vcss.ca
Course Outline for English 10
School Year: 2015-2016 – Semester 1
Teacher: Mr. K Janzen
Revised Date: Oct. 30, 2015
Course Description: English 10 will address the core competencies as found in the BC Ministry’s
Provincial Core Curriculum. This curriculum is currently in a re-design phase and arises from the
previous guiding document, the English Language Arts Integrated Resource Package (IRP). More
information may be found at https://curriculum.gov.bc.ca/
Below are listed the ‘Big Ideas’ of the English language arts courses for Grades 10 -12:
- Text and story deepen understanding of complex and abstract ideas
- The exploration of text and story deepens understanding of one’s identity, others, and the world
- People understand text differently depending on their worldviews and perspectives
- Texts are socially, culturally, geographically, and historically constructed
- Language shapes ideas and influences others
All activities in class will be directly related back to the above truisms. How we do that will depend on
the chosen content and the particular interests and abilities of the class. In addition to the core
competencies related to the ‘Big Ideas’, this course will include three specific areas of concentration:
Focussed Literary Studies (Reading), Writing and Communications (Writing), and Foundations of English
(Skills). Class time will be used mostly for instruction and discussion pertaining to core, which should
also address the oral language requirements. Students can expect at least three hours of homework per
week.
Your graduation from high school with a Dogwood Diploma depends upon successful completion of this
course.
Timeline of Course:
Week 1 – 5
- Introductions and formal assessment of
reading, writing, and participation levels
- Literary terms & Parts of Speech
- Short Stories
Week 6
- Sentence Construction
Week 7
- Short Stories
- Poetry
Weeks 8 – 9
- Romeo and Juliet
- Responses to Tragedy
Weeks 10 – 11
- Narrative Essays
- Short Stories
- Poetry
Weeks 12 – 13
- Non-Fiction
- Expository Essays
- Poetry
Weeks 14 - 15
- Writing Fiction
- Poetry
Weeks 16 – 18
- Novel Study: To Kill a Mockingbird
- Poetry
Week 19
- Preparation for the final exam
Resources required: Students will need a large three-ring binder and lined paper. Assignments may be
processed on a computer or written in dark blue or black ink and on one side only. A template of the
format for assignments will be generated in consultation with the students. While organization is
optional, I recommend dividers to organize assignments and notes into the following categories:
Writing, Reading, Skills, and Poetry. File class notes and assignments by date in the appropriate
category. This will make studying for the mid-term and final exams more efficient.
All texts and assignments will be provided.
Assessment and Evaluation Plan: Assessment will follow from assignments and classroom participation.
Everything assigned will be assessed for completion and comprehension. Due dates will vary depending
on the nature of the assignment. Work handed in on or before the due date can be revised and handed
in for a better result. Work handed in after the due date will receive a mark without much in the way of
comment and no chance for revision. The benefits to handing work in on time are clear. The very last
day to hand in all assignments for Term 1 is Oct. 23 and for Term 2 is Jan. 15. No exceptions.
In addition to the assessment schedule above, I hope to meet with individual students to discuss their
standing before each reporting period. I will monitor class participation in activities and discussion and a
reflective grade will be agreed upon at our meeting.
Each term will have a total out of 100%, but together will be taken to be 80% of the total course mark.
The BCP final exam will form 20% of the final mark.
Term 1
Reading: 40%
Writing: 20%
Skills: 20%
Participation: 10%
Mid-Term Exam: 10%
Term 2
Reading: 30%
Writing: 40%
Skills: 20%
Participation: 10%
The BCP Final Exam will be worth 20% of the final mark
Connections to / activities supporting the School Growth Plan:
As our School Growth Plan concentrates on providing students with opportunities to write and plan for
writing and revision, this course explicitly connects with the school growth plan.
Specific policies/procedures for this course: Please see the homework policy above in the Assessment
and Evaluation Plan. The single biggest issue that students face in achieving success is how they
manage their assignments. Missed due dates will compound quickly and result in a mass of work that
cannot be done with quality and due attention. Students who show promise are sometimes left with a
result far below my expectations and their abilities because of their option of non-participation in the
learning activities. I’ve seen it many times before, and it is always heartbreaking.
Prompt attendance is required. Students’ discretionary absences for reasons like haircuts, a Tim
Horton’s coffee break, or not feeling motivated are unacceptable. Tests, quizzes, and activities that
require attendance are not excused without a doctor’s note or a good reason that is confirmed by a
parent. Please note that parent supported absences have to be for a good reason.
Of course, personal electronic devices (phones, iPhones, iPads, MP3s, computers) are not permitted
unless specified in a student-learning plan. Not only are they not permitted, that cannot even be seen. I
just don’t know how else to stem the intrusion of the internet and social media into an otherwise
humane experience that requires concentration and respect for the learning environment.
Students’ clothes must show respect for oneself and others. See the student handbook for more detail.
Eating and drinking anything other than water is not permitted at any time.
I will keep a log of class assignments, due dates and a brief synopsis of class activity on my webpage on
the vcss.ca website. You may contact me at Kyle.Janzen@yesnet.yk.ca
Finally, in an effort to support our school growth plan goals of supporting English-language learners, and
to create an inclusive environment, all students are encouraged to speak English in class.
Vanier Catholic Secondary
16 Duke Road, Whitehorse, YT Y1A 4M2
Phone: (867) 667-5901 Fax: (867) 393-6370
www.vcss.ca
Course Outline for ENGLISH 11
School Year: 2015-2016 – Semester 1
Teacher: Mr. K. Janzen
Revised Date: Oct. 30, 2015
Course Description: English 11 will address the core competencies as found in the BC Ministry’s
Provincial Core Curriculum. This curriculum is currently in a re-design phase and arises from the
previous guiding document, the English Language Arts Integrated Resource Package (IRP). More
information may be found at https://curriculum.gov.bc.ca/
Below are listed the ‘Big Ideas’ of the English language arts courses for Grades 10 -12:
- Text and story deepen understanding of complex and abstract ideas
- The exploration of text and story deepens understanding of one’s identity, others, and the world
- People understand text differently depending on their worldviews and perspectives
- Texts are socially, culturally, geographically, and historically constructed
- Language shapes ideas and influences others
All activities in class will be directly related back to the above truisms. How we do that will depend on
the chosen content and the particular interests and abilities of the class. In addition to the core
competencies related to the ‘Big Ideas’, this course will include three specific areas of concentration:
Focussed Literary Studies (Reading), Writing and Communications (Writing), and Foundations of English
(Skills). Class time will be used mostly for instruction and discussion pertaining to core, which should
also address the oral language requirements. Students can expect at least three hours of homework per
week.
Your graduation from high school with a Dogwood Diploma depends upon successful completion of this
course.
Timeline of Course:
Weeks 1- 6
- Introductions and formal assessment of
reading, writing, and participation levels
- Review of writing conventions
- Short stories from around the world
Weeks 7 - 8
- Lord of the Flies, a novel study
culminating in an extended essay
- Editing conventions and practice
Weeks 9 - 11
- Mid-term exam
- Poetry – traditional to modern
o Reading and understanding
o Composing poetry
Weeks 12 - 14
- Non-fiction
o News and magazine articles
o Personal interest topics
o Expository & descriptive essays
o Editorial and Opinion Pieces
Weeks 15 - 16
- Shakespeare’s Macbeth
- Elements of tragedy
Weeks 17 - 19
- Writing fiction
- Canadian fiction
- Comparative essay
- Preparation for final exam
Resources required: Students will need a large three-ring binder and lined paper. Assignments may be
processed on a computer or written in dark blue or black ink and on one side only. A template of the
format for assignments will be generated in consultation with the students. While organization is
optional, I recommend dividers to organize assignments and notes into the following categories:
Writing, Reading, and Skills. File class notes and assignments by date in the appropriate category. This
will make studying for the mid-term and final exams more efficient.
All texts and assignments will be provided. Notable is our anthology of short stories: The Storyteller,
edited by James Barry and Joseph Griffin, Macbeth, by William Shakespeare, and Lord of the Flies by
William Golding.
Assessment and Evaluation Plan: Assessment will follow from assignments and classroom participation.
Everything assigned will be assessed for completion and comprehension. Due dates will vary depending
on the nature of the assignment. Work handed in on or before the due date can be revised and handed
in for a better result. Work handed in after the due date will receive a mark without much in the way of
comment and no chance for revision. The benefits to handing work in on time are clear. The very last
day to hand in all assignments for Term 1 is Oct. 23 and for Term 2 is Jan. 15. No exceptions.
In addition to the assessment schedule above, I hope to meet with individual students to discuss their
standing before each reporting period. I will monitor class participation in activities and discussion and a
reflective grade will be agreed upon at our meeting.
Each term will have a total out of 100%, but together will be taken to be 80% of the total course mark.
The final exam will form 20% of the final mark.
Term 1
Reading: 40%
Writing: 20%
Skills: 20%
Participation: 10%
Mid-Term Exam: 10%
Term 2
Reading: 30%
Writing: 40%
Skills: 20%
Participation: 10%
The Final Exam will be worth 20% of the final mark
Connections to / activities supporting the School Growth Plan: As our School Growth Plan
concentrates on providing students with opportunities to write and plan for writing and revision, this
course explicitly connects with the school growth plan.
Specific policies/procedures for this course: Please see the homework policy above in the Assessment
and Evaluation Plan. The single biggest issue that students face in achieving success is how they
manage their assignments. Missed due dates will compound quickly and result in a mass of work that
cannot be done with quality and due attention. Students who show promise are sometimes left with a
result far below my expectations and their abilities because of their option of non-participation in the
learning activities. I’ve seen it many times before, and it is always heartbreaking.
Prompt attendance is required. Students’ discretionary absences for reasons like haircuts, a Tim
Horton’s coffee break, or not feeling motivated are unacceptable. Tests, quizzes, and activities that
require attendance are not excused without a doctor’s note or a good reason that is confirmed by a
parent. Please note that parent supported absences have to be for a good reason.
Of course, personal electronic devices (phones, iPhones, iPads, MP3s, computers) are not permitted
unless specified in a student-learning plan. Not only are they not permitted, that cannot even be seen. I
just don’t know how else to stem the intrusion of the internet and social media into an otherwise
humane experience that requires concentration and respect for the learning environment.
Students’ clothes must show respect for oneself and others. See the student handbook for more detail.
Eating and drinking anything other than water is not permitted at any time.
I will keep a log of class assignments, due dates and a brief synopsis of class activity on my webpage on
the vcss.ca website. You may contact me at Kyle.Janzen@yesnet.yk.ca
Finally, in an effort to support our school growth plan goals of supporting English-language learners, and
to create an inclusive environment, all students are encouraged to speak English in class.