HOLY TRINITY CATHOLIC
HIGH SCHOOL
Registration Handbook
Principal
Theresa Antonakis
Theresa.antonakis@ecsd.net
Norma Jani
Assistant Principals
Tony Martino
Allan Stewart
Norma.jani@ecsd.net
Tony.martino@ecsd.net
Allan.stewart@ecsd.net
7007-28 Avenue,
Edmonton, Alberta T6K 4A5
Tel: 462-5777
Fax: 462-5820
Internet Address
www.holytrinity.ecsd.net
TABLE OF CONTENTS
WELCOME!
CONTACTING THE SCHOOL
EDUCATIONAL LEADERSHIP TEAM
SCHOOL MAP
INTERNATIONAL BACCALAUREATE (IB) PROGRAM AT HOLY TRINITY
EXTRA CURRICULAR OPPORTUNITIES
VOLUNTEER OPPORTUNITIES/MISSION POSSIBLE
IMPORTANT INFORMATION FOR PARENTS AND STUDENTS
AWARDS AND FINANCIAL ASSISTANCE
REGISTRATION
ALBERTA HIGH SCHOOL DIPLOMA GRADUATION REQUIREMENTS
GRADUATION
STUDENT SERVICES FOR STUDENT SUCCESS
EDUCATIONAL AND CAREER PLANNING
SCHOOL COUNSELOR
SCHOOL RESOURCE OFFICER
GRADUATION COACH/GRADE COORDINATOR
FNMI (FIRST NATION, METIS AND INUIT) LIASION
LEARING COACH
CERTIFICATE OF ACHEIVEMENT LEARNING COACH/ADVISOR
ACADEMIC COURSES
ENGLISH COURSES
SOCIAL STUDIES COURSES
MATHEMATICS COURSES
SCIENCE COURSES
GENERAL SCIENCE COURSES
BIOLOGY
CHEMISTRY
PHYSICS
ATHLETICS
PHYSICAL EDUCATION COURSES
CAREER AND LIFE MANAGEMENT
RELIGION COURSES
SCHOOL CHAPLAIN
SENIOR HIGH ACADEMIC SUPPORT PROGRAM
LEARNING STRATEGIES
HOLY TRINITY ENGLISH AS A SECOND LANGUAGE (ESL) PROGRAM
MODERN LANGUAGES
FRENCH COURSES
SPANISH COURSES
VISUAL AND PERFORMING ARTS
DRAMA
INSTRUMENTAL MUSIC
CAREER & TECHNOLOGY STUDIES
WILD LIFE (OUTDOOR EXPERIENCES)
WORK EXPERIENCE (OFF CAMPUS EDUCATION)
REGISTERED APPRENTICESHIP-PROGRAM (RAP)
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WELCOME!
The Holy Trinity High School experience is a unique one. Beyond the extensive program choices and the extra-curricular
activities, what makes Holy Trinity unique is the people. Teaching staff, support staff, custodial staff they are all here to
serve you and to help you enjoy a successful and exciting high school experience.
Holy Trinity students are known for their roll-up-the-sleeves attitude and their community-mindedness. They are known
for their academic and athletic prowess. Former Holy Trinity students are to be found in almost every walk of life and
when you speak to them, they remember their time at Trinity fondly.
Wishing you a most successful and enjoyable school year!
CONTACTING THE SCHOOL
Your primary contact throughout your high school years will be your teachers and student services. The most effective
means of communication with staff via email, and as you know, PowerSchool is linked directly to your teachers.
You will also have a student administrative coordinator (Grade Coordinator) who will be linked to you throughout your
high school career. The student administrative coordinators for the year are:
Grade 10
Grade 11
Grade 12
Ms. Norma Jani
Mr. Tony Martino
Mr. Allan Stewart
Norma.Jani@ecsd.net
Tony.Martino@ecsd.net
Allan.Stewart@ecsd.net
EDUCATIONAL LEADERSHIP TEAM
Mrs. Cochrane
Mrs. De Stefanis-King
Mr. Kaup
Mrs. Matchak
Mrs. Milan
Mr. Scott
Mr. Stang
Mrs. Orsini
Mrs. Cairo
Mr. O’Hara
Mrs. Lidstone
Mrs. Korber/Mrs. Androschuk
Mrs. Milan
Mr. Kiryluk
angela.cochrane@ecsd.net
Melissa.destefanis-king@ecsd.net
marlon.kaup@ecsd.net
Larysa.matchak@ecsd.net
Patricia.milan@ecsd.net
trevor.scott@ecsd.net
Leroy.stang@ecsd.net
Daniela.orsini@ecsd.net
Katie.cairo@ecsd.net
kyle.ohara@ecsd.net
Juliet.lidstone@ecsd.net
Chelsea.androschuk@ecsd.net
Patricia.milan@ecsd.net
Edward.kiryluk@ecsd.net
Athletic Coordinator/PE Dept Head
ELL Department Head
Social Department Head
English/Languages Dept. Head
Fine Arts/CTS Dept. Head
Math Department Head
Science Department Head
Student Services Dept. Head
Councilor
Learning Coach
Certificate of Achievement Advisor
MYP Coordinator
IB Coordinator
Chaplain
School Map
INTERNATIONAL BACCALAUREATE (IB) PROGRAM AT HOLY TRINITY
Please see complete detailed guide
EXTRA CURRICULAR OPPORTUNITIES
Students are encouraged to become involved in these activities including, but not limited to, the following:
Senior Boys Football
Junior Girls Volleyball • Senior Girls Volleyball
Junior Boys Volleyball • Senior Boys Volleyball
Curling • Golf • Swimming
Junior Girls Basketball • Senior Girls Basketball
Junior Boys Basketball • Senior Boys Basketball
Seniors Girls Soccer • Senior Boys Soccer
Badminton • Track and Field
School Technical Support Team • Year Book
Liturgical Ministry • Big Brothers Big Sisters
Concert Band • Grad Council • Intramurals
Improv Team • Year Play • Gamers
Mission Possible • Student Council
VOLUNTEER OPPORTUNITIES/MISSION POSSIBLE
Our students live the school motto. “To care, To share, To serve”. Holy Trinity offers students a wide variety of activities as
well as opportunities for volunteering. If you are interested in volunteering please sign up for Mission Possible to receive
updates on all volunteer activities.
IMPORTANT INFORMATION FOR PARENTS AND STUDENTS
MyPass
All students must sign up for MyPass. The Alberta Education student portal will allow students to take control of their high school
completion. Register for Diplomas, monitor Couse completion and graduation requirements, update address changes.
https://mypass.alberta.ca/
SCHOOL YEAR
Holy Trinity runs a semester learning environment. Semester 1 runs from September to January, and Semester 2 runs from
February to June. Final Exams are written at the end of each semester.
DAY SYSTEM
Our school operates on a Day 1, Day 2 system. Five-credit courses are taken every day, whereas, three-credit courses are
taken every second day, either Day 1 or Day 2.
BLOCK SYSTEM
Each school day is divided into four 84 minute blocks, except Thursday, which operates on 60 minute blocks.
Block 1
Block 2
Lunch
Block 3
Block 4
Mon, Tue, Wed, Fri
8:29 – 9:56
9:58 – 11:25
11:25-12:08
12:10 – 1:37
1:39 – 3:06
Thursday
8:30 – 9:22
9:24 – 10:16
No Lunch
10:18 – 11:10
11:12 – 12:04
CREDITS
Each subject has credits attached to it. The number of credits is based on three factors:
ACCESS TO INSTRUCTION
To obtain 5 credits a student must access 125 hours of instruction (daily per semester) and to obtain 3 credits a
student must access 75 hours of instruction (every second day per semester)
ATTENDANCE
Credits may not be obtained if attendance is not satisfactory
ACHIEVEMENT
A passing grade of 50% is required in all high school course to receive credit, however in order to be successful at the
next level a mark of 60-65% is usually necessary.
To obtain credit in a Grade 12 diploma examination course, a student must obtain a final blended mark of 50% or
higher. The blended mark is made up of 70% of the school awarded mark and 30% of the diploma examination mark.
COURSE LEVEL IDENTIFICATION
Grade 10 courses state the subject followed by a number in the ten denomination; for example, English 10-1 or 10-2 or
Science 10 or 14. Grade 11 courses state the subject followed by a number in the twenty denomination; for example, English
20-2, Science 20 or 24, Social Studies 20-1 or 20-2. Grade 12 courses state the subject followed by a number in the thirty
denomination, for example, Chemistry 30 or Religious Studies 35.
ALBERTA LEARNING PREREQUISITES
On the list of courses offered at Holy Trinity, the course shown immediately to the left of any Grade 11 or Grade 12 course is
its normal prerequisite.
RETROACTIVE CREDITS
Students who achieve 40% - 49% in higher academic courses are able to continue in an alternate stream of courses in the
series. In these instances, students who successfully complete the next higher course may be granted the prerequisite credit in
that sequence—final marks may be adjusted accordingly. Please speak to someone in student services if you have any
questions about retroactive credits.
CREDIT LOAD
Grade 10 students must register in eight full-course equivalents (approximately 40 - 43 credits). Grade 11 students must
register for in eight full-course equivalents (approximately 40 – 43 credits). Grade 12 students must register in a
minimum of 6 full-course equivalents.
AWARDS AND FINANCIAL ASSISTANCE
Please refer to the Holy Trinity website for various links to financial assistance and scholarship information.
http://www.holytrinity.ecsd.net
ALEXANDER RUTHERFORD SCHOLARSHIPS FOR HIGH SCHOOL ACHIEVEMENT
These Scholarships have been named in honour of Alexander Rutherford, Alberta’s first Premier and Minister of
Education. The Alexander Rutherford Scholarships for High School Achievement recognize and reward exceptional
achievement at the senior high school level and encourage students to continue their studies. The scholarships are
based on scholastic achievement in Grades 10, 11 and 12.
Applicants for the Alexander Rutherford Scholarships for High School Achievement must be Alberta residents. In addition,
they must be enrolled full-time in a post-secondary program of at least one semester in length or be an apprenticeship
student. The minimum required average for consideration at each grade level as calculated from marks on a valid Alberta
transcript. A student need not have achieved this average in all three grades or in all courses to qualify for a portion of the
scholarship. Students who qualify for all three years receive $2,500. See student services for specific requirements.
Grade 10:
An average of 75.0 - 79.9% in five subjects - $300.00
An average of 80.0 % or higher in five subjects - $400.00
Grade 11:
An average of 75.0% to 79.9% in five subjects - $500.00
An average of 80.0% or higher in five subjects - $800.00
Grade 12:
An average of 75.0% to 79.9% in five subjects - $700.00
An average of 80.0% or higher in five subjects - $1,300.00
NOTE: Averages will not be rounded-up for scholarship purposes. All courses must be completed
prior to commencing post-secondary studies.
OTHER AWARDS AND SCHOLARSHIPS
Other awards and scholarships are also available.
scholarships available to Holy Trinity students.
Consult the counselling office for complete information on
REGISTRATION
Students must carefully plan their registration. Our master timetable is prepared on the basis of these registrations.
Students must check carefully to see that they are working towards a diploma. When choosing options, an alternative
option choice should be indicated. Any course may be cancelled if an insufficient number of students register. All
information on the registration must be COMPLETE AND ACCURATE. Grade 10 students must register in eight full-course
equivalents (approximately 40 - 43 credits). Grade 11 students must register for in eight full-course equivalents
(approximately 40 – 43 credits). Grade 12 students must register in a minimum of 6 full-course equivalents. To permit
completion of the requirements for a high school diploma in three years, students should have a minimum of 70 credits
by the end of Grade 11. Students who are high academic achievers and are capable of handling a highly academic
program are advised to complete, at the 20 level, the following courses: English, Social Studies, Mathematics, Biology,
Chemistry, and Physics. This will allow wider career choices in terms of post-secondary institutions’ prerequisites when
planning the student’s Grade 12 program. Students should prepare a three-year high school program plan. This gives
direction to their work and helps them to qualify for graduation. A three year planning sheet is included in this
handbook.
ALBERTA HIGH SCHOOL DIPLOMA GRADUATION REQUIREMENTS
The requirements for entry into post-secondary institutions and workplaces may require additional and specific
courses.
100 Credits including credits from:
 English Language Arts (30 Level) - English Language Arts 30-1, 30-2
 Social Studies (30 Level) - Social Studies 30-1 or 30-2
 Mathematics (20 Level) - Mathematics 20-1, Mathematics 20-2 or Mathematics 20-3
 Science (20 Level) - Science 20 or 24, Biology 20, Chemistry 20 or Physics 20
 Physical Education 10 (3 credits)
 Career and Life Management (3 credits)
10 credits in any combination from:
 Career and Technology Studies (CTS)
 Fine Arts
 Second Language
 Physical Education 20 and/or 30
 Locally developed /acquired and locally authorized courses in CTS, Fine Arts or second languages
 Two 35 level courses from any trade in the Registered Apprenticeship Program
10 credits in any 30 level course: (IN ADDITION TO A 30 LEVEL ENGLISH LANGUAGE ARTS AND A 30 LEVEL SOCIAL
STUDIES COURSE AS SPECIFIED ABOVE)
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Locally Developed/ Acquired and Locally Authorized Courses
3000 Series; Advanced Level in Career and Technology Studies Courses
35 level Work Experience
one 35 level Locally Developed K & E Course
two 35 level courses from a trade in the Registered Apprenticeship Program
two 30 level courses from any Green Certificate Specialization
Religious Studies (15, 25, 35 and World Religions)
GRADUATION
Students wishing to take part in the Holy Trinity year-end graduation exercises must have the potential of meeting the
requirements for a high school diploma and 85 credits completed by February 1st of their graduating year. By the end of
grade 12, Holy Trinity graduates must have nine credits in Religious Studies. Students using correspondence courses to
qualify for the graduation must have completed 18 lessons (for a five credit course) or 10 lessons (for a 3 credit course)
by the end of March. All grade 12 students may attend the banquet and dance on the evening following the graduation
exercises. However, all school fees must be paid prior to the release of banquet tickets.
STUDENT SERVICES FOR STUDENT SUCCESS
EDUCATIONAL and CAREER PLANNING
One of our highest priorities is assisting all students to successfully complete the requirements for an Alberta High School
Diploma and to be well prepared for the transition to post-secondary studies or the world of work. We believe that the high
school years are a time for seriously engaging in academic study, and the counsellors are available to assist individual
students and to offer group sessions to support these academic pursuits.
We believe that the high school years are also a time for students to explore career options and to find out about the many
training and post-secondary programs available to them. In support of this exploration, the Guidance and Counselling
Department is working together with teachers to:
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maintain up to date resources in the Career and Educational Planning Centre;
coordinate a yearly Post-Secondary Event (with speakers and displays from every major Alberta training and postsecondary institution);
assist students in researching future job trends using a variety of programs and resources (e.g. Career Cruising, ALIS
network) to gain occupational information;
connect students through the use of Internet and e-mail with a wide range of post-secondary and government
websites;
arrange Application Workshops with the Registrar’s Office at the U of A and Grant McEwan University, NAIT to be
held at Holy Trinity High School (individual help and conditional acceptance can be given on the spot);
Scholarship and Bursary information can be found in the Career and Educational Planning Centre;
SCHOOL COUNSELOR
We recognize that there are times when students or their families may need access to a professionally trained
counsellor for problem solving or counselling:
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The counsellor is a person who recognizes the importance of feelings and who will care and listen to students.
Counsellors are able to keep concerns in confidence.
Counsellors are available to assist students with a wide variety of issues or personal/social problems which may be
affecting their ability to function successfully at school.
If students are in need of assistance from out of school or community agencies, contacts and referrals can often be
arranged by the school counsellor.
A wide range of services and supports are available in the community, and the school counsellor is happy to provide
information and contacts with agencies which provide assistance to students or their families.
SCHOOL RESOURCE OFFICER
The Edmonton Police Services works with Edmonton Catholic Schools to assign a City Police Officer to Holy Trinity High
School. The resource officer is open to visits from individual students who have questions and concerns about the law.
The SRO is an adult in the school whom the students can turn to for help if a student or family is experiencing
difficulties. Our SRO is trained in Youth, so he has a wide range of supports and strategies at his disposal. The School
Resource Officer is a positive role model for our students.
GRADUATION COACH/GRADE COORDINATOR
Holy Trinity’s goal is to ensure the successful transition of all students from Junior High to High school and from high
school into post-secondary education or work. The High School Graduation Coach is designed to provide additional
support and to work with students to ensure academic and social success. Ensuring high school completion is a
primary goal at Holy Trinity. Each assistant principal takes on the role of a grade coordinator and graduation coach.
They meet the students in grade 10 and stay with them until graduation. This relationship allows the Grade
Coordinator to work with students and their parents to help achieve satisfactory attendance and academic success.
FNMI (FIRST NATION, METIS AND INUIT) LIASION
The FNMI Liaison encourages, mentors, challenges and coaches FMNI students to academic success. This includes:
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Build positive relationships with students
Provide positive roles models to students by inviting Elders or other guest to speak to students.
Make available a wide range of educational and occupational information to students
Assist student with career planning and post-secondary planning
Facilitate an inclusive atmosphere for all students within the school community
LEARING COACH
The Learning Coach works in partnership with teachers to provide the most appropriate
learning strategies to meet the diverse learning needs of all students. As part of this
role, the learning coach also helps students who are struggling academically to
advocate for themselves so they have a better chance of succeeding in the high school
setting. The Learning Coach will liaise with the student’s teachers to provide and ensure
appropriate accommodations for learning are taking place.
CERTIFICATE OF ACHEIVEMENT LEARNING COACH/ADVISOR
The Certificate of Achievement Learning Coach works in partnership with teachers to provide the most appropriate
learning strategies to meet the diverse learning needs of all students enrolled in the Certificate of Achievement
program. As part of this role, the C of A Learning Coach also helps students to advocate for themselves so they have a
better chance of succeeding in the high school setting. The C of A Learning Coach will liaise with the student’s teachers
to provide and ensure appropriate accommodations for learning are taking place. The C of A Learning Coach will also
assist students bridging from the Certificate of Achieve to the Diploma.
ACADEMIC COURSES
Complete documents are available on the Alberta Learning website provided below:
http://education.alberta.ca/teachers.aspx
ENGLISH COURSES
The English 10-1/20-1/30-1 stream is more appropriate for students intending to pursue further academic studies at the
university level. This stream presents an analytical study of literature and writing skills.
The English 10-2/20-2/30-2 stream presents a more practical study of literature and writing skills. This stream is more
appropriate for students intending to go to schools such as N.A.I.T. or Grant MacEwan, or to seek employment immediately
after leaving high school.
Both streams share the same of objectives that students will listen, speak, read, write, view and represent to:
 explore thoughts, ideas, feelings and experiences.
 comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally,
critically and creatively.
 manage ideas and information.
 create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication
 respect, support and collaborate with others.
Recommended paths for completion of English requirements for Diploma:
English 9 → 65% → English 10-1 → 65% → English 20-1 → 65% → English 30-1
40%-64%
40%-64% 75%
English 9→less than 65%→English 10-2→50%→English 20-2 → 50% → English 30-2
ENGLISH 10-1 (5 credits)
Recommended Prerequisite: 65% in Grade 9 Language Arts
English 10-1 integrates both language and literature. The program of studies includes the study of the essay, the short story,
the novel, poetry, modern and Shakespearean drama, film and media.
ENGLISH 10-2 (5 credits)
Prerequisite: Grade 9 Language Arts
The concepts and context of the course are similar to those of English 10-1. The program of studies includes the essay, the
short story, the novel, poetry, modern drama, the Shakespearean drama, film and media.
ENGLISH 20-1 (5 credits)
Prerequisite: 65% in English 10-1
English 20-1 also integrates both language and literature. The program of studies include, in greater depth than in English
10-1, the study of the short story, the novel, the essay, modern and Shakespearean drama, film, media, prose and
poetry.
ENGLISH 20-2 (5 credits)
Prerequisite: 50% in English 10-2 or 40% in English 10-1
English 20-2 is composed of language and literature. The course develops skills in reading, listening, viewing, writing and
representing. Students learn to read prose and poetry with understanding, to organize ideas, and to express ideas clearly,
accurately and fluently.
ENGLISH 30-1 (5 credits)
Prerequisite: 65% in English 20-1
The integration of language and literature in English 30-1 is designed to lead students to a keener appreciation of literary forms
and to a higher skill in expression. The course involves the students in a more in-depth study of various literary forms,
including novels, short stories, modern and Shakespearean drama, essays, prose, poetry and media studies.
ENGLISH 30-2 (5 credits)
Prerequisite: 50% in English 20-2 or 40% in English 20-1
The integration of language and literature in English 30-2 is designed to lead students to appreciate literary forms and develop
skills in reading, listening, speaking, viewing, representing, and functional and reflective writing. The course includes the
study of the short story, poetry, essays, Shakespearean and modern drama and the novel.
SOCIAL STUDIES COURSES
Social Studies have been designed to reflect the needs of students in the 21st century while taking into consideration
current recent research on teaching and learning for students. These courses are designed to improve critical thinking skills.
The major distinctions between the Social Studies 10-2/20-2/30-2 courses and the 10-1/20-1/30-1 courses are in the areas of
organization for instruction, teaching strategies and course resources. Social 30-1 entails a more in-depth and advanced
analysis of content and assessment tasks. Social 30 may be used to qualify for university entrance. Social 30-2 is accepted as
a prerequisite to study in many post-secondary technical schools and college programs.
Recommended paths for completion of Social Studies requirements for Diploma:
Grade 10 Social Studies explores multiple perspectives and understandings on the origins of globalization and the local,
national and international impacts of globalization on identity, lands, cultures, economies, human rights and quality of life.
In Grade 11, students explore multiple perspectives and understandings of nationalism and international impacts of
nationalism on identity, lands, cultures, economies, human rights and quality of life. In grade 12 students explore multiple
perspectives and understandings of Liberalism and international impacts of liberalism on identity, lands, cultures,
economies, human rights and quality of life.
SOCIAL 10-1 (5 credits)
Prerequisite: 65% in Grade 9 Social Studies
75% in Grade 9 recommendation for Social 10-1 IB
Key Issue: To what extent should we embrace globalization?
Related Issues:
1. To what extent should globalization shape identity?
Students will explore the impacts of globalization on their lives.
2. To what extent should contemporary society respond to the legacies of historical globalization?
Students will assess impacts of historical globalization on indigenous and non-indigenous peoples.
3. To what extent does globalization contribute to sustainable prosperity for all people?
Students will assess economic, environmental and other contemporary impacts of globalization.
4. To what extent should I, as a citizen, respond to globalization?
Students will assess their roles and responsibilities in a globalizing world.
SOCIAL 10-2 (5 credits)
Prerequisite: Grade 9 Social Studies
Key Issue: To what extent should we embrace globalization?
Related Issues
1. Should globalization shape identity?
Students will explore the impacts of globalization on their lives.
2. Should people in Canada respond to the legacies of historical globalization?
Students will understand the effects of historical globalization on indigenous and non-indigenous
peoples.
3. Does globalization contribute to sustainable prosperity for all people?
Students will understand economic, environmental and other impacts of globalization.
4. Should I, as a citizen, respond to globalization?
Students will examine their roles and responsibilities in a globalizing world.
SOCIAL STUDIES 20 (5 credits)
Grade 11 explores the complexities of nationalism in Canadian and international contexts and includes study of the
origins of nationalism and the influence of nationalism on regional, international and global relations.
SOCIAL STUDIES 20-1 (5 credits)
Prerequisite: 65% in Social Studies 10-1
75% in Social 10-1 IB recommended for 20-1 IB DP
Key Issue: To what extent should we embrace nationalism?
Related Issues
1. To what extent should nation be the foundation of identity?
Students will explore the relationships among identity, nation and nationalism.
2. To what extent should national interest be pursued?
Students will assess impacts of nationalism, ultranationalism and the pursuit of national interest.
3. To what extent should internationalism be pursued?
Students will assess impacts of the pursuit of internationalism in contemporary global affairs.
4. To what extent should individuals and groups in Canada embrace a national identity?
Students will assess strategies for negotiating the complexities of nationalism within the Canadian
context.
SOCIAL STUDIES 20-2 (5 credits)
Prerequisite: 50% in Social Studies 10-2 or 40% in Social Studies 10-1
Key Issue: To what extent should we embrace nationalism?
Related Issues
1. Should nation be the foundation of identity?
Students will explore the relationships among identity, nation and nationalism.
2. Should nations pursue national interest?
Students will understand impacts of nationalism, ultranationalism and the pursuit of national interest.
3. Should internationalism be pursued?
Students will assess impacts of the pursuit of internationalism in contemporary global affairs.
4. Should individuals and groups in Canada embrace a national identity?
Students will understand the complexities of nationalism within the Canadian context.
SOCIAL STUDIES 30 (5 credits)
Grade 12 explores the origins and complexities of ideologies. Students will investigate, analyze and evaluate government
policies and actions and develop individual and collective responses to contemporary local, national and global issues.
SOCIAL STUDIES 30-1: Perspectives on Ideology (5 credits)
Prerequisite: 65% in Social Studies 20-1 or 85% in Social Studies 30-2. It is not recommended that a student attempt
the Social 10-2 – 20-2 – 30-2 – 30-1 route without a teacher recommendation.
Key Issue
To what extent should we embrace an ideology?
Related Issues
1. To what extent should ideology be the foundation of identity?
Students will explore the relationship between identity and ideology.
2. To what extent is resistance to liberalism justified?
Students will assess impacts of, and reactions to, principles of liberalism.
3. To what extent are the principles of liberalism viable?
Students will assess the extent to which the principles of liberalism are viable in a contemporary
world.
4. To what extent should my actions as a citizen be shaped by an ideology?
Students will assess their rights, roles and responsibilities as citizens.
SOCIAL STUDIES 30-2: Understandings of Ideologies
Key Issue
To what extent should we embrace an ideology?
Related Issues
1. Should ideology be the foundation of identity?
Students will explore the relationship between identity and ideology.
2. Is resistance to liberalism justified?
Students will understand impacts of, and reactions to, liberalism.
3. Are the values of liberalism viable?
Students will understand the extent to which the values of liberalism are viable in a contemporary
world.
4. Should my actions as a citizen be shaped by an ideology?
Students will understand their rights, roles and responsibilities as citizens.
MATHEMATICS COURSES
All math courses are 5 credits. Students require a grade 11 level math course to graduate from high school.
For courses requiring a graphing calculator, the T1-84 will be the calculator used by the teachers in the classroom. A list
of other allowable calculators is posted on the Alberta Education website.
Important Notes
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Diploma exams are planned for Math 30-1 and Math 30-2. There is no diploma exam for Math 30-3.
Universities, colleges, and technical institutions have indicated the new Math 30-2 sequence will be widely
accepted for a variety of programs.
For more information about which math is required for a given post-secondary, visit Alberta Learning
Information Services.
Math 31 is the only course that is NOT undergoing a curriculum change. It is offered in semester two only. Math
31 extends mathematical learning to calculus, a required subject for study in some post-secondary institutions.
It is strongly recommended that students complete Math 30-1 before taking Math 31, but students may be
enrolled in both at the same time.
For more information on the changes to the math curriculum, please see the Government of Alberta Education website.
Math 10C
Mathematics 10 Common is designed for students who have passed grade 9 mathematics with a 60%. The course
contains 3 major sections: Measurement which includes linear measure, proportion, surface area and volume (in both SI
and imperial units), and conversion between SI and imperial units; Algebra which includes factors, irrational numbers,
exponents, multiplying and dividing polynomials, and factoring polynomials; and Relations and Functions which includes
graphing, the linear function, function notation, and systems of equations. Each topic area requires that students
develop a conceptual knowledge base and skill set that will be useful, whether they choose 20-1, 30-1 stream or the 202, 30-2 stream.
Math 20-1, 30-1
This course sequence is designed to provide students with the mathematical understanding and critical thinking skills
identified for entry into post-secondary programs that require the study of calculus. Topics include algebra and number;
measurement; relations and functions; trigonometry; and permutations, combinations and the binomial theorem.
For entry into:
Post-secondary programs at universities, colleges and technical institutions that may require further study
of mathematics such as:




Engineering
Mathematics
Sciences
Business
Math 20-2, 30-2
This course sequence is designed to provide students with the mathematical understandings and critical thinking skills
identified for entry into post-secondary studies in programs that do not require the study of calculus. Topics include
geometry, measurement, number and logic, logical reasoning, relations and functions, statistics, and probability.
For entry into:
A variety of programs and faculties at universities, colleges and technical institutions such as:





Arts programs
Civil engineering technology
Medical technologies
Some Apprenticeship Programs
Nursing
Math 10-3, 20-3, 30-3
This course sequence is designed to provide students with the mathematical understanding and critical thinking skills
identified for entry into the majority of trades and for entry into the work force. Topics include algebra, geometry,
measurement, number, statistics and probability. Students who have not achieved 59% in grade 9 mathematics must
register in Math 10-3. Students with a grade 9 achievement mark of 50% - 59% may take Math 10-3 PREP, which is a
transition course for Math 10C.
Math 31
This course on “Calculus” is designed for students entering the mathematics-intense faculties (e.g., Engineering,
Mathematics, Business). Those students planning to take Mathematics 31 in their grade 12 year should demonstrate a
high level of achievement in Math 30-1.
SCIENCE COURSES
Science is a human activity which is directed towards increasing our knowledge about the composition and behavior of
matter, both living and non-living. Many of the issues that society must face will be science related. As citizens of one of
the most technologically advanced countries in the world, it is essential that we be scientifically literate. All science courses
have moved toward a STS (science, technology, society) approach. Science course content takes into consideration
technological development and scientific advancement and the impact they have on our lives. Science courses share a
common goal of enhancing the critical thinking, problem solving and laboratory skills of the students.
Recommended paths for completion of Science requirements:
Science 9
55%
Science 10
Bio
Biology 20 → 65% → Biology 30
logy 20 →
60% → Chemistry 20 → 65% →Chemistry 30
Biology 30
65%
Physics 20 → 65% → Physics 30
Chemistry 20 → 60% 50%
→Chemistry
– 65% 30
40% – 50%
Science 9 → 60% → Science 10 → 60%
→ 55%
60% → Science
Physics14
30
Science 9Physics
less20
than
Science 20 → 50% → Science 30
→
↓
50%
Science 24
When selecting a 20 level science,
students should consider their personal interests as well as their post secondary goals. It is
50%
recommended that students select Science
one or two
science
20 →
50% courses in order to complete their high school diploma. Taking three or
→ Science
30
more 30 level (grade 12) sciences
seriously
affects other courses/options available to students who are restricted to a three
year high school program. 40%
Science 9 → less than 50% →Science 14 →50% →
Science 24
GENERAL SCIENCE COURSES
SCIENCE 14 (5 credit)
Prerequisite: less than 59% in grade 9 science
Science 14 is a general applied science course intended for students who had trouble in grade 9 science. There are four units
of study:
A. Investigating Properties of Matter
B. Energy Transfer Technologies
C. From Life to Lifestyle
D. Matter and Energy in the Biosphere
SCIENCE 24 (5 credits)
Prerequisite: 50% in Science 14 or 40% in Science 10
Science 24 is a continuation of the approaches developed in Science 14. The Science 24 program provides additional
information and provides a better understanding of how things work. This course has four units of study:
A. Matter and Chemical Changes
B. Energy Transformations
C. Disease Defense and Human Health
D. Safety in Transportation
SCIENCE 10 (5 credits)
Prerequisite: 60% or better in grade 9 science
The Science 10 course emphasizes an STS approach and it integrates the disciplines of biology, chemistry, physics and
environmental science. The focus is on developing critical thinking and process skills in conjunction with rigorous
science context. This course now has a large component of interactive technology as well. The units are as follows:
A.
B.
C.
D.
Energy and Matter in Chemical Change (Chemistry)
Energy Flow in Technological Systems (Physics)
Cycling of Matter in Living Systems (Biology)
Energy Flow in Global Systems (Earth Science)
SCIENCE 20 (5 credits)
Prerequisite: 50% in Science 10 or 45% – 50% in any other 20 level Science course
This course integrates various science disciplines (ie. Biology, Chemistry, Physics) and is a continuation of the approach
developed in Science 10. The program of studies focuses on developing critical thinking and process skills in addition to the
rigorous science content in order to prepare the student for subsequent study in the 30 level sciences. This course has 4 units
of study:
A.
B.
C.
D.
Chemical Changes (Chemistry)
Changes in Motion (Physics)
The Changing Earth (Geology and Earth Sciences)
Changes in Living Systems (Biology)
SCIENCE 30 (5 credits)
Prerequisite: 50% in Science 20 or 45% – 50% in any other 20 level Science course
(upon teacher/admin approval)
Science 30 is intended for students who want to better understand the scientific principles behind the natural events they
experience and the technology they use in their daily lives. Science 30 is composed of four units:
A.
B.
C.
D.
Maintaining Health
Chemistry and the Environment
Electromagnetic Energy
Energy and the Environment
Did You Know?
Science 30 is accepted at the University of Alberta in the Faculty of Arts, Nursing, Science and Physical Education.
Additionally it is also accepted in certain programs at the University of Calgary, SAIT, NAIT, Grant MacEwan College,
Grande Prairie Regional College and the University of British Columbia.
BIOLOGY
Biology is the study of living things and their interrelationships. As with all science, it is an experimental discipline requiring
creativity and imagination in the conduct of scientific inquiry.
BIOLOGY 20 (5 credits)
Prerequisite: 65% in Science 10
The program will encourage students to further develop their ability to ask questions, investigate and experiment; to gather,
analyze and assess biological information; and to test scientific laws and biological principles and their applications. Students
will be expected to demonstrate an understanding of the processes by which scientific knowledge is developed and of the
interdependent relationships of science, technology and society. Biology 20 builds upon the scientific principles mastered in
Science 10. The course is divided into four units:
A:
B:
C:
D:
Energy and Matter Exchange in the Biosphere
Ecosystems and Population Change
Photosynthesis and Cellular Respiration
Human Systems
BIOLOGY 30 (5 credits)
Prerequisite: 65% in Biology 20
Biology 30 continues to develop the scientific principles of exchange of matter and energy flow that were introduced in
Science 10 and Biology 20. The common theme of the interdependent relationships of science, technology and society is
further explored. This demanding course consists of four units of study:
A:
B:
C:
D:
Nervous and Endocrine Systems
Reproduction and Development
Cell Division, Genetics and Molecular Biology
Population and Community Dynamics
CHEMISTRY
Chemistry is the study of matter, its changes and its laws. Starting with a historical approach, the program introduces the
major concepts of chemistry, while developing an awareness of the nature of science and the issues facing society.
CHEMISTRY 20 (5 credits)
Prerequisite: 65% in Science 10
The course is designed to enhance student understanding of chemistry as a physical science. Chemistry 20 is a
laboratory-based course which investigates the nature of matter and explores common patterns and processes by which
matter and chemical systems change. The interaction between chemistry and technology and the impact of chemistry
and related technologies on society are an integral part of the program of study. Chemistry 20 consists of four units of
study:
A.
B.
C.
D.
The Diversity of Matter and Chemical Bonding
Forms of Matter: Gases
Matter as Solutions, Acids and Bases
Quantitative Relationships in Chemical Changes
CHEMISTRY 30 (5 credits)
Prerequisite: 65% in Chemistry 20
The focus of this course is on helping students understand the principles of chemistry behind natural events they experience
and the technology they use in their everyday lives. This course expands upon concepts and skills introduced in Science 10 and
Chemistry 20. There are four major units of study:
A.
B.
C.
D.
Thermochemical Changes
Electrochemical Changes
Chemical Changes of Organic Compounds
Chemical Equilibrium Focusing on Acid-Base Systems
PHYSICS
Physics is the study of matter, energy and their interactions in the world around us. The topics of motion, forces, sound,
electricity, magnetism, and atomic structure will be studied in high school. Physics is the application of mathematics.
PHYSICS 20 (5 credits)
Prerequisite: 65% in Science 10 and 60% in Math 10C
Through the study of physics, students are given an opportunity to explore and understand the natural world and to become
aware of the profound influence of physics in their lives. Physics is experimental, creative and imaginative. The focus is on
helping students understand the scientific principles behind the natural events they experience and the technology they use
in their daily lives. The course will include hands-on laboratory work, theoretical work, and the application of mathematics.
Energy is the science theme common to all units in Physics 20. There are four units of study:
A.
B.
C.
D.
Kinematics
Dynamics
Circular Motion, Work and Energy
Oscillatory Motion and Mechanical Waves
PHYSICS 30 (5 credits)
Prerequisite: 65% in Physics 20 and 60% in Math 20-1
The focus of this course is to help students understand the physics behind the natural events they experience and the
technology they use in their daily lives. This course expands upon concepts and skills introduced in Science 10 and Physics 20.
There are four units of study:
A.
B.
C.
D.
Momentum and Impulse
Forces and Fields
Electromagnetic Radiation
Atomic Physics
TRINITY: HOME OF THE TROJANS
ATHLETICS
Holy Trinity has a strong athletics program. Twenty teams compete in the Edmonton Metro League throughout the school
year. These teams are both junior and senior level which allows more students to participate in our program especially at the
grade ten level. Holy Trinity has over thirty percent of the student body participating on school teams. Our program has been
consistently strong over the years. We have captured numerous City and Provincial championships and we will continue to
demonstrate excellence in athletics.
Many of our students go on to play at post-secondary institutions such as Grant McEwan, NAIT, the University of
Alberta, as well as Universities throughout the United States. We encourage all students to become involved in our
athletics program where they will develop friendships, improve their athletic ability, and build high school memories.
INTERSCHOOL TEAMS
FOOTBALL
SOCCER
VOLLEYBALL
CURLING
BADMINTON
TRACK & FIELD
XCOUNTRY
SWIMMING
RUNNING
GOLF
BASKETBALL
ATHLETICS EVENING BANQUET AND AWARDS
Our annual Athletic Banquet is held at the beginning of June to celebrate the success hard work of both
coaches and athletes. It is held at the Mill Woods Golf Course. The evening includes dinner, awards, and a
video presentation. It gives the athletics department and coaches the opportunity to recognize and thank all
of our athletes for their contribution to our outstanding program.
MILL WOODS RECREATION CENTER
We are fortunate to be attached to the recreation center. We use the facility for the following activities:
hockey ● weight training ● kayaking ● racquetball ● snorkeling ● swimming
underwater hockey ● scuba diving
squash ● broomball ● skating
aqua size ● water polo
OUTDOOR PURSUITS
A number of these lifelong activities are included in our program:
cross country skiing ● snowshoeing ● mountain bike riding
●
canoeing
●
golf
ELITE ATHLETE PROGRAM
This program is designed for elite athletes who compete at a Provincial, National or International level. The
program allows flexible scheduling for the student athlete. Our administration will provide an individualized
program to suit the extracurricular demands of training and competition schedules.
INTRAMURALS
The intramural program consists of dodge ball, volleyball, basketball, badminton and indoor soccer. These
activities take place during lunch in the gymnasium. No special talents are needed; teams are organized by
students, and their friends. Teachers participate in intramurals as well. Intramurals run every lunch hour
from September through May. Students involved in intramurals must be changed into proper gymnasium
attire to participate.
PHYSICAL EDUCATION COURSES
Physical activity is vital to all aspects of normal growth and development, and the benefits are widely
recognized. The new secondary curriculum for physical education focuses on an “active living” approach. The
goal is to enable students to develop the knowledge, skills and attitudes necessary to lead active, healthy
lives.
Students will:
 acquire skills through a variety of develop-mentally appropriate movement activities in a number of
environments
 understand, experience and appreciate the health benefits of physical activity
 interact positively with others
 assume personal responsibility to lead an active way of life
The physical education curriculum involves a wide variety of activities. It is an activity based course and full
participation in all units is essential for success.
PHYSICAL EDUCATION 10 (5 credits/3 credits)
This course is a requirement for a high school diploma. The focus of this course is on both team and
individual sports which may include:
volleyball
racquetball
rugby
hockey
first aid
basketball
softball
broom ball
skating
frisbee
cross country ski
inline skating
fitness testing
track & field
floor hockey
swimming
soccer
tennis
cricket
handball
badminton
indoor soccer
social dance
weight training
field hockey
PHYSICAL EDUCATION 20 (5 credits)
Prerequisite: Physical Education 10. Students must complete this course with a minimum final mark of 60%
or teacher permission in order to enroll in Physical Education 20
Students will acquire skills through a variety of activities. Students will understand experience and appreciate
the health benefits that result from physical activity. Some of the activities may include:
volleyball
racquetball
hockey
water polo
weight train
snorkeling
softball
basketball
broom ball
floor hockey
track & field
downhill ski
cross country ski
inline skating
fitness testing
sport first aid
handball
field hockey
kayaking
soccer
archery
laser tag
canoeing
indoor soccer
cricket
step aerobics
badminton
skating
social dance
frisbee
cycling
bowling
tennis
underwater hockey
One aspect of the Physical Education 20 curriculum is leadership. Students will apply, monitor and
assess leadership skills related to physical activities and demonstrate an understanding of leadership skills
related to implementing events in the school. Students are required to complete a minimum of 10 hours
in Phys. Ed. 20. These hours must be completed with a minimum final mark of 60% or teacher permission
in order to enroll in Physical Education 30.
PHYSICAL EDUCATION 30 (5 credits)
Prerequisite: Physical Education 20. Students must complete this course with a minimum final mark of 60%
or teacher permission in order to enroll in Physical Education 30
Students will participate in a number of environments. Students will understand, experience and appreciate
the health benefits that result from physical activity. Some of the activities may include:
volleyball
racquetball
hockey
frisbee
skating
scuba diving
field hockey
softball
basketball
broom ball
floor hockey
orienteering
downhill ski
cross country ski
inline skating
climbing wall
sport first aid
handball
curling
squash
soccer
tennis
golf
canoeing
billiards
badminton
cricket
social dance
weight training
cycling
indoor soccer
One aspect of the Physical Education 30 curriculum is leadership. Students will apply, monitor and
assess leadership skills related to physical activities and demonstrate an understanding of leadership skills
related to implementing events in the school. Students are required to complete a minimum of 15 hours
in Phys. Ed. 30.
It should be noted that Physical Education 30 can be used as one of the required courses for acceptance to
some faculties at University and other post secondary institutions.
SPORTS PERFORMANCE 15/25/35(5 credits) CTS Modules
Sports Performance is a CTS course which includes modules in the area of personal health, wellness, and
athletic performance. This course provides students with the opportunity to develop their physical and
tactical abilities in all areas of sport through classroom theory and practical application. Included will be
proper cardio and weight training techniques based on training principles, nutrition, injury management
and sport psychology. Students will learn the skills to improve their athletic performance.
CAREER AND LIFE MANAGEMENT 20
Calm 20 is a prescribed three-credit course dealing with career and life management skills which are
important to the future of the high school graduate. This course is a graduation requirement of Alberta
Learning for all students. The Career and Life Management (CALM 20) class is designed with the grade 11
student in mind. It is therefore strongly recommended that students plan to complete this course in their
grade 11 year. There are four General Outcomes in the Calm 20 Curriculum:
General Outcome 1: Careers – The World of Work



To learn what career planning requires and from that information be able to develop one’s
personal career plan
To recognize that effective communication skills are essential for personal skills success
To build communication skills and self awareness in the world of work
General Outcome 2: Independent Living
 To learn how to consciously plan to be able to make lifestyle choices that lead to personal
satisfaction
 To understand banking options, implications of credit, the need for insurance, and an
understanding of consumer, landlord and tenant rights
General Outcome 3: Well-Being and Relationships
 To learn the various aspects that comprise and affect one’s well-being
 To recognize the importance of making informed choices on personal health care
 To realize that varying legal rights within relationships and how to maintain and enhance stable
and satisfying relationships
General Outcome 4: Human Sexuality
 To understand the correct terminology and workings of the human reproductive anatomy
 To become aware of well being aspects related to becoming sexually active
 To understand the positive and negative aspects of becoming sexually involved
All of the themes are addressed with the values of our Catholic faith tradition in mind.
One of the main objectives of the course is to prepare students for transition from high school to post
secondary studies. A variety of supplemental curricular resources are used to facilitate this objective. One of
the resources is the ‘Real Game Series’ aided with support from Learning Resources Canada and other
partners. Students are involved in a simulation of real world experiences that many of them will face in the
near future.
To compete the course, the student has to end the term with a comprehensive set of career investigations as
well as an action plan which are then stored in a portfolio format. The action plan has the students clearly
defining goals as to how they plan to meet the academic high school requirements to the post-secondary
school of their choice.
This portfolio is then re-visited in their grade twelve year. Students are interviewed based on their
‘Action Plan’ and additional direction is given to students as they prepare to make the transition to life
after high school.
Links in the Calm 20 course
Alberta Learning Information Service http://www.alis.gov.ab.ca/main.asp
This is an excellent on-line source for career, learning and employment information and services. Here
you'll find the resources you need to start making the most of your future.
Career Cruising
www.careercruising.com
Interactive career guide featuring multimedia interviews with real people in every career, in-depth
occupational profiles and comprehensive information on colleges and universities.
Scholarships Canada
http://www.scholarshipscanada.com/
Canada's most comprehensive scholarship portal. Search through our extensive database to find
scholarships, student awards, bursaries and grants. You'll also find information about student loans,
applications and budget planning.
CAREER AND LIFE MANAGEMENT 20 ONLINE (Calm 20 OL)
At Holy Trinity we also offer a CLAM Online course which is designed for you to complete on your own
time schedule within a one semester time period. Calm 20 OL follows the same curriculum as our
regular Calm program. This course is intended for students who have full academic schedules in grade
10 or who choose to complete extra electives to enhance their academic standing.
The prerequisite for registration is an average of 80% in your previous academic year or a consultation
with the coordinator of the course.
Throughout the course students will have access to their teacher on an informal meeting basis any day
in which they require assistance. However, the majority of student questions and communication takes
place using email. Regular course reminders, information, and assignments are sent to all students
using email.
A key component of success in CALM 20 OL requires that the student has time management skills and is
very self-motivated.
RELIGION COURSES
All students enrolled at Holy Trinity High School must take 3 courses from;
Religion 15, Religion 25, Religion 35 and World Religions 30.
If you have a gift in music there is a course for Worship Band, please discuss with the Music teacher.
It is strongly recommended that students complete Religion 15 prior to taking Religion 25 or 35
or World Religions 30.
Religion 15
A.
B.
C.
D.
upon
Christ and Culture
Community
Explore what creation stories from a variety of World Religions and Church teachings
reveal about what it means to be human.
Understand the dynamic nature of culture, the need for adaptability and optimism, and
our role as agents within culture.
Understand how the signs, symbols and rituals of various World Religions, including
Canada’s FNMI communities, influence culture.
Examine the impact that faith in Christ, and the God who Jesus reveals, should have
E.
G.
in
culture.
Explore ideas about and challenges that arise when examining relationships with self,
others and God as presented both in culture and from a Catholic perspective.
Understand and experience humility and open-mindedness through active participation
the prayer life of the Eucharistic community.
Religion 25
Jesus of History: Christ of Faith
A.
Identify Scripture and Tradition as the primary sources of Christian belief
B.
Explore the history of Judaism as a foundation of Christianity while demonstrating
respect,
empathy and compassion for the history of the Jewish people
C.
Know the Christian response to Jesus’ question: “Who do people say I am?”
D.
Explore salvation doctrine of other World Religions
E.
Understand the ministry and core teachings of Jesus and their implications for
Christian life through a study of the gospels
F.
Explain, working with multiple perspectives, ways contemporary Christians cooperate in
bringing about the Reign of God
G.
Explore the many ways Catholics pray using Scripture
Religion 35
A.
B.
C.
D.
E.
F.
In Search of the Good
Examine spirituality in a variety of world religions.
Examine some philosophical building blocks for ethics and morality.
Understand the impact of revelation and sacred scripture upon ethics and morality.
Understand the impact of revelation and sacred scripture upon ethics and morality.
Understand themselves as moral persons.
Acknowledge the spiritual dimension of relationships.
World Religions 30
This course offers students a Catholic encounter with other religions of the world. The course
provides students with information about the beliefs and practices of Christian denominations
and non-Christian religions, but it approaches these traditions from the perspective of one who
is a faithful member of the Catholic Church. At the same time, the course takes into
consideration that students are on a personal journey of faith. World Religions 30 recognizes
that they are at different places in their journey and that some students may not be Catholic.
Although World Religions 30 honours and respects the integrity of other religions, as required
by the Catholic tradition, its primary aim is to catechize students in the Catholic faith.
All courses are contemporary in content and have been developed to emphasize Christian
values and responsibilities in light of the Scriptures and the teachings of the Catholic Church. All
of our Religion classes have a Christian service component where students are called to provide
service to members of our community as an answer to Christ’s commandment that we love one
another. These service opportunities include volunteer work at Grey Nuns Hospital, Good
Samaritan Home, Catholic Social Services, etc.
Christian Service Project
Each student will need to complete 10 service hours for each of the 3 Religion courses
they complete in high school. This is meant to teach students the lifelong skill of helping
another person or group without getting paid = Volunteering. After the service hours are
complete there is a reflection to complete and submit to their teacher. The project is worth
15% of the mark for each Religion Class. Students may wish to volunteer with the Holy
Trinity Mission Possible Club. The Mission Possible Club receives requests or seeks out
volunteer jobs that our students may complete.
School Chaplain
As young people grow into young adults they need to put into practice the values that they are learning.
In a Catholic High School, caring for one another and learning to recognize God are important ways to
develop these values. Students and staff work together at Holy Trinity to develop an atmosphere of
respect for one another. We also learn and grow together in our understanding of what it means to be
a Catholic.
The role as chaplain is to listen, to provide spiritual direction and to help build a spiritual foundation for
our students. The chaplain supports the school community and provides links between the school
community, church, community services and agencies.
In collaboration with the Religion Department liturgical celebrations are organized to promote Christian
ethics. It is our hope when students graduate that their spiritual formation will sustain them. We hope
to produce and inspire young people to be open to growth, as well as to be intellectually competent,
loving, religious and committed to caring for others. We look forward to continuing to provide a strong
spiritual formation to our students.
The Chaplain/Religion coordinator:

organizes Religious celebrations for Thanksgiving, Christmas, Ash Wednesday, Holy Trinity Week
and Easter

helps us to pray together daily

helps students and families in times of serious illness and death

connects with the youth activities of St. Theresa Parish

helps students when they have questions about the bible and our religion

helps with social justice activities aiding the poor and needy of the world

encourages personal growth in our faith

welcomes dialogue between our faith and other faiths

makes sure everyone is treated with dignity and fairness

provides a place to discuss issues of the world in light of our faith

makes our chapel available to all for quiet reflection

helps us learn more about prayer and religious celebrations

helps us celebrate God's forgiveness when we hurt one another
SENIOR HIGH ACADEMIC SUPPORT PROGRAM
PROGRAM FOCUS
The Senior High Academic Support Program provides small group and individualized instruction to
intellectually able students who are experiencing academic difficulties. Students who are enrolled in the
regular Senior High School program may attend the Academic Support Program for differentiated
instruction in core academic subjects.
A learning disabled student is one who manifests an educationally significant discrepancy between
tested intellectual potential and actual level of performance. This discrepancy may be observed in the
areas of understanding or using language, spoken or written which in turn may manifest itself in an
imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations.
The Senior High Academic Support Program:
 serves students who are experiencing learning and/or attention difficulties and as a result are
underachieving in core subject areas.
 provides an intensive individualized program primarily in core subject areas.
 assists the student in developing a healthy self-concept and a positive attitude toward learning
and school.
 assists the student in developing a healthy self-concept and a positive attitude toward learning
and school.
 provides programming in compensatory skills such as organization and study skills.
CRITERIA
Teachers, counselors or parents who recognize the student’s need for individualized instruction may
request assistance through the school principal. The referring school will then contact the consultant for
A.S.P. at Learning Support Services. A complete comprehensive assessment of the student’s strengths
and weaknesses will be completed. If the student’s difficulties are of a nature that would warrant
placement in the Academic Support Program, enrolment will be recommended. Parental consent is
required prior to the student’s placement in the program.
LEARNING STRATEGIES 15, 25
COURSE DESCRIPTION
These 5 credit courses concentrates on learning styles and processes rather than subject area content.
The purpose of the course is to assist students by identifying individual learning styles and developing
specific strategies for reading, writing, classroom and home learning, studying, and test writing. They
also assist student in understand how to use library reference material to assist is written assignments
that all students need upon graduation. This course is a requirement for all students. Grade 10’s
complete Learning Strategies 15 and grade 11’s complete Learning Strategies 25.
Holy Trinity English as a Second Language (ESL) Program
The goal of the ESL program is to match each English Language Learner (ELL) to the most appropriate
program, class or other supports, to meet the student's learning needs. Students are assessed using the
Alberta K-12 Proficiency Benchmarks upon arrival, and annually, to assist in ;the appropriate program
placement for each student.
Program selections may include:
Beginning ESL: The intention of this course is for students who have little to no experience with
the English language. This class is designed to prepare students with the skills and knowledge in
English to be able to participate in the academic setting.
ESL Expository English 15/25: Courses for developing and expanding English for ELLs who have
high beginning (15) to intermediate (25) skills in English. Students will continue to acquire
vocabulary and understanding of western culture and literature. Students will develop their
written skills to prepare and provide continuity into senior high programs.
ESL Introduction to Canadian Studies 15/25: The primary goal is to provide ELLs with the
opportunity to build communicative competence with the English language while attaining the
cultural/social/political awareness needed to function as effective members of Canadian society.
These courses will build the student's cultural capital to prepare and provide continuity into
senior high programs.
Instruction is provided in a scheduled classroom and drop in assistance and tutoring is also available.
**Students receive 5 credits for each ESL course completed.
ESL is designed to provide students with an opportunity to use spoken and written English to:
 Gather, interpret, and communicate information
 Establish and maintain relationships
 Make decisions, solve problems and plan and carry out projects.
 Explore, respond to, and extend ideas and experiences.
Students are assessed based on the four competencies of the Alberta K-12 Proficiency Benchmarks:




listening
speaking
reading
writing
MODERN LANGUAGES
FRENCH COURSES
FRENCH IB Courses
FRENCH 10-9y IBFrench
(5 credits)
10-9y
French 20-9Y IB
French 30A IB
FRENCH 10-9y (5 credits) (Grade 10 course)
Prerequisite: Less than 70% in Grade 9 French or limited French experience
This course is primarily for students who have had some instruction in French in Elementary only, for students who have not completed their grade 9 instruction in Junior High as well as for those students who
have not mastered grade 9 French. The content of this course reflects the Beginner Levels Two and Three of
the program of studies. Students will review the basic language skills they may have already attained and will
continue to develop these skills to a higher degree of proficiency. Culture is an integral component of this
course.
FRENCH 20-9y (5 credits) (Grade 10/11 course)
Prerequisite: French 10-9y
The content of this course reflects the Intermediate Level of the program of studies. Students who have
successfully completed the content of the Beginners Level will have the opportunity to continue to develop
their skills and knowledge through a wider range of vocabulary and structures of the language. The cultural
component of this course develops a greater appreciation of French culture.
FRENCH 30A (5 credits) (Grade 11/12 course)
Prerequisite: 50% in French 30
French 31 A is the first course of the Advanced Level of the program of studies. The Advanced Level
follows the Intermediate and Beginning Levels of the nine-year proficiency level program. The course aims
at expanding the students’ knowledge of vocabulary and structures and at developing greater proficiency
in listening, speaking, reading and writing. The cultural component continues to be an important and
integral part of this course.
FRENCH 30B (5 credits) (Grade 12 course)
Prerequisite: 50% in French 30A
French 30B is an Advanced Level course which covers the 7th and 8th levels of Communicative growth laid
out by the Alberta Learning program of studies. Some of the fields of experience covered in the course will be
communications, the arts, characters and personalities only to mention a few. This course will be provided
only if there are sufficient numbers enrolled.
The content of this course reflects the Intermediate Level of the program of studies. Students who have
successfully completed the content of the Beginners Level will have the opportunity to continue to develop
their skills and knowledge through a wider range of vocabulary and structures of the language. The cultural
component of this course develops a greater appreciation of French culture. A grade ten student having
completed French 20 will receive 5 credits for French 20 and 5 retroactive credits for French 10, a total of 10
credits.
This course will prepare IB students for the second language component required for the IB Diploma.
FRENCH 30 IB (5 credits)
Prerequisite: 50% in French 20
The content of this course completes the Intermediate Level of the program of studies. Students are
familiarized with international French culture. This course increases oral and written accuracy through
structured exercises and controlled compositions. The cultural component continues to be an integral part
of the course. This class will be a combination of French 30 and French 30 IB students. This course is
mandatory for Full IB Diploma students.
SPANISH COURSES
SPANISH IB COURSE
Spanish 10 AB Initio (5 credits) Semester → Spanish 20 IB → Spanish 30 IB
This course is intended for students planning to study Spanish AB INITIO (beginner Spanish) as their second
language requirement in the IB Diploma Program in grades 11 and 12. The AB Initio program is intended
for beginners in Spanish. Students are admitted into the program with no prior knowledge of the Spanish
language. Students are required to begin in the grade ten year to meet the Alberta Education language
requirement for the three year language program.
Students have the opportunity to begin or continue their study of Spanish by registering in the provincially
authorized three-year Spanish as a Second Language program.
SPANISH 10 (5 credits) (Grade 10 course)
Prerequisite: Students who have never taken Spanish or have no prior knowledge of the Spanish language
This introductory course aims to provide the basics of the language through the teaching of vocabulary and
basic grammatical structures. Students will be introduced to everyday Spanish with relatively simple
expressions and oral exercises as well as short presentations regarding culture and civilization.
SPANISH 20 (5 credits) (Grade 10/11 course)
Prerequisite: 50% in Spanish 10
This course is designed to provide students coming from Spanish 10 or with a strong Spanish background
with the opportunity to continue and improve oral proficiency and writing skills. Emphasis is placed on
areas, which cause difficulties for Anglophone students, as well as an appreciation of Spanish culture
worldwide. This course is also intended to help students who are already proficient in oral Spanish to improve
their basic writing skills, especially for native or semi-native speakers with no formal instruction in Spanish
grammar.
SPANISH 30 (5 credits) (Grade 11/12 course)
Prerequisite: 50% in Spanish 20
This course is intended as a continuation of Spanish 20. This course is designed to increase and consolidate
vocabulary, oral proficiency and to develop skills for writing in Spanish. Aspects of Spanish and Latin
American culture and civilization will be examined.
VISUAL AND PERFORMING ARTS
ART 10 and 10 MYP (3 and 5 credits)
Art 10 and 10 MYP is an introductory program to visual art that promotes exploration in traditional and
alternative media. The course includes systematic instruction in how one sees, interprets and makes
sense of visual stimuli. Students will explore materials and techniques in frottage (graphite, charcoal,
conteˊ), drawing (graphite, pen and ink, technical pen, pastels), painting (watercolor, acrylic, aquarelle),
sculpture (clay, alternative materials), pottery, printmaking (collagraph, monoprint, etching), and design.
An introduction to art history is incorporated into the program with an emphasis on a post-modernistic
approach relating to social, cultural, and historical perspectives. Students will be encouraged to view art
as primarily an expression of intellectual, emotional, and spiritual statements as well as an opportunity
to learn and improve technical skill. Students demonstrating a competence in art skill, technical
prowess, insightful research, and exhibiting a passion for Art are invited to participate in the 20/30 IB
program.
ART 20 IB (5 credits) *By registering in the Art 20/30 IB program, the student is committing to an
exciting 2 year Visual Art journey of learning.
Students will continue to explore, in-depth, visual art as a vehicle for the communication of intellectual,
emotional, and spiritual statements. The Art 20 IB Program places greater emphasis on growing
competence in the technical skills needed to communicate and understand the visual message. Students
will be expected to explore traditional and alternative media, resolving several major works in two,
three, and/or fourth dimensional projects. A survey of Western Art, as well as an exploration of a nonWestern culture is an integral aspect of Art 20 IB. An investigation workbook, containing reflections,
analysis, criticisms, and art appreciation, is a key component to the student body of work.
ART 30 IB (5 credits)
Art 30 IB students will focus on investigating Art in-depth and creating master works in two, three
and/or fourth dimensional art and focusing on procedural or conceptual forms. The course places
greater emphasis on self-direction and independence as well as competence in the technical aspects
required to resolve major works. Students will be expected to research selected topics in art history, as
well as, current trends that relate to their own work (theme, technique, or media). Students will exhibit
their works both formally and in a portfolio. The completion of the investigation workbook, started in 20
IB and completed in 30IB, is submitted as part of the student portfolio and accepted as a body of work.
DRAMA
DRAMA 10 (5 credits)
Drama 10 is an introductory course intended to develop poise, self-confidence, self control, and the
ability to react to an audience. The course concentrates on basic acting technique through theory and
practical application. Self-discipline is stressed as the key to drama success. Such topics as
concentration, believable action, emotional response, and basic movements are covered. Appreciation
for drama as an art form and leisure time activity is stressed.
DRAMA 20 (5 credits)
In Drama 20 the skills and acting techniques obtained in Drama 10 are increasingly perfected. A study of
dramatic structure, design, and theatre direction and production are covered.
DRAMA 30 (5 credits)
Drama 30 is a continuation of the Drama 20 program in greater depth and application. Students write, direct,
and produce one act plays. The emphasis is on the total process of a dramatic production. Drama 30 may be
used as a University of Alberta entrance course in some faculties.
INSTRUMENTAL MUSIC
The instrumental music program is open to all students and involves instruction in the full range of
concert band and jazz ensemble instruments: piccolo, flute, oboe, bassoon, clarinet, soprano
saxophone, alto saxophone, tenor saxophone, baritone saxophone, trumpet, French horn, trombone,
baritone euphonium, tuba, orchestral bells, xylophone, vibraphone, chimes, snare and bass drum, conga
drums, timpani, and a wide range of percussion instruments. In addition to classroom instruction, there
is also a wide range of extracurricular performing ensembles. These ensembles perform at a variety of
levels and offer an outlet to develop the student’s self-confidence and performing ability as well as an
opportunity to share his/her musical talents with the community. All students are encouraged to
participate in the Holy Trinity Concert Band.
MUSIC 10 (Intermediate, and Advanced) (5 credits)
Recommended prerequisite: Music 9 or audition
Music 10 involves ear training, theory, and continued instrumental instruction as well as a focus on a
variety of musical forms and styles.
MUSIC 20 (5 credits)
Recommended prerequisite: Music 10 or audition
Music 20 provides ear training, theory, technical development, sight-reading, and a focus on the
refinement of aspects such as tone, tuning, balance, and blend within an ensemble.
MUSIC 30 (5 credits)
Recommended prerequisite: Music 20 or audition
Music 30 offers ear training, theory, and continued group instruction on band music and technique.
Music 30 may be used as a University of Alberta entrance course in some faculties.
GENERAL MUSIC
The general music program is open to any student who would like to learn a musical instrument. The
main choices are piano keyboard and guitar. The school has keyboards available for use however if
students want to learn the guitar they must provide their own electric guitar for in class and home use.
This course offers a broad range of musical experiences within a non-performance based environment.
The student will be involved as a performer, listener, a critic, a consumer, a historian, a creator and a
composer.
GENERAL MUSIC 10 (Beginner) (3 credits)
Recommended prerequisite: none
General Music 10 involves three modules: theory, music making and an elective component based on
student interests in a variety of areas. Students will learn to read musical notation and apply theoretical
components within the context of learning their chosen instrument.
GENERAL MUSIC 20 (Intermediate) (3 credits)
Recommended prerequisite: General Music 10 or audition
General Music 20 involves expanding the concepts learned in General Music 10.
GENERAL MUSIC 30 (Intermediate and Advanced) (3 credits)
Recommended prerequisite: General Music 20 or audition
General Music 30 involves expanding the concepts learned in General Music 20.
CHORAL MUSIC
Choral Music provides an avenue in which individuals can express themselves while singing, playing,
listening, reading and creating music. A variety of styles are explored while singing in unison, 2 and 3
part harmonies.
CHORAL MUSIC 10 (Beginner) (5 credits)
Students are introduced to the following elements:
1.
Vocal techniques and skills development and reinforcement.
2.
Aural judgments based on critical listening and analysis of music.
3.
Theoretical and practical interpretation of rhythm, melody, harmony, form and
expression as they appear in musical notation.
4.
Composition, improvising and interpreting music.
5.
Interpret and Synthesize music as a source of personal fulfillment and cultural
expression.
CHORAL MUSIC 20 (Intermediate) (5 credits)
Recommended prerequisite: Choral 10 or audition
Students will continue to develop the above elements.
CHORAL MUSIC 30 (Intermediate and Advanced) (5 credits)
Recommended prerequisite: Choral 20 or audition
Students will further develop the above elements.
Choral 30 may be used as a University of Alberta entrance course in some faculties.
JAZZ BAND
This course offers the students an opportunity to study music as a performance based course. It gives
the students the opportunity to focus their learning by exploring and experiencing skills necessary to
understand, communicate and perform publicly. At each level, students are extending their knowledge
and application of the following general outcomes. Jazz Band is offered outside of the school day to add
flexibility for the student to participate.
GENERAL OUTCOMES:
1.
2.
3.
4.
Listening:
To develop the ability to make intellectual and aesthetic decisions
aurally.
Theoretical:
To develop an understanding and awareness of rhythmic patterns,
chordal
Textures and harmonies that are specific to the jazz genre.
Improvisation: To develop additional avenues of self-expression through
interpretation, improvisation, arranging, composing.
Musicianship: To develop, discover and evaluate their talents and abilities in musical
performance through the establishment and extension of skills as they
apply to the jazz idiom.
JAZZ BAND 15 (Intermediate and Advanced) (5 credits)
Recommended prerequisite: Music 9 or audition
JAZZ BAND 25 (Intermediate and Advanced) (5 credits)
Recommended prerequisite: Jazz band 15, Instrumental Music 10 or audition
JAZZ BAND 35 (Intermediate and Advanced) (5 credits)
Recommended prerequisite: Jazz band 25, Instrumental Music 20 or audition
CAREER & TECHNOLOGY STUDIES
CTS allows students to take courses that they find personally interesting and practical. It helps students
to investigate one or more career areas, and prepares them for their workplace or for further study in a
related program at a technical institute, college or university. CTS strands are designed to help students
succeed, now and in the future. That’s why experts in the community, business, industry, and
government have worked together to make CTS courses as realistic as possible. Students have more
opportunities to learn in labs, in work sites, and in the community.
Students find CTS courses exciting and challenging. Because they work with a wide range of tools,
resources, technologies, projects, and activities, students become more confident and able to solve
problems. Career and Technology Studies give students:
• more opportunities to take courses that support personal goals and interests
• skills using technologies, procedures and processes effectively and efficiently
• confidence as they get the support and challenge from teachers and community partners
BUSINESS STUDIES
A business plan is not just about getting financing, but also about helping you succeed. A good business
plan acts as a business development road map and a reminder of your goals. Writing a plan gives you
the opportunity to examine those issues that you may have overlooked during the brainstorming phase.
A business plan acts like a sales document; it must convince you and other readers that your venture has
the potential to be successful. Business Studies 10 guides students through the process of:
• establishing a company profile
• conducting market research
• marketing
• operations and management
• finance
At the conclusion of the course, teams of students compete to determine who has the best business
plan. The school’s winning team then competes against other high school business teams in a “Dragon’s
Den” format for the chance to win best overall and the opportunity for cash prizes donated from local
community business partners.
COMMUNICATION TECHNOLOGY
In an information society, characterized by rapid change in social, economic and technological
environments, students must be prepared to use information and technology effectively and efficiently.
Communication Technology provides students with a broad awareness of the impact that presentation
and communication, print, photography, and media design and application make in every aspect of their
lives. The knowledge and skills acquired from studying communication technology are transferable
throughout the core and complementary curricula, giving students an edge in presenting their views and
ideas, in understanding others and in completing projects.
As the communications industry becomes more and more sophisticated, and as the merging of different
communication technologies continues to evolve, it is imperative that students improve their level of
“media and technological literacy” in order to cope. Students need to broaden their horizons to include
the latest digital technology as it applies to print, photography, animation, audio and video production,
whether or not they intend to apply these skills professionally or for their personal use. Communication
skills are necessary for the pursuit of a successful career in any field, and communicating effectively
using a variety of media gives students an advantage as they enter the information age of the 21st
century.
COMPUTING SCIENCE
Computing science is a discipline that spans theory and practice. The practical side of computing can be
seen everywhere. Small, inexpensive, powerful, and pervasive computers have fostered a revolution in
our daily lives. Nowadays, practically everyone is a computer user, and many people are even computer
programmers. Computer science has strong connections to other disciplines. Many problems in science,
engineering, health care, business, and other areas can be solved effectively with computers.
Computing science allows students the opportunity to explore hardware, software and processes. This
includes an introduction to the algorithm as a problem-solving tool, to programming languages in
general and to the role of programming as a tool for implementing algorithms.
Students are introduced to a general programming environment in which they write simple structured
algorithms and programs that input, process and output data, use some of the more basic operators and
data types, and follow a sequential flow of control.
Students are introduced to Internet computing through the use of one or more Web-specific markup
languages. As part of this process, students learn how the Web uses markup languages to provide a
client-side approach to display static information. Students also learn how to analyze, modify, write and
debug algorithms and documents that use a markup language.
CONSTRUCTION TECHNOLOGIES
The products of construction are a reflection of the needs and wants of society. For centuries people
have built structures and made objects to provide protection from the elements and to make work
easier. In recent years dramatic changes have occurred in the way building and other products are
designed and built. With the aid of computers, architects and engineers are able to simulate and
evaluate designs with extreme accuracy. This precision translates into stronger structures, smaller
tolerances, less waste and the need for a highly trained and flexible work force.
The Construction Technologies strand has been developed within Career and Technology Studies (CTS)
to help meet this educational need. Students selecting modules from this strand have the opportunity to
investigate and develop important knowledge, skills and attitudes relative to the design, construction
and maintenance of buildings and other products.
COSMETOLOGY AND ESTHETICS
Through the Cosmetology program, students develop increased appreciation for the significance of
personal grooming, as well as the knowledge and skills required to perform basic grooming practices.
Long hair design, hair coloring and cutting are taught. Students develop an understanding of the
business environment, entrepreneurship and the components of creating a salon. Client services and
sales are the outcome of the student studies.
In the Esthetics courses, students identify the basic structures and functions of the skin. Students
analyze skin and perform basic skin care practices, including cleansing, toning, nourishing and
protecting. Students describe the anatomy, physiology and histology of the skin. Students also analyze
facial shapes and conditions, and perform facial care. Make-up, manicuring and gel nail enhancement
are taught.
DESIGN STUDIES
Holy Trinity’s Design Studies lab is a state of the art facility that supports the latest computers and
software systems. The program deals specifically with solving problems in a variety of contexts. In
Design Studies, students use both traditional and up to date drafting equipment and techniques.
The program covers a wide range of topics that relate to construction, architecture, and engineering. At
the introductory level, students are introduced to traditional drafting methods as well as CAD systems.
The CAD software available in the program includes Adobe Autocad Lite and Google SketchUp allowing
for fully functioning 3D modeling.
At the intermediate level, students are introduced to a variety of construction and engineering design
problems. Engineering and architecture are studied in depth, and students have the opportunity to
shape the direction of their experience in the lab.
At the advanced level the discipline of industrial design is introduced. In addition to this, advanced
design problem solving techniques are practiced. Students are also given the opportunity to work with
three-dimensional graphics in order to solve design problems.
The program is designed to meet the needs of students with a wide variety of abilities. Students who are
interested in basic blue print reading and construction will gain a wealth of knowledge. In the same way,
students who are interested in solving engineering problems as they relate to industry will find a variety
of challenges that will simulate an industrial experience in the student’s area of interest.
FABRICATION STUDIES
Metal products and structures have shaped world history. For thousands of years, metals have been
shaped, joined and cast into items that have both utilitarian and artistic value. Even today, the search
goes on to develop new metals, processes and products to take us into the 21st century.
To compete in the North American and global markets, the fabricated materials sector is investing in
leading edge technology and is hiring highly trained and talented people to manage and operate this
technology effectively and efficiently.
The Fabrication Studies strand has been developed within Career and Technology Studies (CTS) to help
meet this educational need. Students selecting modules from the Fabrication Studies strand have the
opportunity to investigate and develop important knowledge, skills and attitudes related to the
properties of materials and the design and fabrication of useful products.
In this strand, students are provided with a broad base of relevant theory and practice that builds daily
living and career-specific skills. Successful completion of advanced level modules gives students the skills
and experience required for entry-level employment or for post-secondary education.
FOODS
Food is one of our most basic personal needs. In addition, foods play a major role in our family,
community and careers. In a constantly changing society, our food needs will be met in increasingly
varied ways. Aside from its essential role in nutrition, food plays a very important role in the provincial
and national economies. In Alberta, the agriculture and food industry, which provides quality food for
people in the province and around the world, is a major force in the economy. One of every three jobs in
Alberta is related to the agriculture and food industry.
By developing basic, integrating and career specific knowledge, skills and attitudes in the context of
foods, students will have the ability to adapt to the challenges of change with increased flexibility and
confidence. The Foods strand, using the student-centered process approach, combines thinking
processes and concrete experience in as realistic an environment as possible, whether that be in the
context of the individual, family or the workplace.
WILD LIFE (OUTDOOR EXPERIENCES)
This course is a 3 “plus” credit course involving a variety of on and off-campus conservation related experiences for grade 10, 11 and 12 co-ed students. Students will develop the knowledge, skills, attitudes,
motivation and commitment to enable them to carry out safe and comfortable experiences in the outdoors.
Students will also work individually and collectively towards the conservation and responsible use of Alberta’s
water, land, air, forests and wildlife.
Some of the activities and topics covered include:
A three day advanced overnight camp-out, Alberta wildlife identification and game management practices,
ecology, first aid, compass, G.P.S. and map orientation, camping, hunting and fishing equipment, survival,
outdoor cooking, archery, introduction to lake ice and water fishing. Guest speakers will include selected
professional wildlife biologists, environmental ecologists, fish & wildlife officers, and selected sports experts.
Students who complete these modules will qualify to receive certification in the:
 Alberta Conservation & Hunter Education Program (Revised) - requires WIN number to hunt
in Alberta.
 Alberta Fishing Education Program.
 Standard First Aide and C.P.R. course.
 Federal Firearms Safety Course (Revised) - required for a Federal Firearms License - optional:
outside of school at A.H.E.I.A. of Alberta.
WORK EXPERIENCE
(OFF CAMPUS EDUCATION)
Work Experience is one component of an extensive Off-Campus Education program offered under the joint
supervision of a teacher coordinator and an off-campus employer. It is a high school course which allows
you, the student, to work off-campus to obtain credits towards your high school diploma (25 work hours per
credit) to a maximum of 15 credits. Many of these credits may be earned at a 30 level which assist in high
school completion requirements. A prerequisite workbook module (HCS3000), earning one additional credit,
helps prepare the student for the work world by teaching essential entry level workplace skills and safety
information. The employer is not obliged to pay you. However, in private industry, most employers do honor
salary arrangements. Your real reward is gaining valuable work experience, knowledge about a particular
technical or professional field and gaining credits towards your school program. Students in this program
have a say in what type of work or placement they would like. Students may work in restaurants, hotels,
government departments, retail outlets, non-profit organizations, industry, the list goes on! You decide
where you want to go and we will do our best to help you get there.
Students receive the following:
 The opportunity to explore different occupational choices
 The chance to develop skills, knowledge, and attitudes necessary for success in any job
 Valuable employer references
 An honest evaluation from the supervising teacher-coordinator and the employer
To enter the course the student must:
 Meet with the teacher coordinator to establish and develop a working relationship between the
coordinator, employer and student
 Work with the employer and teacher-coordinator in establishing learner expectations at the placement



Complete the necessary paper work, i.e. sign a contract between the employer, the school, the
parent/guardian and the student
Arrange for transportation to and from the worksite
Provide evidence of hours worked to the teacher coordinator throughout the placement
Insurance and Worker’s Compensation coverage is provided for students participating in the Off-Campus
Education program at Edmonton Catholic Schools. In conclusion, students will explore different occupations
and gain valuable hands-on experience. They may discover what they have to offer by applying the
knowledge and skills they have acquired in and out of school.
REGISTERED
APPRENTICESHIP-PROGRAM
(RAP) FOR SENIOR HIGH SCHOOL
This exciting Off Campus Educational program allows students to spend part of their time in school and part in
industry as a registered apprentice. Participants are counted as full time high school students and registered
apprentices. Students must complete all compulsory credits for a high school diploma. RAP requires local
industry to commit to hire the students and register them as apprentices. After completing the program,
students will earn a diploma and continue with their apprenticeship, having earned as much as one year in
time credit towards an apprenticeship.
This program offers the student:
 A chance to attend high school and train as a registered apprentice at the same time
 Completion of credits for a high school diploma and work experience toward journeyman
qualification
 Linkages with local business, industry, and the school board, which may eventually lead to a
community partnership committed to the goals of education for life
 An apprenticeship program which is more accessible, adaptable, and appealing to young people
while they are still in high school
Students must be at least sixteen years of age before starting their apprenticeship. This program is
targeted at students enrolled in a general or advanced diploma. In some cases, course selection in high
school will help determine apprenticeship options available to the student. Apprenticeship regulations
require apprentices to be paid wages at a percentage of the journeyman rate. Technical training for
high school apprentices takes place after they have graduated from high school. (High school
apprentices will be eligible for vocational education accreditation according to the existing accreditation
system.) Technical training is scheduled by the Apprenticeship and Trade Certification Branch of Career
Development and Employment, and delivered by Alberta’s Institutes of Technology and Community
Colleges. A list of career choices (trade options) is available below. For more information regarding
trade options, follow the link provided: http://www.tradesecrets.gov.ab.ca
Agricultural Mechanic
Appliance Serviceman
Auto Body Mechanic (R)
Baker
Barber
Gasfitter
Glassworker (R)
Hairstylist
Heavy Duty Mechanic (R)
Instrument Mechanic (R)
Plumber (R)
Power Lineman (R)
Power System Electrician
Print. / Graphic Arts Craftsman
R V. Mechanic
Boilermaker (R)
Boom Truck Operator
Bricklayer (R)
Cabinetmaker
Carpenter (R)
Cement Finisher
Communication Elec.
Cook (R)
Elec. Rewind Mechanic
Electrician (R)
Electronic Technician (R)
Floor covering Mechanic
Insulator
Ironworker
Landscape Gardener
Lather-interior Systems Mechanic
Machinist (R)
Millwright (R)
Mobile Crane Operator
Motor Mechanic (R)
Motorcycle Mechanic
Painter and Decorator (R)
Parts man
Plasterer
Refrig. / Air Cond. Mech. (R)
Roofer (R)
Sheet Metal Worker (R)
Sprinkler Systems Installer (R)
Steam / Pipe Fitter (R)
Steel Fabricator
Tile setter
Tool and die maker
Tower Crane Operator
Transport Refrigeration Mech.
Water Well Driller
Welder (R)