CALENDAR
2015-2016
Contents
Sessional Dates 2015 - 2016.................................................2, 3
Mission Statement ....................................................................4
The Collegiate Faculty and Staff.................................................5
Admission Categories and Requirements...................................6
High School Program ...............................................................7
The Collegiate Academic Year...................................................7
Application and Registration Information...................................8
General Information .................................................................9
Fees.......................................................................................11
Scholarships, Bursaries, and Awards.......................................14
Course Descriptions................................................................19
Grade 9 Courses.....................................................................19
Grade 10 Courses...................................................................21
Grade 11 Courses...................................................................26
Grade 12 Courses...................................................................35
Dual Credit Courses................................................................48
Sessional Dates 2015
2
July 1
2
20
Canada Day – Collegiate/University Closed
Summer Session Classes Begin
Collegiate Office closed July 20, 2015 – July 31, 2015
August
3
7
10 - 11
Civic Holiday – Collegiate/University Closed
Summer Session Classes End
Summer Session Exams
September
7
Labour Day – Collegiate/University Closed
8 - 9
Collegiate Late Registration for Fall/Winter Session
9Orientation
10
Collegiate Classes Begin
14
Collegiate Evening Classes Begin
23
Fall Outing (Tentative)
30
Meet the Faculty Night
October
12
14 - 15
19 - 22
23
27
Thanksgiving Day – Collegiate/University Closed
Evening Session Mid-Term Exams
First Term Exams
SAGE Conference - No Classes
Academic Awards Ceremony
November
3
11
12
First Term Report Cards
Remembrance Day – Collegiate/University Closed
Meet the Faculty Night
December
8 - 9
9
10 - 18
21
Evening Session Final Exams
Study Day
Second Term Exams
Holiday Break Begins (Collegiate Office Closed December 21, 2015 – January 1, 2016)
THE COLLEGIATE | 2015-2016 CALENDAR
Sessional Dates 2016
January
4
8
21
Collegiate Day Classes Resume / Winter Evening Session Begins
Second Term Report Cards
Meet the Faculty Night
February
4
10 - 11
15
16 - 19
22
Collegiate Open House
Evening Mid Term Exams
Louis Riel Day – Collegiate/University Closed
Mid-Term Reading Week - Day Classes Cancelled
Day Classes Resume
March
25
Good Friday – Collegiate/University Closed
April
6-7
8
11
12 - 22
26
29
Evening Session Final Exams
Last Day of Classes
Study Day
Final Exams
Safe Grad
Report Cards
May
2
11
23
Spring Session Begins
Collegiate Graduation Exercises (2015-2016)
Victoria Day – Collegiate/University Closed
June
22
22
23 - 24
30
Study Day (am)
Spring Session Final Exams (pm)
Spring Session Final Exams
Report Cards
Note: These dates are tentative and will be adhered to as closely as possible.
LOVE MUSIC?
M A K E I T. AT T H E C O L L E G I AT E
We are excited to celebrate the successful beginning
of the new music program at The Collegiate! In our first
year, 80 students were actively enrolled for credit in
our instrumental and choral ensembles. The music
program heightens the ensemble experience and
provides an opportunity to acquire a higher level of
physical, cognitive, and affective skill competency
through performance. Working with our performing
arts partners, we have been able to offer our students
exceptional opportunities to attend live performances
and integrate these experiences into our curriculum.
An gel
MELODY MAKER // GRADE 9
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THE COLLEGIATE | 2015-2016 CALENDAR
Welcome from the Dean
We hope that by browsing through our Handbook, attending our Open
House, or visiting The Collegiate, you consider becoming part of our learning
community. Our school invites students to experience rich, diverse, and
accelerated programming in a truly unique environment. Students from Grade
9 through Grade 12 are encouraged to embrace their education in a supportive,
stimulating, and challenging environment.
Access to the full range of university facilities such as libraries, computer
labs, and fitness centres is provided to all Collegiate students. Our Dual-Credit
courses offer students ample opportunities to experience university-level
courses in their Grade 12 year while earning credit towards both high school
and university graduation.
Education at The Collegiate is a profound and enriching experience! It prepares
students for a successful transition to post-secondary study as well as providing
them with skills necessary to thrive in a career of their choice. The Collegiate
is a unique educational institution and one of which we are intensely proud.
Please do not hesitate to contact us to arrange a tour or visit.
R. Bend
Dean
Our Mission
Collegiate tradition is one of academic excellence and accessibility, in an environment of critical thinking and community
spirit. Continuing in its worthy traditions, The Collegiate at The University of Winnipeg is committed to offering Grade
9, 10, 11, and 12 students high school programs that provide a transition to post-secondary education. The Collegiate
philosophy emphasizes the need for students to become mature individuals within an atmosphere of self-generated
discipline, where students can discover freedom and its complement, responsibility.
To foster our mission, The Collegiate strives to provide an environment of academic freedom, mutual trust and support, and
on-going professional development for Faculty. In a world of continuing change, The Collegiate Faculty strives to engage
students in a rigorous curriculum that will prepare them for and encourage them to pursue a lifelong love of learning.
We seek to enable our students to reflect upon moral and ethical issues, and to develop their concern for the welfare of
others. The Faculty is committed to providing guidance and structure which results in our students’ intellectual, social,
and personal development: in short, the education of the total person.
We view accessibility as an important goal, compatible with our commitment to academic excellence. We strive to draw
forth the best from our students.
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THE COLLEGIATE | 2015-2016 CALENDAR
The Collegiate Administration
Rob Bend
Rick Martin
Carole Anderson
Olaf Johnson
Brenda Kalteck
Kristine Khan
Dean
Associate Dean
Office Manager / Registrar
Administrative Coordinator
Office Assistant
International Student Advisor
The Collegiate Faculty
Peter Andrusiak
Charlotte Arnold
Jolene Braun
Eric Cable
Timothy Cowan
Gerri Crilly
Claire Dickens
Rossana de McCormack
Isabela Dueck
Derek Eidse
Ian Elliott
Claude Garand
Roberta Gottschalk
Catherine Herd
Jennifer Janzen
Osaed Khan
Lloyd Kornelsen
Kelly Livesley
Mike Lodewyks
Mike Lukie
Dena Martin
Renise Mlodzinski
Ishmael Mustapha
Gerry Narynski
April Pasieczka
Robert Patterson
Leslie Prizeman
Dominique Reynolds
Heather Singer
JoAnne Small
Marguerite Sveinson
Robert Sveinson
Bonnie Talbot
Karen Tarr
Jim Treller
David Welham
Mike West
Karen Zoppa
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Dramatic Arts, English
Leave
Dramatic Arts, English, Global Issues, Social Studies
Physical Education
Conflict Resolution, Family Studies, Psychology
Director Model School
English, Global Issues, History, Social Studies
Spanish
Current Affairs, Geography
English, Social Studies (Model School)
Mathematics, Science (Model School)
Art, Science
English (EAL), History (EAL)
History, Scholarship Office
Geography, History
Mathematics, Physics, Science
Global Citizenship
Calculus, Mathematics
Leave
Leave
Mathematics
Band, Choral
Mathematics
Mathematics, Physics
Mathematics, Science
Chemistry
English – Humanities Tutor
Français, French
English
Guidance, Physical Education
French
Computer Science, Digital Media, Mathematics
English
Biology
Mathematics, Mathematics Tutor
English
Chemistry
English, Philosophy, Religious Studies
THE COLLEGIATE | 2015-2016 CALENDAR
Admission Categories and Requirements
The Collegiate may set minimum performance requirements which applicants must have met before
unconditional admission is granted. Applicants who do not meet such minimum requirements may be admitted on the
condition that they maintain set minimum attendance and performance standards while studying in The Collegiate.
The Collegiate accepts students in five different admission categories. There are some variations in admission
requirements depending on the category.
Regular Status
Mature Status
Students applying for entrance into the Grade 9 class
must include a copy of their most recent Grade 8 report
card with their application.
To be admitted as a Mature Student, the applicant must
be 19 years of age before the expected date of graduation.
Mature Students will be required to complete a minimum
of eight credits, although this number may be reduced
if the student has previously completed high school
credits, a G.E.D., or has proof of Adult Basic Education.
An application for Mature Status must be accompanied
by a transcript of all high school credits or equivalent
that the student has completed, along with proof of age.
Normally, in order to be admitted to Grade 12 on Mature
Status a student should have Grade 10 standing or the
equivalent. Applicants registering as Mature students
may be asked to complete an assessment to determine
the most appropriate program of studies.
Normal minimum admission requirements for Grade 10
consist of completion of the five compulsory credits at
the Grade 9 level: English, Mathematics, Science, Social
Studies, and Physical Education. A complete transcript
of all Grade 9 through 12 courses completed or in
progress, must be submitted at the time of application
when applying for admission to Grades 10 to 12.
Visiting Status
There are two types of Visiting Status students:
1.A student who is enrolled in another high school
may attend The Collegiate as a Visiting Student.
Once courses are completed, the credit(s) will be
transferred back to the home school. The application
form must be signed by the principal, vice-principal,
or counselor from the student’s home school.
2.A student who is taking an isolated course or courses
and does not intend to seek graduation may also
apply as a Visiting Student. A high school transcript
and/or proof of graduation must also be submitted
with the application.
3.Visiting students do not pay the application fee.
Accelerated Status
High school students who have earned at least 22 credits
in three calendar years or less, and who have completed
at least one credit at the Grade 12 level, may apply to
take a partial first year Arts and Science program while
simultaneously completing the subjects necessary to
meet high school graduation requirements and university
entrance requirements. (Under some circumstances
students who have completed fewer than 22 credits may
also be considered at the discretion of the Registrar at
The University of Winnipeg.)
Concurrent Status
To be considered for Concurrent Status, a student
needs three or fewer high school credits to fulfill regular
university entrance requirements. The student will be
required to register for these high school credits at The
Collegiate at The University of Winnipeg. Registration at
another high school or through Independent Study is not
permitted. The main difference between Accelerated
and Concurrent Status is that, while an Accelerated
Student is in his/her normal Grade 12 year and is
“accelerating” into university, a Concurrent Student has
already completed his/her normal Grade 12 year and is
upgrading to meet university entrance requirements.
Concurrent Students do not fill out a Collegiate application
form; instead they apply directly to The University of
Winnipeg.
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THE COLLEGIATE | 2015-2016 CALENDAR
High School Program
Graduation is obtained through the successful completion of 30 credits in the four-year High School Program. These
credits will include the compulsory credits listed below. The Collegiate timetable and fee schedule allow for students
to study part-time or take less than a full program if they wish.
Compulsory Credits
Grade 9
Grade 10
Language Arts
1
Social Studies
1
Mathematics1
Science1
Physical Education
1
Language Arts Geography Mathematics Science Physical Education 1
1
1
1
1
Language Arts History Mathematics Physical Education
Total compulsory
Total compulsory
5
Total compulsory4
5
Grade 11
Grade 12
1
1
1
1
Language Arts
Mathematics Physical Education
Grade 12 Courses 1
1
1
2
Total compulsory
5
Note: In addition to the compulsory courses, a minimum of 11 elective courses are required.
The Collegiate Academic Year
The Collegiate’s academic year conforms closely to that of The University of Winnipeg, as a more adequate preparation
for university studies.
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Fall/Winter Day Session
Fall Evening Session
Winter Evening Session
May
June
July
Aug
Spring
Session
Summer
Session
(day and evening)
(day)
In the Fall/Winter Session, student reports are issued in
November, January, and April. Each student evaluation
is based on a combination of term work and examination
results. Final reports will be issued in late April.
graduating in Spring or Summer terms (June or August)
will receive the appropriate documents through the mail,
and, should they wish to attend the graduation exercise,
they may do so the following year.
The Fall/Winter evening sessions will be divided into two
semesters. Final reports will be issued in January for the
first semester and in late April for the second semester.
The academic year is designed to give university-bound
students an experience of the pace demanded in studies
at the undergraduate level, while they are still under the
close supervision and guidance provided in a secondary
school environment.
Students who successfully complete the High School
Program will be awarded a High School Graduation
Diploma. Diplomas, Academic Awards, and Prizes will
be awarded at the Graduation Exercise in May. Students
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Apr
THE COLLEGIATE | 2015-2016 CALENDAR
Application and Registration Information
Grade 9 and 10 Interviews
Spring/Summer Application Process
Due to the limited enrolment at these levels, all applicants
are asked to take part in an interview with a Collegiate
Dean. Once the application and application fee are
received, students will be contacted in order to schedule
an interview. Other than this additional requirement, the
steps outlined below should be followed when applying
for entrance to all grades. Students are encouraged to
apply as early as possible; applications are accepted
from the first week in January. While applicants may
meet admissions requirements, we are not able to
guarantee a place in the program. Specific questions
may be directed to the Dean or Associate Dean of The
Collegiate at 204.786.9221.
The process for registering for Spring/Summer session
courses is identical to the Fall/Winter application process
except for tuition payment. Please include a full tuition
fee payment with your application.
Fall/Winter Application Process
International Student Applications
1.Complete a Fall/Winter application form available on
The Collegiate website.
Please refer to the International Student View book for
policy and procedures.
2.Pay a non-refundable application fee by cash, cheque,
money order (payable to “The University of Winnipeg”),
or Interac. (This fee is waived for students who paid the
application fee in a previous year, and for Concurrent
Status and Visiting Status students.)
3.Submit an official transcript (not a photocopy) of
all Grade 9-12 credits obtained. Applicants should
include an interim report if currently in school. Grade
9 students must submit a Grade 8 report card.
4.Applicants for Mature Status must also provide official
proof of date of birth.
5.Visiting Status students who are enrolled at another
school must ensure that the application is authorized
by the home school.
6.Submit complete application by mail or in person to:
Dean of The Collegiate, 1W02 - 515 Portage Avenue
Winnipeg, Manitoba R3B 2E9
7.Students who are accepted will receive an official letter
of acceptance which will indicate when they will be
expected to attend an in-person registration session.
Note: Applicants for Concurrent Status apply directly to
The University of Winnipeg. Once the application form
has been received by The University Admissions Office,
the student will be contacted by The Collegiate regarding
the registration/advising process.
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THE COLLEGIATE | 2015-2016 CALENDAR
Application Deadlines
Applications for all sessions are accepted on a first come,
first served basis up to the start of classes. Enrolment
is limited and applicants are strongly encouraged to
apply early to ensure course selection. The Collegiate
reserves the right to cancel any course for which there is
insufficient enrolment, or to turn down an application for
any course which is filled to capacity.
General Information
(listed alphabetically)
Admission to The University of Winnipeg
(Seamless Admission)
A seamless admission process between The Collegiate
and The University of Winnipeg accelerates admission
into first year university for Collegiate students.
All Collegiate students meeting the academic requirements
for attending The University of Winnipeg will receive an
offer of acceptance in January. These students will not
be charged the regular application fee and they will be
offered final acceptance in April, after their final Grade
12 marks are available. Students have the opportunity to
plan and register for their University timetable early, thus
avoiding scheduling problems, and will automatically be
eligible for University of Winnipeg Entrance Scholarships.
Course selection advice and academic counseling
are provided to all students as part of their in-person
registration. Students are free to drop in or make an
appointment with one of the Deans for counseling on
academic and personal matters. The Collegiate also
employs a half-time Guidance Counselor, Ms. JoAnne
Small, who is available to assist students on academic
and personal issues.
Course Changes and Withdrawals
Course changes and withdrawals must be approved by
a Dean. Details as to the procedures will be published in
The Collegiate Student Agenda (available the first week
of September).
Appeals
Deferred Examinations
The Collegiate has established a policy and procedure
to deal with requests for appeals against grades on
individual items of work, and for appeals against the
final grade in a course. As strict deadlines are involved
in launching an appeal, students are advised to obtain
a copy of the complete Collegiate Appeals Policy and
Procedure from the Associate Dean.
A student may be required to defer the writing of a final
examination in one or more subjects on the grounds of
illness or other compassionate reasons. A student may
request permission from a Dean to defer one or more
examinations.
Attendance
The Collegiate attendance policy is a key component
in helping students prepare to responsibly handle the
personal independence inherent in a post-secondary
academic environment. Successfully monitoring and
supporting attendance is an ongoing process that
requires some teamwork. Students are expected to
attend every class except for medical or other valid
reasons. Instructors take attendance in each and every
class, and submit attendance records to The Collegiate
office at the end of each week. The Deans monitor
attendance and intervene when problems arise. Normally
we do not call parents. In keeping with our philosophy
of treating students as mature individuals, we always
deal with the student first. Parents can help by regularly
discussing school with their son or daughter and being
attentive to evidence that the student is keeping up with
regular homework. Make a note of when reports will be
issued and when Meet the Faculty Nights are scheduled.
Although we will rarely - if ever - contact parents directly
about a student’s attendance, parents/guardians are
always welcome to contact us.
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Counseling Services
THE COLLEGIATE | 2015-2016 CALENDAR
Examinations
Students must write final examinations, where required.
Those students who are absent from examinations will
be given a grade of NP (no paper), except in the cases of
students who produce evidence of having been prevented
from writing examinations as a result of illness or for
some other acceptable reason. In the case of application
for deferred examinations on account of illness or other
disability or affliction, notification of inability to sit for
examinations must be made to the Dean within seven
days of the onset of the illness or disability and must be
accompanied or followed shortly by a medical certificate
or an otherwise appropriate document stating the nature
of the illness or other acceptable reason.
Grading
Final grades are reported as percentages.
Graduation Diplomas
A Collegiate Graduation Diploma will be awarded to
each student who completes the requirements of the
Manitoba High School program at The Collegiate, with
the exception of visiting students.
General Information
(continued)
Graduation Exercise
Textbooks
Every student who completes the requirements for a
Graduation Diploma in the April series of examinations
may attend Convocation in May.
Textbooks used are those recommended by the Manitoba
Department of Education. The Collegiate will lend, free
of charge, most of the texts used in courses with the
exception of dual-credit courses.
Internet Access
Included in their course fees, Collegiate students have
access to the internet, along with support from The
University of Winnipeg Help Desk (internet access
provided). Once registered, students simply claim their
user name and password from The Collegiate Main
Office (1W02). Student accounts will provide access to
all computer labs at The Collegiate, tutor centre, U of
W Library computers and the uplink computer common
on the fourth floor of Centennial Hall. Students should
expect to sign a user’s agreement.
Plagiarism
The MLA Handbook for Writers of Research Papers
defines plagiarism as “the act of using another
person’s ideas or expressions in your writing without
acknowledging the source.” Copying words or ideas
from any source, including another student, constitutes
academic “theft,” and may result in loss of marks for the
assignment, loss of marks for the entire course, or even
expulsion. The same penalties will result if a student is
found guilty of cheating or contributing to cheating on
any test, exam, or term assignment.
Services for Students with Special Needs
Students with Special Needs will need to have detailed
discussions with a Dean upon application to The
Collegiate to ensure that supports and accommodations
are available, and able to be put in place to ensure
academic success.
Some of the services that may be arranged include:
• Academic advising - course selection and timetable
arrangement
• Admission and registration assistance
• Examination supervision, including alternate exam
formats and extended time
• Orientation to The Collegiate and The University of Winnipeg
• Access to University facilities
• University advising
Student Agenda
A Collegiate Student Agenda containing helpful information
about fee schedules, faculty, a campus map, fire regulations,
and administrative procedures re: absence, illness, etc.,
will be distributed to all students during the first week of
September.
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THE COLLEGIATE | 2015-2016 CALENDAR
Transcripts
Current Collegiate students are entitled to receive a
transcript at no cost. Former students are entitled
to receive transcripts of high school marks at a fee of
$10.00 CDN for the first copy and $5.00 CDN for each
additional copy included in the same order. To request
a Collegiate transcript, visit The Collegiate website or
contact The Collegiate Office.
Tutoring Services
The Collegiate offers the services of certified Faculty
to tutor students in both Arts and Science courses.
Students may sign up for one-on-one or group tutorials
at no additional cost. Collegiate Instructors also provide
tutoring outside of regular class time. The Collegiate
Tutoring Office is located in the lower level of Wesley Hall.
University and Scholarship Planning Services
The Collegiate recognizes and supports the exceptional
academic, community, artistic and athletic achievements
of our graduating students by offering services through
our scholarship planning office. Individual, practical
support is provided to graduating students applying to
universities and to those applying for post secondary
financial awards.
This support includes general academic advising,
identifying post secondary programs of interest,
identifying
and applying for entrance scholarship
monies, and editing draft applications.
To register with University and Scholarship Planning
Services, students can simply make an appointment with
the Scholarship Officer in room 2W04.
FEES
Collegiate fees may be paid by cash, cheque, money
order, Interac, or online banking (through your financial
institution). Cheques and money orders should be made
payable to “The University of Winnipeg.”
Please note: The University of Winnipeg Board of Regents
reserves the right to change the schedule of fees and
refunds without notice.
Revenue Canada does not allow Income Tax deduction
claims based on Collegiate fees.
1. Course Fees
Fee statements will show a breakdown of tuition fees,
registration fee, and student association fees.
The Grade 9 Fall/Winter Session program fee for 20152016 is assessed at $6450.00 CDN per year. This single
program fee covers all Grade 9 courses from September
to June.
Fall/Winter Session course fees for Grades 10 – 12 for
2015-2016 are assessed at $830.00 CDN per credit;
$415.00 CDN per half-credit for Canadian students.
Spring Session 2015 fees are assessed at $720.00
CDN per full credit and $360.00 CDN per half credit for
Canadian students.
Full-time International students (taking five or more
credits) will be assessed a flat tuition of $13,250.00 CDN
which will cover all of the courses taken from September
1, 2015 to August 31, 2016. International students
taking fewer than five courses will be assessed course
fees of $2,650.00 CDN per credit.
2. Additional Fees:
a) Graduation Fee - All Grade 12 regular status students
will be assessed a graduation fee of $80.00 CDN to
cover the cost of cap, gown rental, diploma, diploma
cover, and photo at Convocation.
b)Appeals - Every candidate may, within one week
following the publication of final examination
results, submit an appeal in writing to The Collegiate
Appeals Committee, through the Associate Dean of
The Collegiate. A fee of $15.00 CDN will be assessed
for each course for which an appeal is entered.
Should the appeal be sustained, the $15.00 CDN
fee will be refunded. Appeals with respect to
individual items of work should also be directed
through the Associate Dean.
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THE COLLEGIATE | 2015-2016 CALENDAR
c)Application Fee - Canadian applicants must pay
a $100.00 CDN application fee (non-refundable).
International applicants must pay a $150.00 CDN
application fee (non-refundable). Returning students
do not pay an application fee.
d)N.S.F. Cheque Fee - Should any student’s cheque be
returned for non-sufficient funds, the student will be
assessed an additional $45.00 CDN fee.
e) Library Fines - Students who incur library fines must
pay the fines in full before final grades will be issued.
3. Fee Payment
Canadian students: At time of registration, all Canadian
students must pay a deposit of $1,660 (equivalent to two
course fees). The remaining 50% of student fees must
be paid by September 9, 2015 and the final 50% of fees
must be paid by January 29, 2016.
International students: First-time international students
must pay full fees prior to receiving the final letter
of acceptance. Returning International students are
required to pay 50% of total tuition upon acceptance
($6,625 CDN). The final 50% of fees must be paid by
January 29, 2016.
A student registering for only one credit MUST pay all
fees at registration.
Arrangements for alternate methods of payment (such
as monthly payments), may be made through a Dean
where necessary.
Fees for Spring and Summer courses must be paid in
full at the time of application/registration.
FEES
(continued)
4. Refund Schedules
a) Tuition fees will be refunded to all students who withdraw completely, or from any part of their study program
according to the schedule shown below.
NOTE: If fees have not been paid in full, a credit will be applied to any outstanding balance before
a refund is calculated.
Refunds for Fall/Winter Full Courses:
Prior to September 10, 2015
100% of (tuition less registration fee)
From September 10 - September 17
90% of (tuition less registration fee)
From September 18 - October 9
75% of (tuition less registration fee)
From October 13 - November 27
50% of (tuition less registration fee)
After November 27
No refund
Refunds for Fall/Winter Half – Courses and Evening Courses:
Fall term:
Prior to September 10, 2015
100% of (tuition less registration fee)
From September 10 - September 17
90% of (tuition less registration fee)
From September 18 - October 9
75% of (tuition less registration fee)
From October 13 – November 4
50% of (tuition less registration fee)
After November 4
No refund
Winter term:
Prior to January 4, 2016
From January 4 - January 11
90% of (tuition less registration fee)
From January 12 – February 2
75% of (tuition less registration fee)
From February 3 - February 12
50% of (tuition less registration fee)
After February 12
12
100% of (tuition less registration fee)
THE COLLEGIATE | 2015-2016 CALENDAR
NO REFUND
Fees
(continued)
Refunds for Spring/Summer courses:
Spring courses:
Prior to April 27, 2015
100% of (tuition less $25.00CDN withdrawal fee)
From April 27 - May 1
75% of (tuition less registration fee)
From May 4 - May 8
50% of (tuition less registration fee)
After May 8
NO REFUND
Summer Courses:
Prior to July 2, 2015
100% of (tuition less $25.00CDN withdrawal fee)
From July 2 - July 3
75% of (tuition less registration fee)
From July 6- July 10
50% of (tuition less registration fee)
After July 10
NO REFUND
The following fees will NOT be refunded:
13
•
Application fees
•
Fees for unsuccessful appeals of examination grades
•
Fees for transcripts
•
Examination fees
•
Fees paid by Bursary
•
N.S.F. cheque fee
•
Registration fee (assessed at $10.00 CDN per course)
THE COLLEGIATE | 2015-2016 CALENDAR
Scholarships // Bursaries // Awards
The following awards are authorized by The University of Winnipeg Senate on the recommendation of The Collegiate
Faculty Council. Awards are granted to students who are taking courses for the first time only. The Senate reserves
the right not to grant an award if there is no candidate who meets a minimum requirement level. In the event that the
Awards Committee decides to grant the same award to more than one student, any award money shall be equally
divided between or among the recipients. These scholarships are offered without the necessity of a scholarship
application.
The Collegiate reserves the right to alter all scholarship prize and award criteria, subject to approval of The Collegiate
Faculty Council.
Entrance Scholarships
The Special Entrance Scholarships are automatically
offered to new students who meet the criteria below.
These scholarships are offered without the necessity of
a scholarship application. Averages for the purpose of
Entrance Awards will be calculated on compulsory credits
in Grade 8, Grade 9, Grade 10, or Grade 11. From Grade
8, the following four compulsory credits will be used in
the calculation of Entrance Award averages: Language
Arts, Mathematics, Social Studies and Science. From
Grade 9, the following four compulsory credits will be
used in the calculation of Entrance Award averages:
Language Arts 10F, Social Studies 10F, Mathematics
10F, and Science 10F. From Grade 10, the following
four compulsory credits will be used in the calculation of
Entrance Award averages: Language Arts 20F, Geography
20F, Mathematics 20S, and Science 20S. From Grade
11, the following four compulsory credits will be used in
the calculation of Entrance Award averages: Language
Arts 30S, History 30S, Mathematics 30S, and one other
30S or 40S course.
The Collegiate Alumni Entrance Scholarship,
Grades 11 - 12
This scholarship is awarded on the basis of academic
excellence and financial need to students entering Grade
11, and/or Grade 12 at The Collegiate.
The Collegiate Entrance Scholarship, Grade 10
This scholarship will be awarded to the full-time Grade
10 student with the highest standing in a complete
Grade 9 program.
The Collegiate Entrance Scholarship, Grade 11
This scholarship will be awarded to the new full-time
Grade 11 student with the highest standing in a complete
Grade 10 program.
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The Collegiate Entrance Scholarship, Grade 12
This scholarship will be awarded to the new full-time
Grade 12 student with the highest standing in a complete
Grade 11 program.
The Collegiate Millennium Scholarships, Grades 9 – 12
The Collegiate offers Millennium Scholarships to the top
twenty new students who receive final acceptance into
The Collegiate at each grade level. Ten scholarships of
$1000 and ten of $500 will be made available per grade.
Scholarships will be awarded to 20 new students who
have the highest 20 averages over 85% in each grade.
The Collegiate Silver Jubilee Entrance Scholarships,
Grades 11 - 12
$1,000 scholarships will be offered annually to new
students who apply before April 30 and who register
for a minimum of five credits in the Fall/Winter Session.
To be eligible for consideration, students must have a
minimum average of 85% and demonstrate financial
need.
Howard Matheson Entrance Scholarship, Grades 9 - 12
To be awarded annually to students who register for a
minimum of four credits in the regular session. To be
eligible for consideration students must have high
academic achievement and potential to excel as an
athlete in a recognized Collegiate sport.
William Rutherford Memorial Scholarship, Grade 11
This scholarship will be awarded to the new full-time
Grade 11 student with the highest standing in a complete
Grade 10 program.
Scholarships // Bursaries // Awards (continued)
BURSARIES
A bursary is a grant based on financial need and is
meant to supplement a student’s own resources for
tuition. A copy of both parent’s previous year’s “Notice
of Assessment” from Revenue Canada is required
with all bursary applications. Students must maintain
a satisfactory academic record and class attendance
to continue to qualify for a bursary. Application for
bursaries should be made by August 15; however,
students in financial need should not hesitate to contact
a Dean regarding tuition assistance at any point during
the school year. Application forms may be obtained from
The Collegiate Office, Room 1W02, Wesley Hall or on
The Collegiate Website.
The Antenbring Family Bursary
This bursary was established by the Antenbring Family
to support a student or students with financial need who
otherwise would not be able to attend The Collegiate.
Bruce Baragar Memorial Award
This award was established by Dr. Robert Baragar in
honour of his brother, C.D. Bruce Baragar, who attended
The Collegiate in 1944. It will be granted annually on the
basis of financial need to a deserving student.
David Bruce Pitblado Memorial Collegiate Bursary
Janice (Pitblado) Raleigh, University of Winnipeg
Collegiate ’53, and Sandra and Jim Pitblado have
established this bursary in memory of David Bruce
Pitblado. This bursary will provide support to new or
continuing Collegiate students who have demonstrated
financial need.
The Dean’s Bursary Fund
(In Memory of Dean Lorne Tomlinson)
This bursary fund was established by Mr. James (Jim) D.
MacDonald, HD, local business leader and University of
Winnipeg Collegiate alumnus, through an unprecedented
gift to The University of Winnipeg Collegiate. This bursary
fund will enable those who may not have the financial
means to share in an educational experience that Mr.
MacDonald feels will undoubtedly stay with students
forever.
Mr. MacDonald’s involvement with The University of
Winnipeg began as a student in the 1960s. It was in
fact, Lorne Tomlinson, Dean of The Collegiate, who
interviewed the young Jim MacDonald and admitted him
into Grade 11. As with so many Collegiate students, this
meeting with Dean Tomlinson set MacDonald on a path
of hard work and achievement.
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His association with his alma mater did not end with
graduation. In the 1970s, he founded The University
of Winnipeg Collegiate Alumni Association, and was
its first President, serving for five years. Later in 2004,
he took on the role of Chair for The Collegiate Appeal,
a fundraising initiative within the overall University of
Winnipeg Campaign. This hugely successful campaign
raised over $5 million to be used to support Collegiate
students in financial need in perpetuity. The Collegiate
deeply appreciates the efforts of Mr. MacDonald and his
colleagues on the fundraising board.
A graduate of the Class of ’64, Mr. MacDonald has a
long-standing commitment to Collegiate students and
has made a number of previous and significant financial
contributions in support of Collegiate student bursaries.
His goal remains constant—turning lives around through
a University of Winnipeg Collegiate education.
The Douglas Family Bursary
This bursary was established by the Douglas Family to
support a student or students with financial need who
otherwise would not be able to attend the Collegiate.
Grace Little Collegiate Bursary
The Grace Little Collegiate Bursary will be awarded
annually to a new or returning full-time Collegiate student
in Grades 9, 10, 11 or 12, demonstrating good academic
standing and planning to continue to University.
Financial need will be a consideration in the selection
process. Preference will be given to Aboriginal students
and newcomers to Canada.
Janice Raleigh Memorial Bursary
Established by Don Raleigh in 2006, in honour of his wife,
Janice (nee Pitblado), University of Winnipeg Collegiate
Class of ’53. The bursary will provide support to new or
continuing Collegiate students who have demonstrated
financial need.
Johnston Family Bursary
The Johnston Family Bursary was established by Mr. David
Johnston of Johnston Group Inc. to support a student or
students in financial need who would otherwise not be
able to attend The University of Winnipeg Collegiate.
Leonard Asper Family Collegiate Bursary
Created in 2006 by Leonard Asper (Collegiate
Class of ’82), President & CEO of CanWest Global
Communications Corp. and founding member of The
University Of Winnipeg Foundation Board of Directors,
this bursary provides support to Collegiate students who
have demonstrated financial need.
Scholarships // Bursaries // Awards (continued)
Marion (Prober) More Collegiate Memorial Award
Established by the Prober family in memory of their
mother, Marion More, this award will be granted annually
on the basis of financial need to a deserving student.
Ross Robinson Family Collegiate Bursary
Established in 2011 by the Ross Robinson Family, this
bursary supports a student or students who otherwise
could not afford to attend The Collegiate.
Marjorie Jean MacDonald Memorial Bursary
Established by Mr. James MacDonald, HD in memory
of his mother, Marjorie Jean MacDonald, this award will
be granted annually on the basis of financial need and
demonstrated interest in creative writing to a deserving
student.
United Church of Canada Entrance Bursary
This bursary, established by the United Church of
Canada, will be awarded on the recommendation of the
Dean to a student of academic promise with financial
need.
The Murray C. Coppinger Memorial Bursary
Established by the Coppinger family in memory of Murray
C. Coppinger. This bursary will be awarded annually at
the discretion of the Dean, to a Collegiate student who is
in financial need and has a disability.
ACADEMIC AWARDS
The following definitions apply for these awards:
FULL-COURSE: a minimum of four credits
completed at The Collegiate between May 1, 2015
and April 30, 2016.
FULL-TIME: a minimum of four credits completed
at The Collegiate during the Fall/Winter Session.
NOTE: Students who are enrolled in an accelerated
status program will be considered on an individual
basis.
99.9 BOB-FM Collegiate Scholarship, Grades 10 - 12
The scholarship is made possible through a gift
from Bell Media Radio Winnipeg and 99.9 BOB-FM.
One scholarship will be awarded for each of Grades
10,11, and 12. Students must have high academic
standing and demonstrated participation in The
Collegiate’s Music Program.
Charlotte Marie Kennedy Memorial Scholarship, Grade 12
Established in 1986 by the family and friends of Charlotte
Marie Kennedy, this scholarship is awarded annually to
a returning full-time Grade 12 student who shows high
academic promise and financial need.
The Collegiate Alumni Association Award, Grade 12
This award will be given to the full-time graduate who
was registered as a full-time student in Grade 11 during
the previous Fall/Winter Session and who showed a
significant improvement from Grade 11 to Grade 12.
The Collegiate Alumni Twenty-five Year Prize, Grades 9 - 12
This award, established by The Collegiate Alumni
Association on behalf of the Class of ’75, is awarded to a
student with good academic achievement and recognized
extra-curricular activities during the academic year.
The Collegiate Students’ Association, 1977-78 Scholarship,
Grade 12
This scholarship is awarded annually on the
recommendation of The Collegiate Awards Committee to
a Grade 12 student registered for at least four credits in
The Collegiate.
Derek Wong Memorial Award for Academic Excellence
Scholarship, Grade 12
This award was established by the family and friends
of Derek Wong, a graduate of The Collegiate who had a
strong interest in leukemia research. It will be awarded
to the full-time student who obtains the highest final
combined grade in Biology 40S and Chemistry 40S.
Evelyn V. Mills Prize Mathematics 40S, Grade 12
To be awarded to the student who obtains the highest
final mark in Mathematics 40S.
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Scholarships // Bursaries // Awards (continued)
The Henry Rieff Stewart Memorial Scholarship for Adult
Learners, Grade 12
This award is given to a student who entered The
Collegiate on Mature Status, who completed at least
3 credits at The Collegiate in any session(s), and who
demonstrated good academic achievement and effort.
John Bulman Collegiate Scholarship, Grade 12
This scholarship is awarded to a Collegiate student
continuing from Grade 11 who is actively involved
in and committed to the life of The Collegiate and/
or the community. Financial need may be taken into
consideration.
Howie Goldberg Memorial Award, Grade 12
Established in the memory of Howie Goldberg, a 1984
graduate of The Collegiate, this award is to be given to the
full-time graduate who intends to register at a Manitoba
University and who achieves the highest standing in five
40S academic credits, including English 40S. While the
scholarship will be announced at the Spring Graduation
Exercise, it will be awarded the following September
upon proof of registration at a Manitoba University.
John De Jong Collegiate Alumni Scholarship, Grade 12
Established by Daisy (De Jong) Webster in memory of
her father, John De Jong, this scholarship is awarded to
a full-time Grade 12 student who completed a full-time
Grade 11 program with high academic achievement and
who intends to enter University.
Irene Bennett Memorial Award, Grade 11
This scholarship commemorates Irene Bennett who
managed Tony’s Canteen from 1977 to 1992. It will
be awarded to the full-time student in Grade 11 with
a demonstrated interest in the arts and high academic
achievement in a full-time Grade 10 program.
The Irving L. Hechter Memorial Award, Grade 12
This award is given to a student with high academic
standing, participation in extra-curricular endeavors in
and out of school, and has been accepted to study in the
Faculty of Education at any Manitoba Post-Secondary
Institution.
Jeffrey and Andrew Walker Collegiate Award, Grade 12
This award was established by Acsion Industries Inc.,
in commemoration of Collegiate Alumni Jeffrey Walker
(’09) and Andrew Walker (’12) and their wish to thank
The University of Winnipeg Collegiate for the contribution
that it has made to their lives. The award will be given
annually to the most improved student among the
graduating class. The award will be used towards
the purchase of books at The University of Winnipeg
Bookstore.
John Ting Memorial Scholarship, Grade 12
This scholarship was established by friends and family in
memory of John Ting. John was an exceptional instructor
and administrator at The Collegiate from 1972 until
his death in 2002. It will be awarded to the graduating
international student with the highest combined mark in
Grade 12 English and a Grade 12 science (Biology 40S,
Chemistry 40S, Computer Science 40S, or Physics 40S).
Kathy Cullen (O’Connell) Memorial Scholarship,
Grades 9 - 12
This scholarship is established in memory of Kathy Cullen
(O’Connell), whose career at The Collegiate spanned
29 years, from 1981 to 2010. The scholarship will be
awarded annually to a new or returning full-time student
at The Collegiate in Grades 9,10,11 or 12, demonstrating
good academic standing. Financial need may be a
consideration in the selection process. Preference will be
given to a newcomer to Canada.
Lawrence F. Schmidt Memorial Award for Mature Students,
Grade 12
This award is given to a student who entered The
Collegiate on Mature Status, who completed at least
three credits at The Collegiate in any session(s), and who
demonstrated good academic achievement and effort.
Murray Memorial Prize in English 30S, Grade 11
Awarded to the student who obtains the highest final
mark in English 30S.
R.O.A. Hunter Collegiate Alumni Award, Grades 9 - 12
This award is given to a student with good academic
performance and active participation in The Collegiate
Athletic Program.
Robert A. Anderson Memorial Award Scholarship,
Grades 9 - 12
This award will be given to the full-time student with
high academic achievement and excellent all-round
participation in the life of The Collegiate.
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Scholarships // Bursaries // Awards (continued)
Tomlinson Memorial Scholarship, Grade 11
This scholarship commemorates Lorne A. Tomlinson,
Dean of The Collegiate (1957-1970). It will be awarded
to the returning full-time student in Grade 11 with
the second-highest standing in a complete Grade
10 program.
Tomlinson Memorial Scholarship, Grade 12
Commemorating Lorne A. Tomlinson, Dean of The
Collegiate (1957-1970). It will be awarded to the
returning full-time student in Grade 12 with the highest
standing in a complete Grade 11 program.
MEDALS
Governor General’s Medal, Grade 12
Awarded annually to the full-time graduate who achieves
the highest standing in Grade 12 in a program leading to
admission to University.
Wesley Medal, Grade 11
Awarded annually to the full-time student who achieves
the second highest standing in Grade 11, and who has
completed at least four credits in the Fall/Winter Session.
University Medal, Grade 12
Awarded annually to the full-time graduate who achieves
second highest standing in Grade 12 in a program
leading to admission to University.
Chancellor’s Medal, Grade 10
Awarded annually to the full-time student who achieves
the highest standing in Grade 10.
Dean’s Medal, Grade 12
Awarded to a full-time graduate with high academic
achievement and involvement in extra-curricular
activities.
The Collegiate Alumni Medal, Grade 11
Awarded annually to the full-time student who achieves
the highest standing in Grade 11.
President’s Medal, Grade 10
Awarded annually to the full-time student who achieves
the second highest standing in Grade 10.
Collegiate Grade 9 Gold Medal, Grade 9
Awarded annually to the full-time student who achieves
the highest standing in Grade 9.
Collegiate Grade 9 Silver Medal, Grade 9
Awarded annually to the full-time student who achieves
the second highest standing in Grade 9.
SPECIAL ACHIEVEMENT CERTIFICATES
Collegiate Awards for Academic Excellence
Collegiate Awards for Academic Excellence will be
awarded to the student who obtains the highest final
mark in a particular subject. To be eligible, a student
must have completed the course within the 12-month
period preceding the date of the award. Visiting Students
are not eligible for these awards.
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Collegiate Subject Awards
Subject Awards are awarded the student who obtains the
second highest final mark in a particular subject.
Dean’s Honour List
“Student of Highest Distinction” awards are given to
full-course students who have earned averages of 90%
or higher. “Student of Distinction” awards are given to
full-course students who have earned averages between
80% and 89.9%.
Course Descriptions
Grade 9 Courses
English 10F
English 10F introduces students to a variety of approaches
to the acquisition of language and literary skills. Reading,
understanding, and sharing texts of all genres, including
visual and literary text are an intricate part of the course.
Students will be required to respond in creative as well as
analytical methods to the texts. The selection of materials
will include novels, short stories, drama, poetry, articles,
film, and an introduction to several elements of the mass
media. Some materials will be clustered thematically. The
course will include an opportunities to develop creative
and academic writing skills.
Les devoirs
Afin de perfectionner l’écrit, l’élève fera des dictées,
des exercices de grammaire et des rédactions. Pour
améliorer son expression orale, il / elle devra participer
aux discussions en classe, présenter des scènes ou
des monologues dramatiques et faire des présentations
orales sur les textes littéraires et non-littéraires à l’étude.
Assignments
Evaluation is based on a variety of assignments such as
a final exam, a research essay, oral presentations, group
discussions, and several other activities which promote
the acquisition of reading, writing, listening, speaking,
viewing, and representation at the 10F level.
French 10F
Benefits
This course is required before a student can take English
20F. It emphasizes and introduces many of the academic
and personal skills required for students as they begin
the credit system in High School English.
Français 10F
Ce cours est destiné aux francophones et aux étudiants
du programme d’immersion.
Les buts du cours.
Ce cours permettra à l’élève de perfectionner son
expression orale et écrite. Il / elle sera amené/e à
développer ses habiletés langagières par l’étude de la
grammaire, de la littérature et des textes non-littéraires.
Le cours préalable
Le cours de Français 8ième année est Le Cours
Préalable normal.
Les sujets à l’étude
Ce cours a pour but de perfectionner et d’approfondir
les connaissances grammaticales de l’élève. Il / elle fera
donc l’étude systématique des verbes, de l’orthographe
grammaticale et des parties du discours. Dans le but de
développer son esprit de synthèse et d’analyse, l’élève
sera appelé à faire la lecture de romans, de pièces de
théâtre, de nouvelles, de poésie et d’une variété de
textes non-littéraires. Les élèves verront un ou deux films
français au cours de l’année.
Les exigences
L’étudiant aura besoin d’un bon dictionnaire français,
par exemple Le Petit Robert I.
French 10F is part of the Core French Program (Français
de base) beginning in grade 4. This program integrates
four components - experience\communication, culture,
language, and general language education - so that
learners are able to apply practical linguistic knowledge
at a personal level.
Objectives
• To improve French language skills
• To increase linguistic accuracy
• To expand language learning strategies
• To better understand French
language-speaking cultures
Prerequisites
Grade 8 Basic French
Topics
The following themes from Ca Marche 3 will be explored:
•
•
•
•
•
Ma chambre, ma vie (my room, my life)
Mes tresors, mes souvenirs (my treasures, my souvenirs)
Mission emploi (Mission Employment)
Nous les Canadiens (We Canadians)
Films a l’affiche (optional)
Linguistic topics include:
Present, past, future of regular, irregular and reflexive
verbs, personal pronouns, relative pronouns
Assignments
Students are evaluated on the development of
their listening, speaking, reading, and writing skills.
Assignments include workbook exercises, communication
activities, projects, and presentations.
Benefits
Research shows that second language students develop
problem-solving skills, perform better in their native
language, and become more open to other cultures.
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Course Descriptions
(continued)
Mathematics 10F
PHYSICAL EDUCATION/HEALTH EDUCATION 10F
Mathematics 10F provides a foundation in mathematical
skills that are required for all future years of study.
Students will acquire these skills through investigations,
daily homework, mental math exercises, in-class
assignments and projects. This course will be aligned
with Science 10F to provide an increased understanding
and appreciation of each subject.
Physical Education 10F is a course developed for grade 9
students to introduce them to active and healthy lifestyle
choices. In the health component of this course, students
will examine fitness, nutrition, and human sexuality.
The activity component of the course will develop the
students’ cardiovascular endurance, muscular strength,
muscular endurance and flexibility. The development of
athletic abilities such as coordination, balance, agility,
reaction time, speed and power will also be included.
Students will be introduced to a number of games,
activities, and sports that will help them to become active
for life.
Topics
• Powers and Exponents
• Rational Numbers
• Square Roots and Surface Areas of 3D Shapes
• Polynomials
• Linear Equations and Inequalities
• Linear Relations
• Circle Geometry
• Similarity and Transformations
• Statistics and Statistical Analysis
Special Requirements
A scientific calculator is required for this course.
MUSIC BAND 10s
This course is designed for students who wish to further
their studies in instrumental music through performance
in a concert band setting. Students will develop individual
technique and musicianship through various exercise,
studies, music theory, and a wide variety of concert band
literature. Particular attention will be given to maturing
individual and ensemble sound, intonation, sight
reading, and developing concepts of musical phrasing.
Students will participate in a variety of school concerts,
festivals, and other special events.
MUSIC CHORAL 10S
In this course students will have the opportunity to
develop their musical interests and abilities through
participation in a university-recognized program with
heavy emphasis on performance of choral music. The
general objective of the program is to enable students
to gain, through performance, an understanding of a
wide range of choral literature. They will acquire singing
skills including vocal production, breath control, diction,
phrasing, and skills including notation, time, scales,
and intervals. Attention will be given to ensemble skills
involving listening, voice blending, and the discipline
necessary for choral singing. Students will be expected
to participate in rehearsals, concerts, recitals, festivals,
and other performances outside of regular class hours.
Performance dress is required.
Science 10F
Science 10F helps students develop an understanding
of the basic principles of processes and concepts of
science. Students will be introduced to these principals
through experiments, projects, research assignments,
and daily class work. This course runs from September
to April. This course will be aligned with Math 10F to
provide an increased understanding and appreciation of
each subject.
Topics
• Atoms and Elements (Chemistry)
• Reproduction and Genetics (Biology)
• Nature of Electricity (Physics)
• Exploration of the Universe (Astronomy)
CANADA IN THE CONTEMPORARY WORLD 10F
This course emphasizes the role that Canada plays in our
contemporary world. The course is centered on a series
of thematic clusters emphasizing the importance of
becoming part of a learning community within democratic
foundations. The course is designed to emphasize the
knowledge, values, and skills students need to become
active, responsible citizens within the broader context
of our Canadian society. Critical thinking and informed
opinions about issues that concern us as Canadians and
as global citizens are developed throughout the course.
The course integrates literacy, communication, problem
solving, human relations, and some technology into
the activities.
Assignments
Evaluation is based on a variety of assignments such
as a final exam, research projects, class discussions,
group discussions, and a variety of other activities which
support the involvement of students in the democratic
process and the role of Canada in the world.
Benefits
Social Studies 10F offers an excellent background for all
Collegiate courses in world issues, history, and geography.
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Course Descriptions
(continued)
Grade 10 Courses
Art 20s
Art 20F is an optional course. Emphasis is on artistic
expression using a variety of media. The student will
develop basic skills in drawing, painting using acrylics
as well as water paints, sculpture, and pottery. Students
will research art produced by various first nations groups
around the world.
Students will have the opportunity to observe and study
a variety of artistic styles, both contemporary as well as
from the past. They will begin to learn to critique and to
discover how creative work is influenced by perception
and experience. No artistic experience is required.
Computer Science 20S
This is an entry-level course and is designed for students
who have an interest in computer science. Students
should have strong problem solving skills, strong
mathematical skills, and the ability to work independently
on large projects. No previous programming experience
is required.
Computer Science 20S will use a variety of current
programming languages and environments to introduce
students to the fundamentals of programming computers.
This course will introduce object oriented design and
programming. This will prepare students for Computer
Science 30S.
Prerequisite: Strong problem solving and math skills as
well as the ability to work independently
READING, THINKING, AND CULTURE 20S
This is a skills-based course geared for students who want
to improve their reading and academic skills but who also
have a keen interest in popular culture and current events.
It is a course designed for students who want to take control
of their own learning, who seek challenge, and who are
curious about the way unequal power relations in society
are reflected in the stories we share, the books we read,
the movies we watch, the videogames we play, and the
products we buy.
The course is interdisciplinary, combining the methodologies
of English, cultural studies, film studies, social studies,
history, and political science. The goal is to encourage
active global citizenship while enhancing students’
critical awareness.
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Course Themes:
• Identity and Reading Texts
• Metacognition
• Deconstructing the News and Current Events
• Culture and Ideology
• Form, Codes, and Conventions
in Fiction and Nonfiction
• Reading Strategies
• Visual Literacy
• Class, Race, and Gender in Popular Culture
• Consumerism and Globalization
• The Politics of Representation
Assessment of Student Learning
The Reading is Thinking credit will be reported at the end
of the school year as “complete” or “incomplete”. The
granting of this credit is based on:
1. Achievement of learning goals as set by the student.
These learning goals will be guided by the Reading is
Thinking continuum, subject area Manitoba curricular
outcomes (what students are studying in their other
courses), and ongoing formative assessment.
2. Documented evidence of achievement of these
learning goals as evidence in a personal portfolio the
student will keep throughout the year.
3. Completion of classroom activities, assignments, and
tasks as set by instructor.
Digital Media I
Students in Digital Media I will explore a variety of digital
media forms through the use of current software and
web technologies. Digital Media I is divided, broadly, into
2 categories;
Content Creation:
The following is a list of possible course topics.
a) Students will create original graphics and modify
existing graphics using Vector and Bitmap
graphics programs.
b) Students will create original animated content using a
animation program.
c) Students will create and maintain an original blog using
both an in-house blog tool and a web based blog tool.
d) Students will create original podcasts consisting of
audio, images, and video.
Course Descriptions
(continued)
Content Distribution:
a) Students will create and maintain a website to publish
their original content. This site will develop over the
term and will make use of a variety of Web techniques
and tools.
b) Students will Create and maintain a blog throughout
the term.
c) Students will publish podcasts.
d) Students will use web based sites to share some of
their original content.
Students will be encouraged to think and learn
independently. Problem solving skills will be developed.
Self-starters will excel and self-discipline will be a key
component to success in this course. A solid background
in computers is recommended but not required. Students
will complete projects of varying lengths throughout the
term. These projects will serve as both assessment
and a vehicle for students to extend their ability and
sophistication in working with digital media.
DramaTIC ARTS 20s
This course introduces students to the creative process
by which Drama becomes a means of self-expression,
to the study of theatre as an art form, and to the
interpretation and analysis of written text.
Objectives
Students will gain a deeper awareness and appreciation
of the interactive and expressive processes involved in
theatre, as well as first-hand experience in a professional
theatre environment.
Prerequisites
None. Some dramatic experience, a keen interest in
theatre, and a willingness to work with other students
are all assets.
Benefits
The study of Dramatic Arts develops mental agility,
creativity, self-confidence, communication skills, cooperative skills, and physical and vocal flexibility. Students
interested in pursuing a career in communications, the
arts, education, law, professional theatre, marketing,
(or any career field which involves communication and
presentations,) will find this course useful.
Special Requirements
Students will be expected to dress in a manner
appropriate to class activities. Specific requirements will
be announced in the first class.
ENGLISH 20E
The purpose of this course is to cover the Grade 10 high
school curriculum at a pace that is suitable for English
as an Additional Language (EAL) learners. It prepares
students for the reading, writing ,and vocabulary
demands of studying in further academic courses and
covers some of the basic skills that are necessary in a
Canadian high school setting. Some of the topics we will
cover are: basic paragraph writing skills, various kinds of
writing such as comparison-contrast, cause and effect,
persuasive, and summary writing, and grammar issues
as needed. We will also focus on some important reading
skills, study a number of short stories and the elements
of fiction, read a novel, and study a Shakespearean
play. Students will work on a number of assignments and
projects throughout the course as well as prepare oral
presentations on a variety of topics. Overall, the intent of
this course is to help students prepare to continue their
education in English.
English 20F
Topics
The structure of the course will be flexible, to address the
level and experience of the students and their interests.
Students will, however, focus on improvisation as a
means of exploring interactive action, characterization,
scene analysis and presentation, and some theatre study
(types of theatre, stage management, lighting and sound,
theatre terminology, theatre history).
English 20F introduces students to academic approaches
to reading, understanding, and sharing literature.
Students will be required to analyze and evaluate the
choices writers have made in a broad sampling of literary
works including poetry, short stories, novels, and plays
and to connect those choices to specific literary themes.
Students will also become conscious of the manipulation
of both written and oral language skills through a variety
of tasks including academic and creative writing as well
as oral, visual, and dramatic presentations.
Assignments
Due to the participatory nature of the course, 100%
attendance is mandatory. Students will be expected to
participate fully in class activities, and should allow for
additional out-of-class time for assignments and rehearsals.
Assignments
Evaluation will be based on a variety of assignments
such as exams, research essays, argumentative essays,
reviews, response journals, oral work/presentations, and
other forms.
Benefits
This course is required before a student can take English
30S. It emphasizes the academic and personal skills
required to be successful.
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Course Descriptions
(continued)
Français 20F
French 20F
Ce cours est destiné aux francophones et aux étudiants
du programme d’immersion. À cause du nombre limité
d’élèves, Francais 20F et Francais 30S pourraient être
enseignés en même temps.
French 20F is part of the Core French (Français de base)
program beginning in grade 4. This program integrates
four components—experience/communication, culture,
language, and general language education—so that
learners are able to apply practical linguistic knowledge
at a personal level.
Les buts du cours
Ces cours permettront à l’élève de perfectionner son
expression orale et écrite. Il / elle sera amené/e à
développer ses habiletés langagières par l’étude de la
grammaire, de la littérature et des textes non-littéraires.
Les cours préalables
Le cours de Français 10G
Les sujets à l’étude
Ces cours ont pour but de perfectionner et d’approfondir
les connaissances grammaticales de l’élève. Il / elle fera
donc l’étude systématique des verbes, de l’orthographe
grammaticale et des parties du discours. Dans le but de
développer son esprit de synthèse et d’analyse, l’élève
sera appelé à faire la lecture de romans, de pièces de
théâtre, de nouvelles, de poésie et d’une variété de
textes non-littéraires. Les élèves verront un ou deux films
français au cours de l’année.
Les devoirs
Afin de perfectionner l’écrit, l’élève fera des dictées,
des exercices de grammaire et des rédactions. Pour
améliorer son expression orale, il / elle devra participer
aux discussions en classe, présenter des scènes ou
des monologues dramatiques et faire des présentations
orales sur les textes littéraires et non-littéraires à l’étude.
Les exigences
L’étudiant aura besoin d’un bon dictionnaire français,
par exemple Le Petit Robert I.
Objectives
• To improve French language skills
• To increase linguistic accuracy
• To expand language learning strategies
• To better understand French-language speaking cultures
Prerequisite
French 10G
Topics
• Paroles et images (advertising and publicity)
• Face aux défis (stress)
• C’est tout un Canada (festivals and exchange programs)
Linguistic topics include:
le passé composé, l’imparfait, le participe passé, le futur
simple, le conditionnel présent, le participe présent, les
pronoms objets avec l’impératif, et le passé composé des
verbes pronominaux.
Assignments
Students are evaluated on the development of
their listening, speaking, reading, and writing skills.
Assignments include Voyages 1 workbook exercises,
research, problem-solving activities, interviews, projects,
and presentations.
Benefits
Research shows that second language students develop
greater problem-solving skills, perform better in their native
language, and become more open to other cultures.
Special Requirements
This course is taught almost entirely in French. Students
must be willing to participate, be resourceful, take risks,
and feel frustrated - all essential aspects of acquiring a
second language.
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Course Descriptions
(continued)
GEOGRAPHIC ISSUES OF THE 21ST CENTURY 20E
Essential Mathematics 20S
This course will offer a broad look at the geography of
Canada, the people of Canada, and some geographical
topics related to life in Canada. Some of the topics of
study will include: Canada in the world, Canadian
provinces, territories, waterways, landforms, Canadian
regions, The Canadian climate, explorers to Canada,
using maps, using the atlas, ecosystems, sustainability,
Canadian geographic records, the environment and
climate change, and Canadian statistics. Students will
be required to do a number of shorter presentations and
assignments as they work through the various topics.
Students will also attend some outings and visits to the
surrounding communities, special presentations within
the university community, (Fair Trade and Social Justice
Days) and local areas of geographic interest.
Essential Mathematics 20S is intended for students
whose post-secondary planning does not include a
focus on mathematics- and science-related fields. It is
a one-credit course consisting of two half-credits, each
emphasizing consumer applications, problem solving,
decision making, and spatial sense. Students are
expected to work both individually and in small groups
on mathematical concepts and skills encountered in
everyday life in a technological society.
GEOGRAPHIC ISSUES OF THE 21ST CENTURY 20F
Geography 20F examines the geographic issues of the 21st
century and the challenges of the contemporary world.
Objective
The purpose of the course is to understand the nature
of geography and develop the skills needed to identify
problems and propose solutions to the many difficulties
that affect North America and the world. Through
study, students will become aware of the importance of
sustainable development and the implications of their
personal choices.
Prerequisite
None
Topics
•
•
•
•
•
•
Geographic Literacy
Food Production
Natural Resources
Industry and Trade
Urban Development
Globalization
Assignments
Term assignments will be an integral part of the
Geography 20G program. Issue analysis, essay writing,
research, presentation skills, mapping, interpretation
of data, discussion and debating will be emphasized in
order to develop a well-rounded set of skills.
Benefits
An understanding of geography fosters an awareness
and appreciation of the world in which we live.
Assessment tools may include homework, hand-in
assignments, group investigations, projects, tests and
examinations.
Topics
Half Course I
• Analysis of Games and Numbers
• Personal Finance
• Measurement
• 2-D Geometry
Half Course II
• Analysis of Games and Numbers
• Trigonometry
• Consumer Decisions
• Transformations
• Angle Construction
Prerequisite
Grade 9 Mathematics
Introduction to Applied and Pre-Calculus
Mathematics 20S
Grade 10 Introduction to Applied and Pre-Calculus
Mathematics 20S is intended for students considering
post-secondary studies that require a math pre-requisite.
This course provides students with the mathematical
understanding and critical thinking skills necessary for
post-secondary programs of study.
Assessment tools may include homework, on-line
assignments, mental math, investigations, projects,
quizzes, tests and examinations.
Topics
• Measurement
• Trigonometry
• Factors and Products
• Roots and Powers
• Relations and Functions
• Linear Functions
• Systems of Linear Equations
Prerequisite
Grade 9 Mathematics
Special Requirements
A graphing calculator is required for this course.
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Course Descriptions
(continued)
MUSIC BAND 20s
Science 20F
This course is designed for students who wish to further
their studies in instrumental music through performance
in a concert band setting. Students will develop individual
technique and musicianship through various exercise,
studies, music theory, and a wide variety of concert band
literature. Particular attention will be given to maturing
individual and ensemble sound, intonation, sight
reading, and developing concepts of musical phrasing.
Students will participate in a variety of school concerts,
festivals, and other special events.
Science 20F is a general science course which will
investigate the nature of science as a study of natural
phenomena. The four major curricular components are
Biology (ecology), Chemistry (atoms and molecules),
Physics (motion), and Weather. The ecology unit includes
an overview of the ecosystem and environment focusing
on sustainable development. The chemistry unit includes
bonding, nomenclature, reactions, acids and bases, and
balancing reactions. The physics unit covers motion
terms of velocity, acceleration, displacement, and time.
Prerequisite
Band 10G or permission of the instructor.
The final unit, weather, examines a variety of weatherrelated phenomena and includes sections on how
weather is measured and interpreted.
Music Choral 20s
In this course students will have the opportunity to
develop their musical interests and abilities through
participation in a university-recognized program with
heavy emphasis on performance of choral music. The
general objective of the program is to enable students
to gain, through performance, an understanding of a
wide range of choral literature. They will acquire singing
skills including vocal production, breath control, diction
and phrasing. Attention will be given to ensemble skills
involving listening, voice blending, and the discipline
necessary for choral singing. Students will be expected
to participate in rehearsals, concerts, recitals, festivals,
and other performances outside of regular class hours.
Performance dress is required.
PHYSICAL EDUCATION/HEALTH EDUCATION 20F
Physical Education 20F is a compulsory course for grade 10
students which introduces them to quality lifestyle choices. In
the health component of this course, students will examine
the topics of fitness, first aid, and drug awareness. The
activity component of the course will develop the students’
cardiovascular endurance, muscular strength, muscular
endurance, and flexibility. The development of athletic abilities
such as coordination, balance, agility, reaction time, speed
and power will also be included. Students will be introduced to
a number of games, activities, and sports that will help them to
become active for life.
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Topics
• Science and Scientific Inquiry
• Dynamics of Ecosystems
• Chemistry in Action
• The Physics of Motion
• Weather Dynamics
Evaluation
Evaluation will involve laboratory work and assignments,
research projects (including internet research), group
work, and exams.
Benefits
Students will have an opportunity to acquire a “feel”
for specialized science courses in preparation for postsecondary studies and to acquire some basic laboratory
and research skills.
Course Descriptions
(continued)
Spanish 20F
Spanish 20F is the initial course of a three-year program
at the high-school level. This course introduces students
to the basic principles of Spanish. The emphasis is on
developing practical skills to communicate in everyday
situations. The contents are covered through themes
designed to develop receptive and productive language
skills, but also to introduce the student to the diversity
of Spain and Spanish American culture. For example, will
write to hospitalized children in Lima, Peru. Students are
evaluated on the development of their ability to speak,
understand, read, and write Spanish at a basic level.
Objectives
• To develop basic Spanish language skills to be used in a
variety of situations and for a variety of purposes
• To use Spanish effectively and competently at a basic level
• To expand various language learning strategies
• To introduce students to the geography and culture
of Spanish-speaking countries
Prerequisites
No prerequisites
Topics
• Greetings and introductions, the Spanish-speaking world
• Home and school
• Daily life
• Family, friends and descriptions
• Going around the city
• Leisure time and future plans
Assignments
Workbook exercises, research, interviews, interactive
activities, role-playing, project Mi álbum personal.
Benefits
There is significant evidence to suggest that learning
another language enhances the use of the first language,
promotes cognitive flexibility, creativity, and develops
awareness and sensitivity to other cultures. Moreover, in
today’s workplace, it is an asset to be able to communicate
and interact effectively with different cultures.
Grade 11 Courses
Art 30S
This course emphasizes the artistic enquiry process.
Students will have the opportunity to acquire an artistic
vocabulary and to develop a personal style. This course
is equally divided between teacher-directed projects and
student initiated projects using a variety of media.
Biology 30S
The course introduces and refines the basic concepts of
biology as a science through the use of written exercises,
multimedia, laboratory exercises, text readings, research,
internet exploration, DVDs and project work. The main
emphasis will be on human anatomy and physiology with
extensions into the chemical basis of life.
Objectives
• A sound understanding of the major organ systems and
their interactions in the human body
• A better understanding of personal and local
wellness issues
• An ability to understand and explain the defense
mechanisms the body employs for protection and control
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Topics
• Introduction: Characteristics of Life and
Biological Molecules
• Wellness and Homeostasis
• Digestion and Nutrition
• Transportation and Respiration
• Excretion and Waste Management
• Protection and Control
• Wellness and Homeostatic Changes
Assignments
Term assignments will be completed on a regular basis
to develop and use basic scientific skills (researching,
graphing, designing experiments, using technology,
and analyzing results). Assignments will be completed
to enhance and expand upon topics discussed in class.
Benefits
A student will benefit from this course in future
career training and courses related to biology. A good
basis in biological science is necessary for careers in
medicine, physiotherapy, ecology, veterinary medicine,
nursing, laboratory technology, dietary planning, and
physical education.
Course Descriptions
(continued)
Chemistry 30S
Objectives
This course is designed to prepare students for scientific
study, inquiry, and understanding interactions of matter.
It is a rigorous course that requires students to apply
mathematical and logical meaning to chemical reactions,
while exposing them to sophisticated laboratory work. The
course lays foundations necessary for future studies in
chemistry and the sciences and science-related courses.
Prerequisites
Science 20S and Introduction to Applied and PreCalculus Mathematics 20S. (It is recommended that
students taking this course have a final mark of at least
70% in the above-named prerequisites).
Topics
• Physical Properties of Matter
• Gases and the Atmosphere
• Chemical Reactions
• Solutions
• Organic Chemistry
Assignments
Term assignments (labs, projects, tests and written work)
will be completed on a regular basis. Assignments will be
designed to both engage and to assess learning.
Benefits
A student will benefit from this course in developing
greater scientific literacy, lab and analytical skills.
Students will receive the foundation necessary to pursue
advanced Chemistry courses and careers in a wide
variety of fields such as medicine, engineering, physics,
chemistry, ecology, and geology.
Computer Science 30S
This course continues from Computer Science 20S.
Students should have strong problem solving skills,
strong mathematical skills, and the ability to work
independently on large projects. An understanding
of basic programming and object oriented design
is required.
Computer Science 30S will use Java, although other
tools may be included to introduce students to specific
concepts and techniques.
The focus of this course will to be on object oriented design
and its application in the development of applications
that use a graphic interface. This will prepare students
for Computer Science 40S.
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Students will undertake a large software development
project in this course. The nature of the project will
guide a self directed learning component of the course.
Students will be expected to share their learning and
progress in a variety of ways including an on-line journal
and presentations.
Prerequisite: Computer Science 20S, or instructor
approval, strong problem solving and math skills as well
as the ability to work independently.
Debate and Critical Thinking 31G (half-credit)
Debate and Critical 31G thinking is an optional course
which will involve both a theoretical and a practical
component. This course aims to instruct students in the
art of preparing arguments and examining the arguments
of others. Learning to debate helps students to develop
decision-making abilities and reasoning skills that can
then be applied in all areas of their lives, careers, and
academic studies. An understanding of argumentation,
reason, logic, critical thinking, and discourse is important
for all students. There is no pre-requisite for this course.
Objectives:
• To examine the role of debate in a democratic society
and understand the nature and function of debate.
• To briefly examine the historical connection between
philosophy and debate.
• To develop critical thinking skills
• To examine the components and structure or a good
argument and to learn how to shape an argument for a
particular audience
• To understand and recognize patterns of public debate.
• To gain familiarity with the rules of debate used
for common formats (e.g. cross examination and
parliamentary style)
• To learn to conduct effective research on particular
debate resolutions and how to design a plan of action in
response to a resolution.
• To construct an affirmative and a negative argument for
a given resolution
• To engage in debates with other students in the class
and with students from other schools
• To analyze stylistic devices that contribute to the
effectiveness of debate.
Course Descriptions
(continued)
DIGITAL MEDIA II
The purpose of this course is to provide students with the
skills needed to design create and implement animated
content ranging from simple display animations to
interactive animations controlled by user input.
Students will be encouraged to think and learn
independently. Problem solving skills will be developed.
Self-starters will excel and self-discipline will be a key
component to success in this course.. Students will
complete projects of varying lengths (ranging from single
class to term long) throughout the term. These projects
will serve as both assessment and a vehicle for students
to extend their ability and sophistication in working with
digital media.
Topics Include:
• Simple animations
• Interactive animations
• Interactive game design
Prerequisite: Digital Media I is recommended
but not required.
Dramatic Arts 30S
Dramatic Arts 30S focuses on the technical elements of
theatre and on the skills of acting with the voice and body.
The class will work on several in-class presentations and
at least one major presentation.
Objectives
Students will learn how theatre is developed into a
communicative art form through active participation both
in the classroom workshop setting and the preparation
of their own individual, small group, and whole group
presentations. Students will expand on their own ability
to interpret dramatic text through the analysis of a variety
of scripts.
Prerequisite
Students must have completed 20G or the equivalent.
Topics
The content and structure of Dramatic Arts 30S will be
chosen to reflect the students’ interests and to extend
acting techniques through practical experience. The
course will emphasize script interpretation, scene
analysis, characterization and construction of character,
rehearsal techniques, scene blocking, vocal technique,
physical technique, and auditioning techniques.
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Assignments
Students will work toward at least one presented dramatic
piece per term ranging from partnered scene work to
monologues to collectively created plays. Commitment
and willingness to work toward in-class presentations
and the production goals of this course are necessary;
therefore 100% attendance is required. Students will be required to attend class, participate in
the classroom/workshop environment, and rehearse both
within and outside of scheduled class time. Students’
progress will be assessed on individual contribution,
participation, and skill development.
Benefits
This course develops individual skill in theatre
arts, contributes to increased self-confidence, and
encourages collaborative decision making. Students will
also increase their ability to use their voice and physical
body to communicate meaning and will gain a deeper
understanding of theatre and dramatic form. Students
interested in pursuing careers in professional theatre, the
arts, communication, education or any field that requires
presentation will find this course beneficial.
English: Literary Focus 30S
This required course examines a variety of literary selections
including, short stories, poetry, novels, and plays. Students
will take both an aesthetic and pragmatic approach to
studying the genres. Students will learn to read the various
works critically and will be asked to respond in academic
writing, creative pieces, group, and oral work.
Assignments
Evaluation in Literary Focus 30S will be based on variety
of criteria including creative writing, formal essay writing,
oral presentations, occasional tests and exams.
Benefits
One Grade 11 English credit is required for high school
graduation. English 30S is the normal prerequisite
for Literary Focus 40S, which is in turn, necessary for
entrance into many university programs.
Course Descriptions
(continued)
English Transactional Focus 30E (EAL)
Transactional Focus 30E is an entry-level English
course that introduces International/EAL students to
the literature, culture and academic expectations of the
typical English classroom. The “E” designation indicates
that this course is specifically designed for those students
who speak English as an additional language. The
pace of the class, the material and reading selections
studied, and the language skills taught in class will be
adapted to meet the specific needs of ESL/international
students. The primary objective of this course is to help
EAL students develop the communication and academic
skills needed to succeed in English 40S courses and
ultimately at the university level.
The course will focus on both aesthetic and transactional
forms. Initially, students will complete a review of English
grammar, sentence structure, paragraph structure,
and vocabulary. They will also focus on improving their
general reading skills.
As the course progresses, students will learn how to
respond personally and critically to a wide variety of
literary and artistic texts: short stories, poetry, novels,
plays, and film.
Students will also be introduced to transactional forms
including memos, letters, and reports. Tests, oral
presentations, creative writing, and group work are
additional components to the course.
Assignments
Students will work on assignments that will challenge
them to think, speak, read, listen, and write in a variety
of academic and creative ways. In addition to essays,
class discussions, tests, and oral presentations, students
will be required to produce a variety of both written and
oral assignments.
Benefits
This course will prepare EAL students for Comprehensive
and/or Transactional English 40S courses in the following
year by addressing any difficulties students may be
having with English and by continual and focused skill
development in all six language areas.
English Transactional Forms 30S
(Creative Writing)
The course is designed to improve student writing by
considering craft, different approaches to process, and
the experience of writing daily in a variety of forms. Each
term, students complete one major (long) form and 2- 4
exercises. Students read each class and also comment
on colleagues work. These components are considered
in the evaluation each term. Students will also attend
Thin Air Writing Festival speakers, work with the Writer
in Residence and write with Manitoba Theatre for Young
People playwright. Depending on the interests of the
class other guests - performers, teachers or mentors
may do workshops with the group. The December exam
is an assigned writing task and the final exam, worth
20%, is a completed portfolio of the year’s work, chosen
by the student based on the criteria presented.
Français 30S
Ce cours est destiné aux francophones et aux étudiants
du programme d’immersion.
Les buts du cours
Ce cours permettra à l’élève de perfectionner son
expression orale et écrite. Il / elle sera amené/e à
développer ses habiletés langagières par l’étude de la
grammaire, de la littérature et des textes non-littéraires.
Les cours préalables
Le cours de Français 20F
Les sujets à l’étude a
Ce cours a pour but de perfectionner et d’approfondir
les connaissances grammaticales de l’élève. Il / elle fera
donc l’étude systématique des verbes, de l’orthographe
grammaticale et des parties du discours. Dans le but de
développer son esprit de synthèse et d’analyse, l’élève
sera appelé à faire la lecture de romans, de pièces de
théâtre, de nouvelles, de poésie et d’une variété de
textes non-littéraires. Les élèves verront un ou deux films
français au cours de l’année.
Afin de perfectionner l’écrit, l’élève fera des dictées,
des exercices de grammaire et des rédactions. Pour
améliorer son expression orale, il / elle devra participer
aux discussions en classe, présenter des scènes ou
des monologues dramatiques et faire des présentations
orales sur les textes littéraires et non-littéraires à l’étude.
Les exigences
L’étudiant aura besoin d’un bon dictionnaire français,
par exemple Le Petit Robert I.
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Course Descriptions
(continued)
French 30S
HISTORY OF CANADA 30E
French 30S is part of the Core French (Français de base)
program beginning in grade 4. This program integrates
four components—experience/communication, culture,
language, and general language education—so that
learners are able to apply practical linguistic knowledge
at a personal level. (The Core French program is not
designed to make students bilingual.)
This required course introduces students to the social
and political history of Canada. The “E” designation
indicates that adaptations will be made to the pacing
and content to accommodate the language needs of EAL
students. History content and themes will be used as
a vehicle to help EAL students improve their language,
research and thinking skills. Students may be placed in
this course after placement testing or consultation with
instructor of the EAL program.
Objectives
• To improve French language skills
• To increase linguistic accuracy
• To expand language learning strategies
• To better understand Canadian and international
French-language speaking cultures
Prerequisite
French 20G
Topics
The following themes from Voyages 2 will be explored:
• Portes ouvertes (travel)
• On s’exprime (artistic expression)
• Bien dans sa peau (healthy lifestyle)
• Ça décolle! & Face à l’avenir (life after high school)
Linguistic topics include:
le plus-que-parfait, le futur antérieur, le conditionnel
antérieur, l’infinitif présent, l’infinitif passé,
et le subjonctif présent.
Assignments
Students are evaluated on the development of their
listening, speaking, reading, and writing skills. Assignments
include Voyages 2 workbook exercises, research, problemsolving activities, interviews, projects, and presentations.
Benefits
Research shows that second-language students develop
greater problem-solving skills, perform better in their native
language, and become more open to other cultures.
Special Requirements
This course is taught almost entirely in French. Students
must be willing to participate, be resourceful, take risks,
and feel frustrated - all essential aspects of acquiring a
second language.
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Due to the adapted pace of the course, some changes
will be made to learning outcomes and the number of
topics covered in the standard Manitoba Canadian
History curriculum. The content therefore will focus on
the following broad topics or units:
•
•
•
•
•
•
•
•
•
•
•
•
Canadian geography
First Peoples of Canada
The Northwest Passage
Arrival of the Europeans
Life in New France
The Fur Trade
The struggle for Canada
The Loyalists
Life in Upper and Lower Canada
The Great Migration
Canada today
Famous Canadians: past and present
Canadian Culture
When appropriate, accommodations will be made to
encourage ESL/International students to apply their
thinking skills to analyze issues and topics from their own
nations as well as those from Canada.
Assignments
Students can expect a variety of assignments such as oral
presentations, reports, tests, and inquiry-based learning
projects. Students will go on a number of outings to visit
sites of historical and educational significance.
Benefits
History 30E will help International students to become
better informed about Canada and will also serve as a
support to help them improve their communication and
language skills. This course is compulsory for a Manitoba
High School Diploma.
Course Descriptions
(continued)
history of canada 30F
Students in this course will learn and apply the
Historical Thinking Concepts to the history of Canada,
from archaeological, anthropological and traditional
indigenous accounts of its pre-European history through
development into the contemporary multi-cultural
constitutional democracy.
Topics can include Pre-European Civilizations, New
France, Indigenous-European relations, the Fur
Trade, French-British competition for North American
supremacy, British North America, Confederation,
immigration, the Wars, Canada-USA relations, Post-War
economic and diplomatic relations, Constitution crisis
and First Nations reconciliation and justice.
Students are expected to read independently, apply
research skills, support opinion with evidence and reason,
and engage in discussions of contemporary consequences
of Canada’s history for modern citizens.
Prerequisite: Successful completion of Geographic
Issues of the 21st Century 20F or permission of
the Dean.
Applied Mathematics 30S
Grade 11 Applied Mathematics (30S) is intended for
students considering post-secondary studies that do
not require a study of theoretical calculus. The course
is context driven and promotes the learning of numerical
and geometrical problem-solving techniques as they are
related to the world around us. It builds upon foundation
knowledge and skills from Grade 10 Introduction to
Applied and Pre-Calculus Mathematics and develops a
foundation for Grade 12 Applied Mathematics.
The primary goals of Applied Mathematics is to assist
students to develop critical–thinking skills through
problem solving and through making mathematical
predictions based on real-world models. To attain this
goal, students may collect data in experiments and
activities and then develop mathematical concepts by
analyzing that data. Students are encouraged to learn
and demonstrate effective communication skills through
a variety of media. Students are expected to become
proficient in both oral and written communication skills.
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Topics
• Problem solving
• Quadratic functions
• Research project
• Proofs
• Statistics
• Systems of inequalities
• Trigonometry
• Scale
Prerequisite
Introduction to Applied and Precalculus Mathematics 20S
Special Requirement
A graphics calculator is mandatory for this Applied
course. It is recommended that students purchase a
Texas Instrument TI-83 or TI-83 Plus.
Essential Mathematics 30S
Grade 11 Essentials Mathematics 30S is a full-credit
course open to all students. The primary focus of the
course is to empower students to become mathematically
literate. Students today require the ability to reason and
communicate, solve problems, and understand and use
mathematics in different contexts. Course topics relate to
the use of mathematics in everyday living. This course is not
designed for students who wish to continue mathematics or
science courses beyond the high school level.
Topics
• Finance
• Personal budgets
• Trigonometry
• Slope and rate of change
• Graphical representations
• Surface area, volume, and capacity
• Scale representations
Assignments
Term marks will be based on assignments, term tests,
projects, and mental math.
Prerequisite
Grade 10 mathematics
Special Requirement
A scientific calculator is mandatory for the course.
Course Descriptions
(continued)
Pre-Calculus Mathematics 30S
Music Band 30S
Pre-Calculus Mathematics 30S is a very demanding and
fast paced course designed for students who intend to
study calculus and related mathematics as part of postsecondary education. The course takes a deductive
approach, where the theory is studied first, and then
applied to solve problems. This course is intended for
students with an aptitude and enjoyment of traditional
mathematics.
This course is a continuation of Music Band 20G.
Students will take musicianship and skills to the next
level, will be exposed to a more challenging repertoire,
and will achieve a much higher level of performance
and overall understanding of musical communication
and interpretation
Assessment tools may include assignments, on-line
assignments, quizzes, texts, and examinations.
Prerequisite
Introduction to Pre-Calculus and Applied Mathematics
20S.
(It is recommended that students taking this course have
a final mark of at least 70% in the prerequisite).
Topics
• Sequences and series
• Absolute values
• Radicals
• Quadratic functions
• Inequalities
• Trigonometry
• Rational function
• Reciprocal functions
Note: A graphing calculator is required for this course.
Pre-calculus Mathematics 30S / 40S (Mature)
These courses are designed for students who have had
some difficulties in mathematics or who have been away
from mathematics for some time. The classes meet
every day during the entire school year to provide an
intensive, consistent mathematics experience. The Mature
Mathematics 30S course covers all the topics needed
for students to be successful in Mathematics 40S. The
Mathematics 30S is taught during the Fall Session and the
Mathematics 40S is taught during the Winter Session.
The successful student will earn 2 credits: one for
Mathematics 30S and one for Mathematics 40S in one
school year.
Topics
All topics in the regular 30S and 40S curriculum are
covered in this course. Evaluation will be based on tests
and final exams.
Prerequisite
Introduction to Pre-Calculus & Applied Mathematics 20S
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Music Choral 30S
In this course students will have the opportunity to
develop their musical interests and abilities through
participation in a university-recognized program with
heavy emphasis on performance of choral music. The
general objective of the program is to enable students to
gain, through performance, an understanding of a wide
range of choral literature. Students will acquire singing
skills including vocal production, breath control, diction,
and phrasing. Attention will be given to ensemble skills
involving listening, voice blending, and the discipline
necessary for choral singing. Students will be expected
to participate in rehearsals, concerts, recitals, festivals,
and other performances outside of regular class hours.
Special Requirement
Performance dress is required.
Course Descriptions
(continued)
PHYSICAL EDUCATION/HEALTH EDUCATION 30F
This compulsory full-credit course is designed to help
students take greater ownership of their own physical
fitness, to encourage them to seek out activities that
interest them, and to engage in active lifestyles into their
future. Students will be exposed to a variety of topics
such as nutrition, mental health, substance abuse and
fitness management. These topics will make up one third
of the course content.
Students will also be required to attend a variety
of activities throughout the year, exposing them to various
fitness experiences. This will make up one third of
the course.
Prerequisites
Pre-Calculus or Applied Math 20S as well as Science
20S are recommended. Students should plan to enroll in
Pre-Calculus or Applied Math 30S concurrently.
Finally, the students will be required to develop and
implement the personal activity portion of the course
on their own time via a personal physical activity
plan. Students will be introduced to safety and risk
management planning to minimize the associated risks
of the activities they have chosen. This will make up the
final third of the course content.
Topics
In the first part of the course, models and scientific theories
are intertwined with motion concepts such as position,
displacement, velocity, and acceleration. These concepts
are then developed to describe motion of objects in the real
world and are expanded to include the study of kinematics.
The second part of the course focuses on dynamics, the
forces that cause motion, with applications to the world
around us. Electric, Magnetic and Gravitational fields and
forces are introduced at this time as well. The final part of
the course focuses on one and two dimensional waves as
they relate to both light and sound.
Students will be graded for completion of the course with
a Complete or Incomplete designation.
NOTE: Parents/guardians will be required to review
students’ physical activity plan and sign a Parent
Declaration and Consent Form acknowledging their
approval of the chosen activities and acceptance of
the responsibility for risk management, safety, and
supervision. Parents/guardians will also be required
to verify the entries of students’ physical activity log
through a sign-off procedure.
Physics 30S
Physics 30S is the course intended for students who
have not previously studied physics. It is the first half of
a joint 30S-40S course. The Physics 40S course is not
independent of the 30S course, but a continuation of it.
Physics is the study of the principles governing the
physical world. It deals with the causes, effects, and
relationships of natural physical phenomena. An
understanding of physics is achieved by learning to
describe the real world around us, both in words and in
mathematical language. Experimental activities will play
a role in the development of this view.
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Objectives
The major purpose of this course is to introduce students
to scientific ways of thinking about the world around
them, learning to view the world and discussing it in
unambiguous language. Emphasis is on incorporating
the physical description of the world into students’
everyday experience of the world. The use of mathematics
in describing events in the real world is developed. Students
will also acquire a basic knowledge of experimental lab
techniques in physics.
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Assignments
Students can expect regular tests as well as occasional
short quizzes and assigned problems to check daily work
(which is emphasized). Laboratory work to demonstrate
understanding and develop technique is also involved.
Benefits
Physics helps students understand and describe the
world in which they live. The skills acquired studying
physics apply to many subject areas; describing,
measuring, analyzing, inferring, and reporting are useful
in daily life. Physics is a requirement for many professional
areas including engineering, medicine, science, and
technology. (Consult your university calendar for
complete details.) Physics 30S is the prerequisite for
Physics 40S, and a number of post-secondary programs,
such as various technical certificates. There are a variety
of occupations that require some knowledge of physics,
perhaps only at the 30S level, where Physics 30S serves
as a basis for developing more particular skills.
Special Requirements
Students require a geometry set and a non-programmable
scientific calculator (sin, cos, tan).
Course Descriptions
(continued)
Spanish 30S
Spanish 30S is the second year of the three-year
program at the high-school level. This course expands
upon student knowledge and background from Spanish
20F. Interactive activities, role-play, magazines and audio
and video material will continue to be used; one such
activity is letter exchanges with young people in Lima,
Peru. Students are expected to participate actively.
The course focuses on pertinent language points,
as well as providing selected literary passages from
Spanish texts, and the opportunity to develop research
skills. Students are evaluated on the development of
their ability to speak, understand, read and write Spanish
at an intermediate level.
Objectives
• To improve Spanish language skills to be used in a
variety of situations and for a variety of purposes
• To use Spanish effectively and competently at an
intermediate level
• To maximize the effectiveness of language learning
strategies
• To explore the cultures of the Spanish-speaking world
Prerequisites
Spanish 20F (from a three year program) or Spanish 10F
(from a four-year program)
Topics
• Activities and weather
• Extra-curricular activities: leisure time and plans
• Shopping and fashion
• Social life: friends at home and abroad
• Food and restaurants
• Vacations: nature excursions and ecology
• Sports and health
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Assignments
Workbook exercises, research, interviews, presentations,
interactive activities and problem-solving, role-playing,
a short novel, project El mundo de habla hispana.
Benefits
There is significant evidence to suggest that learning
another language enhances the use of the first language,
promotes cognitive flexibility, creativity, and develops
awareness and sensitivity to other cultures. Moreover,
in today’s workplace, it is an asset to have the ability
to communicate and interact effectively with different
cultures.
Course Descriptions
(continued)
Grade 12 Courses
Art 40S
Art 40S is a project-based course. Students will be
encouraged to explore various media to develop and
refine their personal artistic style. Themes include
art history, art appreciation, and the importance of
art in society. Students will be expected to participate
in field trips to various galleries. Students intending to
enter a post-secondary art based program will have the
opportunity to work on formal portfolio projects.
Biology 40S
This course presents students with a survey of the diversity
of living things and the nature of their interactions.
Broad themes to be covered include evolution, and the
transmission, expression, and technological applications
of genes. Emphasis will be placed on the historical and
social impact of biology and biotechnology, and upon the
connectedness of life science with other disciplines.
Objectives
• To increase student awareness and understanding of
basic biological concepts in selected topics, as listed in the
course outline.
• To enable the student to develop and apply the skills of
scientific methods and research.
• To promote scientific literacy and interdisciplinary thought.
• To promote an understanding of the relationship between
biology and technology, and their impact upon the
individual, society, and the environment.
Prerequisite
Although there are no prerequisites for the course, the
completion of Biology 30S and/or Chemistry 30S would
provide the student with significant advantages.
Course Outline
Part I Genetics
• Understanding biological inheritance
• Mechanisms of inheritance
Part II Biodiversity
• Evolutionary theory and biodiversity
• Organizing biodiversity
• Conservation of biodiversity
Assignments
Course activities include lectures, reading assignments,
class discussions, independent research, group projects,
problem solving, video, multimedia presentations, and
use of the Internet and web-based learning communities.
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Benefits
This course provides a sound foundation for future
courses and careers related to biology, and serves to
increase awareness of the living world around us. A
background in biology is especially useful for those
seeking careers in medicine, nursing, physiotherapy,
dentistry, pharmacy, laboratory technology, and other
science-related disciplines.
Chemistry 40S
Chemistry 40S is a continuation and enhancement of
the Chemistry 30S course, ideal for students who intend
to take science courses in university or other postsecondary institutions.
Objectives
The objective of the course is to have students develop
and demonstrate their understanding of chemical
concepts. Students will have an opportunity to engage
in practical and inquiry-based activities. The goal of
the course is for students to see the relationships and
patterns in the reactivity of substances.
Prerequisite
Chemistry 30S (It is recommended that students
taking this course have a final mark of at least 65%
in the prerequisite.)
Topics
• Aqueous reactions
• Atomic structure
• Kinetics
• Equilibrium
• Acids and bases
• Electrochemistry
Assignments
Term marks will be based on tests, quizzes, laboratory
work, and projects.
Benefits
A background in chemistry is especially useful for those
seeking careers in dentistry, engineering, laboratory
technology, medicine, nursing, pharmacy, physiotherapy,
and other science-related disciplines.
Course Descriptions
(continued)
Introduction to Chemistry 42U :
CHEM 1111/3 and CHEM 1112/3
This dual-credit university course provides the
opportunity for motivated Collegiate students to enroll
in the first-year university Chemistry course with the
smaller class sizes and more personal environment at
the Collegiate. Students have the option of using this
course as 6 credits (1FCE) of university credit and/or as
a high school credit.
Objectives
This course provides students with the foundations
required for second-year chemistry courses. Students
will study atomic structure and how it relates to the
physical and chemical properties of compounds. In the
second half of the course, students will study chemical
kinetics, thermodynamics, acid/base and oxidation/
reduction chemical reactions. The lab component
provides students with lab techniques to prepare them
for future studies in chemistry.
Prerequisites
Chemistry 40S and Pre-Calculus 40S or Applied Mathematics
40S; or CHEM -0100(3). The mathematics courses can be
taken as a co-requisite upon instructors’ approval.
Topics
• Atomic and molecular structure
• Periodicity
• Chemical bonding and chemical reactivity
• Properties and reactions of gases
• Solutions and intermolecular forces
• Chemical kinetics
• Chemical thermodynamics and equilibrium
• Acid/base and oxidation/reduction chemical reactions.
Assignments
The course is split into two half-courses and material
is assessed through assignments, laboratory work, and
term tests and final examinations.
Benefits
The fundamental concepts of chemical reactivity covered in
this course provide the essential foundation for students
who wish to continue with Chemistry or Biochemistry as
a major, and for students of biology, physics, physical
geography, environmental studies, and experimental
psychology. This is a challenging course and students
can benefit from taking it at the Collegiate to ease their
transition to first-year university.
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Introduction to Computers 42U: ACS-1453/3
Introduction to Computers is a half-credit course
designed to enable the student to become competent
in the use of the four major components of the modern
office software suite. Students learn to use Microsoft
Office 2010 Word (word processor), Excel (spreadsheet),
Access (database) and Powerpoint (presentations). This
course involves learning both the nature of the software
itself and how to use the software.
Topics
Word
• Creating, formatting, and editing a Word
document with pictures
• Creating a research paper with citations and references
• Creating a business letter with a letterhead
and table Excel
• Creating a worksheet and an embedded chart
• Formulas, functions and formatting Access
• Databases and database objects: an introduction
• Querying a database Powerpoint
• Creating and editing a presentation with clip art
• Enhancing a presentation with pictures,
shapes and WordArt
Current Internet and Computer Interactions
• A look at current features and implications of the Internet
and their implications as well as advances in computer
control and interaction.
Evaluation
Students will be assessed through two tests and the
completion of assignments.
University of Winnipeg Dual-Credit Introduction to
Computers 42U is equivalent to The University of
Winnipeg course ACS-1453/3 Introduction to Computers.
This course can be used as a first-year university credit
as well as a Grade 12 credit.
Course Descriptions
(continued)
Advanced Debate and Advocacy 41G
(half-credit)
Advanced Debate and Advocacy 41G is designed to
further instruct students in the art of rhetoric and the
varying conventions of many traditional styles of debate,
and to fine-tune skills necessary to become strong
advocates for causes that they wish to support.
Topics
• Detailed history of rhetoric and its major theorists
• Commonly used debating devices
• Styles of debates
• Debate formats
• Research for debate preparation
• Adopting and changing beliefs in society
• Activism
Assignments
Students will engage in a wide variety of assignments
including conducting research, entering speech and debate
tournaments, and supporting recognized and appropriate
political, social, special interest or advocacy groups.
Prerequisite
Debate and Critical Thinking 35G
Dramatic Arts 40S
The main emphasis of Drama is performance and the
ability to work successfully as a member of a dramatic
troupe. The class will work on a production chosen to
build the dynamics of the class and to challenge and
build acting skills of individuals.
Objectives
Students will learn how theatre is developed into a
communicative art form, though active participation in
at least two productions, as well as through partnered
scene-work and individual monologue work. One of
two productions will use collective theatre techniques,
where students create, develop, and rehearse their own
dramatic presentation. The second production will
offer students the opportunity to interpret, rehearse,
and present a scripted one-act play chosen, cast, and
directed by the course instructor.
Prerequisite
Students must have completed Dramatic Arts 30S
or the equivalent.
Topics
The content and structure of each production will be
chosen to reflect students’ interests and abilities and to
extend acting techniques through practical experience.
The course will emphasize characterization, scene
analysis, script interpretation, stage-blocking, rehearsal
techniques, and communication with an audience.
Interested students will be allowed to experiment with
production aspects such as make-up, costume, stage
management, house management, and promotion.
Assignments
Commitment and willingness to work towards the
production goals of this course are necessary, therefore
100% attendance is required. Students’ progress will
be assessed on individual contributions, participation,
and skills development. Significant additional time will
be required for rehearsal and presentation of the one-act
play during the last weeks of March.
Benefits
This course continues to develop students’ creative
theatrical abilities, critical analysis skills, collaborative
decision-making skills, as well as the ability to use voices
and physical bodies to communicate meaning in a
dramatic and artistic form. Students who are interested in
pursuing careers in education, the arts, communication,
professional theatre or any field requiring presentations
will find this course beneficial.
Economics 40S
Economics 40S will provide an introduction to the
principles of economics. It will show the ways in which
economics is a part of daily life through examinations
of individual, corporate and governmental decisionmaking. It will include economic models, methodology,
and indicators of economic performance. The course
will focus on current economic issues, be they national
or international is scope. Material will be delivered in a
lecture- and discussion-based format.
Topics
• Core economic concepts
• Supply and demand
• Capitalism and socialism
• Efficiency and competition
• Production and costs
• Market structures
• Measures of economic activity
• National fiscal/monetary priorities
• Canada in the Global Economy
Assignments
Assignments vary from year to year, and are intended to
provide students with opportunities to critically examine
the information discussed in class. There will be a variety
of assignments that may include reports, presentations
and essays. There will also be unit tests and term exams.
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Course Descriptions
(continued)
English Literary Focus 40S
Literary Focus 40S is the required English course for
graduation and the foundation of the electives.
Students must demonstrate effective academic writing
skills, speech, reading, and comprehension skills
through analysis, synthesis, and discussion of course
content. This will form the basis of the course evaluation.
Literature is studied through a variety of forms –
short stories, novels, plays, poetry, and nonfiction.
Course content is a balance of Canadian, world, and
historic sources.
Assignments
Assignments (evaluation) range from in class/personal
responses to formal presentations. Academic essays to
thematic (written) responses form the core of evaluation;
other types may include technical and stylistic skills.
Benefits
The basic life skills of research, organization, knowledge
of form and audience, and working within deadlines are
the foundation for success in electives as well as post
secondary study.
English Comprehensive Focus 40S (EAL)
This course provides opportunities for students to
use, compare, and compose a wide range of both
pragmatic (practical) texts and aesthetic texts (language
that creates an imagined reality) Students will learn to
express themselves clearly, effectively, and extensively as
they communicate for various audiences.
Learning Outcomes
Students will work through interconnecting themes
during the course which will help them to achieve a
number of learning outcomes. Students will:
• Explore thoughts, ideas, feeling, and experiences and
express them clearly
• Comprehend a condensed selection of literary forms
and apply the skills of critical response through analysis
and interpretation
• Explore a wide variety of texts and forms of communication
used in North American society
• Respond personally and critically to oral, print, and other
media texts
• Enhance their ability to communicate clearly, effectively,
and accurately
• Understand and apply the writing conventions used in
our academic settings
Assignments
Students will complete a variety of writing assignments,
a thematic selection of readings, oral and written
responses, critiques, group discussions, tests, projects,
oral presentations, and a major essay.
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Requirements
Students must have the necessary prerequisites from
their home country and/or demonstrate their language
competence through a written test.
English Transactional Focus 40S (EAL)
Transactional Focus emphasizes the pragmatic or
practical uses of language. Informing, directing,
persuading, analyzing, arguing, and explaining are the
major tools used to gain information or discern another
point of view, to compare and weigh ideas, and to
conduct daily transactions.
Students will be required to participate in a variety of
learning activities and assignments that will help them to
explore various forms of communication.
Objectives
Students will experience a variety of learning techniques
to help them acquire and demonstrate satisfactory skills
in a number of related areas outlined in the provincial
curriculum documents. Students will read, write,
listen, speak, view, and represent to accomplish the
following goals:
• To explore thoughts, ideas, feelings, and experiences
• To comprehend and respond personally and critically to
oral, print, and other media texts
• To manage ideas and information
• To enhance the clarity and artistry of communication
• To celebrate and build community
Assignments
Oral presentations, group discussions, summary writing,
note-taking, research, visual representing, reports,
process analysis, letter writing, educational portfolios,
university application essays, and expository and
persuasive essays are all included in this course. The
writing process will be reviewed through a number of
writing assignments that will address particular needs of
EAL students.Requirements
Students must have the necessary prerequisites from
their home country and/or demonstrate their language
competence through a written test.
Course Descriptions
(continued)
English Language & Transactional Forms
40S (Creative Writing)
The course is designed to improve student writing by
considering craft, different approaches to process, and
the experience of writing daily in a variety of forms. Each
term, students complete one major (long) form and 2- 4
exercises. Students read each class and also comment
on colleagues work. These components are considered
in the evaluation each term. Students will also attend
Thin Air Writing Festival speakers, work with the Writer
in Residence and write with Manitoba Theatre for Young
People playwright. Depending on the interests of the
class other guests - performers, teachers or mentors
may do workshops with the group. The December exam
is an assigned writing task and the final exam, worth
20%, is a completed portfolio of the year’s work, chosen
by the student based on the criteria presented.
ENGLISH LANGUAGE & TRANSACTIONAL FORMS
40S (JOURNALISM)
Students will explore the practical or pragmatic uses of the
English Language. A variety of texts will be explored with
an emphasis on journalism, non-fiction, documentary
film, photography, and oral communication. This course
is recommended for students considering post-secondary
studies in journalism as well as anyone who wants to
improve their ability to communicate through reading,
writing, listening, speaking, viewing and representing.
Assignments
Investigative journalism is a key focus of this course, so
it is of vital importance that students be willing to explore
sensitive and controversial issues both in the classroom
and in interviews with people outside the school. All
students participate in a group project (the publishing of
the school newspaper, The Communicator) and design
and produce a Major Independent Project, the topic
and format being the student’s choice. Students can
expect to study the basics of video/film production and
the growing phenomenon of citizen journalism via social
media and media-sharing websites.
Some course assignments are designed by the
instructor while others are designed in groups or by the
individual student.
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Course Topics
• The Purpose of Journalism in Liberal Democracies
• Modes and Forms of Journalism
• News and Features Writing
• Research and Investigative Methods
• Critical Thinking and The Art of Persuasion
• Photojournalism
• Ethics and Journalism
• Publication Design
Benefits
Students who enjoy talking to others, researching, and
exploring new and controversial issues will enjoy this
course. It is also beneficial to those who want to pursue
journalism, broadcasting, public relations, and creative
communications at the postsecondary level.
ENGLISH 42U: ENGL 1001/6
This course offers a full introduction to university-level
literary study, including the reading of creative literature
(poetry, fiction, and drama); the theory and practice of
literary criticism; the role of historical and cultural factors
influencing literary texts; and research skills. Students’
writing also receives significant attention.
Prerequisites
• Grade 12 English
Evaluation
• Essays requiring academic research
• In-class writing
• Discussion and class participation
• Exams
Course Descriptions
(continued)
Family Studies 40S
In the Family Studies course students will examine roles and
relationships in families and the way families are created
and function within the context of the broader society.
Objectives
Students will gain an understanding of the family as a
social unit and the development of individuals within a
family setting.
Topics
Students will gain a comprehensive background in a
variety of topics, including:
• Self-concept
• Education and selection of a vocation
• The family life cycle
• Family planning, pregnancy and childbirth
• Human sexual reproduction
• Child and adolescent development
• Family violence and abuse
• Dating, cohabitation and marriage
• Mate selection theories
• Separation and divorce
• The impact of addictions on families
• Introduction to family therapy
• Aging, death, and grieving
Assignments
This course places a high degree of emphasis on
combining theory with personal expression. This takes
the form of in-class participation in discussion and
debates. Students are expected to think critically and
to write reflective responses on a wide variety of topics
connected to family life. In addition to written work, inclass tests will be given periodically to assess student
knowledge of relevant facts and theoretical concepts.
Benefits
Family Studies 40S provides students with a greater
understanding of themselves, both as individuals and as
members of their respective family systems. It serves as a
social foundation for continued study in the Humanities,
in Social Work, Psychology and Sociology, and in
helping professions such as Medicine and Education. In
addition, the course helps prepare students for future
relationships, parenting, and other life challenges.
Français 40S
Ce cours est destiné aux francophones et aux étudiants
du programme d’immersion qui veulent approfondir leur
connaissance de la langue et la littérature françaises.
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Les buts du cours
Ce cours permettra à l’élève de perfectionner son expression
orale et écrite. Il / elle sera amené/e à développer ses
habiletés langagières par l’étude de la grammaire, de la
littérature et des textes non-littéraires.
Le cours préalable
Le cours de Français 30S est le cours préalable normal.
Les sujets à l’étude
Ce cours a pour but de perfectionner et d’approfondir
les connaissances grammaticales acquises au cours des
années précédentes. Par le biais de romans, de films,
de pièces de théâtre, de nouvelles, de poésie et d’une
variété de textes non-littéraires, l’élève développera son
esprit de synthèse et d’analyse.
Les devoirs
Afin de perfectionner l’écrit, l’élève fera des dictées,
des exercices de grammaire et des rédactions. Pour
améliorer son expression orale, il / elle devra participer
aux discussions en classe, présenter des scènes ou
des monologues dramatiques et faire des présentations
orales sur les textes littéraires et non-littéraires à l’étude.
French 40S
French 40S is part of the Core French (Français de base)
program beginning in grade 4. This program integrates
four components—experience/communication, culture,
language, and general language education—so that
learners are able to apply practical linguistic knowledge
at a personal level.
Objectives
• To improve French language skills
• To increase linguistic accuracy
• To expand language learning strategies
• To better understand Canadian and international French
language speaking cultures
Prerequisite
French 30S
Assignments
Students are evaluated on the development of their listening,
speaking, reading, and writing skills. Assignments include
workbook exercises, research, problem-solving activities,
interviews, projects, presentations, and role-playing.
Benefits
Research shows that second-language students develop
greater problem-solving skills, perform better in their
native language, and become more open to other
cultures. This course is taught almost entirely in French.
Students must be willing to participate, be resourceful,
take risks, and feel frustrated - all essential aspects of
acquiring a second language.
Course Descriptions
(continued)
Introductory Human Geography I and II 42U: GEOG-1102/3 & GEOG-1103/3
This dual-credit university course allows Collegiate
students to take the first-year Introductory Human
Geography course in a small and personal setting.
Motivated and dedicated students can begin their
study of geography and prepare for future study in the
Humanities. Students will have the option of using this
course as 6 credit hours of university credit and/or as a
high school credit.
Objectives
This course will introduce students to the major themes in
human geography. Students will gain an understanding
of the importance of culture and its role in determining
the attitudes of peoples around the world. As well, the
growth, settlement and migration of populations will
also be addressed in order to understand how countries
develop and how that impacts our environment.
Prerequisites
Successful completion of Grade 11 Social Studies (or
equivalent)
Topics
• Geography and culture
• Geography of language and religion
• Development and globalization
• World population growth
• Food production
• Population migration
• Origins of cities and modern urbanization
• Environmental ethics
Assignments
Course material will be addressed through reading,
research, individual and group projects, and seminar
leadership. Formal exams will make up a significant
portion of course evaluation.
Benefits
Students will develop a broader perspective and
understanding of our past, present, and future
development as a global community.
History 40S - Western Civilization
History 40S - Western Civilization examines the origins
and developments of Modern Western Civilization,
tracing the story from approximately 1500 right into the
20th century. This course surveys the major movements
and movers that have shaped the Western World over
the past 500 years.
Objectives
At the end of the course, students should have knowledge
of the political, social, religious, and economic institutions
and ideas that have developed over the Modern Age.
Students should have an understanding of the method
of history, including such topics as the problem of
causation in history, and the impact of the individual in
shaping historical events. Students should develop their
researching and essay-writing skills.
Topics
• The origins of Western Civilization (WC) can be traced
back to the Middle Ages, thus History 40S-WC begins
with a survey of medieval Europe, concentrating on
the predominant institution of the day, the Roman
Catholic Church.
• In the 16th century, the Church experienced a major
upheaval known as the Reformation. The course examines
the fragmentation of Western Christendom and the
profound changes created by this religious upheaval.
• In the 17th and 18th centuries, Europe was shaken by
a series of political revolutions. This course examines
the origins, developments, and repercussions of one of
these upheavals — the French Revolution.
• Over the 19th century, the Industrial Revolution took
hold in Britain and then spread to the rest of the western
world. This course examines the drastic changes that
came with industrialization.
• Our political, economic, and social systems, indeed
even our attitudes, have been drastically altered by the
major phenomena of the 20th century world war. This
course focuses on the experience of World War I.
Assignments
Students will do a number of in-class assignments
involving analysis of original sources. Students will
complete at least two formal research essays over the
course. In addition to the regularly scheduled exams,
students can expect occasional tests.
Benefits
Although not a prerequisite, History 40S - WC provides
a good background for study in any of the Humanities
at the university level - English, Philosophy, and History.
Prerequisite: Successful completion of History 30F or
permission of the Dean.
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Course Descriptions
(continued)
GLOBAL CITIZENSHIP 42U: HRGS 1200/3
This course traces the historical development of the
idea of ‘global citizenship’ and explores the meanings,
contradictions and contentions associated with the term.
Students examine current practices aimed at fostering
global citizenship through guest speakers and student
research on specific issues and injustices that are present in
Manitoba communities and which have global connections
or manifestations. This examination includes analyzing the
rights of democratic citizenship and asking how such rights
should be articulated and advanced.
Global Issues: Citizenship and
Sustainability 40S
This course is based on the principles of active democratic
citizenship, ecological literacy, critical media literacy, and
ethical decision-making. The course consolidates learning
across disciplines to empower students as agents of change
for a sustainable and equitable future. One component
of this course is the planning and implementation of a
community-based action research project.
Prerequisite
Successful completion of Grade 11 History or approval
from the Instructor.
Topics:
• The role of media
• Consumerism
• Environment
• Poverty, wealth and power
• Indigenous peoples
• Peace and conflict
• Oppression and genocide
• Health and biotechnology
• Gender and identity
• Social justice and human rights
Assignments
Assignments will vary according the instructor and may
include journaling, research projects, class presentations,
tests and exams.
Benefits
When we study global issues we become more effective
and enlightened citizens of communities, and of the
world. Because of its interdisciplinary approach, Global
Issues provides useful background for university courses
in economics, political science, women’s studies, history,
geography, philosophy, and international development.
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Introduction to Conflict Resolution
Studies 42U: CRS-1200/6
Introduction to Conflict Resolution is a first year university
course. It provides an introduction to the roots and nature
of human conflict, and to several models of constructive
and appropriate ways to resolve or transform levels of
inter-personal and group conflict. Important conflict
factors (such as anger, violence and power) and forms
of conflict resolution (such as negotiation and mediation)
are examined from an interdisciplinary perspective.
Students will also be introduced to the skills required for
analysis and resolution of various types of conflict.
This course is the foundation course of the Conflict
Resolution Studies (CRS) program. Through this course
students can begin to explore many of the dimensions and
topics covered in the rest of the courses offered by CRS.
Law 40S
This course is an introduction to Canadian Law and the
legal system in Canada. We will examine how parliament,
policing, and the judiciary intersect, and how the average
Canadian interacts with all three.
Objectives
At the end of the course the student should have some
basic knowledge about the legal system in Canada and
various aspects of law.
Topics
• The legal system
• The Charter of Rights and Freedoms
• Criminal law
• Torts law
• Family law
• Electoral process
Assignments
Term marks are based on homework assignments, tests and
presentations. Students should be prepared to participate
in class discussion. Occasionally, we may have field trips to
various law-related sites instead of class.
Prerequisite
None
Course Descriptions
(continued)
Applied Mathematics 40S
Grade 12 Applied Mathematics (40S) is intended for
students considering post-secondary studies that do
not require a study of theoretical calculus. The course
is context driven and promotes the learning of numerical
and geometrical problem-solving techniques as they are
related to the world around us.
The primary goals of Applied Mathematics are to assist
students to develop critical–thinking skills through
problem solving and through making mathematical
predictions based on real-world models. These goals may
be attained in a number of ways. Students may collect
data in experiments and activities and then develop
mathematical concepts by analyzing that data. Students
are encouraged to learn and demonstrate effective
communication skills through a variety of media, and are
expected to become proficient in both oral and written
communication skills.
Topics
• Sinusoidal functions
• Compound interest
• Probability
• Polynomial functions
• Permutations and combinations
• Investments
• Design and measurement
• Research project
• Exponential and logarithmic functions
Prerequisite
Mathematics 30S Applied (preferred) or Mathematics
30S Pre-Calculus
Special Requirement
A graphics calculator is mandatory for any Applied
course. It is recommended that students purchase a
Texas Instrument TI-83 or TI-83 Plus.
Note: University faculties and technology programs
have different entrance requirements (either 40S PreCalculus and/or 40S Applied). Please check with a
Dean, or the specific faculty in which you are interested
to ensure the proper entrance qualifications.
Essential Mathematics 40S
This course is intended for students whose post-secondary
planning does not include a focus on mathematics and
science-related fields. Grade 12 Essential Mathematics
(40S) is a one-credit course emphasizing consumer
applications, problem solving, decision making, and
spatial sense. Course work includes investigations,
projects and presentations dealing with mathematics
in everyday living. The course is accepted for general
admission to universities and colleges.
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Topics
• Home finance
• Vehicle finance
• Probability
• Precision measurement
• Career life
• Statistics – a world of information
• Geometry and trigonometry
• Business finance
Text
T.B.A. The text will be supplied by The Collegiate.
Assignments
Term marks will be based on homework assignments,
quizzes, term tests, and projects.
Prerequisite
Grade 11 Mathematics
Special requirements
A scientific calculator is mandatory for the course.
Pre-Calculus Mathematics 40S
Pre-Calculus Mathematics 40S is a very demanding and
fast-paced course designed for students who intend
to study calculus at a post-secondary institution. The
content of the course focuses on abstract numerical
concepts and places an emphasis on cumulative testing,
mental mathematics, and higher level problem solving.
Prerequisites
Pre-Calculus Mathematics 30S. (It is recommended that
students taking this course have a final mark of at least
70% in the prerequisite).
Topics
• Circular functions
• Transformations
• Trigonometric identities
• Exponents and logarithms
• Permutations, combinations, binomial theorem
• Radical, rational, and polynomial functions
Evaluation
There will be daily assignments given for homework; to
be successful a student must take the time to complete
these assignments. Term marks, however, may be based
on the result of weekly assignments, quizzes, projects
and tests. Students will also write a mid-term (December)
and final examination (April).
Note: University faculties and technology programs have
different entrance requirements (either Pre-Calculus
40S and/or Applied 40S). Please check with a Dean,
or the specific faculty in which you are interested to
ensure the proper entrance qualifications.
Note: A graphing calculator is required for this course.
Course Descriptions
(continued)
Pre-calculus Mathematics 30S / 40S (Mature)
These courses are designed for students who have
had some difficulties in mathematics or who have been
away from mathematics for some time. The courses
meet every day during the entire school year to provide
an intensive, consistent mathematics experience. The
Mature Mathematics 30S course covers all the topics
needed for the student to be successful in Mathematics
40S. Mathematics 30S is taught during the Fall Session
and Mathematics 40S is taught during the Winter Session
starting in January
The successful student will earn 2 credits; one for
Mathematics 30S and one for Mathematics 40S in one
school year.
Assignments
Students are expected to solve relevant problems to
increase their comprehension of calculus concepts.
Topics
All the topics in the regular 30S and 40S curriculum are
covered in this course.
Introduction to Calculus is a very demanding and fastpaced course; students should expect homework varying
from 1 - 1.5 hours nightly. Evaluation Term tests (35%)
Midterm Exam (15%) Final Exam (50%)
Evaluation
Evaluation will be based on tests and final exams.
Prerequisite
Introduction to Pre-Calculus & Applied Mathematics 20S
and Pre-Calculus 30S.
Introduction to Calculus 42U: MATH-1101/6
Accelerated
Students at The Collegiate have a tremendous opportunity
to take Introduction to Calculus, a rigorous first year
university course. Very motivated students with a strong
math background are encouraged to take this course.
To prepare for this course, it is strongly recommended
that students use the following template to plan their
high school mathematics courses.
• Grade 10: 20S Pre-calculus (Fall/Winter Term) 30S Pre-calculus (Spring Term)
• Grade 11: 40S Pre-calculus (Fall/Winter Term)
• Grade 12: Intro to Calculus (Fall/Winter Term)
Objectives
• To promote student understanding of mathematical
concepts through the exercise of intuition, logical
deduction, and problem solving.
• To increase student awareness and appreciation of the
practical applications of calculus.
• To equip students with a strong foundation in introductory
calculus in preparation for second year calculus.
Prerequisites
Above average standing in Pre-Calculus 40S
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Topics
• Limits
• Derivatives
• Applications of the derivative
• The Integral
• Applications of the integral
• The natural log and exponential functions
• Techniques of integration
• Indeterminate forms and L’Hopital’s Rule
• Improper integrals
THE COLLEGIATE | 2015-2016 CALENDAR
University of Winnipeg Dual-Credit Introduction to
Calculus 42U is equivalent to The University of Winnipeg
course MATH-1101/6 Introduction to Calculus. This
course will be credited as a first year university credit (6
credit hours) as well as for one Grade 12 credit.
Music Band 40S
This course will take the students to their highest level
of achievement in their high school instrumental music
program. The high level performance sees less time
spent on individual technique and more on ensemble
development and the study of some of the finest concert
band literature.
Course Descriptions
(continued)
Music Choral 40S
PHYSICAL EDUCATION/HEALTH EDUCATION 40F
In this course, students will have the opportunity to develop
their musical interests and abilities through participation
in a university-recognized program with heavy emphasis
on performance of choral music. The general objective
of the program is to enable students to gain, through
performance, an understanding of a wide range of choral
literature. Students will acquire singing skills including vocal
production, breath control, diction and phrasing. Attention
will be given to ensemble skills involving listening, voice
blending, and the discipline necessary for choral singing.
Students will be expected to participate in rehearsals,
concerts, recitals, festivals, and other performances outside
of regular class hours. Performance dress is required.
This compulsory full-credit course is designed to help
students take greater ownership of their own physical
fitness, to encourage them to seek out activities that
interest them, and to engage in active lifestyles into their
future. Students will be exposed to a variety of topics
such as nutrition, mental health, substance abuse and
fitness management. These topics will make up one third
of the course content.
INTRODUCTION TO PHILOSOPHY 42U: PHIL 1001/6
This 6 credit hour course introduces students to the
major pre-occupations of the western philosophical
tradition, as well as the methods of philosophical inquiry.
The themes examined are:
Metaphysics: What is the nature of reality? Is there a
difference between the way things appear and the way
they actually are?
Epistemology: How do we know? What do we mean by
“knowing”? Are there different modes of “knowing”?
On what basis can we make such distinctions?
Ethics: How should we live? Upon what basis can we
make such commitments?
By reading primary philosophical texts in the tradition,
students can be become familiar with both the
philosophical issues that continue to illuminate thought
as well as the practice of logical discourse, critical
analysis and persuasion.
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Students will also be required to attend a variety of
activities throughout the year, exposing them to various
fitness experiences. This will make up one third of
the course.
Finally, the students will be required to develop and
implement the personal activity portion of the course
on their own time via a personal physical activity
plan. Students will be introduced to safety and risk
management planning to minimize the associated risks
of the activities they have chosen. This will make up the
final third of the course content.
Students will be graded for completion of the course with
a Complete or Incomplete designation.
NOTE: Parents/guardians will be required to review
students’ physical activity plan and sign a Parent
Declaration and Consent Form acknowledging their
approval of the chosen activities and acceptance of
the responsibility for risk management, safety, and
supervision. Parents/guardians will also be required to
verify the entries of students’ physical activity log through
a sign-off procedure.
Course Descriptions
(continued)
Physics 40S
Physics is the study of the principles governing the
physical world. It deals with the causes, effects, and
relationships of natural physical phenomena. The
concepts that emerge are normally expressed in
mathematical language and are used to predict natural
physical phenomena which in turn are the subject of
experimental verification.
Objectives
The Physics 40S course is designed to give students an
introduction to fundamental topics in physics. As well, a
lab centred approach, including the use of real time and
interactive computing, is used to help students relate
scientific concepts to the real world.
Prerequisites
Completion of Physics 30S as described above (In
exceptional circumstances students may be permitted
to enroll in Physics 40S without having completed
Physics 30S. Permission of the instructor is required.)
Well-developed mathematical skills would be an asset.
Applied or Pre-Calculus Mathematics 40S is the corequisite for Physics 40S.
Topics
Topic 1: Mechanics
• Topic 1.1: Kinematics
• Topic 1.2: Dynamics
• Topic 1.3: Momentum
• Topic 1.4: Projectile motion
• Topic 1.5: Circular motion
• Topic 1.6: Work and energy
Topic 2: Fields
• Topic 2.1: Exploration of space
• Topic 2.2: Low Earth Orbit
• Topic 2.3: Electric and Magnetic Fields
Topic 3: Electricity
• Topic 3.1: Electric circuits
• Topic 3.2: Electromagnetic induction
Topic 4: Medical Physics
• Topic 4.1: Medical Physics
Assignments
Students will be assigned questions from the textbook,
provided with additional exercises, and expected to
perform a number of laboratory exercises to verify certain
principles of physics.
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Benefits
Physics helps students understand the world in which
they live. Many skills acquired studying physics can
be applied to studies of other subjects. Observing,
measuring, analyzing, inferring, and reporting can be
transferred to many of the things we do in our lives.
Physics 40S is one of the prerequisites for a number
of post-secondary programs, including pre-Medicine;
pre-Dentistry; Engineering, Environmental Studies (preArchitecture), Pharmacy, and various technical certificates.
Psychology 40S
This course serves as an introduction to the field of
psychology, and as a preparation for further studies in
the social and behavioural sciences.
Objectives
• To promote a better understanding of the self and of others
• To increase student awareness and understanding of
basic psychological concepts in selected topics
• To enable the student to develop skills in and to apply
various psychological research methods
• To promote scientific literacy and interdisciplinary thought
• To establish and develop skills such as problem-solving
and critical thinking
• To gain knowledge of the various careers and educational
opportunities associated with psychology, and to be able
to make informed decisions about pursuing further study
• To work together with the instructor and other students
in a cooperative learning environment
Topics
• An introduction to the Science of Psychology
• The Nervous System, sensation, and perception
• Consciousness, sleep and dreams, psychotropic drugs
• Learning, attention, and memory
• Intelligence, thought, and language
• Motivation and emotion
• Developmental Psychology
• Theories of Personality
• Psychopathology and its treatment
• Health, stress, and coping
Assignments
Course activities include reading and writing
assignments, class discussion, independent research,
independent research, projects, tests, videos, interactive
demonstrations, and multimedia presentations.
Benefits
The course provides a sound foundation for future courses
and careers related to psychology and serves to increase
awareness of the self and of others. A background in
psychology is especially useful for those seeking careers in
the various sub-fields of psychology, medicine, education,
social work, and other human-centred disciplines.
Course Descriptions
(continued)
RELIGIOUS STUDIES 42U
Spanish 40S
What is “religion?” Is it a universal human experience or
practice? What is the story of this thing called “religion?”
How can we speak of it as scholars?
Spanish 40S is the final year of the three-year program
at the high-school level. This advanced course allows
students to engage in a number of interactive exercises,
as well as in selected readings from a number of Spanish
authors and text sources. The course provides students,
as well, with the opportunity to expand their knowledge
of Spanish language, culture, and people. This course
prepares students to enter university level Spanish
courses. Students are evaluated on the development
of their ability to speak, understand, read, and write
Spanish at an intermediate-advanced level.
The academic study of Religion as a discipline has
undergone a sea-change in the last two decades.
Many of the standard approaches and assumptions of
the discipline have been critiqued and found wanting,
demanding a more careful and critically aware approach
to those things called “religion.” This course intends to
introduce students to both the critical insights of recent
scholarship as well as the “classic” religious traditions,
aiming to demonstrate how the latter are now understood
in light of the former.
The following is an approximate syllabus for our study:
note that some topics may not be covered. We will follow
a pattern of reviewing what the textbook says followed by
a researched interrogation of it.
The History of “Religion”
• Exploring “religion:” what are they saying about “religion”
and “world religions”?
• Approaches to the study of “religion:” sui generis versus
polymethodological
Ancient Evidence and Contemporary Interpretations
• Neolithic religion - animism and shamans
• Greek balance - rationalism and mystery
• Ancient Near Eastern fertility cults
The Biblical Traditions
• Sacred and Profane Time: Judaism
• The New Creation: Christianity
• The final Word: Islam
• A severed relationship.
Eastern Traditions
• The “invention” of the “Orient” and “Occident.”
• The Unspeakable Mystery of Being: Hindu Religion
• The path of the Awakened: Buddhism
• A history of Violence: “political” distortions.
Eastern Traditions
• The “invention” of the “Orient” and “Occident.”
• The Unspeakable Mystery of Being: Hindu Religion
• The path of the Awakened: Buddhism
• A history of Violence: “political” distortions.
After the completion of Spanish 40S, students will have
the opportunity to participate in an exchange program
with a school in Lima, Peru.
Objectives
• To improve and refine Spanish language skills to be used
in a variety of situations and for a variety of purposes
• To use Spanish effectively and competently at an
intermediate-advanced level
• To maximize the effectiveness of language learning strategies
• To build on the knowledge of the diversity of Spain and
Spanish American culture.
Prerequisites
Spanish 30S (from a three-year program) or Spanish 20F
(from a four-year program)
Topics
• Knowing yourself and relationships
• World of the future and the environment (transportation,
driving, ecology)
• Healthy mind in healthy body
• Cultural diversity in Spanish speaking countries and
patterns of migration
• Cultural celebrations and famous people from the
Spanish world
• The future: choosing a career (professions)
Assignments
Exercises, research, interviews, oral presentations,
problem-solving activities, role-playing, a novel, and four
projects focused on the topics covered in class.
Benefits
There is significant evidence to suggest that learning another
language enhances the use of the first language, promotes
cognitive flexibility, creativity, and develops awareness and
sensitivity to other cultures.
Moreover, in today’s workplace, it is an asset to have
the ability to communicate and interact effectively with
different cultures.
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Course Descriptions
(continued)
Dual-Credit Courses
Dual-credit courses are introductory first year university
courses for which qualified grade 12 Collegiate students
may enroll. Upon successful completion of a dual-credit
course, students will receive the designated university
credit AND the high school credit for the course.
Dual-credit courses offered by The Collegiate faculty are:
•
•
•
•
•
•
•
•
•
•
•
Academic Writing 42U: RHET 1105/3
English 42U: ENGL 1001/6
Introduction to Calculus 42U: MATH 1101/6
Introduction to Chemistry 42U: CHEM 1111/3
and CHEM 1112/3
Global Citizenship 42U: HRGS 1200/3
Introduction to Computers 42U: ACS 1453/3
Introduction to Conflict Resolution Studies: CRS 1200/6
Introduction to Human Geography I 42U: GEOG 1102/3
Introduction to Human Geography II 42U: GEOG 1103/3
Introduction to Philosophy 42U: PHIL 1001/6
Introduction to Religious Studies 42U: REL 1002/6
Qualified Grade 12 Collegiate students can receive dualcredit for successfully completing first-year university
courses taught by university professors as well.
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Contact Us
Webcollegiate.uwinnipeg.ca
Phone1.204.786.9221
Fax1.204.775.1942
Emailcollegiate@uwinnipeg.ca
Mail 515 Portage Ave, Winnipeg, MB, R3B 2E9