Chairperson Director of Education
Elaine McMahon Julian Hanlon

11
15
4
1
2
14
6
12a
16
3
12b
13
8
5
9
10
7
1
5115 Kanata Avenue
Kanata, Ontario K2K 3K5
Tel: 613-271-4254
2
180 Katimavik Road
Kanata, Ontario K2L 4A7
Tel: 613-591-9955
3
140 Main Street
Ottawa, Ontario K1S 5P4
Tel: 613-237-2001
4
2072 Jasmine Crescent
Gloucester, Ontario
K1J 8M5
Tel: 613-741-4525
5
440 Longfields Drive
Nepean, Ontario K2J 4T1
Tel: 613-823-1663
6
710 Broadview Avenue
Ottawa, Ontario
K2A 2M2
Tel: 613-722-6565
7
5870 Abbott Street
Stittsville, Ontario
K2S 1X4
Tel: 613-831-6643
8
3740 Spratt Road
Gloucester, Ontario
K1V 2M1
Tel: 613-822-7900
9
3333 Greenbank Road
Nepean, Ontario
K2J 4J1
Tel: 613-823-4797
10
1040 Dozois Road
Manotick, Ontario
K4M 1B2
Tel: 613-692-2551
13
2525 Alta Vista Drive
Ottawa, Ontario K1V 7T3
Tel: 613-733-0501
11
6550 Bilberry Drive
Orléans, Ontario
K1C 2S9
Tel: 613-837-3161
12a
12b
WEST:
893 Admiral Avenue
Ottawa, Ontario
K1Z 6L6
Tel: 613-228-8888
CENTRAL:
20 Graham Avenue
Ottawa, Ontario
K1S 5P4
Tel: 613-234-2768
14
2675 Draper Avenue
Ottawa, Ontario K2H 7A1
Tel: 613-820-9705
15
750 Charlemagne Blvd.
Orléans, Ontario K4A 3M4
Tel: 613-837-9377
1481 Fisher Avenue
Ottawa, Ontario K2C 1X4
Tel: 613-225-8105
570 West Hunt Club Road
Nepean, Ontario K2G 3R4
613-224-2222 | Website: ocsb.ca

Ottawa Catholic Secondary Schools
BOARD VISION .................................................. 2
BOARD MISSION ............................................... 2
MESSAGE FROM THE DIRECTOR ................... 2
BOARD OF TRUSTEES ..................................... 3
FAMILIES OF SCHOOLS ................................... 4
GENERAL INFORMATION ................................. 5
Access to Ontario Curriculum ................................................ 5
Assessment & Evaluation ....................................................... 5
Code of Conduct .................................................................... 5
Equity and Inclusive Education .............................................. 5
Technology-Leading and Learning for Innovation .................. 5
e-Learning .............................................................................. 6
Family Welcome Centre ......................................................... 6
Learning Commons ................................................................ 6
Ontario Student Record ......................................................... 6
Ontario Student Transcript ..................................................... 7
Ontario Secondary School Literacy Test & the
Ontario Secondary School Literacy Course ........................... 7
Student Transfers & Athletic Eligibility.................................... 7
SPECIAL PROGRAM INFORMATION ............... 8
Chaplaincy Program ............................................................... 8
Student Success .................................................................... 8
Supervised Alternative Learning ............................................ 9
English as a Second Language .............................................. 9
Secondary ESL/ELD credit courses ....................................... 9
French Programs .................................................................... 9
Guidance & Career Education Program ............................... 10
Peer Assistance Programs ................................................... 11
Special Education Programs and Services .......................... 11
Transition to High School ..................................................... 12
Non-Credit Alternative K Courses ........................................ 14
PATHWAY PLANNING...................................... 15
Planning Your Pathway......................................................... 15
Religious Education .............................................................. 15
Access to Course Information .............................................. 15
Definition of a Credit ............................................................ 15
Parental/Guardian Involvement ............................................ 15
Certificate of Accomplishment ............................................. 16
Ontario Secondary School Certificate Requirements .......... 16
Ontario Secondary School Diploma Requirements ............. 16
Community Involvement Activities ....................................... 17
PLAR for Secondary Students ............................................. 17
PLAR for Mature Students ................................................... 18
Types of Courses .................................................................. 18
Substitutions for Compulsory Courses .............................. 19
St. Nicholas Adult High School ............................................ 20
Continuing Education ........................................................... 21
Course Code Explanation .................................................... 22
Pathway Planning Guide ...................................................... 23
Religious Education .............................................................. 25
The Arts ................................................................................ 26
Pathway for First Nations, Métis and Inuit Studies .............. 28
Business Studies .................................................................. 29
Canadian and World Studies ................................................ 30
Economics, Law and Politics ............................................. 30
Geography ......................................................................... 31
History & Civics .................................................................. 32
Computer Studies ................................................................ 33
English .................................................................................. 34
English as a Second Language &
English Literacy Development ........................................... 36
French as a Second Language ............................................ 37
Guidance and Career Education .......................................... 38
Health and Physical Education ............................................ 39
Interdisciplinary Studies ....................................................... 40
International Languages ....................................................... 41
Mathematics ......................................................................... 42
Science ................................................................................. 43
Social Sciences & Humanities .............................................. 44
Technological Education ...................................................... 45
Religious Education .............................................................. 51
The Arts ................................................................................ 52
Business Studies .................................................................. 56
Canadian & World Studies – Economics ............................. 58
Canadian & World Studies – Geography ............................. 58
Canadian & World Studies – History & Civics ...................... 60
Canadian & World Studies – Law ......................................... 61
Computer Studies ................................................................ 62
English .................................................................................. 62
English Literacy Development/English
as a Second Language ...................................................... 65
First Nations, Métis and Inuit Studies .................................. 67
French as a Second Language ............................................ 67
Subjects Taught in French ................................................. 69
Guidance & Career Education .............................................. 69
Health & Physical Education ................................................ 70
Interdisciplinary Studies ....................................................... 72
International Languages ....................................................... 74
Mathematics ......................................................................... 74
Science ................................................................................. 76
Social Sciences & Humanities .............................................. 79
Technological Education ...................................................... 81
OYAP .................................................................................. 92
Dual Credits ....................................................................... 93
Specialist High Skills Major Programs ............................... 95
Focus Programs ............................................................... 107
2015-2016 Course Selection Guide Grades 9-12 | 1

Ottawa Catholic Secondary Schools
At the Ottawa Catholic School Board, all students are inspired and guided to realize their spiritual, social and academic potential and to take their place in the world as thoughtful, well-rounded citizens.
The mission of the Ottawa Catholic School
Board is to provide all our students with a well-rounded education for the mind, body and spirit through an emphasis on academic excellence, social responsibility and Catholic values.
High school education at the Ottawa Catholic School
Board is all about investigating the pathways that are open to you and choosing the right options. Start on pages 25 of this guide to see all the different available.
Pathways
Stop in at your school’s Student Service Department.
Ask about the Ontario Youth Apprenticeship Programs.
You can begin your apprenticeship training on the job, while meeting high school diploma requirements. This agreement, which is between the student, the school and an employer, provides on-the-job training leading to certification in a trade or technical occupation.
Find out what a Specialist High Skills Major (SHSM) is by looking at pages 97 to 105 in this guide. These bundles of courses help you focus on a career path that match your skills and interest by ensuring access to specialized equipment and teacher expertise in your area of interest. The Board offers the following Specialist
High Skills Major Programs: Arts & Culture, Energy,
Environment, Health & Wellness, Horticulture &
Landscaping, Information & Communications Technology,
Justice, Community Safety & Emergency Services,
Non-Profit, and Transportation.
French remains a large part of our offerings at the high school level. We have Core French and Immersion in all our high schools and both pathways lead to French achievement certificates that are presented at graduation.
In order to engage First Nations, Métis, and Inuit (FNMI) students and to increase knowledge and appreciation of
FNMI culture for all students and staff, we offer Native
Studies and Native Arts & Culture courses in all of our high schools.
Have a look at pages 109 to 115 and find out about Focus
Programs.
These course clusters are in a particular field of interest and provide training for academic and work experiences. Focus Programs at the Ottawa Catholic
School Board include Sports Management, Mobile Apps
& Game Development, Construction (SAWS), Guitar
Studies, Emergency Response Services, Transportation and Producing Your Future.
Where do you start? Start with looking at what YOU are interested in. Talk to your parents, teachers or an engaged adult about the choices you are making and what you are thinking about. Make an appointment with a guidance counsellor in the Student Services Department of your school to talk about pathways. We hope this guide will get you started and help inspire you to make good choices.
Did you know that you can participate in apprenticeship training and post-secondary courses while also earning credits that count towards a high school AND postsecondary diploma, degree or apprenticeship certification?
It is called the Dual Credit program.
Wishing you success along Your Pathway,
Julian Hanlon
Director of Education
2 | 2015-2016 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools
Zone 6:
(Knoxdale-Merivale/
College)
Elaine McMahon
Chairperson
Zone 7:
(Kitchissippi/Bay)
Betty-Ann Kealey
VIce-Chairperson
Zone 1:
(West Carleton-March/
Stittsville-Kanata West/
Rideau-Goulbourn/Osgoode)
John Curry
ZONE 2:
(Kanata North-
Kanata South)
Sandra Moore
Zone 3:
(Orléans/
Cumberland)
Brian Coburn
Zone 4:
(Barrhaven/Gloucester-
South Nepean)
Spencer Warren, PMP
Zone 5:
(Beacon Hill-
Cyrville/ Innes)
Joanne MacEwan
Zone 8:
(Alta Vista/
Gloucester-Southgate)
Mark D. Mullan
Zone 9:
(River-Capital)
Kathy Ablett, R.N.
Zone 10:
(Rideau-Vanier/
Rideau-Rockcliffe/Somerset)
Thérèse Maloney
Cousineau
Monica Silver
Student Trustee
Daniel McInnis
Student Trustee
2015-2016 Course Selection Guide Grades 9-12 | 3

Ottawa Catholic Secondary Schools
Principal: Bill Walsh
Georges Vanier Catholic
St. Gabriel
St. Isidore
St. Michael Corkery
St. Michael Fitzroy
Principal: Jennifer Oake
Holy Redeemer
St. Anne
St. James
St. Martin de Porres
Principal: Christopher Mes
Assumption
Corpus Christi
St. Brigid
St. Michael (Ottawa)
Principal: Cindy Owens
Good Shepherd
St. John Paul II
Our Lady of Mount Carmel
St. Brother André
Thomas D’Arcy McGee Catholic
Principal: Gerard Stephenson
Monsignor Paul Baxter
St. Andrew
St. Luke (Nepean)
Principal: Bonnie Campbell
Dr. F.J. McDonald Catholic
Our Lady of Fatima
St. Anthony
**St. Daniel
St. Elizabeth
St. George
Principal: Alex Belloni
Guardian Angels
Holy Spirit
St. Philip
St. Stephen
Principal: Michael Curry
St. Bernard
St. Jerome
*(Findlay Creek/Leitrim portion of St. Thomas More directed to
St. Francis Xavier High School)
Principal: Sue Arbour
St. Cecilia
St. Elizabeth Ann Seton
St. Emily
St. Patrick (Nepean)
Principal: André Potvin
St. Catherine
St. Leonard
St. Mary
Principal: Debbie Clark
Chapel Hill Catholic
Convent Glen Catholic
Divine Infant
St. Kateri Tekakwitha
Principal: Brid McDonald
St. Patrick’s Intermediate
Holy Cross
Holy Family
**McMaster Catholic
Prince of Peace
St. Luke (Ottawa)
St. Marguerite d’Youville
St. Thomas More*
*(Findlay Creek/Leitrim area only directed to
St. Francis Xavier High School)
Principal: Geoff Edwards
Our Lady of Peace
Our Lady of Victory
St. John the Apostle
St. Rose of Lima
Principal: Norma McDonald
New Avalon Catholic Elementary
School (to open September 2015)
Our Lady of Wisdom
St. Clare
St. Francis of Assisi
St. Theresa
Principal: William Barrett
Frank Ryan Intermediate
**Pope John XXIII
St. Augustine
St. Gregory
St. Monica
St. Rita
Uplands Catholic
Principal: Eugene Milito
Principal: Eugene Milito
**Students have option to attend more than one high school. For details, please call your local neighbourhood school.
General inquiries regarding course selection should be directed to the
Student Services Department at the secondary school.
4 | 2015-2016 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools
All Ontario Curriculum Ministry documents and course profiles are available at each high school and available online at the Ministry of
Education website: www.edu.gov.
on.ca. Locally Developed Courses are found at www.edugains.ca.
Assessment is the process of gathering, from a variety of sources, information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course.
Evaluation is the process of judging the quality of student learning on the basis of established criteria and assigning a value to represent that quality.
In Ontario high schools, the value assigned is in the form of a percentage grade. The percentage grade reflects the corresponding level of achievement as described in the achievement charts in the provincial policy document of each discipline.
A student must achieve at least
50% in order to earn credit for a course; 70% of the grade will be based on assessment of learning throughout the course 30% of the grade will be based on a final evaluation, suitable to the course (i.e. a combination of rich summative task and/or examination, etc.) that will be conducted towards the end of the course.
The Provincial Report Card for
Grades 9-12 is the formal means of communicating student achievement.
The report card focuses on two distinct but related aspects of student achievement — the achievement of curriculum expectations and the development of learning skills and work habits.
These aspects are reported in two separate sections of the report card.
Catholic schools exist for the purpose of providing the opportunity for students to develop their spiritual, intellectual, physical and social abilities as outlined in the Ottawa
Catholic School Board’s Mission
Statement and Strategic Plan. These abilities can best be developed in an atmosphere in which students feel safe and comfortable. To this end, the principles included in the Ontario
Code of Conduct and the Board’s
Safe Schools policies apply to all students in the Ottawa Catholic
School Board. In addition, students must adhere to the school’s policies as outlined in the student’s agenda and/or school website.
The Board’s Equity and Inclusive
Schools policy is available in its entirety on the Board website. As indicated in the policy, “the Board recognizes that all people are created in the image and likeness of God and, as such, all people have the right to be treated with dignity, respect and fairness.”
The policy also outlines
Religious Accommodation Guidelines such as “Board staff will provide reasonable accommodation for students’ and staffs’ religious beliefs and practices, while also protecting its denominational rights.” For further information, parents should contact the school principal to request specific religious accommodations for their child.
School staff is trained in areas such as: cultural proficiency, safe school reporting, bullying prevention, differentiated instruction and assessment that reflects the rich diversity of our students. Staff will continue to provide students with leadership opportunities that celebrate diversity. To assist in school improvement and renewal, school climate surveys will be completed every second year. The results of these surveys will be shared with each safe school team.
Our Board Spiritual Theme is
‘Restore One Another in A Spirit of
Gentleness’. The language of this theme connects to many areas of personhood and community, encouraging wellness and resilience.
Students attending any of our schools have an opportunity to learn in a technology-rich environment where high speed wireless access is available for all students, staff and visitors. This environment provides access to a variety of rich digital learning resources in school and at home. In addition to Board-supplied equipment, students are permitted to use their own mobile devices to access our network as long as they follow the Board and school
Acceptable Use Guidelines. The infrastructure and policies in our
Board enable learning to continue beyond the classroom walls and into a more global learning environment.
2015-2016 Course Selection Guide Grades 9-12 | 5

Ottawa Catholic Secondary Schools
An e-Learning course is conducted entirely online using a
Learning Management System
(LMS). Taking an e-Learning course gives students more flexibility in their timetable and opportunities to earn credits while building valuable independent learning skills that will be beneficial to any post-secondary pathway. Several e-Learning courses are offered by high schools throughout the Board and may be scheduled as part of a day school student’s timetable. Additional courses offered by school boards from across Ontario can also be accessed, based on availability.
Success in e-Learning courses requires students to be independent and self-motivated learners.
Interested students should consult the Board website to view course availability within the OCSB and complete the self-evaluation tool to determine if e-Learning is a good option. An application to enrol in an e-Learning course is to be filled out, to begin the consultation with a student’s guidance counsellor.
The Family Welcome Centre for Newcomers helps families with school-aged children who do not speak English at home and have not been educated in English.
This includes students who:
• are new to Canada or Ontario
• are returning from out-of-country
• are permanent residents, Canadian citizens, refugees, or those with diplomatic status, work or study permits
• are transferring from a Frenchlanguage school in Canada, with little to no English language experiences
• have been living in Canada for less than six months
Documents Required
• Birth Certificate of student
• Immigration documents of student, including passport, or proof of
Canadian citizenship
• Parent’s proof of address (such as a driver’s license, or a utility bill)
• Official report cards / transcripts of student for the last two (2) years
• Immunization records of student
• Ottawa Catholic School Board
Registration Form
The Family Welcome Centre is located at the Ottawa Catholic
School Board, Catholic Education
Centre, 570 West Hunt Club Road,
Nepean. Appointments are necessary. Please phone and make an appointment at
613-233-5670.
The aim of the Learning
Commons is to encourage students to become lifelong learners. The
Learning Commons provides an engaging and collaborative integrated learning environment that tries to meet the needs of all students. It is an area for research, independent study, instructional support and reading for pleasure.
Before students come to the
Learning Commons, the teacherlibrarian collaborates with the classroom teacher to develop lessons to meet curriculum expectations. The Learning
Commons has many research tools such as: the Internet; media streaming; general and specialized encyclopedias; general collection of non-fiction books; novels; and periodicals both online and in paper format to meet curriculum expectations.
Teacher-librarians can assist students with print-based and digital research. Students have access to a rich collection of online databases such as GALE and One Search within Destiny.
The Learning Commons is a great location for our students to develop their literacy skills, which now includes textual, digital, visual, media and cultural experiences.
As part of our focus on learning for innovation, our Learning Commons are evolving into centres for literacy exploration in a rich multimedia environment.
The Ontario Student Record (OSR) is an ongoing record of a student’s educational progress through schools in Ontario. The Education Act requires that the principal of a school collect information “for inclusion in a record, in respect of each student enrolled in the school and to establish, maintain, retain, transfer and dispose of the record.” The Act also regulates access to an OSR and states that the OSR is “privileged for the information and use of supervisory officers and the principal and teachers of the school for the improvement of instruction” of the student. Each student and the parent(s) of a student who is not an adult (that is, a student who is under the age of 18) must be made aware of the purpose and content of and have access to, all of the information contained in the OSR.
The Ontario Student Transcript and report cards are kept in the
Ontario Student Record file which also contains other academic information relating to the student’s education.
The OSR is usually housed in the main office or in the school’s Student
Services Department (Guidance).
6 | 2015-2016 Course Selection Guide Grades 9-12

The Ontario Student Transcript
(OST) provides an official and complete record of the student’s performance in
Grades 9 to 12.
The OST includes:
• Both successful and unsuccessful attempts at completing Grade 11 and 12 courses;
• All Grade 9 and 10 courses successfully completed by the student, with percentage grades obtained and credits earned;
• Identification of compulsory credits, including credits that are substitutions for compulsory credits identified by the Ministry as diploma requirements;
• Confirmation that the student has completed the 40 hours of community involvement;
• Confirmation that the student has successfully completed the Ontario
Secondary School Literacy Test or the Ontario Secondary School
Literacy Course.
The OST will also include a record of the achievement of exceptional students who have alternative learning expectations in an individualized, non-credit program.
The OST is an official component of the OSR and is stored in the student’s OSR folder.
Full Disclosure
The Ministry has mandated “Full
Disclosure” for Grade 11 and 12 courses. This mandate requires that any Grade 11 and 12 courses a student attempts, repeats, fails or completes successfully must be indicated on the student’s transcript.
A student has up to five days following the release of the first
Provincial Report Card (i.e. midsemester report card) to drop a course so that it is not reflected on the OST. Any course dropped following this period will have the percentage grade at the time of the drop, recorded on the OST.
To earn a secondary school diploma, all students must successfully complete the Ontario
Secondary School Literacy Test
OR the Ontario Secondary School
Literacy Course (OLC4O). Students, who have been eligible to write the
Ontario Secondary School Literacy
Test (OSSLT) at least twice and have been unsuccessful at least once, are eligible to take this course to achieve both a Grade 12 credit and their literacy credential for graduation.
Please note: a student may enrol directly in OLC4O if there are extenuating circumstances (i.e.
English language proficiency level, illness, injury). If, through no fault of his/her own, a student has not been able to participate in either the test or the course, an adjudication process has been established. For further information, please contact the Student Services Department at your school.
Accommodations, Deferrals and
Exemptions for the Ontario
Secondary School Literacy Test
Accommodations — The necessary accommodations must be made to ensure that students who are receiving special education programs and services and who have an
Individual Education Plan (IEP) have a fair and equal opportunity to successfully complete the Secondary
School Literacy Test. Students needing such accommodations may or may not have been formally identified as exceptional by an
Identification, Placement and Review
Committee (IPRC). The accommodations made will be the same as those that are set out in the student’s IEP and/or that are available to the student in the course of his or her regular school work, including examinations and other forms of evaluation. While accommodations such as alternative forms of print and extra time are acceptable, the actual content of the
Secondary School Literacy Test must not be altered.
Ottawa Catholic Secondary Schools
Deferrals — Students with an IEP and/or identified as exceptional learners and students registered in
English as a Second Language/
English Literacy Development (ESL/
ELD) courses, may benefit from a deferral of the OSSLT.
If a parent or an adult student requests a deferral, the principal will determine whether or not a deferral should be granted and, if so, for what period of time. A principal may also initiate consideration of a deferral.
The principal will make his or her decision in consultation with the parent or adult student and appropriate school staff. In cases where the parent or adult student disagrees with the decision of the principal, the parent or adult student may ask the appropriate supervisory officer to review the matter.
Exemptions — Students whose
IEP indicates that the student is not working towards the attainment of a secondary school diploma may, with parental consent and the approval of the principal, be exempted from participating in the Ontario Secondary
School Literacy Test. Students who do not successfully complete the
Literacy Test or Ontario Literacy
Course will not be able to receive a secondary school diploma. Should the learning expectations contained in the student’s IEP be revised at some point so as to allow the student to work towards the attainment of the secondary school diploma, the student would be expected to successfully complete the Ontario Secondary
School Literacy requirement.
School transfers may affect a student’s eligibility to participate in a specific sport. Consult with the school’s athletic director for information about the National
Capital Secondary School Athletic
Association and Ontario Federation of School Athletic Association’s eligibility policy for sports.
Information regarding transfer policies can also be found at www.fatdog.ca under NCSSAA/
Administrative Documents and www.ofsaa.on.ca.
2015-2016 Course Selection Guide Grades 9-12 | 7

Ottawa Catholic Secondary Schools
The chaplaincy leader is available for students, staff and parents so that all may participate in developing a community that expresses the Gospel values of
Jesus Christ.
The chaplaincy leader provides a presence in the school that helps create a Christian community of faith, care, concern and compassion among staff and students. They animate community worship, prayer and social action projects. The chaplaincy leader also fosters liaisons with local parish communities and the Archdiocese of Ottawa.
Large group liturgical services for the seasons and feasts in the Church are celebrated. Personal faith development is enhanced through pastoral counselling, youth ministry, class visits, social action projects and retreats.
The Ottawa Catholic School
Board strives to improve opportunities for success of
ALL students.
This encompasses four areas:
Community, Culture and Caring,
Literacy, Numeracy and Pathways.
Community, Culture and Caring addresses Catholic character formation, First Nations, Métis and
Inuit awareness initiatives, environmental stewardship and student voice.
Programs to increase Literacy and
Numeracy have been developed and are being implemented. Student
Success initiatives focus on helping students to make successful transitions to support their pathways.
These transitions are facilitated through a number of opportunities available to our students, including
Focus programs, Specialist High
Skills Major, Dual Credit opportunities and the Destination
Employability Pathway. All students will keep an online record of their
Individual Pathways Plan (IPP) through myBlueprint, starting in grade 7 and continuing through to grade 12. Students and parents are encouraged to access this IPP together, to explore options and in some schools, to complete the course selection process in an online format.
Achievement Centre
Each secondary school has an
Achievement Centre, which offers a variety of learning opportunities for students who may benefit from an alternative to the regular programming.
It may also serve as a re-entry point for students who have been away from school for an extended period of time.
Achievement Centres provide support for credit recovery, flexible timetabling, experiential learning and alternate opportunities for credit accumulation.
External Achievement Centres
In an attempt to meet the needs of all of our learners, four external
Achievement Centres have been established outside the school setting.
These include:
• St. Mary’s Achievement Centre: provides academic and wellness programming for pregnant teens.
Please contact Immaculata High
School for more details.
• St. John Bosco Achievement
Centre: provides academic support for youth involved with the justice system as a transition to return to the regular system.
Please contact Immaculata High
School for more details.
• Operation Come Home: provides academic support for youth who are street-involved and hoping to reconnect with the community.
Please contact Lester B. Pearson
Catholic High School for more details.
• Algonquin Achievement Centre: provides an opportunity for high school leavers to become familiar with the college setting while completing their diploma. Please contact St. Paul High School for more details.
All of these programs facilitate the continued acquisition of credits required for the Ontario Secondary
School Diploma.
Credit Recovery
“Credit recovery is designed to help regular day school students at the secondary level meet the expectations of a course they have completed but for which they have received a failing grade.” Growing
Success, pg 84
8 | 2015-2016 Course Selection Guide Grades 9-12

“Where a student does not achieve the curriculum expectations of a course, the principal and teaching staff, in consultation with the parents and the student, will determine what type of program would best enable the student to meet the expectations and earn credit for the course.
Students should be allowed to repeat only the material relating to the expectations not achieved, providing that the eligibility requirements for credit recovery are met. Alternatively, the student may repeat the entire course.
Credit recovery may be delivered as part of the regular day school program and/or at summer school.
Instruction must be delivered by a qualified teacher.”
Ontario Schools – Kindergarten to Grade 12: Policy and Program
Requirements, 2011, Section 7.5
(p. 73-74)
Credit recovery opportunities may be offered through a variety of formats to support the learner and the effective demonstration of the expectations of the course. These formats may include continuous intake, e-Learning and regular classroom delivery models. For further information, please contact the school administration.
Supervised Alternative Learning
(SAL) is an option that allows alternative programming for students 14 to 17 years of age. “SAL may be useful for encouraging young people who are at risk of not graduating to continue their learning, if they are not attending school regularly and if other retention strategies have not been successful.”
(Supervised Alternative Learning:
Policy and Implementation, 2010)
A SAL program is intended to re-engage young people through individualized plans that may include credit accumulation, life skills, volunteering, certifications, cooperative education and counselling. Students participating in the SAL program are mentored by a caring adult.
The Ottawa Catholic School
Board offers English as a Second
Language (ESL) and English Literacy
Development (ELD) support for students who are English language learners at the secondary level. English as a Second Language (ESL) support is provided for students who have recently immigrated to Canada, have come from Canadian communities or school systems in which a language other than English is spoken or taught, or were born in Canada and may require assistance in learning English.
English Literacy Development (ELD) support is also provided for students who, due to various factors, have not had the opportunity to develop ageappropriate literacy and numeracy skills in their first language. Students taking ELD courses receive support for both language acquisition and academic upgrading.
At the secondary level, five centres offer language learning support to students who are English language learners: Lester B. Pearson
Catholic, Mother Teresa , Notre Dame,
St. Patrick’s and St. Pius X High
Schools. ESL credit courses (ESLAO to ESLEO) are available to students on the ESL credit pathway. ELD credit courses (ELDAO to ELDEO) are available to students on the
ELD credit pathway. Up to three
ESL or ELD courses can be applied to the four compulsory English credits required for diploma purposes.
A timetable for a student who is an
English language learner might also include some sheltered courses.
These courses are designed to support students as they develop cognitive academic language proficiency in various content areas.
These courses are credit bearing for diploma purposes.
Ottawa Catholic Secondary Schools
Factors Affecting Second
Language Acquisition
There are many factors which influence second-language acquisition including level of first-language literacy; previous educational experience and exposure to English; language(s) spoken at home; stage of acculturation; possible effects of trauma; length of time in Canada; possible presence of learning exceptionalities (both giftedness or learning disabilities); and past educational experiences. All of these factors are of equal importance.
“Students in English-language school boards have the confidence and ability to use French effectively in their daily lives. The vision for
French as a Second Language (FSL) in Ontario encompasses a heightened awareness of the value of learning
French and extends beyond the development of French-language skills to include the broader advantages to be gained from learning more than one language.”
A Framework for French as a Second
Language in Ontario Schools, p.8.
OCSB students have the opportunity to select one of two
French programs .
In both programs, “the FSL curriculum strives, ultimately, to foster an interest in language learning that continues not only during a student’s time in school but later in life. The FSL curriculum is therefore founded on seven fundamental concepts, or “enduring ideas,” which focus, from Grade 1 to
Grade 12, on the development of skills that are also necessary as a basis for lifelong language learning.
These enduring ideas are:
• Goal Setting and Reflection
• Emphasis on Critical and Creative
Thinking Skills
• Making Real-World Connections
• Lifelong Language Learning
• Interdependence of Language and
Culture
• Authentic Oral Communication:
Reception, Production and Interaction
• Listening, Speaking, Reading and
Writing: Interconnected but Distinct
• Development of Language
Learning Strategies.”
The Ontario Curriculum, French as a Second Language, 2013 page 8.
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Ottawa Catholic Secondary Schools
Core French (FSF)
The Core French program consists of one Academic or Applied course of French Language Arts in grade 9, 10, 11 and 12. In these courses, students improve and reinforce previously acquired language skills in reading, writing and communication. They expand their vocabulary and improve their language skills through varied oral and written activities and cultural elements are integrated. Students who complete four French language courses, including the Grade 11 and
12 Core French courses are awarded the Core French certificate issued by the school board. (Ottawa Catholic
School Board).
Immersion French (FIF)
This Immersion program helps students to develop a high degree of fluency in the French language through the study of subjects taught in French and French Language Arts.
Cultural elements are integrated in reading, writing and communication activities. Students who successfully complete 10 courses (4 language courses and 6 additional credits) in the French Immersion Program are awarded the French Immersion certificate issued by the school board (Ottawa Catholic School
Board).
Please note: Cooperative Education may be included towards the 6 additional credits.
Our secondary school guidance and career education program is governed by Creating Pathways to
Success in combination with section
2.4 of Ontario Schools, K-12. For educational, social and career/life success in the 21st century, students will need to develop effective work habits and the skills to make sound decisions, solve problems, plan effectively, work independently, communicate well, research, evaluate themselves realistically and explore new educational and career opportunities. Through our comprehensive guidance and career education program, students will develop an understanding of themselves and their relationships with others in a Catholic context.
By focusing on three areas of learning (student development, interpersonal development and career development) this program provides opportunities to explore, develop and practice these through a range of career/life exploration activities, clearly stated curriculum based competencies; completion of the compulsory Career Studies course (0.5 credit); and individual assistance with academic and career counselling. In accordance with
Creating Pathways to Success
Policy, 2013, students will create and maintain an Individual Pathways
Plan (IPP) through the online planning tool, myBlueprint.
Qualified guidance teachers in each school provide students with support and counselling for inquiries and concerns related to academic, career and personal development.
Guidance teachers schedule meetings with students and students may request meetings with a
Guidance teacher. Parents, teachers and/or school administrators may also advocate on behalf of students, for meetings with guidance teachers.
Student confidentiality is respected in personal counselling situations. As needed, however,
10 | 2015-2016 Course Selection Guide Grades 9-12 consultation with other professional personnel will take place to best support and serve individual needs.
The Student Services
Department at each school provides a variety of resources, support and counselling on academic success; career/life, pathway and postsecondary options and planning; and personal and social topics.
Accessing and using these resources is considered essential to students making a successful transition from secondary school to adult life.
All staff members, including classroom teachers and guidance teachers, have a contributing role in supporting all students to develop their awareness and knowledge of education and career/life planning.
Planned learning experiences that take place in the community, including job shadowing and job twinning, work experience and virtual work experience, cooperative education and school-work transition pathways provide students who are enrolled in courses of all types and all disciplines with the opportunity to enhance their school programs.
Experiential learning includes all activities and initiatives that provide students opportunities to explore the world of work through real world experiences. These may include workplace site visits, career fairs and guest speakers, or may include opportunities in curriculum courses, to learn about, practise and apply, industry-specific skill sets.
Experiential learning can assist all students to gain greater awareness and knowledge of the possible pathways to their desired careers or fields of study.
To gain greater perspective of the world of work, students may choose to engage in: a job shadow or job twinning experience for a half or full day; or a short term work experience, which may occur over

several days. All experiential learning activities are intended to enhance students’ exposure to and awareness of the world of work, by highlighting the relevance of and connections to their curriculum courses. As such, there is no additional credit value attached to these forms of experiential learning.
Cooperative education is a hands-on method of learning that allows students to earn secondary school credits towards their OSSD by combining in-school studies with related work experiences. The student’s learning activities at the work placement are closely aligned to one or more related course(s) in which the student is enrolled or which he or she has successfully completed. The cooperative education course and the related course(s) together constitute a student’s cooperative education program. Students apply to be considered for a cooperative education program during the course selection procedure and an application and interview are part of the process.
A maximum of two credits in cooperative education can count as compulsory credits in Groups 1, 2 or
3. See on page 51 Course Descriptions for more information.
Destination Employability
Destination Employability is a school-work transition pathway for students intending to enter the work force directly after high school.
The pathway prepares students for employment or self-employment through acquisition of skills in credit courses within school, work experience and cooperative education. For more information contact the Student Services
Department at your school.
The Ontario Youth Apprenticeship
Program (OYAP)
The Ontario Youth Apprenticeship
Program (OYAP) allows students to begin an apprenticeship-training program while still in high school.
Students enrolled full-time in school who have completed 16 credits and who are 16 years of age, may begin their apprenticeship training by taking a cooperative education program in any of the skilled trades and technical occupations. Careers in construction, manufacturing, transportation and the service industries are available. OYAP gives students an opportunity to Live
the Skilled Life! and advance their training before completing high school. Once students graduate from high school they continue training through the Ministry of Training,
Colleges and Universities (MTCU) apprenticeship program to receive their certification (c/o Ontario College of Trades).
There are also programs in partnership with Algonquin College and local school boards that provide the students with Level 1 (out of two or three required levels) apprenticeship courses. This program is a multi-board initiative for graduating Grade 12 students who have completed their compulsory credits. Students graduate with an
Ontario Secondary School Diploma, initial work experience (full day cooperative education in an apprenticeable trade) and their first level of in-school apprenticeship training completed. These students will also gain equivalent high school credits for the Level 1 apprenticeship course. These programs are related to the Dual Credits. Programs in
Automotive Service Technician and
Hairstyling are available. Other Level
1 programs may be available pending enrolment numbers and approval by MTCU.
For further information on these programs and others, contact the
Student Services Department at your school.
Feedback collected by the
Minister’s Student Advisory Council
(MSAC) over the past 4 years provides valuable Student Voice perspective on a variety of issues.
Student leaders indicate that support for their peers facing the challenges and stressors of day-to-day life is of
Ottawa Catholic Secondary Schools paramount importance to them and is a necessary condition for student achievement and success. Along with the school program supports available for all students, peer assistance programs provide a valuable resource and an excellent leadership opportunity for all involved.
The OCSB has a long history of support for and success with peer assistance programs, including facilitating opportunities for leadership development. All peer assistance programs are designed to foster student-to-student support for a variety of topics, from helping with school-based transitions, to mentoring and mediation, to tutoring.
In the OCSB, peer assistance initiatives exist under many different names in each of our schools reflecting the unique needs and priorities of each school community.
In all programs, peer leaders receive coaching and support from a teacher supervisor to help them connect and be supportive to peers in need.
For information about peer assistance programs, contact the
Student Services Department at your school.
The Ottawa Catholic School
Board’s approach to special education is based upon the principle of meeting students’ needs within the most enabling environment, ensuring students grow and develop as unique individuals. As members of a Christian community and in accordance with Ministry of
Education and Training direction, the
Board actively promotes the goal of inclusive education. We believe that individual gifts and strengths must be identified and used as the starting point for developing programs which will nurture growth and learning.
Our goal is to enable learners to reach their fullest potential, thus enabling them to take their place as independently as possible within society.
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Ottawa Catholic Secondary Schools
All high schools within the
Ottawa Catholic School Board have facilities, resources, support personnel and equipment necessary for developing and implementing special education programs and services.
Additional information regarding the Board’s policies and procedures for special education services, the Special Education Advisory
Committee (SEAC), the Special
Education Report and the Parent
Guide to Special Education
Programs and Services can be obtained directly from the home school or viewed electronically at www.ocsb.ca. The Special
Education and Student Services
Department can be reached by calling 613-224-2222.
Every school has special education resource staff who facilitate the special education programming in that school. They have opportunities to interact with and support students and classroom teachers on a regular basis. Resource teachers facilitate the development, implementation, and evaluation of the Individual
Education Plan for students who require accommodations, modifications and/or alternate expectations to meet the demands of their program. As members of the school improvement team, resource teachers work in collaboration with administration, the school team and school board staff to support exceptional learners in achieving their potential.
What is an Individual Education
Plan?
An Individual Education Plan is a written plan that describes the special education program and/or services required by a particular student. An Individual Education Plan
(IEP) outlines how the school will address these expectations through appropriate accommodations, modifications and/or alternative programs/courses, as well as specific instructional and assessment strategies. The IEP is updated on a regular basis as the student’s strengths and needs change.
What will my child’s IEP look like in high school?
It will look very similar to the one that was developed for your child in
Grade 8. Your child’s strengths and areas of needs will be identified and this information will be used to develop your child’s educational program. The IEP will outline the special education programs and services that your child is to receive, and a statement of the methods by which the student’s progress will be reviewed.
Does my child require an IPRC?
Students who have behavioural, communicational, intellectual, physical, or multiple exceptionalities may require special education programs and/or services to benefit fully from their school experience.
Such students may be referred to an Identification, Placement and
Review Committee (IPRC).
Access to special education programs and services are not limited to students identified through the IPRC process. Parents retain the right to initiate the IPRC process for any reason; however, an IPRC is not required when both the school and the parent agree that the student should be placed in the regular classroom. Schools provide special education programs and/or services to meet students’ educational needs and prepare an
IEP based on formal assessments even if the student has not been identified as exceptional.
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Ottawa Catholic Secondary Schools
What are accommodations?
What are modified learning expectations?
Accommodations include individualized teaching and assessment strategies, environmental changes or individualized equipment that supports student access to curriculum and demonstration of the achievement of expectations. Accommodations do not alter the learning expectations from the provincial curriculum. Accommodations alone may be made when the student is able to meet the learning expectations of the grade or course.
How will these affect high school credits?
A student who receives accommodations will be working towards achieving curriculum expectations at grade level and a credit will be granted if a passing grade is achieved.
Modified learning expectations are changes to grade or course expectations. Modifications refer to the changes that are made to the grade level expectations for a subject or course to meet the needs of the student. They may include:
• expectations from a different grade level;
• an increase or decrease in the number and/or complexity of the learning expectations for the regular grade level.
How will these affect high school credits?
A student who receives modified learning expectations will be working towards curriculum expectations that differ from grade level.
The principal, in consultation with the schoolbased special education team, will determine whether achievement of the modified expectations (depending on the degree of modification) will result in successful completion of the course and will determine whether the student will be eligible to receive a credit for the course.
What are alternative expectations?
Alternative expectations may be written for students who need an individualized program that is not based on the
Ontario Curriculum.
Alternative expectations may be coded as K Courses which are alternative
(non-credit) courses. e.g. KCC- Transit
Training and Community Exploration
Other examples of alternative programs include: social skills, orientation and mobility and personal care programs.
How will these affect high school credits?
Alternative expectations are not for credit.
A student who receives alternative expectations will be assessed in relation to the expectations set out in the IEP.
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Ottawa Catholic Secondary Schools
What should your child consider when choosing the level of Grade
9 courses: K Courses, Locally
Developed Compulsory course,
Applied or Academic?
If your child is currently receiving accommodations only and is meeting grade level expectations, he or she will likely take locally developed, applied or academic courses. Which one he or she takes will depend on his or her individual strengths.
If your child is receiving any modified learning expectations and/ or alternative learning expectations in his or her current program he or she may be considered for Locally
Developed Compulsory credit courses.
If your child is pursuing a pathway that includes non-credit alternative courses, these may be coded as K Courses.
Your child’s guidance counsellor, resource teacher and subject teachers can provide additional information and recommendations to support course selection that best suits your child.
KAL Creative Arts for Enjoyment and Expression
KBB Money Management and
Personal Banking
KCC Transit Training and
Community Exploration
KCW Exploring Our World
KEN Language and
Communication Development
KGL Personal Life Skills
KGW Exploring the World of Work
KHD Social Skills Development
KHI Culinary Skills
KMM Numeracy and Numbers
KNA First Canadians
KPF Personal Health and Fitness
KPH Choice Making for Healthy
Living
KPP Self Help and Self Care
KSN Exploring Our Environment
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Ottawa Catholic Secondary Schools
Making a choice about a secondary school pathway is a task that involves thought, consideration and planning. The Ontario education system permits course choices best suited to students’ abilities, needs and aspirations. To plan secondary school pathways, students are encouraged to follow these recommendations:
• consult with parents/guardians regarding course selection;
• discuss course selections with subject teachers and guidance counsellors;
• create sample long-range plans using the Pathway Planning Guide found on page 23;
• use myBlueprint.ca/ocsb;
• refer to the Catholic Graduate
Expectations on the back cover of this publication.
Catholic schools provide a distinctive faith-based educational experience that includes courses in
Religious Education. These courses have both an educational and religious dimension. As an educational activity, students will have opportunities for the development of knowledge related to religious literacy, concepts and ideas, not only of Catholicism, but also of the religions of the world and philosophy. The Family Life component of Religious Education courses includes learning about healthy relationships, anti-bullying and moral decision-making connected to life issues. The academic demands of these courses are equal to those of any other course. All Religious Education courses are approved for accreditation by the Ministry of
Education and count towards fulfilling the secondary school diploma requirements.
Students will derive knowledge and skills from the study of Scripture,
Profession of Faith, Christian Moral
Development, Prayer and
Sacramental Life and Family Life.
For these reasons, students are required by the Ottawa
Catholic School Board to take one course in Religious Education in each year of secondary school.
The courses offered by the
Ottawa Catholic School Board have been developed according to the requirements of the Ontario Ministry of Education. A description of each course may be found in the Course
Description section of this booklet.
More detailed courses of study are kept on file with the school principal and are available for students and parents upon request. The Ontario
Curriculum is available at the schools and on the Ministry of Education’s website: www.edu.gov.on.ca and
www.curriculum.org.
A credit is granted in recognition of successful completion of a course for which a minimum of 110 hours of learning time has been scheduled.
Compulsory Credit
There is a set of 18 mandatory credits that students must successfully complete in order to meet the requirements for an Ontario
Secondary School Diploma (OSSD).
Optional Credit
Students must select and successfully complete 12 credits in a specific area of interest and/or related to a planned pathway.
These credits will contribute to the
30-credit requirement for an Ontario
Secondary School Diploma (OSSD).
Prerequisite Course
Prerequisite refers to a course that must be successfully completed in order to be eligible to enrol in another course at the next grade level.
The school has the responsibility to communicate clearly and fully the
Ministry diploma requirements and school expectations and standards.
Parents/guardians have the right of selection of courses for their children. When the student and parent(s)/guardian(s) sign the Student
Course Contract, they assume full responsibility for the choices they have selected. A student who is
18 years of age or older may select courses without parental/guardian approval or a 16/17 year old who has withdrawn from parental control.
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Ottawa Catholic Secondary Schools
Students who do not fulfill the requirements for the
Ontario Secondary School Diploma or the Ontario
Secondary School Certificate may be granted a Certificate of Accomplishment. The Certificate of Accomplishment may be a useful means of recognizing achievement for students who plan to continue with vocational programs, other training opportunities and/or employment after leaving school.
The Ontario Secondary School Certificate will be granted on request to students who have earned a minimum of 14 credits distributed as outlined in the chart below.
Compulsory Credits (7)
English 2
Canadian Geography or Canadian History 1
Mathematics 1
Science 1
Health and Physical Education
Arts or Technological Education
1
1
Optional Credits +7
TOTAL 14
To earn an Ontario Secondary School Diploma
(OSSD), a student must earn a minimum of
30 credits, including 18 compulsory credits and
12 optional credits. Students must also complete
40 hours of community involvement activities and must pass the Ontario Secondary School Literacy
Test or the Ontario Secondary School Literacy
Course (OLC4O).
The combination of compulsory and optional courses is designed to provide all students with the essential knowledge and skills they will need to function effectively in any area of activity, as well as the opportunities to acquire the specialized knowledge and skills they will need to succeed in their chosen post-secondary endeavours.
18 COMPULSORY CREDITS
Students must earn the following compulsory credits to obtain an Ontario Secondary School
Diploma:
English 4*
Math 3
Science
Canadian Geography
Canadian History
The Arts
Health and Physical Education
French as a Second Language
Career Studies
Civics
TOTAL
2
1
0.5
0.5
15
1
1
1
1**
Plus one credit from each of the following groups:
Group 1: additional credit in English, or French as a second language, or a Native language, or a classical or an international language, or Social Sciences and the
Humanities, or Canadian and World Studies, or Guidance and Career Education, or Cooperative Education***
Group 2: additional credit in Health and Physical
Education, or the Arts, or Business Studies, or French as a Second Language, or Cooperative Education***
Group 3: additional credit in Science (Grade 11 or 12), or Technological Education, or French as a Second
Language,**** or Computer Studies, or Cooperative
Education***
In addition to the compulsory credits, students must complete:
• 12 optional (elective) credits +
• 40 hours of community involvement activities
• The Ontario Secondary School Literacy Requirement
*A maximum of 3 credits in English as a Second Language (ESL) or English Literacy Development (ELD) may be counted towards the 4 compulsory credits in English, but the fourth must be a credit earned for a Grade 12 compulsory English course.
**The Grade 9 Expressing Aboriginal Cultures course may be used to meet the compulsory requirement in the arts.
***A maximum of 2 credits in Cooperative Education can count as compulsory credits.
****In Groups 1, 2 and 3, a maximum of 2 credits in French as a Second Language can count as compulsory credits, one from
Group 1 and one from either Group 2 or Group 3.
+ The 12 optional credits may include up to 4 credits earned through approved dual credit courses. Dual credits cannot be used as substitutions for compulsory credit requirements.
16 | 2015-2016 Course Selection Guide Grades 9-12

As part of the diploma requirements, students must complete a minimum of 40 hours of community involvement activities.
These activities may be completed at any time during a student’s secondary school journey, after completion of grade 8 and must take place outside of school instructional and learning time. This includes the summer between grade 8 and 9.
The Community Involvement requirement is designed to encourage students to develop awareness and understanding of civic responsibility and of the role they can play in supporting and strengthening their communities.
The requirement will benefit communities, but its primary purpose is to contribute to students’ development. It will provide opportunities for students to learn about the contributions they can make to the community.
Students are first informed about diploma requirements, including the
Community Involvement requirement, in Grades 7 and 8. The procedures for completing the require ments are outlined in the Ottawa Catholic
School Board Community
Involvement form available on the
Board’s website (www.ocsb.ca).
Students, in collaboration with their parents/guardians, will decide how they will complete the
Community Involvement requirement.
Consultation with a guidance counsellor is recommended.
Community Involvement activities may take place in a variety of settings, including not-for-profit organizations, public sector institutions (including hospitals) informal settings and businesses engaged in charitable or community service initiatives. Students may not fulfill the requirement through activities that are counted towards a credit (cooperative education for example), through paid work, or by assuming duties normally performed by a paid employee.
The community involvement requirement is to be completed outside the student’s normal instructional hours — that is, the activities are to take place in the student’s designated lunch hours, after school, on weekends, or during school holidays. Students will maintain and provide a record of their Community Involvement activities. Completion of the required
40 hours must be confirmed by the organizations or persons supervising the activities. Documentation
(Community Involvement Form) attesting to the completion of each activity must be submitted by the student. The Community Involvement
Form must include for each activity the name of the person or organization with which the community involvement was completed, a description of volunteerism, the dates and hours, the signatures of the student and his or her parent/guardian and a signed acknowledgement by the person (or a representative of the organization) involved. The principal will decide whether the student has met the requirements of both the Ministry and the Board for these activities.
Community Involvement Forms are available at the school and on the
Board’s website (www.ocsb.ca); please note on this form which activities are eligible and ineligible.
Should you have questions, please consult with Student Services and the principal. Additional resource site: www.volunteerottawa.ca
Liability Insurance Coverage for the High School’s Community
Involvement Program
Community sponsors should be advised that students who are performing volunteer work are protected by the school board’s liability insurance while they are performing their required forty (40) hours of community involvement service. Community sponsors are also protected by the Board’s liability insurance for claims that arise out of our students’ volunteer activities for your organizations.
Community sponsors should also be aware that, like job-shadowing and other similar work-experiences, students do not have accident insurance, nor Workplace Safety
Ottawa Catholic Secondary Schools
Insurance coverage through the school board. It is recommended that students involved in the program purchase Student
Accident Insurance. Applications may be completed at www.insuremy kids.com. The school board expects the community sponsors to ensure that student volunteers are provided with safety instructions and are trained and supervised to ensure a safe and mutually beneficial volunteer experience.
Prior Learning Assessment and
Recognition (PLAR) is a formal process that allows, in exceptional situations, a student to claim a credit towards the Ontario Secondary
School Diploma. The process recognizes knowledge and skills acquired outside of secondary school. Exceptional situations include those where a student is behind in credits, or requires a reduced schedule.
Students are required to present evidence/proof of the knowledge and skills detailed in the expectations of the relevant
Ontario Curriculum Policy Document, of the course for which credit is being sought. All Ontario Curriculum
Policy Documents can be found at: www.edu.gov.on.ca/eng/curriculum/ secondary/subjects.html.
PLAR is a two-stage process.
The initial application for PLAR begins with the home high school’s
Student Services Department and includes credit review and course planning through to the end of high school. The application may include certificates, authorized formal training and awards relevant to the curriculum of the course being challenged. The guidance counsellor will review the application with the student.
When the student completes the PLAR application, it is then forwarded to the Coordinator of
Student Success. If the application is deemed acceptable, the student may proceed to the second stage of
PLAR, the Formal Evaluation Stage.
The formal evaluation must have a
2015-2016 Course Selection Guide Grades 9-12 | 17

Ottawa Catholic Secondary Schools balance between written work and practical demonstration of the subject/discipline. Assessment strategies may include written assignments, demonstrations/ performances, laboratory work, quizzes, etc. Grade 9 courses are not eligible for the PLAR process.
A maximum of four credits may be granted through PLAR for grade 10,
11 and 12 courses with a maximum of two credits granted in any one subject area. A PLAR assessor will be assigned to the student, based on the specific subject area.
Assessment and evaluation strategies for the challenge process must include a formal evaluation
(30% of the final mark) and a variety of other assessment strategies appropriate for the particular course
(70% of the final mark).
Please note that the PLAR application package must be completed and submitted to the
Coordinator of Student Success by October 31, of the current year.
Prior Learning Assessment and
Recognition (PLAR) for Mature
Students is the formal evaluation and credit-granting process through which mature students, who are enrolled in a secondary school course, may obtain credits for prior learning.
Mature students may obtain credits towards the Ontario Secondary
School Diploma (OSSD) for knowledge and skills that they have acquired, in both formal and informal ways, outside secondary school.
The PLAR process involves: a) Grade 9 and 10 individual assessment/equivalency process b) Grade 11 and 12 equivalency process
In all cases, the knowledge and skills gained through education, work experience and training must be directly related to the provincial curriculum expectations.
By using this process, mature students may be granted up to
26 credits towards their OSSD by the principal.
18 | 2015-2016 Course Selection Guide Grades 9-12
For more information and details about how to apply, or to obtain a brochure on the PLAR Process for
Mature Students and Facts Sheets on each PLAR process, contact the
PLAR Coordinator, Continuing and
Community Education Department at the following address:
St. Nicholas Adult High School
893 Admiral Avenue
Ottawa, Ontario K1Z 6L6
Tel : 613-228-8888
For further information, please contact the Student Services
Department at your school.
K courses consist of alternative expectations that are developed to help students with special education needs acquire knowledge and skills that are not represented in the Ontario curriculum. Because they are not part of a subject or course outlined in the provincial curriculum documents, alternative expectations are considered to constitute alternative programs or alternative courses.
Some students may remain in secondary school for up to 7 years, with a planned Community Living pathway. Students may experience a specific K course subject area twice in one year and several times over many years. Each experience will be unique, with its own K course code and learning goals consistent with those recorded on the student’s IEP.
At the secondary level, the student will not be granted a credit for the successful completion of a
K Course that consists of alternative expectations.
Academic courses in Grades 9 and 10 focus on the essential concepts of the discipline plus additional related concepts. They develop students’ knowledge and skills by emphasizing theoretical and abstract applications of the essential concepts while incorporating practical applications.
The emphasis will be on theory and abstract thinking as a basis for future learning and problem solving.
Applied courses in Grades 9 and 10 focus on the essential concepts of the discipline. They develop students’ knowledge and skills by emphasizing practical, concrete applications of the essential concepts while incorporating theoretical applications as appropriate.
In applied courses, familiar, real-life situations will be used to illustrate ideas and students will be given more opportunities to experience practical applications of the concepts they study.
Locally developed compulsory
credit courses are offered in
English, Mathematics and Science in Grades 9 and 10.
Open courses in Grades 9 and
10 are offered in all subjects other than those offered as academic, applied and locally developed. For example, open courses are offered in visual arts, music and health and physical education, but not in
English, mathematics, science,
French as a second language, history or geography. An open course comprises a set of expectations that is suitable for all students and is not linked to any specific post-secondary destination. These courses are designed to provide students with a broad educational base that will prepare them for their studies in
Grades 11 and 12 and for productive participation in society.
Interdisciplinary courses in
Grade 11 or 12 provide an integrated approach to learning. These courses are developed by connecting different subjects through themes, issues or problems that require knowledge from the selected areas.
For example, an interdisciplinary studies course in small business would integrate studies in technological design and business entrepreneurship. For specific interdisciplinary courses, see your high school Student Services
Department.
Please see page 25 for Pathway and page 51 for course description.

Grade 9 Program
Grade 9 students may take a program consisting of the following courses:
• Religious Education
• English
• Mathematics
• Science
1 credit
1 credit
1 credit
1 credit
• Health and Physical
Education
• Geography
1 credit
1 credit
• French as a Second Language:
Core or Immersion 1 credit
In addition to these seven courses, students may choose one other course.
Grade 10 Program
Grade 10 students may take a program consisting of the following courses:
• Religious Education
• English
• Mathematics
• Science
• History
• Civics
• Career Studies
1 credit
1 credit
1 credit
1 credit
1 credit
0.5 credit
0.5 credit
In addition to these six courses, students may choose two other courses.
Grade 11 and 12 Destination
Based Courses
In grades 11 and 12, students will focus more on individual interests and identify and prepare for initial post-secondary goals.
There are four destination-related types of courses.
Open (O) courses in Grades 11 and
12 are appropriate for all students.
These courses allow students to broaden their knowledge and skills in a particular subject that may or may not be directly related to their post-secondary goals, but that reflect their interests.
Workplace (E): Workplace preparation courses prepare students to move directly into the workplace after high school or to be admitted into apprenticeship programs or other training programs in the community.
Courses focus on employment skills and on practical workplace applications of the subject content.
Many workplace preparation courses involve cooperative education and work experience placements, which allow students to get practical experience in a workplace.
College (C): College preparation courses provide students with the knowledge and skills needed to meet the entrance requirements for most college programs and possible apprenticeships. Courses focus on practical applications and also examine underlying theories.
University/College (M): University/
College preparation courses are offered to prepare students to meet the entrance requirements of certain university and college programs.
They focus on both theory and practical applications.
University (U): University preparation courses provide students with the knowledge and skills they need to meet university entrance requirements. Courses emphasize theoretical aspects of the subject and also consider related applications.
Ottawa Catholic Secondary Schools
Advanced Placement
The Advancement Placement
Courses (AP) are international courses written by university professors, which allow students to write an exam in a specific area that will earn them credits or advanced standing at most universities in
Canada and abroad. For further information, please consult the
Student Services Department.
Transfer Course
To transfer from Grade 9 Applied
Math to Grade 10 Academic Math, a student must take the transfer course MPM1H. Please consult your school counsellors for information regarding this course description.
In order to provide the flexibility to tailor individual student’s courses to program and need and to support a student’s progress through secondary school, principals may substitute up to three compulsory credits with courses from other subject areas specified in the list of compulsory credit requirements
(including Groups 1, 2 and 3).
“Substitutions should be made to promote and enhance student learning or to respond to special needs and interests.”
Section 6.2, Page 61, Ontario
Schools, Kindergarten-Grade 12,
Policy and Program Requirements,
2011.
2015-2016 Course Selection Guide Grades 9-12 | 19

Ottawa Catholic Secondary Schools
Carling
Ave.
Crerar
Ave.
Admiral
Av e.
Anna
Av e.
Fisher A ve.
Shillington
Ave.
417
Main St
.
Hawthorne
Ave.
Lees
Ave.
Canal
Co lo ne l B y D r.
Graham
Ave.
Immaculata High School
St. Paul University
20 | 2015-2016 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools
613-228-3338
This is an intensive program offered across the region during the month of July.
A variety of learning opportunities are possible for students during this session. The program is open to all Ontario residents. Adults wishing to enrol in Summer School must contact the Summer School
Office and provide proof of having acquired the prerequisite prior to registering for the program.
We offer online summer school courses.
Check website for further information.
Registration: Information for registration and courses offered for
Summer School will be available by early May. Students currently attending a day school will have the opportunity to pre-register for Summer School through their Student Services Department.
For more information on Summer School Credit programs call 613-727-7757 or visit our website: www.summerconnections.com
SITE LOCATION
Frank Ryan
128 Chesterton Dr., Ottawa
Holy Trinity Catholic HS
LANGUAGE
SPANISH, PUNJABI, ITALIAN
180 Katimavik Rd., Kanata MANDARIN (SIMPLIFIED)
TURKISH
St. Clare
2133 Gardenway Dr., Orléans MANDARIN (SIMPLIFIED)
St. George
130 Keyworth Ave., Ottawa
St. Joseph HS
3333 Greenbank Rd., Barrhaven
St. Nicholas Adult HS
893 Admiral Ave., Ottawa
St. Patrick Intermediate
1485 Heron Rd., Ottawa
RUSSIAN
MANDARIN (SIMPLIFIED)
POLISH
GERMAN
KOREAN
St. Thomas More
1620 Blohm Dr., Ottawa MANDARIN (TRADITIONAL)
Saturday mornings, 9:00 am to 12:30 pm • September to June
This program will enable students to prepare for post-secondary studies and careers in the fields of business, trade and communications; foster global awareness and understanding; enhance student exchanges and develop training skills for international/global employment opportunities.
All courses follow Ministerial guidelines and are accepted as credits towards a high school diploma. The courses are intended for eligible regular day school students and adults who are Ontario residents.
Current graduation requirements recognize at least one credit in a third language.
Levels: Credits are offered for Grades 9 to 12.
Fee:
Open to all students.
Consumables/Activity Fee $10 payable first day of class.
A fee is charged to all non-Ontario residents.
For more information call 613-228-3338 or www.fallconnections.com.
2015-2016 Course Selection Guide Grades 9-12 | 21

Ottawa Catholic Secondary Schools
Please consult your school course contract for the courses offered at your school. Not all courses described in this
calendar are offered at every high school. Specific questions regarding individual school courses should be directed to personnel in the Student Services Department at your school.
Courses use a six-character course code for identification. The first five characters of the course code are set out by the
Ministry of Education. The sixth character is used by school boards to identify a specific characteristic of the course.
Examples below explain how to decode a course code.
This school indicator is used to distinguish course characteristics.
R = Regular
I = Immersion
M = Male
F = Female
This letter identifies the course type.
Grades 9-10 D = Academic P = Applied O = Open
L = Locally Developed
Grades 11-12 U = University C = College E = Workplace
O = Open M = University/College
This indicator is used to distinguish the grade level or for ESL and ELD the level of English language proficiency.
1 = Grade 9 3 = Grade 11
2 = Grade 10 4 = Grade 12
A, B, C, D, E = for ESL English language proficiency and ELD
These three letters identify the subject.
Subject Codes: the first letter in the course code denotes the course’s department area.
A = The Arts
C = Canadian & World Studies
F = French
H = Humanities & Social Sciences
L = International Languages
B = Business
E = English and ESL and ELD
G = Guidance & Career Education
I = Interdisciplinary or
Computer Studies
M = Mathematics
N = First Nation, Métis & Inuit Studies P = Physical Education
S = Sciences T = Technology
A Pathway Planning Guide and information about myBlueprint.ca/ocsb have been included to assist in the course selection process.
22 | 2015-2016 Course Selection Guide Grades 9-12

obtain the Ontario Secondary School Diploma: students must complete: 12 Optional Cr 40 hours Community Involvement Activities The Pr
Ottawa Catholic Secondary Schools
Ontario Secondary School Diploma or the Ontario Secondary School Certificate may be granted a Certificate of Accomplishment. The Certificate of Accomplishment may be a useful means of recognizing achievement for students who plan to continue with vocational pr opportunities and/or employment after leaving school.
Scheduling or Budgeting and Accounting
2015-2016 Course Selection Guide Grades 9-12 | 23

Ottawa Catholic Secondary Schools
Customize and share a visual career/life planning portfolio
Create S.M.A.R.T. goals and a plan of action to stay on track
Plan to graduate and discover the impact of course selections
Research the opportunities available in every pathway
Shows your progress towards meeting graduation requirements
4 n
n
n
View Progress
Shows post-secondary programs based on your courses
Apprenticeships 157
Colleges 4,532
Universities 3,112
Workplaces 125
Compare extensive information on careers across Canada
Record experiences and export them for school or work
Improve financial literacy and build an interactive budget
Discover your interests and learning styles
Shows your progress in planning your pathway each year
Complete your IPP
Complete the steps below to meet your Individual
Pathways Plan requirements for the year.
IPP Requirement
Explorations
Complete the Exploration Interest Assessment
Goal Setting
Add 2 new Short, Medium, or Long Term Goals
High School Planner
Plan your Courses through to High School Graduation
H
t
Create Account ?
24 | 2015-2016 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools
Living in our modern world, you will be facing many rapid and fundamental changes in all spheres of your life.
Religious Education will help you to gain a moral and religious framework to help you meet these challenges.
Religious Education will aid you as a student to a deeper understanding of the person and teachings of Jesus
Christ and of the Catholic faith. This will be accomplished by examining the various strands within each course:
Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacrament and Family Life.
Religious Education will assist you in developing a religious literacy that will help you to appreciate the religious dimensions of the world, of human experience and of our multi-religious society. Religious Education will assist you in the process of ethical and moral formation within a culture that all too often fails to recognize the centrality of the human person and the importance of community.
Religious Education respects both your personal freedom and responsibility to become the best person that you can be. Students in Religious Education and all other courses are called upon to develop character based on the
Ontario Catholic School Graduate Expectations and the Gospel of Jesus Christ. Our Catholic Character Formation includes the Gospel values of Faith, Hope, Love, Community, Dignity of the Human Person, Stewardship for Creation,
Justice and Excellence.
Your study of religious education and philosophy can continue on into the university setting, including graduate and doctoral studies.
In the world of work, employers are seeking out individuals who know how to communicate, how to work as a team and how to live and act out of ethical principles. Religious Education will help you to develop all of these aspects of who you are and more. Students are educated in the recognition of the centrality of a loving God and the dignity of all people. Religious Education prepares you to live a better life and to contribute to a better world.
Our Religious Education includes digital citizenship. This is completed through an online resource, Samaritans on the Digital Road. Each grade explores a specific verse from Jesus’ parable of the Good Samaritan. The parable verses serve as a guide for the lessons, which aim to build student awareness and skills for participating in the online world.
Students learn the meaning of being a “citizen” and transfer those skills to the online world as a “digital citizen.” They learn how to contribute to social good and how to navigate the moral challenges found “on the road” of the Internet.
More information can be found on the OCSB website at ocsb.ca/digital-citizenship.
Be With Me
Grade 9, Open
HRE1O
Page 51
Christ and Culture
Grade 10, Open
HRE2O
Page 51
World Religions and
Belief Traditions in Daily Life
Grade 11, Open
HRF3O
Page 51
World Religions and
Belief Traditions:
Perspectives, Issues and Challenges
Grade 11,
University/College
HRT3M
Page 51
Church and Culture
Grade 12, Open
HRE4O
Page 51
Church and Culture
Grade 12,
University/College
HRE4M
Page 51
Philosophy: Questions and Theories
Grade 12,
University
HZT4U
Page 52
This chart maps out all the courses in the discipline and shows the link between courses and the possible prerequisites for them. It does not attempt to depict all possible movements from course to course.
The page number indicates the location of the course description.
2015-2016 Course Selection Guide Grades 9-12 | 25

Ottawa Catholic Secondary Schools
Experience in the arts — dance, drama, media arts, music and the visual arts — plays a valuable role in the education of all students. Learning in, through and about the arts involves using the mind, body, heart and soul to achieve intellectual, social, emotional and spiritual well-being. The Arts stimulates a wide variety of learning styles and increases a student’s learning potential. The arts nourish the imagination and develop a sense of beauty, while providing unique ways for students to gain insights into the world around them. The program, in all grades, is designed to develop a range of skills in practical and creative activity in the various arts, as well as an appreciation of works of art. Students will also develop critical and analytical skills in the study of the arts and the ability to communicate in a variety of ways.
All of the arts communicate through complex symbols — verbal, visual and aural — and help students understand aspects of life in different ways. They identify common values, both aesthetic and human, in various works of art and, in doing so, increase their understanding of others and learn that the arts can have a civilizing influence on society.
Participation in arts courses helps students develop their ability to listen and observe and enables them to become more self-aware and self-confident. It encourages them to take risks, to solve problems in creative ways and to draw on their resourcefulness.
Links can also be made between the arts and other disciplines. Symmetry in musical structure can be related to mathematical principles. Mathematics skills can be applied to drafting a stage set to scale, or to budgeting an arts performance. Students learn writing, reading and media literacy skills to communicate understanding in an Arts courses.
The first two years in grades 9 and 10 are designed to appeal to students’ interests and imagination and provide a basis for more intensive and specialized study. In grades 11 and 12, emphasis is placed on acquiring more advanced skills and applying them in more complex ways. An important aim of the Grade 11 and 12 courses is to help students understand the world in which they live and to help them make choices that will not only enrich their lives, but prepare them for a variety of careers.
“Students are expected to learn and use the creative process to help them acquire and apply knowledge and skills in the Arts. Use of the creative process is to be integrated with use of the critical analysis process in all facets of the
Arts curriculum as students work to achieve the expectations in the three strands.
Creativity involves the invention and the assimilation of new thinking and its integration with existing knowledge.
Creativity is an essential aspect of innovation. Sometimes the creative process is more about asking the right questions than it is about finding the right answer. It is paradoxical in that it involves both spontaneity and deliberate, focused effort. Creativity does not occur in a vacuum. Art making is a process requiring both creativity and skill and it can be cultivated by establishing conditions that encourage and promote its development. Teachers support an atmosphere and setting that is conducive to creativity - one in which students are not afraid to suggest alternative ideas and take risks.”
Source: The Ontario Curriculum, Grades 9 and 10, The Arts, 2010 www.edu.gov.on.ca
For more information on the Arts, visit the following websites of interest:
Ontario Arts Council www.arts.on.ca/site4.aspx, Council of Dance Educators www.code.on.ca, www.artsalive.ca, www.nac-cna.ca, www.cappies.com
26 | 2015-2016 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools
Integrated Arts
Grade 9, Open
ALC1O
Page 52
Dance
Grade 9, Open
ATC1O
Page 52
Dance
Grade 10, Open
ATC2O
Page 52
Dance
Grade 11, University/College
ATC3M
Page 52
Dance
Grade 11, Open
ATC3O
Page 52
Dance
Grade 12, University/College
ATC4M
Page 52
Dance
Grade 12, Workplace
ATC4E
Page 52
Drama
Grade 9, Open
ADA1O
Page 53
Drama
Grade 10, Open
ADA2O
Media Arts
Grade 10, Open
ASM2O
Page 53
Page 53
Drama
Grade 11, University/College
ADA3M
Page 53
Drama
Grade 11, Open
ADA3O
Page 53
Media Arts
Grade 11, University/College
ASM3M
Page 54
Media Arts
Grade 11, Open
ASM3O
Page 53
Music
Grade 11, University/College
AMU3M
Page 54
Drama
Grade 12, University/College
ADA4M
Page 53
Drama
Grade 12, Workplace
ADA4E
Page 53
Media Arts
Grade 12, University/College
ASM4M
Page 54
Media Arts
Grade 12, Workplace
ASM4E
Page 54
Music
Grade 12, University/College
AMU4M
Page 55
Music
Grade 9, Open
AMU1O
Page 54
Music
Grade 10, Open
AMU2O course
Page 54
Any Grade 9 or 10 arts
Music
Grade 11, Open
AMU3O
Page 54
Music
Grade 12, Workplace
AMU4E
Page 55
Exploring and Creating the Arts
Grade 12, Open
AEA4O
Page 53
Visual Arts
Grade 9, Open
AVI1O
Page 55
Visual Arts
Grade 10, Open
AVI2O
Page 55
Visual Arts
Grade 11, University/College
AVI3M
Page 55
Visual Arts
Grade 11, Open
AVI3O
Page 55
Visual Arts
Grade 12, University/College
AVI4M
Page 55
Visual Arts
Grade 12, Workplace
AVI4E
Page 55
This chart maps out all the courses in the discipline and shows the link between courses and the possible prerequisites for them.
It does not attempt to depict all possible movements from course to course. Schools may offer special focus courses in the Arts
(some examples are Drama - Production, Drama - Music Theater, Music – Guitar, Music – Repertoire, Music – Stage Band,
Music – Vocal/Choral, Visual Arts - Crafts , Visual Arts – Ceramics, Visual Arts - Photography).
Every optional course that is offered in dance, dramatic arts, music and visual arts must be based on the expectations of a credit course that are set out in the provincial curriculum policy documents for the Arts. Students demonstrate achievement of the course expectations through learning activities, which relate to the focus of these courses. See www.edu.gov.on.ca.
The page number indicates the location of the course description.
2015-2016 Course Selection Guide Grades 9-12 | 27

Ottawa Catholic Secondary Schools
The First Nations, Métis and Inuit Studies program includes four courses which are electives. However, the
Grade 9 credit Expressing Aboriginal Beliefs (NAC1O) may be used as the compulsory Arts credit which is a graduation requirement. Similarly, the grade 10 Aboriginal Peoples in Canada (NAC2O) may be used to meet the Grade 10 History course requirement.
The prerequisites for Current Aboriginal Issues in Canada (NDA3M) and Beliefs, Values and Aspirations of
Aboriginal Peoples in Contemporary Society (NBV3E) are either Grade 10 First Nations, Métis and Inuit Peoples in
Canada or Grade 10 Canadian History Since World War I (Academic or Applied).
The First Nations, Métis and Inuit Studies courses provide students with a wide range of knowledge and skills related to Indigenous peoples in Canada. These courses better enable students to understand both current and past issues at all levels: locally, federally and globally. The study of the courses also increase the students’ understanding of the unique contributions of the First Peoples to Canada’s mosaic, as well as deepen their understanding of Aboriginal culture, history and worldview. In doing so, students will also develop a deeper understanding of their own identity and worldview.
Expressions of Aboriginal Cultures
NAC1O
Grade 9 Open
Page 67
First Nations, Métis and
Inuit Peoples in Canada
NAC2O
Grade 10 Open
Page 67
Current Aboriginal Issues in Canada
NDA3M
Grade 11 University/College
Page 67
Beliefs, Values and Aspirations of Aboriginal
Peoples in Contemporary Society
NBV3E
Grade 11 Workplace Preparation
Page 67
28 | 2015-2016 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools
Business activity affects the daily lives of all Canadians as they work, play, spend, save and invest. It influences jobs, incomes and opportunities for personal enterprise. Business has a significant effect on the standard of living and quality of life of Canadians, which future generations will inherit.
To be successful in tomorrow’s world, citizens must be prepared to engage in business activity with confidence and competence. All young people need to understand how business functions, its role in our society, the opportunities it generates, the skills it requires and the potential impact it can have on our lives and society, today and in the future.
The Business Studies program will build a strong foundation for those who wish to move on to further study and training in specialized areas such as:
• management
• international business
• accounting
• information technology
• entrepreneurship
• marketing • computer applications
Courses in Business Studies will provide practical skills for those who wish to move directly into the world of business, or into post-secondary education at community colleges, university or commercial training programs. For more information on high school programs geared for careers in business, see your Student Services Department, or check out the following:
School to College to Work (PASS…see the Business Administration pathway) www.passpathways.on.ca
Information and Communication
Technology in Business
Grade 9 or 10, Open
BTT1O/2O
Page 56
Introduction to Business
Grade 9 or 10, Open
BBI1O/2O
Page 56
This chart maps out all the courses in the discipline and shows the link between courses and the possible prerequisites for them. It does not attempt to depict all possible movements from course to course.
The page number indicates the location of the course description.
Financial Accounting Fundamentals
Grade 11, University/College
BAF3M
Page 56
Marketing: Goods, Services, Events
Grade 11, College
BMI3C
Page 57
Entrepreneurship: The Venture
Grade 11, College
BDI3C
Page 56
Information & Communication
Technology: The Digital Environment
Grade 11, Open
BTA3O
Page 57
Entrepreneurship:
The Enterprising Person
Grade 11, Open
BDP3O
Page 56
Accounting Essentials
Grade 11, Workplace
BAI3E
Page 56
Marketing: Retail and Service
Grade 11, Workplace
BMX3E
Page 57
Financial Accounting Principles
Grade 12, University/College
BAT4M
Page 56
International Business Fundamentals
Grade 12, University/College
BBB4M
Page 57
Business Leadership: Management Fundamentals
Grade 12, University/College
BOH4M
Page 57
Entrepreneurship: Venture Planning in an Electronic Age
Grade 12, College
BDV4C
Page 57
Information and Communication Technology:
Multimedia Solutions
Grade 12, College
BTX4C
Page 57
Information and Communication Technology in the Workplace
Grade 12, Workplace
BTX4E
Page 57
Accounting for a Small Business
Grade 12, Workplace
BAN4E
Page 56
International Business Essentials
Grade 12, Workplace
BBB4E
Page 57
Business Leadership: Becoming a Manager
Grade 12, Workplace
BOG4E
Page 58
2015-2016 Course Selection Guide Grades 9-12 | 29

Ottawa Catholic Secondary Schools
The Canadian and World Studies program encompasses five subjects: Economics, Geography, History, Law and
Politics. An important goal of the program is to help students develop the knowledge, skills and values they need to become responsible citizens and informed participants in Canada’s democracy in the 21st century.
In grades 9 and 10, students are required to take compulsory courses in Grade 9 Issues in Canadian Geography which is offered at the academic and applied levels and Grade 10 Canadian History since World War I, which is offered at the academic and applied levels. In addition, Grade 10 students will take a compulsory half-credit in Civics, which is an open course.
In grades 11 and 12, courses are available in all five component subjects. Students may select courses from a variety of types: university preparation, college preparation, university/college preparation, workplace preparation and open courses. Students may also use a senior level Canadian and World Studies credit to fulfill additional compulsory credit diploma requirements.
Career paths related to Canadian and World Studies include social science, education, government services, religion, art, culture, recreation and sport, business, finance and administration.
Economics
The Individual and the Economy
Grade 11, University/College
CIE3M
Page 58
Canadian History since World War I
Grade 10, Academic
CHC2D
Page 60
Canadian History since World War I
Grade 10, Applied
CHC2P
Page 60
Law
Understanding Canadian Law
Grade 11, University/College
CLU3M
Page 61
Understanding Canadian Law in Everyday Life
Grade 11, Workplace
CLU3E
Page 61
Analysing Current Economic
Issues
Grade 12, University
CIA4U
Page 58
Making Personal Economic
Choices
Grade 12, Workplace
CIC4E
Page 58
Canadian and International Law
Grade 12, University
CLN4U
Page 61
Legal Studies
Grade 12, College
CLN4C
Page 61
Canadian and World Politics
Grade 12, University
CPW4U
Page 61
Any Grade 11 or 12 University or
University/College preparation course in Canadian and World
Studies, English, or Social
Sciences and Humanities
This chart maps out all the courses in the discipline and shows the link between courses and the possible prerequisites for them. It does not attempt to depict all possible movements from course to course.
The page number indicates the location of the course description.
30 | 2015-2016 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools
Issues in Canadian Geography
Grade 9, Academic
CGC1D
Page 58
Issues in Canadian Geography
Grade 9, Applied
CGC1P
Page 58
Regional Geography
Grade 11, University/College
CGD3M
Page 59
Forces of Nature:
Physical Processes and Disasters
Grade 11, University/College
CGF3M
Page 59
Any Grade 11 or 12 university or university/college preparation course in Canadian and World
Studies, English, or Social
Sciences and Humanities
Introduction to Spatial
Technologies
Grade 11, Open
CGT3O
Page 59
Travel and Tourism: A Geographic
Perspective
Grade 11, Open
CGG3O
Page 59
World Issues:
A Geographic Analysis
Grade 12, University
CGW4U
Page 59
World Issues:
A Geographic Analysis
Grade 12, College
CGW4C
Page 59
Spatial Technologies in Action
Grade 12, University/College
CGO4M
Page 59
The Environment and Resource
Management
Grade 12, University/College
CGR4M
Page 59
Living in a Sustainable World
Grade 12, Workplace
CGR4E
Page 59
This chart maps out all the courses in the discipline and shows the link between courses and the possible prerequisites for them. It does not attempt to depict all possible movements from course to course.
The page number indicates the location of the course description.
2015-2016 Course Selection Guide Grades 9-12 | 31

Ottawa Catholic Secondary Schools
Canadian History since World War I
Grade 10, Academic
CHC2D
Page 60
Canadian History since World War I
Grade 10, Applied
CHC2P
Page 60
Civics and Citizenship
Grade 10, Open (half-credit)
CHV2O
Page 61
American History
Grade 11, University
CHA3U
Page 60
World History to the end of Fifteenth Century
Grade 11, University/College
CHW3M
Page 60
Any Grade 11 or 12 university or university/college preparation course in Canadian and World
Studies, English, or Social
Sciences and Humanities
World History since 1900:
Global and Regional Interactions
Grade 11, Open
CHT3O
Page 60
Any Grade 11 or 12 college preparation course in Canadian and World Studies, English, or
Social Sciences and Humanities
Canada: History, Identity, and Culture
Grade 12, University
CHI4U
Page 61
World History:
The West and the World
Grade 12, University
CHY4U
Page 60
World History:
The West and the World
Grade 12, College
CHY4C
Page 60
Adventures in World History
Grade 12, Workplace
CHM4E
Page 60
This chart maps out all the courses in the discipline and shows the link between courses and the possible prerequisites for them. It does not attempt to depict all possible movements from course to course.
The page number indicates the location of the course description.
32 | 2015-2016 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools
Computer studies are relevant for all students because it incorporates a broad range of transferable problemsolving skills and techniques, including logical thinking, creative design, synthesis and evaluation. It also teaches generically useful skills in such areas as communication, time management, organization and teamwork. Students live in a technologically rich world and computer studies will provide them with the knowledge and skills to better understand the underpinnings of current computer technology and prepare them for emerging technologies.
The major focus of these courses is the development of programming skills, which are useful skills that can be used in all pathways. The computer studies program will build a strong foundation for those who wish to move on to further study and training in specialized areas such as game development, computer programming, technology administration, database analysis, multimedia and web production, analytics, computer science, education, computer engineering, software engineering and information technology. These courses will introduce students to the excitement and opportunities afforded by this dynamic field and will begin to prepare them for a wide range of rewarding careers.
Introduction to
Computer Studies
ICS2O
Page 62
Introduction to
Computer Programming
ICS3C
Page 62
Introduction to
Computer Science
ICS3U
Page 62
Computer
Programming
ICS4C
Page 62
Computer
Science
ICS4U
Page 62
Note: Computer Studies is the former Part B: Computer and Information Science under Technological Education
2015-2016 Course Selection Guide Grades 9-12 | 33

Ottawa Catholic Secondary Schools
The English program includes compulsory courses for graduation and optional courses, which are electives. The compulsory courses emphasize strong core competencies in reading, writing, oral communication and media studies.
Students must take a compulsory English credit in each of grades 9 through 12. They may choose between academic, applied and locally developed courses in grades 9 and 10. In grades 11 and 12, students may choose from three types of courses: university preparation, college preparation and workplace preparation.
The elective course available for grades 9 and 10 is ELS2O-Literacy Skills. Elective courses also are available in grades 11 and 12. These optional courses allow students to explore individual interests and to deepen and extend the knowledge and skills acquired in the compulsory courses through more thematic and specialized study. Students may choose to take one of the optional English courses to fulfill an additional compulsory credit requirement for graduation.
The English curriculum recognizes the central importance of language and literature in learning and everyday life and prepares students for the literacy demands they will face as members of a global community. Equally important, it should encourage students to develop a lifelong love of reading and writing. Skills acquired in English courses will be useful in all career paths, particularly social science, government services and education and arts and culture.
Compulsory Courses
English
ENG1D
Grade 9, Academic
Page 62
English
ENG1P
Grade 9, Applied
Page 62
English
ENG1L
Grade 9, LDCC
Page 62
English
ENG2D
Grade 10, Academic
Page 63
English
ENG2P
Grade 10, Applied
Page 63
English
ENG2L
Grade 10, LDCC
Page 63
English
ENG3U
Grade 11, University
Page 63
English
ENG3C
Grade 11, College
Page 63
English
ENG3E
Grade 11, Workplace
Page 63
English
ENG4U
Grade 12, University
Page 63
English
ENG4C
Grade 12, College
Page 63
English
ENG4E
Grade 12, Workplace
Page 63
This chart maps out all the courses in the discipline and shows the link between courses and the possible prerequisites for them. It does not attempt to depict all possible movements from course to course.
The page number indicates the location of the course description.
34 | 2015-2016 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools
Literacy Skills:
Reading and Writing
ELS2O
Grade 10, Open
Page 64
English
ENG2D
Grade 10, Academic
Page 63
English
ENG2P
Grade 10, Applied
Page 63
English
ENG2L
Grade 10
Locally Developed Course
Page 63
English
ENG3U
Grade 11, University
Page 63
Canadian Literature
ETC3M
Grade 11, University/College
Page 64
English
ENG3C
Grade 11, College
Page 63
Media Studies
EMS3O
Grade 11, Open
Page 64
Studies in Literature
ETS4U
Grade 12, University
Page 64
The Writer’s Craft
EWC4U
Grade 12, University
Page 64
Studies in Literature
ETS4C
Grade 12, College
Page 64
Presentation and Speaking
Skills
EPS3O
Grade 11, Open
Page 64
English
ENG3E
Grade 11, Workplace
Page 63
The Writer’s Craft
EWC4C
Grade 12, College
Page 64
Communication in the World of Business and Technology
EBT4O
Grade 12, Open
Page 64
Ontario Secondary School
Literacy Course
OLC4O
Grade 12, Open
Page 65
This chart maps out all the courses in the discipline and shows the link between courses and the possible prerequisites for them. It does not attempt to depict all possible movements from course to course.
The page number indicates the location of the course description.
2015-2016 Course Selection Guide Grades 9-12 | 35

Ottawa Catholic Secondary Schools
Courses in English as a Second Language (ESL) assist students whose first language is not English, to learn the language of instruction. Students develop English Language proficiency skills beginning in Level 1 with a focus on oral and written English skills for daily needs. Courses continue to prepare students to use English with increasing accuracy in focusing on the development of reading, writing and oral presentation skills required for success in all subjects.
Depending on the student’s previous experience with English, they may be placed in ESL Level 1, 2, 3, 4 or 5. For example, a student who has been in full-time education in the country of origin but who has never studied English would be placed in ESL Level 1.
English Literacy Development (ELD) courses provide literacy development for students who have significant gaps in their education. These courses are for students of all language backgrounds who have recently arrived from countries where access to education may have been very limited. Some may have had few opportunities to develop literacy skills in any language yet have sufficient knowledge of oral English to benefit from literacy instruction in English.
A student from an English-speaking country who has had limited opportunities to develop literacy skills may also benefit from placement in an ELD course. Students who have no knowledge of English and who have not had opportunities to develop literacy skills in their own language may benefit from placement in both ESL and ELD courses.
The chart below shows how most students may progress through their ESL and/or ELD courses and into mainstream English courses. Not all students will follow this sequence exactly and individual students may vary in the rate at which they progress through the levels.
English Literacy
Development
ELD Level 1
ELDAO
Page 65
English as a Second
Language
ESL Level 1
ESLAO
Page 66
ELD Level 2
ELDBO
Page 65
ESL Level 2
ESLBO
Page 66
ELD Level 3
ELDCO
Page 65
ESL Level 3
ESLCO
Page 66
ELD Level 4
ELDDO
Page 65 Mainstream
English Courses
ENG 1P/1D
ENG 2P/2D
ENG 3E/4E
Page 63
ENG 3U/3C
ENG 4U/4C
Page 63
ESL Level 4
ESLDO
Page 66
ESL Level 5
ESLEO
Page 66
ELD Level 5
ELDEO
Page 65
Mainstream
English Courses
ENG 1L/2L
ENG 1P/2P
ENG 3E/4E
Page 62
36 | 2015-2016 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools
The Core and Immersion French programs’ common purpose is to develop students’ communicative competence.
In both programs, language is highly contextualized and all four skills - listening, speaking, reading and writing - are regularly used.
Teachers and students must use French as a means of communication in class, to allow opportunity for an authentic use of the language. The cultural aspect is integrated into daily instruction. The two programs differ in the focus and in the language competency expected of students. Language learning is a lifelong process. Students are encouraged to seek additional exposure to the language and to seek opportunities to interact in French outside the classroom, in order to become fluent.
FSL programs benefit all students whether or not they plan post-secondary studies in French. Studies show that learning another language has positive effects on intellectual growth. It improves overall school performance and develops superior problem-solving skills, making students more creative and better at solving complex problems.
It improves students’ understanding of their own language and culture, opens the door to other cultures and helps with understanding and appreciating people from other countries.
It also develops students’ lifelong ability to communicate with more people.
It increases job and business opportunities in the many careers where knowing another language is an asset, with a potential for higher income and career advancement.
Core French
Grade 9, Academic
FSF1D
Page 67
Core French
Grade 9, Applied
FSF1P
Page 67
Core French
Grade 9, Introductory,
Open
FSF1O
Page 67
French Immersion
Grade 9, Academic
FIF1D
Page 67
Core French
Grade 10, Academic
FSF2D
Page 68
Core French
Grade 10, Applied
FSF2P
Page 68
Core French
Grade 11, University
FSF3U
Page 68
Core French
Grade 11, Open
FSF3O
Page 68
Core French
Grade 12, University
FSF4U
Page 68
Core French
Grade 12, Open
FSF4O
Page 68
French Immersion
Grade 10, Academic
FIF2D
Page 68
French Immersion
Grade 11, University
FIF3U
Page 68
French Immersion
Grade 12, University
FIF4U
Page 68
The page numbers indicates the location of the course description.
Notes
The prerequisite for Grade 9 Immersion French is the elementary Immersion French program (3800 hours of instruction in French), or equivalent.
2015-2016 Course Selection Guide Grades 9-12 | 37

Ottawa Catholic Secondary Schools
The Guidance and Career Education Program offers open courses designed to help students develop learning and interpersonal skills as well as to identify their educational and career interests and to explore related opportunities.
At the centre of the program is the compulsory Grade 10 Career Studies course in which students learn how to identify and pursue goals in education, work and community activities. The Grade 9 Learning Strategies course, which is optional, focuses on the development of knowledge and skills that will benefit all students. The optional guidance and career education courses offered in grades 11 and 12 revisit some of the fundamental concepts and topics introduced in grades 9 and 10 and explore those issues in greater depth and complexity, as appropriate to students’ developmental stages. All guidance and career education courses encourage both community-based learning and career exploration through community involvement activities, work experience, cooperative education, volunteering, job shadowing, school-work transition programs, apprenticeship programs and internships or mentorships. These courses will help students relate what they learn in school to the community, understand and value of education, recognize the learning opportunities available to them, make choices from among those opportunities and adapt to changing circumstances. The Guidance and Career Education Program will help students make transitions throughout their lives
– from family to school, from school to school, from school to work and from school to lifelong learning.
A credit course in Guidance and Career Education meets the criteria for a Group 1 compulsory credit for diploma purposes.
A maximum of two credits in cooperative education can count as compulsory credits for Group 1, Group 2 and/ or Group 3.
The following websites provide useful career planning information: myBlueprint – myBlueprint.ca/ocsb *
Ontario Skills Passport – www.skills.edu.gov.on.ca
Ontario Job Futures – www.tcu.gov.on.ca
Ontario Prospects – www.edu.gov.on.ca/eng/prospects
Employment Ontario Ottawa Network – www.eoon.ca
OYAP – www.ocsb.ca/oyap www.oyap.com
Ottawa Integrated Labour Market – www.labourmarketottawa.ca
Cooperative
Education
COP3X
Page 70
*More information about myBlueprint can be found on page 24 of this guide.
Cooperative
Education
COP4X
Page 70
Learning Strategies I:
Skills for Success in Secondary School
Grade 9, Open
GLS1O/GLE1O
Page 69
Career Studies
(half-credit) (compulsory)
Grade 10, Open
GLC2O
Page 69
Designing Your Future
Grade 11, Open
GWL3O
Page 69
Advanced Learning
Strategies:
Skills for Success
After Secondary School
Grade 12, Open
GLS4O/GLE4O
Page 70
Discovering
The Workplace
Grade 10, Open
GLD2O
Page 69
Leadership and
Peer Support
Grade 11, Open
GPP3O
Page 69
Navigating
The Workplace
Grade 12, Open
GLN4O
Page 70
This chart maps out all the courses in the discipline. It does not attempt to depict all possible movements from course to course.
The page number indicates the location of the course description.
Note:
GLE1O and GLE2O are offered under special circumstances in consultation with Student Services.
38 | 2015-2016 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools
Are you interested in learning more about healthy active living while having fun and participating in new and familiar physical activities and games with your peers? Whether you prefer individual or team physical activities, fitness-related activities, or outdoor pursuits — the Physical and Health Education program has a course for you!
The Physical and Health Education program promotes healthy active living and participation in a variety of physical activities. The courses will help students to experience a diverse range of traditional and non-traditional physical activities, indoors and out, individually and with peers, in a supportive cooperative learning environment. Students will be introduced to new physical activities and develop or refine their skills and strategies in previously learned activities in the four sports game categories (target, striking/fielding, invasion and net/wall). Students will also learn how their personal actions and decisions will affect their health and well-being currently and in the future.
In the senior grades, specialized Health and Physical Education courses provide an opportunity for students to develop their leadership skills, plan and manage recreational events and improve personal fitness. Health for Life will support students in taking responsibility for improving their own health and developing the skills needed to encourage others to lead healthy lives. Exercise Science is a highly relevant university-bound course, where students learn about how the body works, explore current sport and health issues and discover factors that contribute to the acquisition of physical skills, fitness and enhanced performance.
A future in recreational leadership, the health and fitness industry, the medical field, research, health sciences, coaching or teaching are all available to students who pursue Physical and Health Education studies. A future filled with active, healthy living is the future for all who develop the skills and knowledge at the heart of the Physical and
Health Education program!
For more information on the benefits of Physical and Health education visit our national and provincial websites: www.cahperd.ca and www.ophea.net
Any Grade 11 university or university/college preparation course in science
Exercise Science
Grade 12, University
PSE4U
Page 72
Healthy Active
Living Education
Grade 9, Open
PPL1O
Page 70
Healthy Active
Living Education
Grade 10, Open
PPL2O
Page 70
Health for Life
Grade 11, Open
PPZ3O
Page 71
Recreation and Fitness
Leadership
Grade 12, College
PLF4C
Page 72
Healthy Active Living
Education
Focus Course
Grade 9, Open
PAF1O or PAD1O or
PAR1O or PAI1O or
PAL1O
Page 71
Healthy Active Living
Education
Focus Course
Grade 10, Open
PAF2O or PAD2O or
PAR2O or PAI2O or
PAL2O
Page 71
Healthy Active
Living Education
Grade 11, Open
PPL3O
Page 71
Healthy Active
Living Education
Grade 12, Open
PPL4O
Page 71
Healthy Active Living
Education
Focus Course
Grade 11, Open
PAF3O or PAD3O or
PAR3O or PAI3O or
PAL3O
Page 71
Healthy Active Living
Education
Focus Course
Grade 12, Open
PAF4O or PAD4O or
PAR4O or PAI4O or
PAL4O
Page 71
Total possible credits:
Grade 9 – 2 credits Grade 10 – 2 credits Grade 11 – 3 credits Grade 12 – 4 credits
This chart maps out all the courses in the discipline and shows the link between courses and the possible prerequisites for them. Schools may offer special focus courses in the Health and Physical Education (some examples are
Focus on Outdoor Activities (PAD), Personal and Fitness Activities (PAF), Individual and Small-Group Activities
(PAI), Large Group Activities (PAL), Rhythm and Movement (PAR). A student may take more than one Healthy
Active Living Education course for credit in the same grade.
The page number indicates the location of the course description.
2015-2016 Course Selection Guide Grades 9-12 | 39

Ottawa Catholic Secondary Schools
Interdisciplinary courses provide an integrated approach to learning. These courses are developed by connecting different subjects through themes, issues or problems that require knowledge from the selected areas. For example an interdisciplinary studies course in small business would integrate studies in technological design and business entrepreneurship. For specific interdisciplinary courses, see your high school Student Services Department.
Students may take a maximum of three interdisciplinary studies courses - one each of Interdisciplinary
Studies, Grade 11, Open; Interdisciplinary Studies, Grade 12, University Preparation; and Interdisciplinary
Studies, Grade 12, Open.
Interdisciplinary Studies
Applied Journalism
IDC3O1
Page 72
Interdisciplinary Studies
Mentorship
IDC4U1
Page 73
Interdisciplinary Studies
Police Sciences/Foundations
IDC3O2
Page 72
Maximum of ONE IDC3O credit
Interdisciplinary Studies
Introduction to Police Foundations
IDC4O1
Page 72
Interdisciplinary Studies
Police Services & Fire Protection
IDC4O2
Page 73
Interdisciplinary Studies
Management Sports & Event
Planning
IDC4U2
Page 73
Interdisciplinary Studies
Global Awareness through Theatre
IDC4U4
Page 73
Maximum of ONE IDC4O credit Interdisciplinary Studies
The Global Citizen in Action
IDC4U5
Page 73
Maximum of ONE IDC4U credit
Courses in Interdisciplinary Studies, Grades 11 and 12
Grade Course Name Course Type
11 Interdisciplinary Studies Open
12
12
Interdisciplinary Studies
Interdisciplinary Studies
University
Open
Course Code
IDC3O
IDC4U
IDC4O
Prerequisite
None
Any University or
University/College preparation course
None
40 | 2015-2016 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools
Language is our principal means of communication. As technology brings people and societies from around the world closer together, the ability to communicate in more than two languages becomes increasingly important.
The study of languages beyond French and English, the two Canadian official languages, helps students to express themselves with confidence and develops their ability to solve problems and to think creatively. These skills enable students to analyse and use information from around the world and to communicate effectively in the international language both for business and personal purposes.
The International Language program develops students’ oral communication and listening skills and enhances their general learning skills. Students who are multilingual also develop a greater sensitivity towards others and respect for the diverse peoples who make up the communities in which they live. In addition, because language learning is closely related to culture, students have the opportunity to explore related areas of study such as history, geography, music, art, business and world issues. Knowledge of international languages allows students to communicate effectively, value diversity and participate productively in the international community.
Italian
LWIAO
Page 74
Spanish
LWSAO
Page 74
Spanish
LWSBO
Page 74
This chart maps out all the courses in the discipline and shows the link between courses and the possible prerequisites for them. It does not attempt to depict all possible movements from course to course.
The page number indicates the location of the course description.
2015-2016 Course Selection Guide Grades 9-12 | 41

Ottawa Catholic Secondary Schools
Unprecedented changes that are taking place in today’s world will profoundly affect the futures of today’s students.
To meet the demands of the world in which they will live, students will need to adapt to changing conditions and to learn independently. They will require the ability to use technology effectively and the skills for processing large amounts of quantitative information. Today’s mathematics curriculum must prepare students for their future.
The development of sophisticated yet easily used calculators and computers is changing the role of procedure and technique in mathematics. Operations that have been an essential part of a procedures-focused curriculum for decades can now be accomplished quickly and effectively using technology, so that students can now solve problems that were previously too time consuming to attempt and can focus on underlying concepts.
Mathematical knowledge becomes meaningful and powerful in application. This curriculum embeds the learning of mathematics in the solving of problems based on real-life situations. Rich problem-solving situations can be drawn from closely related disciplines, such as computer science, physics, or technology, as well as from subjects historically thought of as distant from mathematics, such as geography or art.
The philosophy of the grade 9 and grade 10 courses reflects the belief that students learn mathematics effectively when they have initial opportunities to explore through hands-on experiences, followed by careful guidance into an understanding of the abstract mathematics involved. To transfer from Grade 9 Applied to Grade 10 Academic Math,
a student must take a transfer MPM1H course. Grade 11 and 12 courses in this curriculum build on the knowledge of concepts and the skills developed in the earlier grades, extending students’ knowledge in new areas and requiring them to solve more complex problems. Students in grades 11 and 12 will continue to develop key skills and make connections through the exploration of applications. The understanding of abstract mathematics is central to the curriculum in grades 11 and 12 and its development may occur in various ways.
The importance of communication in mathematics is a highlight of the elementary school curriculum and continues to be a highlight in secondary school. This curriculum assumes a classroom environment in which students are called upon to explain their reasoning in writing, or orally to the teacher, to the class, or to other students in a group.
Calculus and Vectors
Grade 12, University
MCV4U
Page 75
course through Continuing Education.
Mathematics
Grade 9
Locally Developed
Course
MAT1L
Page 74
Mathematics
Grade 10
Locally Developed
Course
MAT2L
Page 75
Functions
Grade 11, University
MCR3U
Page 75
Advanced Functions
Grade 12, University
MHF4U
Page 75
Principles of
Mathematics
Grade 9, Academic
MPM1D
Page 74
Foundations of
Mathematics
Grade 9, Applied
MFM1P
Page 74
Principles of
Mathematics
Grade 10, Academic
MPM2D
Page 74
Foundations of
Mathematics
Grade 10, Applied
MFM2P
Page 74
Functions and
Applications
Grade 11,
University/College
MCF3M
Page 75
Foundations for
College Math
Grade 11, College
MBF3C
Page 75
Math for Work and Everyday Life
Grade 11,
Workplace
MEL3E
Page 75
Math of Data Management
Grade 12, University
MDM4U
Page 76
Math for College Technology
Grade 12, College
MCT4C
Page 76
Foundations for
College Math
Grade 12, College
MAP4C
Page 76
Math for Work and Everyday Life
Grade 12, Workplace
MEL4E
Page 76
This chart maps out all the courses in the discipline and shows the link between courses and the possible prerequisites for them. It does not attempt to depict all possible movements from course to course.
The page number indicates the location of the course description.
42 | 2015-2016 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools
The impact of science on our lives will continue to grow as the 21st century unfolds. Science underpins much of what we now take for granted, from lifesaving pharmaceuticals to clean water, the places we live and work in, computers and other information technologies and how we communicate with others. Scientific literacy for all is a goal of science education throughout the world. A scientifically literate person can read and understand media reports about science, critically evaluate the information presented and confidently engage in discussions about decision-making activities regarding issues that involve science. Achieving a high level of scientific literacy is not the same as becoming a scientist. The notion of thriving in a science-based world applies as much to a small businessperson, a lawyer, a construction worker, a car mechanic or a travel agent as it does to a doctor, an engineer, or a research scientist. While the specific knowledge and skills for each of these occupations vary, the basic goal of thriving in a science-based world remains the same.
Science courses have been designed for a wide variety of students, taking into account their interests and possible pathways — from workplace, to apprenticeship, to college and to university.
The three goals of the science program are as follows:
1. to relate science to technology, society and the environment;
2. to develop the skills, strategies and habits of mind required for scientific inquiry;
3. to understand the basic concepts of science.
Throughout the secondary science program, students will have opportunities to interact with living things and to work with a variety of equipment and materials.
Courses in grade 9 and 10 science are organized into strands that include biology, chemistry, earth and space science and physics. The content and skills of the grade 7 and 8 program creates a strong foundation for students entering grade 9.
Please Note: Some schools choose to offer selected science courses (SBI3C, SCH4C, SPH4C) in alternate years. Students may have to consider course planning over two years.
Biology
Grade 11, University
SBI3U
Page 77
Earth and Space Science
Grade 12, University
SES4U
Page 78
Biology
Grade 12, University
SBI4U
Page 78
Science
Grade 9, Academic
SNC1D
Page 76
Science
Grade 10, Academic
SNC2D
Page 77
Chemistry
Grade 11, University
SCH3U
Page 77
Physics
Grade 11, University
SPH3U
Page 78
Chemistry
Grade 12, University
SCH4U
Page 78
Physics
Grade 12, University
SPH4U
Page 78 Science
Grade 9, Applied
SNC1P
Page 76
Any Grade 11 University,
University/College, or
College preparation course in science
Science
Grade 12, University/College
SNC4M
Page 79
Science
Grade 10, Applied
SNC2P
Page 77
Environmental Science
Grade 11, University/
College
SVN3M
Page 77
Biology
Grade 11, College
SBI3C
Page 77
Chemistry
Grade 12, College
SCH4C
Page 78
Physics
Grade 12, College
SPH4C
Page 78
Science
Grade 9
Locally Developed Course
SNC1L
Page 76
Science
Grade 10
Locally Developed Course
SNC2L
Page 77
Environmental Science
Grade 11, Workplace
SVN3E
Page 77
Science
Grade 12, Workplace
SNC4E
Page 79
This chart maps out all the courses in the discipline and shows the link between courses and the possible prerequisites for them. It does not attempt to depict all possible movements from course to course. The page number indicates the location of the course description.
2015-2016 Course Selection Guide Grades 9-12 | 43

Ottawa Catholic Secondary Schools
The Social Sciences and Humanities program comprises four subject areas: general social sciences, family studies, philosophy and world religions. (Please see the Religious Education section for descriptors of Philosophy and Religion courses). These subject areas are concerned with how students view themselves, their families, their communities and society as they seek to find meaning in the world around them. Through practical experiences, discussions, debates, research, study and reflection, social science and humanities courses help students to become self- motivated problem solvers.
The grade 9 and 10 program deals solely with Family Studies and all courses are open courses, which comprise a set of expectations appropriate for all students. In grades 11 and 12, five types of courses are available: university preparation, university/college preparation, college preparation, workplace preparation and open classes.
Career paths related to social science and humanities include health, social science, education, government service and religion, art culture, recreation and sport and sales and service.
Exploring Family Studies
Grade 9 or 10, Open
HIF1O/2O
Page 79
Food and Nutrition
Grade 9 or 10, Open
HFN1O/2O
Page 79
Any Grade 11 or 12 University or
University/College preparation course in social sciences and humanities,
English, or Canadian and world studies
Introduction to Anthropology,
Psychology and Sociology
Grade 11, University/College
HSP3U
Page 80
Introduction to Anthropology,
Psychology and Sociology
Grade 11, College
HSP3C
Page 80
World Religions: Beliefs and Traditions:
Perspective, Issues and Challenges
Grade 11, University/College
HRT3M
Page 51
Working with Infants and Young Children
Grade 11, College
HPW3C
Page 79
This chart maps out all the courses in the discipline and shows the link between courses and the possible prerequisites for them. It does not attempt to depict all possible movements from course to course.
The page number indicates the location of the course description.
44 | 2015-2016 Course Selection Guide Grades 9-12
Understanding Fashion
Grade 11, College
HNC3C
Page 79
Raising Healthy Children
Grade 11, Open
HPC3O
Page 79
World Religions: Beliefs and
Traditions in Daily Life
Grade 11, Open
HRF3O
Page 51
Philosophy: Questions and Theories
Grade 12, University
HZT4U
Page 52
Challenge and Change in Society
Grade 12, University
HSB4U
Page 81
Nutrition and Health
Grade 12, University
HFA4U
Page 81
Nutrition and Health
Grade 12, College
HFA4C
Page 80
Families in Canada
Grade 12, College
HHS4C
Page 80
Families in Canada
Grade 12, University
HHS4U
Page 80
Human Development
Through the Lifespan
Grade 12, University/College
HHG4M
Page 80
Working with School-Age
Children and Adolescents
Grade 12, College
HPD4C
Page 81
The World of Fashion
Grade 12, University/College
HNB4M
Page 80
Personal Life Management
Grade 12, Open
HIP4O
Page 80

Ottawa Catholic Secondary Schools
We live in a technological world. Technological innovation influences all areas of life, from the actions of individuals to those of nations. It addresses basic human needs and provides the tools and processes for the exploration of both the known and the unknown world.
The power of technology, its pervasiveness and its continual advances demand that today’s students become problem solvers who are self- sufficient, entrepreneurial and technologically literate. Students must acquire the technological skills and knowledge required to participate in a competitive, global economy. They must become critical and innovative thinkers, able to question, understand and respond to the implications of technological innovation, as well as to find solutions and develop products.
Technological Education focuses on developing your ability to work creatively and competently with technologies that are central to your life as you meet the challenges and opportunities of the 21st century.
Technological Education covers a broad range of courses leading to careers across a wide spectrum of disciplines.
Many of the sectors also offer emphasis courses, to allow for a greater focus on one area of the sector.
These courses fall under several main areas:
Communications (TGJ)
Covering careers in print and web based publishing, graphics, journalism, advertising, multimedia production, animation, photography and broadcasting
Emphasis courses include: Interactive New Media and Animation (TGI), Photography and Digital Imaging (TGP),
Print and Graphic Communication (TGG), TV, Video and Movie Production (TGV)
Computer Engineering Technology (TEJ)
Covering career paths in computer and networking hardware, computer systems, programming and electronics engineering
Construction (TCJ, TWJ)
Careers in residential and commercial construction, architecture, furniture making and related skilled trades.
Green Industries (THJ)
Covering careers in agriculture, forestry, horticulture, landscaping and the environment
Hairstyling and Aesthetics (TXJ)
Covering careers in hairstyling, cosmetology and salon and spa management
Health (TPJ, TOJ)
Covering careers in health care, geriatrics, childcare and medicine
Hospitality and Tourism (TFJ)
Careers in restaurants, hotels, travel agencies, tourist attractions, outdoor adventure and related skilled trades
Emphasis courses include: Cooking (TFC), Culinary Arts and Management (TFR), Tourism and Travel Planning (TFT)
Manufacturing (TMJ)
Careers in machining, welding, electronic control systems, engineering, product design, mass production and related skilled trades
Emphasis courses include: Robotics and Control Systems (TMR)
Technological Design (TDJ)
Careers in architecture, engineering, industrial design, graphic design, marketing, commercial product design
Emphasis courses include: Architectural Design (TDA), Robotics and Control System Design (TDR)
Transportation (TTJ)
Careers in automotive servicing, small engines, marine, aircraft maintenance, service centres, dealerships and related skilled trades
Emphasis courses include: Auto Service (TTA), Auto Body (TTB), Small Engine and Recreational Equipment (TTS)
Technological Education provides you with the skills and knowledge necessary for success in today’s and tomorrow’s world. A program in Technological Education can prepare you for direct careers in the workforce, or for post-secondary education at community colleges, universities or commercial training programs. Technological Education can also prepare you for apprenticeships in the skilled trades and technical occupations. For more information on high school programs geared for apprenticeships in the skilled trades or college programs, see your Student Services Department.
2015-2016 Course Selection Guide Grades 9-12 | 45

Ottawa Catholic Secondary Schools
Communications Technology
Exploring Technologies
Grade 9, Open
TIJ1O
Page 81
Communications Technology
Grade 10. Open
TGJ2O
Page 81
Exploring
Communications
Technologies
Grade 9, Open
TGJ1O
Page 81
Communications Technology
Grade 11, University/College
TGJ3M
Page 81
Communications Technology
Broadcast and Print
Production
Grade 11, Open
TGJ3O
Page 82
Communications Technology
Grade 12, University/College
TGJ4M
Page 82
Communications Technology
Digital Imagery and Web
Design
Grade 12, Open
TGJ4O
Page 82
Computer Technology
Exploring Technologies
Grade 9, Open
TIJ1O
Page 81
Exploring Computer
Technology
Grade 9, Open
TEJ1O
Page 82
Computer Technology
Grade 10, Open
TEJ2O
Page 82
Computer Engineering
Technology
Grade 11, University/College
TEJ3M
Page 82
Computer Engineering
Technology
Grade 11, Workplace
Preparation
TEJ3E
Page 82
Computer Engineering
Technology
Grade 12, University/College
TEJ4M
Page 83
Computer Engineering
Technology
Grade 12, Workplace
Preparation
TEJ4E
Page 83
Construction Technology
Exploring Technologies
Grade 9, Open
TIJ1O
Page 81
Construction Technology
Grade 10, Open
TCJ2O
Page 83
Exploring Construction
Technology
Grade 9, Open
TCJ1O
Page 83
Construction Engineering
Technology
Grade 11, College Preparation
TCJ3C
Page 83
Construction Technology
Grade 11, Workplace
Preparation
TCJ3E
Page 83
Custom Woodworking
Grade 11, Workplace
Preparation
TWJ3E
Page 84
Construction Engineering
Technology
Grade 12, College Preparation
TCJ4C
Page 83
Construction Technology
Grade 12, Workplace
Preparation
TCJ4E
Page 84
Custom Woodworking Grade
12, Workplace Preparation
TWJ4E
Page 84
46 | 2015-2016 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools
Exploring Technologies
Grade 9, Open
TIJ1O
Page 81
Exploring Green
Industries
Grade 9, Open
THJ1O
Page 84
Green Industries
Grade 10, Open
THJ2O
Page 84
Green Industries
Grade 11, University/
College
THJ3M
Page 84
Green Industries
Grade 11, Workplace
Preparation
THJ3E
Page 84
Green Industries
Grade 12, University/
College
THJ4M
Page 85
Green Industries
Grade 12, Workplace
Preparation
THJ4E
Page 85
Hairstyling and Aesthetics
Exploring Technologies
Grade 9, Open
TIJ1O
Page 81
Exploring Hairstyling and
Aesthetics
Grade 9, Open
TXJ1O
Page 85
Hairstyling and Aesthetics
Grade 10, Open
TXJ2O
Page 85
Hairstyling and Aesthetics
Grade 11, Workplace
Preparation
TXJ3E
Page 85
Hairstyling and Aesthetics
Grade 12, Workplace
Preparation
TXJ4E
Page 85
Health Care
Exploring Technologies
Grade 9, Open
TIJ1O
Page 81
Exploring Health Care
Grade 9, Open
TPJ1O
Page 85
Health Care
Grade 10, Open
TPJ2O
Page 85
Health Care
Grade 11, College
Preparation
TPJ3C
Page 86
Health Care
Grade 11, University/
College
TPJ3M
Page 86
Health Care
Grade 12, College
Preparation
TPJ4C
Page 86
Health Care
Grade 12, University/
College
TPJ4M
Page 86
Child Development and
Gerontology
Grade 12, College
Preparation
TOJ4C
Page 86
Health Care: Support
Services
Grade 12, Workplace
Preparation
TPJ4E
Page 86
2015-2016 Course Selection Guide Grades 9-12 | 47

Ottawa Catholic Secondary Schools
Exploring Technologies
Grade 9, Open
TIJ1O
Page 81
Exploring Hospitality and Tourism
Grade 9, Open
TFJ1O
Page 86
Hospitality and Tourism
Grade 10, Open
TFJ2O
Page 86
Hospitality and Tourism
Grade 11, College
Preparation
TFJ3C
Page 87
Hospitality and Tourism
Grade 11, Workplace
Preparation
TFJ3E
Page 87
Hospitality and Tourism
Grade 12, College
Preparation
TFJ4C
Page 87
Hospitality and Tourism
Grade 12, Workplace
Preparation
TFJ4E
Page 87
Manufacturing Technology
Exploring Technologies
Grade 9, Open
TIJ1O
Page 81
Manufacturing
Technology
Grade 10, Open
TMJ2O
Page 87
Exploring Manufacturing
Technology
Grade 9, Open
TMJ1O
Page 87
Manufacturing
Technology
Grade 11, College
Preparation
TMJ3C
Page 88
Manufacturing
Technology
Grade 11, Workplace
Preparation
TMJ3E
Page 87
Manufacturing
Engineering Technology
Grade 11, University/
College
TMJ3M
Page 88
Manufacturing
Technology
Grade 12, College
Preparation
TMJ4C
Page 88
Manufacturing
Technology
Grade 12, Workplace
Preparation
TMJ4E
Page 88
Manufacturing
Engineering Technology
Grade 12, University/
College
TMJ4M
Page 88
48 | 2015-2016 Course Selection Guide Grades 9-12

Exploring Technologies
Grade 9, Open
TIJ1O
Page 81
Exploring Technological
Design
Grade 9, Open
TDJ1O
Page 88
Technological Design
Grade 10, Open
TDJ2O
Page 88
Technological Design
Grade 11, University/
College
TDJ3M
Page 89
Technological Design and the Environment
Grade 11, Open
TDJ3O
Page 88
Ottawa Catholic Secondary Schools
Technological Design
Grade 12/University/
College
TDJ4M
Page 89
Technological Design and the Twenty-First Century
Grade 12, Open
TDJ4O
Page 89
Transportation Technology
Exploring Technologies
Grade 9, Open
TIJ1O
Page 81
Transportation
Technology
Grade 10, Open
TTJ2O
Page 89
Exploring Transportation
Technology
Grade 9, Open
TTJ1O
Page 89
Transportation
Technology
Grade 11, College
Preparation
TTJ3C
Page 90
Transportation
Technology: Vehicle
Ownership
Grade 11, Open
TTJ3O
Page 89
Transportation
Technology
Grade 12, College
Preparation
TTJ4C
Page 90
Transportation
Technology: Vehicle
Maintenance
Grade 12, Workplace
Preparation
TTJ4E
Page 90
2015-2016 Course Selection Guide Grades 9-12 | 49

Ottawa Catholic Secondary Schools
50 | 2015-2016 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools
Students are required by the Ottawa
Catholic School Board to take one course in Religious Education in each year of secondary school.
This course uses the Beatitudes and
Ten Commandments as a framework to examine the attitudes and actions that characterize the Christian life.
Students will examine the following topics: Be Alive, Be Faithful, Be
Loving, Be Obedient, Be Just, Be
Honest, Be Generous, Be Forgiving and Be Hopeful. Students are encouraged to grow in these Gospel values while actively engaging in a variety of challenging educational activities.
____________________________________
This course requires students to explore the shaping culture through
Gospel values. Students will explore the foundational topics of what does it mean to be human, what is culture and Christ and culture. Other topics that will be examined are on friendship and intimacy, living together in solidarity and relating to the Church and world. Connections between the church and contemporary culture are explored in terms of what it means to be a responsible adolescent in a secular, pluralistic world.
This course enables students to study world religions and belief traditions in local, Canadian and global contexts.
Students will explore aspects of the human quest for meaning and will examine world religions and belief traditions as exemplified in various sacred teachings and principles, rites and passages. They will also study the interaction throughout history between society and various belief traditions and will have opportunities to develop research and inquiry skills related to the study of world religions and belief traditions.
Prerequisite: None
____________________________________
This course provides students with opportunities to explore various world religions and belief traditions. Students will develop knowledge of the terms and concepts relevant to this area of study, will examine the ways in which religions and belief traditions meet various human needs and will learn about the relationship between belief and action. They will examine sacred writings and teachings, consider how concepts of time and place influence different religions and belief traditions and develop research and inquiry skills related to the study of human expressions of belief.
Prerequisite: None
This course invites students to consider the many personal and social issues related to being a Catholic
Christian in the modern world. Many dimensions of the human person are considered: personal development, morality, justice, appreciating creation, relationships, communication, human sexuality, sexual morality and marriage.
Students are invited to consider what it means to be a truly discerning and responsible person.
____________________________________
This course explores a Catholic understanding of moral living where students learn the philosophical and scriptural foundations of ethical thinking and action. The search for the good in life will be traced through a consideration of the good life, norms for moral living, freedom, justice and mercy. Various moral and social issues are studied and evaluated including the importance of human sexuality and marriage. The experience and tradition of the Catholic Church will be considered throughout.
2015-2016 Course Selection Guide Grades 9-12 | 51

Ottawa Catholic Secondary Schools
This course enables students to acquire an understanding of the nature of philosophy and philosophical reasoning skills and to develop and apply their knowledge and skills while exploring specialized branches of philosophy (the course will cover at least three of the following branches: metaphysics, ethics, epistemology, philosophy of science, social and political philosophy, aesthetics).
Students will develop critical thinking and philosophical reasoning skills as they formulate and evaluate arguments related to a variety of philosophical questions and theories. They will also develop research and inquiry skills related to the study and practice of philosophy.
Prerequisite: Any University or
University/College preparation course in social sciences and humanities,
English, or Canadian and world studies
____________________________________
This course integrates two or more of the arts (dance, drama, media arts, music and visual arts), giving students the opportunity to produce and present art works created individually or collaboratively. Students will demonstrate innovation as they learn and apply concepts, styles and conventions unique to the various arts and acquire skills that are transferable beyond the classroom.
Students will use the creative process and responsible practices to explore solutions to integrated arts challenges.
Prerequisite: None
This course gives students the opportunity to explore their technical and compositional skills by applying the elements of dance and the tools of composition in a variety of performance situations. Students will generate movement through structured and unstructured improvisation, demonstrate an understanding of safe practices with regard to themselves and others in the dance environment and identify the function and significance of dance within the global community.
Prerequisite: None
____________________________________
This course emphasizes the development of students’ technique and creative skills relating to the elements of dance and the tools of composition in a variety of performance situations. Students will identify responsible personal and interpersonal practices related to dance processes and production, and will apply technologies and techniques throughout the process of creation to develop artistic scope in the dance arts.
Prerequisite: None
____________________________________
This course emphasizes the development of students’ movement vocabulary relating to global dance genres and of their understanding of the elements of dance and the tools of composition in a variety of performance situations. Students will research and explain how physical, intellectual and artistic skills developed in dance can be applied in a wide range of careers. They will apply technologies and techniques throughout the process of creation and presentation and reflect on how studies in the dance arts affect personal identity.
Prerequisite: None
This course emphasizes the development of students’ artistry, improvisational and compositional skills and technical proficiency in global dance genres. Students will apply dance elements, techniques, and tools in a variety of ways, including performance situations; describe and model responsible practices related to the dance environment; and reflect on how the study of dance affects personal and artistic development.
Prerequisite: Dance, Grade 9 or 10,
Open
____________________________________
This course emphasizes the development of students’ technical proficiency, fluency in the language of movement in global dance genres and understanding of the dance sciences. Students will explain the social, cultural and historical contexts of dance; apply the creative process through the art of dance in a variety of ways; and exhibit an understanding of the purpose and possibilities of continuing engagement in the arts as a lifelong learner.
Prerequisite: Dance, Grade 11,
University/College Preparation
____________________________________
This course enables students to develop performance and interpersonal skills through the study of dance.
Students will apply the elements of dance and the tools of composition to develop a physical vocabulary that can be used to create and communicate through dance. Students will research and explain how physical, intellectual and artistic skills developed in the dance arts are transferable to a wide range of careers and workplace environments. They will develop an understanding of practices associated with healthy living, the benefits of self-discipline and the importance of continuing engagement in the arts.
Prerequisite: Dance, Grade 11, Open
52 | 2015-2016 Course Selection Guide Grades 9-12

May also be offered with a focus on Production (ADD1O)
This course provides opportunities for students to explore dramatic forms and techniques, using material from a wide range of sources and cultures.
Students will use the elements of drama to examine situations and issues that are relevant to their lives.
Students will create, perform, discuss and analyse drama and then reflect on the experiences to develop an understanding of themselves, the art form and the world around them.
Prerequisite: None
____________________________________
May also be offered with a focus on Music Theatre (ADB2O), or
Production (ADD2O)
This course provides opportunities for students to explore dramatic forms, conventions and techniques. Students will explore a variety of dramatic sources from various cultures and representing a range of genres.
Students will use the elements of drama in creating and communicating through dramatic works. Students will assume responsibility for decisions made in the creative and collaborative processes and will reflect on their experiences.
Prerequisite: None
____________________________________
May also be offered with a focus on Music Theatre (ADB3O), or
Production (ADD3O)
This course requires students to engage in dramatic processes and the presentation of dramatic works, and emphasizes the application of drama skills in other contexts and opportunities. Students will interpret and present works in a variety of dramatic forms, create and script original works and critically analyse the processes involved in producing dramatic works. Students will develop a variety of skills related to collaboration and the presentation of dramatic works.
Prerequisite: None
May also be offered with a focus on Music Theatre (ADB3M), or
Production (ADD3M), or Film and Video (ADV3M)
This course requires students to create and perform in dramatic presentations.
Students will analyse, interpret and perform dramatic works from various cultures and time periods. Students will research various acting styles and conventions that could be used in their presentations and analyse the functions of playwrights, directors, actors, designers, technicians and audiences.
Prerequisite: Drama, Grade 9 or 10,
Open
____________________________________
May also be offered with a focus on Music Theatre (ADB4M), or
Production (ADD4M), or Film and Video (ADV4M)
This course requires students to experiment individually and collaboratively with forms and conventions of both drama and theatre from various cultures and time periods.
Students will interpret dramatic literature and other text and media sources while learning about various theories of directing and acting.
Students will examine the significance of dramatic arts in various cultures and will analyze how the knowledge and skills developed in drama are related to their personal skills, social awareness and goals beyond secondary school.
Prerequisite: Drama, Grade 11,
University/College Preparation
____________________________________
This course requires students to create and present a variety of dramatic works relevant to the workplace.
Students will develop character both through hands-on experience and project-based learning to build trust and collaborative skills and develop self-confidence. Students will also explore skills related to the study of drama that can be applied in the workplace.
Prerequisite: Drama, Grade 11, Open
Ottawa Catholic Secondary Schools
This course offers students the opportunity to explore connections between dance, drama, media arts, music and/or visual arts. Students will use the creative process individually and/or collaboratively to produce integrated art works that draw on various disciplines and they will critically analyse art works and determine how interpreting these works affects their own development.
Students will develop responsible practices that are transferable beyond the classroom. They will explore solutions to integrated arts challenges and discover that art is everywhere, influencing and reflecting society.
Prerequisite: Any Grade 9 or 10 Arts course
This course enables students to create media art works by exploring new media, emerging technologies such as digital animation and a variety of traditional art forms such as film, photography, video and visual arts.
Students will acquire communications skills that are transferable beyond the media arts classroom and develop an understanding of responsible practices related to the creative process.
Students will develop the skills necessary to create and interpret media art works.
Prerequisite: None
____________________________________
This course enables students to create media art works using available and emerging technologies such as computer animation, digital imaging, video and a variety of media. Students will explore the elements and principles of media arts, the connections between contemporary media art works and traditional art forms and the importance of using responsible practices when engaged in the creative process. Students will develop the skills necessary to create and interpret media art works.
Prerequisite: None
2015-2016 Course Selection Guide Grades 9-12 | 53

Ottawa Catholic Secondary Schools
This course focuses on the development of media arts skills through the production of art works involving traditional and emerging technologies, tools and techniques such as new media, computer animation and web environments.
Students will explore the evolution of media arts as an extension of traditional art forms, use the creative process to produce effective media art works, and critically analyse the unique characteristics of this art form. Students will examine the role of media artists in shaping audience perceptions of identity, culture and community values.
Prerequisite: Media Arts, Grade 10,
Open, or any Grade 9 or 10 arts course
____________________________________
This course emphasizes the refinement of media arts skills through the creation of a thematic body of work by applying traditional and emerging technologies, tools and techniques such as multimedia, computer animation, installation art and performance art.
Students will develop works that express their views on contemporary issues and will create portfolios suitable for use in either career or postsecondary education applications. Students will critically analyse the role of media artists in shaping audience perceptions of identity, culture and community values.
Prerequisite: Media Arts, Grade 11,
University/College Preparation
____________________________________
This course focuses on a practical approach to a variety of media arts challenges specific to the interests of the student and provides students with opportunities to examine media arts in relationship to the world of work. Students will develop works that express their views on contemporary issues and will create portfolios suitable for use in postsecondary work experiences. Students will critically analyse the role of media artists in shaping audience perceptions of identity, culture and community values, particularly within the context of the workplace.
Prerequisite: Media Arts, Grade 11,
Open
May also be offered with a focus on Guitar (AMG1O), Stage Band
(AMH1O), Repertoire (AMR1O),
Vocal/Choral (AMV1O)
This course emphasizes the creation and performance of music at a level consistent with previous experience and is aimed at developing technique, sensitivity and imagination. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance and a range of reflective and analytical activities. Students will develop an understanding of the conventions and elements of music and of safe practices related to music and will develop a variety of skills transferable to other areas of their life.
Prerequisite: None
*This course is strongly recommended to students intending to pursue studies in Music Grades 10-12.
____________________________________
May also be offered with a focus on Guitar (AMG2O), Stage Band
(AMH2O), Repertoire (AMR2O),
Vocal/Choral (AMV2O)
This course emphasizes the creation and performance of music at a level consistent with previous experience.
Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance and a range of reflective and analytical activities. Students will develop their understanding of musical conventions, practices and terminology and apply the elements of music in a range of activities. They will also explore the function of music in society with reference to the self, communities and cultures.
Prerequisite: None, however, AMU1O recommended
54 | 2015-2016 Course Selection Guide Grades 9-12
May also be offered with a focus on Guitar (AMG3O), Stage Band
(AMH3O), Repertoire (AMR3O),
Vocal/Choral (AMV3O)
This course develops students’ musical literacy through performance and the preparation and presentation of music productions. Students will perform works at a level consistent with previous experience.
Independently and collaboratively, students will use current technology and the creative and critical analysis processes to plan, produce, present and market musical productions.
Students will respond to, reflect on and analyse music from various genres and periods and they will develop skills transferable to other aspects of their life and their careers.
Prerequisite: None, however, AMU2O recommended.
____________________________________
May also be offered with a focus on Guitar (AMG3M), Stage Band
(AMH3M), Repertoire (AMR3M),
Vocal/Choral (AMV3M)
This course provides students with opportunities to develop their musical literacy through the creation, appreciation, analysis and performance of music, including traditional, commercial and art music. Students will apply the creative process when performing appropriate technical exercises and repertoire and will employ the critical analysis processes when reflecting on, responding to and analysing live and recorded performances. Students will consider the function of music in society and the impact of music on individuals and communities. They will explore how to apply skills developed in music to their life and careers.
Prerequisite: Music, Grade 9 or 10,
Open

May also be offered with a focus on Guitar (AMG4M), Stage Band
(AMH4M), Repertoire (AMR4M),
Vocal/Choral (AMV4M)
This course enables students to enhance their musical literacy through the creation, appreciation, analysis and performance of music. Students will perform traditional, commercial and art music and will respond with insight to live and recorded performances. Students will enhance their understanding of the function of music in society and the impact of music on themselves and various communities and cultures. Students will analyse how to apply skills developed in music to their life and careers.
Prerequisite: Music, Grade 11,
University/College Preparation
____________________________________
This course provides students with the fundamental knowledge and skills needed to succeed in the music workplace. Students will, at a level consistent with previous experience, perform appropriate musical works.
Independently and collaboratively, students will use current technology and the creative and critical analysis processes to plan, produce and market music presentations that reflect a broad spectrum of workplace contexts. In addition, students will explore ethical and safe practices related to music.
Prerequisite: Music, Grade 11, Open
This course is exploratory in nature, offering an overview of visual arts as a foundation for further study. Students will become familiar with the elements and principles of design and the expressive qualities of various materials by using a range of media, processes, techniques and styles.
Students will use the creative and critical analysis processes and will interpret art within a personal, contemporary and historical context.
Prerequisite: None
May also be offered with a focus on
Crafts (AWA2O), Ceramics (AWC2O),
Photography (AWQ2O)
This course enables students to develop their skills in producing and presenting art by introducing them to new ideas, materials and processes for artistic exploration and experimentation. Students will apply the elements and principles of design when exploring the creative process.
Students will use the critical analysis process to reflect on and interpret art within a personal, contemporary and historical context.
Prerequisite: None. AVI1O recommended
____________________________________
May also be offered with a focus on Crafts (AWA3O), Interior Design
(AWH3O), Printmaking/Sculpture
(AWO3O), Photography (AWQ3O)
This course focuses on studio activities in the visual arts, such as drawing, painting, sculpture, photography, printmaking, collage and/or multimedia art. Students will use the creative process to create art works that reflect a wide range of subjects and will evaluate works using the critical analysis process. Students will also explore works of art within a personal, contemporary, historical, and cultural context.
Prerequisite: None, however, AVI2O recommended.
____________________________________
May also be offered with a focus on Photography (AWQ3M)
This course enables students to further develop their knowledge and skills in visual arts. Students will use the creative process to explore a wide range of themes through studio work that may include drawing, painting, sculpting and printmaking, as well as the creation of collage, multimedia works and works using emergent technologies. Students will use the critical analysis process when evaluating their own work and the work of others. The course may be delivered as a comprehensive program or through a program focused on a particular artform (e.g. photography, video, computer graphics, information design).
Prerequisite: Visual Arts, Grade 9 or 10,
Open
Ottawa Catholic Secondary Schools
May also be offered with a focus on Crafts (AWH4M), Photography
(AWQ4M)
This course focuses on enabling students to refine their use of the creative process when creating and presenting two- and three-dimensional art works using a variety of traditional and emerging media and technologies.
Students will use the critical analysis process to deconstruct art works and explore connections between art and society. The studio program enables students to explore a range of materials, processes and techniques that can be applied in their own art production. Students will also make connections between various works of art in personal, contemporary, historical and cultural contexts.
Prerequisite: Visual Arts, Grade 11,
University/College Preparation
____________________________________
This course focuses on a practical approach to a variety of art and design projects related to the workplace.
Students will use the creative process to produce a traditional and/or digital portfolio of their work in a variety of media. Students may focus on various aspects of visual arts, including advertising, ceramics, fashion design, graphic arts, jewellery design and/or web design.
Prerequisite: Visual Arts, Grade 11,
Open
Schools may offer special focus courses in the Arts. Every optional course that is offered in dance, dramatic arts, music and visual arts must be based on the expectations of a credit
course that are set out in the provincial curriculum policy documents for the Arts. Students demonstrate achievement of the course expectations through learning activities, which relate to the focus of these courses.
See www.edu.gov.on.ca.
2015-2016 Course Selection Guide Grades 9-12 | 55

Ottawa Catholic Secondary Schools
The Business Studies Certificate is awarded to students who have pursued a concentrated study in business by completing a minimum number of Business Studies credits.
Students are required to complete a minimum of five (5) credits, either through Business Studies courses
(‘B’ codes), CIC3E, CIE3M, CIA4U
(Economics), or cooperative education credits tied to Business courses. See your guidance counsellor for more information.
____________________________________
This course introduces students to the world of business. Students will develop an understanding of the functions of business, including accounting, marketing, information technology, human resources and production and of the importance of ethics and social responsibility. This course builds a foundation for further studies in business and helps students develop the business knowledge and skills they will need in their everyday lives.
____________________________________
This course introduces students to information and communication technology in a business environment and builds a foundation of digital literacy skills necessary for success in a technologically driven society.
Students will develop word processing, spreadsheet, database, desktop publishing, presentation software and website design skills. Throughout the course, there is an emphasis on digital literacy, effective electronic research and communication skills and current issues related to the impact of information and communication technology.
This course introduces students to the fundamental principles and procedures of accounting. Students will develop financial analysis and decision-making skills that will assist them in future studies and/or career opportunities in business. Students will acquire an understanding of accounting for a service and a merchandising business, computerized accounting, financial analysis and current issues and ethics in accounting.
Prerequisite: None
____________________________________
This course introduces students to the accounting cycle of a service business.
Students will use computer application software to record business transactions and to prepare financial statements. Students will also investigate banking and cash management, decision-making, ethical behaviour and career opportunities in the field of accounting.
Prerequisite: None
____________________________________
This course introduces students to advanced accounting principles that will prepare them for post-secondary studies in business. Students will learn about financial statements for various forms of business ownership and how those statements are interpreted in making business decisions. This course further develops accounting methods for assets and introduces accounting for partnerships, corporations and sources of financing.
Prerequisite: Financial Accounting
Fundamentals, Grade 11, University/
College Preparation
This course further develops students’ understanding of the fundamentals of accounting by having them examine each component of the accounting cycle, with an emphasis on the merchandising business. Students will use computer application software to learn how accounting is practised in the workplace. Students will acquire an understanding of payroll systems, inventory, specialized journals, subsidiary ledgers, income tax reporting and budgeting.
Prerequisite: Accounting Essentials,
Grade 11, Workplace Preparation
____________________________________
This course focuses on ways in which entrepreneurs recognize opportunities, generate ideas and organize resources to plan successful ventures that enable them to achieve their goals.
Students will create a venture plan for a student-run, school-based, or summer business. Through hands-on experiences, students will have opportunities to develop the values, traits and skills most often associated with successful entrepreneurs.
Prerequisite: None
____________________________________
This course examines the importance of enterprising employees in today’s changing business environment.
Students will learn about the skills and attributes of enterprising employees, the distinguishing features of their work environments and the challenges and rewards of becoming an enterprising person. Students will also have an opportunity to demonstrate and develop enterprising skills by planning and organizing a school or community event.
Prerequisite: None
56 | 2015-2016 Course Selection Guide Grades 9-12

Entrepreneurship: Venture
This course provides students with the opportunity to develop and apply entrepreneurial skills through the creation of a venture plan that capitalizes on the potential of e-commerce. Students will research and identify an opportunity for a venture. They will then complete the components of a venture plan that includes a website.
Prerequisite: None
____________________________________
This course prepares students for the digital environment. Using a hands-on approach, students will further develop information and communication technology skills through the use of common business software applications. The concept and operation of e-business will be explored and students will design and create an e-business website.
The skills developed in this course will prepare students for success in the workplace and/or postsecondary studies.
Prerequisite: None
____________________________________
This course provides students with the opportunity to apply their information and communication technology skills while working in a team environment.
Through a project-based approach, students will have opportunities to integrate common business software applications and apply multimedia techniques. Students will further develop their understanding of electronic business and e-commerce environments. The skills acquired in this course will prepare students for success in post-secondary studies and in their future careers.
Prerequisite: Information and
Communication Technology: The
Digital Environment, Grade 11, Open
This course provides students with the opportu ni ty to further develop essential work place skills in information and communi cation technology while working in a team environment. Using a project-based approach, students will focus on integrating software applications and applying multimedia software features. Students will ex pand their understanding of e-business and e-commerce environments and workplace ethics. This course will prepare students for a successful transition from secondary school to the workplace.
Prerequisite: Information and
Communication Technology: The
Digital Environment, Grade 11, Open
____________________________________
This course provides an overview of the importance of international business and trade in the global economy and explores the factors that influence success in international markets. Students will learn about the techniques and strategies associated with marketing, distribution and managing international business effectively. This course prepares students for post-secondary programs in business, including international business, marketing and management.
Prerequisite: None
____________________________________
This course provides an introduction to internat ional business. Students will explore the economic relationships that
Canada has developed with other nations and the impact of these relation ships on productivity, prices and variety of goods. This course also introduces students to a variety of career opportunities in international business.
Prerequisite: None
Ottawa Catholic Secondary Schools
This course introduces the fundamental concepts of product marketing, which includes the marketing of goods, services and events. Students will examine how trends, issues, global economic changes and information technology influence consumer buying habits.
Students will engage in marketing research, develop marketing strategies and produce a marketing plan for a product of their choice.
Prerequisite: None
____________________________________
This course focuses on marketing activities in the retail and service sectors. Students will examine trends and global influences on marketing decisions and will learn about the importance of customer service in developing a customer base and maintaining customer loyalty. Through hands-on learning, students will develop personal selling and information technology skills that will prepare them for a variety of marketing-related positions in the workplace.
Prerequisite: None
____________________________________
This course focuses on the development of leadership skills used in managing a successful business.
Students will analyse the role of a leader in business with a focus on decision making, management of group dynamics, workplace stress and conflict, motivation of employees and planning. Effective business communication skills, ethics and social responsibility will be emphasized throughout the course.
Prerequisite: None
2015-2016 Course Selection Guide Grades 9-12 | 57

Ottawa Catholic Secondary Schools
This course helps students prepare for managerial positions in their future careers. Students will focus on the development of core skills required to become a successful manager, including operations management, inventory control, marketing, financial planning, scheduling and communication. Students will also explore the management challenges of hiring, training and motivating employees and complying with legal requirements.
Prerequisite: None
____________________________________
This course explores challenges facing the Canadian economy as well as the implications of various responses to these challenges. Students will explore the economic role of business, labour and government, as well as their own role as individual consumers and contributors and how all of these influence stability and variability in the Canadian economy. Students will apply the concepts of economic thinking and the economic inquiry process, including economic models, to investigate the impact of economic decisions.
Prerequisite: Canadian History since
World War I, Grade 10, Academic or
Applied
This course enables students to develop their ability to make informed decisions about their use of money and other resources. Students will examine practical financial matters such as taxes, credit and interest, as well as various economic issues, such as those related to black markets, fair trade, cooperatives, or cross-border shopping. They will apply the concepts of economic thinking and the economic inquiry process, including economic models, to investigate how the choices they make regarding these issues may affect their personal economic wellbeing and that of others.
Prerequisite: Canadian History since
World War I, Grade 10, Academic or
Applied, or a locally developed compulsory course (LDCC)
____________________________________
This course examines current national and global economic trends and policies from diverse perspectives.
Students will explore the impact of choices that individuals and institutions, including governments, make in responding to local, national and global economic issues such as globalization and global economic inequalities, trade agreements, national debt, taxation, social spending and consumer debt. Students will apply the concepts of economic thinking and the economic inquiry process, including economic models, to investigate and develop informed opinions about, current economic issues and to help them make reasoned economic decisions.
Prerequisite: Any University or
University/College preparation course in Canadian and World Studies,
English, or Social Sciences and
Humanities
This course focuses on current geographic issues that affect Canadians.
Students will draw on their personal and everyday experiences as they explore a range of issues, including food and water supplies, competing land uses and interactions with the natural environment, developing their awareness that issues that affect their lives are interconnected with issues in other parts of the world. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate choices related to sustainable living in Canada.
____________________________________
This course examines interrelationships within and between Canada’s natural and human systems and how these systems interconnect with those in other parts of the world. Students will explore environmental, economic and social geographic issues relating to topics such as transportation options, energy choices and urban development. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate various geographic issues and to develop possible approaches for making Canada a more sustainable place to live.
____________________________________
This course explores interactions between the land and people in a selected region and its interconnections with other regions of the world. Students will explore geographic issues related to the region’s environmental, economic and social/cultural characteristics, including resource sustainability, import/ export interrelationships and living conditions. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate current regional patterns and trends and to predict future directions for the region and its partnerships.
Note: This course is developed and delivered with a focus, to be determined by the school, on the geography of a selected region or country of the world.
Prerequisite: Canadian Geographic
Issues, Grade 9, Academic or Applied
58 | 2015-2016 Course Selection Guide Grades 9-12

This course focuses on issues related to travel and tourism within and between various regions of the world.
Students will investigate unique environmental, sociocultural, economic and political characteristics of selected world regions. They will explore travel patterns and trends as well as tensions related to tourism and will predict future tourism destinations. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate the impact of the travel industry on natural environments and human communities.
Prerequisite: Canadian Geographic
Issues, Grade 9, Academic or Applied
____________________________________
This course enables students to develop practical skills associated with spatial technologies and to investigate related career opportunities. Students will develop their ability to use geographic information systems (GIS), global positioning systems (GPS) and remote sensing. They will apply the concepts of geographic thinking and the geographic inquiry process when conducting fieldwork, collecting and organizing data and analysing spatial images such as different types of maps and aerial photographs.
Prerequisite: Canadian Geographic
Issues, Grade 9, Academic or Applied
____________________________________
This course examines Earth’s physical patterns and processes and how they create natural disasters and can contribute to human disasters.
Students will explore how physical processes related to Earth’s water, land and air, as well as interactions between these systems, can affect the planet and its people. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate Earth’s natural processes, to make predictions related to natural disasters and to create plans to prepare for and/or respond to them.
Prerequisite: Canadian Geographic
Issues, Grade 9, Academic or Applied
This course provides a foundation for students who wish to pursue a career that requires the ability to use computer-based spatial technologies.
Students will analyse and propose solutions to real-life issues related to spatial organization, such as determining transportation routes, the most appropriate location for community services, or potential conservation and preservation areas.
Students will extend their ability to use geographic information systems (GIS), global positioning systems (GPS) and remote sensing and to create maps, charts and graphs. Students will apply the concepts of geographic thinking and the geographic inquiry process to investigate various issues related to spatial organization.
Prerequisite: Any University, University/ college, or college preparation course in Canadian and World Studies,
English, or Social Sciences and
Humanities
____________________________________
This course examines the impact of human activity on the natural environment. Students will explore the use of natural spaces and resources and how planning decisions and consumer choices affect natural systems. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate practical solutions to environmental issues, enabling them to make more sustainable decisions at home and in the workplace.
Prerequisite: Canadian Geographic
Issues, Grade 9, Academic or Applied
Ottawa Catholic Secondary Schools
This course explores interactions between the natural and human environment, with a particular focus on the impact of human activity on various ecosystems. Students will explore resource management and sustainability practices, as well as related government policy and international protocols. Applying the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, students will investigate the relationship between people and the natural environment and will propose approaches for developing more sustainable relationships, including environmentally responsible actions that support stewardship.
Prerequisite: Any University, University/
College, or College preparation course in Canadian and World Studies, English, or Social Sciences and Humanities
____________________________________
This course explores the global challenge of meeting the basic needs of all people while sustaining the natural environment. Students will examine global inequities, including those related to food, water, energy and development and will explore global issues through environmental, social, economic and political lenses.
Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate a range of current geographic issues facing Canada and the world.
Prerequisite: Canadian Geographic
Issues, Grade 9, Academic or Applied
____________________________________
This course looks at the global challenge of creating a more sustainable and equitable world.
Students will explore a range of issues involving environmental, economic, social and geopolitical interrelationships and will examine governmental policies related to these issues. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate these complex issues, including their impact on natural and human communities around the world.
Prerequisite: Any University or
University/College preparation course in Canadian and World Studies, English, or Social Sciences and Humanities
2015-2016 Course Selection Guide Grades 9-12 | 59

Ottawa Catholic Secondary Schools
This course focuses on the social context of historical developments and events and how they have affected the lives of people in Canada since
1914. Students will explore interactions between various communities in
Canada as well as contributions of individuals and groups to Canadian heritage and identity. Students will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating the continuing relevance of historical developments and how they have helped shape communities in presentday Canada.
Prerequisite: None
____________________________________
This course explores social, economic and political developments and events and their impact on the lives of different groups in Canada since 1914.
Students will examine the role of conflict and cooperation in Canadian society, Canada’s evolving role within the global community and the impact of various individuals, organizations and events on Canadian identity, citizenship and heritage. They will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating key issues and events in Canadian history since 1914.
Prerequisite: None
This course explores the history of various societies around the world, from earliest times to around 1500 CE.
Students will examine life in and the legacy of various ancient and premodern societies throughout the world, including those in, Africa, Asia, Europe and the Americas. Students will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating social, political, and economic structures and historical forces at work in various societies and in different historical eras.
Prerequisite: Canadian History since
World War I, Grade 10, Academic or
Applied
____________________________________
This course traces the social, economic and political development of the United
States from colonial times to the present.
Students will explore the historical context of key developments that shaped the United States, its identity and culture and its role in the global community. They will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating forces in American history.
Prerequisite: Canadian History since
World War I, Grade 10, Academic or
Applied
____________________________________
This course focuses on major developments in world history from
1900 to the present. Students will explore the causes and consequences of global and regional conflicts as well as responses to social, economic and political developments in various countries and regions. Students will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating historical developments and events, including those that continue to affect people in various parts of the world.
Prerequisite: Canadian History since
World War I, Grade 10, Academic or
Applied, or a locally developed compulsory course (LDCC)
60 | 2015-2016 Course Selection Guide Grades 9-12
This course examines significant developments and events in world history from earliest times to the present. Students will explore social, economic and political forces in different times and places and how technology, art and religion have helped shape people’s lives and identities. Students will apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating a variety of human experiences in world history.
Prerequisite: Canadian History since
World War I, Grade 10, Academic or
Applied, or a locally developed
____________________________________
This course explores key developments and events in world history since approximately 1450, with a focus on interactions within and between various regions. Students will examine social, economic and political developments and how they have affected different peoples. Students will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating key turning points in world history and historical forces that have shaped our world.
Prerequisite: Any University, University/
College, or College preparation course in Canadian and World Studies,
English, or Social Sciences and
____________________________________
This course traces major developments and events in world history since approximately 1450. Students will explore social, economic and political changes, the historical roots of contemporary issues and the role of conflict and cooperation in global interrelationships. They will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, as they investigate key issues and assess societal progress or decline in world history.
Prerequisite: Any University or
University/College preparation course in Canadian and World Studies, English, or Social Sciences and Humanities.

This course traces the history of
Canada, with a focus on the evolution of our national identity and culture.
Students will explore various developments and events, both national and international, from precontact to the present and will examine various communities in Canada and how they have contributed to the development of Canadian identity and heritage.
Students will develop their sense of
Canada’s national identity and how and why it has changed throughout the country’s history. They will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, as they investigate the people, events and forces that have shaped Canada.
Prerequisite: Any University or
University/College preparation course in Canadian and World Studies,
English, or Social Sciences and
Humanities
____________________________________
This course enables students to develop a practical understanding of laws that affect the everyday lives of people in Canada, including their own lives. Students will gain an understanding of the need for laws and of their rights, freedoms and responsibilities under Canadian law.
Topics include laws relating to marriage, the workplace, cyber bullying and the processing of criminal offences. Students will apply the concepts of legal thinking and the legal inquiry process and will begin to develop legal reasoning skills and an understanding of Canadian law.
Prerequisite: Canadian History since
World War I, Grade 10, Academic or
Applied, or a locally developed compulsory course (LDCC)
This course explores Canadian law, with a focus on legal issues that are relevant to the lives of people in
Canada. Students will gain an understanding of rights and freedoms in Canada, our legal system and family, contract, employment, tort and criminal law. Students will use case studies and apply the concepts of legal thinking and the legal inquiry process to develop legal reasoning skills and to formulate and communicate informed interpretations of legal issues and they will develop the ability to advocate for new laws.
Prerequisite: Canadian History since
World War I, Grade 10, Academic or
Applied
____________________________________
This course provides a foundation for students who wish to pursue a career that requires an understanding of law.
Students will explore the importance of law, analysing contemporary legal issues and their impact. They will investigate requirements for various law-related careers as well as legal responsibilities in the workplace.
Students will apply the concepts of legal thinking and the legal inquiry process to investigate the role of law in a changing society and will develop conflict-resolution skills needed for negotiation.
Prerequisite: Civics and Citizenship,
Grade 10
____________________________________
This course explores a range of contemporary legal issues and how they are addressed in both Canadian and international law. Students will develop their understanding of the principles of Canadian and international law when exploring rights and freedoms within the context of topics such as religion, security, cyberspace, immigration, crimes against humanity and environmental protection. Students will apply the concepts of legal thinking and the legal inquiry process when investigating these issues in both Canadian and international contexts and they will develop legal reasoning skills and an understanding of conflict resolution in the area of international law.
Prerequisite: Any University or
University/College preparation course in Canadian and World Studies, English, or Social Sciences and Humanities
Ottawa Catholic Secondary Schools
This course explores rights and responsibilities associated with being an active citizen in a democratic society. Students will explore issues of civic importance such as healthy schools, community planning, environmental responsibility and the influence of social media, while developing their understanding of the role of civic engagement and of political processes in the local, national and/or global community.
Students will apply the concepts of political thinking and the political inquiry process to investigate and express informed opinions about, a range of political issues and developments that are both of significance in today’s world and of personal interest to them.
Prerequisite: None
____________________________________
This course explores various perspectives on issues in Canadian and world politics. Students will explore political decision-making and ways in which individuals, stakeholder groups and various institutions, including different levels of government, multinational corporations and non-governmental organizations, respond to and work to influence domestic and international developments. Students will apply the concepts of political thinking and the political inquiry process to investigate current political policies, issues and events and to develop and communicate informed opinions about them.
Prerequisite: Any University or
University/College preparation course in Canadian and World Studies,
English, or Social Sciences and
Humanities.
2015-2016 Course Selection Guide Grades 9-12 | 61

Ottawa Catholic Secondary Schools
This course introduces students to computer programming. Students will plan and write simple computer programs by applying fundamental programming concepts and learn to create clear and maintainable internal documentation. They will also learn to manage a computer by studying hardware configurations, software selection, operating system functions, networking and safe computing practices. Students will also investigate the social impact of computer technologies and develop an understanding of environmental and ethical issues related to the use of computers.
Prerequisite: None
____________________________________
This course introduces students to computer programming concepts and practices. Students will write and test computer programs, using various problem-solving strategies. They will learn the fundamentals of program design and apply a software development life-cycle model to a software development project.
Students will also learn about computer environments and systems and explore environmental issues related to computers, safe computing practices, emerging technologies, and post-secondary opportunities in computer-related fields.
Prerequisite: None
____________________________________
This course introduces students to computer science. Students will design software independently and as part of a team, using industrystandard programming tools and applying the software development life-cycle model. They will also write and use subprograms within computer programs. Students will develop creative solutions for various types of problems as their understanding of the computing environment grows. They will also explore environmental and ergonomic issues, emerging research in computer science and global career trends in computer-related fields.
Prerequisite: None
This course further develops students’ computer programming skills. Students will learn object-oriented programming concepts, create object-oriented software solutions and design graphical user interfaces. Student teams will plan and carry out a software development project using industry-standard programming tools and proper project management techniques. Students will also investigate ethical issues in computing and expand their understanding of environmental issues, emerging technologies and computer-related careers.
Prerequisite: Introduction to Computer
Programming, Grade 11, College
Preparation
____________________________________
Computer
This course enables students to further develop knowledge and skills in computer science. Students will use modular design principles to create complex and fully documented programs, according to industry standards. Student teams will manage a large software development project, from planning through to project review. Students will also analyse algorithms for effectiveness. They will investigate ethical issues in computing and further explore environmental issues, emerging technologies, areas of research in computer science and careers in the field.
Prerequisite: Introduction to Computer
Science, Grade 11, University
Preparation
This course provides foundational literacy and communication skills to prepare students for success in their daily lives, in the workplace and in the
Grade 10 LDCC course. The course is organized into strands that develop listening and speaking skills, reading and viewing skills and writing skills. In all strands, the focus is on developing foundational literacy skills and on using language clearly and accurately in a variety of authentic contexts. Students develop strategies and put into practice the processes involved in speaking, listening, reading, viewing, writing and thinking and reflect regularly upon their growth in these areas.
____________________________________
This course is designed to develop the key oral communication, reading, writing and media literacy skills students need for success in secondary school and daily life.
Students will read, interpret and create a variety of informational, literary and graphic texts. An important focus will be on identifying and using appropriate strategies and processes to improve students’ comprehension of texts and to help them communicate clearly and effectively. The course is intended to prepare students for the Grade 10 applied English course, which leads to college or workplace preparation courses in Grades 11 and 12.
____________________________________
This course is designed to develop the oral communication, reading, writing and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyse literary texts from contemporary and historical periods, interpret informational and graphic texts and create oral, written and media texts in a variety of forms.
An important focus will be on the use of strategies that contribute to effective communication. The course is intended to prepare students for the
Grade 10 academic English course, which leads to university or college preparation courses in Grades 11 and 12.
62 | 2015-2016 Course Selection Guide Grades 9-12

In this course, students focus on extending their literacy and communication skills to prepare for success in their daily lives, in the workplace, in the English Grade 11
Workplace Preparation course, or in the English: Contemporary Aboriginal
Voices, Grade 11 Workplace
Preparation course. The course is organized into strands that extend listening and speaking skills, reading and viewing skills and writing skills.
In all strands, the focus is on refining foundational literacy skills and on using language clearly and accurately in a variety of authentic contexts. Students build on their strategies and engage in the processes involved in speaking, listening, reading, viewing, writing, and thinking and reflect regularly upon their growth in these areas.
Prerequisite: English, Grade 9 credit
____________________________________
This course is designed to extend the range of oral communication, reading, writing and media literacy skills that students need for success in secondary school and daily life.
Students will study and create a variety of informational, literary and graphic texts. An important focus will be on the consolidation of strategies and processes that help students interpret texts and communicate clearly and effectively. This course is intended to prepare students for the compulsory
Grade 11 college or workplace preparation course.
Prerequisite: English, Grade 9,
Academic or Applied
___________________________________
This course is designed to extend the range of oral communication, reading, writing and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyse literary texts from contemporary and historical periods, interpret and evaluate informational and graphic texts and create oral, written and media texts in a variety of forms. An important focus will be on the selective use of strategies that contribute to effective communication.
This course is intended to prepare students for the compulsory Grade 11
University or college preparation course.
Prerequisite: English, Grade 9,
Academic or Applied
This course emphasizes the development of literacy, communication and critical and creative thinking skills necessary for success in the workplace and in daily life. Students will study the content, form and style of a variety of contemporary informational, graphic and literary texts; and create oral, written and media texts in a variety of forms for practical purposes.
An important focus will be on using language clearly and accurately in a variety of formal and informal contexts.
The course is intended to prepare students for the compulsory Grade 12 workplace preparation course.
Prerequisite: English, Grade 10 Credit
____________________________________
This course emphasizes the development of literacy, communication and critical and creative thinking skills necessary for success in academic and daily life. Students will study the content, form and style of a variety of informational and graphic texts, as well as literary texts from Canada and other countries and create oral, written and media texts in a variety of forms for practical and academic purposes.
An important focus will be on using language with precision and clarity.
The course is intended to prepare students for the compulsory Grade 12 college preparation course.
Prerequisite: English, Grade 10,
___________________________________
This course emphasizes the development of literacy, communication and critical and creative thinking skills necessary for success in academic and daily life.
Students will analyse challenging literary texts from various periods, countries and cultures, as well as a range of informational and graphic texts and create oral, written and media texts in a variety of forms.
An important focus will be on using language with precision and clarity and incorporating stylistic devices appropriately and effectively. The course is intended to prepare students for the compulsory Grade 12 University or college preparation course.
Prerequisite: English, Grade 10,
Academic
Ottawa Catholic Secondary Schools
This course emphasizes the consolidation of literacy, communication and critical and creative thinking skills necessary for success in the workplace and in daily life. Students will analyse informational, graphic and literary texts and create oral, written and media texts in a variety of forms for workplace-related and practical purposes. An important focus will be on using language accurately and organizing ideas and information coherently. The course is intended to prepare students for the workplace and active citizenship.
Prerequisite: English, Grade 11,
Workplace Preparation
____________________________________
This course emphasizes the consolidation of literacy, communication and critical and creative thinking skills necessary for success in academic and daily life.
Students will analyse a variety of informational and graphic texts, as well as literary texts from various countries and cultures and create oral, written and media texts in a variety of forms for practical and academic purposes.
An important focus will be on using language with precision and clarity and developing greater control in writing.
The course is intended to prepare students for college or the workplace.
Prerequisite: English, Grade 11,
College Preparation
____________________________________
This course emphasizes the consolidation of the literacy, communication and critical and creative thinking skills necessary for success in academic and daily life.
Students will analyse a range of challenging literary texts from various periods, countries and cultures; interpret and evaluate informational and graphic texts; and create oral, written and media texts in a variety of forms. An important focus will be on using academic language coherently and confidently, selecting the reading strategies best suited to particular texts and particular purposes for reading and developing greater control in writing. The course is intended to prepare students for
University, College, or the workplace.
Prerequisite: English, Grade 11,
University Preparation
2015-2016 Course Selection Guide Grades 9-12 | 63

Ottawa Catholic Secondary Schools
This course is designed to help students strengthen essential reading and writing skills, providing them with the extra literacy support they need in order to graduate. Students will read informational, graphic and literary texts, with a focus on locating information, identifying main ideas and supporting details, building vocabulary and consolidating skills in the application of key comprehension strategies. The course will also help students develop core learning strategies.
Prerequisite: English, Grade 9 credit
____________________________________
This course emphasizes the study and analysis of literary texts by Canadian authors for students with a special interest in Canadian literature.
Students will study the themes, forms and stylistic elements of a variety of literary texts representative of various time periods and of the diverse cultures and regions of Canada, and will respond personally, critically and creatively to them.
Prerequisite: English, Grade 10,
Academic or Applied
____________________________________
This course emphasizes knowledge and skills that will enable students to understand media communication in the twenty-first century and to use media effectively and responsibly.
Through analysing the forms and messages of a variety of media works and audience responses to them and through creating their own media works, students will develop critical thinking skills, aesthetic and ethical judgement and skills in viewing, representing, listening, speaking, reading and writing.
Prerequisite: English, Grade 10,
Academic or Applied
This course emphasizes the knowledge and skills required to plan and make effective presentations and to speak effectively in both formal and informal contexts, using such forms as reports, speeches, debates, panel discussions, storytelling, recitations, interviews and multimedia presentations. Students will research and analyse the content and characteristics of convincing speeches and the techniques of effective speakers; design and rehearse presentations for a variety of purposes and audiences; select and use visual and technological aids to enhance their message; and assess the effectiveness of their own and others’ presentations.
Prerequisite: English, Grade 10,
Academic or Applied
____________________________________
This course emphasizes practical writing and communication skills that are needed in the world of business and technology. Students will analyse the characteristics of effective models of business and technical communications; gather information to write reports, business letters, memos, manuals, instructions and brochures; and integrate graphics and text, using technology appropriately for formatting and special effects. They will also make a number of oral and visual presentations.
Prerequisite: English, Grade 11,
University Preparation, College
Preparation, or Workplace Preparation
____________________________________
This course is for students with a special interest in literature. The course may focus on themes, genres, time periods, or countries. Students will study a variety of forms and stylistic elements of literary texts and respond personally, critically and creatively to them. They will also investigate critical interpretations and complete an independent study project.
Prerequisite: English, Grade 11,
College Preparation
This course is for students with a special interest in literature and literary criticism. The course may focus on themes, genres, time periods, or countries. Students will analyse a range of forms and stylistic elements of literary texts and respond personally, critically and creatively to them. They will also assess critical interpretations, write analytical essays and complete an independent study project.
Prerequisite: English, Grade 11,
University Preparation
____________________________________
This course emphasizes knowledge and skills related to the craft of writing.
Students will investigate models of effective writing; use a workshop approach to write a variety of works; and make considered decisions for improving the quality of their writing.
They will also complete a creative or analytical independent study project and investigate opportunities for publication and for writing careers.
Prerequisite: English, Grade 11,
College Preparation
____________________________________
This course emphasizes knowledge and skills related to the craft of writing.
Students will analyse models of effective writing; use a workshop approach to produce a range of works; identify and use techniques required for specialized forms of writing; and identify effective ways to improve the quality of their writing. They will also complete a major paper as part of a creative or analytical independent study project and investigate opportunities for publication and for writing careers.
Prerequisite: English, Grade 11,
University Preparation
64 | 2015-2016 Course Selection Guide Grades 9-12

This course is designed to help students acquire and demonstrate the cross-curricular literacy skills that are evaluated by the Ontario Secondary
School Literacy Test. Students who complete the course successfully will meet the provincial literacy requirement for graduation. Students will read a variety of informational, narrative and graphic texts and will produce a variety of forms of writing, including summaries, information paragraphs, opinion pieces and news reports.
Students will also maintain and manage a literacy portfolio containing a record of their reading experiences and samples of their writing.
Students who have been eligible to write the Ontario Secondary School
Literacy Test (OSSLT) at least twice and have been unsuccessful at least once, are eligible to take this course to achieve both a Grade 12 credit and their literacy credential for graduation.
____________________________________
These courses are designed for English language learners with limited prior schooling who have not had opportunities to develop ageappropriate literacy skills in any language. These students are from areas of the world where educational opportunities have not been consistently available. Their needs differ in the following two important ways from the needs of their peers who are on the ESL credit pathway and that arrive with age-appropriate schooling:
• They have significant gaps in their education.
• They need more intensive support for a longer period of time.
ELD courses provide an accelerated program of literacy development for these students.
ELD credit courses (ELDAO to ELDEO) are available to English language learners on the ELD credit pathway.
Up to three ELD courses can be applied to the four compulsory English credits required for diploma purposes.
There are five ELD courses based on levels of literacy development and proficiency in English. Depending on learners’ previous educational experience, first-language literacy skills and knowledge of English, students may be placed in ELD Level 1, 2, 3, 4, or 5. For example, a newly arrived student with no prior formal schooling and no first-language literacy skills would be placed in ELD Level 1.
A student with some prior schooling and some knowledge of English might be placed in ELD Level 2 or 3.
____________________________________
This course is intended for English language learners who have had limited access to schooling and thus have significant gaps in their firstlanguage literacy skills. Students will use basic listening and speaking skills to communicate in English for everyday purposes; develop readiness skills for reading and writing; begin to read highly structured texts for everyday and school-related purposes; and use basic English language structures and sentence patterns in speaking and writing. The course will also help students become familiar with school routines and begin to adapt to their new lives in Canada.
Prerequisite: None
____________________________________
This course is intended for English language learners who have had limited access to schooling and thus have gaps in their first-language literacy skills. Students will use their developing listening and speaking skills to communicate in English; develop reading strategies to understand a variety of simple texts; produce simple forms of writing; apply increasing knowledge of English grammatical structures; expand their vocabulary; and develop fundamental study skills. The course will also provide opportunities for students to use school and community resources and build their knowledge of Canada and diversity.
Prerequisite: English Literacy
Development, Level 1
Ottawa Catholic Secondary Schools
This course builds on students’ growing literacy and language skills and extends their ability to communicate in English about familiar and school-related topics. Students will improve their literacy skills through a variety of contextualized and supported reading and writing tasks; distinguish between fact and opinion in short written and oral texts; complete short guided-research projects; make brief oral presentations; and engage in a variety of cooperative learning activities. The course will also enable students to further develop their study skills and personalmanagement strategies and broaden their understanding of Canadian diversity and citizenship.
Prerequisite: English Literacy
Development, Level 2
____________________________________
This course extends students’ literacy skills and ability to apply learning strategies effectively and teaches them how to use community resources to enhance lifelong learning. Students will engage in a variety of guided reading, writing and viewing tasks; use media and community resources to complete guided-research projects; and communicate for a variety of academic and everyday purposes with increasing accuracy and fluency.
This course further develops the critical thinking skills students will need to participate in Canadian society as informed citizens.
Prerequisite: English Literacy
Development, Level 3
2015-2016 Course Selection Guide Grades 9-12 | 65

Ottawa Catholic Secondary Schools
This course provides students with skills and strategies that will allow them to continue their education successfully and pursue pathways to employment that may involve apprenticeship and/or cooperative education programs. Students will develop greater independence in reading and writing, as well as in interpreting media texts; use a range of media and community resources; and communicate both orally and in writing on a variety of topics. This course also expands the critical thinking skills students will need in order to contribute to Canadian society as informed citizens.
Prerequisite: English Literacy
Development, Level 4
____________________________________
These courses are designed for English language learners who have had opportunities to develop language and literacy skills in their own language appropriate to their age or grade level.
Most English language learners are in this group. These learners may be entering secondary school from elementary school alongside their
English-speaking peers, or they may be entering secondary school in
Ontario having recently arrived from other countries. They can read and write in their own language within the expected range for students of their age in their own country. They can build on their existing first-language skills when learning English in an ESL program.
ESL credit courses (ESLAO to ESLEO) are available to English language learners on the ESL credit pathway. Up to three ESL language courses can be applied to the four compulsory English credits required for diploma purposes.
There are five ESL courses based on levels of language proficiency in
English. Depending on a learners’ previous experience with English, students may be placed in ESL Level
1, 2, 3, 4, or 5. For example, a student who has been in full-time education in his or her country of origin but who has never studied English would be placed in ESL Level 1. A student who has been in full-time education in his or her own country and has studied some English might be placed in ESL
Level 2 or 3 on the basis of the initial
English language assessment.
This course builds on students’ previous education and language knowledge to introduce the English language and help students adjust to their new cultural environment.
Students will use beginning English language skills in listening, speaking, reading and writing for everyday and essential academic purposes; use basic English language structures and simple sentence patterns in short conversations; read short adapted texts; and write phrases and short sentences. The course also provides students with the knowledge and skills they need to begin to adapt to their new lives in Canada.
Prerequisite: None
____________________________________
This course expands students’ listening, speaking, reading and writing skills in English for everyday and academic purposes. Students will participate in conversations, in structured situations, on a variety of familiar and new topics; link English sentences to compose paragraphs; read a variety of texts designed or adapted for English language learners; and expand their knowledge of English grammatical structures and sentence patterns. The course also supports students’ continuing adaptation to the
Ontario school system by expanding their knowledge of diversity in their new province and country.
Prerequisite: English as a Second
Language, Level 1
This course extends students’ skills in listening, speaking, reading and writing in English for a variety of everyday and academic purposes.
Students will make short classroom presentations; read a variety of adapted and original texts in English; and write using a variety of forms of text. Students will also expand their academic vocabulary and their study skills to facilitate the transition to the mainstream school program. This course also introduces students to the rights and responsibilities inherent in Canadian citizenship and to a variety of current Canadian issues.
Prerequisite: English as a Second
Language, Level 2
____________________________________
This course prepares students to use
English with increasing fluency and accuracy in classroom and social situations and to participate in
Canadian society as informed citizens.
Students will develop the reading, writing and oral presentation skills required for success in all school subjects. They will study and interpret a variety of grade-level texts; extend listening and speaking skills through participation in discussions and seminars; write narratives, articles, and summaries in English; and respond critically to various print and media texts.
Prerequisite: English as a Second
Language, Level 3
____________________________________
This course provides students with the skills and strategies they need to make the transition to college and university preparation courses in English and other secondary school disciplines.
Students will be encouraged to develop independence in a range of academic tasks. They will participate in debates and lead classroom workshops; read and interpret literary works and academic texts; write essays, narratives and reports; and apply a range of learning strategies and research skills effectively. Students will further develop their ability to respond critically to print and media texts.
Prerequisite: English as a Second
Language, Level 4, or equivalent*
66 | 2015-2016 Course Selection Guide Grades 9-12

This course will explore a variety of contemporary and traditional First
Nations, Métis and Inuit art forms such as new media, storytelling, installation and performance art. Students will examine the interrelationships between
Aboriginal art forms and individual and cultural identities and values. They will create art works to express their own ideas and understanding of Aboriginal identity, relationships and sovereignty by using a range of media, processes, techniques and styles.
Prerequisite: None
____________________________________
This course emphasizes historical and contemporary issues that affect the relationship between Aboriginal peoples and Canadian governments.
Students will examine legal, political, social and economic issues; key aspects of the Indian Act and its revisions that have an impact on the daily lives of Aboriginal persons; the different types of relationships that
Aboriginal peoples have established with other nations throughout history; and the methodology of historical inquiry.
Prerequisite: None
____________________________________
This course focuses on existing and emerging issues of national and regional importance of concern to Aboriginal peoples in Canada.
Students will analyze diverse perspectives from a variety of sources such as media, academic works and public opinion polls on events and developments related to land, community, governance, identity and culture. Using political thinking concepts and the political inquiry process students will explore their own and others’ ideas, investigate an issue to determine what needs to change, why and appropriate problem-solving strategies.
Prerequisite: Grade 10 First Nations,
Métis and Inuit Peoples in Canada,
Open, or Grade 10 Canadian History
Since World War I, Academic or
Applied
This course focuses on the diverse beliefs, values and aspirations between
First Nations, Métis and Inuit peoples of Canada. Students will examine issues of identity facing Aboriginal individuals and communities in connection to changing relationships with the land, nature, one another and
Canada. By examining their own worldview and investigating factors that influence perspectives over time, students will develop their understanding of how traditional and contemporary beliefs and values influence present and future aspirations of Aboriginal peoples.
Prerequisite: Grade 10 First Nations,
Métis and Inuit Peoples in Canada,
Open, or Grade 10 Canadian History
Since World War I, Academic or
This is an introductory course for students who have little or no knowledge of French or who have not accumulated the minimum 600 hours of elementary Core French instruction.
Students will acquire communicative and literacy skills in French, in guided and interactive settings. Students will develop fundamental communication skills through discussing situations and issues that are relevant in their daily lives.
Ottawa Catholic Secondary Schools
This course provides opportunities for students to communicate and interact in French in structured situations on everyday topics and to apply their knowledge of French in everyday situations. Students will continue to develop language knowledge and skills introduced in the elementary Core
French program, through practical applications and concrete examples and will use creative and critical thinking skills in various ways. They will also enhance their understanding and appreciation of diverse Frenchspeaking communities and will develop the skills necessary to become lifelong language learners.
Prerequisite: Minimum of 600 hours of elementary Core French instruction,
____________________________________
This course provides opportunities for students to communicate and interact in French with increasing independence, with a focus on familiar topics related to their daily lives. Students will continue to develop language knowledge and skills by using language-learning strategies introduced in the elementary
Core French program and will apply creative and critical thinking skills in various ways. They will also enhance their understanding and appreciation of diverse French-speaking communities and will develop the skills necessary to become life-long language learners.
Prerequisite: Minimum of 600 hours of elementary Core French instruction,
____________________________________
This course provides opportunities for students to speak and interact in French independently in a variety of real-life and personally relevant contexts. Students will develop their ability to communicate in French with confidence by using language-learning strategies introduced in the elementary
French Immersion program. Students will enhance their knowledge of the language through the study of French-
Canadian literature. They will also continue to increase their understanding and appreciation of diverse French-speaking communities and to develop the skills necessary to become life-long language learners.
Prerequisite: Minimum of 3800 hours of instruction in elementary French
Immersion, or equivalent
2015-2016 Course Selection Guide Grades 9-12 | 67

Ottawa Catholic Secondary Schools
This course provides opportunities for students to communicate in French about everyday matters and topics of personal interest in real-life situations.
Students will exchange information, ideas and opinions with others in structured, guided and increasingly spontaneous spoken interactions.
Students will continue to develop their language knowledge and skills through the consolidation of language-learning strategies for interpreting texts and communicating clearly. They will also increase their understanding and appreciation of diverse French-speaking communities and will continue to develop the skills necessary to become lifelong language learners.
Prerequisite: Core French, Grade 9,
Academic or Applied
____________________________________
This course provides opportunities for students to communicate in French about personally relevant, familiar and academic topics in real-life situations with increasing independence. Students will exchange information, ideas and opinions with others in guided and increasingly spontaneous spoken interactions. Students will continue to develop their language knowledge and skills through the selective use of strategies that contribute to effective communication. They will also increase their understanding and appreciation of diverse French-speaking communities and will continue to develop the skills necessary to become lifelong language learners.
Prerequisite: Core French, Grade 9,
Academic or Applied
____________________________________
This course provides students with extensive opportunities to communicate, interact and think critically and creatively in French.
Students will use a variety of languagelearning strategies in listening, speaking, reading and writing and will respond to and interact with print, oral, visual and electronic texts. Students will develop their knowledge of the
French language through the study of contemporary and historically wellknown French European literature.
They will also continue to increase their understanding and appreciation of diverse French-speaking communities and to develop the skills necessary to become life-long language learners.
Prerequisite: French Immersion,
Grade 9, Academic or Applied
68 | 2015-2016 Course Selection Guide Grades 9-12
This course provides opportunities for students to speak and interact in
French in real-life situations. Students will continue to develop their communication skills, making connections to previous experiences and using newly acquired language knowledge and skills. They will also continue to increase their understanding and appreciation of diverse French-speaking communities and to develop the skills necessary for lifelong language learning.
Prerequisite: Core French, Grade 10,
Academic, Applied
____________________________________
This course offers students extended opportunities to speak and interact in real-life situations in French with greater independence. Students will develop their creative and critical thinking skills through responding to and exploring a variety of oral and written texts. They will continue to broaden their understanding and appreciation of diverse Frenchspeaking communities and to develop the skills necessary for lifelong language learning.
Prerequisite: Core French, Grade 10,
Academic
____________________________________
This course provides opportunities for students to consolidate the communication skills required to speak and interact with increasing confidence and accuracy in French in a variety of academic and social contexts.
Students will apply language-learning strategies while exploring a variety of concrete and abstract topics and will increase their knowledge of the language through the study of French literature from around the world. They will also continue to deepen their understanding and appreciation of diverse French-speaking communities and to develop the skills necessary to become lifelong language learners.
Prerequisite: French Immersion, Grade
10, Academic
This course provides a variety of opportunities for students to speak and interact in French. Students will use language learning strategies in a variety of real-life situations and personally relevant contexts. They will continue to develop their creative and critical thinking skills through responding to and interacting with a variety of oral and written texts.
Students will also continue to develop their understanding and appreciation of diverse French-speaking communities, as well as the skills necessary for lifelong language learning.
Prerequisite: Core French, Grade 11,
Open
____________________________________
This course provides extensive opportunities for students to speak and interact in French independently.
Students will apply language-learning strategies in a wide variety of real-life situations and will continue to develop their creative and critical thinking skills through responding to and interacting with a variety of oral and written texts.
Students will also continue to enrich their understanding and appreciation of diverse French-speaking communities and to develop the skills necessary for lifelong language learning.
Prerequisite: Core French, Grade 11,
University Preparation
____________________________________
This course provides students with extensive opportunities to communicate, interact and think critically and creatively in French.
Students will consolidate languagelearning strategies and apply them while communicating about concrete and abstract topics and will independently respond to and interact with a variety of oral and written texts.
Students will study a selection of
French literature from the Middle Ages to the present. They will also continue to enrich their understanding and appreciation of diverse Frenchspeaking communities and to develop the skills necessary to become lifelong language learners.
Prerequisite: French Immersion, Grade
11, University Preparation

Please refer to your school’s course contract for any other courses taught in French.
Géographie
(CGC1Dl) 1 Immersion Credit
For course description, please refer to
Issues in Canadian Geography
(CGClD), Page 58.
____________________________________
Religion
(HRE1OI) 1 Immersion Credit
For course description, please refer to
Religion (HRElO), Page 51.
____________________________________
Vie active et santé
(PPF1OI, PPM1OI,
PPL1OI) 1 Immersion Credit
For course description, please refer to
Healthy Active Living Education
(PPM1O, PPF1O, PPL1O), Page 70.
____________________________________
Histoire du Canada depuis la
Première Guerre Mondiale
(CHC2DI) 1 Immersion credit
For course description, please refer to
Canadian History since World War I
(CHC2D), Page 60.
____________________________________
Religion
(HRE2OI) 1 Immersion Credit
For course description, please refer to
Religion (HRE2O), Page 51.
____________________________________
Exploration des choix de carrières
(GLC2OI) 0.5 Immersion credit
For course description, please refer to
Career Studies (GLC2O), Page 69.
____________________________________
Éducation a la citoyenneté
(CHV2OI) 0.5 Immersion credit
For course description, please refer to
Civics & Citizenship (CHV2O), Page 61.
____________________________________
Etude des religions - croyances et traditions
(HRT3MI) 1 Immersion credit
For course description please refer to
World Religions (HRT3M), Page 51.
____________________________________
Introduction à la psychologie, la sociologie, et I’anthropologie
(HSP3UI) 1 Immersion credit
For course description, please refer to introduction to Anthropology,
Psychology and Sociology. (HSP3U),
Page 80.
Philosophie
(HZT4UI) 1 Immersion credit
For course description, please refer to
Philosophy (HZT4U), Page 52.
____________________________________
L’Église et la culture
(HRE4MI) 1 Immersion credit
For course description, please refer to
Church and Culture (HRE4M), Page 51.
____________________________________
This course focuses on learning strategies to help students become better, more independent learners.
Students will learn how to develop and apply literacy and numeracy skills, personal management skills and interpersonal and teamwork skills to improve their learning and achievement in school, the workplace and the community. The course helps students build confidence and motivation to pursue opportunities for success in secondary school and beyond.
Prerequisite for GLE1O, GLE2O recommendation of principal, GLS1O none
____________________________________
This course teaches students how to develop and achieve personal goals for future learning, work and community involvement. Students will assess their interests, skills and characteristics and investigate current economic and workplace trends, work opportunities and ways to search for work. The course explores post-secondary learning and career options, prepares students for managing work and life transitions and helps students focus on their goals through the development of a career plan.
Prerequisite: None
Ottawa Catholic Secondary Schools
This course provides students with opportunities to discover and develop the workplace essential skills and work habits required to be successfully employed and helps students make plans for continued learning and work.
Students will develop an understanding of work through practical hands-on experiences in the school and in the community, using real workplace materials. They will investigate occupations of interest through experiential learning opportunities, such as worksite visits, job shadowing, work experience, simulations and entrepreneurial projects.
Prerequisite: None
____________________________________
This course prepares students to make successful transitions to post-secondary destinations as they investigate specific post-secondary options based on their skills, interests and personal characteristics. Students will explore the realities and opportunities of the workplace and examine factors that affect success, while refining their job search and employability skills. Students will develop their portfolios with a focus on their targeted destination and develop an action plan for future success.
Prerequisite: None
____________________________________
This course prepares students to act in leadership and peer support roles.
They will design and implement a plan for contributing to their school and/or community; develop skills in communica tion, interpersonal relations, teamwork and conflict management; and apply those skills in leadership and/or peer support roles – for example, as a student council member or a peer tutor. Students will examine group dynamics and learn the value of diversity within groups and communities.
Prerequisite: None
2015-2016 Course Selection Guide Grades 9-12 | 69

Ottawa Catholic Secondary Schools
This course improves students’ learning and personal management skills, preparing them to make successful transitions to work, training and/or post-secondary education destinations. Students will assess their learning abilities and use literacy, numeracy and research skills and personal management techniques to maximize their learning. Students will investigate trends and resources to support their post-secondary employment, training and/or education choices and develop a plan to help them meet their learning and career goals.
Prerequisite for GLS4O, none.
Prerequisite for GLE4O recommendation of principal
____________________________________
This course provides students with workplace opportunities to develop the essential skills and work habits required for success in all types of workplaces. Students will explore occupations and careers of interest through participation in real workplace experiences. They will make plans for continued learning and work, work with others to design learning experiences and investigate the resources and support required to make a smooth transition to their post-secondary destination.
Prerequisite: None
Cooperative Education
(COP2X, COP3X, COP4X)
A cooperative education course must be based on a related course(s) from an Ontario curriculum policy document or on a Ministry-approved locally developed course in which the student is enrolled or has successfully completed. Any Ministry-approved course may be used as a cooperative education link. The cooperative education course and the related in school course(s) constitute the student’s cooperative education program, designed to suit the individual student’s strengths, skills, interests, needs and future career plans. Students apply to take a cooperative education course during the course selection process. The application process is followed by an interview to determine the student’s suitability for the program. Prior to placement, the student attends structured orientation and preplacement sessions as part of the classroom component of the cooperative education program.
In collaboration with students, subject teachers and placement supervisors, cooperative education teachers prepare personalized placement learning plans (PPLPs), which include a description of the curricular knowledge and skills and the employability skills that students will demonstrate at their placements.
All placements for cooperative education, work experience or schoolwork transition programs must be arranged by the school. Cooperative education courses involve a partnership between education and community businesses and organizations. A maximum of two credits in Cooperative Education can count as compulsory credits towards their Ontario Secondary School
Diploma (OSSD). Students may obtain
1-4 credits within a semester. In exceptional circumstances a student may pursue a fifth coop credit.
This course emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Students will learn movement skills and principles, ways to improve personal fitness and physical competence and safety and injury prevention. They will investigate issues related to healthy sexuality and the use and abuse of alcohol, tobacco and other drugs and will participate in activities designed to develop goalsetting, communication and social skills.
*NOTE: Students may select PPL1O and/or a focus course from the
PPL1O series (PAF, PAL, PAI, PAR,
PAD). Please see the brief descriptors for these Focus courses listed at the end of the PPL series and refer to the specific school addendum to select from the Focus courses offered at your school.
____________________________________
This course emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy living. Student learning will include application of movement principles to refine skills; participation in a variety of activities that enhance personal competence, fitness and health; examination of issues related to healthy sexuality, healthy eating, substance use and abuse; and the use of informed decision making, conflict resolution and social skills in making personal choices.
Prerequisite: None
*NOTE: Students may select PPL2O and/or a focus course from the
PPL2O Series (PAF, PAL, PAI, PAR,
PAD). Please see the brief descriptors for these focus courses listed at the end of the PPL series and refer to the specific school addendum to select from the focus courses offered at your school.
70 | 2015-2016 Course Selection Guide Grades 9-12

This course focuses on the development of a healthy lifestyle and participation in a variety of enjoyable physical activities that have the potential to engage students’ interest throughout their lives. Students will be encouraged to develop personal competence in a variety of movement skills and will be given opportunities to practice goal-setting, decision-making, social and interpersonal skills. Students will also study the components of healthy reproductive health, mental health and personal safety.
Prerequisite: None
Activity fees may be applied. Please check with the Physical and Health
Education Dept. in your school.
*NOTE: Students may select PPL3O and/or a focus course from the PPL
3O series (PAF, PAL, PAI, PAR, PAD).
Please see the brief descriptors for these focus courses listed at the end of the PPL series and refer to the specific school addendum to select from the focus courses offered at your school.
____________________________________
This course focuses on the development of a personalized approach to healthy active living through participation in a variety of sports and recreational activities that have the potential to engage students’ interest throughout their lives. Students will develop and implement personal physical fitness plans. In addition, they will be given opportunities to refine their decision-making, conflictresolution and interpersonal skills, with a view to enhancing their mental health and their relationships with others.
Prerequisite: None
Activity fees may be applied. Please check with the Physical and Health
Education Dept. in your school.
*NOTE: Students may select PPL4O and/or a focus course from the PPL
4O series (PAF, PAL, PAI, PAR, PAD).
Please see the brief descriptors for these focus courses listed at the end of the PPL series and refer to the specific school addendum to select from the focus courses offered at your school.
Schools may offer the Healthy Active
Living (PPL) course in grade 9-12 with a focus on a particular GROUP of activities. A minimum of 4 activities/ sports must be offered in the course.
The variety of activities in the focus course can be achieved by offering:
• Activities from each of the four sport/ game categories (i.e. target, striking/ fielding, net/wall, or invasion/ territory); or,
• Activities from one of the sport/game categories which share similar strategies and tactics (i.e. football, basketball, team handball, soccer)
The students will demonstrate the same expectations for the grade level as described in the PPL course description, however, with the particular group of activities focus.
Students may select a Focus course and/or the PPL course in each grade – they can attain a credit for both at
the same grade level, for example: a student can receive a credit in
PPL 3O and a focus course at the
3O level such as, PAD 3O.
The possible focus courses (with the
corresponding course codes) are:
PAF - Healthy Active Living
Education: focus on a minimum of 4 Personal and
Fitness Activities
Course code for each grade:
All Girls’ classes – PAF1OF, PAF2OF,
PAF3OF, PAF4OF
All Boys’ classes – PAF1OM, PAF2OM,
PAF3OM, PAF4OM
Co-ed classes – PAF1OR, PAF2OR,
PAF3OR, PAF4OR
PAI – Healthy Active Living
Education: focus on a minimum of 4 Individual and
Small Group Activities
All Girls’ classes – PAI1OF, PAI2OF,
PAI3OF, PAI4OF
All Boys’ classes – PAI1OM, PAI2OM,
PAI3OM, PAI4OM
Co-ed classes – PAI1OR, PAI2OR,
PAI3OR, PAI4OR
PAL – Healthy Active Living
Education: focus on a minimum of 4 Large-group
Activities
All Girls’ classes – PAL1OF, PAL2OF,
PAL3OF, PAL4OF
All Boys’ classes – PAL1OM, PAL2OM,
PAL3OM, PAL4OM
Co-ed classes – PAL1OR, PAL2OR,
PAL3OR, PAL4OR
2015-2016 Course Selection Guide Grades 9-12 | 71
Ottawa Catholic Secondary Schools
PAR – Healthy Active Living
Education: focus on Rhythm and Movement
All Girls’ classes – PAR1OF, PAR2OF,
PAR3OF, PAR4OF
All Boys’ classes – PAR1OM,
PAR2OM, PAR3OM, PAR4OM
Co-ed classes – PAR1OR, PAR2OR,
PAR3OR, PAR4OR
PAD – Healthy Active Living
Education: focus on Outdoor
Activities
All Girls’ classes – PAD1OF, PAD2OF,
PAD3OF, PAD4OF
All Boys’ classes – PAD1OM,
PAD2OM, PAD3OM, PAD4OM
Co-ed classes – PAD1OR, PAD2OR,
PAD3OR, PAD4OR
Activity fees for focus courses will vary depending on the additional costs to run the program. Please check with the Physical and Health Education
Dept. in your school.
Students may take the following additional Health and Physical
Education courses– PPZ3O, PLF4C and PSE4U for credit along with courses from the PPL Series
Courses.
____________________________________
This course helps students develop a personalized approach to healthy living. Students will examine the factors that affect their own health and the health of individuals as members of the commun ity. They will learn about the components of the Vitality approach to healthy living - an initiative that promotes healthy eating, an active lifestyle and a positive self- image.
Throughout this course, students will develop the skills necessary to take charge of and improve their own health, as well as encourage others to lead healthy lives.
Prerequisite: None
(Students may take Health for Life in addition to a course in Healthy Active
Living for credit in Grade 11 if they choose to do so)

Ottawa Catholic Secondary Schools
This course focuses on the development of leadership and coordination skills related to recreational activities. Students will acquire the knowledge and skills required to plan, organize and implement recreational events. They will also learn how to promote the value of physical fitness, personal well-being and personal safety to others through mentoring.
The course will prepare students for college programs in recreational, leisure and fitness leadership.
Prerequisite: Any Grade 11 or 12 open course in Health and Physical
Education
A completed application and/or teacher recommendation may be required for this course selection.
____________________________________
This course focuses on the study of human movement and of systems, factors and principles involved in human development. Students will learn about the effects of physical activity on health and performance, the evolution of physical activity and sports and the factors that influence an individual’s participation in physical activity. The course prepares students for university programs in physical education, kinesiology, recreation, and sports administration.
Prerequisite: Any Grade 11 University or University/College preparation course in Science, or any Grade 11 or
12 open course in Health and Physical
Education
Interdisciplinary courses provide an integrated approach to learning. These courses are developed by connecting different subjects through themes, issues or problems that require knowledge from the selected areas.
For example, an interdisciplinary studies course in small business would integrate studies in technological design and business entrepreneurship.
For specific interdisciplinary courses, see your high school Student Services
Department.
* Students may take only one interdisciplinary course per grade, per level.
Students may take a maximum of three interdisciplinary studies courses - one each of Interdisciplinary Studies,
Grade 11, Open; Interdisciplinary
Studies, Grade 12, University
Preparation; and Interdisciplinary
Studies, Grade 12, Open.
____________________________________
This course combines the expectations for Interdisciplinary Studies, Grade 11,
Open with selected expectations from two or more other courses, (e.g.,
Media Arts, Grade 11 (ASM3O)
The Enterprising Person, Grade 11
(BDP3O) Media Studies, Grade 11
(EMS3O) Communications Technology,
Grade 11 (TGJ3M).
This course will help students create informative print, media and electronic products for school and community audiences in diverse formats
(e.g., yearbook entries, newspapers, radio and television broadcasts, photojournalism, web pages). Students will investigate sources of information and compare differing perspectives on key issues, developing both a sense of news and news judgment. They will also learn editorial conventions and practices, principles of print and web design and management skills and will explore legal and ethical uses of information that is made public, as well as journalism careers.
This course combines the expectations for the Interdisciplinary Studies,
Grade 11 Open with selected expectations from the following courses: Grade 11, Health for Life
(PPZ3O), Grade 11, Chemistry
(SCH3U), Grade 11, Biology (SBI3U/C) and Grade 11, Law (CLU3M).
The Police Sciences course will include aspects of law and research with physical education and forensic science. Students will be conducting legal research, arguing cases before a mock court and will be expected to complete physical training to assist in the preparation for the police physical readiness exam. They will also be learning how to process a crime scene using current forensic science techniques. The final project of the course will be to set up a crime scene to be solved and then use the
I
This course combines the expectations for the Interdisciplinary Studies, Grade
12 Open with selected expectations from the following courses: Grade 11,
Understanding Canadian Law (CLU3M),
Grade 12, Chemistry (SCH4C) and
Grade 12, Healthy and Active Living
Education (PAF4O).
Topics and themes are explored using an interdisciplinary approach. Students will be expected to describe and critically analyze the existing concepts, problem solving formats and organizational systems within the field of law enforcement. Research skills will be developed and used to assist in the production and presentation of an interdisciplinary product.
Throughout the course students will be provided with the opportunity to develop the fitness and skills necessary to complete the Physical
Readiness Evaluation for Police
(PREP). Information literacy and systems thinking will be used by the students to not only understand the field of law enforcement but to make a contribution towards development in this field.
72 | 2015-2016 Course Selection Guide Grades 9-12

This course combines the expectations for the Interdisciplinary Studies, Grade
12 Open with selected expectations from the following courses: Grade 12,
Healthy Active Living Education: Focus on Personal and Fitness Activities
(PAF4O), Grade 12, Chemistry
(SCH4C), Grade 11, Biology (SBI3C).
The Fire Service and Fire Protection course will focus on introducing key core concepts such as fire chemistry and fire behaviour. Students will engage in physical training and its theory in order to prepare for the
CPAT physical test for firefighters.
In addition, as a potential First
Responder, students will cover First
Aid and CPR. The course is designed to introduce students to the rewarding career of a firefighter through similar curriculum covered in drill school and exposing them to tangible activities that simulate the instruction that career
____________________________________
This course combines the expectations for the Interdisciplinary Studies,
Grade 12 University, with selected expectations from the following courses: Grade 11, Leadership and
Peer Support (GPP3O), Grade 12,
Challenge and Change in Society
(HSB4U) and Grade 12, Families in Canada (HHS4U). All course descriptions can be found in the
Ottawa Catholic School Board Course
Selection Guide.
Students acquire the theoretical understandings contained in the
Interdisciplinary Studies course to become knowledgeable and skilled in the practice of mentorship.
Students explore human relations, communication and behavior; learning strategies and barriers; and personality and leadership styles that affect individuals in educational and social settings. During the process, students have many opportunities to develop and consolidate their knowledge and skills in different subject areas; they are motivated to solve problems, make decisions, create personal meaning and present findings beyond the scope of a single subject or discipline.
A key aspect of this program is the mentoring of students in grade seven, eight and nine during which time the senior students apply the knowledge and skills that they have developed.
Students are paired with senior students and through the mentoring process, they improve their literacy, numeracy, communication and planning skills and become more independent and successful learners.
Prerequisite: Any University or
University/College preparation course
____________________________________
This course combines the expectations for the Interdisciplinary Studies, Grade
12 University with selected expectations from the following courses: Grade 11, Marketing: Goods,
Services, Events (BMI3C), Grade 12,
Analysing Current Economic Issues
(CIA4U), Grade 12, Canadian and
International Law (CLN4U), Grade 12,
Financial Accounting Principles
(BAT4M) and Grade 12, Healthy Active
Living (PPL4O). All course descriptions can be found in the Ottawa Catholic
School Board Course Selection Guide.
This course explores the important role that sports and entertainment play in our modern economy. Using diverse resources and research methods, students will analyze the depiction of sports and entertainment in a variety of media. Students will obtain an understanding of business fundamentals and how to apply these fundamentals to sport and entertainment. This course will cover the following topics: marketing essentials, marketing sports, products/ services unique to sports marketing, sports media, stadium design, sales, visual merchandising, marketing entertainment, legal issues for sports and entertainment and others.
Prerequisite: Any University preparation course or University/College preparation course.
Ottawa Catholic Secondary Schools
This course combines the expectations for Interdisciplinary Studies, Grade 12
University with selected expectations from the following courses: Grade 12,
Drama – Music Theatre (ADB4M) and
Challenge and Change in Society
(HSB4U).
This course will focus on using the arts as a means of expression and incentive for social change. In conjunction with social development organizations, students will be able to apply theories learned in sociology and psychology to move towards a better understanding of required elements for social change. The course will examine the impact of modern psychology on
Canadian society and the influence the arts have on these definitions.
Students will use musical theatre as the chosen art form to induce change.
In the creation of a musical production, students will use developed skills in theatre performance to present work that focuses on social awareness, social development, move through barriers (personal and social) and global development.
Prerequisite: Any University Preparation course or University/College
Preparation course
___________________________________
This course combines the expectations for Interdisciplinary Studies, Grade 12
University, with selected expectations from the following courses: Grade 12,
World Issues: Geographic Analysis
(CGW4U), Grade 12, Canadian and
World Politics (CPW4U) and Grade 12,
Analysing Current Economic Issues
(CIA4U).
This course will focus on allowing students to take action on issues that are important to them. Students will learn how various non-governmental and governmental agencies deal with social injustices at a local, national and global level and they will critically analyse the effectiveness and transparency of various NGOs. They will study the economic and social impacts of problems like poverty and environmental destruction, as well as the role that governments, corporations and aid agencies can play in addressing these issues.
Prerequisite: Any University or
University/College preparation course
2015-2016 Course Selection Guide Grades 9-12 | 73

Ottawa Catholic Secondary Schools
The following International Languages credit courses are offered at some of our high schools. Please consult with your school’s Student Services
Department for other language offerings.
This course introduces students to language elements they will need to begin to communicate with native speakers. Students will participate in practical activities in which they can apply their knowledge and skills and will begin to explore careers that require knowledge of Italian. They will explore aspects of the culture of countries where Italian is spoken, including social customs, music and food, by participating in cultural events and activities involving
This course introduces students to language elements they will need to begin to communicate with native speakers. Students will participate in practical activities in which they can apply their knowledge and skills and will begin to explore careers that require knowledge of Spanish. They will explore aspects of the culture of countries where Spanish is spoken, including social customs, music and food, by participating in cultural events and activities involving both print and
____________________________________
This course provides students with opportunities to further develop their oral communication skills in Spanish, increase their confidence in using the language in practical situations and continue to investigate related career opportunities.
Students will be involved in activities that promote the use of the language in reallife situations. They will also continue their exploration of the culture of countries where Spanish is spoken. Although students will continue to expand their vocabulary and repertoire of language structures, the language they will use at this level will still be simple.
Please refer to the Continuing and Communication Education
Department website,
www.winterconnections.com, for additional course offerings.
Please note that these courses are taught on SATURDAY ONLY.
This course enables students to develop understanding of mathematical concepts related to introductory algebra, proportional reasoning and measurement and geometry through investigation, the effective use of technology and handson activities. Students will investigate real-life examples to develop various representations of linear relationships and will determine the connections between the representations. They will also explore certain relationships that emerge from the measurement of three-dimensional objects and twodimensional shapes. Students will consolidate their mathematical skills as they solve problems and communicate their thinking. Learning through handson activities and the use of concrete examples is an important aspect of this course. Successful completion of this course prepares students for Foundations of Mathematics,
Grade 10, Applied.
Please note: Students who wish to take Principles of Mathematics,
Grade 10, Academic after completing this course, will need to take a transfer course (MPM1H).
____________________________________
This course enables students to develop understanding of mathematical concepts related to algebra, analytic geometry and measurement and geometry through investigation, the effective use of technology and abstract reasoning.
Students will investigate relationships, which they will then generalize as equations of lines and will determine the connections between different representations of a relationship.
They will also explore relationships that emerge from the measurement of three-dimensional objects and two-dimensional shapes. Students will reason mathematically and communicate their thinking as they solve multi-step problems. Learning through abstract reasoning is an important aspect of this course.
Successful completion of this course prepares students for Principles of
Mathematics, Grade 10 Academic or
Foundations of Mathematics, Grade
10, Applied.
This course emphasizes further development of mathematical knowledge and skills to prepare students for success in their everyday lives, in the workplace, in the Grade 10
LDCC course and in the Mathematics
Grade 11 and Grade 12 Workplace
Preparation courses. The course is organized by three strands related to money sense, measurement and proportional reasoning. In all strands, the focus is on developing and consolidating key foundational mathematical concepts and skills by solving authentic, everyday problems.
Students have opportunities to further develop their mathematical literacy and problem-solving skills and to continue developing their skills in reading, writing and oral language through
This course enables students to consolidate their understanding of relationships and extend their problem-solving and algebraic skills through investigation, the effective use of technology and hands-on activities. Students will develop and graph equations in analytic geometry; solve and apply linear systems, using real-life examples; and explore and interpret graphs of quadratic relationships. Students will investigate similar triangles, the trigonometry of right-angled triangles and the measurement of three-dimensional objects. Students will consolidate their mathematical skills as they solve problems and communicate their thinking.
Prerequisite: Grade 9, Mathematics,
This course enables students to broaden their understanding of relationships and extend their problem-solving and algebraic skills though investigation, the effective use of technology and abstract reasoning. Students will explore quadratic relationships and their applications; solve and apply linear systems; verify properties of geometric figures using analytic geometry; and investigate the trigonometry of right and acute triangles. Students will reason mathematically as they solve multi-step problems and communicate their thinking.
Prerequisite: Grade 9, Mathematics,
Academic or Grade 9, Mathematics,
Transfer Course
74 | 2015-2016 Course Selection Guide Grades 9-12

This course emphasizes the extension of mathematical knowledge and skills to prepare students for success in their everyday lives, in the workplace and in the Mathematics Grade 11 and
Grade 12 Workplace Preparation courses. The course is organized by three strands related to money sense, measurement and proportional reasoning. In all strands, the focus is on strengthening and extending key foundational mathematical concepts and skills by solving authentic, everyday problems. Students have opportunities to extend their mathematical literacy and problemsolving skills and to continue developing their skills in reading, writing and oral language through relevant and practical math activities.
Prerequisite: A Grade 9 Mathematics
____________________________________
This course enables students to broaden their understanding of mathematics as it is applied in the workplace and daily life. Students will solve problems associated with earning money, paying taxes and making purchases, apply calculations of simple and compound interest in saving, investing and borrowing and calculate the costs of transportation and travel in a variety of situations.
Students will consolidate their mathematical skills as they solve problems and communicate their thinking.
Prerequisite: Mathematics, Grade 9,
Academic, Applied, or Grade 10,
Locally Developed
This course enables students to broaden their understanding of mathematics as a problem-solving tool in the real world. Students will extend their understanding of quadratic relations, as well as of measurement and geometry, investigate situations involving exponential growth, solve problems involving compound interest, solve financial problems connected with vehicle ownership and develop their ability to reason by collecting, analyzing and evaluating data involving one and two variables. Students will consolidate their mathematical skills as they solve problems and communicate their thinking.
Prerequisite: Foundations of
Mathematics, Grade 10, Applied
____________________________________
This course introduces basic features of the function by extending students’ experiences with quadratic relations. It focuses on quadratic, trigonometric and exponential functions and their use in modeling real-world situations. Students will represent functions numerically, graphically and algebraically, simplify expressions, solve equations and solve problems relating to financial and trigonometric applications. Students will reason mathematically and communicate their thinking as they solve multi-step problems.
Prerequisite: Principles of Mathematics,
Grade 10, Academic, or Foundations of Mathematics, Grade 10, Applied.
____________________________________
This course introduces the mathematical concept of the function by extending students’ experiences with quadratic relations. Students will investigate properties of discrete and continuous functions, including trigonometric and exponential functions; represent functions numerically, algebraically and graphically; solve problems involving applications of functions and develop facility in simplifying polynomial and rational expressions. Students will reason mathematically and communicate their thinking as they solve multi-step problems.
Prerequisite: Principles of Mathematics,
Grade 10, Academic
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Ottawa Catholic Secondary Schools
This course extends students’ experience with functions. Students will investigate the properties of polynomial, rational, logarithmic and trigonometric functions; broaden their understanding of rates of change; and develop facility in applying these concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended both for students who plan to study mathematics in university and for those wishing to consolidate their understanding of mathematics before proceeding to any one of a variety of university programs.
Prerequisite: Functions, Grade 11,
University Preparation, or Mathematics for College Technology,
Grade 12, College Preparation
____________________________________
This course builds on students’ previous experience with functions and their developing understanding of rates of change. Students will solve problems involving geometric and algebraic representations of vectors and representations of lines and planes in three-dimensional space; broaden their understanding of rates of change to include the derivatives of polynomial, rational, exponential, and sinusoidal functions; and apply these concepts and skills to the modelling of real-world relationships.
Students will also refine their use of the mathematical processes necessary for success in senior mathematics.
This course is intended for students who plan to study mathematics in university and who may choose to pursue careers in fields such as physics and engineering.
Prerequisite: Advanced Functions,
Grade 12, University Preparation

Ottawa Catholic Secondary Schools
This course broadens students’ understanding of mathematics as it relates to managing data. Students will apply methods for organizing large amounts of information; solve problems involving probability and statistics; and carry out a culminating project that integrates statistical concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. Students planning to enter university programs in business, the social sciences and the humanities will find this course of particular interest.
Prerequisite: Functions and
Applications, Grade 11, University/
College Preparation, or Functions,
Grade 11, University Preparation
____________________________________
This course enables students to broaden their understanding of realworld applications of mathematics.
Students will analyse data using statistical methods; solve problems involving applications of geometry and trigonometry; simplify expressions; and solve equations. Students will reason mathematically and communicate their thinking as they solve multi-step problems. This course prepares students for a variety of college health and human sciences programs.
Prerequisite: Foundations for College
Mathematics, Grade 11, College
Preparation
This course enables students to extend their knowledge of functions. Students will investigate and apply properties of polynomial, exponential and trigonometric functions; continue to represent functions numerically, graphically and algebraically; develop facility in simplifying expressions and solving equations; and solve problems that address applications of algebra, trigonometry, vectors and geometry.
Students will reason mathematically and communicate their thinking as they solve multi-step problems.
This course prepares students for a variety of college business, computer engineering and technology programs.
Prerequisite: Functions and
Applications, Grade 11, University/
College Preparation Function,
Grade 11 University Preparation
____________________________________
This course enables students to broaden their understanding of mathematics as it is applied in the workplace and daily life. Students will investigate questions involving the use of statistics; apply the concept of probability to solve problems involving familiar situations; investigate accommodation costs and create household budgets; use proportional reasoning; estimate and measure; and apply geometric concepts to create designs. Students will consolidate their mathematical skills as they solve problems and communicate their thinking.
Prerequisite: Mathematics for Work and
Everyday Life, Grade 11, Workplace
Preparation
This course emphasizes reinforcing and strengthening science-related knowledge and skills, including scientific inquiry, critical thinking and the relationship between science, society and the environment, to prepare students for success in everyday life, in the workplace and in the Environmental Science Grade 11
Workplace Preparation course.
Students explore a range of topics including science in daily life, properties of common materials, (life sustaining processes in simple and complex organisms) and electrical circuits. Students have the opportunity to extend mathematical and scientific process skills and to continue to develop their skills in reading, writing and oral language through relevant and practical science activities.
____________________________________
This course enables students to develop their understanding of basic concepts in biology, chemistry, earth and space science and physics and to apply their knowledge of science to everyday situations. They are also given opportunities to develop practical skills related to scientific investigation.
Students will plan and conduct investigations into practical problems and (issues related to the impact of human activity on ecosystems); the structure and properties of elements and compounds; space exploration and the components of the universe; and static and current electricity.
Prerequisite: None
____________________________________
This course enables students to develop their understanding of basic concepts in biology, chemistry, earth and space science and physics and to relate science to technology, society and the environment. Throughout the course, students will develop their skills in the processes of scientific investigation.
Students will acquire an understanding of scientific theories and conduct investigations related to sustainable ecosystems; atomic and molecular structures and the properties of elements and compounds; the study of the universe and its properties and components; and the principles of electricity.
Prerequisite: None
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This course emphasizes reinforcing and strengthening science-related knowledge and skills, including scientific inquiry, critical thinking and the environmental impact of science and technology, to prepare students for success in everyday life, in the workplace and in the Science Grade 11
Workplace Preparation course.
Students explore a range of topics including science in the media, interactions of common materials,
(interdependence of organisms in communities) and using electrical energy. Students have the opportunity to extend mathematical and scientific process skills and to continue developing their skills in reading, writing and oral language through relevant and practical science activities.
____________________________________
This course enables students to develop a deeper understanding of concepts in biology, chemistry, earth and space science and physics and to apply their knowledge of science in real-world situations. Students are given opportunities to develop further practical skills in scientific investigation. Students will plan and conduct investigations into everyday problems and issues related to human cells and body systems; chemical reactions; factors affecting climate change; and the interaction of light and matter.
Prerequisite: Science, Grade 9,
Academic or Applied
____________________________________
This course enables students to enhance their understanding of concepts in biology, chemistry, earth and space science and physics, and of the interrelationships between science, technology, society and the environment. Students are also given opportunities to further develop their scientific investigation skills. Students will plan and conduct investigations and develop their understanding of scientific theories related to the connections between cells and systems in animals and plants; chemical reactions, with a particular focus on acid–base reactions; forces that affect climate and climate change; and the interaction of light and matter.
Prerequisite: Science, Grade 9,
Academic or Applied
This course focuses on the processes that occur in biological systems.
Students will learn concepts and theories as they conduct investigations in the areas of cellular biology, microbiology, genetics, the anatomy of mammals and the structure of plants and their role in the natural environment. Emphasis will be placed on the practical application of concepts and on the skills needed for further study in various branches of the life sciences and related fields.
Prerequisite: Science, Grade 10,
Academic or Applied
____________________________________
This course furthers students’ understanding of the processes that occur in biological systems.
Students will study theory and conduct investigations in the areas of biodiversity; evolution; genetic processes; the structure and function of animals; and the anatomy, growth and function of plants. The course focuses on the theoretical aspects of the topics under study and helps students refine skills related to scientific investigation.
Prerequisite: Science, Grade 10,
Academic
____________________________________
This course enables students to deepen their understanding of chemistry through the study of the properties of chemicals and chemical bonds; chemical reactions and quantitative relationships in those reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases. Students will further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as well as the impact of some common chemical reactions on society and the environment.
Prerequisite: Science, Grade 10,
Academic
Ottawa Catholic Secondary Schools
This course provides students with the fundamental knowledge of and skills relating to environmental science that will help them succeed in life after secondary school. Students will explore a range of topics, including the role of science in addressing contemporary environmental challenges; the impact of the environment on human health; sustainable agriculture and forestry; the reduction and management of waste; and the conservation of energy.
Students will increase their scientific and environmental literacy and examine the interrelationships between science, the environment and society in a variety of areas.
Prerequisite: Science, Grade 10,
Applied or Academic
____________________________________
This course provides students with the fundamental knowledge of and skills relating to environmental science that will help them succeed in work and life after secondary school. Students will explore a range of topics, including the impact of human activities on the environment; human health and the environment; energy conservation; resource science and management; and safety and environmental responsibility in the workplace.
Emphasis is placed on relevant, practical applications and current topics in environmental science, with attention to the refinement of students’ literacy and mathematical literacy skills as well as the development of their scientific and environmental literacy.
Prerequisite: Science, Grade 9,
Academic or Applied, or a Grade 9 or 10 locally developed compulsory credit (LDC) course in science
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Ottawa Catholic Secondary Schools
This course develops students’ understanding of the basic concepts of physics. Students will explore kinematics, with an emphasis on linear motion; different kinds of forces; energy transformations; the properties of mechanical waves and sound; and electricity and magnetism. They will enhance their scientific investigation skills as they test laws of physics.
In addition, they will analyse the interrelationships between physics and technology and consider the impact of technological applications of physics on society and the environment.
Prerequisite: Science, Grade 10,
Academic
____________________________________
This course provides students with the opportunity for in-depth study of the concepts and processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biochemistry, metabolic processes, molecular genetics, homeostasis and population dynamics.
Emphasis will be placed on the achievement of detailed knowledge and the refinement of skills needed for further study in various branches of the life sciences and related fields.
Prerequisite: Biology, Grade 11,
University Preparation
____________________________________
This course enables students to develop an understanding of chemistry through the study of matter and qualitative analysis, organic chemistry, electrochemistry, chemical calculations and chemistry as it relates to the quality of the environment. Students will use a variety of laboratory techniques, develop skills in data collection and scientific analysis and communicate scientific information using appropriate terminology.
Emphasis will be placed on the role of chemistry in daily life and the effects of technological applications and processes on society and the environment.
Prerequisite: Science, Grade 10,
Academic or Applied
This course enables students to deepen their understanding of chemistry through the study of organic chemistry, the structure and properties of matter, energy changes and rates of reaction, equilibrium in chemical systems and electrochemistry.
Students will further develop their problem-solving and investigation skills as they investigate chemical processes and will refine their ability to communicate scientific information.
Emphasis will be placed on the importance of chemistry in everyday life and on evaluating the impact of chemical technology on the environment.
Prerequisite: Chemistry, Grade 11,
University Preparation
____________________________________
This course develops students’ understanding of Earth and its place in the universe. Students will investigate the properties of and forces in the universe and solar system and analyse techniques scientists use to generate knowledge about them. Students will closely examine the materials of Earth, its internal and surficial processes, and its geological history and will learn how Earth’s systems interact and how they have changed over time.
Throughout the course, students will learn how these forces, processes, and materials affect their daily lives.
The course draws on biology, chemistry, physics and mathematics in its consideration of geological and astronomical processes that can be observed directly or inferred from other evidence.
Prerequisite: Science, Grade 10,
Academic
This course develops students’ understanding of the basic concepts of physics. Students will explore these concepts with respect to motion; mechanical, electrical, electromagnetic, energy transformation, hydraulic and pneumatic systems; and the operation of commonly used tools and machines.
They will develop their scientific investigation skills as they test laws of physics and solve both assigned problems and those emerging from their investigations. Students will also consider the impact of technological applications of physics on society and the environment.
Prerequisite: Science, Grade 10,
Academic or Applied
___________________________________
This course enables students to deepen their understanding of physics concepts and theories. Students will continue their exploration of energy transformations and the forces that affect motion and will investigate electrical, gravitational and magnetic fields and electromagnetic radiation.
Students will also explore the wave nature of light, quantum mechanics and special relativity. They will further develop their scientific investigation skills, learning, for example, how to analyse, qualitatively and quantitatively, data relating to a variety of physics concepts and principles. Students will also consider the impact of technological applications of physics on society and the environment.
Prerequisite: Physics, Grade 11,
University Preparation
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This course enables students, including those pursuing postsecondary programs outside the sciences, to increase their understanding of science and contemporary social and environmental issues in health-related fields. Students will explore a variety of medical technologies, pathogens and disease, nutritional science, public health issues and biotechnology. The course focuses on the theoretical aspects of the topics under study and helps refine students’ scientific investigation skills.
Prerequisite: Science, Grade 10,
Academic or any Grade 11 University,
University/College, or College preparation course in Science
____________________________________
This course provides students with fundamental science knowledge and workplace skills needed to prepare them for success beyond secondary school. Students will explore hazards in the workplace, chemicals in consumer products, disease and its prevention, electricity at home and at work and nutritional science.
Emphasis is placed on current topics in science and relevant, practical activities that develop students’ literacy and mathematical literacy skills and enhance their scientific literacy.
Prerequisite: Science, Grade 10,
Applied, or a Grade 10 locally developed compulsory credit (LDC) course in science
This course focuses on guidelines for making nutritious food choices.
Students will investigate factors that influence food choices, including beliefs, attitudes, current trends, traditional eating patterns, food marketing strategies and individual needs. Students will also explore the environmental impact of a variety of food choices at the local and global level. The course provides students with opportunities to develop food preparation skills and introduces them to the use of social science research methods in the area of food and nutrition.
Prerequisite: None
____________________________________
This course explores, within the context of families, some of the fundamental challenges people face: how to meet basic needs, how to relate to others, how to manage resources and how to become responsible members of society.
Students will explore adolescent development and will have opportunities to develop interpersonal, decision-making and practical skills related to daily life. They will learn about the diverse ways in which families function in Canada and will use research skills as they explore topics related to individual and family needs and resources.
Prerequisite: None
____________________________________
This course introduces students to the world of fashion. Students will gain an understanding of theories related to fashion trends and of how culture, media, fashion cycles, retailing and social and environmental factors influence fashion trends and consumer behaviour. Students will use various tools, technologies and techniques safely and correctly to create fashion items. They will apply knowledge of fibres, fabrics and the elements and principles of design when creating and assessing fashion-related products. Students will develop research skills as they investigate topics related to fashion.
Prerequisite: None
Ottawa Catholic Secondary Schools
This course focuses on the skills and knowledge parents, guardians and caregivers need, with particular emphasis on maternal health, pregnancy, birth and the early years of human development (birth to six years old). Through study and practical experience, students will learn how to meet the developmental needs of young children, communicate with them and effectively guide their early behaviour. Students will develop their research skills through investigations related to caregiving and child rearing.
Prerequisite: None
____________________________________
This course prepares students for occupations involving children from birth to six years of age. Students will study theories about child behaviour and development and will have opportunities for research and observation and for practical experiences with young children.
Students will become familiar with occupational opportunities and requirements related to working with infants and young children. They will also have opportunities to develop research and critical-thinking skills as they investigate and evaluate current research about early childhood education.
Prerequisite: None
____________________________________
This course introduces students to theories, questions and issues related to anthropology, psychology and sociology. Students learn about approaches and research methods used by social scientists. They will be given opportunities to apply theories from a variety of perspectives, to conduct social science research and to become familiar with current issues within the three disciplines.
Prerequisite: None
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Ottawa Catholic Secondary Schools
This course provides students with opportunities to think critically about theories, questions and issues related to anthropology, psychology and sociology. Students will develop an understanding of the approaches and research methods used by social scientists. They will be given opportunities to explore theories from a variety of perspectives, to conduct social science and to become familiar with current thinking on a range of issues within the three disciplines.
Prerequisite: The Grade 10 academic course in English or the Grade 10 academic history course (Canadian and World Studies)
____________________________________
This course gives students the opportunity to explore the world of fashion. Students will learn how to create a fashion product using various tools, techniques and technologies while developing their practical skills.
Students will learn about various factors that affect the global fashion industry, the needs of specialized markets and the impact of fibre and fabric production and care. In addition, they will learn about social and historical influences on fashion.
Students will apply research skills when investigating aspects of the fashion world.
Prerequisite: Any University, College, or University/College preparation course in social sciences and humanities, English, or Canadian and World Studies
____________________________________
This course focuses on preparing students for living independently and working successfully with others.
Students will learn to manage their personal resources to meet their basic needs for food, clothing and housing.
They will also learn about their personal, legal and financial responsibilities and develop and apply interpersonal skills in order to make wise and responsible personal and occupational choices.
Students will apply research and inquiry skills while investigating topics related to personal life management.
The course emphasizes the achievement of expectations through practical experiences.
Prerequisite: None
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This course offers a multidisciplinary approach to the study of human development throughout the lifespan.
Students will learn about a range of theoretical perspectives on human development. They will examine threats to healthy development as well as protective factors that promote resilience. Students will learn about physical, cognitive and socialemotional development from the prenatal period through old age and will develop their research and inquiry skills by investigating issues related to human development.
Prerequisite: Any University, College, or University/College preparation course in social sciences and humanities, English, or Canadian and
World Studies
____________________________________
This course enables students to develop an understanding of social science theories as they apply to individual development, the development of intimate relationships and family and parent-child relationships. Students will explore a range of issues relating to the development of individuals and families in contemporary Canadian society as well as in other cultures and historical periods. They will develop the investigative skills required to conduct research on individuals, intimate relationships and parent-child roles and relationships in Canada.
Prerequisite: Any University, College, or University/College preparation course in social sciences and humanities, English, or Canadian and
World Studies
This course enables students to draw on sociological, psychological and anthropological theories and research to analyse the development of individuals, intimate relationships and family and parent-child relationships.
Students will focus on issues and challenges facing individuals and families in Canada’s diverse society.
They will develop analytical tools that enable them to assess various factors affecting families and to consider policies and practices intended to support families in Canada. They will develop the investigative skills required to conduct and communicate the results of research on individuals, intimate relationships and parent-child relationships.
Prerequisite: Any University or
University/College preparation course in social sciences and humanities,
English, or Canadian and World
Studies
____________________________________
This course focuses on the relationship between nutrition and health at different stages of life and on global issues related to food production.
Students will investigate the role of nutrition in health and disease and assess strategies for promoting food security and environmental responsibility. Students will learn about healthy eating, expand their repertoire of food-preparation techniques and refine their ability to use social science research and inquiry methods to investigate topics related to nutrition and health.
Prerequisite: Any University, College, or University/College preparation course in social sciences and humanities, English, or Canadian and
World Studies

This course examines the relationships between food, energy balance and nutritional status; the nutritional needs of individuals at different stages of life; and the role of nutrition in health and disease. Students will evaluate nutrition-related trends and will determine how food choices can promote food security and environmental responsibility. Students will learn about healthy eating, expand their repertoire of food-preparation techniques and develop their social science research skills by investigating issues related to nutrition and health.
Prerequisite: Any University or
University/College preparation course in social sciences and humanities,
English, or Canadian and World
Studies
____________________________________
This course prepares students for occupations involving school-age children and adolescents. Students will study a variety of theories about child behaviour and development, and will have opportunities for research and observation and for practical experiences with older children.
Students will become familiar with occupational opportunities and requirements related to working with older children and adolescents. They will develop research skills used in investigating child and adolescent behaviour and development.
Prerequisite: Any University, College, or University/College preparation course in social sciences and humanities, English, or Canadian and
World Studies
This course focuses on the use of social science theories, perspectives and methodologies to investigate and explain shifts in knowledge, attitudes, beliefs and behaviour and their impact on society. Students will critically analyse how and why cultural, social and behavioural patterns change over time. They will explore the ideas of social theorists and use those ideas to analyse causes of and responses to challenges such as technological change, deviance and global inequalities. Students will explore ways in which social science research methods can be used to study social change.
Prerequisite: Any University or
University/College preparation course in social sciences and humanities,
English, or Canadian and World
Studies.
____________________________________
The Technological Education certificate is awarded to students who have pursued a concentrated study in technology by completing a minimum number of Technological Education credits. Students are required to complete a minimum of five (5) credits, either through Technological Education courses (‘T’ codes), or cooperative education credits tied to Technological
Education courses. See your guidance counsellor for more information.
____________________________________
This course enables students to further explore and develop technological knowledge and skills introduced in the elementary science and technology program. Students will be given the opportunity to design and create products and/or provide services related to the various technological areas or industries, working with a variety of tools, equipment and software commonly used in industry.
Students will develop an awareness of environmental and societal issues and will begin to explore secondary and post-secondary education and training pathways leading to careers in technology-related fields.
Prerequisite: None
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Ottawa Catholic Secondary Schools
Communications
Technology
This course introduces students to communications technology from a media perspective. Students will work in the areas of TV/video and movie production, radio and audio production, print and graphic communications, photography, and animation. Student projects may include computer-based activities such as creating videos, editing photos, working with audio, cartooning, developing animations and designing web pages. Students will also develop an awareness of environmental and societal issues related to communications technology and explore secondary and post-secondary education and training pathways and career opportunities in the various communications technology fields.
Prerequisite: None
____________________________________
May also be offered with an emphasis on: Print and Graphic Communication
(TGG), Interactive New Media and
Animation (TGI3M), Photography and
Digital Imaging (TGP), TV, Video and
Movie Production (TGV)
This course examines communications technology from a media perspective.
Students will develop knowledge and skills as they design and produce media projects in the areas of live, recorded and graphic communications.
These areas may include TV, video and movie production; radio and audio production; print and graphic communications; photography; digital imaging; broadcast journalism; and interactive new media. Students will also develop an awareness of related environmental and societal issues and explore college and university programs and career opportunities in the various communications technology fields.
Prerequisite: None

Ottawa Catholic Secondary Schools
This course enables students to develop knowledge and skills in the areas of graphic communication, printing and publishing, audio and video production and broadcast journalism. Students will work both independently and as part of a production team to design and produce media products in a projectdriven environment. Practical projects may include the making of signs, yearbooks, video and/or audio productions, newscasts and documentaries. Students will also develop an awareness of related environmental and societal issues and explore secondary and postsecondary education and training pathways and career opportunities in the various communications technology fields.
Prerequisite: None
____________________________________
May also be offered with an emphasis on: Print and Graphic Communication
(TGG), Interactive New Media and
Animation (TGI3M), Photography and
Digital Imaging (TGP), TV, Video and
Movie Production (TGV)
This course enables students to further develop media knowledge and skills while designing and producing projects in the areas of live, recorded and graphic communications. Students may work in the areas of TV, video and movie production; radio and audio production; print and graphic communications; photography; digital imaging; broadcast journalism; and interactive news media. Students will also expand their awareness of environmental and societal issues related to communications technology and will investigate career opportunities and challenges in a rapidly changing technological environment.
Prerequisite: Communications
Technology, Grade 11, University/
College Preparation
This course enables students to develop knowledge and skills in the areas of photography, digital imaging, animation, 3D modelling and web design. Students will work both independently and as part of a production team to design and produce media products in a projectdriven environment. Practical projects may include photo galleries, digital images, animations, 3D models, and websites. Students will also expand their awareness of environmental and societal issues related to communications technology and explore post-secondary education, training and career opportunities.
Prerequisite: None
____________________________________
Computer Technology
This exploratory course introduces students to concepts and skills in computer technology, which encompasses computer systems, networking, interfacing and programming, as well as electronics and robotics. Students will develop an awareness of related environmental and societal issues and will begin to explore secondary and postsecondary pathways leading to careers in the field.
Prerequisite: None
____________________________________
This course introduces students to computer systems, networking, and interfacing, as well as electronics and robotics. Students will assemble, repair and configure computers with various types of operating systems and application software. Students will build small electronic circuits and write computer programs to control simple peripheral devices or robots. Students will also develop an awareness of environmental and societal issues related to the use of computers and will learn about secondary and postsecondary pathways and career opportunities in computer technology.
Prerequisite: None
This course enables students to develop knowledge and skills related to computer hardware, networks, operating systems and other software.
Students will use utility and application software and learn proper procedures for installing, maintaining and troubleshooting computer systems and networks. Students will develop an awareness of environmental and societal issues related to the use of computers and will learn about apprenticeships and other employment opportunities in the field of computer technology that they may choose to pursue after graduation.
Prerequisite: None
____________________________________
This course examines computer systems and control of external devices. Students will assemble computers and small networks by installing and configuring appropriate hardware and software. Students will develop knowledge and skills in electronics, robotics, programming and networks and will build systems that use computer programs and interfaces to control and/or respond to external devices. Students will develop an awareness of environmental and societal issues related to the use of computers and will learn about college and university programs leading to careers in computer engineering.
Prerequisite: None
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This course enables students to further develop their practical understanding of computer hardware, software, networks and operating systems.
Students will use utility and application software and will follow proper procedures for installing, maintaining and troubleshooting computer systems and networks. In addition to demonstrating an understanding of the ethical use and environmental effects of computers, students will develop marketable skills and assess career opportunities in the field.
Prerequisite: Computer Technology,
Grade 11, Workplace Preparation
____________________________________
This course extends students’ understanding of computer systems and computer interfacing with external devices. Students will assemble computer systems by installing and configuring appropriate hardware and software and will learn more about fundamental concepts of electronics, robotics, programming and networks.
Students will examine environmental and societal issues related to the use of computers and explore postsecondary pathways leading to careers in computer engineering and related fields.
Prerequisite: Computer Engineering
Technology, Grade 11, University/
College Preparation
Construction Technology
This exploratory course introduces students to concepts and skills in construction technology, which encompasses plumbing, electrical wiring, masonry, heating/cooling, carpentry and woodworking. Students will develop an awareness of related environmental and societal issues and will begin to explore secondary and post-secondary pathways leading to careers in the field.
Prerequisite: None
____________________________________
This course introduces students to building materials and processes through opportunities to design and build various construction projects.
Students will learn to create and read working drawings; become familiar with common construction materials, components and processes; and perform a variety of fabrication, assembly and finishing operations.
They will use a variety of hand and power tools and apply knowledge of imperial and metric systems of measurement, as appropriate.
Students will develop an awareness of environmental and societal issues related to construction technology, and will explore secondary and postsecondary pathways leading to careers in the industry.
This course focuses on the development of knowledge and skills related to residential construction.
Students will gain hands-on experience using a variety of construction materials, processes, tools and equipment; learn about building design and planning construction projects; create and interpret working drawings and sections; and learn how the Ontario Building Code and other regulations and standards apply to construction projects. Students will also develop an awareness of environmental and societal issues related to construction technology, and explore career opportunities in the field.
Prerequisite: None
Ottawa Catholic Secondary Schools
This course enables students to develop technical knowledge and skills related to carpentry, masonry, electrical systems, heating and cooling and plumbing for residential construction.
Students will gain hands-on experience using a variety of materials, processes, tools and equipment to design, layout and build projects. They will create and read technical drawings, learn construction terminology, interpret building codes and regulations and apply mathematical skills as they develop construction projects.
Students will also develop an awareness of environmental and societal issues related to construction technology and explore postsecondary and career opportunities in the field.
This course enables students to further develop knowledge and skills related to residential construction and to explore light commercial construction.
Students will gain hands-on experience using a variety of materials, processes, tools and equipment and will learn more about building design and project planning. They will continue to create and interpret construction drawings and will extend their knowledge of construction terminology and of relevant building codes and regulations, as well as health and safety standards and practices.
Students will also focus on environmental and societal issues related to construction engineering technology and explore career opportunities in the field.
Prerequisite: Construction Engineering
Technology, Grade 11, College
Preparation
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Ottawa Catholic Secondary Schools
This course enables students to further develop technical knowledge and skills related to residential construction and to explore light commercial construction. Students will continue to gain hands-on experience using a variety of materials, processes, tools and equipment; create and interpret construction drawings; and learn more about building design and project planning. They will expand their knowledge of terminology, codes and regulations and health and safety standards related to residential and light commercial construction.
Students will also expand their awareness of environmental and societal issues related to construction technology and explore entrepreneurship and career opportunities in the industry that may be pursued directly after graduation.
Prerequisite: Construction Technology,
Grade 11, Workplace Preparation
____________________________________
This course enables students to develop knowledge and skills related to cabinet making and furniture making. Students will gain practical experience using a variety of the materials, tools, equipment and joinery techniques associated with custom woodworking. Students will learn to create and interpret technical drawings and will plan, design and fabricate projects. They will also develop an awareness of environmental and societal issues related to the woodworking industry and explore apprenticeships, post-secondary training and career opportunities in a field that may be pursued directly after graduation.
Prerequisite: None
This course enables students to further develop knowledge and skills related to the planning, design and construction of cabinets and furniture for residential and/ or commercial projects. Students will gain further experience in the safe use of common woodworking materials, tools, equipment, finishes and hardware and will learn about the entrepreneurial skills needed to establish and operate a custom woodworking business.
Students will also expand their awareness of health and safety issues and environmental and societal issues related to woodworking and will explore career opportunities that may be pursued directly after graduation.
Prerequisite: Custom Woodworking,
Grade 11, Workplace Preparation
____________________________________
Green Industries
This exploratory course introduces students to concepts and skills related to the green industries – agriculture, forestry, horticulture and landscaping.
Students will develop an awareness of related environmental and societal issues and will begin to explore secondary and post-secondary pathways leading to careers in the field.
Prerequisite: None
____________________________________
This course introduces students to the various sectors of the green industries – agriculture, forestry, horticulture, floristry and landscaping. Using materials, processes and techniques commonly employed in these industries, students will participate in a number of hands-on projects that may include plant or animal propagation; production, maintenance and harvesting activities; the development of floral or landscaping designs; and/or related construction activities. Students will also develop an awareness of environmental and societal issues related to green industry activities, learn about safe and healthy working practices and explore secondary and post-secondary education and training pathways and career opportunities in the various industry sectors.
Prerequisite: None
84 | 2015-2016 Course Selection Guide Grades 9-12
This course enables students to develop knowledge and skills related to agriculture, floristry, forestry, horticulture and landscaping. Students will learn to identify a broad range of plant and animal species; examine factors that affect the growth of plants and animals and the quality of products derived from them; and develop process, design and maintenance skills required in the green industries. Students will also learn about safe and healthy working practices, develop an awareness of environmental and societal issues related to green industry activities and learn about apprenticeships and other post-secondary education and training opportunities, as well as employment opportunities that may be pursued directly after graduation.
Prerequisite: None
____________________________________
This course enables students to develop knowledge and skills related to agriculture, forestry, horticulture, and landscaping. Students will study the identification, growth and management of plants and animals and develop process, design and management skills required in the green industries. Students will also examine social and economic issues related to the green industries, learn about safe and healthy working practices, study industry standards and codes and will explore postsecondary education programs and career opportunities.
Prerequisite: None

This course enables students to gain further experience with a variety of industry procedures and operations and to acquire additional industryspecific skills. Students will study more complex processes, develop more advanced design and maintenance skills and explore ways of enhancing environmental sustainability. They will also examine social and economic issues related to the green industries, learn about safe and healthy working practices, study industry standards and codes and explore career opportunities in the various industries.
The knowledge and skills acquired in this course will prepare students for the workplace and apprenticeship training.
Prerequisite: Green Industries, Grade
11, Workplace Preparation
____________________________________
This course focuses on more complex concepts and skills related to the green industries. Students will focus on developing process skills, design and management techniques and ways of enhancing environmental sustainability.
They will also examine social and economic issues related to the green industries, learn about safe and healthy working practices, study industry standards and codes and explore career opportunities. The knowledge and skills acquired in this course will prepare students for more specialized studies at the college and university level.
Prerequisite: Green Industries,
Grade 11, University/College
Preparation
Hairstyling and Aesthetics
This exploratory course introduces students to concepts and skills related to hairstyling and aesthetics, including hair, nail and skin care applications.
Students will develop an awareness of related environmental and societal issues and will begin to explore secondary and post-secondary pathways leading to careers in the field.
Prerequisite: None
____________________________________
This course presents hairstyling, make-up and nail care techniques from a salon/spa perspective. Through a variety of school and communitybased activities, students learn fundamental skills in hairstyling, giving manicures and facials and providing hair/scalp analyses and treatments.
Students also consider related environmental and societal issues and explore secondary and post-secondary pathways leading to careers in the field of hairstyling and aesthetics.
Prerequisite: None
____________________________________
This course enables students to develop knowledge and skills in cosmetology and offers a variety of applications that will equip students to provide services for a diverse clientele.
Students identify trends in the hairstyling and aesthetics industry, learn about related health and safety laws and expand their communication and interpersonal skills through interactions with peers and clients.
Students consider environmental and societal issues related to the industry and acquire a more detailed knowledge of apprenticeships and direct entry work positions.
Prerequisite: None
Ottawa Catholic Secondary Schools
This course enables students to develop increased proficiency in a wide range of hairstyling and aesthetics services. Working in a salon/spa team environment, students strengthen their fundamental cosmetology skills and develop an understanding of common business practices and strategies in the salon/ spa industry. Students expand their understanding of environmental and societal issues and their knowledge of post-secondary destinations in the hairstyling and aesthetics industry.
Prerequisite: Hairstyling and Aesthetics,
Grade 11, Workplace Preparation
____________________________________
Health Care
This exploratory course introduces students to concepts and skills related to health care, which encompasses personal health promotion, child and adolescent health concerns and various medical services, treatments, instruments and technologies.
Students will develop an awareness of related environmental and societal issues and will begin to explore secondary and post-secondary pathways leading to careers in the field.
Prerequisite: None
____________________________________
This course introduces students to personal health promotion, child and adolescent health concerns and a variety of medical services, treatments and technologies. Students will become familiar with various instruments and equipment and will learn about human anatomy, organs and body chemistry, as well as the effects that lifestyle choices can have on personal well-being. They will plan recreational activities for youth, perform a dietary analysis and evaluate health care practices. Students will develop an awareness of environmental and societal issues related to health care and will explore secondary and post-secondary pathways leading to careers in the field.
Prerequisite: None
2015-2016 Course Selection Guide Grades 9-12 | 85

Ottawa Catholic Secondary Schools
This course focuses on the development of knowledge and skills that will benefit students planning a career in the health care field. Students will learn about human anatomy and physiology, homeostasis, vital signs, disease prevention and treatment, how lifestyle choices affect health and well-being and conventional and complementary methods of disease prevention and treatment. Students will develop an awareness of health and safety issues, environmental and societal issues related to health care and career opportunities in the field.
Prerequisite: None
____________________________________
This course focuses on the development of knowledge and skills that will benefit students planning a career in the health care field. Students will learn about human anatomy and physiology, homeostasis, vital signs, disease prevention and treatment, how lifestyle choices affect health and well-being and conventional and complementary methods of disease prevention and treatment. Students will develop an awareness of workers’ health and safety issues, environmental and societal issues related to health care and career opportunities in the field.
Prerequisite: None
____________________________________
This course focuses on the development of clinical skills needed to assess general health status. Students will learn about accepted health care practices and about how to perform various basic procedures using appropriate instruments and equipment.
They will learn about the human immune system, pathology and disease prevention and treatment. Students will also expand their awareness of workers’ health and safety issues, environmental and societal issues related to health care and postsecondary destinations in the field.
Prerequisite: Health Care, Grade 11,
College Preparation
This course focuses on the development of clinical skills needed to assess general health status.
Students will learn about accepted health care practices and about how to perform various procedures using appropriate instruments and equipment. They will learn about the human immune system, pathology, and disease prevention and treatment.
Students will also expand their awareness of workers’ health and safety issues, environmental and societal issues related to health care and post-secondary destinations in the field.
Prerequisite: Health Care, Grade 11,
University/College Preparation
____________________________________
This course enables students to examine the stages of child development and the aging process.
Students will study the processes of disease and factors contributing to health and well-being in early and later life and will develop skills required to meet the needs of children and older adults (care skills). Students will also learn about legislation governing the care of children and older adults; evaluate social and recreational activities, programs and services for improving quality of life; and develop an awareness of health and safety issues, environmental and social issues and career opportunities related to child care and gerontology.
Prerequisite: None
This course enables students to develop the basic skills needed for careers in a range of health care support services. Students will practise and apply a variety of clinical procedures and infection control skills as they learn about principles of infection control, service excellence and the nature of the health care industry. Students will also investigate workers’ health and safety issues, environmental and societal issues related to health care and career opportunities in the field.
Prerequisite: None
____________________________________
Hospitality and Tourism
This exploratory course introduces students to concepts and skills related to hospitality and tourism, focusing on the areas of food handling, food preparation, the origins of foods, event planning and local tourism. Students will develop an awareness of related environmental and societal issues and will begin to explore secondary and post-secondary pathways leading to careers in the field.
Prerequisite: None
____________________________________
This course provides students with opportunities to explore different areas of hospitality and tourism, as reflected in the various sectors of the tourism industry, with an emphasis on food service. Students will study culinary techniques of food handling and preparation, health and safety standards, the use of tools and equipment, the origins of foods and event planning and will learn about tourism attractions across Ontario.
Students will develop an awareness of related environmental and societal issues and will explore secondary and post-secondary pathways leading to careers in the tourism industries.
Prerequisite: None
86 | 2015-2016 Course Selection Guide Grades 9-12

This course enables students to acquire knowledge and skills related to the food and beverage services sector of the tourism industry. Students will learn how to prepare, present and serve food using a variety of tools and equipment and will develop an understanding of the fundamentals of providing high quality service to ensure customer satisfaction and the components of running a successful event or activity. Students will develop an awareness of health and safety practices, environmental and societal issues and career opportunities in the food and beverage services sector.
May also be offered with an emphasis on: Cooking (TFC), Culinary Arts and
Management (TFR), Tourism and
Travel Planning (TFT)
This course enables students to develop or expand knowledge and skills related to hospitality and tourism, as reflected in the various sectors of the tourism industry. Students will learn about preparing and presenting food, evaluating facilities, controlling inventory and marketing and managing events and activities and will investigate customer service principles and the cultural and economic forces that drive tourism trends. Students will develop an awareness of health and safety standards, environmental and societal issues and career opportunities in the tourism industry.
Prerequisite: None
This course enables students to further develop knowledge and skills related to the food and beverage services sector of the tourism industry.
Students will demonstrate proficiency in using food preparation and presentation tools and equipment; plan nutritious menus, create recipes and prepare and present finished food products; develop customer service skills; and explore event and activity planning. Students will expand their awareness of health and safety practices, environmental and societal issues and career opportunities in the food and beverage services sector.
Prerequisite: Hospitality and Tourism,
____________________________________
This course enables students to further develop knowledge and skills related to the various sectors of the tourism industry. Students will demonstrate advanced food preparation and presentation skills; increase health and wellness knowledge; develop tourism administration and management skills; design and implement a variety of events or activities; and investigate principles and procedures that contribute to high-quality customer service. Students will expand their awareness of health and safety issues, environmental and societal issues, and career opportunities in the tourism industry.
Prerequisite: Hospitality and Tourism,
Grade 11, College Preparation
Ottawa Catholic Secondary Schools
This exploratory course introduces students to concepts and skills related to manufacturing technology, which encompasses technical drawing, properties and preparation of materials, manufacturing techniques and control systems. Students will develop an awareness of related environmental and societal issues and will begin to explore secondary and post-secondary pathways leading to careers in the field.
Prerequisite: None
____________________________________
This course introduces students to the manufacturing industry by giving them an opportunity to design and fabricate products using a variety of processes, tools and equipment. Students will learn about technical drawing, properties and preparation of materials and manufacturing techniques. Student projects may include a robotic challenge, a design challenge, or a fabrication project involving processes such as machining, welding, vacuum forming, or injection moulding. Students will develop an awareness of environmental and societal issues related to manufacturing and will learn about secondary and post-secondary pathways leading to careers in the industry.
Prerequisite: None
____________________________________
This hands-on, project-based course is designed for students planning to enter an occupation or apprenticeship in manufacturing directly after graduation.
Students will work on a variety of manufacturing projects, developing knowledge and skills in design, fabrication and problem solving and using tools and equipment such as engine lathes, milling machines and welding machines. In addition, students may have the opportunity to acquire industry standard certification and training. Students will develop an awareness of environmental and societal issues related to manufacturing and will learn about pathways that lead to careers in the industry.
Prerequisite: None
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Ottawa Catholic Secondary Schools
This course enables students to develop knowledge and skills through hands-on, project based learning. Students will acquire design, fabrication and problem-solving skills while using tools and equipment such as lathes, mills, welders, computer-aided machines, robots and control systems. Students may have opportunities to obtain industry-standard certification and training. Students will develop an awareness of environmental and societal issues related to manufacturing and will learn about pathways leading to careers in the industry.
Prerequisite: None
____________________________________
This course enables students to develop knowledge and skills related to design, process planning, control systems and quality assurance. Students will use a broad range of tools and equipment and will combine modern manufacturing techniques and processes with computer-aided manufacturing as they develop critical decision-making, problem-solving and project management skills. Students will develop an awareness of environmental and societal issues related to manufacturing and will learn about pathways leading to careers in the industry.
This project-driven, hands-on course builds on students’ experiences in manufacturing technology. Students will further develop knowledge and skills related to the use of engine lathes, milling machines, welding machines and other related tools and equipment as they design and fabricate solutions to a variety of technological challenges in manufacturing. Students may have opportunities to acquire industrystandard training and certification.
Students will expand their awareness of environmental and societal issues and of career opportunities in the manufacturing industry.
Prerequisite: Manufacturing
Technology, Grade 11, Workplace
Preparation
88 | 2015-2016 Course Selection Guide Grades 9-12
This course enables students to further develop knowledge and skills related to machining, welding, print reading, computer numerical control (CNC), robotics and design. Students will develop proficiency in using mechanical, pneumatic, electronic, and computer control systems in a project-based learning environment and may have opportunities to obtain industry-standard training and certification. Students will expand their awareness of environmental and societal issues and career opportunities in the manufacturing industry.
Prerequisite: Manufacturing
Technology, Grade 11, College
This course enables students to further develop knowledge and skills related to design, process planning, control systems, project management, quality assurance and business operations.
Students will use a broad range of tools and equipment, enhance their skills in computer-aided design and collaborate in managing a project.
Students will critically analyse and solve complex problems involved in manufacturing products. Students will expand their awareness of environmental and societal issues and of career opportunities in the manufacturing industry.
Prerequisite: Manufacturing
Engineering Technology, Grade 11,
University/College Preparation
Technological Design
This exploratory course introduces students to concepts and skills related to technological design, which involves the development of solutions to various design challenges and the fabrication of models or prototypes of those solutions. Students will develop an awareness of related environmental and societal issues and will begin to explore secondary and post-secondary pathways leading to careers in the field.
Prerequisite: None
____________________________________
May also be offered with an emphasis on: Robotics and Control System
Design (TDR)
This course provides students with opportunities to apply a design process to meet a variety of technological challenges. Students will research projects, create designs, build models and/or prototypes and assess products and/or processes using appropriate tools, techniques and strategies. Student projects may include designs for homes, vehicles, bridges, robotic arms, clothing, or other products. Students will develop an awareness of environmental and societal issues related to technological design and will learn about secondary and post-secondary education and training leading to careers in the field.
Prerequisite: None
____________________________________
This course enables students to apply a systematic process for researching, designing, building and assessing solutions to address specific human and environmental challenges.
Through their work on various projects, students will explore broad themes that may include aspects of industrial design, mechanical design, architectural design, control system design and/or apparel design.
Students will develop an awareness of environmental and societal issues related to technological design and will learn about secondary and postsecondary pathways leading to careers in the field.
Prerequisite: None

May also be offered with an emphasis on: Architectural Design (TDA),
Robotics and Control System Design
(TDR)
This course examines how technological design is influenced by human, environmental, financial and material requirements and resources.
Students will research, design, build and assess solutions that meet specific human needs, using working drawings and other communication methods to present their design ideas. They will develop an awareness of environmental, societal and cultural issues related to technological design and will explore career opportunities in the field, as well as the college and/or university program requirements for them.
Prerequisite: None
____________________________________
This course focuses on the relationship between society and technological development. Students will use appropriate tools, techniques and strategies to research, design, build and assess prototypes for products and/or processes that respond to society’s changing needs. Students will describe how social factors, including culture, media, politics, religion and environmental concerns, influence technological design. Students will also learn about professional practices in the field and will research postsecondary pathways leading to careers related to technological design.
Prerequisite: None
May also be offered with an emphasis on: Architectural Design (TDA),
Robotics and Control System Design
(TDR)
This course introduces students to the fundamentals of design advocacy and marketing, while building on their design skills and their knowledge of professional design practices.
Students will apply a systematic design process to research, design, build and assess solutions that meet specific human needs, using illustrations, presentation drawings and other communication methods to present their designs. Students will enhance their problem solving and communication skills and will explore career opportunities and the post-secondary education and training requirements for them.
Prerequisite: Technological Design,
Grade 11, University/College Preparation
Ottawa Catholic Secondary Schools
This exploratory course introduces students to concepts and skills related to transportation technology, which encompasses the maintenance, servicing and repair of various types of vehicles, aircraft and/or watercraft.
Students will develop an awareness of related environmental and societal issues and will begin to explore secondary and post-secondary pathways leading to careers in the field.
Prerequisite: None
____________________________________
This course introduces students to the service and maintenance of vehicles, aircraft and/or watercraft. Students will develop knowledge and skills related to the construction and operation of vehicle/craft systems and learn maintenance and repair techniques.
Student projects may include the construction of a self-propelled vehicle or craft, engine service, tire/wheel service, electrical/battery service and proper body care. Students will develop an awareness of related environmental and societal issues and will explore secondary and postsecondary pathways leading to careers in the transportation industry.
____________________________________
This general interest course enables students to become familiar with the options and features of various vehicles, issues of registration and the legal requirements affecting vehicle owners. Students will also learn about vehicle financing and insurance, vehicle maintenance, emergency procedures and the responsibilities of being a vehicle owner. Students will develop an awareness of environmental and societal issues related to vehicle ownership and use and will explore career opportunities in the transportation industry.
Prerequisite: None
2015-2016 Course Selection Guide Grades 9-12 | 89

Ottawa Catholic Secondary Schools
May also be offered with an emphasis on: Auto Service (TTA), Auto Body
(TTB), Small Engine and Recreational
Equipment (TTS)
This course enables students to develop technical knowledge and skills as they study, test, service and repair engine, electrical, suspension, brake and steering systems on vehicles, aircraft and/or watercraft. Students will develop communication and teamwork skills through practical tasks, using a variety of tools and equipment.
Students will develop an awareness of environmental and societal issues related to transportation and will learn about apprenticeship and college programs leading to careers in the transportation industry.
____________________________________
This course introduces students to the servicing, repair and maintenance of vehicles through practical applications.
The course is appropriate for all students as a general interest course to prepare them for future vehicle operation, care and maintenance, or for entry into an apprenticeship in the motive power trades. Students will develop an awareness of environmental and societal issues related to transportation and will learn about careers in the transportation industry and the skills and training required for them.
Prerequisite: None
May also be offered with an emphasis on: Auto Service (TTA), Auto Body
(TTB), Small Engine and Recreational
Equipment (TTS)
This course enables students to further develop technical knowledge and skills as they study, test, service and repair engine management systems; power trains; steering/control, suspension, brake and body systems on vehicles, aircraft and/or watercraft; and/or small engine products. Students will refine communication and teamwork skills through practical tasks, using a variety of tools and equipment. Students will expand their awareness of environmental and societal issues related to transportation and their knowledge of apprenticeship and college programs leading to careers in the transportation industry.
Prerequisite: Transportation
Technology, College Preparation,
Grade 11
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95
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107
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Students can pursue their apprenticeships through cooperative education placements in an apprenticeship trade or through special OYAP programs in an apprenticeship program that combine Apprenticeship in the Skilled Trades Level 1 training with full day cooperative education placements in the Skilled Trades. (e.g. Automotive Service Technician, Hairstyling,
Auto Body, Truck and Coach and Welder).
92 | 2015-2016 Course Selection Guide Grades 9-12

earn high school credits while studying at Algonquin College; acquire experience that will assist with postsecondary education or apprenticeship training; gain a head start on learning and training for
2015-2016 Course Selection Guide Grades 9-12 | 93

2015-2016 Course Selection Guide Grades 9-12 | 95

96 | 2015-2016 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools
Required Components
1. Courses
4 - Arts & Culture Major Course credits (minimum one
Grade 11, one Grade 12)
2 - Cooperative Education credits
1 - English credit (Grade 11 or 12)*
1 - Business Studies/Canadian and World Studies credit (Grade 11 or 12)*
*Ontario curriculum credits that involve one or more
Contextualized Learning Activities delivered in the context of the Arts and Culture sector.
2. Sector-recognized Certification and Training
Courses
• Three compulsory certifications: Standard First Aid,
WHMIS (generic), CPR (Level C)
• Three additional certifications and/or training courses as specified in the sector-specific guide
• No substitutions or changes in the number of required certifications and training courses/programs are permitted
3. Experiential Learning
• Opportunities to explore, observe and participate in a variety of Arts and Culture experiences and careers
• One-on-one observation of a cooperative education student in an Arts and Culture sector placement (job twinning)
• A day long observation of an Arts and Culture sector employee (job shadowing)
• One to two week work experience with a sector employee e.g. GLN4O
• Volunteer experience in an Arts and Culture associated facility (also 40 hours community service)
4. “Reach Ahead” Experiences
• Opportunities range from experiential learning of several hours to full courses
• Must be connected to the student’s post-secondary pathway
• Should have an assignment or task assigned to the experience e.g. reflection paper
Possible opportunities for the different pathways:
• Apprenticeship training pathway: job shadowing an entertainment industry sound technician e.g. community theatre volunteering
• College pathway: monitoring classes in broadcasting courses
• University pathway: a guided tour of the Art Gallery at Carleton University
• Workplace pathway: job shadowing a stage manager
• All Pathways: tour of the Ottawa School of Speech and Drama
An experiential (exploring) learning activity connected with the student’s post-secondary pathway can be considered a “reach ahead” (focusing) experience.
The activity can be recorded only once on the student’s
SHSM Record as either an experiential learning activity or a “reach ahead” experience.
5. Ontario Skills Passport (OSP)
• Description of skills and work habits used in a wide variety of occupations
• Developed by the Ministry of Education, the Ministry of Training, Colleges and Universities and Human
Resources and Social Development Canada (HRSDC)
Educators and employers share a consistent understanding and approach to the delivery of the skills and work habits needed for the workplace. Skills learned through OSP are designed to be transferable and of maximum benefit to the student.
Learners and job seekers can use the OSP to identify needed skills and work habits, to plan further skill development for a smooth transition to the workplace and/or post-secondary education and to track skill development for current (résumé) and future (career goals) use.
Employers can use the OSP for assessing the performance of individuals in the workplace, for recording performance demonstrated in the workplace and for hiring and training employees.
Teachers and guidance teacher can use the OSP to assist students and parents in identifying relevant information about skills and work habits needed for particular occupations and careers.
Contact Info:
All Saints High School
Michelle Hay
Tel.: 613-271-4254
St. Peter High School
Bernard Leger
Tel.: 613-837-9377
2015-2016 Course Selection Guide Grades 9-12 | 97

Ottawa Catholic Secondary Schools
Required Components:
1. Courses
4 - Energy Major Course Credits (minimum one Grade 11, one Grade 12)
2 - Cooperative Education Credits
1 - Math Credit (Grade 11 or 12)*
1 - English Credit (Grade 11 or 12)*
1 - Business Studies or Canadian & World Studies or
Science (Grade 11 or 12)*
*Ontario curriculum credits that involve one or more
Contextualized Learning Activities delivered in the context of the Energy sector.
2. Sector-recognized Certification and Training
Courses
• Four compulsory certifications: Standard First Aid,
WHMIS (generic), CPR (Level C), Automated External
Defibrillation
• Three additional certifications and/or training courses as specified in the sector-specific guide
• No substitutions or changes in the number of required certifications and training courses/programs are permitted
3. Experiential Learning
• Activities that expose you to the energy sector through tours, attendance at trade shows, or working with a professional in the sector
• Opportunities to apply your knowledge in a real world setting
4. “Reach Ahead” Experiences
• Opportunities range from experiential learning of several hours to full courses
• Must be connected to the student’s post-secondary pathway
• Should have an assignment or task assigned to the experience eg. reflection paper
Possible opportunities for the different pathways:
• Apprenticeship training pathway: Visiting an approved apprenticeship delivery agent to investigate a program of interest to the SHSM student
• College pathway: Interviewing a college student enrolled in a program of interest to the SHSM student, in order to learn about that program
• University pathway: Observing a university class in the SHSM student’s program of interest
98 | 2015-2016 Course Selection Guide Grades 9-12
• Workplace pathway: Interviewing an employee in the field of work that the SHSM student is considering
An experiential (exploring) learning activity connected with the student’s post-secondary pathway can be considered a “reach ahead” (focusing) experience.
The activity can be recorded only once on the student’s
SHSM Record as either an experiential learning activity or a “reach ahead” experience
5. Ontario Skills Passport (OSP)
• Description of skills and work habits used in a wide variety of occupations
• Developed by the Ministry of Education, the Ministry of Training, Colleges and Universities and Human
Resources and Social Development Canada (HRSDC)
Educators and employers share a consistent understanding and approach to the delivery of the skills and work habits needed for the workplace. Skills learned through OSP are designed to be transferable and of maximum benefit to the student.
Learners and job seekers can use the OSP to identify needed skills and work habits, to plan further skill development for a smooth transition to the workplace and/or post-secondary education and to track skill development for current (résumé) and future (career goals) use.
can use the OSP for assessing the performance of individuals in the workplace, for recording performance demonstrated in the workplace and for hiring and training employees.
Teachers and guidance teacher can use OSP to assist students and parents in identifying relevant information about skills and work habits needed for particular occupations and careers.
Contact Info:
Mother Teresa High School
Susan Ragaisis
Tel.: 613-823-1663

Ottawa Catholic Secondary Schools
Required Components:
1. Courses
4 - Environment Major Course Credits (minimum one
Grade 11, one Grade 12)
2 - Cooperative Education Credits
1 - Math Credit (Grade 11 or 12)*
1 - Grade 11 or 12 English Credit (Grade 11 or 12)*
*Ontario curriculum credits that involve one or more
Contextualized Learning Activities delivered in the context of the Environment sector.
2. Sector-recognized Certification and Training
Courses
• Four compulsory certifications: Standard First Aid,
WHMIS (generic), CPR (Level C), Global Positioning
Systems
• Three additional certifications and/or training courses as specified in the sector-specific guide
• No substitutions or changes in the number of required certifications and training courses/programs are permitted
3. Experiential Learning
• Activities that expose you to the environment sector through tours, attendance at trade shows, or working with a professional in the sector
• Opportunities to apply your knowledge in a real world setting
4. “Reach Ahead” Experiences
• Opportunities range from experiential learning of several hours to full courses
• Must be connected to the student’s post-secondary pathway
• Should have an assignment or task assigned to the experience eg. reflection paper
Possible opportunities for the different pathways:
• Apprenticeship training pathway: Visiting an approved apprenticeship delivery agent to investigate a program of interest to the SHSM student
• College pathway: Interviewing a college student enrolled in a program of interest to the SHSM student, in order to learn about that program
• University pathway: Observing a university class in the SHSM student’s program of interest
• Workplace pathway: Interviewing an employee in the field of work that the SHSM student is considering
An experiential (exploring) learning activity connected with the student’s post-secondary pathway can be considered a “reach ahead” (focusing) experience.
The activity can be recorded only once on the student’s
SHSM Record as either an experiential learning activity or a “reach ahead” experience.
5. Ontario Skills Passport (OSP)
• Description of skills and work habits used in a wide variety of occupations
• Developed by the Ministry of Education, the Ministry of Training, Colleges and Universities and Human
Resources and Social Development Canada (HRSDC)
Educators and employers share a consistent understanding and approach to the delivery of the skills and work habits needed for the workplace. Skills learned through OSP are designed to be transferable and of maximum benefit to the student.
Learners and job seekers can use the
OSP to identify needed skills and work habits, to plan further skill development for a smooth transition to the workplace and/or post-secondary education and to track skill development for current (résumé) and future (career goals) use.
can use the OSP for assessing the performance of individuals in the workplace, for recording performance demonstrated in the workplace and for hiring and training employees.
Teachers and guidance teacher can use OSP to assist students and parents in identifying relevant information about skills and work habits needed for particular occupations and careers.
Contact Info:
Notre Dame High School
Clint Monahan
Tel.: 613-722-6565
Sacred Heart High School
Glenn Carr
Tel.: 613-831-6643
St. Mark High School
Nancy-Ann Giroux
Tel.: 613-692-2551
2015-2016 Course Selection Guide Grades 9-12 | 99

Ottawa Catholic Secondary Schools
Required Components
1. Courses
4 - Health & Wellness Major Course credits (minimum one Grade 11, one Grade 12)
2 - Cooperative Education credits
1 - English credit (Grade 11 or 12)*
1 - Mathematics credit (Grade 11)*
1 - Science credit (Grade 11 or Grade 12) *
*Ontario curriculum credits that involve one or more units
Contextualized Learning Activities delivered in the context of the Health and Wellness sector.
2. Sector-recognized Certification and
Training Courses
• Four compulsory certifications and/or training courses:
Cardio-Pulmonary Resuscitation (CPR – Level C),
Standard First Aid, WHMIS (generic), Infection Control
• Two additional certifications and/or training courses as specified in the sector-specific guide
• No substitutions or changes in the number of required certifications and training courses/programs are permitted
3. Experiential Learning Activities
• Opportunities to explore, observe and participate in a variety of health and wellness sector experiences and careers
• One-on-one observation of a cooperative education student in a health and wellness setting (job twinning)
• A day long observation of a health and wellness sector employee (job shadowing)
• One to two week work experience with a sector employee e.g. GLN4O
• Volunteer experience in a health and wellness setting
(also 40 hours community service)
• Cooperative Education placement in a sectorrecognized facility
• Attendance at a health and wellness sector career fair
4. “Reach Ahead” Experiences
• Opportunities range from experiential learning of several hours to full courses
• Must be connected to the student’s post-secondary pathway
• Should have an assignment or task assigned to the experience e.g. reflection paper
Possible opportunities for the different pathways:
• Apprenticeship training pathway: job shadowing an early childhood educator
• College pathway: monitoring classes in a health and wellness sector college program
• University pathway: job shadowing a physiotherapist for a day
• Workplace pathway: job shadowing a personal care support worker
• All pathways: tour of a health and wellness facility
An experiential (exploring) learning activity connected with the student’s post-secondary pathway can be considered a “reach ahead” (focusing) experience. The activity can be recorded only once on the student’s
SHSM Record as either an experiential learning activity or a “reach ahead” experience.
5. Ontario Skills Passport (OSP)
• Description of skills and work habits used in a wide variety of occupations
• Developed by the Ministry of Education, the Ministry of Training, Colleges and Universities and Human
Resources and Social Development Canada (HRSDC)
Educators and employers share a consistent understanding and approach to the delivery of the skills and work habits needed for the workplace. Skills learned through OSP are designed to be transferable and of maximum benefit to the student.
Learners and job seekers can use the OSP to identify needed skills and work habits, to plan further skill development for a smooth transition to the workplace and/ or post-secondary education and to track skill development for current (résumé) and future (career goals) use.
Employers can use the OSP for assessing the performance of individuals in the workplace, for recording performance demonstrated in the workplace and for hiring and training employees.
Teachers and guidance teacher can use the OSP to assist students and parents in identifying relevant information about skills and work habits needed for particular occupations and careers.
Contact Info:
Holy Trinity Catholic High School St. Patrick’s High School
Tanya Noble-Moore
Tel.: 613-591-9955
Maureen Langsford
Tel.: 613-733-0501
St. Matthew High School
Phak Chin
Tel.: 613-837-3161
100 | 2015-2016 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools
Required Components:
1. Courses
4 - Horticulture and Landscaping Major Course credits
(minimum one Grade 11, one Grade 12)
2 - Cooperative Education credits
1 - English credit (Grade 11 or 12)*
1 - Math credit (Grade 11 or 12) *
1 - Business Studies or Science credit*
(Grade 11 or Grade 12)
*Ontario curriculum credits that involve one or more
Contextualized Learning Activities delivered in the context of the Horticulture and Landscaping sector.
2. Sector-recognized Certification and Training
Courses
• Four compulsory certifications: Standard First Aid,
WHMIS (generic), CPR (Level ), Plant Identification
• Three additional certifications and/or training courses as specified in the sector-specific guide
• No substitutions or changes in the number of required certifications and training courses/programs are permitted
3. Experiential Learning
• Activities that expose you to the horticulture and landscaping sector through tours, attendance at trade shows, or working with a professional in the sector
• Opportunities to apply your knowledge in a real world setting
4. “Reach Ahead” Experiences
• Opportunities range from experiential learning of several hours to full courses
• Must be connected to the student’s post-secondary pathway
• Should have an assignment or task assigned to the experience eg. reflection paper
Possible opportunities for the different pathways:
• Apprenticeship training pathway: Visiting an approved apprenticeship delivery agent to investigate a program of interest to the SHSM student
• College pathway: Interviewing a college student enrolled in a program of interest to the SHSM student, in order to learn about that program
• University pathway: Observing a university class in the SHSM student’s program of interest
• Workplace pathway: Interviewing an employee in the field of work that the SHSM student is considering
An experiential (exploring) learning activity connected with the student’s post-secondary pathway can be considered a “reach ahead” (focusing) experience.
The activity can be recorded only once on the student’s
SHSM Record as either an experiential learning activity of a “reach ahead” experience.
5. Ontario Skills Passport (OSP)
• Description of skills and work habits used in a wide variety of occupations
• Developed by the Ministry of Education, the Ministry of Training, Colleges and Universities and Human
Resources and Social Development Canada (HRSDC)
Educators and employers share a consistent understanding and approach to the delivery of the skills and work habits needed for the workplace. Skills learned through OSP are designed to be transferable and of maximum benefit to the student.
Learners and job seekers can use the
OSP to identify needed skills and work habits, to plan further skill development for a smooth transition to the workplace and/or post-secondary education and to track skill development for current (résumé) and future (career goals) use.
can use the OSP for assessing the performance of individuals in the workplace, for recording performance demonstrated in the workplace and for hiring and training employees.
Teachers and guidance teacher can use OSP to assist students and parents in identifying relevant information about skills and work habits needed for particular occupations and careers.
Contact Info:
St. Patrick’s High School
Leonard St. Clair
Tel.: 613-733-0501
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Ottawa Catholic Secondary Schools
Required Components:
1. Courses
4 - Information & Communications Technology Major
Course credits (minimum one Grade 11, one Grade 12)
2 - Cooperative Education credits
1 - Math credit (Grade 11)*
1 - English credit (Grade 11 or 12)*
1 - Science or Business Studies or
Art credit (Grade 11 or 12)*
*Ontario curriculum credits that involve one or more
Contextualized Learning Activities delivered in the context of the Information & Communications Technology sector.
2. Sector-recognized Certification and Training
Courses
• Three compulsory certifications: Standard First Aid,
WHMIS (generic), CPR (Level C)
• Three additional certifications and/or training courses as specified in the sector-specific guide
• No substitutions or changes in the number of required certifications and training courses/programs are permitted
3. Experiential Learning
• Activities that expose you to the information and communications technology sector through tours, attendance at trade shows, or working with a professional in the sector
• Opportunities to apply your knowledge in a real world setting
• Participation in a local, provincial, or national skills competition with Skills Canada
4. “Reach Ahead” Experiences
• Opportunities range from experiential learning of several hours to full courses
• Must be connected to the student’s post-secondary pathway
• Should have an assignment or task assigned to the experience eg. reflection paper
Possible opportunities for the different pathways:
• Apprenticeship training pathway: Visiting an approved apprenticeship delivery agent to investigate a program of interest to the SHSM student
• College pathway: Interviewing a college student enrolled in a program of interest to the SHSM student, in order to learn about that program
• University pathway: Observing a university class in the SHSM student’s program of interest
• Workplace pathway: Interviewing an employee in the field of work that the SHSM student is considering
An experiential (exploring) learning activity connected with the student’s post-secondary pathway can be considered a “reach ahead” (focusing) experience.
The activity can be recorded only once on the student’s
SHSM Record as either an experiential learning activity or a “reach ahead” experience.
5. Ontario Skills Passport (OSP)
• Description of skills and work habits used in a wide variety of occupations
• Developed by the Ministry of Education, the Ministry of Training, Colleges and Universities and Human
Resources and Social Development Canada (HRSDC)
Educators and employers share a consistent understanding and approach to the delivery of the skills and work habits needed for the workplace. Skills learned through OSP are designed to be transferable and of maximum benefit to the student.
Learners and job seekers can use the OSP to identify needed skills and work habits, to plan further skill development for a smooth transition to the workplace and/or post-secondary education and to track skill development for current (résumé) and future (career goals) use.
can use the OSP for assessing the performance of individuals in the workplace, for recording performance demonstrated in the workplace and for hiring and training employees.
Teachers and guidance teacher can use OSP to assist students and parents in identifying relevant information about skills and work habits needed for particular occupations and careers.
Contact Info:
All Saints High School
Tom Brooks
Tel.: 613-271-4254
102 | 2015-2016 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools
Required Components
1. Courses
4 - Justice, Community Safety and Emergency Services
Major Course credits (minimum one Grade 11, one
Grade 12)
2 - Cooperative Education credits
1 - Math credit (Grade 11)*
1 - English credit (Grade 11 or 12)*
*Ontario curriculum credits that involve one or more
Contextualized Learning Activities delivered in the context of the Justice, Community Safety and Emergency
Services sector.
2. Sector-recognized Certification and Training
Courses
• Four compulsory certifications: Standard First Aid,
WHMIS (generic), CPR (Level C), Conflict Resolution
• Three additional certifications and/or training courses as specified in the sector-specific guide
• No substitutions or changes in the number of required certifications and training courses/programs are permitted
3. Experiential Learning
• Activities that expose you to the justice, community safety and emergency services sector through tours, attendance at trade shows, or working with a professional in the sector
• Opportunities to apply your knowledge in a real world setting
4. “Reach Ahead” Experiences
• Opportunities range from experiential learning of several hours to full courses
• Must be connected to the student’s post-secondary pathway
• Should have an assignment or task assigned to the experience eg. reflection paper
Possible opportunities for the different pathways:
• Apprenticeship training pathway: Visiting an approved apprenticeship delivery agent to investigate a program of interest to the SHSM student
• College pathway: Interviewing a college student enrolled in a program of interest to the SHSM student, in order to learn about that program
• University pathway: Observing a university class in the SHSM student’s program of interest
• Workplace pathway: Interviewing an employee in the field of work that the SHSM student is considering
An experiential (exploring) learning activity connected with the student’s post-secondary pathway can be considered a “reach ahead” (focusing) experience.
The activity can be recorded only once on the student’s
SHSM Record as either an experiential learning activity or a “reach ahead” experience.
5. Ontario Skills Passport (OSP)
• Description of skills and work habits used in a wide variety of occupations
• Developed by the Ministry of Education, the Ministry of Training, Colleges and Universities and Human
Resources and Social Development Canada (HRSDC)
Educators and employers share a consistent understanding and approach to the delivery of the skills and work habits needed for the workplace. Skills learned through OSP are designed to be transferable and of maximum benefit to the student.
Learners and job seekers can use the OSP to identify needed skills and work habits, to plan further skill development for a smooth transition to the workplace and/or post-secondary education and to track skill development for current (résumé) and future (career goals) use.
Employers performance of individuals in the workplace, for recording performance demonstrated in the workplace and for hiring and training employees.
and guidance teacher can use OSP to assist students and parents in identifying relevant information about skills and work habits needed for particular occupations and careers.
Contact Info:
St. Pius X High School
Kim Wu
Tel.: 613-225-8105
Proposed:
Lester B Pearson Catholic
High School
Patrick Easton
Tel: 613-741-4525
2015-2016 Course Selection Guide Grades 9-12 | 103

Ottawa Catholic Secondary Schools
Required Components:
1. Courses
4 - Non-profit Major Course credits (minimum one
Grade 11, one Grade 12)
2 - Cooperative Education credits
1 - Math credit (Grade 11)*
1 - English credit (Grade 11 or 12)*
*Ontario curriculum credits that involve one or more
Contextualized Learning Activities delivered in the context of the Non-profit sector.
2. Sector-recognized Certification and Training
Courses
• Four compulsory certifications: Standard First Aid,
WHMIS (generic), CPR (Level C), Ethical
Considerations
• Three additional certifications and/or training courses as specified in the sector-specific guide
• No substitutions or changes in the number of required certifications and training courses/programs are permitted
3. Experiential Learning
• Activities that expose you to the non-profit sector through tours, attendance at trade shows, or working with a professional in the sector
• Opportunities to apply your knowledge in a real world setting
4. “Reach Ahead” Experiences
• Opportunities range from experiential learning of several hours to full courses
• Must be connected to the student’s post-secondary pathway
• Should have an assignment or task assigned to the experience eg. reflection paper
Possible opportunities for the different pathways:
• Apprenticeship training pathway: Visiting an approved apprenticeship delivery agent to investigate a program of interest to the SHSM student
• College pathway: Interviewing a college student enrolled in a program of interest to the SHSM student, in order to learn about that program
• University pathway: Observing a university class in the SHSM student’s program of interest
• Workplace pathway: Interviewing an employee in the field of work that the SHSM student is considering
An experiential (exploring) learning activity connected with the student’s post-secondary pathway can be considered a “reach ahead” (focusing) experience. The activity can be recorded only once on the student’s
SHSM Record as either an experiential learning activity or a “reach ahead” experience.
5. Ontario Skills Passport (OSP)
• Description of skills and work habits used in a wide variety of occupations
• Developed by the Ministry of Education, the Ministry of Training, Colleges and Universities and Human
Resources and Social Development Canada (HRSDC)
Educators and employers share a consistent understanding and approach to the delivery of the skills and work habits needed for the workplace. Skills learned through OSP are designed to be transferable and of maximum benefit to the student.
Learners and job seekers can use the
OSP to identify needed skills and work habits, to plan further skill development for a smooth transition to the workplace and/or post-secondary education and to track skill development for current (résumé) and future (career goals) use.
Employers performance of individuals in the workplace, for recording performance demonstrated in the workplace and for hiring and training employees.
and guidance teacher can use OSP to assist students and parents in identifying relevant information about skills and work habits needed for particular occupations and careers.
Contact Info:
Holy Trinity High School
Maureen Bourke
Tel.: 613-591-9955
104 | 2015-2016 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools
Required Components
1. Courses
4 - Transportation Major Course credits (minimum one Grade 11, one Grade 12
2 - Cooperative Education credits
1 - Math credit (Grade 11)*
1 - English credit (Grade 11 or 12)*
1 - Science or Business Studies
Credit (Grade 11 or 12)*
*Ontario curriculum credits that involve one or more
Contextualized Learning Activities delivered in the context of the Transportation sector.
2. Sector-recognized Certification and Training
Courses
• Four compulsory certifications: Standard First Aid,
WHMIS (generic), CPR (Level C), Health & Safety
(basic)
• Three additional certifications and/or training courses as specified in the sector-specific guide
• No substitutions or changes in the number of required certifications and training courses/programs are permitted
3. Experiential Learning
• Activities that expose you to the transportation sector through tours, attendance at trade shows, or working with a professional in the sector
• Opportunities to apply your knowledge in a real world setting
• Participation in a local, provincial, or national skills competition with Skills Canada
4. “Reach Ahead” Experiences
• Opportunities range from experiential learning of several hours to full courses
• Must be connected to the student’s post-secondary pathway
• Should have an assignment or task assigned to the experience eg. reflection paper
Possible opportunities for the different pathways:
• Apprenticeship training pathway: Visiting an approved apprenticeship delivery agent to investigate a program of interest to the SHSM student
• College pathway: Interviewing a college student enrolled in a program of interest to the SHSM student, in order to learn about that program
• University pathway: Observing a university class in the SHSM student’s program of interest
• Workplace pathway: Interviewing an employee in the field of work that the SHSM student is considering
An experiential (exploring) learning activity connected with the student’s post-secondary pathway can be considered a “reach ahead” (focusing) experience.
The activity can be recorded only once on the student’s
SHSM Record as either an experiential learning activity of a “reach ahead” experience.
5. Ontario Skills Passport (OSP)
• Description of skills and work habits used in a wide variety of occupations
• Developed by the Ministry of Education, the Ministry of Training, Colleges and Universities and Human
Resources and Social Development Canada (HRSDC)
Educators and employers share a consistent understanding and approach to the delivery of the skills and work habits needed for the workplace. Skills learned through OSP are designed to be transferable and of maximum benefit to the student.
Learners and job seekers can use the OSP to identify needed skills and work habits, to plan further skill development for a smooth transition to the workplace and/ or post-secondary education and to track skill development for current (résumé) and future (career goals) use.
Employers performance of individuals in the workplace, for recording performance demonstrated in the workplace and for hiring and training employees.
and guidance teacher can use OSP to assist students and parents in identifying relevant information about skills and work habits needed for particular occupations and careers.
Contact Info:
Lester B. Pearson Catholic High School
Sean Burke
Tel.: 613-741-4525
2015-2016 Course Selection Guide Grades 9-12 | 105

2015-2016 Course Selection Guide Grades 9-12 | 107

108 | 2015-2016 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools
Program Description
This two semester package of courses will concentrate on all aspects of work as a general contractor, from student client meetings, research, design, cost analysis and fabrication of community based projects. A wide variety of construction disciplines will be utilized to complete these projects. The courses will be construction oriented and will include; measurement, technical reporting, research, analysis, sketching and detailed drawing. In addition, community involvement is an integral part of this course through projects, presentations and community contacts. Students will have the opportunity to work with skilled professionals, thereby enhancing their career options. Students will spend the mornings in the regular courses and the afternoons in the Construction room for their Focus Program courses.
FULL YEAR CREDIT PACKAGE
Semester 1
Credit #1: Exploring Technologies TIJ1O
Credit #2: Religion HRE1O
Credit #3: Compulsory of Student’s choice
Credit #4: Compulsory of Student’s choice
Semester 2
Credit #1: Construction
Credit #2: Geography
TCJ1O
CGC1P
Credit #3: Compulsory of Student’s choice
Credit #4: Compulsory of Student’s choice
Prerequisites: None
Contact: Steve Watzenboeck, Notre Dame High School, 613-722-6565
2015-2016 Course Selection Guide Grades 9-12 | 109

Ottawa Catholic Secondary Schools
Program Description
This program is comprised of a selection of transportation-related courses. During semester one, the
Exploring Technologies course will focus on transportation-related curriculum and the math course will support projects and assignments from the technology course. During semester 2, the English course will include the development of literacy skills through transportation-related content and the
Discovering the Workplace course will provide opportunities to investigate career opportunities in the transportation sector. The remainder of their courses will follow the regular grade 9 curriculum.
FULL YEAR CREDIT PACKAGE
Semester 1
Credit #1: Transportation
Credit #2: Math
TTI1OR
MAT1LR
Credit #3: Compulsory of student’s choice
Credit #4: Compulsory of student’s choice
Semester 2
Credit #1: English ENG1P/1L
Credit #2: Discovering the
Workplace GLD2OR
Credit #3: Compulsory of student’s choice
Credit #4: Compulsory of student’s choice
Contact : Colleen Connor, Lester B. Pearson Catholic High School, 613-741-4525
110 | 2015-2016 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools
Program Description
Guitar Studies is a program that combines three areas of curriculum: mathematics, music and technology, linked to the study of the guitar. At the end of this Focus Program, students will have a detailed understanding of and a variety of skills required in, the building and repairing of the guitar.
Note: Students will have a quality-built instrument that they can play.
FULL YEAR CREDIT PACKAGE
Semester 1
Credit #1: Construction Technology TCJ2O
Credit #2: Compulsory of Students’ Choice
Credit #3: Compulsory of students’ choice
Credit #4: Compulsory of students’ choice
Semester Two
Credit #1: Music Guitar AMG 1O/2O
Credit #2: Manufacturing
Engineering Technology TMJ2O
Credit #3: Compulsory of students’ choice
Credit #4: Compulsory of students’ choice
Prerequisites: None
Contact: Eric Dupuis, St. Mark High School, 613-692-2551, ext. 329
2015-2016 Course Selection Guide Grades 9-12 | 111

Ottawa Catholic Secondary Schools
Program Description
The PYF program will focus on the key components involved with stage craft. These include set design, costume creation, aesthetics, advertising, properties as well as, basic design concepts as seen through traditional visual arts. As involved artists within their school community, students gain cultural awareness and strong communication skills required for commissioned work. Students will gain a greater understanding of the importance of art within the Catholic tradition and our connection to the greater creator through human expression and collaborative works.
FULL YEAR CREDIT PACKAGE
Credit #1: Drama-Production
Credit #2: English
ADD1O/ADD2O Credit #1: Visual Arts
ENG1P/1D or ENG2P/2D
Credit #2: Religion
Credit #3: Compulsory of student’s choice
Credit #4: Compulsory of student’s choice
AVI1O/AVI2O
HRE1O/HRE2O
Credit #3: Compulsory of student’s choice
Credit #4: Compulsory of student’s choice
Prerequisites: None
Contact: Carol Bergeron, St. Peter High School, 613-837-9377
112 | 2015-2016 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools
Program Description
This focus program will centre on the various careers that contribute to Emergency Care (policing, firefighting, paramedics, nursing). The program will provide development of the knowledge, skills and theory needed to explore these careers in a high school setting. Opportunities for experiential learning and access to current professionals in the respective fields will support career exploration. Please visit a Youtube video of the program in action by visiting www.mths.ca and select Specialized Programs.
Note: This course fee is used to allow students to obtain certifications in CPR (Level 3), First Aid and
AED. They will also be able to keep their fitness clothing.
ONE SEMESTER CREDIT PACKAGE
Credit #1: Police Sciences/Foundations
Credit #3: Health Care
IDC3O2
Credit #2: Police Services and Fire Protection IDC4O2
TPJ3C/4E
Credit #4: Compulsory of student’s choice English or Math or Religion
Prerequisite: None
Contact: Randall Baird, Mother Teresa High School, 613-823-1663
2015-2016 Course Selection Guide Grades 9-12 | 113

Ottawa Catholic Secondary Schools
Program Description
In the Mobile Apps and Game Development Focus Program, students will gain real world experience creating mobile apps, games, web pages and video content for web sites. Students acquire concrete skills working with the latest technologies and software. They will learn to develop apps in Flash.
Along with animation and character design, students learn game interfacing and Action Script coding.
Students develop projects in teams and learn the importance of team work. Throughout the program, students will build an electronic web page portfolio, which may be used for post-secondary applications. With the knowledge gained through this Focus Program students may work from home as design consultants or use their knowledge to help market their small business.
The Mobile Apps and Game Development Focus Program gives students experience in the expanding fields of design and media. The program gives them the skills to become proficient in emerging technologies to participate in the global economy.
ONE SEMESTER CREDIT PACKAGE
Credit #1: Communications Technology
Credit #2: Communications Technology
TGJ3M2 or TGJ4M1
TGJ3M2 or TGI4M1
Credit #3: Photography AWQ3M
Credit #4: Compulsory course in English, Math or Religion
Prerequisites: Visual Arts, grade 9 or 10 Open (for AWQ3M)
Contact: Tom Brooks, All Saints High School, 613-271-4254
114 | 2015-2016 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools
Program Description
This program will provide students considering studies in Business Studies at post-secondary a commerce-focused program that is task and project-oriented. This offers an opportunity for exposure to industry experts, case study scenarios and hands-on learning through presentations and field trips.
Twenty-first century classroom learning technologies will be integrated throughout the program.
ONE SEMESTER CREDIT PACKAGE
Credit #1: Sports Marketing and Event Planning
Credit #2: Business Leadership Management
IDC4U2*
BOH4M
Credit #3: Intro to Accounting/Financial Accounting BAF3M or BAT4M
Credit #4: Compulsory credit English, Math or Religion
Prerequisites: Any 3U/M course for IDC4U2.
*Note: Students may only complete one IDC4U credit.
Contact: Jennifer Wood or Keith DeCoste, St. Francis Xavier High School, 613-822-7900
2015-2016 Course Selection Guide Grades 9-12 | 115

Ottawa Catholic Secondary Schools
Notes
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Notes
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2015-2016 Course Selection Guide Grades 9-12 | 117

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Notes
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118 | 2015-2016 Course Selection Guide Grades 9-12

Just make the call!
613-228-8888

"Catholic education addresses this search for meaning, this desire of the person to understand human life as an integration of body, mind and spirit. Rooted in this vision, Catholic education fosters the search for meaning as a lifelong spiritual and academic quest. The expectations guiding the journey of learning for all students in
Catholic schools, therefore, are described not only in terms of knowledge and skills, but necessarily in terms of values, attitudes and actions informed by reason and faith.”
(Ontario Catholic School Graduate: Expectations, Institute for Catholic Education, Toronto, Ontario, 2011)
As a student on a journey toward graduation from a Catholic school, therefore, you are challenged to meeting the following Catholic Graduate Expectations:
A discerning believer formed in the Catholic Faith community who celebrates the signs and sacred mystery of God’s presence through words, sacrament, prayer, forgiveness, reflection and moral living.
An effective communicator , who speaks, writes and listens honestly and sensitively, responding critically in light of gospel values.
A reflective, creative and holistic thinker who solves problems and makes responsible decisions with an informed moral conscience for the common good.
A self-directed, responsible, lifelong learner who develops and demonstrates their God-given potential.
A collaborative contributor who finds meaning, dignity and vocation in work which respects the rights of all and contributes to the common good.
A caring family member who attends to family, school, parish and the wider community.
A responsible citizen who gives witness to Catholic social teaching by promoting peace, justice and the sacredness of human life.
Catholic Education Centre
570 West Hunt Club Road
Nepean, Ontario K2G 3R4 | 613-224-2222 ocsb.ca