Course Calendar

2006-2008

COURSE CALENDAR

BISHOP SMITH CATHOLIC HIGH SCHOOL

ST. JOSEPH’S HIGH SCHOOL

RENFREW COUNTY CATHOLIC DISTRICT SCHOOL BOARD

OUR VISION INSPIRED BY OUR RICH HERITAGE AND CHALLENGED BY THE STRUGGLES OF OUR PAST, WE ARE AN INCLUSIVE CATHOLIC EDUCATIONAL COMMUNITY CALLED TO EXPRESS OUR MISSION AS CHURCH TO PASS ON THE GOOD NEWS OF JESUS CHRIST, TO MAKE IT RELEVANT IN THE WORLD TODAY, AND TO BE THE HOPE FOR THE FUTURE. IN A SPIRIT OF FREEDOM, AFFIRMATION AND CELEBRATION TODAY, WE STRIVE TO…

OPEN TO MYSTERY AND ENDLESS DISCOVERY IN THE LORD, WE ARE CALLED TO…

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Facilitate an active faith journey rooted in prayer and the sacraments.

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Develop and implement a distinctive Catholic curriculum based on the Ontario Catholic School Graduate Expectations.

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Enhance relationships among members of the home, school, parish and extended community.

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Make a difference as faith-filled community builders.

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Foster a world view shaped by the Catholic conversation about life’s meaning and purpose.

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Challenge the consumer culture with lives dedicated to the principles of social justice in the spirit of gospel values.

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Nurture the giftedness, self-worth and potential of each individual.

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Model a servant leadership style following the example of Jesus.

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Reverence the dignity of the whole person.

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Claim our role as global stewards cherishing the environment and all life in it.

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Integrate the Catholic faith tradition in a critical analysis of the arts, media and technology.

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Engage in the pursuit of life-long learning.

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Love unconditionally.

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Sustain safe school environments characterized by warmth, hospitality, good humour and joy. This is what Yahweh asks of you: only this, to act justly, to love tenderly and to walk humbly with your God. Micah 6:8

Re-animated by the Catholic Community of Renfrew County: 2002

St. Joseph's High School

Course Calendar 2006-2008

TABLE OF CONTENTS A Message from the Director of Education. . . . . . . . . . . . . . . . . . . . . .. . . 1 The Principal’s Message . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . .5 Administration & General Information . . . . . .. . . . . . . . . . . . . . . . . . . . . . .6 Information for Parents & Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..7 Faith Dimensions . . . ….... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Chaplaincy & Religious Services . . . . . ….... . . . . . . . . . . . . . . . . . . . .7 Code of Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Academic Responsibilities . . . . . . . . . . . . . . . . …... . . . . . . . . . . . . . . 8 Truancy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Behavioural Responsibilities. . . . . . . . . . . . . . . …… . . . . . . . . . . . . . 11 Smoking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..11 Dress Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ……. . . . . . . .. . . .12 Drug & Alcohol Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Program and Diploma Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Prior Learning Assessment and Recognition (PLAR) . . . . . . . . . . . . . . . 15 Student Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Co-operative Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Ontario Youth Apprenticeship Program (OYAP) . . . . . . . . . . . . . . . . . . . .19 Partnering to Articulate for Student Success (PASS) . . . . . . . . . . . . . . . .20 Remedial Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 School Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 The Students at Risk Initiative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Special Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Alternate School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Course Information for Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Transfer Courses— Policies & Procedures . . . . . . . . . . . . . . . . . . . . . . . .24 The Organization of Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Religious Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Business Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Canadian and World Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 French as a Second Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 Guidance and Career Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Health and Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 46 Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52 Social Sciences and Humanities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Technological Education/Computer Studies . . . . . . . . . . . . . . . . . . . . . . 57

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St. Joseph’s Joseph's High School

Course Course Calendar Calendar 2006 2006-2008 –2008

A Message From Our DIRECTOR OF EDUCATION In a spirit of freedom, affirmation and celebration today, we strive to facilitate an active faith journey rooted in prayer and the sacraments… This first article in our school board vision statement refers to a most important journey. Where will it take us? How do we get there from here? These are the fundamental questions of life. The answers will vary in detail from person to person. Yet, while the questions are complex and of extreme importance, the ultimate answer is beautifully simple.

MISSION STATEMENT Inspired by our rich heritage and challenged by the struggles of our past, we are an inclusive Catholic educational community called to express our mission as church to pass on the Good News of Jesus Christ, to make it relevant in the world today, and to be the hope for the future.

THE RENFREW COUNTY CATHOLIC DISTRICT SCHOOL BOARD

Our faith journey will take us to greatness, for it will continually lead us closer to God. The beauty of our Catholic education system is that we can support each other in this critical journey. When one tires, another is there to provide support. If one of us feels lost, others can point to the right path. When the trip seems too long or too hard, our fellow travellers give us encouragement. This is what a community is all about. As members of the Renfrew County Catholic District School Board, we have the privilege of living, working and learning in a dynamic faith community. Our beliefs are part of everything we do. God’s presence is among us. We witness to that presence every day – in prayer and the sacraments, but also in our day-to-day encounters with one another. Our Catholic educational community is focused on one goal – helping our students achieve success. As one of the 5,400 students in our system, you are at the centre of every decision we make and everything we do. I am proud of the dedication and cooperation that makes our schools centres of excellence. Parents, teachers, leaders, clergy and community work together on your behalf. They do it because they believe in you. Their commitment and faith is the foundation of our Catholic education system. It is what truly makes our 20 elementary schools and two secondary schools “Schools to believe in!” I wish each of you a meaningful faith journey and success in your academic pursuits.

Yours very truly,

Lorne Keon Director of Education

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St. Joseph's High School

Course Calendar 2006 –2008

THE PRINCIPAL’S MESSAGE Welcome to the 2006-2008 Course Calendar, which we hope will last you for the next few years of your high school career. If you lose it, you can find it on the school’s web-site. The purpose of the Course Calendar is to provide you, in one place, with as much information as possible about your school and the courses we offer as you make decisions about your academic future. Refer to it often and make it a working document. Of course, you will want to involve others as you make your decisions. At the school, your subject teachers, homeroom teachers, the Guidance Counsellor and Student Success Teacher are just some of the people who can provide assistance. At home, your parents should be heavily involved as you make decisions. Ultimately, decisions you make are yours. As a Catholic high school, St. Joseph’s seeks to “sponsor the integral education of the human person through a clear educational project of which Christ is the foundation Congregation for Catholic Education). We strive to model the life of Jesus to those within our school and to the broader community, not just in what we say but in who we are. Our Board’s Vision Statement and the Catholic Graduate Expectations are just two examples of “pointers” by which we can guide our journey in this endeavour. It is up to each of us to be disciples in and for our school and community, not just tourists. Expressed in another way, it is my hope that your journey during your years at St. Joseph’s are marked by a constant concern for we, not just me. All the best as we walk on together! Jaimie L. Perry Principal

Terry Fox Run For Cancer In September, 2005 St. Joseph’s High School participated in the annual Terry Fox Run as the event was expanded to include schools on the 20th anniversary of Terry Fox’s original run. Pictured above are students just before embarking and as they leave the school.

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St. Joseph's High School

Course Calendar 2006 –2008

ADMINISTRATION & GENERAL INFORMATION ST. JOSEPH’S HIGH SCHOOL WHERE YOU CAN FIND US St. Joseph’s High School is located at: 835 First Street, Renfrew, Ontario K7V 4E1 Phone: 613-432-5846 Fax: 613-432-9511 e-mail: [email protected] (Principal) WEB SITE: Visit our Web Site on the Internet at: http://www.rccdsb.edu.on.ca/sjh Principal…………………………………………..…...Jaimie L. Perry Vice-Principal …………………………………..…….Mary-Lise Rowat Pastoral Animator……………………….…..……….David Afelskie Guidance Counsellor………………………....……..Susan Whalen-Bunkis School-Based Social Worker……………..………..Weiling Yap School Nurse……………………………………....… Kim Shalla School Council Chairperson…………..….………..Cindy Colotelo Program Leaders (Academic): Mathematics/Business & Tech. Education…….……………...Derek Lennox Canadian and World Studies/Guidance/English…….……….David Rowat Science/ Phys. Ed./ Secondary Curriculum…………………...Russ Connors Religious Education/Special Education/The Arts…………...Jason Dedo The School Secretaries: ………………………………………………...Nancy Lance & Susan Love SCHOOL MOTTO: SCIENTIA CUM AMICITIA “LEARNING WITH FRIENDSHIP”

ST. JOSEPH’S HIGH SCHOOL is a Roman Catholic school operated under the jurisdiction of the Renfrew County Catholic District School Board which is located at : 499 Pembroke Street, West, Pembroke, Ontario K8A 5P1 Phone: 613-735-1031 or 1-800-267-0191 Fax: 613-735-2649 e-mail: [email protected] Web Page: http://www.rccdsb.edu.on.ca Board Chairperson………………..……………………………………...Andy Bray Director of Education…………………………..…………….…………..Lorne Keon Superintendent of Education……….…………….…….………………Michele Arbour

YOUR SCHOOL’S TIMETABLE AND DAILY SCHEDULE Bishop Smith Catholic High School and St. Joseph’s High School operate on a two-semester timetable, with each semester consisting of two terms. Each school day consists of four 75 minute periods. Students from Grades 9 to 11 are expected to be enrolled in four courses each semester. Students in Grade 12 will be permitted partial timetables if they have obtained a minimum of 23 credits. Any exception to this guideline will be considered on an individual basis and with the Ministry of Education’s full-disclosure transcript policy in mind by the principal in consultation with parents and Student Services personnel. Page 6

St. Joseph's High School

Course Calendar 2006 –2008

INFORMATION FOR PARENTS & STUDENTS FAITH DIMENSIONS As part of the Church’s mission in the world, Bishop Smith Catholic High School and St. Joseph’s High School participate in the educational ministry of the Church as expressed in the Board’s vision statement: to pass on the Good News of Jesus Christ, to make the gospels relevant in the world today and to be the hope for the future. Both schools animate their ministries in many ways: Religious Education Curricula, morning prayer, weekly or bimonthly Masses in our chapels, retreats for students and many social justice projects that minister to those less fortunate in our own communities and beyond. Each year, a group of staff and students is selected to visit our twinned high schools in the Dominican Republic, through the mission of The Grey Sisters. Two pastoral animators serve to nourish and enhance these aforementioned faith dimensions. Their role is essentially one of presence calling everyone to live out the message of Jesus, “ to love one another.” They are also available to staff, students and parents for guidance and support for the spiritual and emotional well-being of all. Everyone who attends or who teaches or who works at both high schools is called to serve the faith life of their respective schools: support staff, teachers and students. We are all called by God to take seriously both the professional and the vocational dimensions of our educational ministry. With the support of our parishes, our parents and our Board, we strive diligently to become and to be “Schools to believe in!”

CHAPLAINCY & RELIGIOUS SERVICES PASTORAL SERVICES and PASTORAL TEAM The Pastoral Counsellor is available to the school community and provides a variety of services. Students, as well as other family members, have access to the Pastoral Minister for consultation on matters pertaining to personal problems, home life or social issues. Facilitating the spiritual growth of students and with students through the school’s Pastoral Team comes through personal contact, ministry projects and religious education consultation. In recognition of the Catholic school as an extension of “Church” the Pastoral Minister coordinates activities in conjunction with the parish communities of the students. Community prayer and sacramental celebrations, as central realities of our Catholic Faith, are coordinated by the Chaplain. Students are expected to participate fully in the community prayer and the sacramental life of the school. Frequent opportunity to celebrate our faith is what distinguishes us as a Catholic school community.

CHAPEL Each high school has a beautiful chapel, a prayerful environment for staff and students. It is suitable for small group liturgies and affords a quiet place for prayer and reflection. Priests from various parishes preside at these liturgies.

THE CERAMIC IMAGE OF ST. JOSEPH (at St. Joseph’s High School) Mounted outside the Chapel is a ceramic artwork depicting St. Joseph. This beautiful work of art by Montreal artist, Philippe Bilideau, is a donation from St. Francis Xavier Parish given in the name of a former Bishop of Pembroke, The Most Reverend Joseph Raymond Windle. It was unveiled and dedicated by His Excellency, Bishop Windle, on November 8, 1996.

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St. Joseph's High School

Course Calendar 2006 –2008

CODE OF BEHAVIOUR STUDENT CONDUCT ACADEMIC AND BEHAVIOURAL EXPECTATIONS ST. JOSEPH’S HIGH SCHOOL The following is a summary of key student rights and responsibilities as outlined in the Code of Behaviour, which predates Ontario’s Safe Schools Act, 2000. The Student Code of Behaviour has evolved over a number of years through input by students, parents, staff, parish and community representatives. Its purpose is to create and maintain a positive and Christian learning environment in which each student can develop his/her full potential and to assist the student in reaching his/her goals. This Code was reviewed and ratified in June, 2001 by the St. Joseph’s School Council and is consistent with the legislative expectations of the Safe Schools Act.

• • • • • •

STUDENT RIGHTS

be able to acknowledge God openly maintain Catholic values in an open way learn in an environment of self-respect, mutual respect and friendship be taught in an environment where the student is aware of what is expected and to have access to additional assistance where needed be taught by teachers who behave at all times in a professional manner; respect each student as a person; are willing to put in an extra effort where needed and help students achieve the best education possible be taught in an atmosphere where the student can grow spiritually, mentally, physically, socially and emotionally and develop the values necessary to become mature, responsible citizens who can successfully function in the outside world

ACADEMIC RESPONSIBILITIES ATTENDANCE You are expected to attend school regularly and to attend all your classes when you are at school. At St. Joseph's High School attendance is an essential component of all courses. Therefore, students and parents/ guardians are advised that you must be in attendance in all your classes except when absent for valid reasons. VALID REASONS, which will not count as absences for the purpose of this policy are: (a)

illness or accident where a doctor's letter or certificate is received by the office;

(b) absence due to participation in school sponsored extra-curricular activities or field trips when authorized by the Principal or a teacher; (c)

absence due to a required court appearance or visit to a legal professional when supported by a letter from a legal professional or a subpoena.

Please note that ALL absences are recorded on your report card.

FREQUENT ABSENTEEISM Students need to be aware that frequent absenteeism, even for valid reasons, can make it impossible for the teacher to assess your progress. This is particularly true when several tests are missed. In such a case, the credit may be lost. Students need to be present if teachers are to properly assess and evaluate performance of course expectations.

RETURNING FROM AN ABSENCE 1.

Upon returning from an absence, you are required to report to the office, present a note from a parent or guardian explaining the reason for the absence, and acquire a slip to be admitted back to classes. Students who are 18 years of age or older may take responsibility for signing their own notes providing the parent/guardian agrees in writing. A form for this purpose is available from the school secretary.

2.

Parents have the option of calling the school rather than writing a note. Please call the school before 8 a.m. on the day of or prior to the absence and leave a message on the school answering machine.

3. Absent students have a responsibility to make up missed work and assignments.

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St. Joseph's High School

Course Calendar 2006 –2008 TRUANCY Students who are under 16 years of age are legally required in Ontario to attend school. Students sixteen years of age and older who choose to attend St. Joseph's High School agree, in making that choice, to be bound by our attendance policies. The only recognized reasons for missing a class are permission from the Principal, illness or accident, a medical appointment which cannot be scheduled outside of class time, a legal or court appointment or a genuine family emergency. Attendance at homeroom periods is compulsory. AN OUTSIDE JOB IS NEVER AN ACCEPTABLE REASON TO MISS SCHOOL. If you are illegally absent from class, you can expect: (a) on the first offense in a semester that detentions will be assigned to make up for time missed. Be aware that the school regularly calls home when students are absent and so your parents/guardians will be informed; (b) on the occasion of the second and subsequent truancies you may be suspended and additional penalties may be assigned.

PUNCTUALITY You are expected to be on time for all your periods including your TAG (Teacher Advisor Group) period. Late arrivals to class disrupt the teaching and learning process. Please consult your Student Agenda for further details regarding punctuality.

CLASS PREPARATION AND PARTICIPATION You are expected to fulfill all course requirements. This includes being prepared for all classes by bringing the required materials to class as indicated by your teachers; to have homework completed; to hand in assignments on the due dates and to prepare for tests and examinations. You are expected to participate in a constructive manner in class.

ASSESSMENT AND EVALUATION According to the Ministry of Education and Training, the primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing overall effectiveness of programs and classroom practices. Assessment is the process of gathering information from a variety of sources (including assignments, demonstrations, projects, performances, and tests) that accurately reflects how well a student is achieving the curriculum expectations in a course. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. In Ontario secondary schools, the value assigned will be in the form of a percentage grade. Everything that we do at S.J.H.S. is to ensure that students have opportunities to improve their learning.

It is for that reason that we expect students to participate and do their best in all activities, to complete and submit all assignments, and to be prepared and present for all tests.

ABSENCE FROM FINAL EXAMINATIONS A student who is absent from a final examination because of illness or accident requires a doctor's letter or certificate attesting to the fact that he/she was medically unable to write the examination. Normally, no exceptions to the rule are possible; therefore, if illness or accident will cause you to miss an examination, call the school and let us know and then SEE YOUR DOCTOR. ABSENCE FROM IN-CLASS TESTS and SUMMATIVE ASSIGNMENTS Students who miss in-class tests and summative assignments due to illness or accident require a note from their parents just as any absence does. If the absence was ABSOLUTELY UNAVOIDABLE due to illness or accident, the student must make arrangements with their teachers for alternate assessments. However, STUDENTS ARE CAUTIONED that frequent absences from class tests may make it impossible for the teacher to assess your progress and this may result in LOSS OF THE CREDIT. It is the student's responsibility to inform the teacher in advance if a test or a major presentation is going to be missed due to extra-curricular or unavoidable circumstances. Arrangements may then be made for alternate assessment. Prior permission of the classroom teacher is required in such cases for the student to participate in the extra-curricular activities. A student’s participation may be in jeopardy without prior notification to their teacher.

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St. Joseph's High School

Course Calendar 2006 –2008 FAILURE TO SUBMIT SUMMATIVE ASSIGNMENTS ON OR BY THE DUE DATE Summative assignments must be submitted on or by the due date. Students who wait until the final day to submit projects or assignments have a responsibility to insure that they are in the hands of their teacher on that date. (a)

If you are unavoidably absent on the due date because of illness or other VALID reason, it is still your responsibility to insure that someone brings the project or assignment to your teacher. If a student is unable to hand in an assignment by the due date, the student must see the teacher for alternate arrangements.

(b) Students who are truant from a class or classes in order to work on a project or assignment without the prior knowledge and permission of the teacher(s) are, first of all, subject to the usual penalty for truancy. (c) Failure to complete and submit a summative assignment may result in loss of credit. (d) It is the student's responsibility to inform the teacher in advance when extra-curricular activities are scheduled at the same time that a major in-class assignment is being carried out. Academic responsibilities take precedence over extra-curricular activities!

LIBRARY POLICY The Sister Clare Gallagher Library is open to students when a teacher/librarian is available. 1. The library is a place for reading, quiet study, and literary and computer research. 2. Books may normally be borrowed for a two-week period. They must be signed out and processed through the security system by the teacher/librarian. 3. Food, drinks and playing cards are not permitted in the library.

TEXTBOOKS/MUSICAL INSTRUMENTS AND OTHER LOANED MATERIAL You are expected to maintain textbooks, musical instruments and other materials that are loaned to you by the Renfrew County Catholic District School Board in good condition. Students will be billed for lost or damaged textbooks. Musical instruments, materials or supplies will not be loaned to a student who has not settled his/her account.

REPORTING TO PARENTS Reports of student progress are issued four times per year - in November, February, April and early July. The July report card will be mailed home. The other reports will be sent home with students. There are usually two ParentTeacher Interview Days. One is in October and a second one in late March or early April. Parents may request an update of student progress at any time by contacting the school.

HOMEWORK Homework is an essential part of the learning process at the high school level. It is necessary in order to understand course material and master it. It is difficult to pinpoint exactly how much homework is necessary because there are a great number of factors which contribute such as the grade level, the level of difficulty being attempted, the student's ability in the subject area, attentiveness in class and the individual student's style of learning. There are, however, a few guidelines that parents and students can follow: ⇒ The norm is that every student should have some homework. A student who claims that there is never any homework is simply not spending the time necessary to master the work. ⇒ Homework is not only written work. It includes on-going study and review of each day’s lessons. There are also long-term projects in several courses that need to be worked on over a period of time. When there is no written work assigned, the student should be using it as an opportunity to review. ⇒ At the opposite end of the scale is the problem of the student who always seems to have too much homework. If this is the case with your child, you would be well advised to investigate the situation with the teachers and/ or the Guidance Counsellor. Students need recreational time and continuous work is not a healthy situation. ⇒ Generally speaking, the amount of homework increases with each higher grade level. Where a grade 9 student might have an average of one hour of work per night, a grade 12/OAC student might easily require two-and-a half or three hours.

A SPECIAL NOTE ON PLAIGIARISM With the proliferation of materials now available on the internet, it is more crucial than ever that students cite work properly. Our school views plagiarism as a serious matter. Students who copy other people’s work and present it as their own on any assessment can expect the following penalties: First offence: Second offence: Third offence:

Zero on that project. Warning of suspension, and a letter describing the incident will be given to the department head of that course. Zero on that project, and a three-day suspension. Zero on that project, suspension and possible loss of credit.

Students can easily avoid plagiarism by not copying other people’s work, and by using proper referencing techniques. Check with your teacher if you are not sure. Page 10

St. Joseph's High School

Course Calendar 2006 –2008 PART-TIME JOBS AND ACADEMIC WORK While part-time jobs can provide a student with many benefits, the student needs to be aware that their first job is school. All too often students become over-involved in part-time work and see their marks suffer. Remember parttime work can be hazardous to your marks! It is not acceptable to miss school in order to work and work is not a valid excuse for not completing homework or assignments. Your future career is more important than a part-time job now.

UNSCHEDULED PERIODS Students with unscheduled periods (spares) are expected to avoid disturbing classes in session by: ⇒ reporting to the library for quiet studying or reading, or,

⇒ ⇒ ⇒

reporting to the cafeteria or Town Square, or, being outside on the school grounds, or,

if you have permission, leaving the school grounds entirely. (Permission to Leave School Property Forms are available from the main office.)

BEHAVIOURAL RESPONSIBILITIES LEAVING SCHOOL PROPERTY From the time you get on the school bus, or (if you walk to school), from the time that you step onto the school property, we are responsible for you. This applies throughout the school day with the exception of lunch hour and excluding students who have permission to sign out on spares. NEVER LEAVE THE SCHOOL PROPERTY DURING THE SCHOOL DAY UNLESS YOU HAVE THE PERMISSION OF THE SCHOOL OFFICE.

RESPECT FOR PROPERTY You are expected to treat the school grounds, school buses, the school buildings and everything in the school including desks, walls, change rooms, books and furniture with care and respect. This includes the personal property of others. FOOD AND DRINK ARE LIMITED TO THE CAFETERIA AND OUTSIDE THE SCHOOL BUILDING. Students are not permitted to eat or drink in the hallways and stairways of the school. Eating in classrooms may be permitted by individual teachers. Students are expected to keep the cafeteria clean, heed the instructions of the supervisors and cafeteria staff, and return all dishes, cutlery and trays to the proper location in the cafeteria. Failure to do so may lead to a loss of cafeteria privileges.

RESPECT FOR PROPERTY AND OUR NEIGHBOURS In addition to treating school property and other peoples' personal property with care and respect, we must recognize that our neighbours also deserve respect and the peace and enjoyment of their property. Therefore, you are asked not to loiter on the streets and the median adjacent to school property nor walk on neighbours' properties.

SMOKING Smoking on school property in Ontario is prohibited by law. Given that there is not sufficient time to leave school property and return for next class, smoking is not permitted after morning TAG and between classes (mid morning and mid afternoon). Students are advised that the Tobacco Enforcement Officer regularly visits the school grounds and that the fine for smoking on school property is $114.

ACCEPTABLE LANGUAGE AND BEHAVIOUR You are expected to use proper language and good manners in dealing with others.

RESPECT FOR SELF You are expected to come to school related activities free from the influence of alcohol and other mood-modifying substances.

RESPECT FOR OTHERS You are expected to be courteous and considerate in your dealings with other students, teachers and support staff. Your responsibility extends beyond the school property. In walking to and from school or while riding the bus, your conduct reflects not only on yourself but also on your school and you are expected to respect the rights and property of our neighbours and the community at large.

ABUSE AND INTIMIDATION Physical, verbal and written abuse, harassment, or intimidation of any member of the St. Joseph's community is not permitted. Any such activity by a student will lead to severe disciplinary action and, where warranted, police authorities will be summoned and charges laid. Harassment of any kind will not be tolerated. Rudeness, foul language and improper gestures toward any member of the school community are unacceptable under all circumstances.

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St. Joseph's High School

Course Calendar 2006 –2008 BEHAVIOUR ON BUSES Students travelling by school bus are subject to the same rules that govern behaviour at school. This applies to regular morning and evening service and any other time buses (or taxis or private vehicles) are used to transport students including on field trips and travelling to and from extra-curricular activities. Smoking is not permitted on school buses. Because of the dangers associated with children who have allergies that can lead to anaphylactic shock when exposed to certain food substances, nuts and highly scented products are not allowed on the school buses. School board policy forbids eating food on school buses. The penalty for misbehaviour may include suspension of bus privileges of up to 10 months under the Board’s Transportation Policy.

ALERGIES AND HEIGHTENED SENSITIVITIES Because of the dangers for students with allergies and heightened sensitivities, the excessive use and application of heavily perfumed products, hair sprays, deodorants etc., is not permitted. All students are expected to be respectful and considerate to those with environmental sensitivities. STUDENTS WHO HAVE ALLERGIES OR FOR THAT MATTER ANY MEDICAL CONDITION MUST NOTIFY THE OFFICE.

EXTRA-CURRICULAR RESPONSIBILITIES You are expected to maintain your academic responsibilities and to fulfill your other responsibilities as a St. Joseph’s High School student in order to maintain the privilege of participating in extra-curricular activities. If you make a commitment to an extracurricular activity, you are expected to fulfill it. N.B. A student who joins then drops an activity is irresponsible and places the activity in jeopardy for the other students. A student who drops an activity without the permission of either the teacher advisor/coach or the Principal may lose the privilege of participating in all extra-curricular activities for the following two semesters.

CELLULAR PHONES / PAGERS / PERSONAL ELECTRONIC DEVICES As these disrupt the teaching/learning process, students are not permitted to bring cellular phones and pagers to school. So that an appropriate learning environment can be maintained, the playing of radios, personal stereos or tape recorders will not be permitted during the school day. These devices should be stored in student lockers.

APPROPRIATE STANDARDS OF DRESS AND GROOMING You are expected to ensure that your dress, grooming and ornamentation reflect good taste and responsible attitudes at all times.

DRESS CODE School is your place of work and so it is expected that you will dress and groom yourself appropriately. Attire which is not consistent with expectations of a school-work environment or with the philosophy of a CatholicChristian high school may not be worn. This includes:

⇒ ⇒ ⇒ ⇒ ⇒ ⇒ ⇒ ⇒ ⇒ ⇒ ⇒ ⇒ ⇒

T-shirts with rude, vulgar or suggestive statements on them. Track suits or sweat suits, except during physical education class participation in sports activities. Mini-skirts. (Skirts must reach within the wearer’s palm width to the knees when standing.) Muscle shirts or tops which do not cover the midriff or low cut or backless. Halter tops, tube tops or tank tops. Shoulder tops must be covered. Hats, caps, visors as well as other head coverings deemed inappropriate by the principal, may not be worn in the buildings. Torn or ripped clothing. Sunglasses except where required for medical reasons. Short shorts. (Shorts cannot be shorter than the wearer’s palm width from the knee.) Jewelry, facial decorations, hair styles and tattoos, which in the opinion of the principal or viceprincipal call undue attention to the wearer or which are distracting or inappropriate in a work place or Catholic-Christian high school, may not be worn. Students are not permitted to wear coats in class. Footwear must be worn at all times in the school buildings. Any clothing which in the judgment of the principal is in poor taste or not suitable in the context of the school.

PHYSICAL EDUCATION DRESS A school approved physical education uniform must be worn for P. E. classes. Students who come inappropriately dressed for Physical Education class cannot participate and, therefore, will be marked absent. Non-marking soles are required on gym shoes.

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Course Calendar 2006 –2008 INAPPROPRIATE DISPLAYS OF AFFECTION In the context of the school, kissing, holding hands and romantic hugging are inappropriate.

SKATEBOARDS AND ROLLER-SKATES Because of the safety considerations, the use of skateboards and roller-skates is not permitted on school property.

SNOWBALLS The Lord made the snow to fall on the ground. Please leave it there as the chance of injury to other students is a concern.

GUM CHEWING / CHEWING TOBACCO / SPITTING Gum chewing is not permitted during classes. The use of chewing tobacco is prohibited at all times on campus. Spitting is highly inappropriate behaviour and is not tolerated.

DETENTIONS / SCHOOL COMMUNITY SERVICE Office detentions and/or school community service may be assigned for misbehaviour or failure to carry out your responsibilities. They are generally held at lunchtime. Students who are assigned office detentions will receive written notification of the date(s) on which such detentions are to be served. Teachers' detentions do not require written notice. If you are assigned to a detention and/or school community service, it is your responsibility to present yourself at the specified time and place. If you feel that a detention was unfairly assigned, you may appeal to the teacher for reconsideration of the penalty. If, however, the teacher, having heard your appeal, decides that the detention is justified, it must be served. You do not have the right to refuse to serve a detention. Detentions may be held at noon hour or after school (with sufficient notice to parents). Following after-school detentions, the student may make use of the late busing service if he/she lives beyond the normal walking zone.

USE OF ALCOHOL OR DRUGS The use or possession of such substances or being under their influence on school property or when in attendance at any off-campus school activity is considered a most serious offense which may lead to immediate suspension or even being asked to withdraw from school entirely.

DRUG / ALCOHOL - SEARCHES Students should be aware that the school works closely with the Ontario Provincial Police to check that a “Drug Free Zone” is maintained. This may include periodic searches by trained drug dogs.

STUDENT LOCKERS - SEARCHES School lockers are the property of the school and are loaned to students. The school reserves the right to inspect the contents of lockers from time to time in the interests of insuring a “Drug Free Zone” on school property. (See also: Violence Free Schools Policy, 1996, R.C.R.C.S.S.B.)

BOOK BAGS Students are required to leave book bags in their lockers, or in another safe area as designated by the classroom teacher (i.e. front or back of class). The administration reserves the right to ask that all book bags, gym bags, purses etc., be kept out of the classroom, library or cafeteria, if safety becomes a concern.

DISMISSAL AT THE END OF CLASS Students are to remain seated until excused by their teacher. The bell is not a signal to automatically rise and leave and it is rude to do so.

CONSEQUENCES OF NOT FULFILLING RESPONSIBILITIES A St. Joseph’s High School student is expected to behave in an appropriate manner at all times whether in class, on campus or participating in off-campus activities. A student who chooses not to fulfill his/her obligations can expect that every action has its consequences. You are responsible for your own work and behaviour. Should you choose not to do your work or to misbehave, expect that the following will occur: · For a minor, first time offense, counseling by the teacher involved and/or a school counselor and/or VicePrincipal and/or the Principal. · Loss of privileges usually associated with the area in which the lack of responsibility was shown. · Teacher or Office detentions to make up lost time or to help emphasize the seriousness of the situation. · Contact with parents to make them directly aware of the problem. · Suspension from a class where the problem is occurring. · Suspension from school for periods of time up to 20 days in length each to clearly establish the unacceptability of the behaviour or because of a repetition of unacceptable behaviour. · Request that the student withdraw from school

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Course Calendar 2006 –2008

PROGRAM AND DIPLOMA REQUIREMENTS ONTARIO SECONDARY SCHOOL DIPLOMA A student entering Grade 9 in the 1999-2000 school year or in subsequent years must complete the diploma requirements outlined by the Ontario Secondary School OSS document. Ministry Website: http://www. edu.gov.on.ca. In order to earn an Ontario Secondary School Diploma, a student must: • Earn 30 credits (18 compulsory and 12 optional)

• •

Complete 40 hours of community involvement activities Successfully complete the provincial secondary school literacy requirement

Compulsory Credits (Total of 18)

Optional Credits (Total of 12)

⇒ 4 credits in English (1 credit per grade) ⇒ 1 credit in French as a second language ⇒ 3 credits in mathematics (at least 1 credit in Grade 11 ⇒ ⇒ ⇒ ⇒ ⇒ ⇒ ⇒

In addition to the 18 compulsory credits, students must earn 12 optional credits, 4 of which are Religion credits. Selection of optional courses will be determined by students’ planned career destination. Consultation with parents, Tag teachers and guidance teachers will help students determine the best optional courses for their educational program.

or 12) 2 credits in science 1 credit in Canadian Geography 1 credit in Canadian History 1 credit in the arts

To ensure thorough academic preparation, students are encouraged to explore a wide variety of optional courses and may choose to stay in secondary school beyond four years.

1 credit in health and physical education .5 credit in civics .5 credit in career studies

Plus

⇒ 1 additional credit in English, or a third language, or

⇒ ⇒

social sciences and the humanities, or Canadian and world studies, or guidance and career education, or cooperative education. 1 additional credit in health and physical education, or the arts, or business studies or cooperative education. 1 additional credit in science (Grade 11 or 12) or technological education (Grades 9-12), or cooperative education.

St. Joseph’s High School requires that students take a course in Religious Education in each year of secondary school.

2006 Junior Girls’ Volleyball COUNTY CHAMPS

Congratulations to our Junior Girls’ Volleyball Team who won the County Championship for the second year in a row in February 2006. Pictured here are: (back row l to r) Coach Russ Connors, Kelsie Riopelle, Kirsti McMann, Jeremy Harris, Caroline Pilon, Sydni Keindel, Jessica McNulty, Danielle Miller; (front row l to r) Erica Riopelle, Melissa Brydges, Lauren Enright, Lindsay Vaive, Amy Madigan and in front Sheena Pallen.

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Course Calendar 2006 –2008

ONTARIO SECONDARY SCHOOL CERTIFICATE The Ontario Secondary School Certificate will be granted on request to students who leave school before earning the Ontario Secondary School Diploma, provided that they have earned a minimum of 14 credits as outlined below. The provisions for making substitutions for compulsory credits also apply to the Ontario Secondary School Certificate.

Compulsory Credits (Total of 7)

Optional Credits (Total of 7)

⇒ 2 credits in English ⇒ 1 credit in Canadian geography or Canadian history ⇒ 1 credit in mathematics ⇒ 1 credit in science ⇒ 1 credit in health and physical education ⇒ 1 credit in the arts or technological education

⇒ 7 credits selected by the student from available courses

CERTIFICATE OF ACCOMPLISHMENT Students who leave school before fulfilling the requirements for the Ontario Secondary School Diploma or Certificate may be granted a Certificate of Accomplishment. This Certificate may be used for students who plan to take certain vocational programs or training or who plan to find employment after leaving school. There are no compulsory courses required for this Certificate.

PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR) Under the direction of the Principal, students may earn credits based upon the skills and knowledge acquired outside of secondary school through a challenge or equivalency process. Students enrolled in Ontario secondary schools or inspected private schools may have their skills and knowledge evaluated in order to earn credits towards the OSSD.

⇒ Challenge Process: Students must successfully complete formal tests and a variety of other assessment strategies pertaining to a particular course such as written work and assignments, laboratory work and overall performance. A maximum of four credits may be obtained this way with no more than 2 from one subject area. ⇒ Equivalency Process: Students who are eligible for equivalency credits are those who transfer to Ontario secondary schools from non-inspected private schools or schools outside of Ontario. Students must see the guidance counsellor and submit an application package to the principal during the first month of the semester.

Alternative Ways of Earning Credits Towards the OSSD Most students earn their credits while attending classes in a secondary school setting. For those students who are unable to do so there are alternate ways to work towards achieving their requirements for an Ontario Secondary School Diploma. These include correspondence courses offered by the Independent Learning Centre, independent study, private study, continuing education and summer school. Check with your Guidance Office to explore the options available to you. Please refer to website: www.ILCCEI.com.

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Course Calendar 2006 –2008 40 Hours of Community Involvement Students must complete a minimum of 40 hours of community involvement as a requirement of the Ontario Secondary School Diploma. The purpose of the community involvement requirement is to encourage students to develop awareness and understanding of civic responsibility and of the role they can play and the contributions they can make in supporting and strengthening their communities. These hours cannot be started until the September of entry into Secondary School. Community involvement activities may take place in a variety of settings, including businesses, not-for-profit organizations, public sector institutions (including hospitals), and informal settings. Eligible activities are outlined in the R.C.C.D.S.B. Community Involvement pamphlet (available in your Student Services Office). In collaboration with their parents, the students will decide how they will complete this requirement, outside of normal instructional hours. The hours may not be part of a credit program and students may not be paid for their work. Once the student receives approval from the principal or guidance counsellor students are to obtain a Community Involvement form from the Guidance area. Students will maintain a record of these hours on a Community Involvement Form which must be returned to the Student Services Office upon completion. Check the link on your school’s website for more information.

Provincial Secondary School Literacy Test and Course All students must successfully complete the Ontario Secondary Schools literacy requirement in order to earn a secondary school diploma. A test will be administered in the fall of the student’s Grade 10 school year. The test will be based on the Ontario curriculum expectations for language and communication, in particular reading and writing, up to the end of Grade 9. Students who are not successful will be provided with remedial assistance and given the opportunity to rewrite the test. Student who are not successful after two opportunities may take the Ontario Secondary School Literacy course in grade 12. Successful completion of the course fulfills the literacy requirement. Accommodations: Necessary accommodations will be made for students receiving special education and who have an Individual Education Plan (IEP) to successfully complete the test. While accommodations such as alternative forms of print and extra time may be offered, the actual content of the literacy test will not be altered. Deferrals: Some students may benefit from deferral of the test if they have not yet acquired the level of proficiency in English required for successfully completing the test. The principal, in consultation with the parents, will determine whether or not a deferral should be granted and, if so, for what period of time. Exemptions: Only student whose IEP indicates that the students is not working towards the attainment of an OSSD may, with parental consent and the approval of the principal, be exempted from completing the Literacy Test.

Substitutions for Compulsory Courses To meet individual students’ needs, the principal may replace up to five compulsory courses with courses from the remainder of those that meet the compulsory credit requirements. The total number of credits required for an Ontario Secondary School Diploma remains at thirty. Each substitution will be noted on the student’s Ontario Student Transcript.

Annual Education Plan (AEP) Each student in Grade 8 to 12 must prepare an Annual Education Plan with the assistance of their parents, guidance counsellors and teacher-advisors. Students will use the AEP to set short and long term goals and review and revise them each year. The AEP will identify the students’ goal for academic achievement; the course selections for the next year, any extracurricular activities, cooperative education programs or work experience opportunities the student may be participating in (both in and out of school; and a range of possible post secondary goals. The plan will be reviewed at least twice a year. Students in Grades 8 to 11 will review their AEP with their parents and teacher-advisor while students in Grade 12 should consult with their parents and guidance counsellors.

WRESTLING WITH RESULTS! March, 2006 was a productive month at EOSSAA for wrestlers (l to r) Amanda Seeley, Amber Bennett, Jasmine Scobie, Leesa Fleury and Jessica Schneider. Congratulations girls!

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Course Calendar 2006 –2008

STUDENT SERVICES In its support and enrichment of the school’s Catholic values, educational philosophy, and curriculum content; and in its set purpose of striving to meet the needs of students, teachers, parents, and community, and in its development and implementation of instructional programs designed to foster and enhance both personal and interpersonal growth, and academic and career awareness, Student Services endeavour to provide a program vital and integral to the school, its students, and the community. From Grade 8 to 12’s, the Student Services program is directed at providing students with the opportunity:

⇒ ⇒ ⇒ ⇒

to develop and expand a knowledge and understanding of self, to grow in effective understanding of effective relationship, to acquire the knowledge, skills, and attitudes needed to make appropriate post-secondary academic or to work related decisions, to explore potential careers.

In its effort to meet these objectives, a sampling of the services offered through Student Services includes: 1. Career and Vocational Planning 2. Educational Counselling and Planning 3. Personal Counselling 4. Orientation Programs 5. Timetabling and Timetable Changes 6. Registration Program 7. Information Sessions - College, University and Career 8. Community Liaison 9. Maintenance of Students Transcripts and Records 10. Resource Materials The working career of grade 9 students 11. Peer Support Program actually begins on the first Wednesday in 12. Work Experience November? It’s true! All grade 9 students 13. Student Exchange Program

DID YOU KNOW?

that day participate in Take Our Kids to Work. It’s a one-day job shadowing experience that sees the student go to work with a parent, relative or friend to get a taste of the work world.

PROCEDURES FOR STUDENTS WHO FAIL OR WHO DO NOT COMPLETE COURESES

Where a student has completed a course within the school year or semester but has not been successful in demonstrating achievement of the curriculum expectations to a passing level, the principal and teaching staff, in consultation with the parents and the student, should determine what procedure or type of program would best enable the student to meet the expectations and earn credit for the course. Arrangements include: - The student repeats the course another semester or year. - If available, the student may enroll in a remedial summer school program. - Under administration and department recommendation the student may enroll in a credit recovery program where the student should be allowed to repeat only the material relating to the expectations not achieved.

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Course Calendar 2006 –2008

COOPERATIVE EDUCATION Students apply to take a cooperative education course during the course selection process. A counseling and interviewing process conducted by cooperative education teachers, in collaboration with guidance, subject teachers and administrators determines the applicants suitability for the program. The focus of pre-course counseling and interviewing should be inclusion, not exclusion. These sessions should be solution-oriented and designed to ensure that all students have fair access to these programs. Prior to their placements, students attend structured orientation sessions as part of the classroom component of the program. Cooperative education courses include a classroom component, comprising of pre-placement and integration activities, and a placement component. Students earn cooperative education credits by integrating classroom theory with planned learning experiences in the community to achieve learning based on the curriculum expectations of the related course. Placements should provide students with challenging opportunities to apply and extend their knowledge, and practice and refine the skills acquired in the related course to demonstrate achievement of placement expectations that reflect current workplace practices and standards. Cooperative education experiences should provide students with sufficient time and opportunity in any placement for satisfactory skill development, career exploration, and personal growth. There are many choices for cooperative education placements. The student’s interests dictate the type of placement that may be suitable for that student. Placements will help students make informed career choices in their chosen field (s): educational assistant, mechanic, lawyer, nurse, bank teller, electrician etc. There are many choices to suit your interests. All interested students should contact Student Services and set up an interview with a Cooperative Education teacher. NEW: A maximum of 2 credits in cooperative education can count as compulsory credits.

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ONTARIO YOUTH APPRENTICESHIP PROGRAM (OYAP) OYAP is a unique school-work transition program that allows students a risk-free opportunity to start job training in a skilled trade while earning high school cooperative education credits. Students must be 16 years of age and have at least 16 credits to be eligible. Students enrolled in OYAP will be credited with skills and hours towards the student’s apprenticeship requirements. Benefits of OYAP may include the following now while in high school or in the student’s future once they have been enrolled in this program: ⇒ having an opportunity to explore careers ⇒ gaining a practical approach to job training ⇒ a good salary in a trade after high school ⇒ a solid job future after high school because there is a shortage of skilled trades ⇒ modest training costs for the apprenticeship training at College once the student has been hired by an employer after high school There are over 170 skilled trades in the Province of Ontario. Here is a list of just a few: auto body repair early childhood educator electrician auto service technician industrial millwright general carpenter hairstylist general machinist sheet metal worker horticulturalist parts person cook educational assistant plumber brick/stone mason For more information on OYAP, students should speak to their high school Guidance teachers or the OYAP coordinator.

HAVE YOU GIVEN ANY THOUGHT TO A CAREER IN A SKILLED TRADE?

CO-OP

OYAP

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Course Calendar 2006 –2008

PARTNERING TO ARTICULATE FOR STUDENT SUCCESS (PASS) Partnering to Articulate for Student Success is a school/college/industry partnership that provides direction for students exploring career possibilities in the areas of Hospitality and Tourism, Electronics, Photonics, and Electro-Mechanical Technologies and Business. In the Eastern Ontario region, Algonquin College, Loyalist College, St. Lawrence College and nine local school boards have partnered and are working with local industry to offer students a pathway into the colleges’ programs. The focus of the program is on math, science, technology, language and literacy skills as well as the development of employability skills that have been identified by the partners. The PASS program is open to any grade 11 or 12 student enrolled in a school where the “pathway” courses are offered. Benefits for Students - an articulated entry into college programs - an awareness of college programs and opportunities - the acquisition of life-long learning skills - the enhancement of employability skills i.e. PASS Business Pathway Timetable For more information, see your guidance counsellor. Second Semester 2005 at Bishop Smith Catholic High School

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Course Calendar 2006 –2008 REMEDIAL HELP Students requiring remedial help are expected to make arrangements with their classroom teachers for extra help. Where students require more extensive help, support may be provided through the Special Education Department and Guidance Department. In some cases the Guidance Department may assign a peer tutor provided a volunteer is available to help at that time.

SCHOOL RESOURCES The school library resource centre provided access to books, magazines and periodicals for student research with the help of a teacher-librarian. Computers are also available here for students to do electronic research and to allow students to prepare papers and projects. The school computer centre provides computers for students to work on assignments and projects with the help of a computer teacher. Students may also have access to work on projects in the technology centre under the supervision of their technology teacher.

THE STUDENT SUCCESS INITIATIVE The Student Success initiative is a province-wide program designed to provide assistance to students in Grades 7 to 12 who need extra help to succeed in school and prepare for the transition from school to the workplace or post secondary education and training. The Ministry of Education has invested significant resources in this program. Highlights of the initiative include: •

A new Grade 12 Literacy Course (OSSLC) This course will now be offered to all students who have failed the Ontario Literacy Test, after having two chances to write it. Students will have multiple opportunities to practice and master skills included on the Literacy Test, before being asked to independently demonstrate their achievement of these skills. Success in this course will mean that the student has met the requirements of the Literacy Test.

•

Literacy supports for Grades 7 to 12 teachers Research shows that student achievement improves when literacy strategies are explicitly taught to students and are used regularly in all subject areas, even at the high school level. New resources and professional development opportunities are being provided to all teachers to help them implement a “literacy across the curriculum” approach in their classes.

•

New program pathways models for workplace transition All students need program pathways that are clearly aligned with their strengths, interests and learning styles. Going to university or college is not the pathway of preference for everyone. Schools are now focusing on more appropriate programming for our young people moving directly to the world of work after high school. This will include a greater variety of in-school and work-based experiences.

•

Numeracy supports This aspect of the students at risk initiative will be an area of special focus in the 2005-2006 school year. For more information on this initiative, students should speak to the Student Success Teacher, their subject teachers, high school guidance counsellor or the designated Student Success Principal for the Renfrew County Catholic District School Board.

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SPECIAL EDUCATION PLAN Special Education provides a variety of services to students who are identified as “exceptional”. Students may be identified as having a communication exceptionality (e.g. A learning disability), an intellectual exceptionality, or a behavioural or physical exceptionality. The support given to such a student is determined by the Individual Placement and Review Committee (IPRC) through an annual review. Identified students are monitored on a regular and ongoing basis through the use of an Individualized Education Plan (IEP) which is continuously updated by subject teachers.

SEAC

The SPECIAL EDUCATION ADVISORY COMMITTEE (S.E.A.C.) is a local committee mandated by the Ministry of Education, whose role is to make recommendations to the Board in any matter affecting the establishment, development and delivery of Special Education Programs and services for exceptional students.

The members of S.E.A.C. meet in order to support students with special needs, and their parents. Membership is made up of associations, parents, Board and community representatives. S.E.A.C. meetings are open to the public. Interested individuals are welcome to call the Special Education Department at their child’s school for more information.

SCHOOL BASED COUNSELLOR/ FAMILY and CHILDREN SERVICES SOCIAL WORKER To a good number of students, vital to our support is the role played by the School Based Counsellor. This service is intended to provide counselling within the high school setting designed to assist students with school, personal, and family-oriented difficulties. Students are able to obtain assistance directly, or can be brought to the attention of the service by a teacher, a parent, or a member of school administration. It is intended that counselling provided through this position will reduce the number of students requiring additional assistance outside the school. However, if additional help is required or desired, the facilitator’s role is to assist the department in making such referrals and to maintain liaison with out of school helpers for the benefit of the student.

ALTERNATE SCHOOL RATIONALE The Alternate School provides an alternate setting and alternate learning style for those students who struggle in the regular school setting. It provides an adult style of learning in that more responsibility is placed on the students for their learning. Attendance becomes their responsibility and not their parents. STRUCTURE It is a classroom situated in an off-campus setting. The hours are from 9:00 a.m. until 3:00 p.m. with lunch from 11:30 to 12:30. The students work on one course at a time. They are strongly encouraged to complete compulsory subjects first. An accurate account of all students’ attendance is kept. Students within the classroom work independently under the tutelage of the Alternate School teacher. A variety of courses will be going on at one time. If most students who are in the classroom are missing the same course, the teacher may decide to teach that course for a period of time everyday. This may provide the students with some variety to their day and they sometimes miss the classroom instruction style of learning. Some students, such as young mothers may not be able to attend daily, but will touch base regularly with the Alternate School teacher so that their progress can be monitored and evaluated. STUDENT PROFILE Poor attendance Young mothers 16 to 21 year old students Pregnancy (although this may suit some setting)

⇒ ⇒ ⇒ ⇒

⇒ Difficulty relating to many authority figures ⇒ Illness ⇒ Able to work independently students others may prefer to remain in the regular school

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COURSE INFORMATION FOR STUDENTS TYPES OF COURSES GRADES 9 AND 10 In Grade 9 and 10, students should choose a combination of academic, applied and open courses in order to add to their knowledge and skills, explore their interests and determine the best type of program to undertake in Grades 11 and 12.

Academic courses focus on the essential concepts of the discipline and explore related concepts. They develop students’ knowledge and skills by emphasizing theoretical, abstract applications of the essential concepts and using practical applications as appropriate. Applied courses also focus on the essential concepts of the discipline but develop the students’ knowledge and skills by emphasizing practical, concrete applications and using theoretical applications as appropriate.

Locally Developed courses are designed to accommodate students who experience difficulty with the provincial curriculum. Students are placed in these courses based upon information from the I.P.R.C. process and the recommendation of teachers and counsellors. Open courses are offered in Grades 9 to 12 and are designed to prepare students for further study in certain subjects. Open courses are credit-based and are counted towards the 30 credits required to achieve an OSSD.

GRADES 11 AND 12 In Grade 11 and 12, students will focus more closely on their own interests and identify and prepare for their postsecondary goals. The option to explore other learning experiences such as cooperative education, work experience and apprenticeship programs is available.

University preparation courses are designed to help students acquire the knowledge and skills they will need to qualify for entrance into university programs. The range and content of these courses will allow students to prepare for university and their chosen career while emphasizing theoretical aspects and including concrete applications.

College preparation courses are designed to help students acquire the knowledge and skills they will need to qualify for entrance into college programs. The range and content of these courses will prepare students for most college programs and related careers while emphasizing concrete applications of the theoretical material and the development of critical thinking and problem-solving skills. University/College preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for specific university and college programs Workplace preparation courses are designed to equip students with the knowledge and skills they will need for direct entry into the workplace or admission into apprenticeship programs. The range and content of these courses will aid students in preparing for many jobs, training programs and careers while emphasizing workplace applications of the course content.

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Course Calendar 2006 –2008 CROSS OVER MATERIAL When a student plans to switch from one course type in Grade 9 to the other in Grade 10 in the same subject, the principal must inform the student and his or her parents/guardians that the student will be strongly encouraged to successfully complete additional course work of up to 30 hours and as defined by the ministry in order to demonstrate achievement of the learning expectations that are included in the one Grade 9 course but not the other. This additional course work will be the responsibility of the student and parent. A student wishing to change course types between Grades 10 and 11 and/or Grades 11 and 12 may, for example:

⇒ take a transfer course that will bridge the gap between course types; ⇒ Take a course of another type (e.g., academic) that will satisfy the prerequisites for a course in a higher grade (e.g., a university preparation course) that the student wishes to take;

⇒ Take a summer course or undertake independent study to achieve the uncompleted expectations that are required to enter the new program.

TRANSFER COURSES—POLICIES & PROCEDURES The purpose of transfer courses is to enable students who alter their post-secondary plans to transfer from one type of course to another in Grades 10, 11, and 12. Transfer courses are designed to provide the knowledge and skills required to bridge the gap between two courses of different types. In most cases, transfer courses are shorter and more focused than other types of courses, and can be delivered in a variety of ways. These courses will provide partial credits, since they require students to demonstrate achievement of new curriculum expectations. The credits earned will qualify as optional credits towards the diploma requirements. Transfer courses are not remedial instruction provided to enable students to achieve the curriculum expectations of a course that they have failed to complete successfully; they are designed to adequately prepare students to meet the expectations of a different type of course. These courses will be offered in the summer if sufficient numbers warrant.

RECORDING AND REPORTING The Ontario Student Transcript (OST) The Ontario Student Transcript (OST) provides a comprehensive record of a student’s overall achievement in high school. The credits that a secondary school student has earned towards completing the requirements for a graduation diploma will be recorded on the OST. It will include the following information:

⇒ The student’s achievement in Grades 9 and 10 with percentage grades earned and credits gained for successfully completed credit courses

⇒ A list of all Grade 11 and 12 courses taken or attempted by the student with percentage grades ⇒ ⇒ ⇒ ⇒

earned and credits gained (students repeating a course for which they have already earned a credit will earn only one credit for the completion of that course)* Identification of any course that has been substituted for one that is compulsory Confirmation of the community involvement requirement completion The student’s final result on the provincial secondary school literacy test Any indication of extraordinary circumstances affecting the student’s achievement in a Grade 11 or 12 course

*Within five days after the issue of the midterm report card, courses from which the student has not withdrawn will appear on the student’s transcript.

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Course Calendar 2006 –2008 RECORDING AND REPORTING (cont’d) The Ontario Student Record (OSR) The Ontario Student Record is the record of a student’s educational progress through school in Ontario. The OSR is established at the school where the student begins his or her education in Ontario and contains information pertaining to that student such as report cards, Ontario Student Transcript (Secondary School), documentation file, an office index card and any additional information identified as being conducive to the improvement of the instruction of the student. The OSR is an ongoing record and will be transferred if the student transfers to another school in Ontario. Each student and parent(s) of a student who is not an adult may have access to the information contained in the OSR and should contact the Student Services Department should they wish to view the contents. COURSE CHANGES Students are permitted to make course changes with the approval of the Guidance Counsellor and parents/guardians until the end of the second week of school in September for first semester courses and until the end of the second week of classes in February for the second semester. Again, students in senior courses are reminded that the Ministry of Education has a “full disclosure” policy in effect with respect to transcripts. A record of all courses, including those dropped, or failed or repeated appears on transcripts 5 days after the release of the mid-term report card for each term.

DID YOU KNOW? The Parents’ Foundation of St. Joseph’s High School for over 25 years has been fundraising for the school, chiefly through the Annual Lottery and Benefit Dinner. 40% of Annual Lottery profits is given directly to Student Council. Check the link at www.rccdsb.edu.on.ca/sjh for more information about the Parents’ Foundation of St. Joseph’s High School. Page 25

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Course Calendar 2006 –2008

The Organization of Courses for students entering Secondary School on September 1999 or later.

GRADE 12

University Preparation Courses

University/ College Preparation Courses

College Preparation Courses

Workplace Preparation Courses

Open Courses

Workplace Preparation Courses

Open Courses

Locally Developed Courses

Open Courses

Transfer Courses

GRADE 11

University Preparation Courses

University/ College Preparation Courses

College Preparation Courses

Transfer Courses

GRADE 10

GRADE 9

Academic Courses

Academic Courses

Applied Courses

Applied Courses

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Locally Developed Courses

Open Courses

St. Joseph's High School

Course Calendar 2006 –2008

THE CREDIT SYSTEM A credit is granted in recognition of the successful completion of a course that has been scheduled for a minimum of 110 hours. Credits are granted by the Principal for courses that have been developed or approved by the Ministry of Education and Training.

COURSE CODE EXPLANATION Each course code is comprised of a series of letters and numbers. The code identifies the course of study, the year or grade level and the type of course being offered.

For example

ENG

1

D

ENGLISH The first three characters indicate the subject course code as outlined in the Ministry of Education Common Course Codes. GRADE 9 The number indicates the grade level. Grade 9 ⇒ 1 Grade 10 ⇒ 2 Grade 11 ⇒ 3 Grade 12 ⇒ 4

ACADEMIC The fifth character indicates the course type or level. O ⇒ Open (Gr. 9 to 12) D ⇒ Academic (Gr. 9 & 10) P ⇒ Applied (Gr. 9 & 10) L ⇒ Locally Developed (Gr. 9 & 10) U ⇒ University (Gr. 11 & 12) C ⇒ College (Gr. 11 & 12) M ⇒ University/College (Gr. 11 & 12) E ⇒ Workplace (Gr. 11 & 12) K ⇒ Non Credit Life Skills

COURSE DESCRIPTIONS The following pages contain descriptions and prerequisite charts for all courses offered at Bishop Smith Catholic High School and St. Joseph’s High School. The information is broken down into the following categories: Arts Canadian and World Studies French as a Second Language Health and Physical Education Science Technological Education

Business Studies English Guidance and Career Education Mathematics Social Sciences and Humanities

This information should be used by students and parents in selecting courses that will guide the student in the right direction to their post secondary destination. For more information, please contact the Student Services Department in your high school. Page 27

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Course Calendar 2006 –2008

RELIGIOUS EDUCATION HRE1O Religious Education Grade 9, Open

HRE2O Religious Education Grade 10, Open

HRE 1O

HRT3M World Religions Grade 11, University/College

HRE4O Religious Education Grade 12, Open Church and Culture

HRF3O World Religions Grade 11, Open

HRE4M Religious Education Grade 12, University/ College Church and Culture

Religious Education – Be With Me: Called to Journey—Grade 9 Open

This course invites students to a deeper understanding of both the joy and the demands of following in the way of Christ and living out the call to discipleship as it is described in the Scriptures. Using the Beatitudes as a touchstone, students examine the attitudes and actions that characterize the Christian life. In the Family Life Education strand, students explore a variety of topics related to the themes of personhood, interpersonal relationships and sexuality. They are encouraged to understand and nurture within themselves the virtues which will enable them to deepen their relationship with God in and through Christ in the context of a Spirit-filled community.

HRE2O

Religious Education—Christ and Culture- Grade 10, Open

This course examines the relationship between the person and message of Christ and the dominant attitudes of contemporary culture. Central to this course is the sacramental nature of Jesus and through His incarnation, the sacra mentality of the Catholic Church, persons, and all of creation. Beginning with students’ own life experiences, seen in light of the Gospel narratives, students acquire a deeper and more systematic knowledge of Christ, his message and His Church. Connections between the Church and contemporary culture are explored in terms of what it means to be a responsible adolescent developing as members of a Catholic, Christian community while living within the context of a secular society. In the Family Life Education strand, students explore a variety of topics related to the themes of person-hood, interpersonal relationships and sexuality. PREREQUISITE: None

HRF 3O

World Religions: Beliefs and Daily Life, - Grade 11,Open

This course examines various themes related to faith and culture. It explores issues related to every religious tradition, such as the existence of God, good and evil, consequences of actions, selfunderstanding and self-esteem, family life, the environment, war and peace, medical ethics, and life after death. In the Family Life Education strand, students explore a variety of topics related to the themes of personhood, family relationships and sexuality. This kind of reflection in a religious context enables students to recognize an element of similarity in the aspirations and claims of people of different religious backgrounds. It can help to break down prejudices and misconceptions about other religious traditions and, at the same time, strengthen and affirm the students’ own search for answers to life’s meanings.

DID YOU KNOW….That presently in Ontario, undergraduate theology courses are offered at King’s College and Brescia College, London, at St. Jerome’s University, Waterloo, University of St. Michael’s College, Toronto and University of Sudbury? Thinking of a career in Catholic education? Consider an undergrad in theology!

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Course Calendar 2006 –2008

RELIGION (cont’d) HRT 3M

World Religions: Beliefs, Issues and Religious Traditions—Grade 11, University/ College

World Religions introduces students to the various expressions and responses to humanity’s encounter with mystery in our quest for life’s meaning. The course explores the life wisdom found in the responses of the major faith traditions to the compelling questions concerning the spiritual dimension of human experience, self-understanding, and the role of the individual within the family. In the Family Life Education strand, students explore a variety of topics related to the themes of personhood, family relationships, and sexuality. Its purpose is to familiarize students with the language of religious discourse and to develop their awareness of the place and function of religion in human culture. This exploration can lead students to a more authentic adherence to their religious tradition and a deeper commitment to the Catholic faith. It can help to break down prejudices and misconceptions about other religious traditions and, at the same time, strengthen and affirm the students’ own search for answers to life’s meaning

HRE40

Church & Culture-Grade 12, Open

This course assists students in their development of the skills and knowledge necessary to live lives of full maturity. Within the Catholic faith tradition, it is believed that this growth towards human maturity is best served when students are able to define themselves authentically in relation to their God, to other people and to their world. In the Family Life Education strand, students explore a variety of topics related to the themes of personhood, interpersonal relationships and sexuality. Students will demonstrate a knowledge of the prophetic tradition in Scripture, become familiar with the social teachings of the Catholic Church, explore contemporary notions of spirituality and prayer, and recognize the importance, power, and potential of the human person in relation to morality and personal choices concerning personal choices concerning future life paths.

HRE 4M

Religious Education – Church and Culture, Grade 12, College/University

This course is directed toward the clear identification of Catholic moral principles and the concrete application of these principles in the lives of students. The course proceeds from foundational beliefs rooted in Sacred Scripture concerning justice and peace to an exploration of the principles that shape Christian life. In the Family Life Education strand, students explore a variety of topics related to the themes of personhood, interpersonal relationships and sexuality. Special attention is given to the interaction between the Church and culture. The modern world is characterized by a multiplicity of values, philosophies, and ideologies. In a democratic, pluralistic society, these concepts may creatively reinforce one another or they may compete with and contradict one another. The Christian moral life is a call to follow Jesus Christ, to believe in the redemptive love of God for humankind and to proclaim and incarnate the reign of God as inaugurated by Jesus Christ. This course is intended to prepare the senior student for this lifelong task.

For the past several years, viceFOOD FOR the principals of THOUGHT! Bishop Smith and St. Jos e p h ’ s have held a friendly competition to determine which school could raise the most food for our local food banks in the annual VicePrincipals’ Food Drive. Pictured here is some of the food gathered for the 2005 drive. Thank you to everyone for making a difference!

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Course Calendar 2006 –2008

ARTS DRAMATIC ARTS ADA1O Dramatic Arts Grade 9. Open

ADA3M Dramatic Arts Grade 11, University/College

ADA4M Dramatic Arts Grade 11, University/College

ADA2O Dramatic Arts Grade 10, Open

ADA3O Dramatic Arts Grade 11, Open

ADA4O Dramatic Arts Grade 12, Open

ADA1O

Dramatic Arts—Grade 9, Open (B.S.C.H.S.)

This course emphasizes the active exploration of dramatic forms and techniques, using material from a wide range of authors, genres, and cultures. Students will construct, discuss, perform, and analyze drama, and then reflect on the experiences to develop an understanding of themselves, the art form, and the world around them. PREREQUISITES: None

ADA2O

Dramatic Arts—Grade 10, Open

This course requires students to actively explore dramatic forms and techniques, using their own ideas and concerns as well as sources selected from a wide range of authors, genres, and cultures. Student learning will include identifying and using the principles of space, time, voice, and movement in creating, sustaining, and communicating authentic roles within a drama. Students will assume responsibility for decisions made in the creation and presentation of the drama, and will analyze and reflect on the experience. PREREQUISITE: None

ADA3M

Dramatic Arts—Grade 11, University/College Preparation

This course requires students to create and to perform dramatic presentations. Students will analyze, interpret, and perform works of drama from various cultures, including Western plays from around 1900. Students will also do research on different acting styles and conventions for their presentations, create original works, and analyze the functions of playwright, director, actor, producer, designer, technician, and audience. PREREQUISITE: ADA1O or ADA2O

ADA3O

Dramatic Arts—Grade 11, Open:

This course requires students to create and to present dramatic works. Students will do research on and study such types of contemporary theatre as docudrama and forum theatre. They will interpret and present works in a variety of dramatic forms; create and script original works; analyze and reflect on dramatic works; and develop their communication skills and other skills useful in a variety of careers. PREREQUISITE: ADA1O or ADA2O

ADA4M

Dramatic Arts—Grade 12, University/College Preparation

This course requires students to experiment with forms and conventions in dramatic literature, and to create/adapt and present dramatic works. Students will do research on dramatic forms, conventions, themes, and theories of acting and directing from different historical periods, and apply their knowledge of these in analyzing and interpreting dramatic literature, including Canadian works and works from various cultures in the last twentieth century. Students will also examine the significance of dramatic arts in various cultures. PREREQUISITE: ADA3M

ADA4O

Dramatic Arts—Grade 12, Open

This course requires students to create and present a variety of dramatic works. Students will present works by Canadian and other playwrights, and develop original material based on personal narratives, local community issues, or global concerns. They will have hands-on experiences with various aspects of dramatic arts productions, including performance, set design, lighting, costumes, stage and technical management, and marketing. Students will also explore possible careers related to the dramatic arts. PREREQUISITES: ADA3O or ADA3M

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Course Calendar 2006 –2008

MEDIA ARTS Any Grade 9 or 10 arts course

ASM2O Media Arts Grade 10, Open

ASM2O

Any Grade 11 arts course

ASM3O Media Arts Grade 11, Open

ASM4O Media Arts Grade 12, Open

Media Arts—Grade 10, Open (B.S.C.H.S.)

This course will develop students’ artistic knowledge and skills by introducing them to current media arts technologies and processes. Student learning will include the analysis, appreciation, and production of media art, using a variety of traditional techniques (e.g., photography, film, photocopy art, video, analog, analog sound recording) and emergent technologies (e.g., computer, digital camera, scanner, multimedia, animation). PREREQUISITE: None.

ASM3O

Media Arts—Grade 11, Open (B.S.C.H.S.)

This course emphasizes the development of the knowledge and skills required for the production of media art works (e.g., robosculpture, photocopy art, computer animation with synthesized sound). Students will develop an appreciation of the history of media arts through analyzing specific works, and will create media art works using a variety of technologies (e.g., digital camera, photo-imaging software, computer-modeling software, synthesizer, videotape, multi-track sound recording). PREREQUISITE: Any Grade 9 or 10 course in the arts.

ASM4O

Media Arts—Grade 12, Open (B.S.C.H.S.)

This course emphasizes the development of the knowledge and skills required for the production of interactive media art forms (e.g., interactive art installations, interactive videos, simulations, network art). Students will analyze and evaluate media art works, and will create their own works using a variety of technologies and processes (e.g., computer graphics, photo-imaging, digital video production techniques, electro-acoustics). Students will maintain a portfolio of their media art works. PREREQUISITE: Any Grade 11 course in the arts.

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Course Calendar 2006 –2008

MUSIC AMU1O/AMI1O Music/Instrumental Band Grade 9. Open

AMU3M Music Grade 11, University/College

AMU2O/AMI2O Music/Instrumental-Band Grade 10, Open

AMU3O Music Grade 11, Open

AMU1O/AMI1O

AMU4M Music Grade 12, University/College

Music/Instrumental Band—Grade 9, Open

This course emphasizes the performance of music at a level that strikes a balance between challenge and skill and is aimed at developing technique, sensitivity, and imagination. Students will participate in creative activities that teach them to listen with understanding. They will also learn correct musical terminology and its appropriate use. PREREQUISITE: None

AMU2O/AMI2O

Music/Instrumental Band—Grade 10, Open ( B.S.C.H.S.)

This course emphasizes performance of music at an intermediate level that strikes a balance between challenge and skill. Student learning will include participating in creative activities and listening perceptively. Students will also be required to develop a thorough understanding of the language of music, including the elements, terminology, and history. PREREQUISITE: None

AMU3M

Music—Grade 11, University/College

This course emphasizes the appreciation, analysis, and performance of various kinds of music, including Baroque and Classical music, Popular music, Canadian and Non-Western music. Students will perform technical exercises and appropriate repertoire, complete detailed creative activities, and analyze and evaluate live and recorded performances. They will continue to increase their understanding of the elements of music while developing their technical and imaginative abilities. PREPREQUISITE: AMU1O, AMI1O, AMU2O, AMI2O

AMU3O

Music—Grade 11, Open

This course develops students’ artistic knowledge and skills through the performance of music and the preparation of music productions. Students will perform appropriate works, particularly works in contemporary popular styles. Independently and in groups, they will also plan, market, and produce music productions, making use of appropriate technology, and will evaluate the results. PREREQUISITE: AMU1O, AMI1O, AMU2O, AMI2O

AMU4M

Music—Grade 12, University/ College

This course emphasizes the appreciation, analysis, and performance of music from the romantic period and the twentieth century, including art music, jazz, popular music, and Canadian and non-Western music. Students will concentrate on developing interpretive skills and the ability to work independently. They will also complete complex creative projects. PREPREQUISITE: AMU3M or AMU3O

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Course Calendar 2006 –2008

VISUAL ARTS

AVI1O

AVI1O Visual Arts Grade 9. Open

AVI3M Visual Arts Grade 11, University/College

AVI2O Visual Arts Grade 10, Open

AVI3O Visual Arts Grade 11, Open

AVI4M Visual Arts Grade 12, University/College

Visual Arts—Grade 9, Open

This course offers 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 through working with a range of materials, processes, techniques, and styles. They will learn and use methods of analysis and criticism and will study the characteristics of particular historical art periods and a selection of Canadian art and the art of other cultures. PREREQUISITES: None

AVI2O

Visual Arts—Grade 10, Open (B.S.C.H.S.)

This course emphasizes learning through practice; building on what students know; and introducing them to new ideas, materials, and processes for artistic thinking and experimentation. Student learning will include the refined application of the elements and principles of design, incorporating the creative and design processes, and the relationship between form and content. Students will also learn about the connections between works of art and their historical contexts. Course objectives may be achieved either through a comprehensive program or through a program focused on a particular art form (e.g., drawing, painting). PREREQUISITE: None

AVI3M

Visual Arts—Grade 11, University/College Preparation

This course provides students with opportunities to further develop their skills and knowledge in visual arts. Students will explore a range of subject matter through studio activities, and will consolidate their practical skills. Students will also analyze art works and study aspects of Western art history, as well as art forms from Canada and other parts of the world. PREREQUISITE: AVI1O or AVI2O

AVI3O

Visual Arts—Grade 11, Open

This course focuses on studio activities in one or more of the visual arts. Students will create art works that explore a wide range of subject matter, and will evaluate art works, providing grounds for their aesthetic judgments. They will also examine historical and cultural contexts of Western art (including Canadian art) and art from various world cultures to support their study of specific media. PREREQUISITE: AVI1O or AVI2O

AVI4M

Visual Arts—Grade 12, University/College

This course focuses on the refinement of students’ skills and knowledge in visual arts. Students will analyze art forms; use theories of art in analyzing and producing art; and increase their understanding of stylistic changes in modern and contemporary Western art, Canadian (including Native Canadian) art, and art forms from various parts of the world. Students will produce a body of work demonstrating a personal approach. PREREQUISITE: AVI3O

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Course Calendar 2006 –2008

BUSINESS STUDIES BUSINESS BBI2O

Introduction to Business—Grade 10, Open

This course introduces students to the world of business, including the concepts, functions, and skills required for meeting the challenges of operating a business in the twenty-first century on a local, national, and/or international scale. Students will also learn concepts and skills related to personal finance, entrepreneurship, and international business. PREREQUISISTE: None

ACCOUNTING BAF3M Introduction to Financial Accounting Grade 12, University/College

BAT4M Principles of Financial Accounting Grade 12, University/College

BAI3E Introduction to Accounting Grade 12, Workplace

BAN4E Accounting for a Small Business Grade 12, Workplace

BAF3M

Financial Accounting Fundamentals,—Grade 11, University/College Preparation

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

BAI3E

Accounting Essentials—Grade 11, Workplace Preparation (S.J.H.S.)

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 behavior, and career opportunities in the field of accounting. PREREQUISITE: None

BAT4M

Financial Accounting Principles—Grade 12, University/College Preparation

This course introduces students to advanced accounting principles that will prepare them for postsecondary 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: BAF3M

BAN4E Accounting for a Small Business—Grade 12, Workplace Preparation (S.J.H.S.) 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: BAI3E

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Course Calendar 2006 –2008

INFORMATION TECHNOLOGY BTA3O Information Technology Applications in Business Grade 11, Open

BTX4C Information Technology In Business Grade 12, College

BTX4E Information Technology in Business Grade 12, Workplace

BTA3O

Information and Communication Technology The Digital Environment—Grade 11, Open (S.J.H.S.)

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

BTX4C

Information and Communication Technology: Multimedia Solutions—Grade 12, College Preparation (S.J.H.S.)

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 postsecondary studies and in their future careers. PREREQUISITE: BTA3O

BTX4E

Information and Communication Technology in the Workplace—Grade 12, Workplace (S.J.H.S.)

This course provides students with the opportunity to develop essential workplace sills in information and communication 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 expand 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

MARKETING BMI3C

Goods, Services, Events—Grade 11, College Preparation

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

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Course Calendar 2006 –2008

INFORMATION TECHNOLOGY CONT’D ENTREPRENEURIAL STUDIES BDV4C

Venture Planning in an Electronic Age– Grade 12, College Preparation (B.S.C.H.S.)

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: BDI3C

SEMI-FORMAL SCENES - DECEMBER, 2005

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CANADIAN AND WORLD STUDIES CIVICS CHV2O Civics—Grade 10, Open This course explores what it means to be an informed, participating citizen in a democratic society. Students will learn about the elements of democracy in local, national, and global contexts, about political reactions to social change, and about political decision-making processes in Canada. They will explore their own and others’ ideas about civics questions and learn how to think critically about public issues and react responsibly to them. s. PREREQUISITE: None THIS COURSE IS A COMPULSORY COURSE WITH A CREDIT VALUE OF .5

ECONOMICS, LAW and POLITICS Economics

CHC2D Canadian History Since World War 1 Grade 10, Academic

CIE3M The Individual and The Economy Grade 11, University/College

CIA 4U Analysing Current Economic Issues-Grade 12, University Preparation

Law CLU3M Understanding Canadian Law Grade 11, University/College

CHC2P Canadian History Since World War 1 Grade 10, Applied

CIE3M

CLU3E Understanding Canadian Law Grade 11, Workplace

The Individual and The Economy—Grade 11, University/College Preparation (BSCHS ONLY)

This course explores economic concepts relating to the Canadian economic system that will help students make informed decisions about how to use resources to satisfy wants and needs. Students will use economic concepts and models, as well as methods of economic inquiry, to analyze the choices they will make during their lives as consumers, contributors, and citizens in a mixed economy. PREREQUISITE: CHC2D or CHC2P.

CIA4U

Analysing Current Economic Issues-Grade 12, University Preparation (SJHS ONLY)

This course investigates the nature of the competitive global economy and explores how individuals and societies can gain the information they need to make appropriate economic decisions. Students will learn about the principles of microeconomics and macroeconomics, apply economic models and concepts to interpret economic information, assess the validity of statistics, and investigate marketplace dynamics. Students will use economic inquiry and communication skills to analyse current economic issues, make informed judgments, and present their findings. Prerequisite: Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities.

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St. Joseph's High School

LAW

CLU3M Understanding Canadian Law—Grade 11, University/College Preparation

This course explores Canadian law with a focus on legal issues that are relevant to people’s everyday lives. Students will investigate fundamental legal concepts and processes to gain a practical understanding of Canada’s legal system, including the criminal justice system. Students will use critical-thinking, inquiry, and communication skills to develop informed opinions on legal issues and apply this knowledge in a variety of ways and settings, including case analysis, legal research projects, mock trials, and debates. PREREQUISITE: CHC2D or CHC2P

CLU3E Understanding Canadian Law—Grade 11, Workplace Preparation This course gives students practical information about legal issues that directly affect their lives. Students will examine the need for laws in society, the roots of Canada’s legal system, the rights and freedoms that people in Canada enjoy, and the basic elements of criminal law and dispute resolution. Through experiences such as mock trials, debates, and case studies, students will apply inquiry and communication skills to develop and express opinions on legal topics of interest to them. PREREQUISITE: CHC2D or CHC2P (With the approval of the ministry, a locally developed Grade 10 course in Canadian History may also serve as the prerequisite.)

GEOGRAPHY CGC1D Geography of Canada Grade 9, Academic

CGC1P Geography of Canada Grade 9, Applied

CGF3M Physical Geography: Patterns, Processes & Interactions Grade 11, University/College

CGW4U Canadian & World Issues: A Geographic Analysis Grade 12, University/College

CGG 3O Regional Geography, Travel and Tourism, Grade 11, Open

Any Grade 11 or 12 university or university/college preparation course in Canadian and World Studies, English or Social Sciences and Humanities

CGC1D Geography of Canada—Grade 9, Academic This course explores Canada’s distinct and changing character and the geographic systems and relationships that shape it. Students will investigate the interactions of natural and human systems within Canada, as well as Canada’s economic, cultural, and environmental connections to other countries. Students will use a variety of geotechnologies and inquiry and communication methods to analyse and evaluate geographic issues and present their findings. PREREQUISITE: None

Geography of Canada—Grade 9, Applied CGC1P This course focuses on geographic issues that affect Canadians today. Students will draw on personal and everyday experiences as they learn about Canada’s distinct and changing character and the natural and human systems and global influences that shape the country. Students will use a variety of geotechnologies and inquiry and communication methods to examine practical geographic questions and communicate their findings.. PREREQUISITE: None CGF3M

Physical Geography: Patterns, Processes, and Interactions—Grade 11, University/College

This course examines the main elements of the physical environment (climate, soils, landforms, oceans, vegetation), the processes that shape them, and the relationship between the environment and human beings. Students will apply a wide range of geographic tools and methods to explore the distribution and ongoing evolution of the elements of the physical environment on a variety of scales, from local to global. PREREQUISITE: CGC1D or CGC1P CGT3E:

`

Geographics: The Geographer’s Toolkit, Grade 11, Workplace Preparation (BSCHS ONLY)

This course examines the use of geotechnologies, such as cartography, remote sensing, surveying, and geographic information systems (GIS), in the workplace, with an emphasis on applications, relevant to business, government, and the local community. Students will acquire practical experience in the collection, manipulation, interpretation, and display of geographic information, with a view to developing skills in areas such as desktop mapping, graphic. PREREQUISITE: CGC1D or CGC1P Page 38

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GEOGRAPHY (cont’d)

CGG3O: Regional Geography: Travel and Tourism, Grade 11, Open

This course focuses on travel and tourism to examine the unique characteristics of selected world regions from a geographic perspective. Students will develop an understanding and appreciation of the ways in which the natural environments, economies, cultures, and other aspects of world regions interact. PREREQUISITE: CGC1D or CGC1P

CGW4U

Canadian and World Issues: A Geographic Analysis (BSCHS ONLY)

This course examines the global challenges of creating a sustainable and equitable future, focusing on current issues that illustrate these challenges. Students will investigate a range of topics, including cultural, economic, and geopolitical relationships, regional disparities in the ability to meet basic human needs, and protection of the natural environment. Students will use geotechnolgies and skills of geographic inquiry and analysis to develop and communicate balanced opinions about the complex issues facing Canada and a world that is interdependent and constantly changing. PREREQUISITE: Any grade 12 University or University/College in Canadian and World Studies, English, or Social Science and Humanities.

HISTORY CHC2D Canadian History Since World War 1 Grade 10, Academic CHC2P Canadian History Since World War 1 Grade 10, Applied CHC2L Canadian History Since World War 1 Grade 10, Locally Developed

CHC2D

HSP3M Twentieth Century History Grade 11 Universityy/College

CGW4U Canadian & World Issues Grade 12, University

CHW3M World History to the Sixteenth Century Grade 11, University/College

CHY4U World History: The West and the World Grade 12, University

Any Grade 11 or 12 university or university/college preparation course in Canadian and World Studies, English or Social Sciences and Humanities.

CHY4C World History: The West and the World Grade 12, College

Any 11 or 12 college preparation course in Canadian and World Studies, English, or Social Sciences and Humanities.

CHM4E Adventures in World History Grade 12, Workplace

Canadian History Since World War 1—Grade 10, Academic

This course explores the local, national, and global forces that have shaped Canada's national identity from World War I to the present. Students will investigate the challenges presented by economic, social, and technological changes and explore the contributions of individuals and groups to Canadian culture and society during this period. Students will use critical-thinking and communication skills to evaluate various interpretations of the issues and events of the period and to present their own points of view. PREREQUISITE: None

CHC2P

Canadian History Since World War 1—Grade 10, Applied

This course explores some of the pivotal events and experiences that have influenced the development of Canada's identity as a nation from World War I to the present. By examining how the country has responded to economic, social, and technological changes and how individuals and groups have contributed to Canadian culture and society during this period, students will develop their ability to make connections between historical and current events. Students will have opportunities to formulate questions, locate information, develop informed opinions, and present ideas about the central issues and events of the period. PREREQUISITE: None

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St. Joseph's High School

Course Calendar 2006 –2008 CHW3M

World History to the Sixteenth Century—Grade 11, University/College

This course investigates the history of humanity from earliest times to the sixteenth century. Students will analyse diverse societies from around the world, with an emphasis on the political, cultural, and economic structures and historical forces that have shaped the modern world. They will apply historical inquiry, critical-thinking, and communication skills to evaluate the influence of selected individuals, groups, and innovations and to present their own conclusions. Prerequisite: Canadian History Since World War I, Grade 10, Academic or Applied CHI4U Canada: History, Identity, and Culture, Grade 12, University Preparation (SJHS ONLY ) This course explores the challenges associated with the formation of a Canadian national identity. Students will examine the social, political, and economic forces that have shaped Canada from the pre-contact period to the present and will investigate the historical roots of contemporary issues from a variety of perspectives. Students will use critical-thinking and communication skills to consider events and ideas in historical context, debate issues of culture and identity, and present their own views. Prerequisite: Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities.

CHY4U

World History: The West and the World—Grade 12, University

This course investigates the major trends in Western civilization and world history from the sixteenth century to the present. Students will learn about the interaction between the emerging West and other regions of the world and about the development of modern social, political, and economic systems. They will use critical-thinking and communication skills to investigate the historical roots of contemporary issues and present their conclusions. Prerequisite: Any university or university/college preparation course in Canadian and World Studies, English, or social sciences and humanities.

CHY4C

World History: The West and the World—Grade 12,

College (SJHS ONLY)

This course explores the history of the world since the sixteenth century, emphasizing the interaction between the emerging West and other regions of the world. Students will learn about a variety of economic, social, and political systems and the changes they have undergone over time. Students will apply their developing skills of historical inquiry to understand and communicate ideas about the forces that have formed our modern world. Prerequisite: Any university, university/college, or college preparation course in Canadian and world studies, English, or social sciences and humanities.

CHM4E

Adventures in World History—Grade 12, Workplace (SJHS ONLY)

This course explores a variety of human experiences in world history from earliest times to the present. Students will learn about a wide range of societies and cultures, examining such things as systems of government, technological developments, work, art, and religion. Students will apply methods of research and inquiry to examine human societies in many different times and places and to communicate points of view about their findings. Prerequisite: CHC2D or CHC2P (With the approval of the ministry, a locally developed Grade 10 course in Canadian History may also serve as the prerequisite.)

CPW4U - Canadian and World Politics (BSCHS ONLY) This course examines national and international political issues from a variety of perspectives. Students will learn about the rights and responsibilities of individuals, groups, and states within the international community; analyse the different ways in which Canada tries to settle its conflicts with other nations; and evaluate the role of nationalist and internationalist ideologies in shaping relations among states. PREREQUISITE: Any university or university/college preparation course in Canadian and world studies, English or social sciences and humanities.

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St. Joseph’s High School

Course Calendar 2006-2008

ENGLISH

ENG1D English Grade 9, Academic

ENG2D English Grade 10, Academic

ENG3U English Grade 11, Academic

ENG4U English Grade 12, University

EWC4U(BSCHS ONLY) The Writer’s Craft Grade 12, University

ENG1P English Grade 9, Applied

ENG2P English Grade 10, Applied

ENG3C English Grade 11, College

ENG4C English Grade 12, College

ETC3M Canadian Literature Grade 11, University/ College

EWC4C English Grade 12, College

EMS3O Media Studies Grade 11, Open

ENG1L English Grade 9 Locally Developed

ENG2L English Grade 10 Locally Developed

ENG3E English Grade 11, Workplace

NOTE: Shaded areas are compulsory courses.

ENG1L

ELS3O Literacy Skills: Reading and Writing Grade 11, Open

ENG4E English Grade 12, Workplace

OLC4O Ontario Secondary School Literacy

English—Grade 9, Locally Developed

This course emphasizes the key reading, writing, oral communication and thinking skills students need for success in secondary school and in their daily lives. In particular, the program works toward preparing students to enter the Grade 11 course in English, workplace and to complete the literacy test successfully. Students read a variety of narrative and expository forms, poetry, and drama and practice successfully. Students read a variety of narrative and expository forms, poetry, and drama and practice the skills necessary for clear and accurate spoken and written language. In particular, course activities will help develop confidence and self-esteem and provide motivation to succeed in school and life. PREREQUISITE: None

ENG2L

English—Grade 10, Locally Developed

The grade 10 Locally Developed English course aims to enhance the self-worth of the adolescent in a Catholic school setting through the further development of skills inherent in literacy and critical thinking. IN particular, the Locally Developed English course works toward preparing students for the Grade 11 English workplace course and reinforces the skills essential for completion of the Provincial Test of Reading and Writing. The Locally Developed Grade 10 English course provides ongoing remediation and support for students while reinforcing the development of self-confidence and skills of interdependent learning. This sample profile consists of five units and a Language appendix. Three units are provided as a model; the other two units are defined, but not developed. A variety of teaching strategies and tools are suggested as a framework for teachers to develop the remaining units according to local needs. A key feature of the course is to ensure that the goal setting in the students’ Annual Education Plan (AEP) or Individual Education Plan (IEP) pertaining to literacy will be supported by the curriculum. PREREQUISITE: ENG1L Page 41

St. Joseph's High School

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ENGLISH (COMPULSORY) ENG1D

English—Grade 9, Academic

This course emphasizes analytic reading, writing, oral communication, and thinking skills that students need for success in secondary school academic programs and their daily lives. Students will study and interpret texts from contemporary and historical periods, including lays, short stories, and short essays, and will investigate and create media works. An important focus will be the correct and effective use of spoken and written language. PREREQUISITE: None

END1P

English—Grade 9, Applied

This course emphasizes key reading, writing, oral communication, and thinking skills that students need for success in secondary school and their daily lives. Students will study plays, short stories, and newspaper and magazine articles, and will describe and create media works. An important focus will be the correct use of spoken and written language. PREREQUISITE: None

ENG2D

English—Grade 10, Academic

This course extends the range of analytic, reading, writing, oral communication, and thinking skills that students need for success in secondary school academic programs. Students will study and interpret challenging texts from contemporary and historical periods, including novels, poems, plays, and opinion pieces, and will analyze and create effective media works. An important focus will be the thoughtful use of spoken and written language. PREREQUISITE: ENG1D or ENG1P

ENG2P

English—Grade 10, Applied

This course extends the range of key reading, writing, oral communication, and thinking skills that students need for success in all areas of the curriculum. Students will study novels, poems, magazines, and reports, and will describe, design, and produce effective media works. An important focus will be the clear and coherent use of spoken and written language. PREREQUISITE: ENG1D or ENG1P

ENG3U

English—Grade 11, University

This course emphasizes the development of literacy, critical thinking, and communication skills. Students will analyze challenging texts from various periods; conduct research and analyze the information gathered; write persuasive and literary essays; and analyze the relationship among media forms, audiences, and media industry practices. An important focus will be on understanding the development of the English language. PREREQUISITE: ENG2D

ENG3C

English—Grade 11, College

This course emphasizes the development of literacy, critical thinking, and communication skills. Students will study the content, form, and style of informational texts and literary works from Canada and other countries; write reports, correspondence, and persuasive essays; and analyze media forms, audiences, and media industry practices. An important focus will be on establishing appropriate voice and using business and technical language with precision and clarity. PREREQUISITE: ENG2D

ENG3E

English—Grade 11, Workplace

This course emphasizes the development of literacy, critical thinking, and communication skills. Students will study the content, form, and style of informational texts and literary works; write explanations, letters, and reports; and investigate the connections among media forms, audiences, and media industry practices. An important focus will be on using language clearly, accurately, and effectively in a variety of contexts. PREREQUISITE: ENG2P

ENG4U

English—Grade 12, University

This course emphasizes consolidation of literacy, critical thinking, and communication skills. Students will analyze a range of challenging texts from various time periods, countries, and cultures; write analytical and argumentative essays and a major paper for an independent literary research project; and apply key concepts to analyze media works. An important focus will be on understanding academic language and using it coherently and confidently in discussion and argument. PREREQUISITE: ENG3U

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St. Joseph's High School

Course Calendar 2006 –2008 ENG4C English—Grade 12, College This course emphasizes consolidation of literacy, critical thinking, and communication skills. Students will analyze informational texts and literary works from various time periods, countries, and cultures; write research reports, summaries, and short analytical essays; complete an independent study project; and analyze the interactions among media forms, audiences, and media industry practices. An important focus will be on establishing appropriate style and using business and technical language effectively. PREREQUISITE: ENG3C

ENG4E English—Grade 12, Workplace This course emphasizes consolidation of literacy, critical thinking, and communication skills. Students wills study informational texts and literature from various countries and cultures; write summaries, reports, résumés, and short essays; complete an independent research project; and explain the connections among media forms, audiences, and media industry practices. An important focus will be on using specialized language related to the workplace accurately and coherently in appropriate contexts. PREREQUISITE: ENG3E OPTIONAL ENGLISH COURSES ETC3M Canadian Literature—Grade 11, University/College 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: ENG2D or ENG2P ELS3O Literacy Skills: Reading and Writing—Grade 11, Open This course emphasizes the strengthening of essential reading and writing skills. Students will read short plays, short stories, novels, poems, and newspaper and magazine articles and opinion pieces, with particular attention to locating important information, identifying main ideas and supporting details, extending personal knowledge, responding imaginatively, and using specific strategies to expand vocabulary. An important focus will be on writing clear, accurate, and coherent narratives, summaries, reports, letters, and short essays, using correct grammar, punctuation, and spelling. PREREQUISITE: None.

EWC4U The Writer’s Craft, Grade 12, University Preparation (BSCHS ONLY) 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. EWC4C

The Writer’s Craft, Grade 12, College 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, (BSCHS ONLY)

OLC 4O Ontario Secondary School Literacy Course, Grade 12, Open 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 (OSSLT). 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 new reports. Students will also maintain and manage a literacy portfolio containing a record of their reading experiences and samples of their writing. ELIGIBILITY: Students who have been eligible to write the 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. Page 43

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Course Calendar 2006 –2008

FRENCH AS A SECOND LANGUAGE FSF1D Core French Grade 9 Academic

FSF2D Core French Grade 10 Academic

FSF3U Core French Grade 11 University

FSF4U Core French Grade 12 University

FSF1P Core French Grade 9 Applied

FSF2P Core French Grade 10 Applied

FSF3O Core French Grade 11 Open

FSF4O Core French Grade 12 Open

FSF1D

Core French—Grade 9, Academic

This course emphasizes the further development of oral communication, reading, and writing skills. Students will build on and apply their knowledge of French while exploring a variety of themes, such as relationships, social trends, and careers. Thematic readings, which include a selection of short stories, articles, and poems, will serve as stepping stones to oral and written activities. PREREQUISITE: Minimum of 600 hours of French instruction, or equivalent

FSF1P

Core French—Grade 9, Applied

This course emphasizes the concurrent development of oral communication, reading, and writing skills, using a broad-based theme such as the media. Students will enhance their ability to understand and speak French through conversations, discussions, and presentations. They will also read short stories, articles, poems, and songs, and write brief descriptions, letters, dialogues, and invitations. PREREQUISITE: Minimum of 600 hours of French instruction, or equivalent

FSF2D

Core French—Grade 10, Academic

This course enables students to increase their knowledge of the French language, further develop their language skills, and deepen their understanding and appreciation of francophone culture around the world. Exploring a variety of themes, students will develop and apply critical thinking skills in discussion, in their analysis and interpretation of texts, and in their own writing. PREREQUISITE: FSF1D or FSF1P

FSF2P

Core French—Grade 10, Applied

This course emphasizes the further development of oral communication, reading, and writing skills using a broad-based theme such as adolescence. Students will expand their knowledge of French by studying a series of theme-related topics, such as students’ rights and responsibilities, relationships with peers and adults, and part-time jobs. PREREQUISITE: FSF1D or FSF1P

FSF3U

Core French—Grade 11, University

This course draws on a variety of themes to promote extensive development of reading and writing skills and to reinforce oral communications skills. Students will gain a greater understanding of Frenchspeaking cultures in Canada and around the world through their reading of a variety of materials, including a short novel or a play. Students will produce various written assignments, including a formal essay. The use of correct grammar and appropriate language conventions in both spoken and written French will be emphasized throughout the course. PREREQUISITE: FSF2D

FSF3O

Core French—Grade 11, Open

This course draws on a broad theme, such as leisure activities, to develop oral communication, reading and writing skills. Students will give presentations, read a selection of short stories and articles, and produce a variety of written assignments. The use of correct grammar and appropriate language conventions in both spoken and written French will be emphasized throughout the course. PREREQUISITE: FSF2D or FSF2P FSF4U Core French—Grade 12, University This course draws on a variety of themes to promote extensive development of French-language skills. Students will consolidate their oral skills as they discuss literature, culture, and current issues. They will read a variety of texts and will write a formal essay. The use of correct grammar and appropriate language conventions in both spoken and written French will be emphasized throughout the course. PREREQUISITE: FSF3U Page 44

St. Joseph's High School

Course Calendar 2006 –2008

GUIDANCE AND CAREER EDUCATION GLE1O Learning Strategies 1: Skills for Success in Secondary School—Grade 9, Open This course explores learning strategies and helps students become better, more independent learners while increasing their personal management skills, both in school and in other contexts. Students will learn how to develop and apply a range of strategies to improve their learning and achievement, particularly their literacy, numeracy, communication, and planning skills. This course will increase student’s confidence, motivation, and ability to learn. PREREQUISITE: Recommendation of Principal GLC2O Career Studies—Grade 10, Open This course teaches students how to develop and achieve personal goals in education and work and contribute to their communities. Student learning will include assessing their own knowledge, skills, and characteristics and investigating economic trends, workplace organization, work opportunities, and ways to search for work. The course explores postsecondary learning options, prepares students for communitybased learning, and helps them build the capabilities needed for managing work and life transitions. Students will design action plans for pursing their goals. PREREQUISITE: None THIS COURSE IS A COMPULSORY COURSE WITH A CREDIT VALUE OF .5 GPP30 Leadership and Peer Support, Grade 11, open This course prepares and motivates students to provide leadership and assistance to others in their schools and communities. Students will develop skills in communication, interpersonal relations, coaching, leadership, teamwork, and conflict management, and apply them in roles such as tutoring, mentoring, and student council involvement. Students will also learn the value and complexity of social diversity, while acquiring an appreciation of the importance of contributing to their communities and helping others throughout their lives. PREREQUISITE: GLC2O GLS1O Learning Strategies, Skills for Success in Secondary School Grade 9, Open This course explores learning strategies and helps students become better, more independent learners while increasing their personal management skills, both in school and in other contexts. Students will learn how to develop and apply a range of strategies to improve their learning and achievement, particularly their literacy, numeracy, communication, and planning skills. This course will increase students’ confidence, motivation, and ability to learn.

GLD2O Discovering the Workplace This course provides students with opportunities to discover and develop the workplace essential skills and work habits required to be successfully employed. Students will develop an understanding of work through practical hands-on experiences in the school and the community, using real workplace materials. They investigate occupations of interest through experiential opportunities (eg. Worksite visits, hearing guest speakers, job shadowing, work experience, simultations and entrepreneurial projects). This course helps students make plans for continued learning and work. PREREQUISITE: None

GLN4O Navigating the Workplace This course provides students with opportunities to develop the workplace 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 work experiences (eg. Information interviews, work experiences). They will make plan 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. Students who appear to be candidates for these courses will be contacted for discussion of these opportunities. PREREQUISITE: None

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St. Joseph's High School

Course Calendar 2006 –2008

HEALTH AND PHYSICAL EDUCATION PPL1O

Healthy Active Living Education—Grade 9, Open

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 goal-setting, communication and social skills. PREREQUISITE: None

PPL2O

Healthy Active Living Education—Grade 10, Open

This course emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Student learning will include the 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

PPL3O

Healthy Active Living Education—Grade 11, Open

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 encourage 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 relationships, reproductive health, mental health, and personal safety. PREREQUISITE: None (Students may not take both grade 11 courses)

PPL4O

Healthy Active Living Education– Grade 12, Open

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’ interests throughout their lives. Students will develop and implement personal physical fitness plans. In addition, they will be given opportunities to refine their decision-making, conflict-resolution, and interpersonal skills, with a view to enhancing their mental health and their relationships with others. PREREQUISITE: None

PSE4U

Exercise Science—Grade 12, University

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.

PPL1O (PPF/PPM) Healthy Active Living Education Grade 9, Open

PPL2O (PPF/PPM) Healthy Active Living Education Grade 10, Open

Any Grade 11 university or university/college preparation course in science.

PPL3O (PPF/PPM) Healthy Active Living Education Grade 11, Open

PAD3O Outdoor Activities Grade 11, Open

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PSE4U Exercise Science Grade 12, University

PPL4O Healthy Active Living Education Grade 12, Open

St. Joseph's High School

Course Calendar 2006 –2008

MATHEMATICS MCR3U Functions & Relations Grade 11, University

MCB4U Advanced Functions & Introductory Calculus Grade 12, University

MPM2D Principles of Mathematics Grade 10, Academic MCF3M Functions Grade 11 University/College MPM1D Principles of Mathematics Grade 9, Academic MFM1P Foundations of Mathematics Grade 9, Applied MAT1L Mathematics Grade 9 Locally Developed

MGA4U Geometry and Discrete Mathematics Grade 12, University

MDM4U Mathematics of Data Management Grade 12, University MCT4C Mathematics for College Technology Grade 12, College

MFM2P Foundations of Mathematics Grade 20, Applied

MAT2L Mathematics Grade 10 Locally Developed

MBF3C Mathematics of Personal Finance Grade 11, College

MAP4C College and Apprenticeship Math Grade 12, College

MEL3E Mathematics for Everyday Life Grade 11, Workplace

MEL4E Mathematics for Everyday Life Grade 12, Workplace

NOTE: The dotted line indicates that the Grade 11 university preparation course Functions and Relations may also serve as a prerequisite for the Grade 12 college preparation courses.

MPM1D Principles of Mathematics—Grade 9, Academic This course enables students to develop generalizations of mathematical ideas and methods through the exploration of applications, the effective use of technology, and abstract reasoning. Students will investigate relationships to develop equations of straight lines in analytic geometry, explore relationships between volume and surface area of objects in measurement, and apply extended algebraic skills in problem solving. Students will engage in abstract extensions of core learning that will deepen their mathematical knowledge and enrich their understanding. PREREQUISITE: None MFM1P Foundations of Mathematics—Grade 9, Applied This course enables students to develop an understanding of mathematical concepts related to introductory algebra, proportional reasoning, and measurement and geometry through investigation, the effective use of technology, and hands-on activities. Students will investigate real-life examples to develop various representations of linear relations, and will determine the connections between the representations. They will also explore certain relationships that emerge from the measurement of three-dimensional figures and two-dimensional shapes. Students will consolidate their mathematical skills as they solve problems and communicate their thinking. PREREQUISITE: None

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Course Calendar 2006 –2008

MATHEMATICS (Cont’d)

DID YOU KNOW?

MAT1L

Students enrolled in academic or applied grade 9 math courses take a 3-5 day test run by the Education Quality and Accountability Office toward the end of their course? The province-wide test measures student knowledge of the math curriculum and provides the school with information regarding programming. Check out www.eqao.com for more information.

Locally Developed Compulsory Credit Course, Mathematics—Grade 9

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 Grade 11 and Grade 12 Mathematics 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 solving skills and to continue developing their skills in reading, writing, and oral language through relevant and practical math activities. PREREQUISITE: None

MPM2D

Principles of Mathematics—Grade 10, Academic This course enables students to broaden their understanding of relationships and extend their problemsolving and algebraic skills through investigation, the effective use of technology, and abstract reasoning. Students will explore quadratic relations 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 and communicate their thinking as they solve multi-step problems. PREREQUISITE: MPM1D or MFM1P

MFM2P

Foundations of Mathematics—Grade 10, Applied

This course enables students to consolidate their understanding of linear relations 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 relations. Students will investigate similar triangles, the trigonometry of right triangles, and the measurement of three-dimensional figures. Students will consolidate their mathematical skills as they solve problems and communicate their thinking. PREREQUISITE: MPM1D or MFM1P

MAT2L

Locally Developed Compulsory Credit Course, Mathematics—Grade 10

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 Grade 11 and Grade 12 Mathematics Workplace Preparation courses. The course is organized by three major 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 problem-solving skills and to continue developing their skills in reading, writing, and oral language through relevant and practical math activities. PREREQUISITE: MPM1D, MPM1P or MAT1L

MCR3U

Functions—Grade 11, University

This course introduces the mathematical concept of the function by extending students’ experiences with linear and 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: MPM2D

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St. Joseph's High School

Course Calendar 2006 –2008

MATHEMATICS (Cont’d) MCF3M

Functions—Grade 11, University/College

This course introduces some financial applications of mathematics and extends students’ experiences with functions. Students will solve problems in personal finance involving applications of sequences and series; investigate properties and applications of trigonometric functions; develop facility in operating with polynomials, rational expressions, and exponential expressions; develop an understanding of inverses and transformations of functions; and develop facility in using function notation and in communicating mathematical reasoning. PREREQUISITE: MPM2D

MBF3C

Mathematics of Personal Finance—Grade 11, College

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; 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, analysing, and evaluating data involving one and two variables. Students will consolidate their mathematical skills as they solve problems and communicate their thinking. PREREQUISITE: MFM2P

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St. Joseph's High School

Course Calendar 2006 –2008

MATHEMATICS (cont’d) MEL3E

Mathematics for Everyday Life—Grade 11, Workplace

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: MPM1D ,MFM1P or MAT 14

MCB4U

Advanced Functions and Introductory Calculus—Grade 12, University

This course builds on students’ experience with functions and introduces the basic concepts and skills of calculus. Students will investigate and apply the properties of polynomial, exponential, and logarithmic functions; broaden their understanding of the mathematics associated with rates of change; and develop facility with the concepts and skills of differential calculus as applied to polynomial, rational, exponential, and logarithmic functions. Students will apply these skills to problem solving in a range of applications. PREREQUISITE: MCR3U or MCF3M

MGA4U

Geometry and Discrete Mathematics—Grade 12, University

This course enables students to broaden mathematical knowledge and skills related to abstract mathematical topics and to the solving of complex problems. Students will solve problems involving geometric and Cartesian vectors, an intersections of lines and planes in three-space. They will also develop an understanding of proof, using deductive, algebraic, vector, and indirect methods. Students will solve problems involving counting techniques and prove results using mathematical induction. PREREQUISITE: MCR3U

MDM4U

Mathematics of Data Management—Grade 12, University

This course broadens students’ understanding of mathematics as it relates to managing information. Students will apply methods for organizing large amounts of information; apply counting techniques, probability, and statistics in modeling and solving problems; and carry out a culminating project that integrates the expectations of the course and encourages perseverance and independence. Students planning to pursue university programs in business, the social sciences, or humanities will find this course of particular interest. PREREQUISITE: MR3U or MCF3M

MAP4C

College and Apprenticeship Mathematics—Grade 12, College

This course equips students with the mathematical knowledge and skills they will need in many college programs. Students will use statistical methods to analyze problems; solve problems involving the application of principles of geometry and measurement to the design and construction of physical models; solve problems involving trigonometry in triangles; and consolidate their skills in analyzing and interpreting mathematical models. PREREQUISITE: MBF3C or MCF3M (or MCR3U)

MCT4C

Mathematics for College Technology—Grade 12, College

This course equips students with the mathematical knowledge and skills needed for entry into college technology programs. Students will investigate and apply properties of polynomial, exponential, and logarithmic functions; solve problems involving inverse proportionality; and explore the properties of reciprocal functions. They will also analyze models of a variety of functions, solve problems involving piecewise-defined functions, solve linear-quadratic systems, and consolidate key manipulation and communication skills. PREREQUISITE: MCF3M (or MCR3U)

MEL4E

Mathematics for Everyday Life—Grade 12, Workplace

This course enables students to broaden their understanding of mathematics as it is applied in important areas of day-to-day living. Students will use statistics in investigating questions of interest and apply principles of probability in familiar situations. They will also investigate accommodation costs and create household budgets; solve problems involving estimation and measurement; and apply concepts of geometry in the creation of designs. PREREQUISITE: MEL3E

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Course Calendar 2006 –2008

SCIENCE

SNC2D Science Grade 10, Academic

SNC1D Science Grade 9, Academic

SBI3U Biology Grade 11, University,

SBI4U Biology Grade 12, University

SCH3U Chemistry Grade 11, University

SCH4U Chemistry Grade 12, University

SPH3U Physics Grade 11, University

SPH4U Physics Grade 12, University

SNC1P Science Grade 9, Applied SBI3C Biology Grade 11, College SCH4C Chemistry Grade 12, College

SNC2P Science Grade 10, Applied

SPH4C Physics Grade 12, College SNC3E Science Grade 11, Workplace

SNC1D

SNC4E Science Grade

Science—Grade 9, Academic

This course enables students to understand basic concepts in biology, chemistry, earth and space science, and physics; to develop skills in the processes of scientific inquiry; and to relate science to technology, society, and the environment. Students will learn scientific theories and conduct investigations related to cell division and reproduction; atomic and molecular structures and the properties of elements and compounds; the universe and space exploration; and the principles of electricity. PREREQUISITE: None

SNC1P

Science—Grade 9, Applied

This course enables students to understand basic concepts in biology, chemistry, earth and space science, and physics; to develop practical skills in scientific investigation; and to apply their knowledge of science to everyday situations. Students will design and conduct investigations into practical problems and issues related to cell division and reproduction, the structure and properties of elements and compounds, astronomy and space exploration, and static and current electricity. PREREQUISITE: None

SNC1L

Science—Grade 9, Locally Developed

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 Grade 11 Science Workplace Preparation course. Students explore a range of topics, including science in daily life, properties of common materials, lifesustaining processes in simple and complex organisms, and electrical circuits. Students have the Page 52

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SCIENCE (cont’d) SNC1L Cont’d 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. PREREQUISITE: None SNC2D

Science—Grade 10, Academic

This course enables students to develop a deeper understanding of concepts in biology, chemistry, earth and space science, and physics; to develop further skills in scientific inquiry; and to understand the interrelationships among science, technology, and the environment. Students will conduct investigations and understand scientific theories related to: ecology and the maintenance of ecosystems; chemical rations, with particular attention to acid-base reactions; factors that influence weather systems; and motion. PREREQUISITE: SNC1D or SNC1P

SNC2P

Science—Grade 10, Applied

This course enables students to develop a deeper understanding of concepts in biology, chemistry, earth and space science, and physics; to develop further their practical skills in scientific investigation; and to apply their knowledge of science to real-world situations. Students will design and conduct investigations into everyday problems and issues related to ecological sustainability, chemical reactions, weather systems, and motion. PREREQUISITE: SNC1D or SNC1P

SNC3E

Science—Grade 11, Workplace

This course provides students with the science-related knowledge and skills they need to help them make informed decisions in the workplace and in their personal lives. Students will explore a range of topics, including materials and safety; electrical circuits; micro-organisms, the human immune system and defenses against disease; and the impact of humans on the environment., Emphasis is placed on relating these topics directly to students’ experiences both in the world of work and in daily life. PREREQUISITE: SNC1D or SNC1P

SNC4E

Science—Grade 12, Workplace

This course provides students with the science-related knowledge and skills they need to help them make informed decisions in the workplace and in their personal lives. Students will explore a range of topics, including chemistry at home and at work; communications technology; medical technology; gardening, horticulture, landscaping and forestry; and alternative life-sustaining environments. Emphasis is placed on relating these topics directly to students’ experiences both in the world of work and in daily life. PREREQUISITE: SNC3E

BIOLOGY SBI3U

Biology—Grade 11, University

This course furthers students’ understanding of the processes involved in biological systems. Students will study cellular functions, genetic continuity, internal systems and regulation, the diversity of living things, and the anatomy, growth, and functions of plants. The course focuses on the theoretical aspects of the topics under study, and helps students refine skills related to scientific investigation. PREREQUISITE: SNC2D

SBI3C

Biology—Grade 11, College

This course focuses on the processes involved in biological systems. Students will learn concepts and theories as they conduct investigations in the areas of cellular biology, microbiology, animal anatomy and physiology, plant structure and physiology, and environmental science. 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: SNC2D or SNC2P

SBI4U

Biology—Grade 12, University

This course provides students with the opportunity for in-depth study of the concepts and processes associated with biological systems. Students will study theory and conduct investigations in the areas of metabolic processes, molecular genetics, homeostatis, evolution, and population dynamics. Emphasis will be placed on achievement of the detailed knowledge and refined skills needed for further study in various branches of the life sciences and related fields. PREREQUISITE: SBI3U Page 53

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CHEMISTRY SCH3U

Chemistry—Grade 11, University

This course focuses on the concepts and theories that form the basis of modern chemistry. Students will study the behaviours of solids, liquids, gases, and solutions; investigate changes and relationships in chemical systems; and explore how chemistry is used in developing new products and processes that affect our lives and our environment. Emphasis will also be placed on the important of chemistry in other branches of science. PREREQUISITE: SNC2D

SCH4U

Chemistry—Grade 12, University

This course enables students to deepen their understanding of chemistry through the study of organic chemistry, energy changes and rates of reaction, chemical systems and equilibrium, electrochemistry, and atomic and molecular structure. Students will further develop problem-solving and laboratory skills as they investigate chemical processes, at the same time refining their ability to communicate scientific information. Emphasis will be placed on the important of chemistry in daily life, and on evaluating the impact of chemical technology on the environment. PREREQUISITE: SCH3U

SCH4C

Chemistry—Grade 12, College

This course introduces students to the concepts that form the basis of modern chemistry. Students will study qualitative analysis, quantitative relationships in chemical reactions, organic chemistry and electrochemistry, and chemistry as it related to the quality of the environment. Students will employ 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 in the development of new technologies and products. PREREQUISITE: SNC2D or SNC2P

PHYSICS SPH3U

Physics—Grade 11, University

This course develops students’ understanding of the basic concepts of physics. Students will study the laws of dynamics and explore different kinds of forces, the quantification and forms of energy (mechanical, sound, light, thermal, and electrical), and the way energy is transformed and transmitted. They will develop scientific-inquiry skills as they verify accepted laws and solve both assigned problems and those emerging from their investigations. Students will also analyze the interrelationships between physics and technology, and consider the impact of technological applications of physics on society and the environment. PREREQUISITE: SNC2D

SPH4U

Physics—Grade 12, University

This course enables students to deepen their understanding of the concepts and theories of physics. Students will explore further the laws of dynamics and energy transformations, and will investigate electrical, gravitational, and magnetic fields; electromagnetic radiation; and the interface between energy and matter. They will further develop inquiry skills, learning, for example, how the interpretation of experimental data can provide indirect evidence to support the development of a scientific model. Students will also consider the impact on society and the environment of technological application of physics. PREREQUISITE: SPH3U

SPH4C

Physics—Grade 12, College (B.S.C.H.S.)

This course develops students’ understanding of the basic concepts of physics. Students will explore these concepts as they relate to mechanical, electrical, fluid (hydraulic and pneumatic), and communications systems, as well as to the operation of commonly used tools and equipment. They will develop scientific-inquiry skills as they verify accepted 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: SNC2D or SNC2P

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Course Calendar 2006 –2008

SOCIAL SCIENCES AND HUMANITIES HPC3O

Parenting—Grade 11, Open (SJHS ONLY)

This course focuses on the skills and knowledge needed to promote the positive and healthy nurturing of children, with particular emphasis on the critical importance of the early years to human development. Students will learn how to meet the developmental needs of young children, communicate and discipline effectively, and guide early behaviour. They will have practical experiences with infants, toddlers, and preschoolers, and will learn skills in researching and investigating questions relating to parenting. PREREQUISITE: None

HSP3M

Introduction to Anthropology, Psychology and Sociology—Grade 11, University (BSCHS ONLY)

This course introduces the theories, questions, and issues that are the major concerns of anthropology, psychology and sociology. Students will develop an understanding of the way social scientists approach the topics they study and the research methods they employ. Students will be given opportunities to explore theories from a variety of perspectives and to become familiar with current thinking on a range of issues that have captured the interest of classical and contemporary social scientists in the three disciplines. PREREQUISITE: None.

HHS4M

Individuals and Families in a Diverse Society—Grade 12, University/College (BSCHS ONLY)

This course applies current theories and research from the disciplines of anthropology, psychology, and sociology to the study of individual development, family behaviour, intimate and parent-child relationships, and the ways in which families interact within the diverse Canadian society. Students will learn the interpersonal skills required to contribute to the well-being of families, and the investigative skills required to conduct and evaluate research about individuals and families. PREREQUISITE: Any University, university/college, or college preparation course in social sciences and humanities, English, or Canadian and world studies.

HSB4M

Challenge and Change in Society—Grade 12, University/College (SJHS ONLY)

This course examines the theories and methodologies used in anthropology, psychology, and sociology to investigate and explain shifts in knowledge, attitudes, beliefs, and behaviour and their impact on society. Students will analyze cultural, social, and biological patterns in human societies, looking at the ways in which those patterns change over time. Students will also explore the ideas of classical and contemporary social theorists, and will apply those ideas to the analysis of contemporary trends. PREREQUISITE: Any university, university/college, or college preparation course in Social Sciences and Humanities, English or Canadian and World Studies

HIP3E

Managing Personal Resources (BSCHS ONLY)

This course prepares students for living independently and working successfully with others. Students learn to manage their personal resources (Including talent, money, and time), to develop interpersonal skills, and to understand economic influences on workplace issues, in order to make wise and responsible personal, as well as occupational, choices. The course emphasizes the achievement of expectations through practical experiences and introduces students to skills used in researching and investigating resource management.

HPD4E

Parenting and Human Development (BSCHS ONLY)

This course prepares students for occupations involving older children, and for the responsibility of parenting, with emphasis on school-age children and adolescent children, Students will learn, through practical experience in the community, how early child development affects later development, success in school, and personal and social well-being throughout life, and how children and parents change over time. This course also develop students’ skills in researching and investigating various aspects of parenting and human development.

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SOCIAL SCIENCES AND HUMANITIES CONT’D PHILOSOPHY HZT4U

Philosophy: Questions and Theories—Grade 12, University (BSCHS ONLY)

This course addresses three (or more) of the main areas of philosophy: metaphysics, logic, epistemology, ethics, social and political philosophy, and aesthetics. Students will learn critical-thinking skills, the main ideas expressed by philosophers from a variety of the world’s traditions, how to develop and explain their own philosophical ideas, and how to apply those ideas to contemporary social issues and personal experiences. The course will also help students refine skills used in researching and investigating topics in philosophy. PREREQUISITE: Any university or university/college preparation course in Social Sciences and Humanities, English, or Canadian and World Studies.

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Course Calendar 2006 –2008

TECHNOLOGICAL EDUCATION TTI1O

Integrated Technologies—Grade 9, Open

This course enables students to understand the technological and computer concepts they will need in order to design, develop, and build usable products or to deliver services, as well as to pursue further technological studies. Students will use the technological design process and a variety of tools and software to solve problems, complete projects, and strengthen their communication skills. PREREQUISITE: None

COMMUNICATIONS TECHNOLOGY TGJ2O Communications Technology Grade 10, Open

TGJ3M Communications Technology Grade 11, University/College

TGJ4M Communications Technology Grade 12, University/College

TGJ2O Communications Technology—Grade 10, Open (B.S.C.H.S.) This course requires students to complete a range of communications technology projects. These may include creating printed stationery, short videos, computer-generated animations, and graphical information displays. Students will learn to transfer information using electronic, live, and graphic communication methods. The knowledge and skills they will develop will provide a basis for careers in areas such as publishing, advertising, print production, animation, photography, and journalism. PREREQUISITE: None TGJ3M Communications Technology—Grade 11, University/College This course examines communications systems and design and production processes in the areas of electronic, live, recorded, and graphic communications. Students will develop knowledge and skills relating to the assembly, operation, maintenance, and repair of the basic and more complex components of a range of communications systems. Students will also study industry standards and regulations and health and safety issues, and will explore careers, the importance of lifelong learning, and the impact of communications technology on society and the environment. PREREQUISITE: None TGJ4M Communications Technology—Grade 12, University/College This course examines communications systems and design and production processes in the areas of electronic, live, recorded, and graphic communications. Students will create, manage, and distribute complex electronic, graphic, recorded, or audio-visual projects independently and in project teams. Students will also study industry standards and regulations and health and safety issues, and will explore careers, the importance of lifelong learning, and the impact of communications technology on society and the environment. PREREQUISITE: TGJ3M

CONSTRUCTION TECHNOLOGY

TCJ2O Construction Technology Grade 10, Open

TCJ2O

TCJ3M Construction Technology Grade 11, College

TCJ4M Construction Technology Grade 12, College

TCJ3E Construction Technology Grade 11, Workplace

TCJ4M Construction Technology Grade 12, Workplace

Construction Technology—Grade 10, Open (BSCHS ONLY)

This course requires students to design, build, and evaluate projects using design instruments and machine and hand tools. Students will solve technological problems through a variety of media; identify and describe building materials and other resources needed to construct, maintain, and service buildings; identify support systems and components; apply safety rules related to materials, processes, and equipment; identify common architectural styles; and identify careers related to construction technology. PREREQUISITE: None Page 57

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CONSTRUCTION TECHNOLOGY (cont’d) TCJ3C

Construction Technology—Grade 11, College (BSCHS ONLY)

This course focuses on residential and light construction systems related to commercial, industrial and/or recreational construction. Students will learn about the tools, materials, equipment, and methods used in the light construction industry; structural analysis and design; presentation and working drawings; and auxiliary systems. They will also estimate materials and labour costs; study industry standards and building codes; consider health and safety issues and energy conservation; and explore careers and the impact of construction technology on society and the environment. PREREQUISITE: None

TCJ3E

Construction Technology—Grade 11, Workplace (BSCHS ONLY)

This course focuses on residential and light construction systems related to commercial, industrial and/or recreational construction; the development of generic employment skills; and preparation for apprenticeship and training programs. Students will learn about and gain practical experience with various types of materials, processes, labour, tools, and equipment used in the construction industry; technical drawings; and auxiliary systems. They will also study industry standards and building codes; consider health and safety issues; and explore careers, the importance of lifelong learning, and the impact of construction technology on society and the environment. PREREQUISITE: None

TCJ4C

Construction Technology—Grade 12, College (BSCHS ONLY)

This course focuses on advanced residential construction, more complex construction systems, and the introduction of heavy construction related to commercial, industrial and/or recreational construction. Students will learn about the tools, materials, equipment, and methods used in the light and heavy construction industries; structural analysis and design; presentation and working drawings; and auxiliary systems. They will also estimate materials and labour costs; study industry standards and building codes; consider health and safety issues; and explore energy conservation, careers, and the impact of construction technology on society and the environment. PREREQUISITE: TCJ3C

TCJ4E

Construction Technology—Grade 12, Workplace (BSCHS ONLY)

This course focuses on advanced residential and more complex construction systems, as well as the introduction of heavy construction, related to commercial, industrial, and/or residential construction; advanced practical workplace applications; and the development of generic employment skills and independent learning skills. Students will examine the materials, processes, labour, tools, and equipment used in the construction industry; technical drawings; auxiliary systems; and landscaping. They will also study industry standards and building codes; consider health and safety issues; and explore careers, lifelong learning opportunities and the impact of construction technology on society and the environment. PREREQUISITE: TCJ3E

HOSPITALITY AND TOURISM TFJ2O

Hospitality and Tourism—Grade 10, Open (BSCHS ONLY)

This course emphasizes the scope of the hospitality and tourism industry. Students will study food origins, food-handling techniques and food preparation, health and safety standards, and the use of specialized tools and equipment. They will also investigate travel and tourism activities in Ontario, develop effective communication and management skills, and identify career opportunities in the hospitality and tourism industry. PREREQUISITE: None

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HOSPITALITY AND TOURISM (cont’d) TPE3E

Hairstyling and Aesthetics, Grade 11, Workplace Preparation (SJHS ONLY)

This course provides students with opportunities to learn techniques in hairstyling and aesthetics that meet industry standards, using appropriate materials and equipment. Students will identify trends in the hairstyling and aesthetics industry; describe scientific and physical processes used in beauty services; learn to respect environmental, health, and safety laws; and explore career opportunities. The course may focus on either hairstyling or aesthetics, or may include a combination of both areas. PREREQUISITE: None

TFT3C

Hospitality, Grade 11, College Preparation (SJHS ONLY)

This course helps students understand the features, trends, and guidelines of the hospitality industry, as well as learn the basic requirements of serving customers. Students will acquire skills related to preparing and presenting food, evaluating facilities, controlling inventory, and marketing special events. They will also learn about economic and environmental impacts, health and safety standards, and career opportunities related to the hospitality industry. PREREQUISITE: None

TFH3E

Hospitality and Tourism, Grade 11, Workplace Preparation (SJHS ONLY)

This course focuses on food preparation and management, and hospitality and tourism activities, equipment, and facilities. Students will learn how to prepare, present, and serve food; plan, manage, and promote activities; and use the necessary equipment. Throughout the course, they will learn the fundamentals of providing high-quality service and customer satisfaction. Students will also study the occupational health and safety standards and laws regulating the hospitality and tourism industry, explore the industry’s social and environmental impacts, and identify possible career paths. PREREQUISITE: None

TFS4C

Tourism—Grade 12, College (SJHS ONLY)

This course provides students with opportunities to analyse the characteristics and standards of the tourism industry, determine the factors that promote its success, and investigate principles and procedures that contribute to high-quality customer service. Students will also assess facilities and activities that attract tourists, and study communication and customer service techniques. In addition to exploring career opportunities, students will analyse the relationship between tourism and the economy and propose ways to enhance the performance of the industry. Students should be prepared to participate in a number of outdoor, including winter-time, activities. There is a course fee of $250.00 to alleviate field trip costs. PREREQUISITE: None

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Course Calendar 2006 –2008

MANUFACTURING TECHNOLOGY TMJ3C Manufacturing Engineering Technology Grade 11, College

TMJ3C

Manufacturing Engineering Technology—Grade 11, College (SJHS ONLY)

This course focuses on design principles; electronic, pneumatic, and hydraulic control systems; and traditional and advanced manufacturing processes. Students will solve problems and make the critical decisions necessary to develop efficient production systems. Hey will also study the broad range of career opportunities available in the manufacturing sector and their educational requirements, and will research the scope of the manufacturing industry and the impact of its produces on individuals, society, and the environment. PREREQUISITE: None

TECHNOLOGICAL DESIGN

TDJ2O Technological Design Grade 10, Open

TDJ3M Technological Design Grade 11, University/College

TDJ4M Technological Design Grade 12, University/College

TDJ3E Technological Design Grade 11, Workplace

TDJ4M Technological Design Grade 12, Workplace TDJ4E Technology Design Grade 12, Workplace

TDJ2O

Technological Design—Grade 10, Open (B.S.C.H.S.)

This course requires students to design and develop innovative products and services. Students will learn the following: how to identify user needs related to specified design problems; the physical properties of selected materials and their application in product design; techniques to create physical products and services; various presentation techniques; how to test and evaluate design solutions; and the implications of technology on the development of products or services. They will also become aware of design-related careers. PREREQUISITE: None

TDJ3M

Technological Design—Grade 11, University/College

This course provides students with opportunities to apply the principles of technological design to challenges in communications, manufacturing, electronics, transportation, architecture, industrial and consumer products, health and safety equipment, and environmental services. Students will identify user needs, estimate labour and material costs, analyse material characteristics, and illustrate design solutions, using traditional and computer-based methods. They will also acquire the basic design skills required for postsecondary studies in engineering, manufacturing, architecture, and construction. PREREQUISITE: None

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TDJ3E

Technological Design—Grade 11, Workplace (S.J.H.S.)

This course provides students with opportunities to apply the principles of basic design to technological challenges in industry, engineering, architecture, manufacturing, and graphics. Students will develop problem-solving and design skills through the use of technical drawings and illustrations, model building, testing, and marketing. They will also become aware of consumer, business, and environmental issues in the creation and marketing of products or services, and the educational requirements of design-related careers. PREREQUISITE: None

TDJ4M

Technological Design—Grade 12, University/College

This course provides students with opportunities to solve problems in design through the use of technical drawings, model building, testing, and marketing. Students will research, design, and test solutions for residential or commercial architecture, industrial engineering, and manufacturing. They will also examine the educational requirements of a technical-design-related career in engineering, architecture, or industrial design. PREREQUISITE: TDJ3M

TDJ4E

Technological Design—Grade 12, Workplace (SJHS ONLY)

This course helps students develop a systematic process to design products or services based on an understanding and analysis of consumer needs, material characteristics, fabrication methods, and design principles. Students will develop design briefs, conduct marketing surveys, create freehand and computergenerated illustrations, make models, generate technical reports, design packaging, and become aware of design trends. They will also examine careers and small business opportunities in design, architecture, manufacturing, or marketing. PREREQUISITE: TDJ3E

COMPUTER STUDIES ICE3M Computer Engineering Grade 11, University/College

ICE4M Computer Engineering Grade 12, University/College

ICE3E Computer Engineering Grade 11, Workplace

ICE4E Computer Engineering Grade 12, Workplace

ICS3M Computer & Information Science Grade 11 University/College

ICS4M Computer & Information Science Grade 12, University/College

TIK2O

Computer and Information Science, Grade 10, Open

This course introduces students to computer science concepts. Students will learn about the stages in software design; the fundamental programming constructs of sequence, selection, and repetition; the functions of internal and external computer components; the relationship among networks, operating systems, and application software and their uses; and how programming language evolve. Students will also develop an awareness of computer-related careers. PREREQUISITE: None

ICE3M

Computer Engineering—Grade 11, University/College

This course helps students understand how computer hardware and software are used to solve computer-related problems from an engineering perspective. Students will explore ways of connecting computers, interfaces, and peripherals using their knowledge of logic gates, computer components, peripherals, programming, networks, and operating systems. Students will also construct systems that use computer programs to interact with hardware, install and configure key computer hardware and software components, develop an understanding of the ethical use of computers, and explore careers in computer engineering. PREREQUISITE: None

ICE3E

Computer Engineering—Grade 11, Workplace

This course helps students develop a practical understanding of hardware and software operations, computer networks, and operating systems. Students will learn to use utility and application software and to install, maintain, and troubleshoot computer systems and networks following proper maintenance and repair procedures. In addition to developing an understanding of the ethical use of computers, students will identify related career opportunities and the skill sets required for the workplace, including good customer service practices. PREREQUISITE: None

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Course Calendar 2006 –2008

COMPUTER STUDIES (cont’d) ICS3M

Computer and Information Science,- Grade 11, University/College Preparation (SJHS ONLY)

This course helps students examine computer science concepts. Students will outline stages in software development, define standard control and data structures, identify on- and off-line resources, explain the functions of basic computer components, and develop programming and problem-solving skills by using operating systems and implementing defined practices. As well as identifying careers in computer science, students will develop an understanding of the ethical use of computers and the impact of emergent technologies on society. PREREQUISITE: None

ICE4M

Computer Engineering—Grade 12, University/College

This course helps students understand and apply computer engineering concepts. Students will analyze and design computer components such as logic circuits and interfaces; develop and construct systems and write the associated computer programs to drive real-world devices such as traffic lights, models, and robots; and explore networking hardware, protocols, and configurations. As well as developing project management skills, students will examine the ethics of computer use and explore related educational requirements and careers. PREREQUISITE: ICE3M

ICE4E

Computer Engineering—Grade 12, Workplace

This course helps students understand network topologies (how computers are connected in networks) and associated hardware, and gain practical knowledge of hardware and software operations and trends. Students will install and maintain computer systems and networks, and diagnose and solve problems in them; develop maintenance and repair protocols and customize utility and application software to meet user needs. As well as developing skills to communicate with customers, students will examine computer ethics and identify skill requirements for computer support positions. PREREQUISITE: ICE3E

ICS4M

Computer and Information Science - Grade 12, University/College Preparation (SJHS)

This course helps students use programming and software engineering principles to design and develop algorithms and programs. Students will use software development and diagnostic tools, implement data structures and algorithms, and use file management techniques in project settings. They will also develop an understanding of the ethics of computer use and the impact of information technology on the community, and will explore postsecondary education and career paths in computer science. PREREQUISITE: ICS3M

IDC4U

Interdisciplinary Studies (Yearbook), Grade 12, University (BSCHS ONLY)

This course specifically addresses the multi-faceted needs of beginning journalism students by introducing them to all phases of yearbook production. Students will demonstrate skills in the specific skills of journalism, including layout and design, photography and publishing. An integral part of this course will be the demonstrable production of newsletters and a school yearbook. These class-based activities are envisaged as providing students with experience in the actual journalism concerns of interviewing, reporting, meeting deadlines and producing a publication. The course will include studies of the following units: Concept Coverage Book and Ad Sales Reporting Writing Basic Design Graphic Design Photography Desktop Publishing This course has an interview and paper requirement before entering.

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St. Joseph’s Joseph's High School

Course Course Calendar Calendar 2006 2006-2008 –2008

TRANSPORTATION TECHNOLOGY TRANSPORTATION TECHNOLOGY

TTJ2O

Transportation Technology, Grade 10, Open

This course requires students to build projects and to learn service procedures related to different TTJ2O Transportation Technology, modes of transportation. Students will learn about support systems for transporting people and prodGrade 10, Openand methods; the analysis, design, and construction of a system to convert ucts; measurement systems and make practical use of energy ; the function of major vehicle system components; the impact of This course requires students to build projects transportation systems on the environment; communication skills; and transportation-related careers. and to learn service procedures related to differPREREQUISITE: None ent modes of transportation. Students will learn about support systems for transporting people and products; measurement systems and methods; the analysis, design, and construction of a system to convert and make practical use of energy ; the function of major vehicle system components; the impact of transportation systems on the environment; communication skills; and transportation-related careers. PREREQUISITE: None

TTJ3C

Transportation Technology, Grade 11, College Preparation

This course examines the infrastructure required for the operation of land, air and/or marine vehicles. Student will design, construct and modify vehicles and apply safe work practices and procedures using current technology. They will also develop effective communication and teamwork skills when developing solutions to managing vehicle support systems; investigate the educational requirements for career opportunities in the transportation sector and analyze the impact of transportation technology on society and the environment. PREREQUISIT: None

TTJ3E

Transportation Technology, Grade 11, Workplace Preparation

This course examines the various types of land, air and/or marine vehicles and vehicle systems found within the transportation sector. Students will acquire identification, troubleshooting, repairing and testing skills that meet industry standards and government regulations. In addition to developing employability and technical skills, they will explore the broad range of career opportunities within this sector and will examine the impact of the transportation sector on people, society and the environment. PREREQUISIT: None

TTJ4C

Transportation Technology, Grade 12, College Preparation (BSCH ONLY)

This course examines alternative modes of mass transit to enable students to develop the specialized knowledge and skills required to work with sophisticated land, air and/or vehicles and transportation systems; examine transportation related issues such as energy conversion, power transfer, control systems and environmental and societal impact; and investigate the educational requirements of career opportunities in the transportation sector. PREREQUISITE: Transportation Technology, Grade 11, College Preparation

TTJ4E

Transportation Technology, Grade 12, Workplace Preparation (BSCH ONLY)

This course examines the commonalities of land, air and marine vehicles and transportation systems. Students will develop safe workplace habits and business management skills and will use diagnostic hand and power tools effectively to service and repair vehicles to met industry standards and safety inspections. They will also research the entry requirements for apprenticeship training programs and develop the employability and technical skills required for entry into the workplace. PREREQUISITE: Transportation Technology, Grade 11, Workplace Preparation

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VISION OF THE LEARNER THE GRADUATE OF AN ONTARIO CATHOLIC SCHOOL IS EXPECTED TO BE: 1.

A discerning believer formed in the Catholic Faith community who celebrates the signs and sacred mystery of God's presence through word, sacrament, prayer, forgiveness, reflection and moral living.

2. An effective communicator who speaks, writes and listens honestly and sensitively, responding critically in light of gospel values. 3. A reflective, creative and holistic thinker who solves problems and makes responsible decisions with an informed moral conscience for the common good. 4. A self-directed, responsible, lifelong learner who develops and demonstrates their God-given potential. 5. A collaborative contributor who finds meaning, dignity and vocation in work which respects the rights of all and contributes to the common good. 6. A caring family member who attends to family, school, parish, and the wider community. 7. A responsible citizen who gives witness to Catholic social teaching by promoting peace, justice and the sacredness of human life.