Academic Handbook 2015_2016_4

INTRODUCTION TO THE ACADEMIC PROGRAMME

ACADEMIC PHILOSOPHY

It is the expectation of Ridley that students will develop their academic talents to the fullest

and investigate widely the many areas of study which are open to them

J. Edward Kidd, MSc.

Headmaster

Stephen A. Clarke, MSc. Head of Upper School

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TABLE OF CONTENTS

The Ontario Secondary School Diploma………………………………………………………….

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Academic Information………………………………………….……………………………………….

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Guidance Services…………………………………..…………………………………………………….

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Educational Testing………………………………………………………………………………………

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The International Baccalaureate (IB) Diploma Programme……………………………..

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Course Planning ……………………………...…………………………………………………………….

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Grade 9 Course Descriptions.…………………………………...……………………………………..

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Grade 10 Course Descriptions……………………………….....…………………………………...……..

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Grade 11 Course Descriptions…………………………………..………………………………..………..

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Grade 12 Course Descriptions…………………………………...………………………………..………..

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COURSE DESCRIPTIONS BY DEPARTMENT

• IB Diploma Programme………………………………………………………………………

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• Language Literature………..………………………………………………………………….

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• International Languages……………………..………………………………………………

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• Pure and Applied Mathematics………………………………….. ……………………….

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• Pure and Applied Science…………………………………………………………………...

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• Social Sciences…………………………………………………………………………………...

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• Visual and Performing Arts……………………………………………………….………..

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• eLearning Consortium Canada.……………………………………………………………

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THE ONTARIO SECONDARY SCHOOL DIPLOMA (OSSD)

In order to earn an OSSD, a student entering Grade 9 must earn a minimum of 30 credits, including 18 compulsory credits and 12 optional credits. Students must also complete 40 hours of community involvement activities and must pass the Ontario Secondary School Literacy Test. COMPULSORY CREDITS

Subject Areas Credits English (one at each grade level: 9 to 12)

French as a Second Language (FSL) FSL or other Second Language**

Mathematics (one at each grade level: 9 to 11) Science (one in each of grade 9 and 10)

Geography of Canada (Grade 9) Canadian History (Grade 10)

The Arts (Visual Art, Music, Drama) Health and Physical Education (must be taken in either Grade 9 or 10)

Civics and Career Studies (taken in either Grade 9 or 10) An Additional English or a 3rd International Language or Social Science or Canadian World Studies

Health & Physical Education or Business Studies or Arts Course Science (grade 11 or 12) or Technology Course (Grades 9-‐12)

Compulsory Credits Required (18 OSSD + 1 Ridley only requirement)

Elective Credits Required TOTAL for OSSD

4 1 1 3 2 1 1 1 1 1 1 1 1 19 11 30

**Denotes a Ridley-‐only Requirement THE RIDLEY COLLEGE DIPLOMA In order to earn a Ridley College Diploma, a student must:

• earn the Ontario Secondary School Diploma • pass the Ontario Secondary School Literacy Test • be involved in the Ridley College cocurricular athletic and activity programme • complete ten hours per year of community service involvement • second year of foreign language

SUBSTITUTION FOR COMPULSORY COURSES In order to allow flexibility in designing a student’s program and to ensure that all students can qualify for the secondary school diploma, substitutions may be made for a limited number of compulsory credit courses from the remaining courses offered by the school that meet the requirements for compulsory credits. A maximum of three compulsory credits may be substituted, subject to the approval of the Assistant Head, Academics and the Headmaster. The decision to make a substitution for a student will only be made if the student’s best interests are served. The Headmaster will determine whether or not a substitution should be made after consulting with the parents, the student and appropriate school staff. Each substitution will be noted on the student’s Ontario Student Transcript. COMMUNITY INVOLVEMENT REQUIREMENTS As part of the diploma requirements, students must complete a minimum of 40 hours of community involvement activities. Students will complete their community involvement requirements through Ridley's compulsory Extra Cocurricular Program. With documentation from the applicable agency,

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they may also receive credit for community service hours done outside of school time. The school's Activities and Community Service Coordinator, with the student's advisor, will ensure that each student fulfils the community service requirements. In keeping with the school’s motto “May I Be Consumed in Service”, every Grade 9 to PG student at Ridley is required to complete a minimum of ten hours of community involvement each year. ONTARIO SECONDARY SCHOOL LITERACY TEST (OSSLT) All students who enter Grade 9 must successfully complete the Ontario Secondary School Literacy Test (OSSLT). This includes students who enter the Ontario secondary school system after Grade 9 but who will receive the Ontario Secondary School Diploma. Students will normally take the literacy test in the spring of their Grade 10 year; however, students who fail the test or need extra tutoring in English may take it in subsequent years. The Ontario Secondary School Literacy Course (OSSLC) is another way of meeting the literacy graduation requirement. At the discretion of the Assistant Head, Academics, a student who has not passed the Literacy Test, may be allowed to enrol in the OSSLC before he or she has had a second opportunity to take the Literacy Test. DEFINITION OF A CREDIT A credit is awarded when a student successfully completes a full course. These courses will have at least 110 hours of instructional time. The credit is granted to the student by the Headmaster on behalf of the Minister of Education. MUSIC CERTIFICATES ACCEPTED FOR CREDITS 1. A maximum of one Grade 11 university/college preparation music credit may be awarded

towards the OSSD for the successful completion of one of the following: • Grade VII Practical and Intermediate Rudiments (formerly Grade 1 Rudiments) of the Royal

Conservatory of Music, Toronto • Grade VII Practical and Grade III Theory of Conservatory Canada, London, Ontario • Collegial I Practical and Collegial I Theory of any conservatory of music in the province of

Quebec • Grade V Practical and Grade III Theory of Trinity College London, England • Grade VII Practical and Grade VI Theory of the Royal Schools of Music, London, England

2. A maximum of one Grade 12 university/college preparation music credit may be awarded towards the OSSD for the successful completion of one of the following: • Grade VIII Practical and Advanced Rudiments (formerly Grade II Rudiments) of the Royal

Conservatory of Music, Toronto • Grade VIII Practical and Grade IV Theory of Conservatory Canada, London, Ontario • Collegial II Practical and Collegial II Theory of any conservatory of music in the province of

Quebec • Grade VI Practical and Grade IV Theory of Trinity College London, England • Grade VIII Practical and Grade VIII Theory of the Royal Schools of Music, London, England

Notes: • The term practical refers to any musical instrument on which performance is examined. It

includes voice (i.e., singing), but not speech arts. • The mark credited to the student is calculated by averaging the marks that the student has

earned in the practical component and in rudiments or theory, as the case may be The Organization of the Secondary School Program

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ACADEMIC INFORMATION Ridley will offer academic courses. Academic courses emphasize theory and abstract problems; however, there will be practical examples as well. Some courses such as those in the arts and healthy active living education are open courses. These are offered in all grade levels and are designed to prepare students for further study in certain subjects and to enrich their education generally. Both the academic and open courses are credit based and count toward the 30 credits required for a diploma. Elective course availability will be subject to enrollment on an annual basis. GRADE 9 & 10 COURSES In these years, students at Ridley will select an appropriate combination of academic and open courses in order to add to their knowledge and skill base as they prepare for their educational program in Grades 11 & 12. Many courses are required to fulfill the diploma expectations at these grade levels. GRADE 11 & 12 COURSES Ridley offers Grade 11 and 12 courses at the University Preparation (U), University/College (M), College (C) and Open (O) levels. University Preparation courses are designed to equip students with the knowledge and skills they need to meet the requirements of university programs. Some courses in the University/College category meet the entrance requirements for specific university and college programs. Some courses in Grades 11 & 12 are designated to be open. Open courses are appropriate for all students and are not linked to any specific postsecondary destination. DECODING COURSE CODES Courses use a 6-‐character course code. The first 5-‐characters of the course code are set out by the Ministry of Education. The 6th character is a school indicator used to distinguish course characteristics (e.g. number of courses, specialized programs). Take a look at the example below to understand your course codes.

ENG 1 D These 3 letters identify the subject Subject Codes The first letter in the course code denotes the courses department area: A = Arts B = Business C = Canadian & World Studies E = English F = French G = Guidance H = Humanities & Social Sciences L = International Languages M = Mathematics P = Physical Education S = Sciences T = Technological Studies

This number identifies the grade: 1 = Gr. 9 2 = Gr. 10 3 = Gr. 11 4 = Gr. 12

This letter identifies the stream/destination GRADE 9-‐10 D = Academic K = Alternative (non-‐credit) L = Locally Developed/Essential O = Open P = Applied GRADE 11-‐12 C = College e = eLearning M = University/College O = Open U = University

THE ANNUAL EDUCATION PLAN Students are encouraged to do long range planning of course selections by making use of the course selection planner and the course descriptions in this brochure. By planning one or more years at a time, a student will be able to make a logical choice of options with a view to meeting any

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prerequisites needed for future courses. The Academics/Guidance department and the student’s advisor will assist the student in the development and review of the annual educational plan. Guidance meets individually with each student in every grade level annually. Work is also done in the required Career Studies class. EQUAL EDUCATIONAL OPPORTUNITY Ridley is firmly committed to providing equal opportunities to all of its students. All students are encouraged to participate widely in the many academic, athletic and extracurricular offerings. We are very fortunate to have a student body which has representatives from every major geographical region in the world. COURSE OF STUDY OUTLINES All courses at Ridley have been developed according to the requirements of the Ontario Ministry of Education. Detailed outlines of the courses of study are available for informational purposes to both students and parents through the Academics Office. ONTARIO STUDENT RECORD The Ontario Student Record folder (OSR) is an official record created when a student enters the Ontario school system and moves with the student from school to school. It is developed under the authority of the Education Act, and the contents are protected under the Freedom of Information and Protection of Privacy Act. The OSR folder contains achievement results, credits earned, and other information important to the education of the student. Parents of students under age 18 have full access to their student's OSR. The OSRs of students over age 18 are accessible to parents with their child’s consent. THE ONTARIO STUDENT TRANSCRIPT

• The Ontario Student Transcript (OST) is a provincially standardised document that provides a comprehensive record of a student's achievement in secondary school.

• The credits that a student has earned towards fulfilment of the requirements for graduation will be recorded on the OST.

• In Grades 9 and 10, the student's achievement with percentage grades earned and the credits gained are recorded for successfully completed courses.

• In Grades 11 and 12, the student's achievement for all courses taken or attempted is recorded, showing percentage grades earned, credits granted (if successful), or "W" for "withdrawn before completion." (Students repeating a course for which they have already received a credit will have all marks recorded, but only one credit granted).

• Identification of any course that has been substituted for a compulsory course will be made. Also, confirmation that the student has completed the mandatory requirements of Community Involvement and the Literacy Test will be noted.

ASSESSMENT AND EVALUATION STRATEGIES The main purpose of assessment and evaluation is to improve student learning. Information gathered helps teachers identify students' strengths and those areas needing improvement. Assessment is the process of gathering information from a variety of sources, including assignments, demonstrations, projects, performances and tests. This information should demonstrate how well students are achieving curriculum expectations. As part of assessment, teachers, peers, and individual students provide descriptive feedback that guides efforts for improvement. Assessment is ongoing and supportive.

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Evaluation is the process of judging the quality of a student's work on the basis of established achievement criteria and assigning a value to represent that quality. It reflects a student's level of achievement of the provincial curriculum expectations at a given time. In order to ensure that assessment and evaluation are valid and reliable and that they lead to the improvement of student learning, teachers will use a variety of assessment and evaluation strategies that:

• address both what the students learn and how well they learn; • are based on the categories of knowledge and skills and on the achievement level

descriptions given in the achievement chart that appears in the curriculum policy documents for each discipline;

• are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning;

• are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;

• are fair to all students; • ensure that each student is given clear directions for improvement; • promote students' abilities to assess their own and others' learning and to set specific goals; • include the use of samples of students’ work that provide evidence of their achievement; • are communicated clearly to students and parents at the beginning of the course and at

other appropriate points throughout the course. ACHIEVEMENT LEVELS Levels of achievement of the curriculum expectations are presented in achievement charts in each of the Ministry of Education's policy documents. These charts are organised into four broad categories of knowledge and skills:

• knowledge/understanding; • thinking/inquiry; • communication; • application/making connections.

The names of the categories may vary slightly to reflect the differences in the specific nature of each subject. The charts contain descriptions of each level of achievement in each category; these are broad in scope and general in nature, but they provide a framework for all assessment and evaluation practices. The achievement levels will enable teachers to make consistent judgements about the quality of students' work and to give clear and specific information about their achievement to their parents. REPORTING STUDENT ACHIEVEMENT The school will communicate formally with parents by means of Effort Grades issued in October, November and January. At Christmas, March Break and in June, full reports with percentage grades will be issued. For the June final report, the school will adopt the Ministry of Education's directive that "seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation suitable to the course content and administered towards the end of the course." Between the formal reporting periods, student will receive effort grades and a progress report. Advisors will be in contact with parents or guardians after each set of effort grades and parents should feel free to contact the Academics/Guidance Office or the advisor if any concerns arise. The achievement levels are associated with percentage grades and defined as follows:

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Decoding The Letter Grade Code A+ 90 -‐100 A 89 -‐ 89 B 70 -‐ 79 C 60 -‐ 69 D 50 -‐ 59 E Less than 50 I Incomplete. The teacher had sufficient information to assess the student in this course. Decoding Effort Grades 4 = Excellent effort – above the expectations of the teacher 3 = Good – meeting the expectations of the teacher 2 = Concern – the student needs improvement in one or two areas 1 = Grave concerns – not meeting the teacher’s expectations in any area I = Incomplete. The teacher had insufficient information to assess the student in this category Decoding IB Grades 7 = Excellent Performance 6 = Very Good Performance 5 = Good Performance 6 = Satisfactory Performance 7 = Mediocre Performance 8 = Poor Performance 9 = Very Poor Performance COURSE CHANGES Every attempt is made during the planning stage to ensure that students have the courses which are right for them; however, there are instances where changes in a student's timetable must be made. Students should see a counsellor in the Academics/Guidance office to discuss timetable changes. The last day to change a course is September 30th. PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR) Where a student has attended school outside of Ontario before coming to Ridley, an assessment of his or her learning will be made by the Assistant Head, Academics and equivalent credit will be awarded in accordance with PPM 129: Prior Learning Assessment and Recognition: Implementation in Ontario Secondary Schools. ALTERNATIVE WAYS OF EARNING CREDITS There are two main avenues for Ridley students that wish to earn credits in alternative ways. Firstly, the school’s Learning Strategies Coordinator provides learning support, guidance, and space for students that wish to earn credits through independent study, private study, or distance learning (generally through Virtual High School). These services are offered as part of the broader range of services provided to Ridley students and families through the school’s Learning Centre. Secondly, Ridley is part of the Conference of Independent School’s eLearning Consortium (http://ciselc.com/). Through the consortium, Ridley students are able to receive instruction online independently. An onsite ELCC Coordinator at each school (including Ridley) ensures that students taking online courses are meeting course requirements in a timely fashion. Up to 20 students can take courses through the ELCC and some of these courses are listed on Ridley’s course selection form. It is worth noting that there are more courses available through the ELCC than those listed on the course selection form. The reason for this is that Ridley does not offer its students any ELCC

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courses that are also offered face-‐to-‐face at the school. Students apply to the Guidance office for entry into ELCC courses, and decisions are made based on the number of “seats” available and the total fit for the student’s academic programme. REMEDIAL PROGRAMS AVAILABLE Many avenues are available to students who need extra help. Student peer tutors are often able to provide help where students have small problems. Teachers are widely available in tutorial periods, in the evenings in the houses and during the school day to provide assistance. In addition qualified adult tutors are organized, where available, in specific subject areas and in general areas such as ESL and organizational skills through our Learning Centre. More information is available on the Ridley College website under Academics, Learning Centre. REACH AHEAD COURSES FOR LOWER SCHOOL STUDENTS Traditionally, Ridley offers grade 9-‐mathematics instruction in the Lower School to a select group of grade 8 students, and one section of grade 8-‐mathematics instruction to a select group of grade 7 students. This provides us with an opportunity to offer some of our grade 7 & 8 students an enrichment program, while at the same time continuing to offer mathematics instruction at grade level for others. During the first two weeks of September, the Lower School math teachers evaluate the skills of grade 7 and 8 students order to assess which students would be well served by an opportunity to reach ahead. Students taking the grade 9 program will be granted a grade 9-‐math credit upon successful completion of the course. Grade 7 students who reach ahead in the grade 8 program will qualify to take the grade 9 course next year. During the school year, each reach ahead student is closely monitored to ensure that they are being encouraged to learn and succeed to the best of his or her ability. STUDENTS RESPONSIBILITIES FOR EVALUATION Students are responsible for providing evidence of their learning within established timelines. There are consequences for cheating, plagiarizing, not completing work and submitting work late. Refer to the Academic Code of Conduct and Related Policies for more information. CLASS ATTENDANCE Class attendance is mandatory at Ridley. Students should consult the student handbook for information on the expectations of the school both in academic and in nonacademic matters. CONDUCT AND EXPECTATIONS Ridley College endeavours at all times to provide a learning and working community that supports fair treatment of all students, faculty and staff. The basis for interaction is mutual respect, co-‐operation and understanding. In order to live together in a boarding community and to be able to concentrate effectively on academic, athletic and extracurricular activities, each student consents to live within certain regulations and boundaries both for the individual and common good. Specific policies of the school are outlined in the parents' handbook. In a student's graduating year, if the school deems that the appropriate number of credits for graduation cannot be achieved, the school reserves the right to require the student's withdrawal.

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GUIDANCE SERVICES The mission of our guidance and university counseling program is to prepare all Ridley students for living successful and flourishing lives. This is done in a developmentally appropriate way, starting in Grade 9 and culminating at graduation when students set out across the globe to pursue their dreams and aspirations. Students will come away with enduring knowledge and skills in the following ways:

1. Understanding themselves and their strengths through comprehensive assessment tools and reflection.

2. Developing research and planning skills with a focus on the individual student’s level of self-‐confidence and independence. The outcome includes the creation of a comprehensive academic and personal growth plan.

3. Gaining a working knowledge of how their particular strengths and talents might prepare them for a variety of fulfilling career pathways.

4. Researching and determining best fit options in post-‐secondary education all over the globe. This will then lead into learning hard skills needed to the gain admission to university, or applying for internships, jobs, or scholarships. (applications, essays, resumes, interviews, cover letters, etc.)

The counsellors at Ridley provide the following services and resources:

• Career and strengths-‐based assessment tools. • Small group and individual meetings. • Access state-‐of-‐the-‐art resources for careers, enrichment programs, internships and gap

year options • Advice and support on all aspects of the college admissions process including

scholarships/fin-‐aid, athletics, essays, etc. • Information on applying to universities around the world. • Access to scheduled visits from university admissions officers. • A current and comprehensive library of career and educational resources • Access to resources and preparation training for major college entrance exams. • Academic support and counseling for any student needs. • Management of all school related documents that may be needed for college admissions,

summer study, internships, etc. • Counsellors also work closely with teachers and resident staff to provide support for

individual students as needed. GRADE 9 Students are introduced to Naviance Family Connection in their Career class in the first term. Here they will do in depth exploration of personality, interests and strengths through career surveys. This will then lead to career exploration, developing resumes, and a compiling a career portfolio. Students are encouraged to involve themselves in activities that they enjoy and which explore and develop talents. At the end of the term, the guidance team will work with the Careers classis to help students understands how the career assessment work will be used to help them plan the rest of their high school experience. Students will come away with a better and more comprehensive view of themselves, while exploring how they might fit into the larger world after graduation. This will set the groundwork for establishing an upper-‐school plan that will support their future aspirations and in the second term, we will work with them on their course selections in small group sessions.

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Students are encouraged in the summer to gain experience through jobs, camps, internships, or other activities that take their learning outside the classroom, where they can apply knowledge in real world situations. Parent information will be provided during meetings and open houses, as well as through screencast presentations and an electronic document library in Naviance. Phone, email or Skype conversations will be done as needed. GRADE 10 In the first half of the year, we will focus on researching careers and look particularly at the skills and knowledge areas that are important to develop in different career areas. Naviance is a great tool for this kind of research. It sets the stage for the planning of a student’s course of study for gr. 11 and 12. We will present detailed information on the International Baccalaureate Diploma (IB), as well as the requirements for the Ontario Secondary School Diploma (OSSD). After Christmas, we select courses. Students choose a program of study that best fits each student’s own learning style, whilst keeping in mind the career interests identified through surveys and course work in the Careers class. The summer after Grade 10 is a perfect time for students to engage in career related enrichment, whether it be an internship, job, or instructional program that is linked to a particular career pathway. Student athletes will also be encouraged to register for the NCAA Eligibility Center if interested in playing Division I or II college sports in the US. Delivery of this program will include a combination of small group sessions, all grade presentations, one-‐on-‐one communication, screen cast tutorials and Naviance surveys. Parent information will be provided during meetings, parent weekends and open houses, as well as through screencast presentations and an electronic document library in Naviance. Phone, email or Skype conversations will be done as needed. GRADE 11 The attention shifts to the early stages of university entrance, beginning with the Preliminary Scholastic Aptitude Test (PSAT). Students also have access to full online prep courses through Naviance for the PSAT, SAT, and ACT. This is a big academic year because it is the gr. 11 transcript grades that colleges look at the most during the admissions review process. Course selection is given very careful consideration to ensure all necessary prerequisites are taken. Naviance work in the first semester should focus on exploring majors and courses of study that students are passionate about. In the second term, detailed university research and planning becomes the primary focus. Comprehensive interviews will be conducted with each senior to initiate the college plan. This is also when gr. 11 students begin taking SAT I, SAT Subject Tests and or the ACT. International student may need to the TOEFL or IELTS for English fluency. Students are encouraged to meet college admissions officers that visit our campus. Summer should be used for compiling a big list of possible schools or post-‐graduation options. Visiting schools is highly recommended. Students pursuing medicine or law in the UK will have to take required tests in the summer.

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Delivery of this program will include a combination of small group sessions, all grade presentations, one-‐on-‐one communication, screen cast tutorials and Naviance surveys. Parent information will be provided during meetings, parent weekends and open houses, as well as through screencast presentations and an electronic document library in Naviance. Phone, email or Skype conversations will be done as needed. GRADE 12 -‐ PG In Grade 12 students consolidate their learning, self-‐exploration, experiences, and college research into a plan that fits their aspirations after graduation. The fall may be filled with the following:

• Entrance examinations (SAT, ACT, Subject Tests, TOEFL, IELTS) as needed. • Registration for the Common Application (USA), UCAS (UK), and/or the OUAC (Ontario) as a

first step in preparing applications. • Requesting two academic teachers from Grade 11 or 12 to write recommendation letters. • Finishing resume in Naviance. • Refining university lists in consultation with counselor and make final selections. • Guidance in submitting all aspects of university applications before the Christmas break.

In the second semester we will assist students in making their final decisions as well as preparing for the transition to university. Delivery of this program will include a combination of small group sessions, all grade presentations, one-‐on-‐one communication, screen cast tutorials and Naviance surveys. Parent information will be provided during meetings, parent weekends and open houses, as well as through screencast presentations and an electronic document library in Naviance. Phone, email or Skype conversations will be done as needed.

EDUCATIONAL TESTING PSAT All Ridley students in Grade 11 write the PSAT as an introduction to this form of standardized testing as well as to prepare students who are considering applying to US colleges and universities. Score reports for the PSAT also include personalized information on academic skills and career interests, which are useful in planning for university in all regions of the world. Interested Grade 10 students may write the PSAT on a space-‐available basis. Registration takes place through the Academics office. SAT and ACT SAT and/or ACT scores are an integral component of the admissions process for most US colleges and universities. Both exams are accepted equally by all universities so students may choose to submit the test results that best demonstrate their abilities. Both exams are offered at Ridley 5 – 6 times each year. ACT registration: www.actstudent.org SAT registration: www.collegeboard.org SAT Subject Tests These standardized tests are required by a small number of US colleges and universities, and focus on specific subject areas such as mathematics, literature, and foreign language. Subject Tests are offered at Ridley on the same dates as the SAT; students may take either the SAT or up to three Subject Tests on the same day. SAT Subject Test registration: www.collegeboard.com

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English Language Proficiency Tests Demonstration of English proficiency is often required of students whose first language is not English for college and university admission in Canada, the US, the UK, and elsewhere. The two most common tests for this purpose are the TOEFL and the IELTS. Please note that the IELTS is the only English proficiency test accepted by UK universities at this time. IELTS is offered at Ridley several times per year through Mohawk College; specific registration information is provided to Ridley students through the Guidance and University Counselling Office. TOEFL is offered regularly in the Niagara region and Greater Toronto. To register, visit www.toefl.org Test Preparation Ridley offers free comprehensive online test preparation for the SAT and ACT through PrepMe, a component of the Naviance software program. Additional test preparation classes are offered by an outside company for an additional fee. There are many effective options available that are low-‐cost or free; Ridley’s counsellors can provide guidance on choosing appropriate preparation methods.

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THE INTERNATIONAL BACCALAUREATE (IB) DIPLOMA PROGRAMME

The IB programme is one of the fastest growing international curriculum models in the world. Approximately 137,330 students graduate every year with an IB diploma, and these graduates are routinely recognized by the world’s leading universities for their outstanding academic preparedness. The curriculum model includes six academic areas and three core requirements. Over the course of the two year programme, students: • Study six subjects chosen from the six subject

groups. • Complete an Extended Essay (EE). A

requirement for students to engage in independent research through an in-‐depth study of a question relating to one of the subjects they are studying.

• Follow a Theory of Knowledge course (TOK).

TOK is a course designed to encourage each student to reflect on the nature of knowledge by critically examining different ways of knowing (sense perception, emotion, language and reason) and different kinds of knowledge (scientific, artistic, mathematical, ethical and historical).

• Participate in Creativity, Action, Service

(CAS). Which requires that students actively learn from the experience of engaging in real tasks beyond the classroom. Students can combine all three components or do activities related to each one of them separately.

In order to earn the Diploma: • Three of the six subjects are studied at higher level (courses representing 240 teaching

hours) • The remaining three subjects are studied at standard level (courses representing 150

teaching hours) All students who successfully complete the IB Diploma will also earn the Ontario Secondary School Diploma as all IBDP courses are aligned with the OSSD curriculum. Grade 10 students will be asked to consider their Grade 11 course options in January. A course option sheet will outline the various courses and options available to students, including the option to undertake the IB programme. Once you have reviewed this sheet you will make an appointment with a Ridley Guidance Counselor and, if you interested in the IB route, the Diploma Programme Coordinator.

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The chart below shows the selection of courses on offer in each subject grouping: Group 1 Group 2 Group 3

English A: Literature HL/SL English A: Language and Literature HL/SL German A: Literature SL Mandarin A: Literature HL/SL International Languages SL

Spanish: ab initio or B: HL/SL French B: HL/SL Mandarin: ab initio or B: HL/SL German: ab initio

History HL/SL Geography HL/SL Business & Management HL/SL Economics HL/SL Psychology HL/SL Environment Systems and Societies SL*

Group 4 Group 5 Group 6 Chemistry HL/SL Physics HL/SL Biology HL/SL Technological Design HL/SL Environmental Systems and Societies SL* Computer Science HL/SL

Mathematical Studies SL Mathematics HL or SL***

Visual Arts HL/SL Theatre Arts HL/SL Film HL/SL

* Trans disciplinary subject: students are able to meet requirements of Groups 3 and 4 with one subject

and therefore may choose a second subject from any group to complete their complement of 6 courses ** Students may opt to take another subject in Groups 1-‐4 instead of a Group 6 subject

*** Grade 11 Functions (MCR3U) or equivalent is a firm prerequisite for Mathematics HL and SL Note: Course availability is subject to change based on enrollment The remaining three subjects are studied at standard level (courses representing 150 teaching hours). All students who successfully complete the IB Diploma will also earn the Ontario Secondary School Diploma as all IBDP courses are aligned with the OSSD curriculum. Grade 10 students will be asked to consider their Grade 11 course options in January. A course option sheet will outline the various courses and options available to students, including the option to undertake the IB programme. Once you have reviewed this sheet you will make an appointment with a Ridley Guidance Counselor and, if you interested in the IB route, the Diploma Programme Coordinator. IB COURSE FEES

• A full IB Diploma Programme (3 HL courses, 3 SL courses, Theory of Knowledge course, Extended Essay and CAS requirement): $2000 per year*

• Each individual HL course: $400 per year* • Each individual SL course: $200 per year

* Tax receipts are issued for each HL course component which, in a full diploma programme, is 50% of tuition, including the additional IB course fee. IB ASSESSMENT The International Baccalaureate® (IB) Diploma Programme (DP) uses both internally and externally assessed components to assess student performance. For most courses, written examinations at the end of the DP form the basis of the assessment. This is because these examinations have high levels of objectivity and reliability. Externally assessed coursework, completed by students over an extended period under authenticated teacher supervision, forms part of the assessment for several programme areas, including the theory of knowledge (TOK) essay and the extended essay (EE). In most subjects, students also complete in-‐school assessment tasks. These are either externally assessed or marked by teachers and then moderated by the IB.

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HOW DP ASSESSMENT IS SCORED In the DP, students receive grades ranging from 7 to 1, with 7 being highest. Students receive a grade for each DP course attempted. A student’s final Diploma result score is made up of the combined scores for each subject. The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance including successful completion of the three essential elements of the DP core. THE DP CORE The theory of knowledge (TOK) and extended essay (EE) components are awarded individual grades and, collectively, can contribute up to 3 additional points towards the overall Diploma score. Creativity, Action, Service – the remaining element in the DP core – does not contribute to the points total but authenticated participation is a requirement for the award of the diploma. HIGHER LEVEL AND STANDARD LEVEL COURSES The IB awards the same number of points for higher level (HL) and standard level (SL) courses, reflecting the IB’s belief in the importance of achievement across a broad range of academic disciplines. HL and SL courses differ in scope but are assessed against the same grade descriptors, with HL candidates expected to demonstrate the various elements of the grade descriptors across a greater body of knowledge, understanding and skills. RECEIVING A BILINGUAL DIPLOMA A bilingual diploma is awarded to candidates who complete and receive a grade 3 or higher in two languages selected from the DP course studies in language and literature. Students who gain a grade 3 or higher in studies in language and literature and a grade 3 or higher in an individuals and societies or science subject, completed in a different language, will also receive the bilingual diploma. ONTARIO TABLE OF EQUIVALENCY The Ontario Ministry of Education recognizes the following table of equivalency for IB grades as compared to OSSD grades. This information is submitted to Ontario universities after students apply. Other universities outside of Ontario will use their own equivalency tables based on their own education systems. These can usually be found on university websites.

IB Grade OSSD Grade Equivalent IB Grade Descriptor 7 6 5 4 3 2 1

97-‐100% 93-‐96% 84-‐92% 72-‐83% 61-‐71% 50-‐60%

R= needs remediation

Excellent Performance Very Good Performance Good Performance Satisfactory Performance Mediocre Performance Poor Performance Very Poor Performance

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COURSE PLANNING

The following flow chart is for use by students in planning their course selections. The courses in the chart are the 19 compulsory credits mandated by the Ministry. A brief description of the compulsory and optional courses offered in Grade 9 & 10 follows the planner.

GRADE 9 GRADE 10 GRADE 11 GRADE 12 English* (ENG1D)

English* (ENG2D)

English* (ENG3U)

English* (ENG4U)

Math* (MPM1D)

Math* (MPM2D)

Math* (MCR3U or MCF3M)

Optional Course # 1

French* (FSF1D)

Canadian History* (CHC2D)

Science* (SBI3M or SCH3U or SPH3U)

Optional Course #2

Canadian Geography* (CGC1D)

Science* (SNC2D)

Optional Course # 1

Optional Course #3

Science* (SNC1D)

2nd International Language

Optional Course #2

Optional Course #4

Civics* (CHV2O) & Career Studies* (GLC2O)

Optional Course # 1

Optional Course #3 Credits 6

Optional Course # 1

Optional Course #2

Optional Course #4

Optional Course #2

Optional Course #3 Optional Course #5

Credits 8 Credits 8 Credits 8 **Denotes a Ridley-‐only Requirement

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MASTER COURSE LIST

Please refer to the Course Descriptions for IB and by Department sections for further detail.

GRADE 9 COURSE DESCRIPTIONS COMPULSORY COURSES

OPTIONAL COURSES FOR GRADE 9 A STUDENT WILL CHOOSE TWO OPTIONS

1. English (ENG1D) 2. Mathematics (MPM1D) 3. Core French (FSF1D) (or International Language if

lacking French background) 4. Issues in Canadian Geography (CGC1D) 5. Science (SNC1D) 6. Career Studies (1/2 credit) (GLC2O) Civics & Citizenship (1/2 credit) (CHV2O)

1. Mandarin (LKMAD) 2. Music -‐ Instrumental (AMU1O) 3. Visual Arts (AVI1O) 4. Healthy Active Living Education (PPL1O) (co-‐ed)


OPTIONAL COURSES FOR GRADE 10 A STUDENT WILL CHOOSE THREE OR FOUR OPTIONS *DEPENDING ON CAREER STUDIES & CIVICS & CITIZENSHIP

1. English (ENG2D) 2. Mathematics (MPM2D) 3. Canadian History Since World War I (CHC2D) 4. Science (SNC2D) 5. 3rd International Language* 6. Career Studies (1/2 credit) (GLC2O) (If not taken in

Grade 9) Civics & Citizenship (1/2 credit) (CHV2O) (If not taken in Grade 9)

* Ridley-‐only Requirement

1. Music -‐ Instrumental (AMU2O) 2. Visual Arts (AVI2O) 3. Media Arts (ASM2O) 4. Dramatic Arts (ADA2O) 5. Core French (FSF2D) 6. German Level 2 (LWGBD) 7. Mandarin Level 1 (LKMBD) 8. Spanish Level 2 (LWSBU) 9. Healthy Active Living Education (PPL2O) 10. Technological Design (TDJ2O) 11. Computer Technology (TEJ2O) 12. Introduction to Business (BBI2O)


OPTIONAL COURSES FOR GRADE 11 A STUDENT WILL CHOOSE FIVE OPTIONS

1. English (ENG3U) 2. Mathematics

a. Functions (MCR3U), or b. Functions & Applications (MCF3M)

3. Science a. Biology (SBI3U), or b. Chemistry (SCH3U), or c. Physics (SPH3U)

Available only in IB:

d. Environmental Systems and Societies SL (SVN3M)

e. Design Technology SL/HL (TDJ3M) f. Computer Science SL/HL (ICS3U)

1. Music -‐ Instrumental (AMU3M) 2. Visual Arts (AVI3M) 3. Intro. To Anthropology, Psychology & Sociology

(HSP3U) 4. Health for Life (PPZ3C) 5. World Religions and Belief Traditions (HRT3M) 6. Biology (SB13U) 7. Chemistry (SCH3U) 8. Physics (SPH3U) Available only in IB: 9. Business Management (BDP3O) 10. Economics (CIE3M) 11. Environmental Systems and Societies (SVN3M) 12. Geography (CGF3M) 13. History (CHT3O) 14. Psychology (HSP3U) 15. Spanish: Ab Initio or B: HL/SL (LWSCU) 16. French B: SL/HL (FSF3U) 17. Mandarin: Ab Initio or B: HL/SL (LKMCU) 18. German: Ab Initio (LWGCU)

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OPTIONAL COURSES FOR GRADE 12 A STUDENT WILL CHOOSE FIVE OPTIONS

1. English (ENG4U)

1. Music -‐ Instrumental (AMU4M) 2. Visual Arts (AVI4M) 3. Biology (SBI4M) 4. Chemistry (SCH4U) 5. Physics (SPH4U) 6. Advanced Functions (MHF4U) 7. Calculus & Vectors (MCV4U) 8. Mathematics of Data Management (MDM4U) 9. World Issues: A Geographic Analysis CFGW4U) 10. Analyzing Current Economic Issues (CIA4U) 11. Philosophy (HZT4U) 12. World History Since the 15th Century (CHY4U) 19. Spanish (LWSDU) 20. French (FSF4U) 21. Mandarin (LKMDU) 22. German (LWGDU) 23. Latin (LVLCU) 24. Writer’s Craft (EWC4U) 25. Film Studies (IDC4U) 26. Exercise Science (PSK4U) Available only in IB: 27. Theatre Arts (ADA4M) 28. Computer Science (ICS4U) 29. Design Technology (TDJ4M) 30. Environmental Systems and Societies (CGR4M) 31. Math Studies (MDM4U) 32. Mathematics (MCV4U) 33. Business and Management (BOH4M) 34. Psychology (HSB4U)

As a member of the eLearning Consortium Canada, we can offer additional online courses to up to 20 of our students. These would be courses that Ridley does not offer, or that we may decide not to offer due to low enrolment. Placement in these courses is based on approval by a Guidance Counsellor only; students cannot sign up for these on their own. For further information refer to the 2015/16 ELCC Course Book attached.

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COURSE CLUSTERS FOR GRADES 11 & 12

Engineering/Science/Health Science, etc. English 11 ➞ * English 12 Functions 11 ➞ * Advanced Functions 12, Calculus and Vectors 12 Chemistry 11 ➞ * Chemistry 12 Biology 11 ➞ * Biology 12 Physics 11 ➞ * Physics 12 Health for Life 11 ➞ Exercise Science 12 (Kinesiology) Business/Commerce/Accounting/Actuarial Science, etc. English 11 ➞ * English 12 Functions 11 ➞ * Advanced Functions 12, Calculus and Vectors 12 Functions and Applications 11 ➞ Data Management 12 Accounting 11 ➞ Accounting 12 ➞ Business Leadership 12 Social Science 11 ➞ Economics 12 Language 11 Humanities/Arts (English, Philosophy, Film, Languages, Music, Fine Art, etc.) English 11 ➞ * English 12 (two available) Language 11 ➞ Language 12 (five available) Visual Art 11 ➞ Additional courses of interest(e.g. Art 12, Music 11 Music 12, Philosophy 12, History 12, etc.) Drama 11 Social Studies (History, Geography) Social Studies (History, Psychology, Politics, Law, Economics, etc.) English 11 ➞ * English 12 (two available) Functions and Applications 11 ➞ Data Management 12 Language 11 ➞ Language 12 (five available) Social Studies 11(History, Geography) ➞ History 12, Geography 12, Economics 12 World Religions, Law 11 ➞ Philosophy 12 Notes: 1. * Required subjects. Other listed courses are strongly recommended (as in all three sciences), or simply

recommended for the best overall preparation. 2. Consider a Grade 12 course in Grade 11, or a summer course: an extra Grade 12 means one subject, if it is lower

(and is not a prerequisite), can be dropped from your average to raise your university entrance average in Canada.

3. Complement the core group with a different area, i.e. Arts subjects with a Science concentration, or Science

subjects with an Arts concentration or Computer Studies. 4. For the U.S., 4 years of Math and English; 3 or 4 years of a Foreign Language and Science strongly

recommended, plus 1 or 2 Computer and Arts/Drama/Music courses. 5. IB(International Baccalaureate) represents the highest level of enrichment; taking full advantage of it requires

planning and preparing ahead in Grades 9 and 10. Revised Jan.’14

Two of three minimum

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IB COURSE DESCRIPTIONS

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IB DIPLOMA PROGRAMME COURSE DESCRIPTIONS Note that all IB courses are of two years duration and that students will receive Grade 11 (IB1) and Grade 12 (IB2) Ontario credits for courses undertaken. Course equivalencies are found in the Ridley College IB Diploma Programme Handbook. GROUP 1 — STUDIES IN LANGUAGE AND LITERATURE IB ENGLISH A: LITERATURE SL/HL (OSSD ENG3U/ENG4U) This course is built on the belief that literature is concerned with our conceptions, interpretations and experiences of the world. The aims and expectations of the English A: Literature course involve developing in students an understanding of the techniques involved in literary criticism. As such, they are encouraged to engage in close, detailed reading and analysis of texts from different periods, styles, and genres. As part of this process, the students acquire the ability to form independent literary judgments and to support those ideas in both written and oral forms. The course also encourages students to recognize the importance and impact that context has on a given literary work and as such, acquire an appreciation of the different perspectives of people from other cultures and how these perspectives help to form meaning. Students will also learn to appreciate the various formal, stylistic and aesthetic qualities of literature. The course also aims to promote an enjoyment of and lifelong interest in language and literature, and hones creativity in the student. The response to the study of literature is through oral and written communication, thus enabling students to develop and refine their command of language. The course is a two year program and is divided into four parts, each with a particular focus: Part 1: Works in translation Part 2: Detailed study Part 3: Literary genres Part 4: Options (works selected by the instructor) Students study a minimum of ten literary works at SL and thirteen works at HL. The level and number of these texts, as well the depth and number of assessments are greater at the HL level. Prerequisite: Grade 10 English IB INTERNATIONAL LANGUAGE LITERATURE SL/HL (SSST LITERATURE A) This course is provided for the student who is fully bilingual in foreign language other than German or Mandarin. Through the study of a wide range of literature, the language A: literature course encourages students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches. In view of the international nature of the IB and its commitment to intercultural understanding, the language A: literature course does not limit the study of works to the products of one culture or the cultures covered by any one language. The study of works in translation is especially important in introducing students, through literature, to other cultural perspectives. The response to the study of literature is through oral and written communication, thus enabling students to develop and refine their command of language.

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Language A: literature is a flexible course that allows teachers to choose works from prescribed lists of authors and to construct a course that suits the particular needs and interests of their students. It is divided into four parts, each with a particular focus. • Part 1: Works in translation • Part 2: Detailed study • Part 3: Literary genres • Part 4: Options (in which works are freely chosen) Prerequisite: First language fluency. French requirement for bilingual students: 3800 hours of Elementary Foreign language instruction. IB GERMAN A: LITERATURE SL (OSSD LWACU/LWADU) German Literature is a course designed for the student who speaks German as a first language. This course is built on the belief that literature is concerned with our conceptions, interpretations and experiences of the world. The aims and expectations of the German A: Literature course involve developing in students an understanding of the techniques involved in literary criticism. As such, they are encouraged to engage in close, detailed reading and analysis of texts from different periods, styles, and genres. As part of this process, the students acquire the ability to form independent literary judgments and to support those ideas in both written and oral forms. The course also encourages students to recognize the importance and impact that context has on a given literary work and as such, acquire an appreciation of the different perspectives of people from other cultures and how these perspectives help to form meaning. Students will also learn to appreciate the various formal, stylistic and aesthetic qualities of literature. The course also aims to promote an enjoyment of and lifelong interest in language and literature, and hones creativity in the student. The response to the study of literature is through oral and written communication, thus enabling students to develop and refine their command of language. The course is a two year program and is divided into four parts, each with a particular focus: Part 1: Works in translation Part 2: Detailed study Part 3: Literary genres Part 4: Options (works selected by the instructor) Students study a minimum of 13 works at HL. Prerequisite: German as first language. IB MANDARIN A: LITERATURE SL/HL (OSSD LKMCU/LKMDU) Mandarin Literature is a course designed for the student who speaks Mandarin as a first language. This course is built on the belief that literature is concerned with our conceptions, interpretations and experiences of the world. The aims and expectations of the Mandarin Literature course involve developing in students an understanding of the techniques involved in literary criticism. As such, they are encouraged to engage in close, detailed reading and analysis of texts from different periods, styles, and genres. As part of this process, the students acquire the ability to form independent literary judgments and to support those ideas in both written and oral forms. The course also encourages students to recognize the importance and impact that context has on a given literary work and as such, acquire an appreciation of the different perspectives of people from other cultures and how these perspectives help to form meaning. Students will also learn to appreciate the various formal, stylistic and aesthetic qualities of literature. The course also aims to promote an enjoyment of and lifelong interest in language and literature, and hones creativity in the student.

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The response to the study of literature is through oral and written communication, thus enabling students to develop and refine their command of language. The course is a two year program and is divided into four parts, each with a particular focus: Part 1: Works in translation Part 2: Detailed study Part 3: Literary genres Part 4: Options (works selected by the instructor) Students study a minimum of 13 works at HL. Prerequisite: Mandarin as first language. IB ENGLISH A: LANGUAGE AND LITERATURE SL/HL (OSSD ENG3U/ENG4U) The aim of the Language and Literature course is to develop an understanding of “critical literacy” in students. The focus of the course is on the production and reception of texts within cultural contexts as these factors influence the creation of meaning. The foundational assumption is that a text’s wider context greatly influences its central meaning; hence students will examine the ambiguity of texts themselves, especially as it relates to the external influences in meaning creation. Students will actively engage with language and culture through texts as one way to see and understand the world in which they live. Students study a minimum of six literary works. The course is a two year program and is divided into four parts, each with a particular focus: Part 1: Language in cultural context Part 2: Language and mass communication Part 3: Literature – texts and contexts Part 4: Literature – critical study Students study a minimum of four literary works at SL and six works at HL. The level and number of these texts, as well the depth and number of assessments are greater at the HL level. Prerequisite: Grade 10 English GROUP 2 — LANGUAGE ACQUISITION IB FRENCH LANGUAGE B SL/HL (OSSD FSF3U/FSF4U) Language B is a language acquisition course for students with some background in the second language. While acquiring a language, students will explore the culture(s) connected to it. The focus of these courses is language acquisition and intercultural understanding. The aim of this course is to allow students to use a second language in a range of contexts for various purposes. The focus of the course is on written and spoken communication. At the Language B level, students will study advanced foreign language. The French B syllabus approaches the learning of French through the study of communication and media, global issues, social relationships, plus two options from the following: cultural diversity, customs and traditions, health, leisure, science and technology. Students build the necessary skills to reach the assessment objectives of the French B course through the expansion of their receptive, productive and interactive skills. SL and HL are differentiated by: the depth of syllabus coverage, the study of literature at HL, and the level of difficulty and demands of assessment and assessment criteria. Prerequisite: Three to four years of French language instruction, permission of instructor

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IB SPANISH AB INITIO (OSSD LWSCU/LWSDU) Spanish Ab Initio is a language acquisition course developed for students with a very basic background in Spanish. The students will learn how to respond in Spanish to complex and high level demands in day today communication for a wide variety of social and professional purposes. While acquiring a firm grasp on the Spanish language, students will also further explore the culture connected to it. The focus of these courses is language acquisition and intercultural understanding. Spanish Ab syllabus approaches the learning of Spanish through meaning. Through the study of communication and media, global issues, social relationships and two options from cultural diversity, customs and traditions, health, leisure, science and technology, students build necessary skills to reach the assessment objectives of Spanish Ab Initio through the expansion of their receptive, productive and interactive skills. Prerequisite: Grade 10 Spanish IB SPANISH B HL/SL (OSSD LWSCU/LWSDU) Language B is a language acquisition course for students with some background in the second language. While acquiring a language, students will explore the culture(s) connected to it. The focus of these courses is language acquisition and intercultural understanding. The aim of this course is to allow students to use a second language in a range of contexts for various purposes. The focus of the course is on written and spoken communication. At the Language B level, students will study advanced foreign language. The Spanish B syllabus approaches the learning of Spanish through the study of communication and media, global issues, social relationships, plus two options from the following: cultural diversity, customs and traditions, health, leisure, science and technology. Students build the necessary skills to reach the assessment objectives of the Spanish B course through the expansion of their receptive, productive and interactive skills. SL and HL are differentiated by: the depth of syllabus coverage, the study of literature at HL, and the level of difficulty and demands of assessment and assessment criteria. Prerequisite: Three to four years of Spanish language instruction. IB MANDARIN AB INITIO (OSSD LKMCU/LKMDU) Mandarin Ab Initio is a language acquisition course developed for students with a very basic background in Mandarin. The students will learn how to respond in Mandarin to complex and high level demands in day-‐-‐to-‐day communication for a wide variety of social and professional purposes. While acquiring a firm grasp on the Mandarin language, students will also further explore the culture connected to it. The focus of these courses is language acquisition and intercultural understanding. Mandarin B syllabus approaches the learning of Mandarin through meaning. Through the study of communication and media, global issues, social relationships and two options from cultural diversity, customs and traditions, health, leisure, science and technology, students build necessary skills to reach the assessment objectives of Mandarin Ab Initio through the expansion of their receptive, productive and interactive skills. Prerequisite: Grade 10 Mandarin IB Mandarin B SL/HL (OSSD LKMCU/LKMDU) Language B is a language acquisition course for students with some background in the second language. While acquiring a language, students will explore the culture(s) connected to it. The focus of these courses is language acquisition and intercultural understanding.

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The aim of this course is to allow students to use a second language in a range of contexts for various purposes. The focus of the course is on written and spoken communication. At the Language B level, students will study advanced foreign language. The Mandarin B syllabus approaches the learning of Mandarin through the study of communication and media, global issues, social relationships, plus two options from the following: cultural diversity, customs and traditions, health, leisure, science and technology. Students build the necessary skills to reach the assessment objectives of the French B course through the expansion of their receptive, productive and interactive skills. SL and HL are differentiated by: the depth of syllabus coverage, the study of literature at HL, and the level of difficulty and demands of assessment and assessment criteria. Prerequisite: Three to four years of Mandarin language instruction, permission of instructor IB GERMAN AB INITIO (OSSD LWGCU/LWGDU) German Ab Initio is a language acquisition course developed for students with a very basic background in German. The students will learn how to respond in German to complex and high level demands in day today communication for a wide variety of social and professional purposes. While acquiring a firm grasp on the German language, students will also further explore the culture connected to it. The focus of these courses is language acquisition and intercultural understanding. German Ab syllabus approaches the learning of German through meaning. Through the study of communication and media, global issues, social relationships and two options from cultural diversity, customs and traditions, health, leisure, science and technology, students build necessary skills to reach the assessment objectives of German Ab Initio through the expansion of their receptive, productive and interactive skills. Prerequisite: Grade 10 German (LWGBD) GROUP 3 — INDIVIDUALS AND SOCIETIES IB History HL/SL (OSSD CHT3O/CHY4U) Diploma Programme history fosters an understanding of major historical events in the 20th century in a global context. It requires students to make comparisons between similar and dissimilar solutions to common human situations, whether they be political, economic or social. It invites comparisons between, but not judgments of, different cultures, political systems and national traditions. The international perspective in this course provides a sound platform for the promotion of international understanding and, inherently, the intercultural awareness necessary to prepare students for global citizenship. Above all, it helps to foster respect and understanding of peoples and events in a variety of cultures throughout the world. History is more than the study of the past. It is the process of recording, reconstructing and interpreting the past through the investigation of a variety of sources. It is an exploratory subject that poses questions without providing definitive answers. In order to understand the past, students must engage with it both through exposure to primary historical sources and through the work of historians. Historical study involves both selection and interpretation of data and critical evaluation of it. It requires and develops an individual’s understanding of, and empathy for, people living in other periods and contexts. SL and HL courses are differentiated by: the depth of syllabus coverage, and an additional unit of study completed at HL level. Prerequisite: Grade 10 History

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IB BUSINESS AND MANAGEMENT HL/SL (OSSD BDP3O/BOH4M) The Diploma Programme Business and Management course is designed to develop an understanding of business theory, as well as an ability to apply business principles, practices and skills. The application of tools and techniques of analysis facilitates an appreciation of complex business activities. The course considers the diverse range of business organization and activities and the cultural and economic context in which business operates. Emphasis is placed on strategic decision making and the day today business functions of marketing, production, human resource management and finance. The ideals of international cooperation and responsible citizenship are at the heart of Diploma Programme business and management. The course encourages the appreciation of ethical concerns and issues of social responsibility in the global business environment. Students should be able to make sense of the forces and circumstances that drive and restrain change in an interdependent and multicultural world. The business and management course will contribute to students’ development as critical and effective participants in local and world affairs. The HL course in business and management differs from the SL course in business and management in terms of: the extra depth and breadth required (topic 6 for HL students and the HL extension units); the nature of the learning outcomes (more higher order skills for HL); the nature of the internal assessment task; and the nature of the examination questions. Prerequisite: None IB GEOGRAPHY HL/SL (OSSD CGF3M/CGW4U) Geography is a dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and the physical environment in both time and space. It seeks to identify trends and patterns in these interactions and examines the processes behind them. It also investigates the way that people adapt and respond to change and evaluates management strategies associated with such change. Geography describes and helps to explain the similarities and differences between spaces and places. These may be defined on a variety of scales and from a range of perspectives. Geography occupies the middle ground between social sciences and natural sciences. The Diploma Programme geography course integrates both physical and human geography, and ensures that students acquire elements of both scientific and socioeconomic methodologies. Geography takes advantage of its position between both these groups of subjects to examine relevant concepts and ideas from a wide variety of disciplines. This helps students develop an appreciation of, and a respect for, alternative approaches, viewpoints and ideas. While the content is arranged thematically, students will constantly be tying together concepts and ideas encountered in other parts of the course. This requires a broad intellectual scope when examining any topic, as students need to search for connections. It also creates a more complete understanding of each theme. Interaction and integration underlie every part of this course. The HL course in Geography differs from the SL course in Geography as it requires HL students to complete an additional option theme and an additional unit on global interactions. Prerequisite: Grade 9 Geography IB PSYCHOLOGY HL/SL (OSSD HSP3U/HSB4U) Psychology is the systematic study of behaviour and mental processes. Psychology has its roots in both the natural and social sciences, leading to a variety of research designs and applications, and providing a unique approach to understanding modern society. IB psychology examines the interaction of biological, cognitive and sociocultural influences on human behaviour, thereby adopting an integrative approach. Understanding how psychological knowledge is generated, developed and applied enables students to achieve a greater understanding of themselves and

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appreciate the diversity of human behaviour. The ethical concerns raised by the methodology and application of psychological research are key considerations in IB psychology. IB psychology takes a holistic approach that fosters intercultural understanding and respect. In the core of the IB psychology course, the biological level of analysis demonstrates what all humans share, whereas the cognitive and sociocultural levels of analysis reveal the immense diversity of influences that produce human behaviour and mental processes. Cultural diversity is explored and students are encouraged to develop empathy for the feelings, needs and lives of others within and outside their own culture. This empathy contributes to an international understanding. Both SL and HL students are assessed on the syllabus core (levels of analysis) in paper 1. In addition:

• SL students are assessed on their knowledge and comprehension of one option in paper 2, whereas HL students are assessed on two options

• HL students are assessed on their knowledge and comprehension of qualitative research methodology in paper 3

• in the internal assessment, the report of a simple experimental study conducted by HL students requires inferential statistical analysis and a more in-‐depth approach than that required of SL students.

Prerequisite: Grade 10 Science IB ECONOMICS HL/SL (OSSD CIE3M/CIA4U) The study of economics is essentially about dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants. As a social science, economics uses scientific methodologies that include quantitative and qualitative elements. The IB Diploma Programme economics course emphasizes the economic theories of microeconomics, which deal with economic variables affecting individuals, firms and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments and societies. These economic theories are not to be studied in a vacuum—rather, they are to be applied to real world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability. The ethical dimensions involved in the application of economic theories and policies permeate throughout the economics course as students are required to consider and reflect on human end -‐goals and values. The economics course encourages students to develop international perspectives, fosters a concern for global issues, and raises students’ awareness of their own responsibilities at a local, national and international level. The course also seeks to develop values and attitudes that will enable students to achieve a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly interdependent world. SL and HL students of economics are presented with a common syllabus, with an HL extension in some topics. The syllabus for both SL and HL students requires the development of certain skills and techniques, attributes and knowledge—as described in the assessment objectives of the programme. While the skills and activity of studying economics are common to both SL and HL students, the HL student is required to acquire a further body of knowledge—including the ability to analyse, synthesize and evaluate that knowledge—and to develop quantitative skills in order to explain and analyse economic relationships. Prerequisite: Grade 10 Math

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GROUP 4 -‐ SCIENCES IB CHEMISTRY HL/SL (OSSD SCH3U/SCH4U) Chemistry deals with the properties of matter, and the transformation and interactions of matter and energy. Often called “the central science”, chemistry has many specialized areas that overlap with other sciences, such as physics, biology or geology. In this course, the students learn the chemical principles that underpin both the physical environment and biological systems through the study of quantitative chemistry, atomic and molecular structure, periodicity, kinetics, equilibrium, acids and bases, oxidation and reduction, organic chemistry and other subjects. This course will allow the students to develop problem solving skills, laboratory technique and communication skills. Experimentation will be used to support theory whenever possible. Chemistry is an experimental science and laboratory experiments will be used to support theory whenever possible. In addition to SL course content, HL students are required to pursue additional units of study. Prerequisite: Grade 10 Science IB Physics HL/SL (OSSD SPH3U/SPH4U) Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself, from the very smallest particles to the vast distances between galaxies. This course starts with classical physics – Newtonian mechanics and electromagnetism – and proceeds through to some of the great discoveries of the 20th century – nuclear physics and quantum mechanics. It also addresses one of the most significant environmental issues currently affecting our planet – the consequences of our increasing energy demands, including climate change. Throughout this course, students will have opportunities to develop problem solving skills, laboratory techniques, and communication skills. The connection between theory and experiment is stressed in every unit, as is the importance of the impact that physics has had, and will continue to have, on society. In addition to SL course content, HL students are required to pursue additional units of study. Prerequisite: Grade 10 Science IB BIOLOGY HL/SL (OSSD SBI3U/SBI4U) In the Diploma Program biology course, students will develop a broad, general understanding of four basic biological concepts.

1. The relationship between structure and function that operates at all levels of complexity. Students will appreciate that structure permits some function while limiting others.

2. The biological world is one of enormous diversity. Species exist in a range of habitats and show adaptations that relate structure to function. Students will grasp the idea that this diverse range of organisms is connected and interdependent.

3. The continuity of life is dependent on a state dynamic equilibrium. Checks and balances exist both within living organisms and within ecosystems.

4. The concept of evolution draws together the other themes. It can be regarded as change leading to diversity within constraints, and this leads to adaptations of structure and function.

In addition to SL course content, HL students are required to pursue additional units of study. Prerequisite: Grade 10 Science

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IB DESIGN TECHNOLOGY HL/SL (OSSD TDJ3M/TDJ4M) Diploma Programme design technology is based on a model of learning that incorporates knowledge, skills and design principles in problem-‐solving contexts, while at the same time maximizing the use of local and readily available resources. It assumes no previous experience in either technology or design. The intent is not solely the acquisition of knowledge about design and technology, which may change or become outdated, but it is about learning how to adapt to new experiences and to approach problems with the appropriate skills and the relevant techniques to identify the important elements and, crucially, to develop the optimum solutions. The design cycle is at the core of the course, and it is expected that students will use this process in the practical investigative work as well as in the theory. Each element in the design cycle represents an aspect of design technology, which, when viewed together, constitutes a holistic approach. Any given element is therefore only to be seen in the context of the whole process. HL topics examine in more detail technological knowledge relating to the practical function of products, their methods of manufacture, and designing for a sustainable future. Option topics are based on 30 hours teaching at SL and 45 hours at HL. Prerequisite: Grade 10 Science IB COMPUTER SCIENCE HL/SL (OSSD ICS3U/ICS4U) The Diploma Programme computer science course is engaging, accessible, inspiring and rigorous. It has the following characteristics.

• draws on a wide spectrum of knowledge • enables and empowers innovation, exploration and the acquisition of further knowledge • interacts with and influences cultures, society and how individuals and societies behave • raises ethical issues • is underpinned by computational thinking. Computational thinking involves the ability to: • think procedurally, logically, concurrently, abstractly, recursively and think ahead • utilize an experimental and inquiry based approach to problem solving • develop algorithms and express them clearly • appreciate how theoretical and practical limitations affect the extent to which problems can

be solved computationally. During the course the student will develop computational solutions. This will involve the ability to:

• identify a problem or unanswered question • design, prototype and test a proposed solution • liaise with clients to evaluate the success of the proposed solution and make

recommendations for future developments. Computer science itself is an international endeavour—the exchange of information and ideas across national boundaries has been essential to the progress of the subject. This exchange is not a new phenomenon but it has accelerated in recent times with the development of information and communication technologies. The development of solutions may be at a local, national or global scale and lies at the heart of the subject. Therefore teachers of computer science should study a range of examples from different geographical locations as well as at different scales. While the skills and activities of computer science are common to students at both SL and HL, students at HL are required to study additional topics in the core, a case study and also extension material of a more demanding nature in the option chosen. The distinction between SL and HL is therefore one of both breadth and depth. Prerequisite: Grade 10 Mathematics

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IB ENVIRONMENTAL SYSTEMS AND SOCIETIES SL (OSSD SVN3M/CGR4M) The Environmental Systems and Societies IB course investigates the complexity and fragility of ecosystems and the effects of human activities on them. Using the systems approach, students will study the principles of sustainability and resource management and evaluate various approaches to achieving a more sustainable relationship between the environment and economy at the local, national and global levels. The most important aspect of the environmental systems and societies course is hands-‐on work in both the laboratory and the field. Planned field labs include, but are not limited to, work in the areas of landscape ecology, limnology and pedology. This applied work is designed to enable the students to gain and develop real world scientific skills and techniques and to assist them in further developing their understanding of the natural world around them. As a trans disciplinary subject, Environmental Systems and Societies is designed to combine the techniques and knowledge associated with group 4 (the experimental sciences) with those associated with group 3 (individuals and societies). By selecting to enroll in this course as part of their diploma, students are able to satisfy the requirements for both groups 3 and 4 of the hexagon, thus allowing them to choose another subject from any hexagon group. Prerequisite: Grade 10 Science GROUP 5 — MATHEMATICS IB MATHEMATICS HL (OSSD MHF4U/MCV4U/MDM4U) This course is designed for those with a with a good background in mathematics who are competent in a range of analytical and technical skills who anticipate that mathematics will be a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology. Students will earn the Grade 12 Advanced Functions (MHF4U) course credit, the Grade 12 Calculus and Vectors (MCV4U) course credit, and the Grade 12 Data Management (MDM4U) course credit. Students will have math every day in year one and every other day in year two. This course covers core topics in depth including; advanced work with functions, vectors, matrices, derivative and integral calculus and statistics and probability in addition to one of the following options: further statistics and probability, group theory, differential equations or discrete mathematics. Prerequisite: Grade 11 Functions IB MATHEMATICS SL (MHF4U/MCV4U) This course is designed for those with a sound mathematical background as they prepare for future studies in subjects such as chemistry, economics, psychology and business administration. Students will earn the Grade 11 Functions (MCR3U) course credit, the Grade 12 Advanced Functions (MHF4U) course credit and the Grade 12 Calculus and Vectors (MCV4U) course credit. Students will have math every day in year one and every other day in year two. This course covers a wide range or topics including: polynomial, rational, exponential, logarithmic and exponential functions, vectors, derivative and integral calculus and some statistics and probability. Prerequisite: Grade 10 Mathematics

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IB MATHEMATICAL STUDIES SL (OSSD MCF3M/MDM4U) This course is available at SL only. It is designed for students with varied backgrounds and ability and for whom the main interest lies outside the field of mathematics. Students taking this course need to be already equipped with fundamental skills and a rudimentary knowledge of basic mathematical processes. Students will earn the Grade 11 Functions and Applications (MCF3M)) course credit and the Grade 12 Mathematics of Data Management (MDM4U) course credit. The course assessment scheme includes an internally assessed project as well as a two part externally assessed examination to be written at the end of year two of the DP. The project is individually researched and the project data may be generated or collected. The project is guided and overseen by the teacher. The project allows students to generate their own completion timeline while exploring an area of interest and providing an analysis of their data. The students most likely to select this course are those whose main interests lie outside the field of mathematics, and for many students this course will be their final experience of being taught formal mathematics. Students likely to need mathematics for the achievement of further qualifications should be advised to consider an alternative mathematics course. Prerequisite: Grade 10 Mathematics GROUP 6 — THE ARTS IB VISUAL ARTS HL/SL (OSSD AVI3M/AVI4M) IB Visual Arts is a course designed for students who have demonstrated considerable ability to manipulate visual images, and interest in the tradition of visual art and architecture as it has manifested itself through the centuries. Students will develop a portfolio consisting of two components: 1) an investigation workbook that displays the creative process and research undertaken to support studio work; and 2) as series of thematically related studio works that display the product of the creative process. Media used can encompass digital photography, painting and drawing, mixed media as well as sculpture materials. There is no written examination in the course, but students must undertake an exhibition of their studio work and complete a spoken interview in which they discuss the work they have generated. The difference between HL and SL is largely quantitative. HL students complete a minimum of 15 studio works and SL students complete 10 works. The spoken exhibition interview is 35 minutes for HL students and 25 minutes for SL students. Prerequisite: Grade 10 Visual Art IB THEATRE ARTS HL/SL (OSSD ADA3M/ADA4M) The Diploma Programme theatre course, two years in length, is designed to encourage students to examine theatre in its diversity of forms around the world. This is achieved through a critical study of the theory, history and culture of theatre, and will find expression through workshops, devised work or scripted performance. Students will come to understand that the act of imagining, creating, presenting and critically reflecting on theatre in its past and present contexts embodies the individual and social need to investigate and find explanations for the world around us. The aims of the theatre course at HL and SL are to enable students to: experience and participate in a wide and varied range of theatre activities and develop proficiency in more than one area of theatre technique; become familiar with forms of theatre from their own and different cultures; explore different theatre traditions in their historical contexts; develop academic skills appropriate for the study and understanding of theatre; become reflective and critical practitioners in theatre; develop the confidence to explore, to experiment and to work individually and collaboratively on innovative projects, which should involve challenging established notions and conventions of

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theatre; and understand the dynamic, holistic and evolving nature of theatre and the interdependencies of all aspects of this art form. In addition, students at HL will be expected to: evaluate the relevance of selected research sources to personal practice; demonstrate an understanding of the complex processes of performance, from its initial conception; to the impact the final result leaves on spectators. Prerequisite: Grade 10 Drama IB FILM HL/SL (OSSD ASM3O/IDC4U) Film is both a powerful communication medium and an art form. The Diploma Programme film course aims to develop students’ skills so that they become adept in both interpreting and making film texts. Through the study and analysis of film texts and exercises in filmmaking, the Diploma Programme film course explores film history, theory and socioeconomic background. The course develops students’ critical abilities, enabling them to appreciate the multiplicity of cultural and historical perspectives in film. To achieve an international understanding within the world of film, students are taught to consider film texts, theories and ideas from the points of view of different individuals, nations and cultures. The IB film course emphasizes the importance of working individually and as a member of a group. Students are encouraged to develop the professional and technical skills (including organizational skills) needed to express themselves creatively in film. A challenge for students following this course is to become aware of their own perspectives and biases and to learn to respect those of others. This requires willingness to attempt to understand alternative views, to respect and appreciate cultural diversity, and to have an open and critical mind. Thus, the IB film course can become a way for the student to celebrate the international and intercultural dynamic that inspires and sustains a type of contemporary film, while appreciating specifically local origins that have given rise to cinematic production in many parts of the world. For any student to create, to present and to study film requires courage, passion and curiosity: courage to create individually and as part of a team, to explore ideas through action and harness the imagination, and to experiment; passion to communicate and to act communally, and to research and formulate ideas eloquently; curiosity about self and others and the world around them, about different traditions, techniques and knowl-‐edge, about the past and the future, and about the limitless possibilities of human expression through film. At the core of the IB film course lies a concern with clarity of understanding, critical thinking, reflective analysis, effective involvement and imaginative synthesis that is achieved through practical engagement in the art and craft of film. The differentials between SL and HL are both quantitative and qualitative. The nature of the course enables HL students to develop creative skills, theoretical understanding and textual analysis more fully. An HL student should display a continuous resolve of personal challenge and a sustained engagement with the ideas, practices and concepts encountered within the course over the extended learning time available. An HL student has extra time for these encounters, extra time to reflect and to record evidence of growth. It is understood that ensuing developments may be only partially evident within the framework of the assessment process. Prerequisite: Grade 10 Media Arts

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CORE THEORY OF KNOWLEDGE (EWC4U/HZT4U) TOK is an interdisciplinary requirement intended to stimulate critical reflection on the knowledge and experience gained inside and outside the classroom. TOK is unique to the IB program and central to the educational philosophy of the programme. It offers students and their teacher the opportunity to:

• Reflect critically on diverse ways of knowing and on areas of knowledge • Consider the role and nature of knowledge in their own culture, in the cultures of others

and in the wider world In addition, it prompts students to:

• Be aware of themselves as thinkers encouraging them to become more acquainted with the complexity of knowledge

• Recognize the need to act responsibly in an increasingly interconnected but uncertain world As a thoughtful and purposeful inquiry into different ways of knowing, and into different kinds of knowledge, TOK is composed almost entirely of questions. The most central of these is “How do we know?” It is a stated aim of TOK that students should become aware of the interpretative nature of knowledge, including personal ideological biases, regardless of whether, ultimately these biases are retained, revised or rejected. TOK also has an important role to play in providing coherence for the student as it transcends and links academic subject areas, thus demonstrating the ways in which they can apply their knowledge with greater awareness and credibility. EXTENDED ESSAY (EE) The extended essay is an independent, self-‐directed piece of research, culminating in a 4,000-‐word paper. As a required component, it provides:

• Practical preparation for the kinds of undergraduate research required at tertiary level • An opportunity for students to engage in an in-‐depth study of a topic of interest within a

chose subject Emphasis is placed on the research process:

• Formulating an appropriate research question • Engaging in a personal exploration of the topic • Communicating ideas • Developing an argument

Participation in this process develops the capacity to: • Analyze • Synthesize, and • Evaluate knowledge

Students are supported throughout the process with advice and guidance from an EE Supervisor (usually a teacher at the school). The time allocation for this component of the Diploma Programme is 40 hours. Prerequisite: Grade 11 English

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COURSE DESCRIPTIONS BY DEPARTMENT

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LANGUAGE LITERATURE

ENGLISH(GRADE(9(ACADEMIC(ENG1D(

ENGLISH(GRADE(10(ACADEMIC(ENG2D(

ENGLISH(GRADE(11(UNIVERSITY(ENG3U(

ENGLISH((GRADE(12((UNIVERSITY(ENG4U(

THE(WRITER’S(CRAFT(GRADE(12(

UNIVERSITY(EWC4U(

FILM(STUDIES(GRADE(12(UNIVERSITY(IDC4U(

ENGLISH(AS(A(SECOND(LANGUAGE(

OPEN(ESLEO(

ENGLISH ENGLISH, GRADE 9, ACADEMIC (ENG1D) This course is designed to develop the oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyse literary texts from contemporary and historical periods, interpret informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the use of strategies that contribute to effective communication. The course is intended to prepare students for the Grade 10 academic English course, which leads to university or college preparation courses in Grades 11 and 12. Prerequisite: None ENGLISH, GRADE 10, ACADEMIC (ENG2D) This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyse literary texts from contemporary and historical periods, interpret and evaluate informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the selective use of strategies that contribute to effective communication. This course is intended to prepare students for the compulsory Grade 11 university or college preparation course. Prerequisite: English, Grade 9, Academic ENGLISH AS A SECOND LANGUAGE, ESL LEVEL 1, OPEN (ESLEO) This course builds on students' previous education and language knowledge to introduce them to

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the English language and help them adjust to the diversity in their new environment. Students will use beginning English language skills in listening, speaking, reading, and writing for everyday and essential academic purposes. They will engage in short conversations using basic English language structures and simple sentence patterns; read short adapted texts; and write phrases and short sentences. The course also provides students with the knowledge and skills they need to begin to adapt to their new lives in Canada. Prerequisite: None ENGLISH, GRADE 11, UNIVERSITY PREPARATION (ENG3U) This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse challenging literary texts from various periods, countries, and cultures, as well as a range of informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on using language with precision an clarity and incorporating stylistic devices appropriately and effectively. The course is intended to prepare students for the compulsory Grade 12 university or college preparation course. Prerequisite: English, Grade 10, Academic ENGLISH, GRADE 12, UNIVERSITY PREPARATION (ENG4U) This course emphasizes the consolidation of the literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse a range of challenging literary texts from various periods, countries, and cultures; interpret and evaluate informational and graphic texts; and create oral, written, and media texts in a variety of forms. An important focus will be on using academic language coherently and confidently, selecting the reading strategies best suited to particular texts and particular purposes for reading, and developing greater control in writing. The course is intended to prepare students for university, college, or the workplace. Prerequisite: English, Grade 11, University Preparation FILM STUDIES (INTERDISCIPLINARY STUDIES): GRADE 12, UNIVERSITY PREPARATION (IDC4U) This course will help students develop and consolidate the skills required for and knowledge of different subjects and disciplines to solve problems, make decisions, create personal meaning, and present findings beyond the scope of a single subject or discipline. Students will apply the principles and processes of inquiry and research to effectively use a range of print, electronic, and mass media resources; to analyse historical innovations and exemplary research; and to investigate real life situations and career opportunities in interdisciplinary endeavours. They will also assess their own cognitive and affective strategies, apply general skills in both familiar and new contexts, create innovative products and communicate new knowledge. Prerequisite: any university or university/college preparation course THE WRITER’S CRAFT, GRADE 12, UNIVERSITY PREPARATION (EWC4U) 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

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INTERNATIONAL LANGUAGES

CORE%FRENCH%9%ACADEMIC%FSF1D%

CORE%FRENCH%10%ACADEMIC%FSF2D %%

CORE%FRENCH%11%UNIVERSITY%FSF3U%

CORE%FRENCH%12%UNIVERSITY%FSF4U%

MANDARIN%–%LKMBD%GERMAN%=%LWGBD%SPANISH%=%LWSBD%

GRADE%10,%ACADEMIC%LEVEL%2%

MANDARIN%–%LKMCU%GERMAN%=%LWGCU%%SPANISH%=%LWSCU%

GRADE%11,%UNIVERSITY%LEVEL%3 %%IB%ONLY%%

MANDARIN%–%LKMDU%GERMAN%=%LWGDU%SPANISH%=%LWSDU%

GRADE%12,%UNIVERSITY%LEVEL%4%

MANDARIN%–%LKMAD%GRADE%9,%ACADEMIC%%

LEVEL%1%

CORE FRENCH GRADE 9, ACADEMIC (FSF1D) This course emphasizes the further development of speaking, listening communication, reading, and writing skills. Students will build on and apply their knowledge of French while exploring a variety of themes, such as relations, 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 elementary Core French instruction, or equivalent CORE FRENCH, GRADE 10, ACADEMIC (FSF2D) 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 about personally relevant, familiar, and academic topics in real-‐life situations with increasing independence, and in their own writing. It will also prepare them to contribute to discussions with increased spontaneity. Prerequisite: Core French, Grade 9, Academic or Applied

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MANDARIN, GRADE 10, ACADEMIC LEVEL 2 (LKMBD) Students will begin to refine their oral and written capabilities in the target language. More new vocabulary, as well as some more complex sentences structures will also be introduced. Students will continue to develop and apply their speaking skills in a variety of contexts, and will participate in activities that will improve their communicative skills in Chinese, as well as their reading comprehension and writing skills. They will continue to explore Chinese culture by taking part in community -‐sponsored events and activities involving both print and technological resources. Although students will continue to expand their vocabulary and repertoire of language structures, the language they will use at this level sill still be simple. Prerequisite: None GERMAN, GRADE 10, ACADEMIC LEVEL 2 (LWGBD) This course provides students with the language learning experiences that will enable them to communicate in the language of study. Students will continue to develop and apply their speaking skills in a variety of contexts, and will participate in activities that will improve their reading comprehension and writing skills. They will also continue to explore aspects of the culture of countries where the language under study is spoken by taking part in community sponsored events and activities involving both print and technological resources. Although students will continue to expand their vocabulary and repertoire of language structures, the language they will use at this level sill still be simple.

SPANISH, GRADE 10, ACADEMIC LEVEL 2 (LWSBD) This course provides students with the language learning experiences that will enable them to communicate in the language of study. Students will continue to develop and apply their speaking skills in a variety of contexts, and will participate in activities that will improve their reading comprehension and writing skills. They will also continue to explore aspects of the culture of countries where the language under study is spoken by taking part in community-‐sponsored events and activities involving both print and technological resources. Although students will continue to expand their vocabulary and repertoire of language structures, the language they will use at this level sill still be simple. CORE FRENCH, GRADE 11, UNIVERSITY PREPARATION (FSF3U) This course offers students extended opportunities to speak and interact in real-‐life situations in French with greater independence. Students will develop their listening, speaking, reading, and writing skills, as well as their creative and critical thinking skills, through responding to and exploring a variety of oral and written texts. They will also broaden their understanding and appreciation of diverse French-‐speaking communities, and will develop skills necessary for lifelong language learning. The use of correct grammar and appropriate language conventions in both spoken and written French will be emphasized throughout the course. Prerequisite: Core French, Grade 10, Academic, Applied or Open INTERNATIONAL (GERMAN, MANDARIN & SPANISH) LANGUAGES, IB ONLY GRADE 11, LEVEL 3, UNIVERSITY PREPARATION (LWGCU/LKMCU/LWSCU) This course offers students opportunities to further develop their knowledge of the international language and to enhance their communication skills. Students will use increasingly sophisticated language in a variety of activities that will enable them to speak and write with clarity and accuracy. Students will also enhance their thinking skills through the critical study of literature, and continue to explore aspects of the culture of countries where the language is spoken through a variety of print and technological resources. Prerequisite: International Languages, Level 2, Academic

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CORE FRENCH, GRADE 12, UNIVERSITY PREPARATION (FSF4U) This course provides a variety of opportunities for students to speak and interact in French. Students will develop their listening, speaking, reading, and writing skills, use language-‐learning strategies in a variety of real-‐life situations and personally relevant contexts, and develop their creative and critical thinking skills through responding to and interacting with a variety of oral and written texts. They will also broaden their understanding and appreciation of diverse French-‐speaking communities, and will develop skills necessary for lifelong language learning. Prerequisite: Core French, Grade 11, University Preparation INTERNATIONAL (GERMAN, MANDARIN & SPANISH) LANGUAGES, GRADE 12, LEVEL 4, UNIVERSITY PREPARATION (LWGDU/LKMDU/LWSDU) This course prepares students for university studies in the international language. Students will enhance their ability to use the language with clarity and precision, and will develop the language skills needed to engage in sustained conversations and discussions, understand and evaluate information, read diverse materials for both study and pleasure, and write clearly and effectively. Students will also have opportunities to add to their knowledge of the culture of countries where the language is spoken through the use of community resources and computer technology. Prerequisite: International Languages, Level 3, University Preparation

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PURE AND APPLIED MATHEMATICS Note: The Advanced Functions course can be taken concurrently with or can precede Calculus & Vectors

GRADE&9&PRINCIPLES&ACADEMIC&MPM1D&

GRADE&11&U&FUNCTIONS&MCR3U&

GRADE&10&PRINCIPLES&ACADEMIC&MPM2D&

GRADE&11&M&FUNCTIONS&&&APPLICATIONS&MCF3M&

GRADE&12&&U&MATH&OF&DATA&

MANAGEMENT&&MDM4U&

GRADE&12&U&ADVANCED&FUNCTIONS&MHF4U&

GRADE&12&U&CALCULUS&&&VECTORS&MCV4U&

MATHEMATICS PRINCIPLES OF MATHEMATICS, GRADE 9, ACADEMIC (MPM1D) This course enables students to develop an understanding of mathematical concepts related to algebra, analytic geometry, and measurement and geometry through investigation, the effective use of technology, and abstract reasoning. Students will investigate relationships, which they will then generalize as equations of lines, and will determine the connections between different representations of a linear relation. They will also explore relationships that emerge from the measurement of three dimensional figures and two dimensional shapes. Students will reason mathematically and communicate their thinking as they solve multistep problems. PRINCIPLES OF MATHEMATICS, GRADE 10, ACADEMIC (MPM2D) This course enables students to broaden their understanding of relationships and extend their problem solving 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 multistep problems. Prerequisite: Principles of Mathematics, Grade 9, Academic

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FUNCTIONS, GRADE 11, UNIVERSITY PREPARATION (MCR3U) 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; investigate inverse functions; and develop facility in determining equivalent algebraic expressions. Students will reason mathematically and communicate their thinking as they solve multistep problems. Prerequisite: Principles of Mathematics, Grade 10, Academic FUNCTIONS AND APPLICATIONS, GRADE 11, UNIVERSITY/COLLEGE PREPARATION (MCF3M) This course introduces basic features of the function by extending students' experiences with quadratic relations. It focuses on quadratic, trigonometric, and exponential functions and their use in modelling real world situations. Students will represent functions numerically, graphically, and algebraically; simplify expressions; solve equations; and solve problems relating to applications. Students will reason mathematically and communicate their thinking as they solve multistep problems. Prerequisite: Principles of Mathematics, Grade 10, Academic, or Foundations of Mathematics, Grade 10, Applied ADVANCED FUNCTIONS, GRADE 12, UNIVERSITY PREPARATION (MHF4U) This course extends students' experience with functions. Students will investigate the properties of polynomial, rational, logarithmic, and trigonometric functions; develop techniques for combining functions; broaden their understanding of rates of change; an develop facility in applying these concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended both for students taking the Calculus and Vectors course as a prerequisite for a university program and for those wishing to consolidate their understanding of mathematics before proceeding to any one of a variety of university programs. Prerequisite: Functions, Grade 11, University Preparation CALCULUS AND VECTORS, GRADE 12, UNIVERSITY PREPARATION (MCV4U) This course builds on students' previous experience with functions and their developing understanding of rates of change. Students will solve problems involving geometric and algebraic representations of vectors and representations of lines and planes in three-‐dimensional space; broaden their understanding of rates of change to include the derivatives of polynomial, sinusoidal, exponential, rational, and radical functions; and apply these concepts and skills to the modelling of real world relationships. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended for students who choose to pursue careers in fields such as science, engineering, economics, and some areas of business, including those students who will be required to take a university level calculus, linear algebra, or physics course. Prerequisite: Advanced Functions, Grade 12, University Preparation. Note: The Advanced Functions course (MHF4U) must be taken prior to or concurrently with Calculus and Vectors (MCV4U).

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MATHEMATICS OF DATA MANAGEMENT, GRADE 12 UNIVERSITY PREPARATION (MDM4U) This course broadens students' understanding of mathematics as it relates to managing data. Students will apply methods for organizing and analysing large amounts of information; solve problems involving probability and statistics; and carry out a culminating investigation that integrates statistical concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. Students planning to enter university programs in business, the social sciences, and the humanities will find this course of particular interest. Prerequisite: Functions, Grade 11, University Preparation, or Functions and Applications, Grade 11, University/College Preparation.

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PURE AND APPLIED SCIENCES

SCIENCE SCIENCE, GRADE 9, ACADEMIC (SNC1D) This course enables students to develop their understanding of basic concepts in biology, chemistry, earth and space science, and physics, and to relate science to technology, society, and the environment. Throughout the course, students will develop their skills in the processes of scientific investigation. Students will acquire an understanding of scientific theories and conduct investigations related to sustainable ecosystems; atomic and molecular structures and the properties of elements and compounds; the study of the universe and its properties and components; and the principles of electricity. Prerequisite: None SCIENCE, GRADE 10, ACADEMIC (SNC2D) This course enables students to enhance their understanding of concepts in biology, chemistry, earth and space science, and physics, and of the interrelationships between science, technology, society, and the environment. Students are also given opportunities to further develop their scientific investigation skills. Students will plan and conduct investigations and develop their understanding of scientific theories related to the connections between cells and systems in animals and plants; chemical reactions, with a particular focus on acid–base reactions; forces that affect climate and climate change; and the interaction of light and matter. Prerequisite: Science, Grade 9, Academic or Applied

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BIOLOGY, GRADE 11, UNIVERSITY PREPARATION (SBI3U) This course furthers students’ understanding of the processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biodiversity; evolution; genetic processes; the structure and function of animals; and the anatomy, growth, and function of plants. The course focuses on the theoretical aspects of the topics under study, and helps students refine skills related to scientific investigation. Prerequisite: Science, Grade 10, Academic CHEMISTRY, GRADE 11, UNIVERSITY PREPARATION (SCH3U) This course enables students to deepen their understanding of chemistry through the study of the properties of chemicals and chemical bonds; chemical reactions and quantitative relationships in those reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases. Students will further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as well as the impact of some common chemical reactions on society and the environment. Prerequisite: Science, Grade 10, Academic PHYSICS, GRADE 11, UNIVERSITY PREPARATION (SPH3U) This course develops students’ understanding of the basic concepts of physics. Students will explore kinematics, with an emphasis on linear motion; different kinds of forces; energy transformations; the properties of mechanical waves and sound; and electricity and magnetism. They will enhance their scientific investigation skills as they test laws of physics. In addition, they will analyse the interrelationships between physics and technology, and consider the impact of technological applications of physics on society and the environment. Prerequisite: Science, Grade 10, Academic BIOLOGY, GRADE 12, UNIVERSITY PREPARATION (SBI4U) This course provides students with the opportunity for in-‐depth study of the concepts and processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biochemistry, metabolic processes, molecular genetics, homeostasis, and population dynamics. Emphasis will be placed on the achievement of detailed knowledge and the refinement of skills needed for further study in various branches of the life sciences and related fields. Prerequisite: Biology, Grade 11, University Preparation & Chemistry, Grade 11, University Preparation CHEMISTRY, GRADE 12, UNIVERSITY PREPARATION (SCH4U) This course enables students to deepen their understanding of chemistry through the study of organic chemistry, the structure and properties of matter, energy changes and rates of reaction, equilibrium in chemical systems, and electrochemistry. Students will further develop their problem solving and investigation skills as they investigate chemical processes, and will refine their ability to communicate scientific information. Emphasis will be placed on the importance of chemistry in everyday life and on evaluating the impact of chemical technology on the environment. Prerequisite: Chemistry, Grade 11, University Preparation PHYSICS, GRADE 12, UNIVERSITY PREPARATION (SPH4U) This course enables students to deepen their understanding of physics concepts and theories. Students will continue their exploration of energy transformations and the forces that affect motion, and will investigate electrical, gravitational, and magnetic fields and electromagnetic radiation. Students will also explore the wave nature of light, quantum mechanics, and special relativity. They will further develop their scientific investigation skills, learning, for example, how

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to analyse, qualitatively and quantitatively, data related to a variety of physics concepts and principles. Students will also consider the impact of technological applications of physics on society and the environment. Prerequisite: Physics, Grade 11, University Preparation ENVIRONMENTAL SCIENCE, GRADE 11, UNIVERSITY/COLLEGE PREPARATION (SVN3M) This course provides students with the fundamental knowledge of and skills relating to environmental science that will help them succeed in life after secondary school. Students will explore a range of topics, including the role of science in addressing contemporary environmental challenges; the impact of the environment on human health; sustainable agriculture and forestry; the reduction and management of waste; and the conservation of energy. Students will increase their scientific and environmental literacy and examine the interrelationships between science, the environment, and society in a variety of areas. Prerequisite: Grade 10 Science, Applied or Academic THE ENVIRONMENT AND RESOURCE MANAGEMENT, GRADE 12, UNIVERSITY/COLLEGE PREPARATION (CGR4M) This course investigates interactions between natural and human systems, with a particular emphasis on the impacts of human activity on ecosystems and natural processes. Students will use the geographic inquiry process, apply the concepts of geographic thinking, and employ a variety of spatial skills and technologies to analyse these impacts and propose ways of reducing them. In the course of their investigations, they will assess resource management and sustainability practices, as well as related government policies and international accords. They will also consider questions of individual responsibility and environmental stewardship as they explore ways of developing a more sustainable relationship with the environment. Prerequisite: Any university, university/college, or college preparation course in Canadian and world studies, English, or social sciences and humanities COMPUTER STUDIES COMPUTER TECHNOLOGY, GRADE 10, OPEN (TEJ2O) This course introduces students to computer systems, networking, and interfacing, as well as electronics and robotics. Students will assemble, repair, and configure computers with various types of operating systems and application software. Students will build small electronic circuits and write computer program s to control simple peripheral devices or robots. Students will also develop an awareness of environmental and societal issues related to the use of computers, and learn about secondary and postsecondary pathways to careers in computer technology. Prerequisite: None TECHNOLOGICAL DESIGN, GRADE 10, OPEN (TDJ20) This course provides students with opportunities to apply a design process to meet a variety of technological challenges. Students will research projects, create designs, build models and/or prototypes, and assess products and/or processes using appropriate tools, techniques, and strategies. Student projects may include designs for homes, vehicles, bridges, robotic arms, clothing, or other products. Students will develop an awareness of environmental and societal issues related to technological design, and will learn about secondary and postsecondary education and training leading to careers in the filed. Prerequisite: None

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TECHNOLOGICAL DESIGN, GRADE 11, UNIVERSITY/COLLEGE PREPARATION (TDJ3M) 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. Prerequisite: None IB COMPUTER SCIENCE HL/SL (OSSD ICS3U) The Diploma Programme computer science course is engaging, accessible, inspiring and rigorous. It has the following characteristics.

• draws on a wide spectrum of knowledge • enables and empowers innovation, exploration and the acquisition of further knowledge • interacts with and influences cultures, society and how individuals and societies behave • raises ethical issues • is underpinned by computational thinking. Computational thinking involves the ability to: • think procedurally, logically, concurrently, abstractly, recursively and think ahead • utilize an experimental and inquiry based approach to problem solving • develop algorithms and express them clearly • appreciate how theoretical and practical limitations affect the extent to which problems can

be solved computationally. During the course the student will develop computational solutions. This will involve the ability to:

• identify a problem or unanswered question • design, prototype and test a proposed solution • liaise with clients to evaluate the success of the proposed solution and make

recommendations for future developments. Computer science itself is an international endeavour—the exchange of information and ideas across national boundaries has been essential to the progress of the subject. This exchange is not a new phenomenon but it has accelerated in recent times with the development of information and communication technologies. The development of solutions may be at a local, national or global scale and lies at the heart of the subject. Therefore teachers of computer science should study a range of examples from different geographical locations as well as at different scales. While the skills and activities of computer science are common to students at both SL and HL, students at HL are required to study additional topics in the core, a case study and also extension material of a more demanding nature in the option chosen. The distinction between SL and HL is therefore one of both breadth and depth. Prerequisite: Grade 10 Mathematics TECHNOLOGICAL DESIGN, GRADE 12, UNIVERSITY/COLLEGE PREPARATION (TDJ4M) 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: Technological Design, Grade 11, University

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COMPUTER & INFORMATION SCIENCE, GRADE 12, UNIVERSITY PREPARATION (ICS4U) This online course enables students to further develop knowledge and skills in computer science. Students will use modular design principles to create complex and fully documented programs, according to industry standards. Student teams will manage a large software development project, from planning through to project review. Students will also analyze algorithms for effectiveness. They will investigate ethical issues in computing and further explore environmental issues, emerging technologies, areas of research in computer science, and careers in the field. Prerequisite: Computer and Information Science, Grade 11, University Preparation. Computer Engineering Recommended Preparation HEALTH AND PHYSICAL EDUCATION HEALTHY ACTIVE LIVING EDUCATION, GRADE 9, OPEN (PPL1O) This course equips students with the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-‐being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively. Prerequisite: None HEALTHY ACTIVE LIVING EDUCATION, GRADE 10, OPEN (PPL2O) This course enables students to further develop the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-‐being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively. Prerequisite: None HEALTH FOR LIFE, GRADE 11, OPEN (PPZ3O) This course enables students to examine the factors that influence their own health practices and behaviours as well as those factors that contribute to the development of healthy communities. It emphasizes the concept of wellness, which addresses all aspects of well-‐being – physical, cognitive, emotional, spiritual, and social – and promotes healthy eating, physical activity, and building and maintaining a positive sense of self. Students will develop the skills necessary to make healthy choices and create a personal wellness plan. They will also design initiatives that encourage others to lead healthy, active lives. The course prepares students for college programs in health sciences, fitness, wellness, and health promotion. Prerequisite: None INTRODUCTORY KINESIOLOGY, GRADE 12, UNIVERSITY PREPARATION (PSK4U) 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 sport, and the physiological, psychological, and social factors that influence an individual’s participation in physical activity and sport. The course prepares students for university programs in physical education and health, kinesiology, health sciences, health studies, recreation, and sports administration. Prerequisite: Any Grade 11 university or university/college preparation course in science, or any Grade 11 or 12 course in health and physical education

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SOCIAL SCIENCES

GEOGRAPHY ISSUES IN CANADIAN GEOGRAPHY, GRADE 9, ACADEMIC (CGC1D) This course examines interrelationships within and between Canada’s natural and human systems and how these systems interconnect with those in other parts of the world. Students will explore environmental, economic, and social geographic issues relating to topics such as transportation options, energy choices, and urban development. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate various geographic issues and to develop possible approaches for making Canada a more sustainable place in which to live. Prerequisite: None PHYSICAL GEOGRAPHY: PATTERNS, PROCESSES AND INTERACTIONS, GRADE 11, UNIVERSITY/COLLEGE PREPARATION (CGF3M) In this course, students will explore physical processes related to the earth’s water, land, and air. They will investigate how these processes shape the planet’s natural characteristics and affect human systems, how they are involved in the creation of natural disasters, and how they influence the impacts of human disasters. Throughout the course, students will apply the concepts of geographic thinking and the geographic inquiry process and use spatial technologies to analyse these processes, make predictions related to natural disasters, and assess ways of responding to them. Prerequisite: Geography of Canada, Grade 9, Academic or Applied

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CANADIAN AND WORLD ISSUES: A GEOGRAPHIC ANALYSIS, GRADE 12, UNIVERSITY PREPARATION (CGW4U) In this course, students will address the challenge of creating a more sustainable and equitable world. They will explore issues involving a wide range of topics, including economic disparities, threats to the environment, globalization, human rights, and quality of life, and will analyse government policies, international agreements, and individual responsibilities relating to them. Students will apply the concepts of geographic thinking and the geographic inquiry process, including the use of spatial technologies, to investigate these complex issues and their impacts on natural and human communities around the world. Prerequisite: Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities HISTORY AND SOCIAL SCIENCES CAREER STUDIES, GRADE 10, OPEN (1/2 CREDIT) (GLC2O) This course teaches students how to develop and achieve personal goals for future learning, work, and community involvement. Students will assess their interests, skills, and characteristics and investigate current economic and workplace trends, work opportunities, and ways to search for work. The course explores postsecondary learning and career options, prepares students for managing work and life transitions, and helps students focus on their goals through the development of a career plan. Prerequisite: None CIVICS AND CITIZENSHIP, GRADE 10, OPEN (1/2 CREDIT) (CHV2O) The course explores rights and responsibilities associated with being an active citizen in a democratic society. Students will explore issues of civic importance such as healthy schools, community planning, environmental responsibility, and the influence of social media, while developing their understanding of the role of civic engagement and of political processes in the local, national, and/or global community. Students will apply the concepts of political thinking and the political inquiry process to investigate, and express informed opinions about, a range of political issues and developments that are both of significance in today’s world and of personal interest to them. Prerequisite: None CANADIAN HISTORY SINCE WORLD WAR I, GRADE 10, ACADEMIC (CHC2D) This course explores social, economic, and political developments and events and their impact on the lives of different groups in Canada since 1914. Students will examine the role of conflict and cooperation in Canadian society, Canada’s evolving role within the global community, and the impact of various individuals, organizations, and events on Canadian identity, citizenship, and heritage. They will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating key issues and events in Canadian history since 1914. Prerequisite: None WORLD HISTORY SINCE 1900: GLOBAL AND REGIONAL PERSPECTIVES, GRADE 11, OPEN (CHT3O) This course focuses on major developments in world history from 1900 to the present. Students will explore the causes and consequences of global and regional conflicts, the impact of significant individuals and social movements, and the effects of social, economic, and political developments around the world. Students will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when

52

investigating interactions within and between nations and other historical developments and events, including those that continue to affect people in various parts of the world. Prerequisite: Canadian History Since World War I, Grade 10, Academic or Applied WORLD RELIGIONS: BELIEFS, ISSUES, AND RELIGIOUS TRADITIONS, GRADE 11,UNIVERSITY/COLLEGE PREPARATION (HRT3M) This course provides students with opportunities to explore various world religions and belief traditions. Students will develop knowledge of the terms and concepts relevant to this area of study, will examine the ways in which religions and belief traditions meet various human needs, and will learn about the relationship between belief and action. They will examine sacred writings and teachings, consider how concepts of time and place influence different religions and belief traditions, and develop research and inquiry skills related to the study of human expressions of belief. Prerequisite: None INTRODUCTION TO ANTHROPOLOGY, PSYCHOLOGY, AND SOCIOLOGY, GRADE 11, UNIVERSITY/COLLEGE PREPARATION (HSP3U) 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 WORLD HISTORY: THE WEST AND THE WORLD, GRADE 12, UNIVERSITY PREPARATION (CHY4U) This course traces major developments and events in world history since approximately 1450. Students will explore social, economic, and political changes, the historical roots of contemporary issues, and the role of conflict and cooperation in global interrelationships. They will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, as they investigate key issues and ideas and assess societal progress or decline in world history. Prerequisite: Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities ANALYSING CURRENT ECONOMIC ISSUES, GRADE 12, UNIVERSITY PREPARATION (CIA4U) This course examines current Canadian and international economic issues, developments, policies, and practices from diverse perspectives. Students will explore the decisions that individuals and institutions, including governments, make in response to economic issues such as globalization, trade agreements, economic inequalities, regulation, and public spending. Students will apply the concepts of economic thinking and the economic inquiry process, as well as economic models and theories, to investigate, and develop informed opinions about, economic trade-‐offs, growth, and sustainability and related economic issues. Prerequisite: Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities

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PHILOSOPHY: QUESTIONS AND THEORIES, GRADE 12, UNIVERSITY PREPARATION (HZT4U) This course enables students to acquire an understanding of the nature of philosophy and philosophical reasoning skills and to develop and apply their knowledge and skills while exploring specialized branches of philosophy (the course will cover at least three of the following branches: metaphysics, ethics, epistemology, philosophy of science, social and political philosophy, aesthetics). Students will develop critical thinking and philosophical reasoning skills as they formulate and evaluate arguments related to a variety of philosophical questions and theories. They will also develop research and inquiry skills related to the study of practice of philosophy. Prerequisite: Any university or university/college preparation course in social sciences and humanities, English, or Canadian and world studies. BUSINESS STUDIES INTRODUCTION TO BUSINESS, GRADE 10, OPEN (BBI2O) This course introduces students to the world of business. Students will develop an understanding of the functions of business, including accounting, marketing, information and communication technology, human resources, and production, and of the importance of ethics and social responsibility. This course builds a foundation for further studies in business and helps students develop the business knowledge and skills they will need in their everyday lives. Prerequisite: None ENTREPRENEURSHIP: THE ENTERPRISING PERSON, GRADE 11, OPEN (BDP3O) This course examines the importance of enterprising employees in today’s changing business environment. Students will learn about the skills and attributes of enterprising employees, the distinguishing features of their work environments, and the challenges and rewards of becoming an enterprising person. Students will also have an opportunity to demonstrate and develop enterprising skills by planning and organizing a school or community event. Prerequisite: None THE INDIVIDUAL AND THE ECONOMY, GRADE 11, UNIVERSITY/COLLEGE PREPARATION (CIE3M) This course explores issues and challenges facing the Canadian economy as well as the implications of various responses to them. Students will explore the economic role of firms, workers, and government as well as their own role as individual consumers and contributors, and how all of these roles contribute to stability and change in the Canadian economy. Students will apply the concepts of economic thinking and the economic inquiry process, including economic models, to investigate the impact of economic issues and decisions at the individual, regional, and national level. Prerequisite: Canadian History Since World War I, Grade 10, Academic or Applied BUSINESS LEADERSHIP: MANAGEMENT FUNDAMENTALS, GRADE 12, UNIVERSITY/COLLEGE PREPARATION (BOH4M) This course focuses on the development of leadership skills used in managing a successful business. Students will analyse the role of a leader in business, with a focus on decision-‐making, management of group dynamics, workplace stress and conflict, motivation of employees, and planning. Effective business communication skills, ethics, and social responsibility are also emphasized. Prerequisite: None CANADIAN AND INTERNATIONAL LAW ONLINE COURSE GRADE 12, UNIVERSITY PREPARATION (CLN4UE) This course explores a range of contemporary legal issues and how they are addressed in both Canadian and international law. Students will develop their understanding of the principles of Canadian and international law when exploring rights and freedoms within the context of topics such as religion, security, cyberspace, immigration, crimes against humanity, and environmental

54

protection. Students will apply the concepts of legal thinking and the legal inquiry process when investigating these issues in both Canadian and international contexts, and they will develop legal reasoning skills and an understanding of conflict resolution in the area of international law. Prerequisite: Any University or University/College Preparation course in Canadian and World Studies, English, or Social Sciences and Humanities. CHALLENGE AND CHANGE IN SOCIETY ONLINE COURSE GRADE 12, UNIVERSITY PREPARATION (HSB4U) This course focuses on the use of social science theories, perspectives, and methodologies to investigate and explain shifts in knowledge, attitudes, beliefs, and behaviour and their impact on society. Students will critically analyse how and why cultural, social, and behavioural patterns change over time. They will explore the ideas of social theorists and use those ideas to analyse causes of and responses to challenges such as technological change, deviance, and global inequalities. Students will explore ways in which social science research methods can be used to study social change. Prerequisite: Any university or university/college preparation course in social sciences and humanities, English, or Canadian and world studies. CLASSICAL CIVILIZATION ONLINE COURSE GRADE 12, UNIVERSITY PREPARATION (LVV4UE) This course introduces students to the rich cultural legacy of the Classical world and encourages them to make connections between antiquity and other societies and to their own personal experiences. Students will investigate such aspects of Classical culture as its mythology and literature, art, architecture, philosophy, science, and technology, as well as elements of the ancient Greek and Latin languages. By reading Classical authors in English translation and examining material culture brought to light through archaeology, students will enhance both their communication skills and their ability to think critically and creatively. In addition, they will be encouraged to be culturally sensitive, independent learners who appreciate the interconnectedness of ancient and modern societies and who will be able to apply this understanding to their future endeavours. Prerequisite: English, Grade 10, Academic or Applied INTERNATIONAL BUSINESS FUNDAMENTALS ONLINE COURSE GRADE 12 UNIVERSITY/COLLEGE PREPARATION (BBB4Me) This online course provides an overview of the importance of international business and trade in the global economy and explores the factors that influence success in international markets. Students will learn about the techniques and strategies associated with marketing, distribution, and managing international business effectively. This course prepares students for post-‐secondary programs in business, including international business, marketing, and management. Recommended Preparation: Any University, University/College or College Preparation course in Business Studies, English, or Canadian and World Studies.

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VISUAL AND PERFORMING ARTS

VISUAL'ART'GRADE'9'OPEN'AVI1O'

VISUAL'ART'GRADE'10'OPEN'AVI2O'

VISUAL'ART'GRADE'11'

UNIVERSITY/COLLEGE'AVI3M'

VISUAL'ART'GRADE'12'

UNIVERSITY/COLLEGE'AVI4M'

MEDIA'ARTS''GRADE'10'OPEN'

ASM2O'

MUSIC'GRADE'9'INSTRUMENTAL''

OPEN'AMU1O'

MUSIC'GRADE'10'INSTRUMENTAL'

OPEN'AMU2O'

MUSIC'GRADE'11'INSTRUMENTAL''

UNIVERSITY/COLLEGE'AMU3M'

MUSIC'GRADE'12'INSTRUMENTAL'

UNIVERSITY/COLLEGE'AMU4M'

FILM'GRADE'11'OPEN'

ASM3O'IB'ONLY'

DRAMATIC'ARTS'GRADE'10''OPEN'ADA2O'

THEATRE'ARTS'GRADE'11''

UNIVERSITY/COLLEGE'ADA3M/ADA4M''

IB'ONLY'

DRAMATIC'ARTS'GRADE'12''

UNIVERSITY/COLLEGE'ADA4M'

VISUAL ARTS VISUAL ARTS, GRADE 9, OPEN (AVI1O) This course is exploratory in nature, offering an overview of visual arts as a foundation for further study. Students will become familiar with the elements and principles of design and the expressive qualities of various materials by using a range of media, processes, techniques, and styles. Students will use the creative and critical analysis processes and will interpret art within a personal, contemporary, and historical context. Prerequisite: None VISUAL ARTS, GRADE 10, OPEN (AVI2O) This course enables students to develop their skills in producing and presenting art by introducing them to new ideas, materials, and processes for artistic exploration and experimentation. Students will apply the elements and principles of design when exploring the creative process. Students will use the critical analysis process to reflect on and interpret art within a personal, contemporary, and historical context. Prerequisite: None MEDIA ARTS, GRADE 10, OPEN (ASM2O) This course enables students to create media art works by exploring new media, emerging technologies such as digital animation, and a variety of traditional art forms such as film, photography, video, and visual arts. Students will acquire communications skills that are transferable beyond the media arts classroom and develop an understanding of responsible practices related to the creative process. Students will develop the skills necessary to create and interpret media art works. Prerequisite: None

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IB FILM HL/SL (OSSD ASM3O/IDC4U) Film is both a powerful communication medium and an art form. The Diploma Programme film course aims to develop students’ skills so that they become adept in both interpreting and making film texts. Through the study and analysis of film texts and exercises in filmmaking, the Diploma Programme film course explores film history, theory and socioeconomic background. The course develops students’ critical abilities, enabling them to appreciate the multiplicity of cultural and historical perspectives in film. To achieve an international understanding within the world of film, students are taught to consider film texts, theories and ideas from the points of view of different individuals, nations and cultures. The IB film course emphasizes the importance of working individually and as a member of a group. Students are encouraged to develop the professional and technical skills (including organizational skills) needed to express themselves creatively in film. A challenge for students following this course is to become aware of their own perspectives and biases and to learn to respect those of others. This requires willingness to attempt to understand alternative views, to respect and appreciate cultural diversity, and to have an open and critical mind. Thus, the IB film course can become a way for the student to celebrate the international and intercultural dynamic that inspires and sustains a type of contemporary film, while appreciating specifically local origins that have given rise to cinematic production in many parts of the world. For any student to create, to present and to study film requires courage, passion and curiosity: courage to create individually and as part of a team, to explore ideas through action and harness the imagination, and to experiment; passion to communicate and to act communally, and to research and formulate ideas eloquently; curiosity about self and others and the world around them, about different traditions, techniques and knowl-‐edge, about the past and the future, and about the limitless possibilities of human expression through film. At the core of the IB film course lies a concern with clarity of understanding, critical thinking, reflective analysis, effective involvement and imaginative synthesis that is achieved through practical engagement in the art and craft of film. The differentials between SL and HL are both quantitative and qualitative. The nature of the course enables HL students to develop creative skills, theoretical understanding and textual analysis more fully. An HL student should display a continuous resolve of personal challenge and a sustained engagement with the ideas, practices and concepts encountered within the course over the extended learning time available. An HL student has extra time for these encounters, extra time to reflect and to record evidence of growth. It is understood that ensuing developments may be only partially evident within the framework of the assessment process. Prerequisite: Grade 10 Media Arts VISUAL ARTS, GRADE 11, UNIVERSITY/COLLEGE PREPARATION (AVI3M) This course enables students to further develop their knowledge and skills in visual arts. Students will use the creative process to explore a wide range of themes through studio work that may include drawing, painting, sculpting, and printmaking, as well as the creation of collage, multimedia works, and works using emerging technologies. Students will use the critical analysis process when evaluating their own work and the work of others. The course may be delivered as a comprehensive program or through a program focused on a particular art form (e.g., photography, video, computer graphics, information design). Prerequisite: Visual Arts, Grade 9 or 10, Open VISUAL ARTS, GRADE 12, UNIVERSITY/COLLEGE PREPARATION (AVI4M) This course focuses on enabling students to refine their use of the creative process when creating and presenting two and three dimensional art works using a variety of traditional and emerging

57

media and technologies. Students will use the critical analysis process to deconstruct art works and explore connections between art and society. The studio program enables students to explore a range of materials, processes, and techniques that can be applied in their own art production. Students will also make connections between various works of art in personal, contemporary, historical, and cultural contexts. Prerequisite: Visual Arts, Grade 11, University/College Preparation or Open MUSIC MUSIC, GRADE 9, OPEN (INSTRUMENTAL AMU1O) This course emphasizes the creation and performance of music at a level consistent with previous experience and is aimed at developing technique, sensitivity, and imagination. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop an understanding of the conventions and elements of music and safe practices related to music, and will develop a variety of skills transferable to other areas of their life. Prerequisite: None MUSIC, GRADE 10, OPEN (INSTRUMENTAL AMU2O) This course emphasizes the creation and performance of music at a level consistent with previous experience. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop their understanding of musical conventions, practices, and terminology and apply the elements of music in a range of activities. They will also explore the function of music in society with reference to the self, communities, and cultures. Prerequisite: None MUSIC -‐ INSTRUMENTAL, GRADE 11, UNIVERSITY/COLLEGE PREPARATION (AMU3M) This course provides students with opportunities to develop their musical literacy through the creation, appreciation, analysis, and performance of music, including traditional, commercial, and art music. Students will apply the creative process when performing appropriate technical exercises and repertoire and will employ the critical analysis processes when reflecting on, responding to, and analysing live and recorded perform-‐ ances. Students will consider the function of music in society and the impact of music on individuals and communities. They will explore how to apply skills developed in music to their life and careers. Prerequisite: Music, Grade 9 or 10, Open MUSIC -‐ INSTRUMENTAL, GRADE 12, UNIVERSITY/COLLEGE PREPARATION (AMU4M) This course enables students to enhance their musical literacy through the creation, appreciation, analysis, and performance of music. Students will perform traditional, commercial, and art music, and will respond with insight to live and recorded perform-‐ ances. Students will enhance their understanding of the function of music in society and the impact of music on themselves and various communities and cultures. Students will analyse how to apply skills developed in music to their life and careers. Prerequisite: Music, Grade 11,University/College Preparation or Open DRAMA DRAMATIC ARTS, GRADE 10, OPEN (ADA2O) This course provides opportunities for students to explore dramatic forms, conventions, and techniques. Students will explore a variety of dramatic sources from various cultures and representing a range of genres. Students will use the elements of drama in creating and

58

communicating through dramatic works. Students will assume responsibility for decisions made in the creative and collaborative processes and will reflect on their experiences. Prerequisite: None DRAMATIC ARTS, GRADE 11, UNIVERSITY/COLLEGE PREPARATION (ADA3M) This course requires students to create and perform in dramatic presentations. Students will analyse, interpret, and perform dramatic works from various cultures and time periods. Students will research various acting styles and conventions that could be used in their presentations, and analyse the functions of playwrights, directors, actors, designers, technicians, and audiences. Prerequisite: Dramatic Arts, Grade 9 or 10, Open DRAMATIC ARTS, GRADE 12, UNIVERSITY/COLLEGE PREPARATION (ADA4M) This course requires students to experiment individually and collaboratively with forms and conventions of both drama and theatre from various cultures and time periods. Students will interpret dramatic literature and other texts and media sources while learning about various theories of directing and acting. Students will examine the significance of dramatic arts in various cultures, and will analysis how the knowledge and skills developed in drama are related to their personal skills, social awareness, and goals beyond secondary school. Prerequisite: Drama, Grade 11, University/College Preparation

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Course Book

Data for ELCC School Registration

2015/16 Dec 1, 2014

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Appleby College, Balmoral Hall, The Bishop Strachan School, Elmwood School, Havergal College, Hawthorne School, Hillfield Strathallan College, Northmount School, Ridley College, Royal St. George’s College, Selwyn House School, St. Andrew’s College, St. Clement’s School, St. John’s-‐Kilmarnock School, Trafalgar Castle School, and Trinity College School. Information on Online Courses As a member of the eLearning Consortium (ELCC), we are pleased to be offering online courses for our students. The eLearning Consortium is a unique cooperative not-‐for-‐profit organization that provides online curriculum for the benefit of students in member schools. The eLearning Consortium’s mission is to provide exemplary online courses that offer best practices in online instruction and 21st Century skills, with a high level of student monitoring and support. ELCC courses are open to students from any of its Consortium schools that are approved by their Site Administrator and Student Services. These online courses, similar to our other school courses, run from September to May with a final assessment in June. Course teachers, who are experts in developing and teaching online courses, come from member schools and have taken the 125 hour Ontario College of Teachers Additional Qualification course: Teaching and Learning with eLearning through the University of Ontario Institute of Technology (UOIT). Our online Site Administrator will communicate regularly with the online teachers and students to support student success, monitor progress, and report student grades. They are your resource if you have any problems with your online course. Student Information Why Take an Online Course?

• You have the opportunity to participate in exciting and creative online courses that may not be offered by your school.

• You can experience online education in preparation for University and the workplace where online education and training are prevalent.

• Online learning provides flexibility of time and place, as course material can be covered at various times during the day and at school or at home.

• You have the opportunity to collaborate with students from other independent schools to develop and expand your critical thinking skills and work in a virtual classroom environment.

• You will experience and use computer technologies, such as online discussions, multimedia, and Web tools such as blogs, wikis and virtual classrooms that enhance learning and develop your intellectual capacities.

• You may find that learning online with technology suits your learning style.

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What Online Courses May I Take? The following courses are available for selection for the 2015/2016 calendar year. You will notice that they are also described in detail in the Course Description areas throughout the Course Book.

All Grade Levels

Classical Languages, Latin, Level 1, Academic LVLADe International Languages, Mandarin Level 1, Academic LKMADe

Grade 11 American History CHA3Ue Communications Technology TGJ3Me Introduction to Anthropology, Psychology and Sociology HSP3Ue Grade 12 Business Leadership BOH4Me Canadian and World Law CLN4Ue Challenge and Change in Society HSB4Ue Classical Civilization LVV4Ue Earth and Space Science SES4Ue International Business Fundamentals BBB4Me International Languages, Chinese, Grade 12 (for Native Speakers) plus AP Mandarin Preparation LKEDUe Issues in Human Growth and Development / plus AP Psychology Preparation HHG4Me Philosophy: Questions and Theories HZT4Ue

*You will be able to see an overview of online courses after January 8, 2014 by going to the following website: www.elcc.blackboard.com and clicking on the Course Fair tab. Login and Password are: coursefair What Skills Do I Need to Take an Online Course? The following are some of the skills that will be helpful in being successful in an online course:

• I enjoy working at the computer.

• I have the time and am interested in taking an online course.

• I have good reading and writing skills.

• I can organize my work and can get my assignments in on time.

• I like working independently and solving problems.

• I enjoy collaborating online with other students.

• I like to take responsibility for my work.

Frequently Asked Questions

Who Can Take an Online Course? Any student from an eLearning Consortium Canada school who has access to a computer and high speed Internet, either at school or at home, and has been approved by their Site Administrator and Guidance Counselor, can take an online course.

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Where and when do I take my online course?

Depending on the course you are taking, you may be timetabled into a classroom or another location in the school, or you may be given a spare and expected to complete your course in your free time during the school day or at home. Be sure to check with your Site Administrator or Guidance Counselor to see where and when the online course you have selected will be offered.

Do I get an Ontario Credit for my online course?

Yes, all the Ontario credit online courses adhere to the Ontario Ministry of Education guidelines, and follow the standard policies for assessment and reporting. Your final evaluation will occur at your school during your regular exam timetable in June.

Do the marks for my online course go on my regular report card or to OUAC?

You will get marks on your report card as you do for your regular courses. Your Site Administrator will work with the online teacher to monitor your progress and to gather marks at regular intervals that are then used for any school documentation such as report cards, OUAC, University letters of reference and so on.

How many online courses can I take?

Most schools recommend that students take only one or two online course per year, unless there are special circumstances. Students must receive permission from the school’s Site Administrator and the Guidance department to take an online course.

Who do I contact if I have problems with my course or my computer?

The school has established a Site Administrator to assist students with any problems with a course or the technology. They are in constant contact with the online teacher, the school Guidance Counselors, and the IT Department. You should contact your Site Administrator as soon as possible if you have any problems with the course, the teacher or your computer.

Do I need any special software for my computer?

Most courses will require you to have access to Microsoft Office or similar software. Additional software is usually public domain that you can download onto your computer, and much of your work will be web-‐based using the Internet. Some specialty courses, such as Communications Technology require access to specialized software. In these cases, the school will provide access at school for this software, or you can purchase it yourself for your laptop or home computer.

ELCC Online Course Descriptions *Note the lowercase “e” after each course, which indicates that it is an ELCC online course. American History Online Course CHA3Ue Grade 11, University/College Preparation This course traces the social, economic, and political development of the United States from colonial times to the present. Students will explore the historical context of key developments that shaped the United States, its identity and culture, and its role in the global community. They will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating forces in American history.

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Prerequisite: Canadian History since World war I, Grade 10, Academic or Applied Business Leadership: Management Fundamentals Online Course BOH4Me Grade 12, University/College Preparation This course focuses on the development of leadership skills used in managing a successful business. Students will analyse the role of a leader in business with a focus on decision-‐making, management of group dynamics, workplace stress and conflict, motivation of employees, and planning. Effective business communication skills, ethics, and social responsibility will be emphasized throughout the course. Recommended Preparation: Any university, university/college, or college preparation course in Business Studies, English, or Canadian and World studies Canadian and International Law Online Course CLN4Ue Grade 12, University Preparation This course explores a range of contemporary legal issues and how they are addressed in both Canadian and international law. Students will develop their understanding of the principles of Canadian and international law when exploring rights and freedoms within the context of topics such as religion, security, cyberspace, immigration, crimes against humanity, and environmental protection. Students will apply the concepts of legal thinking and the legal inquiry process when investigating these issues in both Canadian and international contexts, and they will develop legal reasoning skills and an understanding of conflict resolution in the area of international law. Prerequisite: Any University or University/College Preparation course in Canadian and World Studies, English, or Social Sciences and Humanities. Challenge and Change in Society Online Course HSB4Ue Grade 12, University/College Preparation This course focuses on the use of social science theories, perspectives, and methodologies to investigate and explain shifts in knowledge, attitudes, beliefs, and behaviour and their impact on society. Students will critically analyse how and why cultural, social, and behavioural patterns change over time. They will explore the ideas of social theorists and use those ideas to analyse causes of and responses to challenges such as technological change, deviance, and global inequalities. Students will explore ways in which social science research methods can be used to study social change. Prerequisite: Any university or university/college preparation course in social sciences and humanities, English, or Canadian and world studies Classical Civilization Online Course LVV4Ue Grade 12, University Preparation This course introduces students to the rich cultural legacy of the Classical world and encourages them to make connections between antiquity and other societies and to their own personal experiences. Students will investigate such aspects of Classical culture as its mythology and literature, art, architecture, philosophy, science, and technology, as well as elements of the ancient Greek and Latin languages. By reading Classical authors in English translation and examining material culture brought to light through archaeology, students will enhance both their communication skills and their ability to think critically and creatively. In addition, they will be encouraged to be culturally sensitive, independent learners who appreciate the interconnectedness of ancient and modern societies and who will be able to apply this understanding to their future endeavours. Prerequisite: English, Grade 10, Academic or Applied Communications Technology Online Course TGJ3Me Grade 11, University/College Preparation This course examines communications technology from a media perspective. Students will develop knowledge and skills as they design and produce media projects in the areas of live, recorded, and graphic communications. These areas may include TV, video, and movie production; radio and audio production; print and graphic communications; photography; digital imaging; broadcast journalism; and interactive new media. Students will also develop an awareness of related environmental and societal issues and explore college and university programs and career opportunities in the various communications technology fields. Prerequisite: None

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Earth and Space Science Online Course SES4Ue Grade 12, University/College Preparation This course develops students’ understanding of the Earth and its place in the universe. Students will investigate the properties of and forces in the universe and solar system and analyse techniques scientists use to generate knowledge about them. Students will examine the Earth's place in the solar system and, after a general introduction to Earth science, will explore in more detail the materials of the Earth, its processes, and its history. Throughout the course, students will learn how these forces, processes, and material affect their daily lives. The course draws on astronomy, biology, chemistry, mathematics, and physics in its consideration of geological processes that can be observed directly or inferred from other evidence. Prerequisite: Science, Grade 10, Academic International Business Fundamentals Online Course BBB4Me Grade 12, University/College Preparation

This online course provides an overview of the importance of international business and trade in the global economy and explores the factors that influence success in international markets. Students will learn about the techniques and strategies associated with marketing, distribution, and managing international business effectively. This course prepares students for post-‐secondary programs in business, including international business, marketing, and management. Recommended Preparation: Any University, University/College or College Preparation course in Business Studies, English, or Canadian and World Studies. International Languages, Chinese Level 4, University Preparation / AP Mandarin Language & Culture Exam Preparation Online Course LKEDUe This course prepares students for university study in the international language. Students will enhance their ability to use the language with clarity and precision, and will develop the language skills needed to engage in sustained conversations and discussions, understand and evaluation information, read materials for both study and pleasure, and write clearly and effectively. Students will also have opportunities to add to their knowledge of the culture of countries where the language is spoken through the use of community resources and computer technology Prerequisite or co-‐requisite: International Languages, Level 3 University Preparation or permission of the instructor *A language placement test is required for admission. The optional AP segments will prepare highly motivated students to write the AP Chinese (Mandarin) Language and Culture exam in May. International Languages, Mandarin Level 1 Academic Online Course LKMADe Offered at any grade level This introductory course is designed to enable students to begin to develop competence in listening, speaking, reading, and writing in the language of study. Students will participate in interactive activities in which they can apply their language skills to communicate with native speakers of the language. They will explore aspects of culture in regions of the world where the language is spoken, including formal and informal forms of address, naming practices, family life and relationships, and celebrations. Prerequisite: None Introduction to Anthropology, Psychology, & Sociology Online Course HSP3Ue Grade 11, University Preparation This course provides students with opportunities to think critically about theories, questions, and issues related to anthropology, psychology, and sociology. Students will develop an understanding of the approaches and research methods used by social scientists. They will be given opportunities to explore theories from a variety of perspectives, to conduct social science, and to become familiar with current thinking on a range of issues within the three disciplines. Prerequisite: The Grade 10 academic course in English or the Grade 10 academic history course (Canadian and world studies).

Issues in Human Growth and Development / plus AP Psychology Preparation HHG4Me Grade 12, University/College Preparation

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This course offers a multidisciplinary approach to the study of human development throughout the lifespan. Students will learn about a range of theoretical perspectives on human development. They will examine threats to healthy development as well as protective factors that promote resilience. Students will learn about physical, cognitive, and social-‐emotional development from the prenatal period through old age and will develop their research and inquiry skills by investigating issues related to human development. Prerequisite: Any University or University/College or College Preparation course in Social Sciences and Humanities, English or Canadian and World Studies *This full AP course will prepare students to write the AP Psychology exam in May. Latin, Level 1, Academic Online Course LVLADe This class can be offered at any grade level This course introduces students to the achievements of the classical world through the study of Latin. Students will learn vocabulary and grammar essential for reading and translating classical texts. English is the language of instruction. Through a variety of enrichment activities, such as presentations, debates, and dialogues, students will explore such aspects of life in the ancient world as trade, commerce, education, entertainment, and social customs while improving their language skills. Prerequisite: None Philosophy: Questions and Theories Online Course Online Course HZT4Ue Grade 12 University Preparation This course enables students to acquire an understanding of the nature of philosophy and philosophical reasoning skills and to develop and apply their knowledge and skills while exploring specialized branches of philosophy (the course will cover at least three of the following branches: metaphysics, ethics, epistemology, philosophy of science, social and political philosophy, aesthetics). Students will develop critical thinking and philosophical reasoning skills as they formulate and evaluate arguments related to a variety of philosophical questions and theories. They will also develop research and inquiry skills related to the study and practice of philosophy. Prerequisite: Any university or university/college preparation course in social sciences and humanities, English, or Canadian and world studies. ***************************************************************************

Academic Handbook 2015_2016_4

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