Course Descriptions
2003-04 :
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present and respond to ideas, feelings, and
knowledge sensitively and creatively
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explore Canadian and world literature as a way
of knowing, developing personal values,
understanding our multicultural heritage, and
broadening experience
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learn about our country's cultural heritage as
expressed in language
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use language confidently to understand and
respond thoughtfully and critically to factual
and imaginative communications in speech, print,
and the media
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develop the reading and writing skills required
of informed citizens prepared to face the
challenges of further education and a changing
workplace
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express themselves powerfully, convincingly, and
gracefully for a variety of personal, social,
and work-related purposes
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use language appropriate to the situation,
audience, and purpose and become comfortable
with a range of language styles, from public to
personal, and from literary to standard business
English
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realize their individual potential as
communicators
ENGLISH
11 AND 12
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present and respond to ideas, feelings, and
knowledge sensitively and creatively
-
explore Canadian and world literature as a way
of knowing, developing personal values,
understanding our multicultural heritage, and
broadening experience
-
learn about our country's cultural heritage as
expressed in language
-
language confidently to understand and respond
thoughtfully and critically to factual and
imaginative communications in speech, print, and
the media
-
develop the reading and writing skills required
of informed citizens prepared to face the
challenges of further education and a changing
workplace
-
express themselves powerfully, convincingly, and
gracefully for a variety of personal, social,
and work-related purposes
-
use language appropriate to the situation,
audience, and purpose and become comfortable
with a range of language styles, from public to
personal, and from literary to standard business
English
-
realize their individual potential as
communicators
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Communications
11 and 12 are intended to help students develop
the language competency fundamental to many
opportunities in life, including continued
learning, employment, and social interaction.
The curriculum provides students with
opportunities to study a broad range of
informational and literary works and to practice
using language in written, oral, and visual
forms for a variety of functions. The curriculum
places special emphasis on ensuring that
students graduate with strong basic language
skills.
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This
course is the study of English literature,
written by both men and women, from Beowulf (5th
century) to the 20th century.
It includes, poems, short stories, essays
and plays from the different periods of English
history. Work
will include questions, tests and essays on the
material studies.
This course is s must for students
intending to follow an Arts program in
post-secondary studies.
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Mathematics
8 Core is a continuation of the standard
program: Number
Concepts, Number Operations, Algebra, Equations,
Geometry, Measurement, Data Analysis and Problem
Solving. This
course will normally lead to the Essentials of
Mathematics pathway in Grade 10, 11, and 12.
MATHEMATICS
8 HONOURS
Mathematics
8 Honours is a continuation of the standard
program: Number
Concepts, Number Operations, Algebra, Equations,
Geometry, Measurement, Data Analysis and Problem
Solving with the addition of several extension
outcomes to prepare students for the Principles
of Mathematics pathway.
Students are placed in this class under
the recommendation of their Grade 7 teacher.
MATHEMATICS
9 CORE
Mathematics
9 Core is a continuation of the standard
program: Number
Concepts, Number Operations, Algebraic
Operations, Equations, Geometry, Trigonometry,
Data Analysis, and Problem Solving.
There will be an obvious increase in the
difficulty level of the questions from
Mathematics 8 Core.
This course will normally lead to the
Essentials of Mathematics pathway in Grade 10,
11, and 12.
MATHEMATICS
9 HONOURS
Mathematics
9 Honours is a continuation of the standard
program: Number
Concepts, Number Operations, Algebraic
Operations, Equations, Geometry, Trigonometry,
Data Analysis and Problem Solving with the
addition of several extension outcomes to
prepare students for the Principles of
Mathematics pathway.
A good mark from Mathematics 8 Honours is
recommended for entrance into this course.
ESSENTIALS
OF MATHEMATICS 10
Essentials
of Mathematics 10 is a practical, non-academic
course that includes topics such as:
Wages and Salaries, Spreadsheets,
Trigonometry, Geometry, Consumer Decisions,
Personal Banking, Probability and Problem
Solving. This
course does not qualify for academic college or
university admission requirements; however, it
is accepted for some technical college programs.
This course leads to Essentials of
Mathematics 11.
PRINCIPLES
OF MATHEMATICS 10
Principles
of Mathematics 10 is an academic, abstract math
course that includes topics such as:
Number Sequences, Real Numbers,
Coordinate Geometry, Functions and Relations,
Polynomials, Rational Expressions, Trigonometry
and Statistics.
Much of this course emphasizes math for
its own sake (pure math).
Students should enroll in this course
only if they do well in math and intend on going
to university.
Some college programs require this
course. This
course leads to Principles of Mathematics 11.
ESSENTIALS
OF MATHEMATICS 11
Essentials
of Mathematics 11 is a practical, non-academic
course that includes topics such as:
Income and Debt, Data Analysis, Owning
and Operating a Vehicle, Measurement, Relations
and Formulas, Personal Income Tax, Probability
and Problem Solving.
This course does not qualify for academic
college or university admission requirements;
however, it is accepted for some technical
college programs.
This course satisfies the Grade 11 Math
requirement for Graduation.
PRINCIPLES
OF MATHEMATICS 11
Principles
of Mathematics 11is an academic, abstract math
course that includes topics such as:
Finance, Quadratic, Polynomial, and
Rational Functions, Equations and Inequalities,
Reasoning and Geometry and Coordinate Geometry.
Much of this course emphasizes math for
its own sake (pure math).
Students should enroll in this course
only if they do well in math and intend on going
to university.
Some college programs require this
course. This
course satisfies the Grade 11 Math requirement
for Graduation.
This course leads to Principles of
Mathematics 12.
PRINCIPLES
OF MATHEMATICS 12
Principles
of Mathematics 12 is an academic, abstract math
course that includes topics such as:
Transformations, Exponentials Functions
and Logarithms, Trigonometric Functions,
Equations, and Identities, Permutations and
Combinations, Probability, Statistics, and Conic
Sections. Much of this course emphasizes math
for its own sake (pure math).
Students should enroll in this course
only if their career paths include mathematics,
science, engineering and computer science.
A TI-83+ Graphing Calculator is
considered essential for this course.
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An
introductory science course. Emphasis on Lab
safety and equipment use. An overview of Matter,
Energy, Geological Processes, Biodiversity,
Social Issues and Global Ecosystems.
SCIENCE
9
A
continuation of concepts from Science 8.
Emphasis on Lab safety and equipment use. An
overview of basic chemistry, forces and energy,
the solar system and universe, and body systems.
SCIENCE
10
A
continuation of concepts from Science 9.
Emphasis on Lab safety and equipment use. A
provincially examinable course covering
applications of science, cell biology, genetics,
chemical reactions, electricity, magnetism,
radioactivity and earth forces.
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An
introductory course that exposes students to all
the major branches of Physics, with an emphasis
on Kinematics, Dynamics and Optics. This is an
academic course with a heavy workload; expect to
have 30 – 60 minutes of homework a night.
Physics 11 requires a thorough background in
mathematics.
PHYSICS
12
Intended
for students who plan on entering university in
the science or applied science faculties. This
course has a Provincial exam. Prerequisite is
Physics 11; requires a thorough background in
mathematics. General topics are motion, forces
and collisions in two dimensions, energy,
circular motion, electricity, and
electromagnetism.
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Chemistry
11 is an introductory course covering the major
branches of Chemistry.
Central theme is the Mole Concept.
Lab work is a big part of this course.
This is an academic course with a heavy
workload; expect to have 30 – 60 minutes of
homework a night.
Chemistry 11 requires a thorough
background in mathematics.
CHEMISTRY
12
Chemistry
12 is intended for students who plan on entering
university in the science or applied science
faculties. This course has a Provincial exam.
Prerequisite is Chemistry 11. General topics of
Chemistry 12 include electrochemistry,
solubility, chemical equilibrium, reaction
kinematics and acid/base/salts.
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Biology
11 offers an overview of the relationships of
organisms both from an evolutionary perspective
and current taxonomy.
This course has 6 major areas, adaptation
and evolution, microbiology, mycology (fungi),
plant biology, animal biology, and ecology.
BIOLOGY
12
Biology
12 focuses on human biology, allowing students
to develop on interest in and understanding of
science by looking at the diverse body systems
and how they are integrated to maintain balance
in the body.
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In
Earth Science 11, students conduct a systematic
study of the geology of the earth.
Main components of the course are the
formation of the earth, differences between
rocks and minerals, and forces acting upon the
earth. Students
will make scientific observations through
hypothesis and testing, apply knowledge to
observations and make conclusions.
It is expected that students will keep
detailed notes and develop safe lab practices
while participating in experimental activities.
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Socials
9 include an examination of Nation Building, the
development of democratic concepts, and the
growth of nationalism and industrialization.
Socials 9 includes Canadian History. Students
will focus on the progression of Canada from its
early exploration to the birth of Canada as a
nation with an emphasis on the development of
Western Canada.
SOCIALS
10
Continues
with Canadian History (1814 to 1914). This
course also includes a study of Canada’s role
in the Pacific Region. Geographic skills
continued from previous Socials courses.
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This
course is designed to provide students the
opportunity to acquire knowledge and
understanding of the traditions, history and
present day realities of Canadian Aboriginal
peoples.
It is intended to provide a conceptual
foundation for all learners to develop an
appreciation and respect for the similarities
among and differences between the diverse
cultures of the world.
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The
object of Law 12 is to enable students to become
legally literate citizens who:
·
Understand fundamental legal principles
including equality, justice and liberty
·
Recognize and act upon their rights and
responsibilities
·
Identify legal elements in problems
·
Prevent or address legal problems in everyday
life
·
Apply their learning about law to their studies,
careers and daily lives.
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This
course takes a close look at world history
starting from the causes of WW1 and moving
through to the present day.
Its purpose is to develop in the students
an awareness of past events and how they impact
on the present.
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This
course will explore the personal characteristics
and skills required to become more
“entrepreneurial”.
Students will have the opportunities to
generate and try out new ideas, to develop and
apply creative and critical thinking skills, and
to recognize entrepreneurial opportunities and
create innovative solutions.
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This
course is a "sample" course where the
students are introduced to several basic
movement activities and then apply them to
various sports, both individual and team.
Students are to show an understanding of
the rules for both the games and the class
routines and demonstrate sportsmanship and fair
play. They
are also introduced to basic anatomy and
nutrition.
PHYSICAL
EDUCATION 9
This
course builds on the knowledge gained last year
with regard to concepts and strategies involved
in playing the various sports.
The students also show more involvement
with planning and the conducting of warm up
activities.
Explain how changes to the body may
affect performance of the movement activities.
PHYSICAL
EDUCATION 10
Here
the students plan and maintain a fitness
program. Explain
how nutrition, fitness and physical activity
affect the body and its ability to perform.
Show an ability to perform all of the
movements necessary to play several sports.
Apply basic first aid.
Show an understanding of offensive and
defensive strategies.
Students will be introduced to
scorekeeping and officiating.
PHYSICAL
EDUCATION 11/12
The
students take a leadership role at this level.
They are in charge of their own fitness
program that must demonstrate an understanding
of all the fitness principles.
They plan the warm-ups and the activities
and must exhibit an ability to perform all of
the necessary movements associated with them.
They will show an understanding of how to
set up and run an intramural league and also
various forms of tournaments.
They will properly score-Keep and
officiate.
PHYSICAL
EDUCATION/WEIGHT- LIFTING 12
This
course will be offered prior to school hours.
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This
is a first year introductory high school French
course. Students
are introduced to the language through
conversations about everyday life and studying
language and culture. Greeting and simple
questions about every-day life are complimented
with topics from the French culture in Canada.
FRENCH
9
French
9 is a second year high school French program.
It is a continuation of the French 6 program.
All four components of language are
taught: speaking, listening, reading and
writing. These
are explored by using a thematic approach such
as: music, films, the francophone world, and
Mardi Gras. The units taught are based on the
interest of the students.
Basic vocabulary and grammar are expanded
upon and active participation is encouraged
through games, skits, videos and presentations.
Depending on the student’s likes/strengths
some of the presentations may be done visually
or orally. Grammar will be expanded to include
two verb tenses and a number of irregular verbs,
written expression development.
Cultural information will focus on the
French-speaking world, and Mardi Gras.
FRENCH
10
French
10 is a third year high school French program.
It is a continuation of the French 9 program.
Students must have passed French 9.
All four components of language are
taught: speaking, listening, reading and
writing. Students
will continue to learn useful expressions of
greetings and vocabulary by using a thematic
approach such as fashion, publicity and other
topics. The topics will be chosen based on the
student's likes.
The culture of French speaking countries
will be included throughout the course.
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Foods
and Nutrition 8 is a sampler course for grade 8
students meant to expose them to basic safety,
sanitation, and nutrition.
Students develop skills and receive
enjoyment from preparing and serving delicious
and nutritious foods.
FOODS
AND NUTRITION 11/12
Foods
and Nutrition 11 and 12 focus on expanding
student’s knowledge about sanitation,
nutrition and healthy lifestyle choices relation
to food and exercise.
Students learn to manage time, energy and
resource for the creation of appetizing main
dishes. Students
will gain more technical skill through frequent
practice of culinary preparation of dishes.
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Family
Management 11 and 12 is a human development
based course.
The course covers themes related to
psychological development from infancy through
adulthood.
The students engage in a variety of
conversations about social issues and possible
solutions.
Family Management 11 focuses on
adolescence, where as Family Management 12’s
focus in on post adolescence.
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At
present this course is designed to give the
students opportunities to experience the world
of work through a number of experiences.
Job placements, volunteer activities and
special District Projects such as Project
Agriculture, Project Heavy Duty, Project Forest
Management, Junior Initial Attack and Tree
Planting can form part of the program.
Students are expected to complete a
safety orientation, do the WHMIS certificate
computer program, complete a resume and write a
cover letter as part of the course requirements.
At present 150 hours of work experience
is required.
Challenge hours from paid employment can
also be used for a portion of this course.
Students can accumulate service hours
starting in Grade 8, however most of the hours
are completed in Grades 10-12.
At present most Grade 11 and Grade 12
students at FLESS are registered in CPWE 12A.
The completion rate is very high as are
the marks.
Our students do very well on their job
placements.
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Drama
provides the student with opportunities to be
creative, to communicate and express ideas, to
explore and interpret the world around them. In
Drama 9 students will work individually and in
small groups to develop skills that focus on
improvisation, expressive speech and movement,
co-operation, and trust.
Students will develop self-confidence,
self-control and empathy for others’ feelings
and ideas through the building of a nurturing
team-focused environment. A beginning
understanding of basic theatre skills necessary
for performance, such as blocking a scene,
simple stage directions, the physicalization of
emotion and characterization will be developed.
Evaluation:
see Drama 10.
DRAMA
10 - Prerequisite
- Drama 9
Credit
is given for Drama 10 if Drama 9 is taken prior.
In Drama 10, students will continue to
build skills learned in Drama 9
Evaluation
for Drama 9 and Drama 10:
The
minimum requirements for completing Drama 9 or
Drama 10 are:
·
full attendance
·
willing participation during class exercises
·
participation in all class projects be they
individual or group projects.
Evaluation
of each individual student occurs in a variety
of ways:
·
A record is kept of the contributions of each
student to the work of the class.
·
The student is responsible for giving a written
and/or oral evaluation of each major project he
is involved in.
The
teacher’s performance assessment of the class
projects will outline specific criteria for each
project. There
will be a “group work” component and
“individual skills” component in each
assessment.
These will be presented to the student
prior to evaluation.
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This
course focuses on more in-depth performance
skills than the lower level Drama courses.
Students are expected to approach
projects with commitment and maturity.
Through a variety of performance modes
students will demonstrate competency in the
following areas:
·
a sophisticated level of group skills and
teamwork;
·
an expressive voice that projects well,
articulates clearly, and possesses a wide range
of pitch and tone;
·
the ability to physicalize a wide range of
emotions through a co-ordinated and flexible
body;
·
an advanced understanding of theatre skills
necessary for performance, such as blocking a
scene, taking direction, and characterization in
order to develop believable stage characters
through the merging of an expressive body and
voice;
·
understanding of and ability to apply theatrical
terms such as blocking, cheating out, crossing,
focus, status, sub-text, and context;
·
basic understanding of and some experience with
the backstage arts such as lighting, sound,
costume, props and make-up;
·
beginning understanding of the basics of
directing: imagery, picturization, movement,
blocking, and script analysis;
·
presenting both class-developed presentations
and scripted work in a competent, professional
manner in front of school /or public audiences;
·
competency in specific presentational modes
including:
monologues/soliloquies by playwrights;
self-written monologues; collective creation
collages of student-written poetry, music, drama
and dance; Shakespearean scenes, one-act plays.
Evaluation
of Acting 11 and 12
As
with all Drama & Acting courses the minimum
requirements in the program for completing
Acting 11 and Acting 12 is the willing
participation in, and completion of, class
exercises and projects, full attendance, and a
responsibility for attending any rehearsals of
productions to which the students commit
themselves.
Further evaluation will occur through:
·
The teacher’s performance assessment of the
class projects will outline specific criteria
for each project.
There will be a “group work”
component and “individual skills” component
in each assessment.
These will be presented to the student
prior to evaluation.
·
Evaluation by fellow classmates after major
presentations.
ACTING
12
Prerequisite- Acting 11
This
is a course in advanced theatre skills for which
Acting 11 is a prerequisite.
Students in Acting 12 will be expected to
demonstrate a more sophisticated level of
competency in all the objectives outlined in
Acting 11.
In addition, Acting 12 students will be
expected to demonstrate leadership through a
variety of activities.
Evaluation of Acting 11 and 12:
See Acting 11.
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The
Art 8 course focuses on the student’s ability
to explore art in as many different ways as
possible. Fundamentals of drawing, painting,
design, and sculpture areas are all studied to
give the student a good look at what art is
about. Some art history is introduced with each
unit as well. Student expectations are to HAVE
FUN in this class, and come to every class
prepared to work and learn. EVERY assignment
that is given in the course is expected to be
completed!
ART
9/10
The
Art 9/10 course focuses on the student’s
ability to explore art in as many different
medias as possible. Fundamental media use in
drawing, painting, printmaking, and sculpture
areas are all studied to give the student a
sense of what types of art materials they like
to use. Art history is a major idea that is
incorporated into this class, and students must
be able to examine art and artists to figure out
styles reasons for their type of art Student
expectations are to HAVE FUN in this class, and
come to every class prepared to work and learn.
EVERY assignment that is given in the course is
expected to be completed!
ART
11/12
The
Art 11/12 course focuses on the student’s
ability to express themselves in as many
different medias types as possible. Students
work on class projects in drawing, painting,
sculpting, ceramics, and printmaking to name a
few. With each assignment, students must choose
a media type from the ones in the assignment to
create original art works. Art history
fundamental to this class, and students must be
able to examine art and artists to figure out
styles reasons for their type of art. A LOT of
time is spent on independent focus and study, so
students must show a lot of maturity towards
this class. Student expectations are to HAVE FUN
in this class, and come to every class prepared
to work and learn. EVERY assignment that is
given in the course is expected to be completed!
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The
VAMT 9/10 course focuses on the student’s
ability to explore computer graphics in as many
different ways as possible. Although a good
sense of computer knowledge will be a benefit,
no real computer working knowledge is required.
This graphics course includes the use of
programs such as: Photoshop and Illustrator -
which are key to photo manipulation and graphic
design, Premier - which is used to create
claymation short videos, commercials and editing
movies, and Bryce – a program that allows
students to create incredible 3D animations. As
well, students are taken through a very thorough
Digital Photography Unit, which introduces
students to digital cameras and the ideas of
photography. All students must learn to take
digital pictures, and manipulate them to a
professional level. Student expectations are to
HAVE FUN in this class, and come to every class
prepared to work and learn. EVERY assignment
that is given in the course is expected to be
completed!
VAMT
11/12
The
VAMT 11/12 course focuses on the student’s
ability to further explore computer graphics
from the previous course. VAMT 9/10 is an
essential prerequisite, and this graphics
program expands on the programs used in it.
Much more independent work on assignments
is given, and students must be capable of
working independently and in groups. As well,
much more emphasis is given to digital
photography so that students are working on
photo enhancement and the ideas of professional
photography ideas. Student expectations are to
HAVE FUN in this class, and come to every class
prepared to work and learn. EVERY assignment
that is given in the course is expected to be
completed!
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This
course is an introduction to the school
leadership program. The students study topics
such as: public speaking, public relations,
leadership styles, letter writing, team building
and advertising. The class projects include:
reading in front of the class, organizing a
guest speaker appearance, an inspirational book
report, and leading classroom activities. The
student’s grade will be composed of: service
projects, communication projects, assignments,
test, and binder organization.
STUDENT
LEADERSHIP 10
Students
in this course make up the school leadership
group. The
students study topics such as: public speaking,
communication skills, leadership styles, meeting
organization, delegating, time management, group
process, decision making, and 7 Habits of Highly
Effective Teens.
Class assignments will include: speech
writing, event organizing, and leader research.
Students will be expected to participate
in school events.
STUDENT
LEADERSHIP 11
This
is a continuation of the leadership 10 programs.
Students will learn organizational
skills, public speaking, group process, and
conflict resolution.
Some of the class projects will be:
Roberts Rules of Order and running an effective
meeting, a research project on a leader, event
management and impromptu speeches. Students will
become a vital part of student activities and
school spirit.
STUDENT
LEADERSHIP 12
The
purpose of this leadership class is to make
FLESS a more enjoyable place to learn.
Leadership students plan and organize charitable
fundraisers such as Operation Christmas Child,
they organize various school events such as
dances, and spirit events.
This course will be a yearlong course
meeting outside of the regular timetable and
will require participation in-group activities.
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Information
Technology 8 is designed to introduce students
to a wide range of computer uses.
There are three key components to the
course. Students
will learn keyboarding skills, data and file
management, and computer systems.
It is expected that students will achieve
a minimum of 30 wpm in touch-typing, create and
save different types of files, and gain an
understanding of web design and how the Internet
works.
INFO
TECH 10/11
Information
Technology 10/11 is a course in which students
become adept at web page design and managing
data and files.
Keyboarding skills will be honed and
advanced integration of files will be practiced
for making digital presentations.
Web page design will be learned using
specific software.
It is expected that students will touch
type at a minimum speed of 50 wpm, manage
advanced data input and integration of file
types, create a digital presentation, and design
a personal web page that includes some advanced
features.
INFORMATION
TECHNOLOGY APPLIED DIGITAL COMMUNICATIONS 11/12
A
practical, contextual focus that encourages
students to further develop their speed,
proficiency and knowledge about common software.
Topics include gathering data, working
with documents, refining data, presentations,
advanced features.
INFORMATION
TECHNOLOGY DIGITAL MEDIA 11/12
For
students who wish to pursue an avenue of
learning related to the technical side of visual
media development.
Topics include desktop digital video,
2D/3D graphic design, desktop publishing, 3D
design and animation, web publishing.
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Students
will be introduced to drafting and woodworking.
Basic drafting techniques and drafting as it
applies to woodworking will be taught. The
course will introduce woodworking through a
working knowledge of hand tools, wood joinery,
limited machine use and safety. The student will
apply this information while planning,
constructing and finishing assigned projects.
With teacher’s approval, individual projects
may be made at the end of the semester after
required projects have been successfully
completed.
WOODWORKING
11/12
Students
will be expected to use skills gained from basic
woodworking and machine usage together with
advanced techniques learned in this class to
design and construct a quality cabinet or fine
furniture piece. Emphasis will be on design,
layout, joinery, fastening and finishing while
becoming proficient with both hand tools and
machine tools. Care and maintenance of tools and
machines will also be discussed and implemented.
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This
class covers the basics of lettering, sketching,
orthographic and pictorial drawings. It will
consist of instruction in new drafting methods
introduced by advances in industry. These are
related to working and assembly drawings,
architectural drafting and support in the use of
true dimensions..
DRAFTING
9/10/11/12
A
combined course in 2 parts emphasizing the
essential elements from the worlds of mechanical
and architectural drafting.
The first part of the class will be
dedicated to exploring mechanical drafting
techniques which includes the use of basic
drafting tools and equipment to produce
orthographic and isometric problems as seen
through the language of industry.
Lettering and dimensioning techniques
will be featured through the basic tools and
also through the use of computer aided layout.
All of this is linked to providing a
sound foundation for blueprint reading and
preparation.
The
second part of the course is dedicated to
exploring architectural drafting skills needed
in the preparation of house plan designs.
Through the use of drafting tools and
computer skills, the students will develop their
vision of a home for the future complete with
floor plans and elevations views illustrating
the exterior appearance of their vision.
Students will become competent in the use
of the international language of drafting
communications.
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This
course is for grade 9 and 10 students who are
interested in learning metal shop skills,
through using materials and machines to make
useful projects. Shop practice, safety, cleanup,
and service of tools and equipment are
emphasized. Operations and procedures in all
metal practices such as: arc welding,
oxyacetylene welding, lathe work, drilling,
forging, grinding, sheet metal work and scroll
work are introduced. This is a comprehensive
basic metal course. Skill and craftsmanship,
with safety is stressed 100 percent. A fee for
safety equipment and supplies will be charged
for this class.
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This
course is an introductory mechanics course that
attempts to develop the students’ abilities in
the recognition and use of the hand and power
tools found in the Mechanics shop. This course
attempts to develop the students understanding
of the internal combustion Engine and its
related systems. Emphasis is placed on
developing an understanding in the fundamentals
of the engines, which becomes their project.
The engine is cleaned, disassembled,
repaired, reassembled, and tested. Students will
also receive the training in the basic
principles of care and maintenance of the
automobile.
A fee for safety equipment and supplies
will be charged for this class.
MECHANICS
11
This
course will introduce the students in a large
part through automotive theory: general
automotive care and preventive maintenance,
basic repair skills, engine design and power
flow, and the electrical terminology of the
modern car. Students will be exposed to safe
work practices, practice introductory repair
skills in the shop, while learning to work
together in groups and building leadership
skills. Automotive systems studied will include
engine, computer and electrical systems, fuel,
lubrication and cooling system, air
conditioning, manual and automatic
transmissions, emission control, steering and
brakes. . Hard work in the practical and the
theory aspects of the course will be rewarding
to the student. Students, working on the shop
models, and/or, his/her own or customer’s
vehicles, will be able to apply their knowledge
and appreciate the need to maintain a neat and
clean shop, order parts, use the tools and learn
terminology of the automobile world.
MECHANICS
12
This
course develops skills that were introduced in
the Mechanics 11 course. Automotive skills
practiced in the shop will include ignition,
fuel, computer and electrical, and cooling and
lubrication systems. Also included will be
automotive brakes, steering and drive train and
emission controls. Skills will be practiced on
instruction aids owned by the school. Safe work
practices, group cooperation, leadership and
diagnosis of automotive systems will be a
priority. Safety glasses and coveralls required.
A fee for safety equipment and supplies will be
charged for this class. Hard work in the
practical and the theory aspects of the course
will be rewarding to the student. Students,
working on the shop models, and/or, his/her own
or customer’s vehicles, will be able to apply
their knowledge and appreciate the need to
maintain a neat and clean shop, order parts, use
the tools and learn terminology of the
automobile world.
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A
service course designed to aid the teacher, the
tutor and the students receiving tutoring
service. Tutors
work in a classroom with students younger than
themselves.
Students enrolling in Tutoring 11 must
have at least a 70% average and have missed no
more than 5 days of school in the previous
semester and must have a minimum of
67% their most recent English course.
Tutors are expected to be in attendance each
day, to write and hand in daily reports and
bi-weekly summaries.
The first two weeks of Tutoring are spent
with the Tutoring instructor completing
activities, which develop an awareness of self
and skills in dealing with others.
TUTORING
12
A
continuation of Tutoring 11.
Tutors will expand their skills and
broaden their knowledge by assisting a teacher
and younger students.
Students enrolling in Tutoring 12 must
meet all the requirements of Tutoring 11 and
have achieved at least 70%.
Tutors are expected
to write and hand in weekly reports,
which include a summary, evaluation and goal
setting activities.
The final project in Tutoring 12 is to
independently teach a group of students a
lesson.
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·
Prepares students with generalized learning
difficulties for supported mainstream
integration
·
Offers functional academic programming (numeracy
and literacy), life skills, and elective
preparation
·
courses are selected on the basis of individual
strengths and needs with student progress
monitored through IEP development
·
program enrolment generally results in a School
Leaving Certificate
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·
Provides an alternate setting for cognitively
able students who historically demonstrate an
inability to function within mainstream
parameters
·
Intensive academic and/or behavioural support is
provided, with the goal being mainstream
re-integration for senior secondary programming
·
Courses are selected on the basis of individual
strengths and needs with student progress
monitored through IEP development
·
Program enrolment may result in a School Leaving
Certificate or a Dogwood Diploma
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·
Provides support for students whose learning
deficits require intervention outside the
regular classroom (academic, social, and/or
emotional difficulties)
·
Services range from life skills programming to
mainstream preparation
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·
Provides a range of academic support for
students enrolled in mainstream courses
·
Specific instruction for individual programs in
Mathematics 8-10 is also available
·
Program entry is determined through School-based
Team referral
·
Learning Assistance students may be on either a
School Leaving or Dogwood
track
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-Student
must be registered in the SLC program through
placement interviews.
-40
CREDITS IN FOUNDATION AND SELECTED STUDIES
Foundation
Studies (16 credits)
EMA
10, SC 10, SS 10, EN 10, PE 10, or adjusted
equivalents
CAPP
11
(2 credits)
CAPP
12
(2 credits)
A
Fine Art 11
(2 credits)
An
Applied Skill 11
(2 credits)
Communications
11
(4 credits)
Social
Studies 11 or First Nations 12 (4 credits)
(With
appropriate effort and administrative approval,
Communications 11 and First Nations Studies 12
can be completed in the following year.)
Selected
Studies (24 credits)
-Three
grade 12 courses with appropriate pre-requisites
(10 credits).
For example, PE 11 before PE 12, CST 11A
before CST 12A
-Additional
Grade 11 and Grade 12 courses (14 credits)
-If
either of your Applied Skill or Fine Art credit
was a 4-credit course you need three other
courses. If
you combined your Fine Art and Applied Skill
credits with VAMT 11 you need four other
courses.
Communications
12
Essentials
Math 11
A
Science 11
Social
Studies 11 and First Nations Studies 12 if not
completed in final year at FLESS
Communications
11 in not completed in final year at FLESS
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If
you enter grade 10 in September 2004 or later,
you’ll be working towards the 80-credit
graduation requirements.
To make sure you don’t miss graduation
because of a technicality, meet with your school
counselor early in the school year to find out
if you’re taking the courses you need.
If you are planning to continue your
education beyond secondary school graduation,
make sure you have all the course credit you
require to enter the program of your choice.
CREDIT
REQUIREMENTS
Current
requirements:
Grades 11-12
Fifty-two
credits in Grades 11-12 (equivalent to 13
four-credit courses) are required for
graduation.
28
of 52 credits must be in Foundation Studies,
including:
Language
Arts 11
4 credits
Language
Arts 12
4 credits
Social
Studies 11 or B.C. First Nations Studies 12
4 credits
Mathematics
11 or 12
4 credits
Science
11 or 12
4 credits
Fine
Arts 11
2 credits
Applied
Skills 11
2 credits
Career/Personal
Planning 11
2 credits
Career/Personal
Planning 12
2 credits
Selected
Studies
24 credits
Minimum
of 16 credits of ministry-developed courses at
the Grade 12 level, including:
Language
Arts 12
4 credits
New
requirements:
Grades 10-12
- (Entering Grade 10 in September 2004 or
later)
Eighty
credits in Grades 10-12 (equivalent to 20
four-credit courses) are required for
graduation.
48
credits are required courses, including:
Language
Arts 10
4 credits
Language
Arts 11
4 credits
Language
Arts 12
4 credits
Social
Studies 10
4 credits
Science
11 or 12
4 credits
Mathematics
10
4 credits
Mathematics
11 or 12
4 credits
Physical
Education 10
4 credits
Fine
Arts or Applied Skills 10, 11, 12
4 credits
Planning
10
4 credits
Portfolio
Assessment
4 credits
Elective
courses
28 credits
Minimum
of 16 credits at the Grade 12 level including
Language Arts 12.
All ministry-authorized and
board/authority-approved coursed count.
To
graduate, you need at least 48 credits from
Required Courses-subjects such as Language Arts,
Social Studies and Science.
As
well, you need 28 credits from Elective Courses,
a four-credit Portfolio Assessment and five
Graduation Program exams.
A minimum of 16 credits at the Grade 12
level are required, including Language Arts 12
(all ministry-authorized and
board/authority-approved courses count).
Be
careful when you drop a course late in the
school year-it could be the one you need to
graduate.
Don’t
forget that post-secondary institutions often
require you to complete specific courses to get
into certain programs.
Careful planning in Grades 10, 11, and 12
will ensure you have all the courses and credits
you need.
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