This means that we:

1. continue the tradition of excellence in academics, personal growth and extra-curricular activities;

2. develop within students a social consciousness which includes mutual respect, acceptance and fairness;

3. promote learning as a lifelong process;

4. provide a welcoming, supportive and stimulating environment within a safe, clean and healthy setting;

5. provide an orderly atmosphere in which expectations are clear, concise and fair;

6. communicate effectively with students, parents/guardians and the community; and

7. recognize the contributions and achievements of students and staff.

HOME OF THE EAGLES Get involved!

Nothing But Our Best! AURORA HIGH SCHOOL

Aurora High Website

Built for YOU!

http://www.yrdsb.ca/schools/aurora.hs

Access our website to discover teachassist (mark reporting), browse through the Daily Announcements/Weekly eBulletins and the School Calendar, learn about school expectations, and find out more about Department Information, News and Events, our School Council and more...

Principal’s Message Welcome to Aurora High School's Grade 9 Viewbook! We are very excited to have you join us next year and know that you will have a wonderful time here. To ensure this happens, it is important that you carefully read the information provided on these pages as you make some important decisions about next year. There is a description for each of the elective courses available to grade nines, as well as an overview of what is required to graduate. There are instructions on how to electronically select your courses (starting in the new year) and additional information regarding various pathways to post-secondary. Aurora High School is committed to developing learners that are able to think critically, take ownership for their learning and engage with the changing world around them. We provide a variety of courses to support the learning needs of the students in our community. The school delivers programs at the applied and academic levels, as well as courses for French Immersion students. We also offer a range of optional courses in grade 9, and are home to two community class programs.

In the senior grades, we offer five Specialist High Skills Major programs, co-op, and various experiential learning and reach ahead opportunities. The school also provides students with a wide variety of co-curricular activities from our various Councils to clubs. Aurora High also runs a wide range of teams in the fall, winter and spring seasons. We invite you to explore our website (www.yrdsb.ca/schools/aurora.hs) to learn more about our school. Additional regional information is on the York Region District School Board’s website (www.yrdsb.ca).

George Voumvakis, Principal

High School at a Glance for Grade 9 Students

George Voumvakis - Principal Cecilia Piques & Paull Simmons - Vice Principals 155 Wellington Street West, Aurora, ON L4G 2P4

Bob McRoberts - Aurora & King Trustee; Neil Gunathunge - Superintendent of Schools Phone: 905-727-3107; Fax: 905-727-5804; Email: aurora.hs@yrdsb.ca Revised: November 26, 2019

A Cappella Choir AHS eSports Announcement Team Arts Council Athletic Council Computer Science Club DECA Drama Club Eco-Club Empowering Student Partnership

EPIC Equity Council History Club HOSA Indigenous Studies Club Jazz Band Law Club Wellness Council Mock Trial Competition Team Music Council

Peer Mentors Pride Red and Gold Robotics Semi/Prom Committee SHSM Student Executive Social Change Makers Tech Crew White Pine Reading Club Writer’s Write Yearbook Committee

CLUBS

Learn new skills, play on a sports team, develop leadership qualities,

meet new friends and have fun!

TEAMS Fall Basketball—Junior Girls Basketball—Senior Girls Cross-Country Golf—Boys Golf—Girls Rugby—Boys Rugby—Girls Swim Team Tennis Varsity Field Hockey—Girls Varsity Soccer—Boys Volleyball—Junior Boys Volleyball—Senior Boys

Winter Badminton—Junior Badminton—Senior Basketball—Junior Boys Basketball—Senior Boys Nordic Skiing Rock Climbing Ski & Snowboard Varsity Hockey—Boys Varsity Hockey—Girls Volleyball—Junior Girls Volleyball—Senior Girls

Spring Flag Football—Girls Soccer (Tier 1)—Girls Soccer (Tier 2)—Girls Track & Field Ultimate Frisbee Varsity Baseball—Boys Varsity Lacrosse—Boys Varsity Lacrosse—Girls

Tips for Students To be successful in high school, you need to establish strong study skills. Here are some tips to help you out! 1. Get organized. Use an agenda, day planner or phone to keep

track of homework and upcoming tests/assignments. Bring all of your books/supplies to class every day.

2. Make sure you have a place to study and do homework. This should be a quiet spot with good lighting, enough space for your books, and a comfortable chair. Don’t work where there are a lot of distractions—you might spend a lot of time there, but you won’t get much done.

3. Set aside a regular time to get homework done. Don’t leave assignments until the night before they’re due—if you’re missing something or don’t understand, it’s too late to ask.

4. If you don’t understand something, ask right away. Often it can be explained in another way; this means that you won’t get behind.

5. Get plenty of rest and eat well. You can think more clearly when you are not tired.

Tips for Parents As your child begins high school, here are some tips you can use to help them be successful.

1. Provide them with a place to do homework and studying that has good lighting, is comfortable and free of distractions.

2. Communicate with the school. Let us know if your child is going to be late or absent. Feel free to contact your child’s teachers to see how they are progressing in class.

3. Get to know your child’s friends.

4. Monitor your child’s use of the internet. Keep computers and televisions in common areas of the home, rather than in bedrooms. Students will think about what they are posting online if you are monitoring it.

5. Consider having your child’s cell phone charge in your room at night. This will prevent late-night texts / calls.

ALPHA AWARD

An award presented at

graduation to students who

displayed outstanding school

involvement, in thee areas, over

their four years at Aurora High

School:

ACADEMICS

ATHLETICS

CITIZENSHIP

Nothing But Our Best!

@Aurora_Guidance

@Aurora_Guidance

Step 1—Compulsory Courses In Grade 9 all students must take:

English Math Science French Geography Health and Physical Education Arts (recommended to be completed in Grade 9)

Step 2—Elective Courses In addition, students must rank their top 4 choices (consisting of 2 electives followed by 2 alternates) from the following list:

in grade 9 DUE DATES

Registration Form to Grade 8 Teacher: Friday, January 24, 2020 Course Selection Submitted Online: Monday, February 24, 2020

ADA1O1 / ADA1OF — Drama This course is available as an English option or French Immersion requirement. This course provides opportunities for students to explore dramatic forms and techniques, using material from a wide range of sources and cultures. Students will use the elements of drama to examine situations and issues that are relevant to their lives. Students will create, perform, discuss, and analyze drama, and then reflect on the experiences to develop an understanding of themselves, the art form, and the world around them.

“Grade Nine Drama Rocks” was how one grade 9 student described the course. But, when you think about it, what’s not to love about creating a mime narrative rock video

or improvising the way that professionals do? Come experience for yourself the thrill of performance in Grade 9 Drama.

AMU1O1 — Music This course emphasizes the creation and performance of music at a level consistent with previous experience and is aimed at developing technique, sensitivity, and imagination. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop an understanding of the conventions and elements of music and of safe practices related to music, and will develop a variety of skills transferable to other areas of their life. AMR1O1 — Repertoire This course emphasizes the performance of music at a level that strikes a balance between challenge and skill and is aimed at developing technique, sensitivity, and imagination. Students will participate in creative activities that teach them to listen with understanding. They will also learn correct musical terminology and its appropriate use.

“I can’t imagine high school without music. My friends in the band felt like my family” (Grade 12 student). Students are encouraged to join the grade 9 Concert Band

and other small ensembles, like the junior Jazz Band, as a means of expressing themselves musically, developing cooperatively, and increasing self-discipline.

Students who participate in the grade 9 Concert Band will have the opportunity to take part in music concerts, music festivals, music socials and the year-end banquet.

AVI1O1 — Visual Arts 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.

Are you a creative thinker? Love art? This course is designed to provide you with a solid foundation in visual arts. You will acquire skills in drawing, painting, sculpture,

creative problem-solving, visual thinking and the ability to interpret visual images. This course is recommended for students who either wish to further their studies of the

visual arts or just like doing art in general. Students will be exposed to examples of Western Art (including Canadian Art) and art from various cultures

BTT1O1 — Information and Computer Use in Business This course introduces students to information and communication technology in a business environment and builds a foundation of digital literacy skills necessary for success in a technologically driven society. Students will develop word processing, spreadsheet, database, desktop publishing, presentation software, and website design skills. Throughout the course, there is an emphasis on digital literacy, effective electronic research and communication skills, and current issues related to the impact of information and communication technology.

Have a great time while you develop the skills most in-demand by all 21st century employers: communication skills. BTT will build your expertise in this area as you learn

researching, preparing and presenting business and personal documents in a professional manner. Create a variety of fun and exciting projects, using programs

such as Microsoft Word, PowerPoint, Excel, Access and Publisher. Play and learn with programs like Dreamweaver, Moviemaker and Google Sites. If you’re looking for a

course with practical application for the rest of your life, this is the one. HIF1O1 — Exploring Family Studies This course explores, within the context of families, some of the fundamental challenges people face: how to meet basic needs, how to relate to others, how to manage resources, and how to become responsible members of society. Students will explore adolescent development and will have opportunities to develop interpersonal, decision-making, and practical skills related to daily life. They will learn about the diverse ways in which families function in Canada and will use research skills as they explore topics related to individual and family needs and resources.

Learning life skills can be fun and exciting. This course provides students with the opportunity to develop practical skills related to daily life that can be applied in a home,

community, or worksite. Students will participate in several activities designed to strengthen organizational skills, relationship management and self-confidence.

Activities include: creating an autobiography, hands-on food labs, conflict resolution skills, and learning to sew. Check out our Guidance webpage

for additional resources and supports

Step 3—My Pathway Planner/ Online Course Selection Course selection in the YRDSB is done online using myPathway Planner. You can use this program to select courses, explore career and education options, and develop a career plan.

How to access and select courses:

1. Go to yrdsb.ca then select on the right hand side of

the page.

2. Login by using your GAPPS username and password

3. Once you are logged in, you will be on the "Dashboard". Here, you can begin the process of accessing your classes, setting goals, and/or setting up your portfolio. This is the place where you can store the information about the careers and post-secondary institutions you have researched, as well as the place where you can highlight your skills and abilities.

4. To enter your course selections for the next school year, click on "High School” from the list of options in the menu on the left hand side of the screen.

To choose a compulsory course (grayed font), click on the button.

All of the courses in that discipline will appear.

To choose an elective course, click on the button.

A drop-down menu will appear with all disciplines available in our school.

Select the discipline you are interested in, or use the search box in the top right course of the filter bar.

If you click on the course name or code, the description and prerequisites for the course will appear to the right.

To add the course to your selections, click the blue “Add Course” button.

You will return to your course selection planner and the chosen course will appear.

Continue until you have selected all courses.

This symbol indicates a “Guidance Message” for you to read. Hover over the blue symbol and a note will appear.

To make changes to your course selection, click on the icon to change or edit your selection.

5. To review your course selection, click on the button at the top of the planner.

6. Review your course selections before submitting. Once submitted, you can no longer make changes.

7. To submit your course selection, click the button.

8. Remember: once you have submitted your course selection, you cannot go back and change it.

9. Print a copy of your course selection by clicking on the button.

Have your parent/guardian sign your course selection form; please return it to your Grade 8 teacher by Monday, February 24, 2020.

French Immersion The French Immersion program is designed specifically for students whose first language is not French and who have completed the elementary French Immersion program (minimum of 3800 hours of instructional French).

Students are required to successfully complete ten French Immersion credits (including a French Immersion language course in each grade) in high school in order to earn an Aurora High French Immersion Certificate.

NOTES FROM GUIDANCE

Not Planning on Coming to AHS next year?

Click on the “Not Returning” icon in the top right hand corner of myPathway Planner

AND select the appropriate reason. Please speak to your Grade 8 teacher; you will also need to complete the “Grade 9 Intention to Attend an Alternate Location” form

Modern Learning @ AHS Modern learning focuses on guiding student inquiry, dialogue, and critical thinking. The end results are students who take thoughtful risks, engage in experiential learning, persist in problem-solving, embrace collaboration, and work through the creative process. Aurora High graduates are the innovators, educators, leaders, and learners of the 21st century!

Open (O) Open (O)

Academic (D) University (U)

University/College (M)

Applied (P)

College (C)

The following flowchart indicates the usual progression of course

types from grades 9 & 10 to grades 11 & 12.

Progression of Course Types

P a t h w a y s a r e n o t f i x e d ; t h e y c h a n g e a s a n i n d i v i d u a l d e v e l o p s n e w i n t e r e s t s , a b i l i t i e s a n d s k i l l s

Students at Aurora High will learn about each of the following post-secondary options:

APPRENTICESHIP hands-on training for people who want to work in a skilled trade; approximately 80%

of training occurs on the job and 20% in a classroom COLLEGE students may earn a certificate, diploma, advanced diploma or applied bachelor’s

degree; combines theoretical knowledge and practical experience UNIVERSITY students earn a bachelor’s degree; theoretical academic training WORKPLACE jobs for students who have completed their Ontario Secondary School Diploma,

Ontario Secondary School Certificate or Certificate of Accomplishment; training is unique to each circumstance

ACADEMIC (D)

Academic courses develop students’ knowledge and skills

through the study of theory and abstract problems.

These courses focus on essential concepts of a subject

and explore related concepts. They incorporate practical

applications as appropriate. More independent learning

is expected of students in these courses, as the course

moves at a faster pace. The 2019/2020 maximum class

size of an academic course is 29 students. Academic

courses are available in English, math, science, French

and geography.

APPLIED (P)

Applied courses focus on the essential concepts of a

subject, and develop students’ knowledge and skills

through practical applications and concrete examples.

Familiar situations are used to illustrate ideas, and

students are given more opportunities to experience

hands-on applications of the concepts and theories they

study. The 2019/2020 maximum class size of an applied

course is 22 students. Applied courses are available in

English, math, science, geography and French.

OPEN (O)

Open courses are designed to prepare students for

further study in a subject, and to enrich their education.

These courses comprise a set of expectations that are

appropriate for all students. Generally, these courses are

elective subjects, with the exception of the compulsory

credits in the arts, health and physical education, and

French.

Selecting your courses Types of Courses in Grade 9

Grade 9 and 10 courses set high expectations for all students. Courses differ in the balance between essential

concepts and additional material, and in the balance between theory and application

Applied and Academic—Key Differences APPLIED ACADEMIC

Teaching/

Learning

Strategies

emphasis on practical applications

more teacher directed activities

focus on essential skills by emphasizing practical, concrete applications

curriculum delivered in smaller ‘chunks’ with some work completed in class

emphasis on theoretical and abstract applications

more student initiated activities

independent activities build on essential skills

curriculum delivered at a quicker pace, requiring more work outside of the class

Assessment reports, projects, based on application of concepts reports, projects emphasize abstract and theoretical concepts

Strengths of

the Learner

reads for specific purpose

prefers to be specifically taught learning in each context

benefits from more structure

likes to learn and master essential skills and knowledge

completes tasks in directed environment

processes knowledge in smaller packages

able to describe and make comparisons

enjoys learning by doing and by some theoretical work

prefers to complete daily review and homework in class

reads independently and comprehends

ability to transfer what is learned from one context to another

benefits from more independence

likes to explore content beyond classroom learning

completes tasks in both directed and independent environment

understands complex concepts and processes

able to make inferences and draw conclusions

enjoys learning by doing and more extensive theoretical work

recognizes need for daily homework and review

English

describe information, ideas, opinions, and themes

locate and record information and ideas from sources

identify the specific audience for each piece of writing, describe elements

use specific references from a text to support opinions

analyze information, ideas, and elements to make inferences

locate and evaluate information and ideas from sources

select narrative style and level of language to suit the form, audience, and purpose

use specific evidence from a text to support opinions

Geography

compare Canada’s quality of life with that of other countries

identify and discuss different perspectives

describe the value of key natural resources

describe an environmental initiative

recommend ways in which individuals can contribute to the quality of life

analyze and discuss different perspectives

assess the value of key natural resources

analyze and evaluate an environmental initiative

Mathematics

simplify numerical and polynomial expressions

determine characteristics of linear relations

determine the rate of change of a linear relation

solve problems involving perimeter, area, volume

manipulate numerical and polynomial expressions

interpret the slope and y-intercept of a linear relation

manipulate and rearrange the equation of a line

solve problems involving perimeter, area, volume and surface area

Science

analyze on the basis of research

organize and record data gathered, describe characteristics

explain relationships, graph and interpret relationships

conduct inquiries and make appropriate observations

assess on the basis of research and report and conclude findings

gather, organize, and record qualitative/quantitative data

predict and explain relationships and relate to theory, graph and interpret

plan, conduct, and conclude inquiries, compare and contrast characteristics

Core French

communicate and interact in structured situations, with prompts

apply their knowledge of French in everyday situations.

develop listening, speaking, reading, and writing skills

practical applications and concrete examples

communicate and interact with increasing independence

focus on familiar topics related to their daily lives

develop listening, speaking, reading, and writing strategies

apply creative and critical thinking skills in various situations

Choose Once, Choose Wisely!

Pathways

Grade 9 and 10 Grade 11 and 12

What do you need to graduate? 18 Compulsory Credits

Students must earn the following compulsory credits to obtain the Ontario Secondary School Diploma:

4 credits in English* 3 credits in mathematics 2 credits in science 1 credit in the arts 1 credit in Canadian history 1 credit in Canadian geography 1 credit in health and physical education 1 credit in French as a second language 0.5 credit in career studies 0.5 credit in civics

Plus one credit from each of the following groups: Group 1

1 additional credit in English, or French as a Second Language**, or an International Language, or Social Science and the Humanities or Canadian and World Studies, or Guidance and Career Education, or Co-operative Education***.

Group 2

1 additional credit in Health and Physical Education, or the Arts, or Business Studies or French as a Second Language** or Co-operative Education***.

Group 3

1 additional credit in Science or Computer Studies or Technological Education or French as a Second Language** or Co-operative Education***.

In addition to the 18 compulsory credits, students must complete: 12 optional credits****

The provincial literacy requirement

40 hours of community involvement

* a maximum of 3 credits in English as a Second Language (ESL) or English Literacy

Development (ELD) may be counted towards the 4 compulsory credits in English but the

fourth must be a credit earned for a Grade 12 compulsory English course.

** a maximum of 2 credits in French as a Second Language (FSL) can count as

compulsory credits. One from group one; one from either group 2 or 3 (not both).

*** a maximum of 2 credits in Co-operative

Education can count as compulsory

credits.

**** may include up to four

credits achieved through

approved Dual Credits

40 hours

Community Involvement—Not-for-Profit Volunteerism

All Grade 9 - 12 students must complete a minimum of 40 hours of

community involvement activities as part of the requirements for an Ontario

Secondary School Diploma. A helpful hint is to encourage your child to

complete at least 10 hours per year which will work towards completing the

40 hours necessary to graduate. Hours may begin to accumulate during the

summer after grade 8. Visit www.yrdsb.ca and click on “Students” under

“Create My Plan,” click “Community Involvement” for more information. All

activities must take place outside scheduled class time and must be

completed without pay, with a not-for-profit organization.

Ontario Secondary School Literacy Test

In the spring of grade ten, all students write the Ontario Secondary School

Literacy Test. This is a requirement for graduation. The test includes

several reading and writing tasks. At Aurora High we prepare our students

by having them practice literacy activities, participate in after school

programs, and complete targeted specific skill development through

various grade ten classes.

Assessment/Evaluation of Student Achievement

The primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine a student’s strengths and weaknesses in their achievement of the curriculum expectations in each course. Assessment is the process of gathering information from a variety of sources (including assignments, demonstrations, projects, performances, and tests) that accurately reflects how well a student is achieving the curriculum expectations in a course. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. In Ontario secondary schools, the value assigned will be in the form of a percentage grade or level. Student Academic Achievement is organized into the four broad categories of knowledge and skills: Knowledge/Understanding, Thinking/Inquiry, Communication, and Application. Student achievement is calculated through course work (70%) and summative tasks (30%), which may include exams, performance tasks, demonstrations, projects and/ or essays.

A Specialist High Skills Major (SHSM) is a specialized program which allows students in Grades 11 & 12 to experience a range of customized, career-focused learning opportunities while students work towards their Ontario Secondary School Diploma (OSSD). Students have the opportunity to customize their high school experience, explore new ways of learning and 'reach ahead' to their post-secondary destination of choice (apprenticeship, college, university, or the workplace). Aurora High

currently offers five SHSM programs: Arts & Culture, Business, Construction, Health & Wellness, and Transportation. To reinforce student career interests, all SHSM students participate in a co-op placement. SHSM students earn extra recognition among high school graduates with a red seal distinction on their Diploma. For more information please contact the Community-Based Education or the Guidance departments.

SHSM

Co-op is educational programming that integrates classroom theory with practical experience in the workplace. Programming is based on a partnership between the school and a business or community organization. It involves the participation of student, teacher and the placement supervisor. This is a credit-earning program; Co-op is available for Grades 11 & 12 students, and may be taken as a 2 credit (half day) or 4 credit (full day) package. Each 2 credit Co-op experience is linked to an in-school subject. Other opportunities available through Co-operative Education include summer Co-op, OYAP (Ontario Youth Apprenticeship Program), and the Militia Co-op (with the Canadian Armed Forces). For more information please contact Mrs. Ashby, Head of Community-Based Education at 905-727-3107 ext. 172. C

O-O

P

Aurora High School offers an Alternative Education Program for students who are two or three semesters away from graduation and are looking for an alternate pathway to graduation and/or college. We offer in-school classes for compulsory college credits (e.g. English), while your remaining elective credits are earned while you work and earn money in the world of work. If you are interested in learning more about this exciting alternative pathway to graduation, please contact Mr. Cathcart, Head of Personalized Alternative Education at 905-727-3107 ext. 252.

ALT

. ED

Every student coming into high school has individual strengths and needs. The student success team at Aurora High is here to ensure that all students are successful and achieve their full potential. The student success teacher primarily works with students who are experiencing difficulty, but are not receiving assistance from the Special Services department. The student success teacher may liaise with other teachers, parents, administration, school board personnel and community agencies in order to best meet individual student needs. Aurora High has a student success resource room where students can find a quiet place to work with support from the student success teachers. Some examples of the kinds of assistance provided by the student success team include transition planning, monitoring, early intervention, credit salvaging, and credit recovery. In addition, the student success teachers assist in developing a student’s learning skills, including organizational habits, the use of graphic organizers, goal setting, time management, and stress reduction. For more information please contact Mr. Green or Ms. Ludlow at 905-727-3107 ext. 334.

Students identified through the IPRC process receive one of four levels of support:

1. Withdrawal Assistance in high school requires students to enroll in Learning Strategies [GLE1O]. This is a credit course where students learn skills necessary for success in high school and learn to apply these skills to other subject areas. The Learning Strategies teacher is the Special Education Resource Teacher (SERT) responsible for the student’s Individual Education Plan (IEP) and provides support to students and classroom teachers throughout the school year.

2. Students placed in Resource Support do not enroll in Learning Strategies, but receive support from their SERT who is also responsible for the student’s IEP.

3. Students placed in Indirect Service have an IEP prepared by a SERT who program consults with classroom teachers to assist them in implementing the student’s IEP.

4. At Aurora High we have two Partially Integrated programs where students work in areas determined by their IEP. Students may enroll in some credit and non-credit bearing courses, but the focus of this program is to build skills for life after high school.

For more information please contact Dr. Park, Head of Special Services at 905-727-3107 ext. 309.

SPEC

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Specialized Programs @ Aurora High ST

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