Selkirk Secondary School Grade 10-12 Handbook & Course ... Grade 10-12... · 65 . Selkirk Secondary School Grade 10-12 Handbook & Course Selection Guide 2020-2021

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Selkirk Secondary School Grade 10-12 Handbook

& Course Selection Guide 2020-2021

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Foreword

The purpose of this guide is to assist students and their parents in making wise selections when planning courses for the upcoming school year.

It is intended that the student should carefully study the information supplied on courses and programs and select those which best fit his or her aims and goals. Before making any selections, two questions should be asked: “Where am I going?” and “What do I need to get there?” At Selkirk, a wealth of career information is available. Whether the student’s goal is direct employment, an apprenticeship, university entrance, technical or other post-secondary entrance, the information required is available upon

request from the counselling department.

Students are expected to plan their programs very carefully. It must be emphasized that the timetable for Selkirk Secondary is not constructed until course selections are completed by students. These course selections will determine which courses will be offered at Selkirk. Students must realize that they are making a commitment when they sign up for a course. We will not be able to make program changes in September unless there are exceptional circumstances. Students must also realize that a course they select may not be offered if not enough students choose the course; thus, it is important to carefully select alternates.

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Contents

BC Graduation Program 4 Physical Education 40-43

Career Life Education 5 Sports School 44-45

Selkirk Support Services 6-8 Outdoor Education 46-53

Selkirk International Program 9 Storm Volleyball Program 54

English 10-13 Science 55-60

Fine Arts 14-21 Social Studies 61-64

Languages 22-24 Special Interest 65-68

Applied Skills (Drafting, Media Arts, Foods, etc.) 25-29 Trades 69-70

Mathematics 31-39

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BC Graduation Program

Highlights: Grade 10-12 courses count for credits toward graduation (see Grad Requirements Planning form under “Grad Zone” on Selkirk’s website).

Dogwood Diploma

At a Glance

The B.C. Certificate of Graduation or "Dogwood Diploma" is awarded to students who successfully complete the provincial graduation requirements.

Students require a minimum of 80 credits to graduate.

Of these 80 credits:

• At least 16 credits must be at the Grade 12 level, including a required Language Arts 12 • At least 28 credits must be elective course credits • 52 credits are required from the following:

o Career-Life Education (4 credits), and Career-Life Connections (4 credits) o Physical and Health Education 10 (4 credits) o Science 10 (4 credits), and a Science 11 or 12 (4 credits) o Social Studies 10 (4 credits), and a Social Studies 11 or 12 (4 credits) o A Math 10 (4 credits), and a Math 11 or 12 (4 credits) o A Language Arts 10, 11 and a required 12 (12 credits total) o An Arts Education 10, 11, or 12 and/or an Applied Design, Skills, and Technologies 10,

11, or 12 (4 credits total)

In addition, students must also complete three new graduation assessments:

• The Grade 10 Numeracy Assessment was introduced in 2018 • The Grade 10 Literacy Assessment was introduced in 2019/20 • The Grade 12 Literacy Assessment will be introduced in 2020/21

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Career Life Education

Prerequisite: none

Big Ideas:

• Finding a balance between work and personal life is essential to good physical and mental health

• A network of family, friends, and community members can support and broaden our career awareness and options

• Learning how to learn prepares us to be lifelong learners who can adapt to changing career opportunities

• Effective career planning considers both internal and external factors • The global economy affects our personal, social, and economic lives and prospects • Successful career and education paths require planning, evaluating, and adapting

Topics will include: The focus of Career Education 10 is personal development, career and life planning, and connections to community. https://curriculum.gov.bc.ca/curriculum/career-education/all/career-life-education

Career Life Connections (Capstone Project) 12

Prerequisite: Career Life Education

Graduation Capstone is a graduation requirement and is worth 4 credits. Students are required to complete a body of work that has them examine their academic and career plans for post high school as well as create a plan for a passion that they will foster for years post-Selkirk. Students must also demonstrate connection with community and reflect on their skills and strengths and how their aptitudes will aid them as they move forward in their lives. Ultimiately, the culminating aspect of the Capstone project is to ensure that students are prepared and focused on life after graduation. Students do not complete Graduation Capstone Project in a classroom, but rather meet throughout the year with the Grad Capstone teacher for general instruction and then individually for specific questions. In addition, during flexible work time, the students will attend seminars that are geared towards fundamental aspects of adult life, such as, taxation, mental health, lifestyle choices, financial advice utitlizing mentors from the community. Each student’s work culminates in a panel presentation where students present to a panel of two to three adults consisting of an SD6 staff member and a Kimberley community member.

The course work is available on Selkirk’s website (Grad Zone) and contains the following elements:

1. Capstone – Passion Project 2. A Cover Letter 3. A Resume

https://curriculum.gov.bc.ca/curriculum/career-education/all/career-life-education

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4. Examination of their Core Competency development 5. A Panel Presentation / Interview

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/career-education/en_career-education_k-12_career-life-connections_elab.pdf

Selkirk Support Services

Counselling Services

Counselling Services Counsellors at Selkirk Secondary School assist students with a wide variety of personal, educational and career-related concerns. Some examples of service:

Personal counselling: for students who are experiencing personal difficulties which interfere with their academic, social, and/or family life.

Educational counselling: choosing appropriate courses and making educational plans; information on graduation requirements; identifying post-secondary education and training requirements. Career counselling: helps students explore their own interests, abilities, and strengths; assists with setting career goals; helps with planning strategies to reach career goals.

Information and referral services: accesses current selection of university and college calendars, apprenticeship program brochures and other materials; provides information on financial assistance and loans, scholarships and bursaries; provides referrals and services with community agencies, educational institutions, government agencies, and the business community.

It is our hope that through the resources available in the Counselling Department, students will be better informed and able to make appropriate decisions for themselves now and in the future.

Parents are invited to discuss any matter of concern by emailing Jeff Pew ([email protected] ) or calling the school at (250) 427-4827.



mailto:[email protected]

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Student Services Student services offer a variety of support services to help ensure students’ success at Selkirk.

• Extra help or just a quiet place to work is readily available to all students in most subject areas during lunch Monday to Thursday.

• The classroom is open for students to work before classes begin.

• In class assistance is provided for students where appropriate.

• Study sessions are available to support exam preparation • Accommodations are available for individual needs for

test writing • In consultation with parents, counsellor and student support teacher, students may receive a

learning assistance or study block built into their timetable to address learning needs or academic requirements.

• For more information, please feel free to contact Lynne Cox ([email protected] ) or at the school at 427-4827.

Community LINK (Learning Includes Nutrition and Knowledge)

In addition to counseling services, we have a Community LINK (Learning Includes Nutrition and Knowledge) Youth Care Worker. The Youth Care Worker works closely with counselors, teachers, administrators, parents and community agencies to liaise and support students in a variety of ways. Monitoring student attendance to help ensure academic success is also done by the Community LINK Youth Care Worker. Another component of this position is the operation of the Breakfast Program. Selkirk Secondary relies on community donors to help fund the Breakfast Program. For more information please feel free to contact Joleen Steel at 250 427-4827 or [email protected].



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Aboriginal Education

The Aboriginal Education Program provides aboriginal students with support and guidance throughout the school year, academically, culturally, and social-emotionally. This support can vary depending on student needs with the goal of developing resiliency and leading students in the program to graduation with purpose, dignity, and options. Students will be provided with cultural experiences and academic support when required. The belief “that it takes a community to raise a child” is practiced at Selkirk Secondary School.

For more information, please feel free to contact Esther Sylvestre ([email protected] ) or Trina Bradshaw ([email protected] ) or at the school at 250-427-4827.

Library Learning Commons

Selkirk’s Library Learning Commons (LLC) offers students access to a wide variety of reference and recreational reading materials including books, magazines, and videos. The main collection is supplemented by internet access to quality online databases, encyclopedias, and other educational content.

Students have access to the desktop computers and laptops for schoolwork throughout the day. The Teacher Librarian can help students search for information and provide technical support as well.

The LLC is open at 8:15am daily before classes start and during lunchtime for study purposes. It is also open afterschool until 4:15 pm Tuesday-Thursday. The LLC is a great resource for students that require extra study outside of regular class time.

There are a number of potential self-directed courses offered through the LLC (i.e. Independent Directed Studies; Academic Support Block; BC First Peoples 12). If you are interested in taking one of these courses, please see Mr. Wetmore, Mr. Pew, Mr. Sharun, Mrs. MacLeod or Mr. Dolgopol when your timetable is reviewed at the end of the school year.



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Rocky Mountain International Student Program

International education has been part of the Selkirk experience for Kimberley and area students since the 1980s. For over 30 years, students from dozens of countries around the world have been living and learning in Kimberley. This year, Selkirk welcomed over 30 students from Germany, Japan, Spain, Korea, Switzerland, Mexico, China, Thailand, Germany, Norway, Taiwan, and New Zealand for times ranging from three months to the entire school year.

The Rocky Mountain International Student Program provides students from around the world with the unique opportunity to live and learn in British Columbia. The program is designed to maximize the study abroad experience by fostering friendships between Canadian and international students. This focus benefits Canadian students as much as international students by exposing them to new cultures, languages, and learning styles. The result is a multidimensional international experience that benefits everyone involved. In a world that is rapidly shrinking, Selkirk Secondary School and School District No. 6 (Rocky Mountain) remain at the forefront of programming designed to prepare students for a future that will only be as positive and productive as the people who will shape it.

For more information on the program including how to become a host family, please visit www.rmisp.ca or call Randy McLeod, Kimberley Homestay Coordinator, at 250-427-6168. You can find the program on Facebook at facebook.com/rmisp and you can follow it on Twitter at twitter.com/rmisp and Instagram at Instagram.com/rmisp.

http://www.rmisp.ca/

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ENGLISH LANGUAGE ARTS 10

Focussed Literary Studies 10 and Composition 10

(2 credits each) Prerequisite: English Language Arts 9

Objective: The course allows students to delve more deeply into literature as they explore specific themes, periods, authors, or areas of the world through literary works in a variety of media. Students will develop written communication through a critical process of questioning, exploring, and sampling. Within a supportive community of writers, students will work individually and collaboratively to explore and create coherent, purposeful compositions. Students will read and study compositions by other writers and consider a variety of styles as models for the development of their writing. The course builds students’ writing competencies by introducing them to varied structures, forms, and styles of compositions.

Big Ideas: 1. Texts are socially, culturally, geographically, and historically constructed 2. Engagement with the writing processes can support creativity and enhance clarity of expression 3. The exploration of text and story deepens our understanding of diverse complex ideas about

identity, others and the world.

https://curriculum.gov.bc.ca/curriculum/10-12

New Media 10 and Spoken Language 10

(2 credits each) Prerequisite: English Language Arts 9

Objective: This course is designed to reflect the changing role of technology in today’s society and the increasing importance of digital media in communicating ideas. It is intended to allow students the flexibility to develop a program of study centred on students’ interests, needs, and abilities. Additionally, this course recognizes that digital literacy is a characteristic of the educated citizen. The spoken language component of the course is designed to support students in their development of spoken communication through processes of questioning and exploring, building students’ spoken language

https://curriculum.gov.bc.ca/curriculum/10-1#2

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competencies by introducing them to varied structures, forms, and styles of oral compositions and by providing opportunities to create original pieces and performances.

BIG Ideas of the course include:

1. Non-literary and literary texts are socially, culturally, geographically, and historically constructed 2. Engagement with the writing processes can support creativity and enhance clarity of expression 3. The exploration of non-literary and literary text and story deepens our understanding of diverse

complex ideas about identity, others and the world. 4. Digital citizens have rights and responsibilities in an increasingly globalized society 5. Voice is powerful and evocative

https://curriculum.gov.bc.ca/curriculum/10

English Language Arts 11

Literary Studies 11 (4 credit course) Prerequisite: English Language Arts 10 (2 x 2 Credit)

Literary Studies 11 allows students to delve deeply into literature. Students can explore specific themes, periods, authors, or areas of the world through literary works (fiction and non-fiction) in a variety of media. Giving students the choice of a range of literary topics allows them to follow their passion and at the same time:

• Increase their literacy skills through close reading of appropriately challenging texts

• Enhance their development of the English Language Arts curricular competencies, both expressive and receptive

• Expand their development as educated global citizens

• Develop balance and broaden their understanding of themselves and the world

• Further develop higher-level thinking and learning skills

https://curriculum.gov.bc.ca/curriculum/10

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New Media 11 (4 credit course) Prerequisite: English Language Arts 10 (2 x 2 Credit)

New Media 11 is a program of studies designed to reflect the changing role of technology in today’s society and the increasing importance of digital media in communicating and exchanging ideas. This course is intended to allow students and educators the flexibility to develop an intensive program of study centred on students’ interests, needs, and abilities, while at the same time allowing for a range of local delivery methods. New Media 11 recognizes that digital literacy is an essential characteristic of the educated citizen. Coursework is aimed at providing students with a set of skills vital for success in an increasingly complex digital world by affording numerous opportunities to demonstrate understanding and communicate increasingly sophisticated ideas through a wide variety of digital and print media. Compared with New Media 10, New Media 11 features tasks and texts of greater complexity and sophistication. As well, the Grade 11 course extends the depth and breadth of topics and activities offered in New Media 10.


English Studies 12 Prerequisite: English 11 (4 Credit)

The required English Studies 12 course builds on and extends students’ previous learning experiences in ELA and EFP 10 and 11 courses. It is designed for all students and provides them with opportunities to:

• Refine their ability to communicate effectively in a variety of contexts and to achieve their personal and career goals

• Think critically and creatively about the uses of language • Explore texts from a variety of sources, in multiple modes, and that reflect diverse worldviews • Deepen their understanding of themselves and others in a changing world • Gain insight into the diverse factors that shape identity • Appreciate the importance of self-representation through text • Contribute to Reconciliation by building greater understanding of the knowledge and

perspectives of First Peoples • Expand their understanding of what it means to be educated Canadian and global citizens


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English 12 – First Peoples Prerequisite: English Language Arts 11 course (4 Credit)

The course is grounded in the First Peoples Principles of Learning. It is designed for all students, Aboriginal and non-Aboriginal, who are interested in delving deeply into First Peoples oral and written literature and visual texts in a range of media. The course focuses on the experiences, values, beliefs, and lived realities of First Peoples as evidenced in various forms of text, including oral story, poetry, song, performance, film, and prose. A key feature of the course is its focus on authentic First Peoples voices. In EFP 12, all students:

• Examine texts grounded in a diversity of First Peoples cultures, including local First Nations or Métis communities

• Extend their capacity to communicate effectively in a variety of contexts • Think critically and creatively about the uses of language • Deepen their understanding of themselves and others in a changing world • Gain insight into the diverse factors that have shaped and continue to shape their own identities • Appreciate the importance of self-representation through authentic First Peoples text • Contribute to Reconciliation by building greater understanding of the knowledge and

perspectives of First Peoples • Expand their understandings of what it means to be educated Canadian and global citizens


Creative Writing 12 Prerequisite: English Language Arts 10 (2 x 2 Credits)

Creative Writing 12 is designed for students who are interested in creating a body of work reflective of a sophisticated breadth and depth of skill. The course provides students with opportunities to specialize and publish in real-world contexts. Students engage in the exploration of personal and cultural identities, memories, and stories, in a wide range of genres. Within a supportive community, students will collaborate and develop their skills through writing and design processes, celebrating successes. Students will refine their ability to write in complex, controlled styles with effectiveness and impact.

The following are possible areas of focus within Creative Writing 12:

• Fiction and poetry – suggested content includes flash fiction, graffiti, sub-genres (e.g., adventure, children’s literature, comic/graphic, fantasy, fan fiction, historical fiction, horror, sci-fi, dystopian, suspense, thriller, tragedy, romance), drama, script writing, poetry, authenticity versus sentimentality, literary devices, and techniques, various forms, the relationship between form and function


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• Creative non-fiction – suggested content includes columns, features, articles, queries, captions, layout, reporting, interviews, reviews (fashion, movie), advertising, titles, bylines, sample readings

• Memoir – suggested content includes place-based writing, narrative, film memoir, sample readings

Fine Arts- Music

Arts Education

Art is about looking at and reflecting upon our visual surroundings and representing what is seen, felt, thought or imagined. Students should not get the idea that they necessarily need, “artistic talent,” to take an Art course. Important creative skills can be taught and learned.

http://mrsmccuaigartroom.weebly.com/

Arts Education: Art Studio 10

Prerequisite: None

Objective: This course develops skills learned in Explorations Art 9: design, sculpture, drawing and painting. Students continue to develop a wide array of skills and understandings while working with the elements and principles of Art and Design. Specific techniques are taught to develop students’ skill in handling a variety of media: pencil, paint, printing inks, clay, construction materials, etc. Students develop an understanding of: The Art elements of line, tone, colour, shape, and form and the Art principles of balance, harmony, and contrast. Students develop an appreciation of art as a form of visual expression that demonstrates an understanding of personal, social, cultural, environmental, and historical context.

Big Ideas: • Art studio embraces the selection and combination of a broad

spectrum of materials, technologies, and processes for artistic expression

• Traditions, perspectives, worldviews, and stories can be shared through visual arts

• Growth as an artist requires time, patience, and reflection • The creation of visual art relies on the interplay of the mind and body • Visual arts offer unique ways of exploring one’s identity and sense of

belonging

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/arts-education/en_ae_10_art-studio.pdf mrsmccuaigartroom.weebly.com


https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/arts-education/en_ae_10_art-studio.pdf

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/arts-education/en_ae_10_art-studio.pdf

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Art Studio 11

Prerequisite: None

Art Studio 11 extends upon the learning gained in Art Studio 10. Greater depth and sensitivity are stressed when using different media. If students have not taken Art Studio 10, Art Studio 11 will give them all the necessary instruction to succeed at this level. Pencil techniques, clay sculpture, design, painting techniques and Art criticism are explored.

Big Ideas: • Art studio embraces the selection and

combination of a broad spectrum of materials, technologies, and processes for artistic expression

• The visual arts reflect the interconnectedness of the individual, community, history and society

• Growth as an artist is dependent on perseverance, resilience and reflection

• Meaningful artistic expression requires the engagement of the mind and body • Visual arts provide a unique way to represent self, identity, and cultural expression

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/arts-education/en_arts-education_11_art-studio_elab.pdf mrsmccuaigartroom.weebly.com

Art Studio 12

Prerequisite: Art Studio 11

Students, in consultation with the teacher, will develop a program of study which best suits his/her special interests. Some students may choose to specialize in one area (i.e. drawing) and others may wish to continue with a more generalized program. All students taking Art Studio 12, should be self-directed and highly motivated. There will be an emphasis on self-criticism and a growth of personal ideas and skills. Art projects will be evaluated on craftsmanship, use of stylistic elements, originality, forcefulness of ideas, and creative voice. Each student will create a visual journal, which will reflect their growth and development as an artist.

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/arts-education/en_arts-education_11_art-studio_elab.pdf


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Big Ideas: • Art studio embraces the selection and

combination of a broad spectrum of materials, technologies, and processes for artistic expression.

• Active participation in the visual arts is an essential element of culture and personal identity and reveals insights into the human experience.

• Refining artistic expression requires perseverance, resilience and risk taking.

• Purposeful artistic choices enhance the depth and passion of the message.

• Ideas and beliefs within a work of art have the power to effect change.


mrsmccuaigartroom.weebly.com

Media Arts 10 - 12

Prerequisite: Media Arts 10 & 11: None / Media Arts 12: Media Arts 11

Media Arts includes, but is not limited to: video production, layout and design, graphics and images, digital photography, and new emerging media processes. Media Arts involves creative and critical thinking, through the use of media and digital applications. It provides hands on /minds on practical skills for persuasive self expression and empathic communication. It is a powerful tool in which to create change and inspire thought.

Big Ideas: • An artist’s intention transforms media technologies into art. • Traditions,perspectives,worldviews and stories can be shared through media arts. • Growth as an artist requires time patience and reflection. • The creation of media art relies on the interplay of the mind and body. • Media arts offer unique ways of exploring our identity and sense of belonging.



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Topics will include: • Digital photography, photo manipulation and

editing with Adobe Photoshop • Videography and video editing, (digital

storytelling) • Simple animation techniques • Creating an online digital art portfolio

Grade 12 Media Arts students will have their choice to focus on one or more of these topics in greater depth of inquiry.

• Digital Photography and editing in Adobe Photoshop

• Video creation and editing using Premiere Pro • Animation (Claymation, stop motion) • Graphic design, web design • Digital portfolio development • Illustration and digital drawing

https://curriculum.gov.bc.ca/curriculum/arts-education/10/media-arts https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/arts-education/en_arts-education_10_media-arts_elab.pdf

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/arts-education/en_arts-education_10_media-arts_elab.pdf

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/arts-education/en_arts-education_10_media-arts_elab.pdf http://mrsmccuaigmediaarts.weebly.com/

https://curriculum.gov.bc.ca/curriculum/arts-education/10/media-arts







http://mrsmccuaigmediaarts.weebly.com/

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Arts Education: 3D Studio 10, 11, 12

Prerequisite: None for 10 or 11 Not offered in 2020 2021

This course expands upon 3 dimensional skills taught in Art Studio 10-12. It can also be taken as separate art credit course, with a focus on 3- dimensional artwork. Students are encouraged to also take Art Studio 10-12. Students will use a range of materials such as clay, wood, mixed media, casting materials and wire to create meaningful works of art that reflect their understanding of form. They will experiment with artistic possibilities with a wide range of materials, processes and

technologies.

Big Ideas:

• An artist’s intention transforms materials into three-dimensional art. • Visual arts reflect the interconnectedness of the individual,

community, history, and society. • Growth as an artist is dependent on perseverance, resilience, and

reflection. • Artistic expression is an artist’s physical, emotional, and cognitive

articulation of our humanity. • Three-dimensional artistic works provide unique aesthetic

experiences in a variety of contexts.

Topics Include:

• Ceramics-Hand building, glazes, pottery wheels

• Carving-Wood and soap stone

• Casting- Plaster, wax

• Mixed Media

• Found objects

• Wire-Amateur

• Art History (famous sculptors and art movements)

https://curriculum.gov.bc.ca/curriculum/arts-education/10/studio-arts-3D http://mrsmccuaigartroom.weebly.com/

https://curriculum.gov.bc.ca/curriculum/arts-education/10/studio-arts-3D


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DRAMA

Drama 10-12

Prerequisite: None

Objective: To develop acting skills, including improvisation, acting technique, and performance experience. Topics will include: Daily improvisation work, scene work, class presentations, critical evaluations of well-known performances, reading about acting technique, and large in-class or public presentations.


Musical Theatre 10 - 12

Not offered in 2020 - 2021

Objective: To prepare and present a short (4-5 shows) run of a full-length musical. Topics will include: This course focusses on a combination of singing, acting, and dance skills, with varying focus on each depending on the musical chosen. For example, some musicals are more dance-intensive than others. The course teaches basic harmony singing as well as an emphasis on voice projection in both acting and singing. The course also teaches character development and acting skills. When this course runs the musical will be chosen before course selection and so students can check in with Mr. Heyde for more information before handing in their course selection sheets. This course is open to grade 8 and 9 students as well.


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https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/arts-education/en_arts-education_10_musical-theatre_elab.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/arts-education/en_arts-education_11_musical-theatre_elab.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/arts-education/en_arts-education_12_musical-theatre_elab.pdf

Instrumental Music (Concert Band / Concert Choir 8 – 12)

General Notes on the Music Program There are 6 Music-related courses that are offered at Selkirk: Junior Band (grades 8 and 9), Senior Band (9-12), Jazz Band (8-12), Concert Choir (8-12), Vocal Jazz (9-12), and Musical Theatre (8-12). Not all courses will run every year. For example, musicals typically alternate years with Vocal Jazz. All groups travel and perform regularly, and Musical Theatre typically involves an April run of a musical. Students who use school instruments will be required to pay an $80 annual maintenance fee. Concert Band involves all standard wind and brass instruments as well as percussion and upright bass. Jazz Band involves saxophones, trumpets, trombones, drums, percussion, electric and upright bass, guitar, and piano. While the Concert Choir has occasional percussion and/or bass accompaniment all students who sign up for Choir would be expected to sing most of the time. The Vocal Jazz on the other hand typically has full-time drummers and bassists. Please note that Vocal Jazz does not appear on course selection sheets as it is by audition only for singers and by invitation only for drummers and bassists. Auditions will run in June each year for next year’s group.

Instrumental Music – Concert Band 9 - 12

Objective: To acquire and improve instrumental music and performance skills. Topics will include: The course will emphasize instrumental technique, tone, intonation, sightreading, and playing skills through the study of concert band literature and exercises. While performance is a natural learning outcome of music studies there will also be a focus on basic music theory, listening, and technique.

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/arts-education/en_arts-education_10_instrumental-music_elab.pdf



Choral Music, Concert Choir 8 - 12

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/arts-education/en_arts-education_10_musical-theatre_elab.pdf












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Objective: To acquire and improve choral music and performance skills. Topics will include: The course will emphasize sight-reading and singing skills through the study of basic concert choir literature. While performance is a natural learning outcome of choir there will also be a focus on basic music theory, music listening, and technique.

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/arts-education/en_arts-education_10_choral-music_elab.pdf



Instrumental Music – Jazz Band 8 - 12

Objective: To acquire and improve instrumental jazz music and performance skills. Topics will include: The course will emphasize jazz articulation and tone, improvisation, and soloing. This course also focusses on listening, ear training, and jazz theory.


https://curriculum. gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/arts-education/en_arts-education_11_instrumental-music_elab.pdf


Choral Music – Vocal Jazz 9 - 12

Objective: To acquire and improve vocal jazz music and performance skills. Topics will include: The course will emphasize close harmony singing, vocal jazz sound, choral blend, scat singing, microphone technique, and soloing. This course also focusses on listening, ear training, and jazz theory. This group performs regularly. Please note that this group is by audition/invitation only. https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/arts-education/en_arts-education_10_choral-music_elab.pdf















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LANGUAGES

Core French 10

Prerequisite: French 9

Objective: To attain a level A 2.2 on the Common European Framework of Reference (CEFR) through various speaking, listening, reading and writing activities. This will take several semesters to attain.

Topics will include:

• Listening and viewing with intent strengthens our understanding and acquisition of French. • Acquiring a language can shape one’s perspective, identity, and

voice • Acquiring a language provides us with new opportunities to

appreciate and value creative works and cultural diversity. • Expressing oneself and engaging in conversation in French

requires courage and risk taking. • Acquiring French opens the door to interacting with the

Francophone world. • Acquiring French allows us to explore career, travel, personal growth, and study abroad

opportunities.

https://curriculum.gov.bc.ca/curriculum/core-french/10

Intensive French 10

Prerequisite: French 9

Objective: To attain a level B 1.1 on the Common European Framework of Reference (CEFR) through various speaking, listening, reading and writing activities. This will take several semeters to attain.


• Listening and viewing with intent strengthens our understanding and acquisition of French. • Acquiring a language can shape one’s perspective, identity, and voice • Acquiring a language provides us with new opportunities to appreciate and value creative works

and cultural diversity. • Expressing oneself and engaging in conversation in French requires courage and risk taking. • Acquiring French opens the door to interacting with the Francophone world. • Acquiring French allows us to explore career, travel, personal growth, and study abroad

opportunities.




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Core French 11

Prerequisite: Core French 10



• Listening and viewing with intent deepens our acquisition of French. • The communicative context determines how we express ourselves. • Language and culture are interconnected and intertwined. • Experiencing the creative works of another culture promotes an understanding of one’s own

culture. • Acquiring French provides a unique opportunity to access and interact with the Francophone

world. • Developing proficiency in French opens up career, travel, personal growth, and study abroad

opportunities.


Intensive French 11

Prerequisite: Intensive French 10



• Listening and viewing with intent deepens our acquisition of French. • The communicative context determines how we express ourselves. • Language and culture are interconnected and intertwined. • Experiencing the creative works of another culture promotes an understanding of one’s own

culture. • Acquiring French provides a unique opportunity to access and interact with the Francophone

world. • Developing proficiency in French opens up career, travel, personal growth, and study abroad

opportunities.




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Core French 12

Prerequisite: Core French 11



• Acquiring a language is a lifelong process. • With increased proficiency in French, we can discuss and justify opinions with nuance and

clarity. • Sharing our feelings, opinions, and beliefs in French contributes to our identity as a French

speaker. • Appreciation of Francophone culture allows us to understand and explore global issues with

greater awareness. • Experiencing the creative works of other cultures helps us develop our appreciation of cultures

worldwide. • Becoming more proficient in French allows us to explore career, travel, personal growth, and

study abroad opportunities.


Intensive French 12

Prerequisite: Intensive French 11

Objective: To attain a level B 1.1 on the Common European Framework of Reference (CEFR) through various speaking, listening, reading and writing activities.


• Acquiring a language is a lifelong process. • With increased proficiency in French, we can discuss and justify opinions with

nuance and clarity. • Sharing our feelings, opinions, and beliefs in French contributes to our identity as

a French speaker. • Appreciation of Francophone culture allows us to understand and explore global

issues with greater awareness. • Experiencing the creative works of other cultures helps us develop our

appreciation of cultures worldwide. • Becoming more proficient in French allows us to explore career, travel, personal growth, and

study abroad opportunities.




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APPLIED SKILLS

Technology Education – Drafting and Design 10 - 12

Prerequisite: None

Objective: In this course students will learn the basics of manual drafting (instruments used, technical sketching, orthographic and isometric projections) and then move on to 2D Computer Assisted Drafting and Design using software used in the industry (AutoCAD). Students will start by creating mechanical drawings to scale and progress all the way to creating their own architectural house plans. 3D modeling software will also be explored as well as a number of design projects.

Students returning from Drafting 10 will further develop their CADD skills using AutoCAD software. A more advanced design project will be introduced in the second term, and they will also explore more complex 3D models and assignments.

Note: An understanding of basic math concepts such as graphing and geometry is recommended for this course.

This course is right for you if:

• You have strong problem solving and math skills • You are able to focus in a lab environment and complete projects by their deadlines • You show good attention to detail and take pride in submitting high quality work • You have fundamental computer skills and are willing to experiment with new software


1. Drafting Styles and Techniques

2. Manual Drafting 3. Mechanical Drawings

(Isometric, Orthographic) 4. Architectural Drawings

(Floor plans, Elevations) 5. Exploring Design 6. 3D CADD

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_10_drf.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_11_drf.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_12_drf.pdf

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_10_drf.pdf



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Technology Education - Woodwork 10 - 12

Prerequisite: None

Objective: This course covers safety aspects of the wood shop and tool use through lessons and demonstrations. Students will then complete safety and machine tests before moving on to designing and building projects. Students are encouraged to personalize their learning by selecting projects that interest them, and may choose to focus on a particular area of woodworking.

About 90% of class time will be spent in the shop building projects so attendance is important. Good work habits will be encouraged through a daily woodworking journal. Softwood will be provided at no charge for the students to work with. If students wish to work with hardwoods, they must compensate for the extra cost.

Note: Students may enroll in this course with no previous woodworking experience.

For students with previous Woodwork credits, this course will build upon prior knowledge as they expand their expertise in the wood shop.


• You have strong problem solving skills • You are able to focus in a loud, busy, open environment • You show good attention to detail and take pride in your work • You are interested in with working with your hands and using machines


1. Safety Procedures and Expectations

2. Proper Hand Tool Use 3. Proper Machine Tool Use 4. Drafting and Design Processes 5. Wood Identification and

Sustainable Use 6. Joinery Techniques 7. Finishing Techniques

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_10_wwk.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_11_wwk.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_12_wwk.pdf

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_10_wwk.pdf



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Metalwork 10 - 12

Prerequisite: None

Objective: Senior Metalwork is a hands-on course that builds upon the fundamentals taught in the Jr. Metalwork classes. Students will further develop their knowledge and skills with metal working tools and processes. The senior class builds upon the processes of sheet metal fabrication, machining, blacksmithing, welding, as well as jewelry and metal art.

Topics will include: 1. Machine Safety 2. Project Design 3. Material Identification 4. Measurement and Tooling 5. Machining and Fabrication Processes 6. Forge and Foundry 7. Welding 8. Jewelry

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_10_met.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_11_met.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_12_met.pdf

Skills Exploration (Youth Explore Trades) 10-12 Automotive, Drafting, Construction, Plumbing, Electrical

Prerequisite: None

Objective: Youth Explore Trades Skills is an engaging program in which students use hands-on learning to acquire skills and knowledge related to the drafting, construction, plumbing, and electrical industries.

Youth Explore Trades Skills allows students to gain valuable hands-on experience in important trade and manufacturing sectors. Through exposure to core skills common to many trades, Youth Explore Trades Skills students will be able to better make informed high school course and career choice options.

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_10_met.pdf



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Note: The amount of time spent covering each sector (construction, drafting, plumbing, and electrical) can vary from year to year.

Topics will include: 1. Core Skills: Saftey, tools, materials, and work environment 2. Drafting: 2D and 3D floor plans, scale drawings 3. Construction: Lay out of floors, walls, stairs, rafters, reading floor plans 4. Electrical: Circuit concepts, wiring diagrams, electrical components installation 5. Plumbing: Soldering, installing fixtures, ABS and PEX installation

https://mytrainingbc.ca/youthexploreskills/

Technology Education - Media Design 10 - 12

Prerequisite: None

Objective: In this course, students will learn about the design process and design principles required to create digital media projects. This course will integrate both artistic and technical theory and skills. Students will build a solid foundation in designing, developing, and creating projects in applications across various digital media platforms.


• You have strong problem solving skills • You have fundamental computer skills and are willing to experiment with new software • You are able to focus in a lab environment and complete projects by their deadlines • You show good attention to detail and take pride in submitting high quality work


7. The Design Process 8. 2D Digital Design (Illustrator) 9. 2D Design and Layout

(InDesign) 10. Photography (Photoshop) 11. 3D Modelling (Meshmixer) 12. 3D Animation (3D Studio Max) 13. Graphic Design (Vector files) 14. Video Media Design (Premiere

Pro)

https://mytrainingbc.ca/youthexploreskills/

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https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/adst/en_adst_10_media-design_elab.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/adst/en_adst_11_media-design_elab.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/adst/en_adst_12_media-design_elab.pdf

Global and Intercultural Studies Program (10-12)

Prerequisite: None

The purpose of GISP is to offer insight into the concept of Interculturalism. In a globalized world, citizenship includes a deeper understanding of cultural values and differences. The aim of this course is to increase sensitivity towards diversity and to bridge the divide between cultures beyond recognition. Students will appreciate cultural differences, and through increased communication they will learn to accept the inherent differences between people from a variety cultures.

Interculturalism refers to support for cross-cultural dialogue and challenging self-segregation tendencies within cultures. It involves moving beyond merely accepting that multiple cultures exist, and instead promotes dialogue, understanding, and interaction between cultures.

Through this course, you will develop your intercultural knowledge and competencies through explorations of your own individual, cultural, community, national, and global identities – as well as those of others. The culmination of GISP will ultimately coincide with an opportunity to broaden understanding through travel and immersion in diverse cultures.

This course is divided into 5 modules:

A) Understanding Ourselves - Cultural understanding and awareness increases an individual’s ability to critically analyze and reflect on cultural-identity, self-identity, and how their culture may be viewed by others.

B) Understanding the Other - Cultural values, behaviours and assumptions impact our intercultural interactions.

C) Understanding Myself Within the Global Context - Recognizing the influences and connections to local, provincial, national and global communities.

D) Negotiating Intercultural Space - Culture influences power dynamics and communication behaviours.

Reflect, Prepare, Act - There are opportunities to develop your skills and attributes to be a global citizen through intercultural experiences at home and abroad.

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/adst/en_adst_10_media-design_elab.pdf






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Foods Studies 10 - 12

Prerequisite: None

Big Ideas: • Social, ethical, and sustainability considerations impact design • Complex tasks require the sequencing of skills • Complex tasks require different technologies and tools at different stages

Course Description: This course covers safety aspects of food preparation through lessons and demonstrations. Students will then complete safety tests before moving on to designing and meal planning. Students are encouraged to personalize their learning by selecting topics and recipes that interest them, and may choose to focus on a particular area of food systems and nutrition. As well, relationships between eating practices and health, food preparation techniques and food security themes will be present in theory aspects of the course.

Much of class time will be spent in cooking labs so attendance is important. Good work habits will be encouraged through a weekly food journal. Basic pantry and fresh foods will be provided at no charge for the students to work with. If students wish to work with specialized ingredients, they must compensate for the extra cost.


1. Food safety procedures and expectations 2. Elements of meal planning and recipe literacy 3. Menu planning, design and food service 4. Food security and global food systems 5. Relationship between eating practices and health 6. First Peoples and indigenous peoples food protocols 7. Marketing and food production

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_10_fst.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_11_fst.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_12_fst.pdf

Mathematics

Mathematics Pathways

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_10_fst.pdf



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There will be three pathways available for Mathematics: Workplace Mathematics, Foundations of Mathematics and Pre-Calculus. The following chart shows the course choices for Grades 10 – 12.

Math 8

Math 9 Math 9 Bridge

Foundations & Pre-Calculus 10

Workplace 10

Workplace 11 Foundations of Math 11

Foundations of Math 12

Pre-Calculus 11

Pre-Calculus 12

Calculus 12

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The goals of all three pathways are to provide the prerequisite attitudes, knowledge, skills and understandings for specific post-secondary programs or direct entry into the work force. All three pathways provide students with mathematical understandings and critical-thinking skills. When choosing a pathway, students should consider their interests, both current and future. Students, parents and educators are encouraged to research the admission requirements for post-secondary programs of study as they vary by institution and by year.

Workplace Math 10

Prerequisite: Math 9

The Mathematics curriculum aims to ensure that our citizens are numerate and embody mathematical habits of mind. It develops skills and processes citizens can use to critically analyze information encountered at work, in finances, and in daily life, while providing the fundamentals on which mathematical specialties and professional applications of mathematics are built. Students will understand:

• Proportional comparisons can be made among right triangles, using trigonometry. • The meaning of each operation, including powers, extends to algebraic expressions. • Rate of change is an essential attribute of linear relations, and has meaning in the different

representations, including equations. • Operations between polynomial expressions are connected and allow us to make meaning

through abstract thinking. • Analyzing simulations and data allows us to notice trends and relationships.


1. Create, interpret and critique graphs 2. Primary Trigonometric Ratios 3. Metric and Imperial Measurement and Conversion 4. Surface Area and Volume 5. Angles 6. Measures of Central Tendency 7. Experimental Probability 8. Financial Literacy: gross and net pay

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/mathematics/en_m_10_wpm_elab.pdf

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/mathematics/en_m_10_wpm_elab.pd#f

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/mathematics/en_m_10_wpm_elab.pd#f

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Foundations of Mathematics and Pre-Calculus 10

Prerequisite: Math 9

The Mathematics curriculum aims to ensure that our citizens are numerate and embody mathematical habits of mind. It develops skills and processes citizens can use to critically analyze information encountered at work, in finances, and in daily life, while providing the fundamentals on which mathematical specialties and professional applications of mathematics are built. Students will understand:

• Proportional comparisons can be made among right triangles, using trigonometry. • The meaning of each operation, including powers, extends to algebraic expressions. • Rate of change is an essential attribute of linear relations, and has meaning in the different

representations, including equations. • Operations between polynomial expressions are connected and allow us to make meaning

through abstract thinking. • Analyzing simulations and data allows us to notice trends and relationships.


1 Operations on Powers with Integral Exponents 2 Relationships among data, graphs, and situations 3 Linear Relations, including Slope and Equations of Lines 4 Solving Systems of Linear Equations 5 Multiplication of Polynomial Expressions 6 Polynomial Factoring 7 Primary Trigonometric Ratios 8 Experimental Probability 9 Financial Literacy: gross and net pay

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/mathematics/en_m_10_fpc_elab.pdf



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Foundations of Mathematics 11

Prerequisite: Foundations of Math & Pre Calculus 10

The Mathematics curriculum aims to ensure that our citizens are numerate and embody mathematical habits of mind. The curriculum develops skills and processes that citizens can use to critically analyze information and provides the fundamentals on which mathematical specialties and professional applications of mathematics are built. The Mathematics curriculum has been designed to develop deep mathematical understanding and fluency, logical reasoning, analytical thought, and creative thinking. There is a focus on concepts related to number sense, patterns and relations, spatial sense, and statistics and probability. Through the study of mathematics, students will learn how to make accurate, informed, and ethical choices relation to the collection, analysis, and presentation of data. They learn how to make sound inferences and decisions through their experiences with problem solving in situational contexts. Throughout the Mathematics curriculum, students will foster a strong numeracy foundation that is applicable in all area of their lives. Students will understand:

• Similar shapes and objects have proportional relationships that can be describes, measured, and compared

• Optimization informs the decision-making process in situations involving extreme values • Logical reasoning helps us discover and describe mathematical truths • Statistical analysis allows us to notice, wonder about, and answer questions about variation


1. Mathematical Reasoning 2. Angle Relationships 3. Linear Inequalities 4. Systems of Equations 5. Quadratic Functions 6. Optimization 7. Applications of Statistics 8. Scale Models 9. Financial Literacy: compound interest, investments and loans

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/mathematics/en_mathematics_11_foundations-of-mathematics_elab.pdf

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Pre-Calculus 11

Prerequisite: Foundations of Math & Pre-Calculus 10


• Algebra allows us to generalize relationships through abstract thinking. • The meanings of, and connections between, operations extend to powers, radicals, and

polynomials. • Quadratic relationships are prevalent in the world around us. • Trigonometry involves using proportional reasoning to solve indirect measurement problems.


1. Real Number System 2. Powers with Rational Exponents 3. Radical Operations and Equations 4. Polynomial Factoring 5. Rational Expressions and Equations 6. Quadratic Functions and Equations 7. Linear and Quadratic Inequalities 8. Trigonometry involving Non-right Triangles and Angles in Standard Position 9. Financial Literacy: compound interest, investments and loans

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/mathematics/en_mathematics_11_pre-calculus_elab.pdf

Workplace Mathematics 11

Prerequisite: Workplace Mathematics 10

The Mathematics curriculum aims to ensure that our citizens are numerate and embody mathematical habits of mind. It develops skills and processes citizens can use to critically analyze information encountered at work, in finances, and in daily life, while providing the fundamentals on which



37

mathematical specialties and professional applications of mathematics are built. Students will understand:

• Proportional reasoning is used to make sense of multiplicative relationships. • Mathematics informs financial decision making. • 3D objects are often represented and described in 2D space. • Flexibility with number builds meaning, understanding, and confidence. • Representing and analyzing data allows us to notice and wonder about relationships.

__________________________________________________________________________________


1. financial literacy: personal investments, loans, and budgeting 2. rate of change 3. how probability and statistics are used in different contexts 4. interpreting graphs in society

3D objects: angles, views, and scale diagrams

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/mathematics/en_mathematics_11_workplace-mathematics_elab.pdf

Apprenticeship Mathematics 12

Prerequisite: Apprenticeship and Workplace Mathematics 11

Topics in this course will include Measurement (precision vs accuracy), Geometry (properties of angles, sine law & cosine law, transformations), Number (owning a vehicle, running a small business), Algebra (linear relations), Statistics (measures of central tendency) and Probability.

Prerequisite: Successful complete on of Apprentice and Workplace Mathematics 11.

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/mathematics/en_mathematics_12_apprenticeship-mathematics_elab.pdf

Foundations of Mathematics 12

Prerequisite: Foundations of Mathematics 11

The Mathematics curriculum aims to ensure that our citizens are numerate and embody mathematical habits of mind. The curriculum develops skills and processes that citizens can use to critically analyze information and provides the fundamentals on which mathematical specialties and professional applications of mathematics are built. The Mathematics curriculum has been designed to develop deep mathematical understanding and fluency, logical reasoning, analytical thought, and creative thinking.





38

There is a focus on concepts related to number sense, patterns and relations, spatial sense, and statistics and probability. Through the study of mathematics, students will learn how to make accurate, informed, and ethical choices relation to the collection, analysis, and presentation of data. They learn how to make sound inferences and decisions through their experiences with problem solving in situational contexts. Throughout the Mathematics curriculum, students will foster a strong numeracy foundation that is applicable in all area of their lives. Students will understand:

• Probabilistic thinking informs decision making in situations involving chance and uncertainty, • Modelling data requires an understanding of a variety of functions. • Mathematical analysis informs financial decisions. • Through explorations of spatial relationships, we can develop a geometrical appreciation of the

world around us.


1. Geometric Constructions 2. Conics 3. Fractals 4. Graphical Representations of Polynomial, Logarithmic, Exponential and Sinusoidal Functions 5. Regression Analysis 6. Combinatorics 7. Odds, Probability, and Expected Value 8. Financial Planning

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/mathematics/en_mathematics_12_foundations-of-mathematics_elab.pdf

Pre-Calculus 12

Prerequisite: Pre-Calculus 11


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• Using inverses is the foundation of solving equations ad can be extended to relationships between functions

• Understanding the characteristics of families of functions allows us to model and understand relationships and to build connections between classes of functions

• Transformations of shapes extend to functions and relations in all of their representations


1. Transformtions of Functions and Relations 2. Exponential Functions and Equations 3. Geometric Sequences and Series 4. Operations with Logarithms 5. Logarithmic Functions and Equations 6. Polynomial Functions and Equations 7. Rational Functions 8. Trigonometric Functions and Equations 9. Trigonometric Identities


Calculus 12

Prerequisite/Co-requisite: Pre-Calculus 12

Calculus 12 is intended for students who have completed (or are concurrently taking) Pre-Calculus 12 or who have completed an equivalent college preparatory course that includes algebra, geometry, and trigonometry. Taking this course will greatly improve the likelihood of success in Math courses at the post-secondary level. Topics include: developing the concept of a limit; evaluating limits; developing the concept of a derivative for a function; finding derivatives using a variety of techniques; using derivatives in applied problems, analyzing the characteristics of graphs using derivatives; recovering the original function from its derivative and using integrals in applied problems. https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/mathematics/en_mathematics

_12_calculus_elab.pdf

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/mathematics/en_mathematics_12_calculus_elab.pdf

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/mathematics/en_mathematics_12_calculus_elab.pdf

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PHYSICAL EDUCATION

Physical and Health Education (PHE) 10

Prerequisite: Physical and Health Education 9

PHE emerges from two areas of learning, physical education and health education. It is designed to develop the knowledge, skills, and understandings that students need for lifelong physical health and mental well-being. The PHE curriculum is strongly linked to 4 Core Competencies: Physical Literacy, Healthy and Active Living, Social and Community Health, and Mental-Well Being. Students will:

• Understand how personal fitness can be maintained or enhanced through participation in a variety of activities at different intensity levels

• Understand how our bodies move and function to ensure they stay safe during exercise • Follow proper training guidelines and techniques which can help them to reach their health and

fitness goals • Make healthy choices to help them reach their health and

fitness goals

Topics will include: • A variety of activities, including dance, games,

gymnastics and team/individual sports. • Fitness • Aquatics • Yoga • Health Topics

PHE 10: https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/physical-health-education/en_phe_10.pdf

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/physical-health-education/en_phe_10.pdf

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/physical-health-education/en_phe_10.pdf

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Physical and Health Education (PHE) – Active Living 11 - 12

Prerequisite: Physical and Health Education 10 or 11 respectively

PHE emerges from two areas of learning, physical education and health education. It is designed to develop the knowledge, skills, and understandings that students need for lifelong physical health and mental well-being. The PHE curriculum is strongly linked to 4 Core Competencies: Physical Literacy, Healthy and Active Living, Social and Community Health, and Mental-Well Being. Students will: Understand physical activity is an important part of overall health and well-being. Find enjoyable activities can motivate people to participate more regularly in physical activity. Safely participate in activities avoiding injury and learn that sustains lifelong physical activity. Understand that preparation and organizations helps people engage more regularly in physical activity.


• A variety of leisure and physical activities, including: Aquatics Climbing Disc Golf X-Country Skiing Curling Hiking Skating Bocce Team Sports Snow Shoeing Golf Tennis Yoga

• Health Topics

Active Living 11: https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/physical-health-education/en_phe_11_acl.pdf Active Living 12: https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/physical-health-education/en_phe_12_acl.pdf

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/physical-health-education/en_phe_11_acl.pdf




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Fitness and Conditioning 11/12 (PHE) – Girls in Motion

Prerequisite: PHE 10 Instructors: TBD

PHE emerges from two areas of learning, physical education and health education. It is designed to develop the knowledge, skills, and understandings that students need for lifelong physical health and mental well-being. The PHE curriculum is strongly linked to 4 Core Competencies: Healthy and Active Living, Human Anatomy and Physiology, Principles of Training and Social Responsibility. Students will:

• Understand how personal fitness can be maintained or enhanced through participation in a variety of activities at different intensity levels

• Understand how our bodies move and function to ensure they stay safe during exercise • Follow proper training guidelines and techniques which can help them to reach their health and

fitness goals • Make healthy choices to help them reach their health and fitness goals

This course is designed for female students in Grade 11/12 who are working at developing an activity base to improve their healthy lifestyle. The focus is to create exposure to a variety of individual healthy lifelong activities. Topics will include:

• Exercise Safety and Etiquette • Training Principles (SAID, FITT) • Ways to Train, including Weight Training and Cardiovascular Training • Effects of Different Types of Training on the Body

- Resistance Training - Cardiovascular Endurance - Flexibility

• Anatomy and Physiology • Energy Systems • Food Choices and Eating Patterns • Games

Students will participate in a variety of activities such as:

• Yoga • Pilates • Ballet Barre • Cross-fit • Spin • Aqua-fit

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Fitness and Conditioning 11: https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/physical-health-education/en_phe_11_fac.pdf Fitness and Conditioning 12: https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/physical-health-education/en_phe_12_fac.pdf

Fitness and Conditioning 11-12

Prerequisite: Physical and Health Education 10 or 11 respectively

The objective of Fitness and Conditioning 11-12 is for students to learn about and follow various aspects of individual fitness such as: Muscular Endurance Muscular Strength Cardiovascular Endurance Hand-eye & Foot-eye coordination Flexibility Attitude & Knowledge toward training Balance & Agility Nutrition & Sports Medicine Fitness Concepts ACTIVITIES: Students will be active in intense training, as well as participating in active sports and games. Possible activities include: Weight Training Cross Country Running Distance / Power Running Classroom Sessions Yoga Active sports Stretching Circuit Training Hill / Stair Runs EVALUATION: Students will participate in regular fitness tests and assessments: pre, during and post tests. Excellent attendance and punctuality will be imperative to achieve a high mark.

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/physical-health-education/en_phe_11_fac.pdf




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Fitness and Conditioning 11: https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/physical-health-education/en_phe_11_fac.pdf Fitness and Conditioning 12: https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/physical-health-education/en_phe_12_fac.pdf

Sport School Hockey Program

It is the goal of this 8 credit program to provide the opportunity for students to pursue their personal hockey goals in an environment focused on developing the complete student athlete. Guiding and assisting students as they acquire the necessary character attributes that afford success in the highly competitive world of hockey will be a primary focus.

Time on the ice will be utilized to enhance individual fundamental skills while introducing elements of team play and strategies. Once the ice is out, students will be immersed in a rigorous, personalized off ice conditioning program utilizing the latest techniques and equipment to gain strength, agility, speed and power.

It is hoped that, twice throughout the year, students will participate in field trips designed to enhance their motivation and knowledge toward the game of hockey.

As an integral part of the program, students will be involved in leadership activities. In the past, we have been heavily involved in community fundraising and disaster relief projects.

In-Class Curriculum The following topics will be investigated in an order best suited to assisting students as they progress throughout their hockey season.





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• Goal Setting We will start the year focusing on goal setting. It is imperative that all student athletes learn the benefits of proper goal setting and have the opportunity to practice their acquired skills in their daily lives.

• Tryout Strategies With the majority of students involved in tryouts we will also be examining strategies to utilize while involved in these competitive and sometimes stressful opportunities.

• Nutrition We will explore the latest research on proper fueling, allowing the students to be at their best throughout the season.

• Hockey Fitness during the Season Utilizing the classroom and our Monday class in the gym, we will provide the opportunity for

students to enhance their hockey-related fitness as the year progresses.

• Hockey Futures Assignment This assignment will be utilized to allow the students to become familiar with the various avenues and routes they can travel through the hockey world and what is required for them to do so. This assignment illustrates how difficult it can be to achieve their goals, but handled the right way, serves as a tremendous motivator.

• Living Away From Home With the success of many students comes the reality of living away from home. This unit is dedicated to teaching the students to deal with such issues as living with billets, completing high school away from home, life on the road and dealing with new freedoms and responsibilities.

• Alcohol, Drugs and the Party Scene Fortunately, good hockey players end up playing on Junior Hockey Teams at very young ages. This creates a unique set of circumstances related to being on a team with players between the ages of sixteen and twenty and the issues that arise. These issues are discussed along with strategies for dealing with the pressures and realities of being on a team with older players.

• Off-Ice Conditioning During the months of April, May and June, students will be immersed in a strenuous and competitive environment, where they will be afforded the opportunity to enhance their personal hockey fitness. Pre-and post-testing will be utilized to measure success. Activities will be varied with the goal of building athletic skills in other areas that can transfer to hockey.

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Outdoor Education Pathways

Outdoor Education 11

Objective: Outdoor Education 11 is a single block course (4 credits) that introduces various wilderness skills, and develops leadership, group and personal skills.

About 80% of class time will be spent outdoors taking part in various activities and on trip so attendance is important. Good work habits will be encouraged through a weekly logbook journal. Students have the option to take part in two multi-day trips as well as several full day trips. Some activities require extra, minimal, fees to cover facility, equipment and guiding costs.

Note: Students may enroll in this course with no previous outdoor experience.

For students with previous Outdoor Education credits, this course will build upon prior knowledge and leadership skills.


Wilderness Ski l ls and Experience • Preparation (clothing, planning, navigation)

Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

Note: Students may enroll in any course with no previous outdoor experience.

Outdoor Explorations 8

Outdoor Explorations 9

Outdoor Education 11 (4 credits)



Outdoor Education 11 & Career & Life Education 10 (8 credits)

Outdoor Education 11 & Physical Geography 12 (8 credits)

Outdoor Education 12 & Physical Geography 12 (8 credits)

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• Wilderness Travel & Trips (hiking, rock climbing, canoeing, mountain biking, snow-shoeing, cross country skiing - dependent on weather, facilities, availability, and the group)

• Outdoor Gear (sizing, care, maintenance) • Camping Skills (cooking, shelter building, fire building) • Expedition Behaviour (Leadership) • Wildlife Awareness • Leave no trace ethics

Projects • Wilderness Skill Demonstration • Community Project – (such as: Trail building, Event coordination, Fire-Interface Field Work)

http://sssoutdoored.weebly.com/ https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/physical-health-education/en_physical-health-education_11_outdoor-education_elab.pdf

Outdoor Education 11 and Career & Life Education (8 Credit)

Objective: This is a double block course configuration (8 credits) that combines Outdoor Education 11 (4 credits) with Career and Life Education 10 (4 credits).

Outdoor Education 11 (4 credits) introduces various wilderness skills, and develops leadership, group and personal responsibility skills. About 80% of class time will be spent outdoors taking part in various activities and on trip so attendance is important. Good work habits will be encouraged through a weekly logbook journal. Students have the option to take part in three multi-day trips as well as several full day trips. Some activities require extra, minimal, fees to cover facility, equipment and guiding costs.

Career and Life Education (4 credits) is a required course for graduation and focuses on helping students identify and develop their career interests, career path, career and employability skills and injury prevention guidelines, and offers students an opportunity to take part in volunteer work experience and community mentorship programs.

Note: Students may enroll in this course with no previous outdoor experience. For students with previous Outdoor Education credits, this course will build upon prior knowledge and leadership skills.

http://sssoutdoored.weebly.com/

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/physical-health-education/en_physical-health-education_11_outdoor-education_elab.pdf


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Fees are charged to cover optional activities

Students will acquire: - Fitness - 6 hours or outdoor pursuits/week - Experience up to 5 wilderness based trips, 2 multi-

day trips - Make community and career connections - Development of personal organizational and group

work skills - Choice of certifications: Avalanche Safety Training

Level 1; Canoe Tripping Level 1 – Flat Water; OFA Level 1 1st Aid

http://sssoutdoored.weebly.com https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/career-education/en_ce_career-life-education_elab.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/physical-health-education/en_physical-health-education_11_outdoor-education_elab.pdf


https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/career-education/en_ce_career-life-education_elab.pdf

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/career-education/en_ce_career-life-education_elab.pdf



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Outdoor Education 12

Objective: Outdoor Education 12 is a single block course (4 credits) that focuses on developing wilderness, outdoor pursuit and leadership skills, and community/environmental stewardship.

About 80% of class time will be spent outdoors taking part in various activities and on trip so attendance is important. Good work habits will be encouraged through a weekly logbook journal. Students have the option to take part in two multi-day trips as well as several full day trips. Some activities require extra, minimal, fees to cover facility, equipment and guiding costs.

Note: Students may enroll in this course with no previous outdoor experience.

For students with previous Outdoor Education credits, this course will build upon prior knowledge and leadership skills.

Students will acquire:

• Application of necessary skills, knowledge, and preparedness to plan and participate in day and overnight outdoor trips

• Further development of intermediate outdoor skills • Development of Outdoor Leadership, Team and Risk Assessment skills • Following “Leave No Trace” ethics and guidelines • Great resume content and life skills.

Topics will include: Wilderness Skills and Experience

• Preparation (taking an active role in leading by example and demonstrating previously learned skills)

• Leadership and Risk Assessment • Group management Skills and Techniques • Wilderness Travel & Trips (hiking, rock climbing, canoeing, snow-shoeing, cross country skiing -

dependent on weather, facilities, availability, and the group) • Outdoor Gear (sizing, care, maintenance) • Camping Skills continued (cooking, shelter building, fire building) • Wildlife Awareness • Leave no trace ethics

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Projects

• Leadership or Skill development Project • Community Project - TBA


Outdoor Education 11 or 12 & Work Experience 12 (8 Credit)

Prerequisite: Outdoor Education 11 (if taking Outdoor Education 12)

Not offered in 2020-2021

Objective: This is a double block course configuration (8 credits) that combines Outdoor Education 12 (4 credits) with Work Experience (4 credits), bring together the skills and knowledge developed through outdoor pursuits, with the development of career options in outdoor/environmental-related fields. The certifications, leadership skills and experience gained through this program prov ide life skills that can be applied to any education or work environment. Student numbers are limited for this course, for this reason you must complete a brief application. Application can be complete on line at http://sssoutdoored.weebly.com/. Fees are charged for some activities.


• Fitness - 6 hours or outdoor pursuits/week • Experience up to 5 wilderness based trips, multi-day trips (participate in a minimum of 2 trips) • Choice of certifications to use towards future employment (1st Aid, Avalanche Safety Training

Level 1, S-100 (Forest Fire Suppression), Canoe Tripping Level 1 – Flat Water) • Work experience, community and career connections • Development of Team, Leadership and Personal Organizational Skills






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• Leadership and Risk Assessment • Group management Skills and Techniques • Wilderness Travel & Trips (hiking, rock climbing,

canoeing, snow-shoeing, cross country skiing - dependent on weather, facilities, availability, and the group)

• Outdoor Gear (sizing, care, maintenance) • Camping Skills continued (cooking, shelter building, fire

building) • Wildlife Awareness • Leave no trace ethics

Projects • Leadership or Skill Development Project • Community Project – TBA

Work Experience

• 50 hours of career development, presentations, community connections, career exploration, certification and training

• 50 hours of work placement and community project work





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Outdoor Education 11 or 12 & Geography 12 (8 Credit)

Prerequisite: Outdoor Education 11 (if taking Outdoor Education 12)

Objective: This is a double block course configuration (8 credits) that combines Outdoor Education 12 (4 credits) with Geography 12 (4 credits). “More than ever, our world is interconnected and today’s people need to understand how the complex and dynamic human and natural systems interact in order to make smart decisions and function effectively. The study of Geography is an interdisciplinary lens that looks at how the world works.” National Geographic 2019 “More than ever we need a connection with our natural environment.” Jenn Meens The primary goal of Geographic Education and Outdoor

Education is to give students the knowledge, skills, and competencies to be active, informed citizens who are able to think critically, understand and explain the perspectives of our world and others, make judgments, and communicate ideas effectively. This course brings together the skills and knowledge developed through outdoor pursuits, and a deeper understanding the plant Earth. The certifications, leadership skills and experience gained through this program provide life skills that can be applied to any education or work environment. About 70% of class time will be spent outdoors taking part in various activities and on trips so attendance is important. Outdoor Skills, Field Skills, Citizen Science, Stewardship, Geo-Inquiry Projects and Service Learning are learning opportunities and experience provided during this course. Students have the option to take part in three multi-day trips as well as several full day trips. Some activities require extra, minimal, fees to cover facility, equipment and guiding costs.


• Fitness - 6 hours or outdoor pursuits/week • Experience 3 wilderness based trips, multi-day trips (participate in a minimum of 2 trips) • Choice of certifications to use towards future employment (1st Aid, Avalanche Safety Training

Level 1, S-100 (Forest Fire Suppression), Canoe Tripping Level 1 – Flat Water) • Field research experience, community and career connections • Development of Team, Leadership and Personal Organizational Skills • Stronger Geographical understanding from Maps to Weather, Resources to Human Settlements.

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• Leadership and Risk Assessment • Group management Skills and Techniques • Wilderness Travel & Trips (hiking, rock climbing,

canoeing, snow-shoeing, cross country skiing - dependent on weather, facilities, availability, and the group)

• Outdoor Gear (sizing, care, maintenance) • Camping Skills continued (cooking, shelter building, fire

building) • Wildlife Awareness • Leave no trace ethics

Projects • Leadership or Skill Development Project • Community Project – TBA

Geography 12: Big Ideas

- Incorporating data from a variety of sources allows us to better understand our globally connected world.

- Natural processes have an impact on the landscape and human settlement - Interactions between human activities and the atmosphere affect local and global weather and

climate - Intro to ArcGIS

http://sssoutdoored.weebly.com/ https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/physical-health-education/en_physical-health-education_12_outdoor-education_elab.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/social-studies/en_social-studies_12_physical-geography_elab.pdf




https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/social-studies/en_social-studies_12_physical-geography_elab.pdf


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Storm Volleyball Program – Principles of Volleyball (Grades 10-12)

Prerequisite: Physical and Health Education 9; priority will be given to student athletes who have entered the sport, and compete and train as a committed player

The Storm Volleyball Program (Principles of Volleyball) is an affordable elite training program for student athletes who are interested in pursuing volleyball at the highest possible level. The curriculum will enable students to develop skills, fitness, knowledge and contacts for elite performance. Students will be introduced to high-level skill development in individual, partner and group drills. The Leadership component will give students an opportunity to critically think and manage the potential of injury and risk associated with sport. Students will have the opportunity to obtain first aid, coaching and officiating certification.

Program Structure:

Principles of Volleyball 10 (4 credits) Principles of Volleyball 11 (4 credits) Principles of Volleyball 12 (4 credits)

• Space will be limited to 24 students. • Please note there will be a program fee for this courses ($350) • Enrolled students are strongly encouraged to participate in school and community sports

programs. • Grade 9 students may be considered depending on their level of experience.

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SCIENCE

SCIENCE FLOW CHART

Science 10

Prerequisite: Science 9

Big Ideas • DNA is the basis for the diversity of living things. • Chemical processes require energy change as

atoms are rearranged. • Energy is conserved and its transformation can

affect living things and the environment. • The formation of the universe can be explained by

the big bang theory

Science 10 further prepares students for the different branches of science they will encounter in grade 11 (Biology, Chemistry, Physics, and Earth Science). Students will continue with developing the core competencies, which are sets of intellectual, personal, and social and emotional proficiencies that all students need to develop in order to engage in deep learning and life-long learning.

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/science/en_s_10.pdf

Anatomy & Physiology 12

Science 10

Life Sciences 11

(formerly Biology 11)

Chemistry 11 Earth Sci. 11 Physics 11

Physics 12 Geology 12 Chemistry 12

Science for Citizens 12


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Earth Sciences 11


Big Ideas • Earth materials are changed as they cycle through the geosphere and are used as resources,

with economic and environmental implications. • Plate tectonic theory explains the consequences of tectonic plate interactions. • The transfer of energy through the atmosphere creates weather and is affected by climate

change. • The distribution of water has a major influence on weather and climate. • Astronomy seeks to explain the origin and interactions of Earth and its solar system.

This is a field and laboratory-based course investigating topics in geology, astronomy, oceanography, meteorology and earth history. Areas of study include rocks and minerals, weathering and erosion, earthquakes and volcanoes, solar system and the universe, life in the oceans, weather phenomena, and the geologic time scale. Students will continue with developing the core competencies, which are sets of intellectual, personal, and social and emotional proficiencies that all students need to develop in order to engage in deep learning and life-long learning.


Life Sciences 11 (formerly Biology 11)


Big Ideas • Life is a result of interactions at the molecular and cellular level. • Evolution occurs at the population level. • Organisms are grouped based on common characteristics.

This is a course that gives an overview of life on Earth. The course will look at the diversity of living things, how they evolved and continue to evolve, and how they are grouped so they can be studied by biologists. . Students will continue with developing the core competencies, which are sets of intellectual, personal, and social and emotional proficiencies that all students need to develop in order to engage in deep learning and life-long learning.




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Chemistry 11


Big Ideas • Atoms and Molecules: Atoms and molecules are the fundamental

building blocks of matter. Chemical bonds are the result of electrostatic forces. Periodicity can be explained by atomic structure.

• The Mole: The mole is a convenient way to express quantities of particles

• Chemical Reactions: The rearrangement of atoms in chemical reactions is predictable. Matter and energy are conserved in chemical reactions. Chemical reactions and their applications have significant implications for human health, society, and the environment

• Solution Chemistry: Solubility within a solution is determined by the nature of the solute and the solvent. Solution chemistry and its applications have significant implications for human health, society, and the environment

• This course is a combined practical (laboratory experiments) and theoretical course introducing the fundamental concepts of chemistry. It lays the groundwork for Chemistry 12. Major areas of study include the nature of matter, the mole concept and chemical reactions.

• Organic chemistry and its applications have significant implications for human health, society, and the environment.


Physics 11


Big Ideas • An object’s motion can be predicted, analyzed, and described. • Forces influence the motion of an object. • Energy is found in different forms, is conserved, and has the ability to do work. • Mechanical waves transfer energy but not matter.




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Anatomy & Physiology 12 (formerly Biology 12)


• Homeostasis is maintained through physiological processes. • Gene expression, through protein synthesis, is an interaction between genes and the

environment. • Organ systems have complex interrelationships to maintain homeostasis.

The focus of this course is homeostasis in the human body. The first half of the course examines cells and processes that go on within cells that allow them to survive. The second half of the course looks at different systems within the human body and how they work together in order to help maintain homeostasis. . Students will continue with developing the core competencies, which are sets of intellectual, personal, and social and emotional proficiencies that all students need to develop in order to engage in deep learning and life-long learning.


Chemistry 12

Prerequisite: Chemistry 11

Big Ideas • Reaction Kinetics: Reactants must collide to react. Conditions surrounding a reaction determine

its rate • Dynamic Equilibrium: Some chemical reactions are

reversible and proceed to equilibrium. Dynamic equilibrium can be altered by changing the surrounding conditions

• Solubility Equilibrium: Saturated solutions are systems in equilibrium

• Acids and Bases: The strength of an acid or base depends on the degree of dissociation of its ions. Weak acids, weak bases, and buffers are systems in equilibrium

• Oxidation-Reduction: Reduction and oxidation are complementary processes that involve the gain or loss of electrons. Redox reactions have implications for resource development and for the environment

This course is a combined practical (laboratory experiments) and theoretical course following from Chemistry 11. It is intended to prepare students for further study in science and engineering.


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In this course we examine reaction rates, chemical systems in equilibrium, acid-base chemistry and electrochemistry.


Geology 12

Prerequisite: Science 10 / Earth Science 11 recommended but not required

Big Ideas • Earth Materials: Minerals and rocks are the foundation

of the rock cycle and can be used as resources that drive industry and global economies.

• Geologic Time: Geologic time is preserved in Earth’s rock record as fossils and reflects profound changes in the history of life on Earth.

• Plate Tectonic Theory: Tectonic plates are in constant motion and their interactions produce earthquakes, volcanoes, and characteristic landforms on the Earth’s surface.

• Deformation and Mapping: Geological maps and models are tools used to represent surface features and subsurface structures.

• Surface Processes and the Hydrosphere: Weathering and erosion processes shape landscapes through the interaction of the geosphere and hydrosphere.

Geology 12 is a comprehensive field and laboratory course dealing with topics such as rocks and minerals, weathering and erosion, fossils and geologic time, plate tectonics, mountain building and astronomy. Students will have the opportunity to explore our geologically diverse local area and examine some of our many natural resources.

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/science/en_science_12_geology_elab.pdf


https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/science/en_science_12_geology_elab.pdf

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Physics 12

Prerequisite: Physics 11

Big Ideas • Measurement of motion depends on our frame of

reference. • Forces can cause linear and circular motion. • Forces and energy i nteractions occur within fields. • Momentum is conserved within a closed and isolated

system.

.https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/science/en_s_10.pdf

Science for Citizens 12


Big Ideas • Scientific processes and knowledge inform our decisions and impact our daily lives. • Scientific knowledge can be used to develop procedures, techniques, and technologies that have

implications for places of employment. • Scientific understanding enables humans to respond and adapt to changes locally and globally.

This is a course that offers the opportunity to more fully understand, appreciate, and engage in the process of science in our daily lives. This course will investigate a variety of scientific topics that are relevant and applicable to students, through hands-on learning where possible. Possible areas of study include: evidence-based decision making, health, forensics, chemical/workplace safety, impact of technologies, natural resources, climate change, disaster preparedness, and other areas of interest to students. Students will continue with developing the core competencies, which are sets of intellectual, personal, and social and emotional proficiencies that all students need to develop in order to engage in deep learning and life-long learning.

This course may not be offered every year.

https://curriculum.gov.bc.ca/curriculum/science/11/science-for-citizens


https://curriculum.gov.bc.ca/curriculum/science/11/science-for-citizens

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SOCIAL STUDIES

Social Studies 10

Prerequisite: Social Studies 9

Objective: To become a critical thinker and responsible citizen by making connections between their own life, modern society and emerging nation states from 1750 AD TO 1919 AD.


• • Emerging ideas and ideologies profoundly influence societies and events • The physical environment influences the nature of political,

social, and economic change • Disparities in power alter the balance of relationships

between individuals and between societies • Collective identity is constructed and can change over time

https://curriculum.gov.bc.ca/curriculum/social-studies/10

BC First Peoples 12


Objective: To become a critical thinker and responsible citizen by making connections between their own life, past and modern societies through the lens of Canadian laws.


• Understanding legal rights and responsibilities allows citizens to participate more fully in society. • Historical analysis of treaties and Indigenious philososphies impact indigenous identity and

issues. • A society’s social, political and political leadership affects many facets of people’s daily lives. • Land rights and cultural rights of Indigenous peoples evolve over time as a society’s values and

worldviews change.

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/social-studies/en_social-studies_12_bc-first-peoples_elab.pdf

https://curriculum.gov.bc.ca/curriculum/social-studies/10



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Comparative World Religions 12


Comparative World Religions 12 is designed to introduce students to the various global expressions and responses to humanity’s encounter with mystery in our quest for life’s meaning. Its purpose is to familiarize students with the language of religious discourse and to develop their awareness of the place and function of religion in human culture, politics, and society. This course enables students to discover what others believe and how they live, and to appreciate their own unique heritage. Students will learn about the teachings and traditions of a variety of religions, the connections between religions and the development of civilizations, the place and function of religion in human experience, and the influence of a broad range of religions on contemporary society. This course also introduces students to skills used in researching and investigating world religions.

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/social-studies/en_social-studies_12_comparative-world-religions_elab.pdf

Physical Geography 12


Objective: “More than ever, our world is interconnected and today’s people need to understand how the complex and dynamic human and natural systems interact in order to make smart decisions and function effectively. The study of Geography is an interdisciplinary lens that looks at how the world works.” National Geographic 2019 This course includes several field trips and links to local community projects, initiatives and organizations focusing on different aspects of our local Physical and Human Geography. About 30% of our time in outside exploring the world around us. The primary goal of Geographic Education is to give students the knowledge, skills, and competencies to be active, informed citizens who are able to think critically, understand and explain the perspectives of our world and others, make judgments, and communicate ideas effectively. Field Skills, Citizen Science, Stewardship, Geo-Inquiry Projects and Service Learning are learning opportunities and experience provided during this course.



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Big Ideas: - Incorporating data from a variety of sources allows us to better understand our globally

connected world. - Natural processes have an impact on the landscape and human settlement - Interactions between human activities and the atmosphere affect local and global weather

and climate


Social Justice 12


This course is driven by four big ideas. Social justice issues are interconnected. Individual worldviews shape and inform our understanding of social justice issues. The causes of social injustice are complex and have lasting impacts on society. The causes of social injustice are complex and have lasting impacts on society. Students learning standards include using the inquiry process to evaluate historical information concerning global events and trends in the 20th century. In Social Justice 12, students are expected to know the following:

• Definitions, frameworks, and interpretations of social justice • Self-identity and an individual's relationship to others • Social justice issues • Social injustices in Canada and the world affecting individuals, groups, and society • Governmental and non-governmental organizations in issues of social justice and injustice

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/social-studies/en_social-studies_12_social-justice_elab.pdf



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20th Century World History


The course is driven by three big ideas. First that nationalist movements can unite people in common causes or lead to intense conflict between different groups. Second that the rapid development and proliferation of technology in the 20th century led to profound social, economic, and political changes. Third that, the breakdown of long-standing empires created new economic and political systems. Students learning standards include using the inquiry process to evaluate historical information concerning global events and trends in the 20th century.

In 20th Century world History, students are expected to know the following:

• Authoritarian regimes • Civil wars, independence movements, and revolutions • Human rights movements, including indigenous peoples movements • Religious, ethnic, and/or cultural conflicts, including genocide • Global conflicts, including World War I, World War II, and the Cold War • Migrations, movements, and territorial boundaries • Interdependence and international co-operation • Social and cultural developments • Communication and transportation technologies

Law Studies 12


Big Ideas Understanding legal rights and

responsibilities allows citizens to participate more fully in society.

Laws can maintain the status quo and can also be a force

for change.

A society’s laws and legal framework affect many aspects of people’s daily

lives.

Laws are interpreted, and these interpretations may evolve over

time as a society’s values and worldviews change.

Learning Content

• the Constitution of Canada and the Canadian Charter of Rights and Freedoms

• structures and powers of the federal and provincial courts and administrative tribunals • key areas of law such as criminal law, civil law,

and family, children’s, and youth law • Canadian legislation concerning First Peoples

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• indigenous legal orders and traditional laws in Canada and other global jurisdictions

• Canada’s correctional system and principles of rehabilitation, punishment, and restoration

• structures and roles of global dispute resolution agencies and courts

Social Studies Skill Building • Use Social Studies inquiry processes and skills to ask questions;

gather, interpret, and analyze legal concepts, issues, and procedures; and communicate findings and decisions

• Assess and compare the significance and impact of legal systems or codes (significance)

• Assess the justification for differing legal perspectives after investigating points of contention, reliability of sources, and adequacy of evidence (evidence)

• Analyze continuities and changes in legal systems or codes across jurisdictions (continuity and change)

• Assess the development and impact of legal systems or codes (cause and consequence)

• Explain and infer multiple perspectives on legal systems or codes (perspective) • Make reasoned ethical judgments about legal systems or codes

(ethical judgment) Make reasoned ethical judgments about controversial decisions, legislation, or policy (ethical judgment)

Urban Studies 12


Urban Studies 12 is driven by four big ideas. Urbanization is a critical force that shapes both human life and the planet. The historical development of cities has been shaped by geographic, economic, political and social factors. Decision making in urban and regional planning requires balancing political, economic, social, and environmental factors. Urban planning decisions and other government policies can dramatically affect the overall quality of life in cities. This course offers an overview of fundamental concepts related to urban development for students interested in urban planning and sustainable design. In addition to exploring the history of settlement patterns, particular focus is placed on contemporary issues in urban studies including social justice issues such as homelessness, global urban disparity and important environmental factors for 21st century citizens seeking to help create sustainable and livable spaces at the local, national and international level.

https://curriculum.gov.bc.ca/curriculum/social-studies/12/urban-studies

https://curriculum.gov.bc.ca/curriculum/social-studies/12/urban-studies

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SPECIAL INTEREST COURSES

Teacher Assistant 11 / 12 Prerequisite: Application Form required. Can be picked up at office.

The Teacher Assistant course allows senior students to take a leadership role within a junior classroom (gr. 8/9) and learn about what it takes to teach a class by helping the teacher. Teacher Assistants may be responsible for helping with attendance, equipment, photocopying, and individual tutoring in class. They may even have the opportunity to help lead lessons. Students are only considered for this course if they have shown strong work habits in the course they are looking to help out in (a G or E work habit) Students indicating interest in this course will be contacted in June for further information.

Academic Support Block (Library Learning Commons)

Prerequisite: Must have 3 academic courses at the time of a Support Block

Students in Grade 11 and 12 may apply for an Academic Support Block if they have 3 academic courses in the same semester. The intent of an Academic Support Block is to allow students with a heavy course load additional support and time to work on their course work. For the purpose of accessing an Academic Support Block, the courses listed below will be deemed as eligible academic courses. Additionally, to ensure that these blocks are used effectively, when considering a student for an Academic support block, a student’s work habit history will be taken into consideration. Each student will be required to fill out a Student Learning Plan explaining their rationale for accessing this block and how it fits with their graduation plan and future goals. Please see Mr. Pew, Mr. Sharun, or Mr. Dolgopol if you are interested in an Academic Support Block and to find out which courses meet the criteria of being “academic” and thus allowing a student to take one of these blocks. Note: Students who meet the criteria for an Academic Support Block may take only one of these blocks in a school year. Academic support blocks are NOT a spare. Students are expected to be present during every block; attendance will be taken every day and a work habit and comment will appear on report cards. There is no letter grade given for a support block and there are no credits earned.

Leadership 10 - 12

Prerequisite: None

Objective: This course will focus on theoretical and practical applications of human relations. Studying past and present leaders, with a focus on character development and leadership styles, students will gain a deep understanding of the traits displayed by outstanding leaders as well as the traits they possess themselves as leaders. The course is designed for students to work in areas of digital

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photography, writing, editing, page layout, advertising and/or distribution. Students will learn to be accountable, part of team, work with others, solve problems creatively and manage time to meet deadlines. Students will develop managerial skills; taking responsibility of editor, photography editor, layout and design editor or copy editor. Some students in Leadership will be involved in the creation of our Yearbook. Students involved in Yearbook will create short and long term goals and target the individual and group work initiatives suitable for today’s job market.

Students are expected to do the following:

• Consider the impact of personal choices on themselves and others • Recognize the need for meeting preparation • Recognize the influence of their communication skills • Consider the need for developing leadership skills and styles • Appreciate the importance of embracing the core competencies in leadership endeavors • Use school events to create meaning and culture with the school environment

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Independent Directed Studies 11 / 12 (Library Learning Commons)

Prerequisite: Application Form required. Can be picked up at the office.

(NOTE: Application Form required- students can see Administration or Mr. Wetmore to discuss further)

Independent Directed Studies involves a student spending a minimum of 100 hours exploring an area of personal interest, furthering his/her knowledge and skills in that area and developing a project that includes a final presentation. Students may take up to 8 credits (two courses) of Independent Directed Studies in their grade 11 & 12 year. Students who take IDS will work under the direction of a teacher who will serve as their case manager, helping to guide the student and provide assessment of his/her project. A student may be a good candidate for IDS if they have an interest that is not covered by any courses offered at Selkirk, or if they want to spend more time studying a specific area. Components of an independent study program include:

• Identifying and developing a focus • Developing skills in creative and critical thinking • Using problem solving and decision making strategies • Learning research skills • Developing project management strategies • Keeping learning logs • Evaluating the process and product • Sharing the product with an intended audience from beyond the classroom • Keeping a portfolio of results

Independent studies help the student move forward from being teacher-directed to student-directed. With teacher support and coaching the student learns how to decide on a focus, how to develop a plan of action and follow it through, and how to monitor the process. Students take part in developing criteria for evaluation and begin to work with the teacher as a partner. Independent study topics may include a variety of areas of that a student is passionate in and would like to explore further. However, to be considered for an Independent Directed Studies Project, a student must be committed to the project, be a solid independent learner, and be approved by administration, the school counselor, and/or the teacher in charge of Independent Directed Studies. An application form is required with details around the project and how it will be enough work to make up 4 credits (a regular 4 credit course equals 100 hours of class time). Students may work individually or in a small team of up to three on Independent Directed Studies project. Please contact the school if you have any questions about this. To apply:

• Determine an area you would like to pursue • Fill out the application form • Talk to the Teacher Librarian who will be one of your case managers and get him/her to sign your

form. If there is another teacher that will be involved in helping support you with your IDS, get him/her to sign the form as well

• Hand in your form to the Teacher Librarian, an Administrator or Mr. Pew • Applications will be reviewed by administration to determine if you have been approved for an

IDS block in your timetable to pursue 4 credits in your area of interest.

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Psychology 12

Prerequisite: Social Studies 10 and ELA 10

Description:

Psychology 12 is an introductory and exploratory course that touches on several different realms of Psychology including personality, abnormal behaviour, memory, consciousness, and human development. Students are required to adopt a reflective attitude as they inquire “How can we step outside ourselves to look objectively at how we live, think, feel, and act?” Students will be able to demonstrate an understanding of major theories, perspectives, and research methods in psychology, use a psychological perspective to describe how diverse factors influence and shape human mental processes and behaviour, and to explain patterns of socialization.


1. Consciousness: Hypnosis, Mindfulness, Dreaming, Meditation, Psychoactive Drugs 2. Brain and Behaviour: The Nervous System, Brain Research, Hemispheres/Cerebral Cortex,

Subcortex 3. Human Development: Heredity and Environment, Emotional/Social Development, Language and

Cognition 4. Sensation and Perception: Processes, Vision, Nonvisual Senses, Perception, Objectivity 5. Conditioning and Learning: Associative and Cognitive Learning, Classical, Operant,

Reinforcement and Punishment 6. Memory: systems, measuring memory, forgetting, exceptional memory 7. Cognition and Intelligence: Modes of thought, Problem Solving, Creativity, Intelligence 8. Motivation and Emotion 9. Human Sexuality: Sex and Gender, Sex Drive, Response, Attitudes, Problems 10. Personality: Trait Theories, Psychodynamic and Humanistic Theories, Behavioural/Social

Learning 11. Health Psychology: Stressors, Coping, Stress and Health 12. Psychological Disorders: Definitions, Disorders, Mood, Anxiety, Personality 13. Therapies: Treatments, Humanistic, Psychodynamic, Cognitive, Behaviour, Medical 14. Social Psychology: Influences, Behaviour, Prosocial, Antisocial 15. Applied Psychology: Industrial/Organizational, Environmental, Law, Education, Sports

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ARE YOU CONSIDERING A CAREER IN TRADES?

There are two routes senior secondary students can pursue while in high school, if interested in a trade:

1. Youth Work in Trades http://youth.itabc.ca/programs/work/

GET ON-THE-JOB TRAINING AS A YOUTH APPRENTICE

Get ahead on the work-based training of a trade apprenticeship while you’re still in high school. Not only will you take home a pay cheque, you’ll earn up to 16 credits towards your high school diploma, log 480 training hours toward your trade credential and maybe even earn a $1,000 award. Youth Train in Trades and Youth Work in Trades programs can be taken in any order and there are no prerequisites.

2. Youth Train in Trades (formerly ACE-IT) http://youth.itabc.ca/programs/train/

GET A HEAD START ON YOUR TECHNICAL TRADES TRAINING

Attend a trades training class at a local high school, a partner post-secondary institution or an ITA-certified training facility. You’ll learn from skilled instructors and earn credits that count towards your high school diploma and Level 1 of your technical trades training. Youth Train in Trades and Youth Work in Trades programs can be taken in any order and there are no prerequisites.

http://youth.itabc.ca/programs/work/

http://youth.itabc.ca/programs/train/

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YOUTH TRAIN IN TRADES PROGRAMS COLLEGE OF THE ROCKIES 2020/21 Trades Technical Training Schedule

For the trade programs listed below, please see the schedule of start and completion dates on the

following website:

http://www.cotr.bc.ca/trades/trades-schedule.asp

All dates are subject to change; please contact the College for more information.

If you are interested in pursuing either the YTT or YWT Program, please indicate that at the top of your course selection sheet.

Program Type Length

Auto Service Tech FDTN 30 weeks

Carpentry FDTN 24 weeks

Cook Year 1 28 weeks

Electrical FDTN 24 weeks

Hairstylist FTDN 45 weeks

Heavy Duty/Com FDTN 36 weeks

Industrial Mechanic (Millwright) FDTN 24 weeks

Piping Trades FDTN 21 weeks

Timber Frame FDTN 13 weeks

Welder Foundations FDTN 28 weeks

http://www.cotr.bc.ca/trades/trades-schedule.asp

Documents

Selkirk Secondary School Grade 10-12 Handbook & Course ... Grade 10-12... · 65 . Selkirk Secondary School Grade 10-12 Handbook & Course Selection Guide 2020-2021