selkirk secondary school grade 10-12 handbook & course ... · specific questions. each...

Selkirk Secondary School Grade 10-12 Handbook

& Course Selection Guide 2018-19

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.

Contents

Graduation Program Features 4 Home Economics (Foods, Textiles)

Planning / Grad Transitions 5/6 Technology Education 32-35

Selkirk Support Services 7-11 Mathematics 36-40

Selkirk International Program 1 Physical Education 41-44

English 13-19 Sports School 45/46

Fine Arts (Art, Yearbook, Digital Media)

20-24 Science 47-55

Drama 24/26 Social Studies 56-59

Music 27

Special Interest (LEADERSHIP, Outdoors, Work Exp, IDS, Psychology, Geography)

Languages 28-30 ACE-IT (Trades/Apprenticeships) 71-73

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).

• Students in Grades 10 and 11 in the 2017/18 school year – and beyond – are on the 2018 Graduation Program. • This year’s Grade 12 students are the last students on the 2004 Graduation Program.

Refer to the Graduation Program- A Look Ahead for information on the Numeracy and Literacy Assessments

Career Education 10

Prerequisite: none

Instructors: TBD

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/10-12

Graduation Transitions Plan

Prerequisite: none

Instructors: TBD

Graduation Transitions 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 maintaining a healthy lifestyle (physically,

mentally and emotionally) and a financial plan that will allow them to follow their

dreams. 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.

Students do not complete Graduation Transitions in a classroom, but rather meet throughout

the year with the Grad Transitions teacher for general instruction and then individually for

specific questions. Each student’s work culminates in a panel presentation where students

present to a panel of two to three adults consisting of a SD6 staff member and a Kimberley

community member.

The course work is available on Selkirk’s website (Grad Zone/Grad Transitions) and contains the

following elements:

1. 100 Hours of Physical Activity

2. 30 Hours of Work or Volunteer Experience

3. A Cover Letter

4. A Resume

5. An Application

6. A Financial Plan

7. A Health Plan

8. A Panel Presentation / Interview

Selkirk Student 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 calling Jeff Pew (jeff.pew@sd6.bc.ca ) or at the

school at (250) 427-4827.

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 (lynne.cox@sd6.bc.ca ) 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 Robyn Wayling at 250 427-4827.

Aboriginal Education

The Aboriginal Education Program, is a support program which provides aboriginal students with

support and guidance throughout the school year. 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. Open communication with parents and students developing

trust and building relationships is key to the success of each student. Students will be

encouraged to participate

in the program and will be

encouraged to seek support

when needed and to

explore their culture.

Students will be provided

social/emotional support

and given strategies to

ensure they are able to

have these skills with their

future endeavors.

Aboriginal Education

Support Workers work alongside teachers/student services/counselling and administration to

collaborate on the best approach to support each student. At times, outside referrals may be

necessary to provide additional supports to the student and family. The belief “that it takes a

community to raise a child” is practiced at Selkirk Secondary School.

1. Academic Support:

Monitoring Aboriginal or Native ancestry students’ classroom progress & making good

news phone calls after interims and report cards.

Regular check-ins with teachers/students/parents or grandparents – Calls home when

students appear to be struggling or missing a lot of school.

Acting as a liaison between teachers and students, as well as parents and teachers.

Providing academic assistance to students (ie. Gathering homework, helping them catch

up on assignments, proof reading, general organization)

Supporting students in Work Experience

Explore post – secondary financial support options

Assist struggling students by connecting them with school or community resources (ie.

Counsellors, Selkirk Educations Assistants, Learning Assistance, SET BC)

2. Personal Support

Provide open communication and listening to concerns from students. Assist and

explore the social factors that may be underlying certain learning, emotional & social

behaviors through partnerships with students, teachers and parents.

Provide social/emotional strategies to assist students to self-identify and resolve

personal and social concerns and or problems.

Offer resiliency strategies to self-regulate and apply positive problem solving skills.

Parental support and

communication.

Referral to Selkirk’s counsellor

and youth worker.

Referrals to social service and

mental health organizations in

the community for those

students who require their

services.

Lunch time food/snacks can be

provided if needed.

Winter clothing can be

accessed if needed.

Parental community support

services if needed.

3. Cultural Support

Embedding Aboriginal culture in the life of Selkirk Secondary by exploring and honoring

traditional teachings & current realities from elders & other community members

(through diverse cultural activities, speakers)

Explore with individual aboriginal students their Nation/band (upon request)

Aboriginal field trips that explore various aspects of culture.

Provide in class aboriginal education. Ie: winter counts in social studies, circle of

courage activities, blanket ceremonies, cooking and crafts. To be provided in

conjunction with classroom teacher.

Open lunch time door-Provide supportive belonging activities.

For more information, please feel free to contact Esther Sylvestre (esther.sylvestre@sd6.bc.ca ) or Trina

Bradshaw (trina.bradshaw@sd6.bc.ca) or at the school at 250-427-4827 extension 4715

Library Learning Commons

Selkirk’s Library Learning Commons 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 Library 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.

Self-Directed courses offered through the LLC include:

Independent Directed Studies

BC First Nation Studies 12

Family Studies 12

Study Block

Rocky Mountain

International Student Program

International education has been part of the Selkirk experience for Kimberley and area students since

the 1980s. For 30 years, students from dozens of countries around the world have been living and

learning in Kimberley. This year, Selkirk welcomed over 50 students from Germany, Japan, Spain, Korea,

South Africa, Mexico, China, Thailand, Germany, Guatemala, Taiwan, Italy, Australia, Thailand and

Switzerland for time periods ranging from one month 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 ones 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.

ENGLISH

English Language Arts 10

Focussed Literary Studies and Composition

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 of the course include:

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.

English Language Arts 10 New Media and Spoken Language

Prerequisite: English Language Arts 9

Instructors: TBD

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

competencies by introducing them to varied structures, forms, and styles of oral compositions and by

providing opportunities to create original pieces and performances.

1. Non-literary and literary texts are socially, culturally, geographically, and historically constructed

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 11

Prerequisite: English Language Arts 10 (4 Credit)

Instructors: TBD

Objective: English 11 is designed to assist students in developing their skills in written communication, analysis of

literary text, creative writing and spoken language in a variety of contexts. Writing formats will include

narrative, expository, descriptive, persuasive, and opinion pieces, with attention to areas such as thesis

development, structure, transitions, hooks and leads, persuasion, argumentation. Students will be

required to learn how to cite sources, consider the credibility of evidence, and evaluate the quality and

reliability of the source. Students will work individually and collaboratively to explore and create

coherent, purposeful compositions. At the same time students will increase their literacy skills through

close reading of appropriately challenging texts, develop balance and broaden their understanding of

themselves and the world. The spoken language aspects of English 11 provide opportunities for students

individually and collaboratively to study, create, and use language to produce original pieces in a variety

of modes.

4. People understand text differently depending on their world view.

5. Language shapes ideas and influences others

6. Questioning what we hear, read and view contributes to our ability to be educated and engaged citizens

7. People are empowered when they communicate effectively

8. Literacy and writing supports creativity

Communications 12

Prerequisite: Communications 11 (4 Credit)

Instructors: TBD

Communications 12 is intended to help students become fully skilled language users, capable of

comprehending and responding to the multiple forms and functions of language that surround

them. Communications 12 focusses on the essential language skills students need to function in daily

life and the workplace and is intended to help students develop the language competency fundamental

to many opportunities in life, including continued learning, employment, and social interaction. The

curriculum places special emphasis on ensuring that students graduate with strong basic language skills.

Evaluation

Course Work 60%

Provincial Final Exam 40%

English 12

Prerequisite: English 11 (4 Credit)

Instructors: TBD

Objective: English 12 is designed to assist students in developing their skills in written communication, analysis of literary

text, creative writing and spoken language in a variety of contexts including:

development, structure, transitions, hooks and leads, persuasion, argumentation, and the study of a wide

range of sample works

planning, drafting, and editing processes

writing for specific professional audiences and specific academic disciplines

how to cite sources, consider the credibility of evidence, and evaluate the quality and reliability of the

source

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 refine higher-level thinking and learning skills

Evaluation

Course Work 60%

Provincial Final Exam 40%

English 12 – First Peoples

Instructors: TBD

Objective: This course is designed to assist students in developing their skills in written communication, analysis of literary

text, creative writing and spoken language in Indigenous peoples’ oral traditions and text:

development, structure, transitions, hooks and leads, persuasion, argumentation, and the study of a wide

range of sample works

planning, drafting, and editing processes

writing for specific professional audiences and specific academic disciplines

how to cite sources, consider the credibility of evidence, and evaluate the quality and reliability of the

source

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 refine higher-level thinking and learning skills

Creative Writing 12

Instructors: TBD

Creative Writing 12 exposes students to various genres of writing (primarily the short story & poetry)

and encourages students to express themselves in as many styles as possible. The focus will be primarily

on creativity and the development of editorial skills.

The successful student in this course will be one who enjoys writing and is open to sharing his/her work

for discussion and critique by others. Writing topics will be developed individually by each student.

Note: Writing 12 is not a substitute for English 12; however it is a Ministry Authorized course.

Students who wish to take two years of Creative Writing 12 can receive credit for Writing 12 and

Creative Writing 12 both of which can count towards the 16 credits of grade 12 courses required for

Graduation.

Fine Arts

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 Foundations 10-12

Prerequisite: Art 9

Instructors: Mrs McCuaig

Objective: This course develops skills learned in Art 9: design, sculpture, clay, print-making, 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. Students can take Art Studio 10 without the prerequisite of Art 9.

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

Art Foundations 11

Prerequisite: None

Instructor: Mrs. McCuaig

Art Foundations 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 Foundations 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.

Art Foundations 12

Prerequisite: Art Foundations 11

Instructors: Mrs. McCuaig

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 Foundations 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.

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.

Art Studio 12

Prerequisite: Art Foundations 12

Instructors: Lena McQuaig

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

Foundations 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 and forcefulness of ideas, and creative voice.

Each student will create a visual journal, which

will reflect their growth and development as

an artist.

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

Digital Media 11 (ICT: DM11)

Prerequisite: None

Instructors: TBD

Introduction to Information and Communications Technology: Digital Media Foundations 11 is a four-

credit Applied Skills course offered to students in Grades 11 and 12. Grade 10 students may enroll with

the teacher’s permission.

The course consists of five modules:

1. Illustration - Working with Fonts

- Making original “line-art” illustrations

2. Animation - Making computerized motion

3. Digital Photography - Manipulating digital images

4. Desktop Publishing - Designing column page layouts

- Incorporating text and graphics into a highly readable page

5. Web Design - Creating a web site

Digital Media 12 (ICT: DM12)

Prerequisite: ICT: DM 11 (or teacher permission)

Instructors: TBD

Information and Communications Technology: Digital Media Foundations 12 is a four-credit Applied Skills course

offered to students who have completed ICTM 11 and who want more advanced challenges in the field of digital

media. It is especially of interest to those students who may wish to pursue careers in video production or

animation.

The course consists of three modules:

1. Desktop Digital Video

- Capturing and Editing Video for a variety of purposes

2. Traditional and Computer Animation

- Creating characters, storyboards and motion

3. 3D Illustration

- Computerized design in three dimensions

Drama 10

Prerequisite: None

Instructors: Mr. Heyde

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.

Drama 9 - 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.

Band 8 - 12

Objective: To acquire and improve instrumental music and performance skills.

Topics will include: The course will emphasize instrumental technique, sight-reading, and playing skills through the

study of concert band literature. While performance is a natural learning outcome of music studies there will also

be a focus on basic music theory, listening, and technique.

Choir 8 - 12

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.

LANGUAGES

Instructors: Mr. Keiver / Mr. Ramsdale

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.

https://curr icu lum .gov.bc.ca/curr icu lum/cor e -french/10

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.

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

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.

Home Economics Foods Studies 10 - 12

Prerequisite: None

Instructors: Ms. Deeney

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

TECHNOLOGY EDUCATION

Drafting and Design 10 - 12

Prerequisite: None

Instructors: Mr. Treber

Objective: In this course students will learn the basics of board 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.

1. Drafting Styles and

Techniques

2. Board Drafting

3. Mechanical Drawings

(Isometric, Orthographic) 4. Architectural Drawings

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

Woodwork 10 - 12

Prerequisite: None

Instructors: TBD

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 and 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 design and

create projects.

1. Safety Procedures and Expectations

2. Hand Tools

3. Drafting and Design Processes

4. Wood Identification and Sustainable

5. Machine Tools

6. Joinery

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

Metalwork 10 - 12

Prerequisite: None

Instructors: TBD

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.

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

Power (Automotive) Technology 10 - 12

Prerequisite: None

Instructors: Cory Scott

Objective: Senior Mechanics is a shared course between practical and theoretical work. In this course, students

will develop an understanding of vehicle systems and their functions. Students will also be expected to perform

the mechanical repair, diagnostics, and general maintenance. Students will also be expected to find a mechanical

project for the course.

1. Shop Safety

2. Tool Identification

3. Theory of Vehicle Systems

4. Measurement and Tooling

5. Vehicle Repair and Diagnostics

6. Careers in Automotive

7. Alternative Energies

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_10_pwt.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_11_aut.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_12_aut.pdf

Mathematics

Mathematics Pathways

There will be three pathways available for Mathematics: Apprentice and Workplace Mathematics, Foundations of

Mathematics and Pre-Calculus. The following chart shows the course choices for Grades 10 – 12.

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

Instructors: Unknown

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

Draft 2017 – Implementation Sept 2018 https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/mathematics/en_m_10_wpm_elab.pdf

Foundations of Mathematics and Pre-Calculus 10

Prerequisite: Math 9

Instructors:

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.

9. Operations on Powers with Integral Exponents 10. Relationships among data, graphs, and situations 11. Linear Relations, including Slope and Equations of Lines 12. Solving Systems of Linear Equations 13. Multiplication of Polynomial Expressions 14. Polynomial Factoring 15. Primary Trigonometric Ratios 16. Experimental Probability 17. Financial Literacy: gross and net pay

Draft 2017 – Implementation Sept 2018 https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/mathematics/en_m_10_fpc_elab.pdf

Foundations of Mathematics 11

Prerequisite: Foundations of Math 10

Instructors: TBD

Topics in this course will include Measurement (rate and ratio, scale diagrams and factors), Geometry

(properties of angles and triangles, sine law, cosine law), Logical Reasoning (inductive and deductive

reasoning, problem solving strategies), Statistics (normal distributions, interpreting data) Relations and

Functions (systems of equations and inequalities, quadratics) and a Mathematics Research Project.

Prerequisite: Successful completion of Foundations and Pre-Calculus Mathematics 10

Pre-Calculus 11

Prerequisite: Pre-Calculus 10

Instructors: TBD

Topics in this course will include Algebra and Number (absolute values, radicals, rational expressions),

Trigonometry (angles in standard position, sine law, cosine law) and Relations and Functions (factoring,

graphing, quadratics, systems of equations, sequences and series).

Prerequisite: Successful completion of Foundations and Pre-Calculus Mathematics 10.

Apprenticeship and Workplace Mathematics 12

Prerequisite: Apprenticeship and Workplace Mathematics 11

Instructors: TBD

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.

Foundations of Mathematics 12

Prerequisite: Foundations of Mathematics 11

Instructors: TBD

Topics in this course will include Financial Math (investing, budgeting), Logical Reasoning (set theory, conditional

statements), Probability/Odds (mutually exclusive events, combinations), Relations and Functions (polynomials,

exponential and logarithmic functions, sine functions) and a Mathematics Research project.

Prerequisite: Successful completion of Foundations of Mathematics 11.

Pre-Calculus 12

Prerequisite: Pre-Calculus 11

Instructors: TBD

Topics in this course will include Trigonometry (radian measure, angles in standard position, functions, equations,

identities), Relations and Functions (composition of functions, transformations, inverses, logarithms, polynomials,

radicals), Combinatorics (permutations, combinations, binomial expansions).

Calculus 12

Prerequisite/Co-requisite: Pre-Calculus 11

Instructors: TBD

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.

PHYSICAL EDUCATION

Physical and Health Education 10

Prerequisite: Physical and Health Education 9

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: Physical Literacy, Healthy and Active Living, Social and Community Health, and Mental-Well Being. Students will:

Understand their strengths, weaknesses, and personal preferences to help plan and achieve goals.

Participate in a variety of physical activities that can increase their chances of being active throughout our lives.

Understand how healthy choices influence, and are influenced by, their physical, emotional, and mental well-being.

Recognize that personal fitness can be maintained and improved through regular participation in physical activities.

Be empowered to live a healthy lifestyle.

8. A variety of activities, including dance, games,

gymnastics and sports.

9. Fitness

10. Aquatics

11. Yoga

12. Health Topics

Draft 2017 – Implementation Sept 2018 https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/physical-health-education/en_phe_10.pdf

Physical and Health Education – Active Living 11 - 12

Prerequisite: Physical and Health Education 10 or 11 respectively

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: 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.

Finding enjoyable activities can motivate people to participate more regularly in physical activity.

Safely participating in activities and avoiding injury can sustain lifelong physical activity.

Understand that preparation and organization helps people engage more regularly in physical activity.

13. A variety of leisure and physical activities, including:

Aquatics Curling Bocce Golf Climbing

Hiking Disc Golf Skating Yoga X-Country Skiing

Team Sports Tennis

14. Health Topics

Draft 2017 – Implementation Sept 2018 https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/physical-health-education/en_phe_11_acl.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/physical-health-education/en_phe_12_acl.pdf

Girls’ Fitness and Conditioning 11/12 (PHE)

Prerequisite: PE 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

Participating in a variety of different training methods such as: Yoga Pilates

Ballet Barre

Weight Training

Cardiovascular Training

Interval Training

Cross-fit

Aqua-fit

Draft 2017 – Implementation Sept 2018 https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/physical-health-education/en_phe_11_fac.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/physical-health-education/en_phe_12_fac.pdf

Superfit 10 - 12

Prerequisite: Physical and Health Education 10 or 11 respectively

Instructors: Mr. Thygesen

Superfit is taken in the morning (7 am) before regular classes begin. OBJECTIVES: To offer a program that strongly emphasizes a high standard of fitness. The intent of the course is to improve the following aspects of individual fitness: 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.

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.

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.

Storm Soccer, Volleyball and Leadership Academy (Grades 10-12)

Prerequisite: Physical and Health Education 9; previous experience in the course

Instructors: TBD

Object ive: The Storm Soccer, Volleyball and Leadership Program is an affordable elite training program. The program is

offered to meet the needs of high achieving student athletes. Students will gain the necessary tools required to

perform at high levels of competition in soccer and/or volleyball. 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. The focus of the academy is to develop well-

rounded athletes who are interested in pursuing soccer and/or volleyball at the provincial and post-secondary

levels.

Students enrolled in the academy are strongly encouraged to participate in school and community sports programs.

Program Structure:

First Semester:

Volleyball 10 (2 credits) Leadership 10 (2 credits)

Second Semester: Soccer 10 (2 credits) Leadership 10 (2 credits) Soccer 11 (2 credits) Leadership 11 (2 credits) Soccer 12 (2 cr edits) Leadership 12 (2 credits)

Prerequisites: Students will apply in writing with references for acceptance into the program. Space will be limited

to 24 soccer and 24 volleyball students. Application packages are available from the PE office or online.

http://www.sd6.bc.ca/sss/index.php?page=267

There will be a monthly program fee to cover equipment and supplies, program resources, local travel, and guest

coach expenses. The program will cost $350 per student.

Providing there is enough course selection, the Volleyball/Leadership Program will be offered first semester with

the Soccer/Leadership Program running second semester. The courses will alternate days of instruction. Students

can enroll in both the Volleyball and Soccer Programs. Grade 9 students may be considered for the program

depending on their level of experience in the sport.

Will alternate days of instruction. Students can enroll in both the Volleyball and Soccer Programs.

SCIENCE

SCIENCE FLOW CHART

Science 10

Prerequisite: Science 9

Instructors: TBD

Big Ideas

Genes are the foundation 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

Biology 12

Science 10

Biology 11 Chemistry 11 Earth Sci. 11 Physics 11

Physics 12 Geology 12 Chemistry 12

Earth Science 11

Instructors: Jeff Bates

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.

Biology 11 - Life Sciences 11

Instructors: Jeff Bates

Big Ideas

All living things have common characteristics.

Living things evolve over time.

Organisms are grouped on the basis of identifiable similarities.

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

12/science/en_s_10.pdf

Chemistry 11

Instructors: Mr. Haiduk

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.

Physics 11

Big Ideas

1D Kinematics: Kinematics allows us to predict, describe, and analyze an object’s motion.

1D Dynamics Forces influence the motion of an object.

1D Momentum: Momentum is conserved in a closed system.

Energy: Energy is found in different forms, is conserved, and has the ability to do work.

Choose two modules

Waves and Optics: Light can be modelled as a wave or a particle.

Quantum: Quantum mechanics can be used to describe the behavior of very small particles.

Special Relativity: Special relativity helps explain the relationship between space and time.

Nuclear Physics: Nuclear reactions involve changes in the atomic nucleus.

This a course that is comprised of five required modules, and also two more modules chosen by the student from a

list of four topics. This course is a combined practical (laboratory experiments) and theoretical course introducing

the fundamental concepts of physics. It lays the groundwork for Physics 12.

Biology 12 Anatomy & Physiology

Instructors: Mrs. Parker

The body strives to maintain homeostasis.

All living things are made of cells, which contain DNA and cell structures that allow cells to survive and

reproduce.

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. 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

Instructors: TBD

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.

Note: Offered in alternate years-please refer to Yearly Alternating Courses at Selkirk.

Physics 12

Prerequisite: Physics 11

Instructor: Jonas Haiduk

Big Ideas

2D Kinematics: Kinematics allows us to predict, describe, and analyze an object’s motion.

2D Dynamics Forces: influence the motion of an object.

2D Momentum and Energy: Momentum and energy are conserved within a closed system.

Electrostatics: Electric fields and forces describe how charges interact.

Electromagnetic Forces and Induction: The electromagnetic force produces both electricity and

magnetism

Equilibrium: An object in equilibrium is subject to zero net force and zero net torque.

Circular Motion and Gravitation: Circular motion occurs as a result of a centre seeking force and can be

used to describe and predict the motion of objects on Earth and in the

universe. Gravitational forces and fields describe how masses interact.

This course is a combined practical (laboratory experiments) and theoretical course following from Physics 11. It is intended to prepare students for further study in the fields of physics and engineering. In this course we examine motion and forces in two dimensions, mechanical energy, electricity and electromagnetism.

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

SOCIAL STUDIES

Social Studies 10

Prerequisite: Social Studies 10

Instructors: TBD

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

History 12 – BC First Nations Studies

Instructors: TBD

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/pdf/10-12/social-studies/en_ss_12_law.pdf

History 12 – Comparative World Religions

Instructors: TBD

Historical analysis of ideology and the status quo can also be a force for change.

A society’s social, political and political leadership affects many facets of people’s daily lives.

Religions are interpreted and these interpretations many evolve over time as a society’s values and

worldviews change.

Geography 12 (Physical Geography)

Instructors:TBD

Objective: To bridge the gap between the sciences and the humanities, as we explore interrelationships,

interdependencies, similarities, differences, spatial distribution and temporal distribution among living

and non-living elements of our environment.

Geography has five basic themes that help us understand the physical, natural, and human environments. These themes provide a framework for organizing and analyzing geographic information.

The basic geographic knowledge, concepts, and skills developed in this course are helpful in the examination of conditions and issues that touch all our lives.

Understanding geographic concepts and skills enhances our awareness of personal and social responsibilities as citizens in a rapidly changing world.

Understanding geographic concepts and skills enhances our awareness of concepts of resource demand and resource sustainability.

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/social-studies/en_ss_12_phg.pdf

Social Justice 12

Prerequisite: Open to all Grade 11 and 12 students

Instructors: TBD

Objective: To appreaciate how social justices are intereconnected, understand how individual worldvies shape

social justices and the causes and impacts they have on society.

Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions

Assess and compare the significance of people, places, events, or developments at particular times and places, and determine what is revealed about issues of social justice in the past and present (significance)

Ask questions and corroborate inferences about the content, origins, purposes, and context of multiple sources and multiple perspectives (evidence)

Compare and contrast continuities and changes for different groups and individuals at different times and places (continuity and change)

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/social-studies/en_ss_12_scj.pdf

Law 12

Instructors: TBD

Laws can maintain the status quo and can also be a force for change.

A society’s laws and legal framework affects many facets of people’s daily lives.

Laws are interpreted and these interpretations many evolve over time as a society’s values and

worldviews change.

SPECIAL INTEREST COURSES

Teacher Assistant 11 / 12 (Peer Tutoring)

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

Instructors: TBD

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 indicating interest in this course will be contacted in June for further information.

Family Studies 12

Prerequisite: None

Instructors: TBD

The following goals reflect and are represented in the Prescribed Learning Outcomes for Family Studies 10 to 12. Through their participation in Family Studies, students will be encouraged and enabled to:

Develop the knowledge, skills, and attitudes necessary to make informed decisions throughout the various stages of life, and to understand the effects of their decisions on themselves and on others

Access information and support relevant to Family Studies topics

Develop an understanding of their changing responsibilities to themselves and to family members and friends throughout the various stages of life

Develop the knowledge, skills, and attitudes to understand the importance of effective communication.

Acacemic Support Block (Library)

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

Instructors: TBD

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. The following are courses considered “academic”: Pre-Calculus Math 11/12 Foundations of Math 11/12 Apprenticeship

& Workplace Math 11

Biology 11/12 Chemistry 11/12 Physics 11/12 Geology 12 Earth Science 11

Social Studies 11 History 12 Geography 12 English 11/12 Communications 11/12

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/Yearbook 10 - 12

Prerequisite: None

Instructors: Mr. Sharun

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 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. Yearbook will help students 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

Independent Directed Studies 11 / 12 (Library)

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

Instructors: TBD

(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

Outdoor Education 10

Prerequisite: None

Instructors: Ms Meens

Objective: Outdoor Education 10 is a single block course (4 credits) that introduces various wilderness

skills, and develops leadership, group and personal responsibility skills. A large majority of the course

takes place outdoors. Seasonal recreation activities may include wilderness camping skills, a

combination of: indoor and outdoor rock climbing, hiking, canoeing, mountain biking, orienteering, cross

country skiing and snowshoeing (depending on season and students interests). Students have the

option of taking part in one overnight or multiday Outdoor Skills trip and several day trips. Additional

fees are charge for some activities, to cover professional guides, portions of the trip costs, and gear

maintenance.

Students will acquire:

Practical application of outdoor skills, knowledge and preparedness through participation in day and overnight outdoor trips.

A stronger sense of self confidence, personal responsibility and productive group work abilities.

An appreciation and respect for the natural environment, and our community.

Wilderness Ski l ls and Experience

Preparation (clothing, planning, navigation)

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 – Take Me Outside Day)

http://sssoutdoored.weebly.com/

Outdoor Education 10 and Career & Life Education 10 (8 Credit)

Prerequisite: Outdoor Explorations 9

Objective: This is a double block course configuration (8 credits) that combines Outdoor Education 10 (4

credits) with Career and Life Education 10 (4 credits).

Outdoor Education 10 (4 credits) introduces various wilderness skills, and develops leadership, group

and personal responsibility skills. A large majority of the course takes place outdoors. Seasonal

recreation activities may include wilderness camping skills, a combination of: indoor and outdoor rock

climbing, hiking, canoeing, mountain biking, orienteering, cross country skiing and snowshoeing

(depending on season and students interests).

Career and Life Education 10 (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.

Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

Outdoor Explorations 8

Outdoor Education 10 (4 credits)

Outdoor Education 10 & Career & Life Education 10

(8 credits)

Outdoor Skills 11 (4 credits)

Outdoor Careers 11 & Work Experience 12 (8 credits)

Fees are charged to cover optional activities

- 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

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

Outdoor Skills 11 / 12

Prerequisite: Outdoor Skills 10

Objective: Outdoor Skills 11/12 is a single block course (4 credits) that

focuses on developing wilderness, outdoor pursuit and leadership skills, and

community/environmental stewardship. The majority of this course takes

place in the outdoors. Seasonal recreation activities include: wilderness

camping skills, a combination of: indoor and outdoor rock climbing, hiking,

canoeing, mountain biking, orienteering, cross country skiing and

snowshoeing (depending on season and students int erests). Students have

the option of taking part in two overnight or multiday Outdoor Skills trips.

Additional fees are charge for some activities.

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

Wilderness Skills and Experience

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

Leadership and Risk Assesment

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)

Camping Skills continued (cooking, shelter building, fire building)

Wildlife Awareness

Projects

Leadership or Skill development Project

Community Project - TBA

Outdoor Careers & Work Experience 11 / 12 (8 Credit)

Prerequisite: Outdoor Explorations 9; Ourdoor Skills 10/11; Outdoor Careers 10; On-Line

application required.

Objective: This is a double block course configuration (8 credits) that combines Outdoor Careers 11/12

(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

Wilderness Skills and Experience

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

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

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)

Camping Skills continued (cooking, shelter building, fire building)

Wildlife Awareness

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

Outdoor Education 10 & Career Education 10

(8 credits)

Psychology 12

Prerequisite: Social Studies 11 OR Social Studies 11 – First Nations Studies

Instructors: TBD

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

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. SECONDARY SCHOOL APPRENTICESHIP (SSA) 11 and 12

Secondary School Apprenticeship (SSA) is a career

program that provides students with the opportunity to

begin an apprenticeship while still in high school and to

earn high school credits for doing so (you can earn up to

8 Grade 11 credits and 8 Grade 12 credits).

The program helps encourage students to continue to

pursue academic goals and to graduate. At the same

time, it provides a smoother transition from school to

work and a quicker route to certification in a trade (and

the earning power that goes with it). The registration

form you will need is available at: http://www.itabc.ca

A Secondary School Apprenticeship involves part-time

work within a trade – something many secondary

students are doing anyway. Once registered as Secondary School Apprentices, students can get

academic credit towards high school graduation and work experience credit towards completion of their

apprenticeship.

Secondary School Apprentices are responsible for finding an employer who will hire them and commit to

their training. Selkirk’s career counselor can provide more information and help you with the process of

registering as a Secondary School Apprentice.

The key benefit of the Secondary School Apprenticeship program is the head start you get on your

career - you could be up to two years ahead of your peers in a career in the trades if you participate.

If you have an interest in a Secondary School Apprenticeship, but are unsure of what type of trade you'd

like to pursue, have a look at (http://www.itabc.ca/Page496.aspx). It provides a good sense for the

scope of the options and detailed information on ones that interest you.

Hidden Apprentices

Secondary School Apprenticeships aren't just for students who are looking to enter the working world.

You might already be a secondary school apprentice and not know it.

If you are a high school student working part-time in a trade, you are probably a "hidden apprentice." By

registering as a Secondary School Apprentice, you will be able to earn dual credit for the work you're

already doing, become eligible for a $1,000 scholarship, and get a head start on earning your trade

certification. Talk to your school's career counselor about the kind of work that qualifies and about

registering as a Secondary School Apprentice.

Secondary School Apprenticeship Scholarships

As an added bonus, secondary school apprentices can qualify for a $1,000 scholarship if they:

Complete at least 480 hours of paid work experience in their chosen trade; Graduate with a C+ average on grade 12 numbered courses; and Are still pursuing their apprenticeship six months after graduation.

Applications for a SSA Scholarship must be received within six months of your graduation date. Scholarship application forms should be submitted to your school district.

2. ACCELERATED CREDIT ENROLMENT IN INDUSTRY TRAINING (ACE -IT)

The ACE-IT program allows high school students to earn credit towards their high school graduation as

well as credit towards the technical training component of an apprenticeship or industry training

program. To learn more about ACE IT, go to the ACE IT section of the Industry Training Authority

website.

Students can study at COTR in any one of the areas below;

ACE-IT PROGRAMS COLLEGE OF THE ROCKIES 2018/19 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 SSA or ACE-IT 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

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