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Pelican Falls

First Nations High School

"TO BECOME WHAT WE CAN BE"

A Program of the Northern Nishnawbe Education Council

SCHOOL YEAR & COURSE

CALENDAR GRADES 9 to 12

2017- 2018

Information for Students and Parents

1

Pelican Falls First Nations High School

650 Pelican Falls Road, Sioux Lookout, ON P8T 0A7

Tel: (807) 737-1110 Toll Free: (800) 378-9111 Fax: (807) 737-1449

E-mail: [email protected]

OPERATED ON BEHALF OF SIOUX LOOKOUT DISTRICT FIRST NATIONS

Northern Nishnawbe Education Council

21 King Street, P.O. Box 1419, Sioux Lookout, ON P8T 1B9

mailto:[email protected]

2

T A B L E O F C O N T E N T S GRADE 9 to 12 CALENDAR

Page

1.0 WELCOME

1.1 Northern Nishnawbe Education Council .................................................................... 4

1.2 Teachings from the Elders .............................................................................................. 6

1.3 Mission Statement ............................................................................................................ 7

1.4 School Motto .................................................................................................................... 7

1.6 Statement of Philosophy ................................................................................................ 8

1.7 Goals of PFFNHS ............................................................................................................... 9

2.0 ONTARIO SECONDARY SCHOOL DIPLOMA (O.S.S.D.) REQUIREMENTS

2.1 Diploma Requirements for OSS Students ................................................................. 10

2.2 Community Involvement Activities ........................................................................... 11

Community Involvement Completion Form ............................................................ 12

2.3 The Test of Reading and Writing ................................................................................ 11

2.4 Types of Courses ........................................................................................................... 14

2.5 Grades 11 & 12 Courses .............................................................................................. 16

2.6 Substitutions for Compulsory Courses ....................................................................... 17

2.7 The Ontario Secondary School Certificate ............................................................. 17

2.8 The Certificate of Accomplishment .......................................................................... 18

2.9 The Credit System ......................................................................................................... 18

2.10 Curriculum & First Nations Students ........................................................................... 18

3.0 THE FIRST DAY

3.1 Orientation Day ............................................................................................................ 19

4.0 HOW THINGS ARE DONE

4.1 Evaluation ...................................................................................................................... 20

4.2 Reporting ........................................................................................................................ 20

4.3 Examinations / Mid-Term Tests .................................................................................... 21

4.4 Attendance Policy ....................................................................................................... 22

4.5 Student Records (OSR & OST) .................................................................................... 22

4.6 Full Disclosure ................................................................................................................. 23

4.7 Plagiarism Policy ........................................................................................................... 24

4.8 Course Changes ........................................................................................................... 24

4.9 Late and Missing Assignments Policy ........................................................................ 25

5.0 WHEN IT ALL HAPPENS

5.1 The School Day ............................................................................................................. 27

5.2 The Daily Timetable ...................................................................................................... 28

5.3 The Two Day Cycle ....................................................................................................... 29

6.0 OTHER IMPORTANT PROGRAMS

6.1 Support Services............................................................................................................ 30

6.2 Co-Op Program ............................................................................................................ 30

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T A B L E O F C O N T E N T S GRADE 9 to 12 CALENDAR

Page

6.3 School Facilities

Library ................................................................................................................. 31

Computer Room .............................................................................................. 31

Portable Computer Lab ................................................................................. 31

Gymnasium ....................................................................................................... 32

Kitchen ............................................................................................................... 32

Nursing Station .................................................................................................. 32

Lockers ............................................................................................................... 32

6.4 Wahsa Distance Education Centre ........................................................................... 33

6.5 Student Complaints Procedure .................................................................................. 34

7.0 FUN STUFF TO DO

7.1 Extra Curricular Activities .............................................................................................. 35

8.00 COURSE CODES AND DESCRIPTIONS

8.0 Understanding Course Codes and Descriptions ..................................................... 37

8.1 English .............................................................................................................................. 38

8.2 Canadian & World Studies .......................................................................................... 42

History ................................................................................................................. 42

Law ..................................................................................................................... 44

Geography ....................................................................................................... 45

8.3 Mathematics .................................................................................................................. 47

8.4 Science............................................................................................................................ 50

8.5 Arts .................................................................................................................................... 53

8.6 Native Language .......................................................................................................... 55

8.7 Native Studies................................................................................................................. 57

8.8 Careers ............................................................................................................................ 59

8.9 Health and Physical Education .................................................................................. 61

8.10 Business ............................................................................................................................ 63

8.11 Technology ..................................................................................................................... 66

8.12 Social Sciences & Humanities ..................................................................................... 69

8.13 Cooperative Education ............................................................................................... 71

8.14 Interdisciplinary Studies ................................................................................................ 72

8.15 Prior Learning & Assessment Recognition ................................................................. 73

9.0 SCHOOL YEAR CALENDAR

9.1 About the School Year Calendar .............................................................................. 76

9.2 School Year Calendar .................................................................................................. 77

4

Northern Nishnawbe

Education Council

Pelican Falls is a very special school.

It was established by your parents and el-

ders to give you an opportunity that they

did not have - to attend a First Nations High

School.

Pelican Falls is operated by Northern Nish-

nawbe Education Council (NNEC). The

NNEC is directed by the Chiefs of the 24

Sioux Lookout District First Nations. It was

established in 1979 as an essential part of

the movement for First Nations to develop

administrative capacity to take over the

boarding program for students of the Sioux

Lookout District attending grades 9 through

12 outside their communities. NNEC now

provides secondary and post-secondary

educational services.

NNEC Vision Statement: For our youth, a

sound successful future with a viable and

meaningful role in society, and their rightful

place as First Peoples.

NNEC's mission is to work in partnership with

parents, guardians and First Nation com-

munities to deliver bi-lingual and bi-cultural

educational services that will enable our

youth to participate successfully in all cul-

tures and in all walks of life.

NNEC Guiding Principles: In all activities,

NNEC conducts itself in a manner con-

sistent with traditional and contemporary

First Nation values and with, but not limited

to, the following principles:

1. We shall respect spiritual and tradi-

tional beliefs.

2. Our first obligation is to our students.

3. We are partners with the parents,

guardians, and communities in the

education of the students we spon-

sor.

4. We will preserve and enhance First

Nations' languages and cultures.

5. We are committed to providing a

safe and secure learning, living and

working environment.

6. We are committed to the delivery of

educational services which will assist

students in achieving their personal

and educational goals.

7. We are committed to the develop-

ment of effective and innovative

educational programs that will pro-

vide the best possible education for

our youth.

8. We are committed to the develop-

ment of future leaders, professionals

and capable citizens for our First

Nations.

9. We will commit to providing stu-

dents with the skills, knowledge,

confidence and attitude to be self

sufficient and capable individuals.

10. We will acknowledge the achieve-

ments and successes of students

and staff.

11. We will work collaboratively with

other agencies and with the gov-

ernments of Canada and Ontario.

WELCOME TO PELICAN FALLS FIRST NATIONS HIGH SCHOOL --

Welcome to Your School!

5

The School

Pelican Falls First Nations High School is a Pri-

vate High School. All courses are approved

and inspected by the Ontario Ministry of Edu-

cation. The credits that you receive at Peli-

can will carry the same value as those of a

provincial secondary school, and are trans-

ferable to any other high school.

The Staff

Elder .................................Juliette Blackhawk

Elder.............................Jeremiah Kanakakeesic

Executive/Education

Director .......................................Norma Kejick

Principal ........................Solomon Kakagamic

Vice Principal................................ Sylvia Davis

Guidance Counsellor............ Shawn Hordy

Social Counsellor ............Glen Whiskeychan

Secretary .................................... Beth Downey

Receptionist .......................Joyce Wyspianski

Athletic Director ....................... Scott Haines

FNSSP ...............................................Dylan Harp

Teachers:

Graham Coughlin

Elana Daniels

Robert Docherty

Lynnette Fisher

Sean Hochstetler

Tom Hoppe

Nathan Hunter

Jared Louison

Lynnette Martin-

Paulichenko

Barry McLoughlin

Sharon Newman

Caralee Pattyson-

Talbot

Matthew Tilbury

Lucy Quezance

Kate Wesley

Thomas Whately

Pete Wyspianski

Special Education: Moira Bower

Teacher Aide: Paddy Kenny

EducationAssistant:CheyenneKakegamic/

Mitch Simmons

Nurses: ..........Carol Wood/Maryanne Carroll

Custodian............................Lisa Kolhemainen

Operations & Maintenance ....Glen Stewart

The Students PFFNHS will provide you with a real chal-

lenge. Our timetable is demanding and of-

ten tiring.

In addition to playing volleyball, hockey,

basketball, and badminton in the NORWOS-

SA league, you will get opportunities to trav-

el and to make many new friends at Pelican.

We pride ourselves on our "family" atmos-

phere where students and staff, work and

play together. Welcome!

Note: Students who graduate with applica-

ble courses at the college, or college/

university levels are eligible to attend most

post-secondary college programs in Cana-

da.

6

Teachings From the Elders

• We want the best education provided by the best teachers

for our children.

• We want education to help our children live a good life.

• We want self government. Self government means that we

make decisions about our lives; it means having our own

doctors and teachers.

• It is important to us that our children know our language

and our history. We want our language to be built into

the curriculum.

• We want our young people to be proud of who they are;

in order to feel good about someone and something else,

we must first feel good about ourselves.

These are some thoughts that your elders and your parents share.

IT IS OUR RESPONSIBILITY - both students and staff to see that this happens.

PELICAN FALLS FIRST NATIONS HIGH SCHOOL

7

Our School Motto


Our Mission Statement

The mission of Pelican Falls First Nations High School is to ensure students

develop a strong sense of identity in the distinct language, culture and traditions of

the Anishnawbek and achieve academic excellence and become active

members of society.

“To Become What We Can Be”

The students of Pelican Falls are committed to:

✓ Working towards success

✓ Strengthening our minds and spirit

✓ Keeping our language alive

✓ Taking pride in everything we do

✓ Being free of drugs and alcohol

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Statement of Philosophy

Pelican Falls First Nations High School is a place that helps our students grow spiritually,

emotionally, intellectually and physically to become strong, healthy, positive adults who

respect and recognize the rights and dignity of each person and contribute to society.

PFFNHS staff works closely with students, parents and community leaders in the develop-

ment of curriculum, programs and school procedures that enable the school to meet com-

munity aspirations and parental goals.

PFFNHS strives to provide a bicultural program in an environment that encourages learning

and promotes the First Nations identity of our students. PFFNHS is an energetic, cheerful,

welcoming place, where students and staff feel a sense of belonging and ownership.

PFFNHS assists our students to develop a sense of self worth, pride in themselves and their

culture and teaches First Nations values, languages, knowledge, skills, and history to pre-

pare them for self determination and self government. PFFNHS and PFC staff teaches and

models:

1. RESPECT: a. Respect for the Creator.

b. Respect for oneself and others.

C. Respect for the environment.

2. RESPONSIBILITY: a. to oneself,

b. to others, and to society

3. TRUTHFULNESS

4. SOCIAL SKILLS:

a. Living in harmony with others, Coopera-

tion, Listening, Sharing,

b. Helping and Supporting others, Gener-

osity, Volunteering.

5. SELF RELIANCE and SELF INITIATIVE

6. LIFE LONG LEARNING

7. GLOBAL CITIZENSHIP:

Appreciation and knowledge of ones

own culture and other cultures of our

world.

8. WISDOM Using First Nations languages as the me-

dium of instruction, encouraging the use

of the languages socially, and actively

promoting the languages through

school media and communications.


9


Goals

Pelican Falls First Nations High School provides an Ontario accredited secondary level

program designed to meet the educational needs of Sioux Lookout District First Nations

students and the educational aspirations and goals of parents and community lead-

ers. The goals of PFFNHS are:

✓ To improve the secondary school gradu-

ation rate of district First Nations students.

✓ To teach students the knowledge, skills

and values to successfully pursue post

secondary education or to enter the

work force.

✓ To assist students in developing a sense

of identity and pride in First Nations herit-

age through knowledge and under-

standing of themselves and their history.

✓ To assist students in developing confi-

dence and self worth through applied

effort and achievement.

✓ To develop and deliver programs that

promote, enhance and teach First Na-

tions values, languages, history, heritage

and culture.

✓ To promote Native Language fluency

and literacy by teaching district First Na-

tions languages.

✓ To provide a positive, caring, nurturing

environment that encourages life long

learning.

✓ To involve students and parents in the

decision-making of the school.

✓ To provide a varied school curriculum

that provides programs and activities to

encourage community, social and mor-

al responsibilities.

✓ To encourage excellence in teaching

and high standards of performance in

learning.

10

What do you need to graduate?

18 compulsory credits

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

4 credits in English (1 credit per grade)*

3 credits in mathematics (1 credit in Grade 11 or 12)

2 credits in science

1 credit in Canadian history

1 credit in Canadian geography

1 credit in the arts

1 credit in health and physical education

1 credit in French as a second language

0.5 credit in career studies

0.5 credit in civics

12 optional credits†

40 hours of community involvement activities

the provincial literacy requirement

*A maximum of 3 credits in English as a second language (ESL) or English literacy development (ELD) may be counted towards the 4 compulsory credits in English, but the fourth must be a credit earned for a Grade 12 compulsory English course. **In groups 1, 2, and 3, a maximum of 2 credits in French as a second language can count as compulsory credits, one from group 1 and one from either group 2 or group 3. ***A maximum of 2 credits in cooperative education can count as compulsory credits. †The 12 optional credits may include up to 4 credits earned through approved dual credit courses.

09-276 • ISBN 978-1-4435-1956-4 (Print) (rev) • ISBN 978-1-4435-1957-1 (PDF) Printed on recycled paper © Queen’s Printer for Ontario, 2010

New 1

In addition, students must complete:

New

New

1

1

Plus one credit from each of the following groups:

group 1: additional credit in English, or French as a second language,** or a

Native language, or a classical or an international language, or social sci-

ences and the humanities, or Canadian and world studies, or guidance and career education, or cooperative education***

group 2: additional credit in health and physical education, or the arts, or business

studies, or French as a second language,** or cooperative education***

group 3: additional credit in science (Grade 11 or 12), or technological education,

or French as a second language,** or computer studies, or cooperative

education***

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COMMUNITY INVOLVEMENT ACTIVITIES

To graduate, the student must complete a minimum of 40 hours of recorded community volun-

teer work. These activities may be completed at any time during your years in secondary school.

Volunteer work is work done without pay.

includes a variety of settings such as in a school, a church, a day care, a recreation pro-

gram, a tournament, to help with elders, to help with children, to help with a feast, elder's

festival or gathering

it can be done on holidays, weekends, lunch hour or after school

includes volunteer work in your home community or at Pelican Falls Centre

does not include any paid work

Students will maintain and provide a record of their community volunteer activities as follows:

A ‘Community Involvement Planning' form may be completed before the student partici-

pates in the volunteer activity. The principal will check to see that the activity meets the

school's requirements.

Once the student has completed the volunteer activity, they must fill out a ‘Community In-

volvement Record' form and submit this form to the principal for approval. The number of

hours of volunteer work will then be entered into the student's records and placed into their

‘Ontario Student Record’.

THE TEST OF READING AND WRITING SKILLS

All students who enter Grade 9 in the 2001 - 2002 school year or later, must pass the provincial

secondary school ‘Test of Reading and Writing Skills' in order to earn an Ontario Secondary School

Diploma. Students will usually take the literacy test in Grade 10. The test is based on the reading

and writing skills that students should have acquired from Kindergarten to Grade 9.

For the 2016- 2017 school year the Ontario Literacy Test will be written on March 30, 2017 Stu-

dents who are required to write this test must be in school for that day.

Students, who have been eligible to write the Ontario Secondary School Literacy Test (OSSLT) at

least once, and have been unsuccessful at least once, are eligible to take the Ontario Second-

ary School Literacy Course (OLC4O) to achieve both a Grade 12 credit and their literacy cre-

10

dential for graduation. In addition, the school principal may, in special circumstances, grant a

student the right to take the OLC4O course as a substitution for the test after one unsuccessful

Continued on page 13

Mr. Solomon Kakagamic

12

14

Continued from page 11

attempt, as long as the student is in grade 11 or 12 and has the permission of the parent(s)/

guardian(s).

This course is designed to help students acquire and demonstrate the cross-curricular literacy

skills that are evaluated by the Ontario Secondary School Literacy Test. Students who com-

plete the course successfully will meet the provincial literacy requirement for graduation. Stu-

dents will read a variety of informational, narrative, and graphic texts and will produce a varie-

ty of forms of writing, including summaries, information paragraphs, opinion pieces, and news

reports. Students will also maintain and manage a literacy portfolio containing a record of their

reading experiences and samples of their writing.

ACCOMMODATIONS

In special circumstances at the request of students and parents, special consideration will be

given to students who are on an ‘Individual Education Plan' (IEP) when completing the ‘Test of

Reading and Writing Skills'. These can include special forms of print on the test paper and extra

time to complete the test. This requires principal approval.

DEFERRALS

Students registered in English as a Second Language/English Literacy Development (ESL/ELD)

courses, who are not prepared to write the ‘Test of Reading and Writing Skills' in grade 10 may

be allowed to write the test in following years. If a parent or an adult student requests a defer-

ral, the principal will determine whether or not a deferral should be granted and, if so, for what

period of time. The principal will make his or her decision in con-

sultation with the parent or adult student and appropriate school

staff. All students who wish to graduate with an Ontario Second-

ary School Diploma must successfully complete the ‘Test of Read-

ing and Writing Skills' by their graduating year.

EXEMPTIONS

Students whose ‘Individual Education Plan' (IEP) indicates that the

student is not working towards the attainment of an Ontario Sec-

ondary School Diploma may, with parental consent and the ap-

proval of the principal, be exempted from participating in the

secondary school ‘Test of Reading and Writing Skills'.

13

TYPES OF COURSES

Four types of courses are offered in grades 9 - 10: Academic

courses, Applied courses, Open courses, Crossover courses and

Locally Developed courses.

ACADEMIC COURSES

Academic courses are intended to prepare students for university

preparation courses in grades 11 and 12. Students, who are inter-

ested in attending college after completion of high school, should

take academic courses in grades 9 and 10. Academic courses

emphasize theory and abstract problems.

APPLIED COURSES

Applied courses are intended to prepare students for college

preparation courses in grades 11 and 12. Students, who are inter-

ested in attending college, should take applied level courses.

Applied level courses focus on practical applications.

OPEN COURSES

Open courses offered in all secondary school grades, are designed to prepare students for fur-

ther study in certain subjects and to enrich their education. These courses are ‘open' to all stu-

dents and include subjects outside the core areas of mathematics, science, social studies and

English. Like the other streams of courses, open courses are credit-based and are counted to-

ward the 30 credits required to earn an Ontario Secondary School Diploma.

CROSS-OVER COURSES

As students gain experience and learn about new career options, their goals and interests may

change. Students in grade 9 may decide to change pathways and want to switch streams in a

particular subject area when they reach grade 10. For example, a student may decide to move

from grade 9 Applied mathematics to grade 10 Academic mathematics. Students who choose

to switch streams (between Academic and Applied) in the areas of mathematics, science or

English will be required to complete a cross-over course in that subject area. Cross- over courses

are 30 hours in length and are offered as independent study modules. In most cases students

will complete cross-over courses during the summer. Students do not earn credits for completion

of cross-over courses. Please speak with our guidance counsellor if you wish to take a cross-over

course during the summer.

15

LOCALLY DEVELOPED COMPULSORY CREDIT COURSES

No longer Offered

TRANSFER COURSES

Transfer courses will allow students who are taking one type of course in Grade 10 or 11 to

switch to another type in the same subject area. For example, a student who wishes to move

from Grade 10 Applied mathematics to University level mathematics.

17

GRADES 11 AND 12 COURSES

In Grade 11 and 12, there are six types of courses offered:

1. University Preparation Courses,

2. College/University Preparation Courses,

3. College Preparation Courses,

4. Workplace Preparation Courses,

5. Open Courses, and Transfer Courses.

UNIVERSITY PREPARATION COURSES

University Preparation courses are intended to give students the knowledge and skills they need

to meet the entrance requirements for university programs. These courses are challenging and

emphasize theory.

UNIVERSITY/COLLEGE PREPARATION COURSES

University/College Preparation courses prepare students for entry into either university or col-

lege. This stream of courses will be offered in only some subject areas in grades 11 and 12.

COLLEGE PREPARATION COURSES

College preparation Courses prepare students for entry into most college programs. These

courses are more ‘activity based’ than the University Preparation courses.

P.L.A.R. (Prior Learning Assessment Recognition):

P.L.A.R. courses will be offered in only some subjects. P.L.A.R. provides mature students with the

opportunity to have their skills and knowledge evaluated against expectations outlined in pro-

vincial curriculum policy documents in order to earn credits toward the OSSD. Refer to section

8.15 for additional information.

18

SUBSTITUTIONS FOR COMPULSORY COURSES

Substitutions may be made for a limited number of compulsory credit courses using other com-

pulsory courses offered by the school.

Up to three courses (or the equivalent in half courses) may be replaced by other courses that

meet the compulsory credit requirements. In all cases, however, the sum of compulsory and

optional credits will not be less than thirty for students aiming to earn the Ontario Secondary

School Diploma and not less than fourteen for those aiming to earn the Ontario Secondary

School Certificate.

A parent or an adult student may request that a substitution be made. The principal may also

initiate consideration of whether a substitution should be made. The principal will make his or her

decision in consultation with the parent and adult student and appropriate school staff.

In cases where the parent or adult student disagrees with the decision of the principal, the par-

ent or adult student may ask the Education Director of NNEC, or the Supervisory Officer, to re-

view the matter.

THE ONTARIO SECONDARY SCHOOL

CERTIFICATE

The Ontario Secondary School Certificate will be granted on request to students who leave

school before earning the Ontario Secondary School Diploma, provided that they have earned

a minimum of 14 credits distributed as follows:

Compulsory credits (total of 7):

2 credits in English

1 credit in Canadian geography or Canadian history

1 credit in mathematics

1 credit in science

1 credit in health and physical education

1 credit in the arts or technological education

Optional credits (total of 7)

7 credits selected by the student from available courses

19

THE CERTIFICATE OF ACCOMPLISHMENT

Students who leave school before fulfilling the requirements of the Ontario Secondary School

Diploma or the Ontario Secondary School Certificate may be granted a Certificate of Accom-

plishment.

THE CREDIT SYSTEM

A credit is granted in recognition of the successful completion of a full credit course, which is

scheduled for 110 hours. All credit courses are subject to inspection by the Ministry of Educa- tion.

(See section 8 for course offerings)

CURRICULUM & FIRST NATIONS STUDENTS

To promote First Nations' Languages, culture, and identity, the following curriculum adaptations

have been made:

1. 1. All courses reflect First Nations' perspectives.

2. 2. All English Courses must include First Nations' authors.

3. 3. Native Language courses are a requirement for students in Gr. 9 & 10 at Pelican

Falls First Nations High School. Students are also encouraged to take additional

courses.

4. 4. Native Language is offered in both Ojibway and Oji-Cree.

5. 5. Elders share their knowledge and skills in a variety of courses within the school.

6. 6. Traditional outdoor skills are taught as part of the regular curriculum.

7. 7. Courses are designed to include and promote First Nations culture and values.

20

ORIENTATION DAY

The first day of classes is an ‘Orientation Day'. All students will participate in a number of activities

in which they will have the opportunity to:

Meet all of the staff at Pelican Falls Centre and the School,

Become familiar with the Teacher-Adviser Program,

Review your timetable and make any necessary changes,

Begin work on an ‘Education Plan' for high school and discuss diploma require-

ments,

See the extra-curricular activities that will be offered during the school year,

Discuss the school's code of behavior for students and staff,

Learn about some of the programs and facilities we offer at the school and centre,

such as: Cooperative Education; Medical Services; NorWOSSA Sports; Intramural

Sports; Outdoors Club; Student Council; School Library.

21

EVALUATION Evaluation is based on the ability of students to meet very specific expectations listed for each

course. Students' marks are determined as a result of their knowledge and skill development as

reflected in:

daily work;

oral and written work, reports, assignments;

projects, essays, assignments;

tests, quizzes, examinations

consistency of completed work

It is expected that all essays, projects and assignments are completed by the due date.

The final 30% of the mark of each course will comprise of various combinations of:

An exam,

Projects,

Presentations, or

Culminating activities.

Because each course has its own specific guidelines with regards to evaluation, students and

parents are invited to visit or call the school to discuss the contents of the course guideline.

Students will be provided with a summary of the course outline prior to the commencement of

the course. Parents also have the right to request a copy of the course summary.

REPORTING

Evaluation is based on the ability of students to meet very specific expectations listed for each

course. Students' marks are determined as a result of their knowledge and skill development as

reflected in:

daily work;

oral and written work, reports, assignments;

projects, essays, assignments;

tests, quizzes, examinations

consistency of completed work

It is expected that all essays, projects and assignments are completed by the due date.

Progress reports will be handed out bi-weekly. If you have an outstanding assignment, it will be

indicated as a ‘No Mark’. If it still hasn’t been handed in by the next progress report, it will be

indicated as a ‘zero’.

20

The final 30% of the mark of each course will comprise of various combinations of:

An exam,

Projects,

Presentations, or

Culminating activities.

Because each course has its own specific guidelines with regards to evaluation, students and

parents are invited to visit or call the school to discuss the contents of the course guideline.

Students will be provided with a summary of the course outline prior to the commencement of

the course. Parents also have the right to request a copy of the course summary.

EXAMINATIONS/MID-TERM TESTS Early Intervention

September 22, 2017 and January 26, 2018

At Risk Reports

November 17, 2017 and March 28, 2018 At Risk Reports will be issued on this date, only for students who

are at risk of failing a course.

Report Cards

An official report card will be issued to students, house parents, and parents on the following dates:

First Semester

Mid-Term Marks—October 20, 2017

Final Marks—December 16, 2017

Second Semester

Mid-Term Marks— February 28, 2017

Final Marks—May 12, 2018

Each final report card will show the total accumulated credits.

FINAL EXAMINATIONS

First Semester (September to December)

Final Exams December 14 & 15, 2017

Second Semester (January to May)

Final Exams May 10 & 11, 2018

22

ATTENDANCE POLICY

The Ministry of Education, under O.S.S. (Ontario Secondary Schools), states that,

"Regular attendance on the part of students is vital to the learning process."

It goes on to say:

"Where attendance has been identified as an essential part of the course . . . and where the

student is unwilling to attend regularly such a student will normally fail to achieve credit."

Students who miss days (excluding funerals, illnesses or appointments) may lose their credits.

Furthermore, students who do not regularly attend school will be withdrawn from the program at

PFFNHS. Students are responsible for ensuring that they catch up on any work missed due to their

absence from school. Parents are reminded that pulling students out of school during the day is

not a practice we encourage. Unexcused absences will be dealt with in the following steps:

Step 1 First five absences will be dealt with by the teacher through counselling and phone

calls to house counsellors and parents.

Step 2 After five absences school counsellor, school administration will meet with the student and

make attendance expectations clear, conference with the parents and/or community

counsellor and advise boarding home parents.

Step 3 After 10 absences Step 2 will be repeated; in addition, school administration will place

the student on an attendance contract.

Step 4 After 15 absences the student will normally be removed from the course and possibly

withdrawn from the program.

STUDENT RECORDS

ONTARIO STUDENT RECORD

The school must maintain an Ontario Student Record (OSR) folder for each student. This folder

contains complete academic history of the student. Any student has the right to examine his/

her record, as does the parent or guardian of any student who has not yet reached the age of

18. If a parent of an adult student (over 18) wishes to examine their child's OSR, they must ob-

tain their son’s/daughter's permission. These records are protected by the Education Act and

freedom of information legislation.

23

ONTARIO STUDENT TRANSCRIPT

The Ontario Student Transcript (OST) provides a comprehensive record of a student's overall

achievement in high school. The credits that a student has earned toward the fulfillment of the

requirements for the graduation diploma are recorded on the OST. It will include:

the student's achievement in all grades and credits gained for successfully completed

courses,

identification of any course that has been substituted for one that is a diploma requirement,

confirmation that the student has completed the community involvement requirement,

the student's final result on the provincial secondary school literacy test,

a special indicator of any extraordinary circum-

stances affecting the student's achievement in a

Grade 11 or 12 course,

equivalent credits granted based on the princi-

pal's evaluation of their previous learning, i.e. out of

province credits or non-inspected private school,

repeated Grade 11 or 12 courses that students have

previously failed.

FULL DISCLOSURE

Full disclosure of marks earned in all Grade 11 and 12 courses. This means that students who fail

any Grade 11 or 12 courses will have their marks recorded on their Ontario Student Tran- script

(OST) after a determined date. In addition, a student who withdraws from a grade 11 or 12 course

before the completion of the course will have their marks and date of withdrawal recorded on

their OST, with the following condition: If a student remains in a Grade 11 or 12 course (including

a student with an Individual Education Plan) longer than five instructional days following the issue

of the first provincial report card, and then withdraws before the completion of the course, their

mark will be calculated and recorded, based on their performance to date. All students

considering withdrawing from courses should recognize that their incom- plete marks will be

recorded on their OST and could affect their eligibility for post-secondary education.

Semester One Report Card will be issued on December 16, 2017. Full disclosure will apply for any

Grade 11 or 12 courses after November 4, 2017. Semester Two Report Card will be issued on May

12, 2017. Full Disclosure will apply after March 23, 2017.

24

PLAGIARISM POLICY

By definition in The Random House Webster's College Dictionary,

‘Plagiarism' means - "the unauthorized use of the language and thoughts of another, and the

representation of them as one's own".

To Plagiarize is to - "take ideas, passages, etc. from another's work by plagiarism”.

This definition includes copying someone else's work in any subject. If you, as a student, do any

of the following:

copying/submitting work done by another student,

copying extensively from a text, report, document, or any other resource without proper documentation and then presenting it as your own original work,

using Internet sites to download pre-written essays and reports,

then you are plagiarizing.

Plagiarism in business and the publishing and entertainment industries is considered legally to

be a form of ‘theft'. That is why schools and universities do not accept it either.

Because Pelican Falls First Nations High School promotes high-quality education in the twenty-

three participating communities, we believe in offering courses which require students to main-

tain honest academic practices.

Plagiarism will not be tolerated; therefore - Any student's work that is found to be knowingly and

deliberately plagiarized will receive a mark of ‘zero'. The student will be furthermore asked to

complete the assignment properly.

COURSE CHANGES

If you wish to change from one course to another, you will have two weeks at the beginning of

each semester to do so.

You will require approval from your teacher, house counsellor, and the principal. Please see

the guidance office on how to go about making course changes.

Semester One course change deadline will be September 19, 2016 Semester Two course

change deadline will be January 23, 2017.

25

LATE AND MISSING ASSIGNMENTS POLICY

It is the policy of NNEC that schools must make clear to students early in the school year

that they are responsible not only for their behaviour in the classroom and the school

but also for providing evidence of their achievement of the overall expectations within

the time frame specified by the teacher, and in a form approved by the teacher.

Rationale

Students must understand that there will be consequences for not completing assign-

ments for evaluation or for submitting those assignments late.

Guidelines

1. NNEC schools, in consultation with the Ministry of

Education, shall develop a policy to address

late and missing assignments. Policies will be

clearly communicated to all students and par

ents. This information will be made available in

the following ways:

on the school web site

school course calendar

student code of conduct

course prospectus for all classes

2. Where in the teacher’s professional judgement it is appropriate to do so, a number

of strategies may be used to help prevent and/or address late and missed assign

ments. They include:

asking the student to clarify the reason for not completing the assignment;

helping students develop better time-management skills;

collaborating with other staff to prepare a part- or full-year calendar of major assignment dates for every class;

planning for major assignments to be completed in stages, so that students are less likely to be faced with an all-or-nothing situation at the last minute;

maintaining ongoing communication with students and/or parents about due dates and late assignments, and scheduling conferences with parents if the problem persists;

in secondary schools, referring the student to the Student Success team or teacher;

taking into consideration legitimate reasons for missed deadlines;

setting up a student contract;

using counselling or peer tutoring to try to deal positively with problems;

holding teacher-student conferences;

reviewing the need for extra support for English language learners;

. . . Continued next page

26

reviewing whether students require special education services;

requiring the student to work with a school team to complete the assignment;

for First Nation, Métis, and Inuit students, involving Aboriginal counsellors and members of the extended family;

understanding and taking into account the cultures, histories, and contexts of First Nation, Métis, and Inuit students and parents and their previous experiences with the school system;

providing alternative assignments or tests/exams where, in the teacher’s profes-

sional judgement, it is reasonable and appropriate to do so;

deducting marks for late assignments, up to and including the full value of the assignment.

27

THE SCHOOL DAY

As shown in Section 5.03 ‘The Daily Timetable', school begins at 8:40 a.m. and finishes at 3:45

p.m.

There are four periods each day, with two 90 minute periods in the morning and two 90 minute

periods in the afternoon during Semester one. Our school year operates on a 2-day cycle where

day 1 is every odd calendar date and day 2 is every even calendar date. For exam-

ple...September 18 is day 2 and October 15 is day 1.

All students take four courses each semester. All courses are full credit courses with the excep-

tion of CHV20 and GLC20 courses. These are .5 credit courses which end half way through the

semester, i.e. Students enrolled in CHV20 will then take GLC20 which is also a .5 credit course. All

students can earn a total of four credits each semester.

Students who wish to take less than a full load of courses each semester will need to meet with

the school guidance department and gain approval of their parent(s)/guardian(s) and the

school administration.

28

THE DAILY

TIMETABLE

Period Grade 9 Grade 10 Grade

11/12

1 SNC1P

ENG1P

MFM1P

PPL1O

MFM2P

CHC2P

TEJ2O

TCJ2O

ENG3C

CGF3M

ENG3C

HHD3O

2 NAC1O

LNOAO

LNLBO

PPL1OB

SNC2P

CHC2P

SNC2P

OLC4O

MEL3E

BTA3O

MBF3C

3

SNC1P

CGC1P

AMU1O

AVI1O

GLS1O

PPL2O

MFM2P

ICS2O

ENG2P

GPP3O

NDA3M

NBV3C

4

CGC1P

NAC1O

AMU1O

MFM1P

HIF101

BTT2O1

CHV2O

GLC2O

SCH4C1

PPL3O1

IDP4O1

Period Grade 9 Grade 10 Grade

11/12

1 NAC1O

LNOAO

LNLBO

PPL1OB

SNC2P

CHC2P

SNC2P

OLC4O

MEL3E

BTA3O

MBF3C

2 SNC1P

ENG1P

MFM1P

PPL1O

MFM2P

CHC2P

TEJ2O

TCJ2O

ENG3C

CGF3M

ENG3C

HHD3O

3

CGC1P

NAC1O

AMU1O

MFM1P

HIF101

BTT2O1

CHV2O

GLC2O

SCH4C1

PPL3O1

IDP4O1

4

SNC1P

CGC1P

AMU1O

AVI1O

GLS1O

PPL2O

MFM2P

ICS2O

ENG2P

GPP3O

NDA3M

NBV3C

29

THE TWO DAY CYCLE

Our school days runs on a ‘Two Day Cycle'

as shown below. All courses run each day.

SEMESTERS ONE

and TWO

All odd numbered calendar days will be

Day One, and even numbered calendar

days will be Day Two.

Period

Time

Day 1 Day

2

1 (90 min) 8:40 – 10:10 1 2

BREAK 10:10 – 10:20

2 (90 min) 10:20 – 11:50 2 1

LUNCH 11:50 – 12:35

3 (90 min) 12:35 – 2:05 3 4

BREAK 2:05 – 2:15

4 (90 min) 2:15 – 3:45 4 3

30

SUPPORT SERVICES

SUDENT SERVICES/ GUIDANCE

is available to students on request, please see the principal. Career exploration and Post-

Secondary information is available in the guidance office. NNEC counselors are also available;

please make an appointment at the office. For students who may be interested, arrangements

can be made with agencies in town for counseling. Please see the social counselor for further

information.

COOP PROGRAM

Cooperative Education is an instructional program that combines classroom information with

practical on-the-job experience. COOP is offered to Grade 11 and 12 students who are inter-

ested in working in a business/ industry in the Sioux Lookout area. It will be offered first and sec-

ond semester. The Coop program will provide you with an opportunity to gain work experience

in a career of interest to you. As a COOP student, you will be required to complete both an in-

school course component (for example: Career Education), along with an out-of-school com-

ponent (placement in a workplace). The out-of-school component is worth 2 credits and con-

sists of a two week training period, followed by placement in an organization/business. During

the training period you will: assess your own interests and skills in order to select a work place-

ment; learn the expectations of the work place; write resumes and covering letters; practice your

interview skills; and develop a training plan for your work placement. All students who par-

ticipate in the COOP program are expected to:

be punctual and dress appropriately,

be reliable, cooperative and adhere to any health and safety rules,

complete a daily log of work responsibilities,

inform their employer if they are to be absent from their placement,

take initiative, and communicate effectively with co-workers,

evaluate their own performance,

complete a total of 200 class hours as credit requirements.

Cooperative Education is a worthwhile program which has helped many students decide on a

career path. See the Cooperative Education teacher for more details.

31

SCHOOL FACILITIES

Our current school building was completed in October 2000, and we have seen our student

population grow from 150 to approximately 220 students. The new school has been an exciting

place to learn, and we have been able to offer many new programs to our students. The new

facilities are described below.

LIBRARY

The PFFNHS Library operates during school hours on a daily basis. The library has approximately

10,000 books (fiction and nonfiction), a reference section (atlases, encyclopedias and diction-

aries), magazines, vertical files, 60 CD Roms, 300 videos, 16 computers for Internet and CD Rom

use and for typing. Please let the librarian know ahead of time if you require use of a comput-

er.

COMPUTER ROOM

The computer lab has 30 fully networked computer workstations and is fully equipped with laser

printers, scanners, digital cameras and much more. Pelican has up-to-date software and a

satellite for quick and easy access to the World Wide Web.

All students are required to sign an acceptable use policy agreement for use of all networked

computers in the school. Use of the school computers for immoral purposes will result in loss of

computer privileges except under direct supervision.

PORTABLE COMPUTER LAB

The school has a portable lap top computer lab. This will allow students to have access to the

Internet for research right from their classroom desks. Classes can sign this equipment out to use

for word processing, research, or a variety of classroom activities.

32

GYMNASIUM

We have a full-size gymnasium in which we are able to offer a number of sports including: floor

hockey, basketball, volleyball, and badminton. Our NorWOSSA Volleyball teams play their home

games at our school with students cheering them on!

KITCHEN

Our kitchen facilities are used for student council/travel club canteen and are available for

special events such as spaghetti suppers, feasts, etc.

NURSING STATION

The school has nurses who tend to student health needs. Students can arrange for medical,

dental, and eye appointments during the year. If you have any health concerns, please let your

house counsellor know or book an appointment at the office for the nurse.

LOCKERS

Lockers are available to students to securely store their valua-

bles. Lockers are free to students, they just need to provide their

name to the office staff, and they will be given a locker number

with the combination.

33

WAHSA DISTANCE EDUCATION CENTRE

Wahsa Distance Education Centre (located in Sioux Lookout) is a program of the Northern Nish-

nawbe Education Council. It offers distance education high school courses via radio, corre-

spondence, and co-operative work placements. Beginning in Sept. 2005 Wahsa has been of-

fering some on-line learning courses. More information about this is available through the Wah-

sa website.

TYPES OF COURSES:

Radio Courses:

Radio courses are taught over FM radio through collaboration with the Wawatay Communica-

tions Society. "On-air" radio sessions happen once, twice or three times weekly, depending on

the course. Grade 9 courses are mostly full credits completed over four months.

Independent Learning (IL) Courses:

IL students are offered the same support services as radio students. You may start correspond-

ence courses at any time during the calendar year. The courses are described more fully in a

separate calendar called the Wahsa IL Supplement. Some of our students choose to take IL

courses during the regular school year.

Students who are interested in taking IL courses through Wahsa are encouraged to speak to our

guidance counsellor to make these arrangements. Where a PFFNHS student requires/ requests a

specific course not offered in the school, the student may complete an IL course through Wahsa

to supplement their course load.

Students who withdraw from Pelican Falls First Nations High School are encouraged to enroll in

Wahsa courses.

34

STUDENT COMPLAINTS PROCEDURES

A policy has been developed by Northern Nishnawbe Education Council to ensure that student

complaints are responded to promptly and with minimum distress and maximum protection to

all parties. NNEC views student complaints as providing an opportunity to review and improve its

policies and practices, and also gain insight into student levels of satisfaction.

Students may make a complaint about: other students, staff, or people external to NNEC that

the students may interact with as part of an approved external program of study, or any other

matter which they feel relates to their study at NNEC.

Students are encouraged to raise their complaint in the first instance directly with the person

concerned. When a student does not feel comfortable doing this, they should make their

complaint to a manager or other person in authority within NNEC (i.e. principal, and PFC man-

ager). Complaints should be made in writing to the person in authority.

When a complaint is made, students will receive written advice of the outcome of that com-

plaint. The outcome will be in keeping with the nature of the incident, and outcomes will be

applied consistently across NNEC's organization. All documentation relating to complaints will be

kept strictly confidential and will not be accessible to anyone who is directly involved in the

matter.

35

EXTRA CURRICULAR ACTIVITIES All students will be given the opportunity to participate in extra-

curricular activities during lunch hours from 11:50 a.m. to 12:35 p.m.

The extra curricular activities will depend on:

what activities you want

what skills and interests can be shared between staff and students.

POSSIBLE ACTIVITIES:

Art Dances Intramural Sports Student Council

Badminton Drama Music Team Sports

Baseball Drafting Photography Travel Club

Basketball Embroidery Robotics Volleyball

Broomball Field Trips School Newspaper Woodworking

Camping Floor Hockey Sewing Yearbook

Canoeing GSA Skiing Youth Exchange

Chess Hiking Snow Shoeing

Cooking Hunting Soccer

You will be asked for your ideas on activities when you arrive at our school in September.

36

Lacrosse

House 8

37

Course Descriptor

ENG1P = English, Grade 9 Applied

Major Subject Areas are alphabetically organized in the Course Descriptor section.

Grades 9—12 Courses Offered At Our School

All courses offered at PFFNHS meet the requirements of the Ontario Ministry of Education. The

following is a list of grade 9, 10, 11, and 12 courses offered at our school and their descriptions.

The Fifth Position indicates

the course type.

In this case:

C = College

D = Academic

E = Workplace

L = Essential

M = college or University

O = Open

P = Applied

U = University

K = Non-Credit

The First Three Characters indicate the

Ministry approved course title. In this case ENG = English

The Fourth Position indicates

the Grade or language lev-

el. In this case: 1 = Grade 9

Grades

1 = Grade 9 2 = Grade 10

3 = Grade 11

4 = Grade 12

Languages

A = Grade 9

B = Grade 10

C = Grade 11

D = Grade 12

38

The following chart shows the links between courses for this

discipline and the possible pre-requisites for them. It does not attempt to depict all

possible movements from course to course.

41

This course emphasizes the consolidation of literacy,

communication, and critical and creative thinking

skills necessary for success in academic and daily

life. Students will analyze a variety of informational

and graphic texts, as well as literary texts from vari-

ous countries and cultures, and create oral, written,

and media texts in a variety of forms for practical

and academic purposes. An important focus will be

on using language with precision and clarity and

developing greater control in writing. The course is

intended to prepare students for college or the

workplace.

This course is designed to extend the range of oral

communication, reading, writing, and media litera-

cy skills that students need for success in secondary

school and daily life. Students will study and create

a variety of informational, literary, and graphic texts.

An important focus will be on the consolidation of

strategies and processes that help students interpret

texts and communicate clearly and effectively. This

course is intended to prepare students for the com-

pulsory Grade 11 college or workplace preparation

course.

This course is designed to develop the key oral com-

munication, reading, writing, and media literacy skills

students need for success in secondary school and

daily life. Students will read, interpret, and create a

variety of informational, literary, and graphic texts.

An important focus will be on identifying and using

appropriate strategies and processes to improve

students’ comprehension of texts and to help them

communicate clearly and effectively. The course is

intended to prepare students for the Grade 10 ap-

plied English course, which leads to college or work-

place preparation courses in Grades 11 and 12.

This course emphasizes the development of literacy,


skills necessary for success in academic and daily

life. Students will study the content, form, and style

of a variety of informational and graphic texts, as

well as literary texts from Canada and other coun-

tries, and create oral, written, and media texts in a

variety of forms for practical and academic purpos-

es. An important focus will be on using language

with precision and clarity. The course is intended to

prepare students for the compulsory Grade 12 col-

lege preparation course.



skills necessary for success in the workplace and in

daily life. Students will study the content, form, and

style of a variety of contemporary informational,

graphic, and literary texts; and create oral, written,

and media texts in a variety of forms for practical

purposes. An important focus will be on using lan-

guage clearly and accurately in a variety of formal

and informal contexts. The course is intended to pre-

pare students for the compulsory Grade 12 work-

place preparation course.

ENG4C ENGLISH Grade 12

College Preparation

Prerequisite: English, Grade 11, College Preparation

ENG2P ENGLISH Grade 10

Applied

Prerequisite: Grade 9 English, Academic or Applied

ENG3C ENGLISH Grade 11

College Preparation

Prerequisite: Grade 10 English, Applied

ENG3E ENGLISH Grade 11

Workplace Preparation

Prerequisite: Grade 10 English, Applied

ENG1P ENGLISH Grade 9

Applied

Prerequisite: None

40

This course is designed to help students acquire and

demonstrate the cross-curricular literacy skills that are

evaluated by the Ontario Secondary School Lit-

eracy Test (OSSLT). Students who complete the

course successfully will meet the provincial literacy

requirement for graduation. Students will read a vari-

ety of informational, narrative, and graphic texts and

will produce a variety of forms of writing, including

summaries, information paragraphs, opinion pieces,

and news reports. Students will also maintain and

manage a literacy portfolio containing a record of

their reading experiences and samples of their

writing.

OLC40 Ontario secondary School Literacy Course

Grade 12

Prerequisite: Students, who have been eligible to

write the Ontario Secondary School Literacy Test

(OSSLT) at least twice, and have been unsuccessful

at least once, are eligible to take this course.

42

These charts

show the links

between courses for these

disciplines and

the possible

pre-requisites for them.

It does not attempt to

depict all possible

movements from course

to course.

43

This course focuses on the connections between the

student and key people, events, and themes in Ca-

nadian history from World War I to the present. Stu-

dents prepare for the Grades 11 and 12 Workplace

Preparation history courses through the develop-

ment and extension of historical literacy and inquiry

skills. Students explore a variety of topics highlight-

ing individuals and events that have contributed to

the story of Canada. The major themes of Canadi-

an identity, internal and external relationships, and

changes since 1914, are explored through guided

investigation. Students have the opportunity to ex-

tend analytical skills with a focus on identifying and

interpreting events and perspectives and making

connections. Students practice reading, writing, vis-

ual, and oral literacy skills, and mathematical litera-

cy skills to identify and communicate ideas in a vari-

ety of forms.

This course explores what it means to be an in-

formed, participating citizen in a democratic socie-

ty. Students will learn about the elements of democ-

racy in local, national, and global contexts, about

political reactions to social change, and about polit-

ical decision-making processes in Canada. They will

explore their own and others' ideas about civics

questions, and learn how to think critically about

public issues and react responsibly to them.

This course explores some of the pivotal events and

experiences that have influenced the development

of Canada’s identity as a nation from World War I to

the present. By examining how the country has re-

sponded to economic, social, and technological

changes and how individuals and groups have con-

tributed to Canadian culture and society during this

period, students will develop their ability to make

connections between historical and current events.

Students will have opportunities to formulate ques-

tions, locate information, develop informed opinions,

and present ideas about the central issues and

events of the period.

This course explores a variety of human experiences

in world history from earliest times to the present. Stu-

dents will learn about a wide range of societies and

cultures, examining such things as systems of govern-

ment, technological developments, work, art, and

religion. Students will apply methods of research and

inquiry to examine human societies in many different

times and places and to communicate points of

view about their findings.

CHC2L Canadian History

Grade 10, Applied

Prerequisite: None

CHV20 Civics

Grade 10, Open

Prerequisite: None

CHC2P Canadian History Since World War I

Grade 10, Applied

Prerequisite: None

CHM4E Adventures in World History

Grade 12, Workplace Preparation

Prerequisite: Canadian History Since World War I,

Grade 10, Academic or Applied. (With the approval of

the Ministry, a locally developed Grade 10 course in

Canadian History may also serve as the prerequi-

site.)

46

This course focuses on geographic issues that affect

Canadians today. Students will draw on personal

and everyday experiences as they learn about Can-

ada’s distinct and changing character and the nat-

ural and human systems and global influences that

shape the country. Students will use a variety of ge-

otechnologies and inquiry and communication

methods to examine practical geographic ques-

tions and communicate their findings.

This course examines the major patterns of physical

geography and the powerful forces that affect

them. Students will investigate the dynamic nature

of the earth, the evolving relationship between the

planet and its people, and the factors that limit our

ability to predict the changes that will occur. Stu-

dents will use a wide range of geotechnologies and

inquiry methods to investigate the distribution and

interaction of the elements of their physical environ-

ment and to communicate their findings.

CGC1P Geography of Canada

Grade 9, Applied

Prerequisite: None

CGF3M Physical Geography: Patterns, Processes and

Interactions, Grade 11,

University/College Preparation

Prerequisite: Geography of Canada, Grade 9,

Academic or Applied

48

This course enables students to develop an under-

standing of mathematical concepts related to intro-

ductory algebra, proportional reasoning, and meas-

urement and geometry through investigation, the

effective use of technology, and hands-on activities.

Students will investigate real-life examples to devel-

op various representations of linear relations, and will

determine the connections between the represen-

tations. They will also explore certain relationships that

emerge from the measurement of three- dimensional

figures and two-dimensional shapes. Students will

consolidate their mathematical skills as they solve

problems and communicate their thinking.

This course enables students to consolidate their un-

derstanding of linear relations and extend their

problem-solving and algebraic skills through investi-

gation, the effective use of technology, and hands-

on activities. Students will develop and graph equa-

tions in analytic geometry; solve and apply linear

systems, using real-life examples; and explore and

interpret graphs of quadratic relations. Students will

investigate similar triangles, the trigonometry of right

triangles, and the measurement of three-

dimensional figures. Students will consolidate their

mathematical skills as they solve problems and com-

municate their thinking.

NEXT PAGE. . . .

MFM1P Foundations of Mathematics, Grade 9

Applied

Prerequisite: None

MFM2P Foundations of Mathematics, Grade 10

Applied

Prerequisite: Grade 9 Mathematics,

Academic or Applied

49

This course enables students to broaden their under-

standing of mathematics as a problem solving tool

in the real world. Students will extend their under-

standing of quadratic relations; investigate situations

involving exponential growth; solve problems involv-

ing

compound interest; solve financial problems con-

nected with vehicle ownership; develop their ability

to reason by collecting, analyzing, and evaluating

data involving one variable; connect probability

and statistics; and solve problems in geometry and

trigonometry. Students will consolidate their mathe-

matical skills as they solve problems and

communicate their thinking.


standing of real-world applications of mathematics.

Students will analyze data using statistical methods;

solve problems involving applications of geometry

and trigonometry; solve financial problems connect-

ed with annuities, budgets, and renting or owning

accommodation; simplify expressions; and solve

equations. Students will reason mathematically and

communicate their thinking as they solve multi-step

problems. This course prepares students for college

programs in areas such as business, health sciences,

and human services, and for certain skilled trades.


standing of mathematics as it is applied in important

areas of day-to-day living. Students will solve prob-

lems associated with earning money, paying taxes,

and making purchases; apply calculations of simple

and compound interest in saving, investing, and bor-

rowing; and calculate the costs of transportation and

travel in a variety of situations.

MBF3C Foundations for College Mathematics,

Grade 11

College Preparation

Prerequisite: Foundations of Mathematics, Grade 10,

Applied

MAP4C Foundations for College Mathematics, Grade

12 College Preparation

Prerequisite: Foundations for College Mathematics,

Grade 11, College Preparation, or Functions and Ap-

plications, Grade 11, University/College Preparation

MEL3E Mathematics for Work and Everyday Life,

Grade 11, Workplace Preparation

Prerequisite: Principles of Mathematics, Grade 9,

Academic, or Foundations of Mathematics, Grade 9,

Applied, or a ministry-approved locally developed

Grade 10 mathematics course

50

The following chart shows the links

between courses for this discipline and the possible

pre-requisites for them. It does not attempt to depict all

possible movements from course to course.

51

This course develops students’ understanding of the

basic concepts of physics. Students will

explore these concepts with respect to motion; me-

chanical, electrical, electromagnetic, energy

transformation, hydraulic, and pneumatic systems;

and the operation of commonly used

tools and machines. They will develop their scientific

investigation skills as they test laws of

physics and solve both assigned problems and those

emerging from their investigations.

Students will also consider the impact of technologi-

cal applications of physics on society and

the environment.

This course enables students to develop their under-

standing of basic concepts in biology, chemistry,

earth and space science, and physics, and to apply

their knowledge of science to everyday situations.

They are also given opportunities to develop practi-

cal skills related to scientific investigation. Students

will plan and conduct investigations into practical

problems and issues related to the impact of human

activity on ecosystems; the structure and properties

of elements and compounds; space exploration

and the components of the universe; and static and

current electricity.

This course enables students to develop a deeper

understanding of concepts in biology, chemistry,

earth and space science, and physics, and to apply

their knowledge of science in real-world situations.

Students are given opportunities to develop further

practical skills in scientific investigation. Students will

plan and conduct investigations into everyday

problems and issues related to human cells and

body systems; chemical reactions; factors affecting

climate change; and the interaction of light and

matter.

SPH4C Science, Grade 12, Applied

Prerequisite: Science, Grade 10, Academic or Applied

SNC1P Science, Grade 9, Applied

Prerequisite: None SNC2P Science, Grade 10, Applied

Prerequisite: Grade 9 Science,

Academic or Applied

52

This course develops students’ understanding of the

basic concepts of physics. Students will explore

these concepts with respect to motion; mechanical,

electrical, electromagnetic, energy transformation,

hydraulic, and pneumatic systems; and the opera-

tion of commonly used tools and machines. They will

develop their scientific investigation skills as they test

laws of physics and solve both assigned problems

and those emerging from their investigations. Stu-

dents will also consider the impact of technological

applications of physics on society and the environ-

ment.

This course provides students with the fundamental

knowledge of and skills relating to environmental

science that will help them succeed in work and life

after secondary school. Students will explore a

range of topics, including the impact of human ac-

tivities on the environment; human health and the

environment; energy conservation; resource science

and management; and safety and environmental

responsibility in the workplace. Emphasis is placed

on relevant, practical applications and current top-

ics in environmental science, with attention to the

refinement of students’ literacy and mathematical

literacy skills as well as the development of their sci-

entific and environmental literacy.

SPH4C Physics

Grade 12 College Preparation

Prerequisite: Science, Grade 10, Academic or Applied

SVN3E Environmental Science

Grade 11 Workplace Preparation

Prerequisite: Science, Grade 9, Academic or Applied,

or a Grade 9 or 10 locally developed compulsory credit

(LDCC) course in science Prerequisite: Sci- ence,

Grade 10, Academic or Applied

53

Music

Grade 9, Open

Music

Grade 10, Open

Any Grade 9 or 10 arts course

Visual Arts

Grade 9, Open

Visual Arts

Grade 10, Open

Music

Grade 12, University/College

Visual Arts


Music


Music

Grade 11, Open

Visual Arts


Visual Arts

Grade 11, Open

Comprehensive Arts

Grade 9, Open

Dance

Grade 9, Open

Dance


Dramatic Arts

Grade 9, Open

Dramatic Arts


Dramatic Arts


Dramatic Arts

Grade 10, Open

Dramatic Arts

Grade 11, Open

Dramatic Arts

Grade 12, Open

Exploring the Arts

Grade 12, Open Any Grade 11 arts course

Media Arts

Grade 10, Open

Media Arts

Grade 11, Open

Media Arts

Grade 12, Open

Dance


Dance

Grade 10, Open

Dance

Grade 11, Open

54

This course provides opportunities for students to ex-

plore dramatic forms and techniques, using material

from a wide range of sources and cultures. Students

will use the elements of drama to examine situations

and issues that are relevant to their lives. Students

will create, perform, discuss, and analyse drama,

and then reflect on the experiences to develop an

understanding of themselves, the art form, and the

world around them.

This course emphasizes the creation and perfor-

mance of music at a level consistent with previous

experience and is aimed at developing technique,

sensitivity, and imagination. Students will develop

musical literacy skills by using the creative and criti-

cal analysis processes in composition, performance,

and a range of reflective and analytical activities.

Students will develop an understanding of the con-

ventions and elements of music and of safe practic-

es related to music, and will develop a variety of

skills transferable to other areas of their life

This course is exploratory in nature, offering an over-

view of visual arts as a foundation for further study.

Students will become familiar with the elements and

principles of design and the expressive qualities of

various materials by using a range of media, pro-

cesses, techniques, and styles. Students will use the

creative and critical analysis processes and will inter-

pret art within a personal, contemporary, and histori-

cal context.

ADA10 Drama,

Grade 9, Open

Prerequisite: None

AMU10 Music Grade 9 Open

Prerequisite: None

AVI10 Visual Arts

Grade 9, Open

Prerequisite: None

55

OjiCree

Level 2 LNLBO

Open

OjiCree

Level 3 LNLCO

Open

Native Language

Level 1 LNO 1O0

Open

Native Language

Level 2 LNOBO0

Open

Native Language

Level 3 LNO CO0

Open

Native Language

Level 4 LNODO0

Open

Native Language

Level 5 LNO EO0

Open

56

This course is open to the entire student body and will

allow students who have no prior Native language

experience to develop an appreciation for a Native

language and culture, to explore and experience a

unique world view, and to learn to speak a Native

language. Students will use the language being

studied for greetings and daily routines, become

familiar with its writing and sound system, and

practice basic vocabulary and phrases. Students will

also use information technology during course-

related activities.

This course will provide students an opportunity to

expand their knowledge of a Native language and

of Native philosophy, spirituality, and values, and to

enhance their identity and self-worth. Students will

communicate by using a variety of phrases and ex-

pressions, create short conversations, skits, stories,

and narratives, use information technology, and de-

velop an awareness of the structural and functional

workings of a Native language.

This course will enable students to experience the

unique respect for life that permeates Native lan-

guages and cultures. Students will expand their vo-

cabulary and knowledge of phrases and expres-

sions, using them in simple dialogues, narrative writ-

ing, grammatical constructions, and reading, and to

exchange information electronically.

Prerequisite: At least four years of study of a Native

language in elementary school, successful comple-

tion of NL1, or demonstrated proficiency.

LNOAO Ojibway, Level 1, Open

Prerequisite: None

LNLCO Oji-Cree, Level 3, Open

Prerequisite: Successful completion of NL2 or

demonstrated proficiency.

LNLBO Oji-Cree, Level 2, Open

Prerequisite: At least four years of study of a

Native Language in elementary school, successful

completion of NL1

58

This course examines Aboriginal cultures in Canada

through an exploration of art forms - painting, sculp-

ture, storytelling, dance, and music - created by Ab-

original artists. Students will learn to identify Aborigi-

nal art forms and describe relationships between the

art forms and Aboriginal traditions, philosophy, and

culture. Students will also create their own art forms to

express their understanding of Aboriginal identity,

relationships, and sovereignty.


critical thinking, and communication skills through the

study of works in English by Aboriginal writers. Stu-

dents will study the content, form, and style of infor-

mational texts and literary and media works, and will

develop an appreciation of the wealth and complexity

of Aboriginal writing. Students will also write reports,

correspondence, and persuasive essays, and analyse

the relationship between media forms and audiences.

An important focus will be on establishing appropriate

voice and using business and technical language with

precision and clarity.

This course emphasizes historical and contemporary

issues that affect the relationship between Aborigi-

nal peoples and Canadian governments. Students

will examine legal, political, social, and economic

issues; key aspects of the Indian Act and its revisions

that have an impact on the daily lives of Aboriginal

persons; the different types of relationships that Abo-

riginal peoples have established with other nations

throughout history; and the methodology of histori-

cal inquiry.

This course focuses on the beliefs, values, and aspi-

rations of Aboriginal peoples in Canada. Students

will examine world views of Aboriginal peoples and

the political, economic, cultural, and social chal-

lenges facing individuals and communities. Students

will also learn how traditional and contemporary be-

liefs and values influence the aspirations and actions

of Aboriginal peoples.

NAC1O Expressing Aboriginal Cultures

Grade 9, Open

NBE3C English: Contemporary Aboriginal Voices

Grade 11, College Preparation

Prerequisite: English, Grade 10, Academic or Applied

NAC2O Aboriginal Peoples in Canada

Grade 10, Open NBV3C Aboriginal Beliefs,Values, and Aspirations

in Contemporary Society,


Prerequisite: Aboriginal Peoples in Canada, Grade 10,

Open or Canadian History in the Twentieth Century,

Grade 10, Academic or Applied

59

Careers

GLC 2O0

.5 Credit, Open

Leadership & Peer Support

Grade 11 GPP 3O0

Open

Discovering the Workplace

Grade 10 GLD 2O0

Open

Navigating the Workplace

Grade 12 GLN4O0

Open

The above chart shows the links between courses for this discipline and the

possible pre-requisites for them. It does not attempt to depict all possible movements from course to course.

60

This course focuses on learning strategies to help stu-

dents become better, more independent learners.

Students will learn how to develop and apply litera-

cy and numeracy skills, personal management

skills, and interpersonal and teamwork skills to im-

prove their learning and achievement in school, the

workplace, and the community. The course helps

students build confidence and motivation to pursue

opportunities for success in secondary school and

beyond.

This course provides students with opportunities to

develop the workplace essential skills and work hab-

its required for success in all types of workplaces.

Students will explore occupations and careers of

interest through participation in real workplace ex-

periences. They will make plans for continued learn-

ing and work, work with others to design learning

experiences, and investigate the resources and sup-

port required to make a smooth transition to their

postsecondary destination.

This course teaches students how to develop and

achieve personal goals for future learning, work,

and community involvement. Students will assess

their interests, skills, and characteristics and investi-

gate current economic and workplace trends, work

opportunities, and ways to search for work. The

course explores postsecondary learning and career

options, prepares students for managing work and

life transitions, and helps students focus on their

goals through the development of a career plan.

This course prepares students to act in leadership

and peer support roles.They will design and imple-

ment a plan for contributing to their school and/or

community; develop skills in communication, inter-

personal relations, teamwork, and conflict manage-

ment; and apply those skills in leadership and/or

peer support roles – for example, as a student coun-

cil member or a peer tutor. Students will examine

group dynamics and learn the value of diversity

within groups and communities.

GLS1O Learning Strategies 1: Skills for

Success in Secondary School

Grade 9 Open

Prerequisite: None

GLN4O Navigating the Workplace

Grade 12, Open

Prerequisite: None

GLC2O Career Studies

Grade 10 Open

Prerequisite: None

GPP30 Leadership and Peer Support

Grade 11 Open

Prerequisite: None

62

This course emphasizes regular participation in a va-

riety of enjoyable physical activities that promote

lifelong healthy active living. Students will learn

movement skills and principles, ways to improve per-

sonal fitness and physical competence, and safety

and injury prevention. They will investigate issues

related to healthy sexuality and the use and abuse

of alcohol, tobacco, and other drugs, and will par-

ticipate in activities designed to develop goal-

setting, communication, and social skills.

This course emphasizes regular participation in a va-

riety of enjoyable physical activities that promote

lifelong healthy active living. Student learning will

include the application of movement principles to

refine skills; participation in a variety of activities that

enhance personal competence, fitness, and health;

examination of issues related to healthy sexuality,

healthy eating, substance use and abuse; and the

use of informed decision-making, conflict resolution,

and social skills in making personal choices.

This course focuses on the development of leader-

ship and coordination skills related to recreational

activities. Students will acquire the knowledge and

skills required to plan, organize, and implement rec-

reational events.They will also learn how to promote

the value of physical fitness, personal well-being,

and personal safety to others through mentoring.

The course will prepare students for college pro-

grams in recreational, leisure, and fitness leadership.

Confederation College

RL 130 Recreation & Leisure Options

The student will be able to provide direct leadership

to participants involved in a variety of inclusive sea-

sonal recreation activities. The course is designed to

help students develop leadership qualities and intro-

duce community recreation resources which can

be accessed for program development or personal

leisure pursuits. This is an active course in a variety of

indoor and outdoor settings. Activitiy modification,

adaptation and inclusion will be emphasized.

This course focuses on the development of a healthy

lifestyle and participation in a variety of enjoyable

physical activities that have the potential to engage

students’ interest throughout their lives. Students will

be encouraged to develop personal competence

in a variety of movement skills and will be given op-

portunities to practice goal-setting, decision-making,

social, and interpersonal skills. Students will also

study the components of healthy relationships, re-

productive health, mental health, and personal

safety.

PPL1O Healthy Active Living Education

Grade 9, Open

Prerequisite: None

PLF4C Recreation and Physical Fitness Leadership


Prerequisite: Any Grade 11 or 12 open course in health

and physical education * Dual Credit with Confederation College

PPL30 Healthy Active Living Education

Grade 11, Open

Prerequisite: None

PAD40 Outdoor Education

Grade 12, Open

Prerequisite: None

PPL2O Healthy Active Living Education

Grade 10, Open

Prerequisite: None

65

This course introduces students to information and

communication technology in a business environ-

ment and builds a foundation of digital literacy skills

necessary for success in a technologically driven

society. Students will develop word processing,

spreadsheet, database, desktop publishing, presen-

tation software, and website design skills. Through-

out the course, there is an emphasis on digital litera-

cy, effective electronic research and communica-

tion skills, and current issues related to the impact of

information and communication technology.

This course introduces students to the world of busi-

ness. Students will develop an understanding of the

functions of business, including accounting, market-

ing, information and communication technology,

human resources, and production, and of the im-

portance of ethics and social responsibility. This

course builds a foundation for further studies in busi-

ness and helps students develop the business

knowledge and skills they will need in their everyday

This course introduces students to computer pro-

gramming. Students will plan and write

simple computer programs by applying fundamen-

tal programming concepts, and learn

to create clear and maintainable internal docu-

mentation. They will also learn to manage

a computer by studying hardware configurations,

software selection, operating system

functions, networking, and safe computing practic-

es. Students will also investigate the

social impact of computer technologies, and devel-

op an understanding of environmental

and ethical issues related to the use of computers.

This course introduces students to computer pro-

gramming concepts and practices. Students will

write and test computer programs, using various

problem-solving

strategies. They will learn the fundamentals of pro-

gram design and apply a software development life-

cycle model to a software development project. Stu-

dents will also learn about computer environments

and systems, and explore environmental issues relat-

ed to computers, safe computing practices, emerg-

ing technologies, and postsecondary opportunities in

computer-related fields.

BTT10 Information and Communication Technology in

Business Grade 9 or 10, Open

Prerequisite: None

BBI20 Introduction to Business

Grade 10, Open

Prerequisite: None

IICS20 - Introduction to Computer Studies—

Grade 10—Open

Prerequisite: None

ICS3C Introduction to Computer Programming

Grade 11- Open

Prerequisite: None

68

This course enables students to further explore and

develop technological knowledge and skills intro-

duced in the elementary science and technology

program. Students will be given the opportunity to

design and create products and/or provide services

related to the various technological areas or indus-

tries, working with a variety of tools, equipment, and

software commonly used in industry. Students will

develop an awareness of environmental and socie-

tal issues, and will begin to explore secondary and

postsecondary education and training pathways

leading to careers in technology-related fields.

This course presents hairstyling, make-up, and nail

care techniques from a salon/spa perspective. Using

materials, processes, and techniques used in the

industry, students learn fundamental skills in hairstyl-

ing, giving manicures and facials, and providing

hair/scalp analyses and treatments. Students will al-

so consider related environmental and societal is-

sues, and will explore secondary and postsecondary

pathways leading to careers in the field of hairstyling

and aesthetics.

This course introduces students to building materials

and processes through opportunities to design and

build various construction projects. Students will learn

to create and read working drawings; become

familiar with common construction materials,

components, and processes; and perform a variety

of fabrication, assembly, and finishing operations.

They will use a variety of hand and power tools and

apply knowledge of imperial and metric systems of

measurement, as appropriate. Students will develop

an awareness of environmental and societal issues

related to construction technology, and will explore

secondary and postsecondary pathways leading to

careers in the industry.

TXJ20 Hairstyling and Aesthetics

Grade 10, Open

Prerequisite: None

TCJ20 Construction Technology,

Grade 10, Open

Prerequisite: None

TIJ10 Exploring Technologies

Grade 9, Open

Prerequisite: None

69

The above chart shows the links between courses for this discipline and the

possible pre-requisites for them. It does not attempt to depict all possible movements from course to course.

70

This course explores the challenges faced by all

people; how to meet basic needs, how to relate to

others, how to manage resources, and how to be-

come responsible members of society. Students will

acquire knowledge and skills that are needed to

make the transition to adulthood. Teachers will in-

struct students in developing interpersonal, decision-

making, and practical skills related to daily life. Stu-

dents will explore the functioning of families and the

diversities found among families and within society.

This course examines the nature of culture; how cul-

tural identities are acquired, maintained, and trans-

formed; and theories used to analyse cultures. Stu-

dents will explore world cultures, with an emphasis

on the analysis of religious and spiritual beliefs, art

forms, and philosophy. They will study the contribu-

tions and influence of a range of cultural groups

and will critically analyze issues facing ethnocultural

groups within Canada and around the world. Stu-

dents will develop and apply research skills and will

design and implement a social action initiative relat-

ing to cultural diversity.

This course explores the factors that affect attitudes

and decisions about food, examines current issues

of body image and food marketing, and is ground-

ed in the scientific study of nutrition. Students will learn

how to make informed food choices and how to

prepare foods, and will investigate our Canadian

food heritage and food industries, as well as global

food issues. The course also introduces students to

research skills related to food and nutrition.

HIF10/20 Exploring Family Studies

Grade 9 or 10, Open

Prerequisite: None

HSC4M Grade 12 University/College Preparation

Prerequisite: Any university, college, or university/

college preparation course in social sciences and hu-

manities, English, or Canadian and world studies

HFN10/2O Food and Nutrition

Grade 9 or 10, Open

Prerequisite: None

71

This course focuses on the well being of children in

families and community settings. Students will study

child behavior and child development in the con-

text of relationships with parents and others in the

community, and will learn through research and by

observing and interacting with children. This course

prepares students for further study of children, famil-

iarizes them with occupational opportunities related

to working with children, and introduces them to skills

used in researching and investigating children's

behavior in response to others.

72

This course emphasizes the development of practi-

cal skills and knowledge to solve problems, make

decisions, create personal meaning, and present

findings beyond the scope of a single subject or dis-

cipline. Through individual and collaborative inquiry

and research into contemporary issues, real-life situ-

ations, and careers, students will apply the principles

and skills derived from the complementary subjects

and disciplines studied, evaluate the reliability of

information, and examine how information technol-

ogy can be used safely, effectively, and legally.

They will also learn how to select strategies to define

problems, research alternative solutions, assess their

thinking in reaching decisions, and adapt to change

as they acquire new knowledge.

IDC4O/IDP4O Interdisciplinary Studies, Grade 12,

Open IDC4O/IDP4O

Prerequisites: for IDC4O, none; for IDP4O, the

prerequisite for each of the courses in the package

76

THE SCHOOL YEAR CALENDAR

The Pelican Falls School year calendar has been especially designed for YOU. Look at the cal-

endar on the next page.

ABOUT THE SCHOOL YEAR CALENDAR

Note the following:

✓ There are 112.5 instructional hours in Semester 1 and 115.5 instructional hours Semester 2.

✓ There is a longer Christmas vacation and March break so that you can have a good visit

with your family

✓ Teachers' Professional Days will normally be built into the times when you are at home, so

that you do not get days off during the week with nothing to do.

Pelican Falls First Nations High School 650 Pelican Falls Road, Sioux Lookout, ON P8T 0A7

www.nnec.on.ca/pelican

http://www.nnec.on.ca/pelican

http://www.nnec.on.ca/pelican

pelican falls first nations high school - nnec · pelican falls first nations high school is a...

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