program information - killarney school...

Program Information

417 King Avenue

Killarney, Manitoba Phone: (204) 523-4696

Email: [email protected]

Visit us at killarneyschool.ca.

Revised 2016

TABLE OF CONTENTS

Art Program ............................................................................................................................................. 3 Visual Arts 10S, 20S, 30S, 40S ........................................................................................................................ 3 Drama 10S, 20S, 30S, 40S .............................................................................................................................. 3

Band Program .......................................................................................................................................... 3 Concert Band 10S .......................................................................................................................................... 3 Concert Band 20S .......................................................................................................................................... 3 Concert Band 30S .......................................................................................................................................... 3 Concert Band 40S .......................................................................................................................................... 4 Jazz Band 10S ................................................................................................................................................ 4 Jazz Band 20S ................................................................................................................................................ 4 Jazz Band 30S ................................................................................................................................................ 4 Jazz Band 40S ................................................................................................................................................ 5

Business/Computer Program ................................................................................................................... 4 Applying Information and Communication Tech 1 15F ................................................................................. 4 Applying Information and Communication Tech 2 15F ................................................................................. 4 Computer Science 20S ................................................................................................................................... 5 Digital Pictures 25S ........................................................................................................................................ 5 Digital Film Making 25S ................................................................................................................................. 5 Future in Business 15G .................................................................................................................................. 5 Start Your Own Business 25G ........................................................................................................................ 5 Keyboarding 25S ............................................................................................................................................ 5 Print Communications 25S ............................................................................................................................ 5 Automated Office 40S ................................................................................................................................... 6 Spreadsheets 35S .......................................................................................................................................... 6 Relational Databases 35S .............................................................................................................................. 6 2D Animation 35S .......................................................................................................................................... 6 Web Design 35S............................................................................................................................................. 7 Law 40S ......................................................................................................................................................... 7

Career Program ........................................................................................................................................ 7 Life/Work Explorations 10S ........................................................................................................................... 7 Student Leadership/Student Gov’t 21G ........................................................................................................ 7 Career Internship Program ............................................................................................................................ 8 High School Apprenticeship Program ............................................................................................................ 8

English Program ....................................................................................................................................... 8 English 10F .................................................................................................................................................... 8 English 20F .................................................................................................................................................... 9 ELA: Comprehensive Focus 30S ..................................................................................................................... 9 ELA: Comprehensive Focus 40S ..................................................................................................................... 9 ELA: Literary Focus 30S ................................................................................................................................. 9 ELA: Literary Focus 40S ................................................................................................................................. 9 ELA: Transactional Focus 40S ...................................................................................................................... 10

French Program ..................................................................................................................................... 10 French 10G .................................................................................................................................................. 10 French 20G .................................................................................................................................................. 10 French 30S ................................................................................................................................................... 10 French 40S ................................................................................................................................................... 10

Social Studies Program ........................................................................................................................... 10

Agriculture 30S ............................................................................................................................................ 10 Geographic Issues of the 21

st Century 20F .................................................................................................. 10

History of Canada 30F ................................................................................................................................. 11 History: European AP 42S............................................................................................................................ 11 History: Western Civilization 40S ................................................................................................................ 11 Canada in the Contemporary World (Social Studies) 10F ........................................................................... 11 Cinema as a Witness to Modern History 40S .............................................................................................. 11 Global Issues 40S ......................................................................................................................................... 11

Human Ecology Program ........................................................................................................................ 12 Home Economics 10G ................................................................................................................................. 12 Clothing, Housing & Design 20G/30G ......................................................................................................... 12 Family Studies 40S/40G ............................................................................................................................... 12

Mathematics Program ........................................................................................................................... 12 Mathematics 10F ......................................................................................................................................... 12 Introduction to Applied/Pre-Calculus 20S ................................................................................................... 13 Mathematics: Applied Stream ..................................................................................................................... 13 Applied Mathematics 30S ........................................................................................................................... 13 Applied Mathematics 40S ........................................................................................................................... 13 Mathematics: Essential Stream ................................................................................................................... 13 Essential Mathematics 20S .......................................................................................................................... 13 Essential Mathematics 30S .......................................................................................................................... 13 Essential Mathematics 40S .......................................................................................................................... 13 Mathematics: Pre-Calculus Stream ............................................................................................................. 14 Pre-Calculus Mathematics 30S .................................................................................................................... 14 Pre-Calculus Mathematics 40S .................................................................................................................... 14

Physical Education Program ................................................................................................................... 14 Physical Education 10F ................................................................................................................................ 14 Physical Education 20F ................................................................................................................................ 14 Physical Education 30F ................................................................................................................................ 14 Physical Education 40F ................................................................................................................................ 14 Weight Training 31G ................................................................................................................................... 14 Sustainable Wilderness Education .............................................................................................................. 14 Recreation Management and Athletic Leadership ...................................................................................... 15

Science Program .................................................................................................................................... 15 Biology 30S .................................................................................................................................................. 15 Biology 40S .................................................................................................................................................. 15 Chemistry 30S.............................................................................................................................................. 15 Chemistry 40S.............................................................................................................................................. 16 Interdisciplinary Science 40S ...................................................................................................................... 16 Physics 30S .................................................................................................................................................. 16 Physics 40S .................................................................................................................................................. 16 Current Topics in Science 30S ..................................................................................................................... 16 Science 10F .................................................................................................................................................. 16 Science 20F .................................................................................................................................................. 16 Psychology 40S ............................................................................................................................................ 17

Technology Education/Industrial Arts .................................................................................................... 17 Graphics Communications Tech 20G .......................................................................................................... 17 Woodwork Technology 10G ........................................................................................................................ 17 Woodwork Technology 20G ........................................................................................................................ 18 Woodwork Technology 30G ........................................................................................................................ 18 Woodwork Technology 40G ........................................................................................................................ 18

Killarney Collegiate Course Selection Booklet

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Art Program

Visual Arts 10S, 20S, 30S, 40S The art program is designed to offer Grade 9 to 12 students a means of self-expression, which develops mental and creative abilities. Observation skills and visual awareness will be reinforced through active involvement in a study of the elements and principles of design. Course material will consist of a variety of topics and projects, which include drawing, painting, design, sculpture, collage, and art history. Each grade level will review and build on the skills and knowledge gained in the previous year. This course will include the development of a personal portfolio of art work. Drama 10S Drama 10S is an introductory course in drama, focusing on the personal growth of the student. The overarching goal of the drama curriculum is to support, nurture, and inspire the growth of every student as a dramatic artist and as an artful learner. Drama 20S Pre-requisite: Drama 10S Through extensive work in improvisation, students gain confidence as they explore and communicate ideas, experiences, and feelings in a range of dramatic forms. Drama 20S is comprised of several components. The foundation component focuses on the building of student trust and confidence. The movement component focuses on exploring space and being aware of time while interpreting and expressing self without relying on the voice. The speech component focuses on the speaking voice to meet the demands of communication. The theatre component provides opportunities for students to share and present their work. Participation in the high school musical, whether on stage or/and behind the scenes will be part of the course. Drama 30S Pre-requisite: Drama 20S Drama 30S builds on the learning experiences provided through Drama 20S. Students will have opportunities to explore movement and speech and to combine these in a greater range of dynamic forms. Unlike Drama 20S, students in 30S will work with existing script to a greater degree, to use skills learned in Drama 20S to interpret and present scripts. The theatre component of the course culminates in the production of a text. Drama 40S Pre-requisite: Drama 30S Drama 40S takes the steps learned in Drama 20S and 30S to the next step. In Drama 40S, students will be expected to:

-Learn about playwrights, their work, concerns, scripts and creative processes including dramatic structure and personal vision -Write dramatic scripts in a variety of formats -Perform original scripts -Accept the leadership of others in small and large groups -Purposefully use the elements of focus, tension, contrast and symbol in all their drama work -Demonstrate an ability to direct -Participate in the school’s major production

Band Program

Concert Band 10S Pre-requisite: Band 8 Band 10S is a continuation of Grade 8 band. The students use method books very little, and the majority of rehearsal time is spent on scale studies for tests, and band arrangements, some for performance at Concerts, and some for enjoyment and skill building. This band performs at Awards Day in the fall, as well as in three major band Concerts during the year. These Concerts are compulsory for all students. Students are allowed to miss only with permission of the instructor (with a good excuse) or as a result of illness. Concert Band 20S Pre-requisite: Band 10S Band 20S is a performance oriented course. The majority of class time is spent working on music, some of which is to be performed in the three annual Concerts, as well as the Remembrance Day school service and Graduation. These performances are compulsory for all students. Students are allowed to miss only with permission of the instructor (with a good excuse) or as a result of illness. In addition to playing, there is a theory component and a music history component. There are two practical playing tests to be done by individual students for the instructor, during the exam periods. These are compulsory for all students. Students in Band 20S share rehearsal time with students in 30S and 40S Band, thus the three grade level students form the Senior Concert Band. Concert Band 30S Pre-requisite: Band 20S Band 30S is a performance oriented course. The majority of class time is spent working on music, some of which is to be performed in the three annual Concerts, as well as the Remembrance Day school service and Graduation. These performances are compulsory for all students. Students are allowed to miss only with the permission of the instructor (with good excuse) or as a result of illness. In addition to playing, there is a theory component and a music history component.


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There are two practical playing tests to be done by individual students for the instructor, during the exam periods. These are compulsory for all students. Students in Band 30S share rehearsal time with students in 20S and 40S Band, thus the three grade level students form the Senior Concert Band. Concert Band 40S Pre-requisite: Band 30S Band 40S is a performance oriented course. The majority of class time is spent working on music, some of which is to be performed in the three annual Concerts, as well as the Remembrance Day school service and Graduation. These performances are compulsory for all students. Students are allowed to miss only with the permission of the instructor (with good excuse) or as a result of illness. In addition to playing, there is a theory component and a music history component There are two practical playing tests to be done by individual students for the instructor, during the exam periods. These are compulsory for all students. Students in Band 40S share rehearsal time with students in 20S and 30S Band, thus the three grade level students form the Senior Concert Band. Jazz Band 10S Must be enrolled in: Band 10S This course is only available to Gr. 9, 10, 11 and 12 students who take Band 10S, Band 20S, Band 30S, or Band 40S. It is the entry level theory, jazz history, instrumental skills, improvisation, as well as a listening component. Performance opportunities include Band Concerts and the possibility of a Jazz Coffee House in June. Jazz Band 20S Pre-requisite: Jazz Band 10S Must be enrolled in: Band 20S This course is only available to Gr. 10, 11 and 12 students who have already taken Jazz Band 10S, and are enrolled in Band 20S, Band 30S, or Band 40S. The course includes jazz theory, jazz history, instrumental skills, improvisation as well as a listening component. Performance opportunities include Band Concerts and the possibility of a Jazz Coffee House in June. Jazz Band 30S Pre-requisite: Jazz Band 20S Must be enrolled in: Band 30S This course is only available to Gr. 11 and 12 students who have already taken Jazz Band 10S and 20S, and are enrolled in Band 30S or 40S. This course includes jazz theory, jazz history, instrumental skills, improvisation as well as a listening component. Performance opportunities include Band Concerts and the possibility of a Jazz Coffee House in June.

Jazz Band 40S Pre-requisite: Jazz Band 30S Must be enrolled in: Band 40S This course is only available to Gr. 12 students who have already taken Jazz Band 10S, 20S, and 30S and are enrolled in Band 40S. This course includes jazz theory, jazz history, instrumental skills, improvisation as well as a listening component. Performance opportunities include Band Concerts and the possibility of a Jazz Coffee House in June.

Business/Computer Program

Applying Information & Communication Tech 1 15F The purpose of this course is to reinforce and extend the ICT knowledge, attitudes, and skills acquired by students in the Early and Middle Years. The course will further prepare students to use ICT to learn and demonstrate their learning in all Senior Years courses. Students will organize and categorize information using outlines, graphic organizers, spreadsheets, tables, charts, databases and file directories. They will also analyze information and concepts to solve problems, reach conclusions, make decisions, and/or propose answers to questions using spreadsheets, databases and simulation software. Students will learn to assess textual, numerical, visual and aural information and media sources, as well as the source of the media, to determine bias, motive, cultural context, and/or perspective. They will also analyze whether information collected from ICT sources is sufficient and or suitable for the purpose and audience. Sources include websites, CD-ROMs, and email. Another learning outcome will be discussion of information, ideas, and/or electronic products, using electronic tools. (Examples: email, threaded discussions, videoconferences, chat, instant messaging, blogs, podcasts…) Applying Information & Communications Tech 2 15F The purpose of the course is to reinforce and extend the ICT knowledge, attitudes, and skills acquired by students in the Early and Middle Years. The course will further prepare students to use ICT to learn and demonstrate their learning in all Senior Years courses. Students will design electronic plans including outline, timeline and storyboard. They will also design and create interactive non-linear web pages and branching multimedia presentations. The course provides instruction to design and create simulations and models of abstract concepts and real situations using animations and spreadsheets. Students will learn to analyze whether information collected from


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ICT sources is sufficient for the purpose and audience. Sources include websites, CD-ROMs, and email. Computer Science 20S This is an introductory course in computer programming. The programming languages Visual C++, Visual Basic, Java and HTML will be introduced through small programming projects. Throughout this course, students will be encouraged to use structured programming methodology. This will refine logical thinking skills, good programming styles, and debugging techniques. In addition to programming, the history of computer hardware, impact of technology on society, ethics, and careers in ICT will be covered. Digital Pictures 25S The purpose of this course is to provide students with the skills and knowledge to convey a message through an original image. Students will learn to conceive of a still image that will communicate a message, as well as capture a still image with a digital camera. They will also learn to manipulate a digital image to create a new image (ex. by using painting tools, editing tools, layers, flattening files, using image properties and by applying filters and effects). Students will also learn to select the graphic file format best suited to the use of the image, (ex. image size, resolution, bitmap or vector, projected…) and display an original graphic image. The course will teach them to critique and suggest improvements for an image using given criteria as well as accept critique of an image and make changes based on the feedback. Yearbook will be part of the expectation and evaluation in the course. Digital Film Making 25S The purpose of the course is to provide students with the skills and knowledge to tell stories by combining sound, still images, moving images, text, graphics, and animation into a video product. Students will plan, develop, and produce a video project using a narrative or documentary format. A year-end school presentation will be part of the expectation and evaluation in the course. Students will learn to: -Create a storyboard with sketch drawings and descriptions -Develop a shooting schedule including timelines, lists of events, and logistics -Demonstrate three-point lighting (key light, back light, fill light) of a subject -Use lighting techniques to convey mood. (Example: Dark lighting and shadows emphasize dramatic effects. As a learning strategy, students may compare the lighting

employed in a variety of video genres, such as advertisement, music video, drama, documentary, and news.) -Evaluate the effect of camera setting on image quality. (Examples: aperture settings, quality settings, manual versus automatic…) -Capture images and sounds with cameras and microphones -Transfer images and sounds from recording devices to a personal computer -Edit video and sound clips using a software program -Use a software program to add title and credits to a video project (Examples: Final Cut Pro, Adobe Premiere, Windows Movie Maker…) Future in Business 15G This course provides an awareness of opportunities in business and develops an understanding of the importance of business concepts. The purpose of this course is to provide students with the skills and knowledge that will enable them to: communicate effectively, keep accurate records, plan personal goals, and be alert to future opportunities in business. Start Your Own Business 25G Start Your Own Business builds on and reinforces the concepts, skills, and understanding introduced in Futures in Business. This course is designed to contribute to the growth and development of students and to emphasize skills that will assist young people to plan and start small businesses. Keyboarding 25S The purpose of this course is to improve a student’s accuracy and speed with a keyboard, using touch-keying techniques. Students will: -Demonstrate proper finger placement and movement for key stroking -Demonstrate touch keying on a QWERTY keyboard with a minimum straight copy speed of 25 words per minute (based on a three-minute timing with a maximum of one error per minute) -Demonstrate touch keying on a numeric keypad -Produce documents with no keying errors -Follow acceptable Canadian standards and conventions for document production Print Communications 25S The purpose of this course is to allow students to plan and create a variety of documents for business communications. Students will:


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-Plan and produce print documents conforming to recognize standards: Business letters, Email messages, Essays, Labels, Meeting minutes, Outlines, Press releases, Reports, Resumes and cover letters -Participate in multi-user document editing and reviewing -Use language and tone appropriate to the communication -Incorporate elements of good design when designing documents. (Examples: balance, harmony, contrast, colour, consistency…) -Automate repetitive tasks by using software tools. (Examples: macros, templates…) Automated Office 40S Automated office is a full-credit course designed for those students who are pursuing business and office work immediately after graduation and for those students who are planning post-secondary study in this field. Students proceeding with their career search will find Automated Office appropriate and useful. It is assumed that students will have acquired a working knowledge of computer operations and software applications and will be prepared to apply their skills in a simulated office environment. Automated Office builds on and reinforces the concepts, skills, and knowledge mastered in the business curriculum. It is a course where students consolidate what they have previously learned and apply it in a simulated office setting. Students will experience electronic applications such as electronic communications, computerized information management, desktop publishing and reprographics. Within this course the students will be taught the following units: -Introductory Computer Review -Keyboarding -Presentations and Business English -Reprographic -Office Simulation or Practicum -Storage and Information Management -Desktop Publishing -Electronic Communication -Career Skills and Portfolio Data Collection & Analysis (Spreadsheets) 35S The purpose of this course is to provide students with the skills and knowledge to collect, manipulate, and analyze information to solve problems. Students will: -Create worksheets by entering and importing data -Create formulas, including cell references, mathematical expressions and functions

-Sort data -Create, modify, and publish charts -Automate repetitive tasks by using software tools (Examples: macros, templates…) -Link multiple worksheets and multiple spreadsheet documents -Ensure the validity and integrity of data and results -Protect data in a spreadsheet -Improve the readability of a worksheet (Examples: layout, format, labels, borders, hiding cells…) -Publish information from a spreadsheet (Examples: print, web, link, export to other applications…) Relational Databases 35S The purpose of the course is to provide students with the skills and knowledge to plan, create, and use a relational database. Students will: -Plan, create, and use a relational database including adding files, creating tables, setting primary keys and defining relationships between tables. -Set up a mechanism to enter data into a database (Examples: forms, web interface…) -Organize data by sorting records -Summarize data by creating reports and sub-reports -Export data from a database for use in other applications (Example: for use in spreadsheets, word-processed documents…) -Merge data with word-processed documents -Create and modify queries -Ensure the validity and integrity of data and results. 2D Animation 35S The purpose of this course is to provide students with the skills and knowledge to create two-dimensional animations. Students will: -Define the purpose and audience for an animation -Discuss various types of animation -Create a storyboard -Create and use a timeline -Choose frame rate and screen size based on use of animation -Draw objects -Import object files -Use layers -Use key frames -Morph an object through distortion or deformation -Critique and suggest improvements for an animation, using given criteria -Accept a critique of an animation and make changes based on the feedback


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Web Design 35S The purpose of this course is to provide students with the skills and knowledge to design, develop, and publish a simple website to display information. Students will: -Design a website for a defined audience and purpose -Develop a prototype visual design for a website, including the page layout, links, colours, and content requirements, using current design principles -Design a navigation plan for a website -Set up a directory and file managements system for storing, sharing, and publishing documents -Explain the need for standards and conventions when creating websites -Create a website that includes multiple pages, tables, objects (Examples: images, sounds, video, animation…) and hyperlinks (Examples: bookmarks, pages, URLs, email addresses, files…) -Publish a website (Examples: internet, intranet, CD…) -Critique and suggest improvements for the website, using given criteria -Accept a critique of the website and make changes based on the feedback Law 40S This Grade 12 Law course will help students deal with legal, social and ethical issues and address the role of law in Canadian Society. Students will also learn about their legal rights and responsibilities. This course consists of five main units: Introduction to Law, Criminal Law, Civil Law, Family Law and Contract Law. Course delivered through Video Conferencing to Boissevain School. The student will be expected to: -Participate in group work, debates, mock trials and class discussions. -Use the textbook for readings and questions. -Complete Law textbook E-activities -View CBC Law related video clips to enhance topic understanding. (some topics may be disturbing to some students) -Complete Law current events assignments. -Read and discuss certain law case studies relating to certain law terminology. -Participate in class Presentations by: (RCMP, Customs, Jurors) -Participate in Class Visitations outside of the school: Brandon Law Courts, Brandon Correctional Facility, Human Rights Museum (Wpg.). Assessment -The student will be assessed on meeting the course outcomes in the following manner: chapter , tests/quizzes, current events, research and current

events assignments, class discussions and participation, chapter assignments, final exam Career Program

Life/Work Explorations 10S Career Development is a course designed to address the choices and programs available now and after high school. It examines the High School credit system, programs offered within Manitoba High Schools, graduation requirements and how academic, volunteer and extra curricular choices now can affect future occupational possibilities. It introduces the student to the variety of career opportunities available through college and university programs, apprenticeship options or entering the working world after receiving their high school diploma. Students will complete a series of in-class activities, exercises and assignments that may lead them to general career options related to their interests. Students will develop and understand what is meant by employability skills and understand what is involved in a job search. The Be Real Game, a simulation of the working world, is a part of this course. Safe Work Practices, creating and maintaining a healthy life-work balance and Career Cruising activities are also a part of the course. Work Experience is not a component of the program at this level. Students wishing to do participate in and explore a particular career option should consider in internship offered in grade 11 and 12. Student Leadership/Student Government 21G When a student takes leadership responsibilities and the ownership of planning for themselves and others, their overall participation in school and community increases and improves. Students of all ages and abilities can increase their leadership capacities through experience and deliberate practice. This course will help promote a positive attitude towards student leadership, cooperation and participation in school and community activities. This course will promote problem solving, critical thinking, time management, and experiential learning, help students learn to plan, organize, promote and operate a variety of activities with increasing autonomy and pride as well as develop students’ individual and cooperative leadership skills through participation in classroom activities and lessons. Students will have learned to do by doing. They will have participated in numerous activities promoting leadership development. Students will plan, promote, organize and operate activities of interest to them and others. Students will have studied their own attitudes and


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behaviors enabling them to better understand themselves. Students taking the Student Leadership course are expected to participate in Student Government activities throughout the school year. They are also required to complete 25-30 leadership hours outside of the regular classroom. Topics: -Leadership Styles/Relationships -Communication -Goal Setting -Group Work and Group Dynamics -Self-awareness and Self Esteem -Decision-Making and Goal Setting -Planning and Implementation -Public Speaking -Stress/Time Management -Anger Management -The Leaders of our times -Terry Fox Run -Student Leadership Project/Community Service Career Internship Program Career Internship is a structured, educational experience that incorporates work opportunities within a student’s regular academic program. It is an opportunity to experience a career in almost any area of interest a student may have before they graduate from high school. It can also help develop professional competence and let you witness classroom theories and principles being applied in the working world. Internships are available to any grade 11 or 12 student in good academic standing and who have satisfied specific pre-employment prerequisites. An Internship qualifies as elective or option credit in grade 11 and 12. Students participating in an Internship for the first time must first complete a 30 hour in school Management Skills course before they begin their internship. The Management Skills course helps students through the process of finding an employer and planning their specific internship. This combined with 80 hours of work experience will qualify the student for one credit. Subsequent internships are 120 hours of work exposure. Internships can vary in duration and time of day depending on the schedules of the student and the host business. Some sites offer programs that provide students with an overview of the key functions within the organization, other sites utilize interns for special projects when they need additional assistance or a new strategy from someone with a fresh perspective. Anyone wanting to explore one specific career option or those wishing to see and experience a variety of career choices should consider this elective.

Students entering grade 9 or 10 can incorporate and streamline their current program with future internships and graduate with a Career & Technology Studies Diploma. Programs within this diploma can give you a head start within specific career options after graduation. Students should contact the Career and Technology Advisors to discuss programming. High School Apprenticeship Program (HSAP) Prerequisite: Grade 9 & 10 Core Courses Apprenticeship Manitoba and Manitoba Education & Training let students start an apprenticeship while still in high school or completing a high school program at an adult learning centre. To participate in Apprenticeship Manitoba's High School Apprenticeship Program (HSAP) you must be enrolled in an approved Manitoba grade 10, 11 or 12 program and be sixteen years of age. The program allows students to begin training as a journeyperson in trades (over 50) recognized in Manitoba and across Canada. Take the opportunity to explore various careers, earn credits for graduation as a paid employee. To transition into post-secondary apprenticeship training through Apprenticeship Manitoba after high school, a high school diploma or equivalent is required. Positions in the trades today are often technology-based and require math, science and computer skills. However, excellent reading, writing and communication skills are also very valuable. For every 110 hours of work in the trades, one elective credit is earned towards graduation (maximum 880 hrs or 8 credits). If interested contact the Turtle Mountain School Division Apprenticeship Coordinator.

English Program

English 10F ELA 10F is a required course whose purpose is the consolidation of skills to prepare students for the upcoming senior years. Students should be aware that homework will be a regular component of the course expectations and is necessary for the development of student skills and, ultimately, student success. Emphasis for the 10F year is the exploration of a variety of literary and transactional forms drawing from materials that stretch from poetry and Shakespeare to travel brochures and storyboards. Daily instruction will focus on the six strands of English Language Arts: viewing, representing, reading, writing, speaking, and listening. Using these strands, students will explore thoughts and feelings, comprehend and respond to texts, manage ideas and information, enhance artistry of communication, and celebrate community.


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English 20F Pre-requisite: English 10F ELA 20F is a required course, the purpose of which is to expand students’ knowledge base on an increasingly analytical level. Students should be aware that homework will be a regular component of the course expectations and is necessary for the development of student skills and, ultimately, student success. Emphasis for the 20F year is on developing an awareness of literary techniques and elements of language and transactional materials and of the conventions of communication to enable students to respond at an increasingly critical level. Daily instruction will focus on the six strands of English Language Arts: viewing, representing, reading, writing, speaking, and listening. Using these strands, students will explore thoughts and feelings, comprehend and respond to texts, manage ideas and information, enhance artistry of communication, and celebrate community. ELA: Comprehensive Focus 30S Pre-requisite: English 20F The ELA Comprehensive Focus provides, as its name suggests, a somewhat comprehensive look at several different types of text from the categories of pragmatic and aesthetic in approximate balance. Students will be developing their literacy skills which will aid in their appreciation of and ease with a variety of texts, both print and non-print, and will help them function more effectively in our message filled world. To accomplish these goals, students will engage with and compose texts that inform, persuade, analyze, foster understanding and empathy, reflect culture, express feelings and experience, and bring enjoyment. Students will explore the aesthetic properties of language used in conveying experience and the denotative properties used in communicating information and points of view. Students will be provided with opportunities to explore a variety of texts and a variety of purposes. These opportunities are used to reach the student learning outcomes, which are an elaboration of the knowledge, skills and strategies, and attitudes that constitute literacy. The Comprehensive Focus teaches students to think critically and independently and provides them with the practical skills they need to deal with the demands of an information-based society. ELA: Comprehensive Focus 40S Pre-requisite: ELA: Comprehensive Focus 30S OR ELA: Literary Focus 30S The course is intended to be helpful for students who have previously experienced difficulty in ELA, as it is more concrete than the Literary Specialization 40S course; it is not, however, an easy credit to obtain. The

focus of Grade 12 English is application of all previously and currently acquired skills in the language arts and concentrates primarily on the form which communication takes. Students are expected to make connections between elements such as content, audience, purpose, and style and their relationship to the form of the communication in question. Students will also be asked to use skills acquired in the analysis of other writers’ works to produce their own writing pieces. Much of this program is student centered, with the teacher as facilitator; each student must be responsible for his or her own learning. ELA: Literary Focus 30S Pre-requisite: English 20F ELA 30S is a course which focuses more on the aesthetic evaluation of ideas and style in the student’s own work and in a wide variety of literary (approximately 70%) and transactional (approximately 30%) materials. Students should be aware that homework will be a regular component of the course expectations and is necessary for the development of student skills and, ultimately, student success. Because English 30S is a single credit course, students should be aware that they will be expected to spend an increasing amount of time on independent study. Students will be expected to deal objectively with increasingly abstract material. The course is intended to promote the student’s analytic skills to prepare them for the depth of analysis required at the next level. Daily instruction will focus on the six strands of English Language Arts: viewing, representing, reading, writing, speaking, and listening. Using these strands, students will explore thoughts and feelings, comprehend and respond to texts, manage ideas and information, enhance artistry of communication, and celebrate community. ELA: Literary Focus 40S Pre-requisite: ELA: Comprehensive Focus 30S ELA 40S course focuses on the aesthetic study of literary forms (novels, dramas, poetry and their related genres) and promotes the development of students’ abilities to independently apply their language skills in this area. Students will be expected to exercise an increasingly objective viewpoint and to demonstrate more critical and analytical thinking skills both in group process and on an individual level. Homework will be a regular component of the course expectations; students are therefore expected to practice time management skills and to be self-motivated in order to succeed. Daily instruction will focus on the English Language Arts goals and objectives related to reading, writing, speaking, listening, viewing, and representing. Using these strands, students will explore thoughts and feelings, comprehend and respond


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to texts, manage ideas and information, enhance artistry of communication, and celebrate community to gain a greater appreciation of English as a reflection of human experience. English: Transactional Focus 40S Pre-requisite: ELA: Comprehensive Focus 30S OR ELA: Literary Focus 30S The course provides students with goals and objectives related to reading, writing, listening, speaking, viewing and thinking about language as it relates to the world of employment and day to day living. The emphasis of Transactional Forms, as with the core course, will be reflected in the application of forms and analysis of forms. While some literary techniques will be employed, the emphasis of the course is on journalistic, technical, and other non-fiction, transactional modes. Research papers, reviews, editorials, application forms, cover letters, resumes, essays, reports, proposals, and media as well as other options may be studied this year. In addition to the content of the course, the Transactional elective aims to teach other valuable skills both directly and indirectly. This course requires independent work and learning opportunities; students are expected to develop self-discipline in order to complete these tasks.

French Program The teaching and learning of French at KCI is based on a multidimensional approach as suggested in the National Core French Study. The goal of the Basic French curriculum is to encourage the learning of French as a means of communication. Within an orientation such as this, French is not only the subject matter being taught, but is also the means of instruction. Students will focus on experience, communication, language, culture and general language education. These areas simply mean that the child will learn the new language based on his or her own experiences and interests as well as on the community/cultural realities that surround him or her. As well, the intricate parts of speech etc. and the strategies that go along with all of these will be acquired within the context of communication. The ability to communicate will come with the practice of the following skills: speaking, listening, reading and writing. This course includes mid-term and final exams that are both written and oral. Throughout, students work on their written, oral, listening and reading French 10G At the S1 level, students will go on to communicate at a more advanced level. They will use topics such as

clothing, childhood, recreational activities, part-time jobs and newspapers. As a result they will be able to host a fashion show, talk to the class about their childhood, invent and present a club, fill out a French job application and create a class newsletter in French. French 20G Pre-requisite: French 10G In S2, students will focus on the following topics and activities: ethnic foods, obtaining and making them; their childhood souvenirs and creating a French “childhood fair”; publicity and creating a multimedia campaign; stress among teens and coping with it; and Canadian culture and creating a game about Canada. French 30S Pre-requisite: French 20G In S3, students will look at how teens express themselves, how their health affects their life, how traveling to a francophone country can be accomplished as well as studying the move into adulthood and facing the future. They will use their newly acquired skills to organize a mini-festival of the arts, make and play board games, produce videos and make their own time capsule. French 40S Pre-requisite: French 30S The final year of high school French continues to challenge students and provides them with the opportunity to prepare a curriculum vitae, loan application and job application in French. They will plan and prepare a Christmas meal together as well as study a number of social injustices and modern technology. In the end, they will complete a unit dealing with getting to graduation and life after high school.

Social Studies Program

Agriculture 30S Senior 3 Agriculture provides a comprehensive introduction to agriculture in Manitoba, including historical perspectives, as well as present concerns and trends. The course examines physical and climatic features of Manitoba, the agricultural resource base, soil management practices, crop varieties, and plant and animal science. It is structured into modules as follows: -Manitoba: An Overall Look -Soil Science -Plant Science -Animal Agriculture in Manitoba Geographic Issues of the 21

st Century 20F

Pre-requisite: Canada in the Contemporary World 10F The intent of this course is to examine the characteristics of the physical and social environments of Canada and


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North America with emphasis on Canada. The objective is also for students to develop a greater understanding of the physical and cultural diversity, patterns of settlement and livelihood, regional disparity, resource distribution and management, impact of urbanization and industrialization on the physical and social environment, weather and climate patterns, and the relationship and interdependence of Canada to the rest of the world, particularly the USA. History of Canada 30F Pre-requisite: Canada in the Contemporary World 10F The intent of this course is to examine how Canada came to be and how it developed historically. The course examines both the social and political development of Canada from its beginning. The intent is to help students develop a greater understanding of: how the government of Canada works, the development of parliament, the structure and process of government, and aspects of human and civil rights, the concept of Confederation and how regionalism has created pressures of division within a Confederation model (Federalism), the French-English relationship, native concerns, Canada’s multicultural nature, Canada’s involvement in the World such as World War I and World War II, the Depression, Canada’s role in a changing world, and the Canadian cultural scene. Through this course, students should be more able to understand present issues facing Canada and Canadians both nationally and in the context of a changing world. History: European AP 42S Must be enrolled in: History: Western Civilization 40S This course involves a study of Western Civilization (European) from 1350 to present. This is essentially a first year university credit course offered at the high school level. Most universities will accept this as a first year credit. Students must be enrolled in History 40S in order to take this course. Students will write either the AP History Exam (external) or an internal exam at the end of the course. Students must write the AP external exam if they want the AP History credit. Upon successful completion of the program, students will receive one credit for History 40S and one credit for completing the AP program. The AP portion of the course will require at least 110 hours of instruction on an extra curricular basis. History: Western Civilization 40S The primary intent of the Western Civilization course (1350 - the present) is for students to understand more fully that Canadian society and other western societies evolved and were shaped by complex movements and events particularly related to Europe. Students will

examine both the positive and detrimental effects and influences on the development of these societies as a result of these major movements and events. In addition, students should also be aware of the contributions made by individuals, groups and nations that influenced the uniqueness and characteristics of the development of Western Civilization societies. Some areas of study will be the Renaissance and Reformation, The Enlightenment and Age of Reason, the Scientific Revolution, The French Revolution, the Napoleonic Age, the Industrial Revolution, the Age of Nationalism and Revolution, the First World War, the interwar years, the Second World War, and the post-war world. Canada in the Contemporary World (Social Studies) 10G

The intent of the course is to help students gain a greater understanding of the society in which they live, their roles within that society, and the role of Canada within the world. The students will focus on Canada’s six physical regions and examine the forces which challenge Canada’s survival as a nation. They will explore the question “Who is a Canadian?” and examine the multicultural nature of Canadian society. The objective is for students to examine political, legal and economic processes which affect their own society and to explore implications of ever changing technology on their way of life. Students will examine the role of their country within the world - its interdependence, relationship and interaction as well as speculating about the future of Canada and their role in it. Cinema as a Witness to Modern History 40S Pre-requisite: Canada in the Contemporary World 10F This course considers cinema as a source of information – or misinformation – about the past, and as a springboard for critical reflection about diverse interpretations of history. Students will engage in a variety of learning strategies in this course as they -study films from various genres and periods -explore the historical and social context in which the films were created -deconstruct the techniques used to convey the filmmakers’ messages -pose questions about the influence of cinema on their understanding of the past -conduct inquiry into major themes in world history -develop critical media literacy -engage in historical thinking Global Issues 40S Global Issues is designed to help students develop a greater understanding of the world around them. It studies current global issues and enables students to


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analyze the impact of these issues on quality of life in a variety of political, social, cultural, environmental, and economic areas. The information presented and gathered will help students make informed responses to the world in which they live. Topics: -The Media -Quality of Life -Human Rights -World Religion -World Hunger -Pandemics & World Health -Population Migration -Genocide -Terrorism Current events are continually related to course work and are a major component of the course. Students are expected to be aware of what is happening in their country, continent, and world.

Human Ecology

Home Economics 10G Grade 9 Home Economics is divided into two main units – Food & Nutrition and Clothing & Textiles. Each unit is a combination of labs, projects and written assignments. In the Clothing & Textile section students will have a beginner/refresher unit on the sewing machine, pattern use, pattern alteration and fabric characteristics. Projects will be determined by their skill level and experience. The Foods & Nutrition section looks at food and how it relates to your well being. Nutrition, nutrition labeling, food sources, food choices and different styles of eating will be examined. This class is a lab based course but written assignments are still large part of the overall mark. Students will work individually and in groups in the lab portion of the class. Clothing, Housing & Design 20/30G Clothing, Housing & Design is divided into two components. Students have the option of taking either clothing, or housing and design at each credit level. The Clothing and Textile unit is designed to accommodate beginner sewers through to the more experienced sewer. It is a combination of practical assignments, projects and written work. You will learn the basics of fabric selection, clothing construction, clothing design, altering patterns, surface design techniques and the use of new and current textiles. The Housing and Design unit is an Introduction to Housing and Design. Students will examine the use of color and principles and elements of design in interior spaces, techniques and theory behind designing livable

spaces and basic introduction to architectural features. In-class design projects, creating and presenting your work in a design portfolio and an at home project are all part of the section. This elective can be taken twice, once at the 20G level and again at the 30G level. The courses will differ in the specific units offered, the depth of study and project selection. A student wishing to take 30G after completing 20G will be expected to increase the degree of difficulty of their projects. Additional supplies are needed for both of these electives. Students will be required to purchase their own patterns, fabrics and notions for their clothing project and a coiled scrapbook to use as a portfolio for design projects. Family Studies 40S Family Studies is an optional credit offered to grade 11 and 12 students. Students in the course will study child development from conception to 10 years of age in each of the following areas of development – physical, social, emotional, cognitive and language. Students will study the benefits of a positive environment, social interaction, early brain development, play and children’s literature on child development. Students will also study the benefits of guiding children’s behavior and its relationship to child development. Relationships, family structure, and the aging process will also be covered throughout the course. This course would be beneficial to anyone interested in a career in education, social work, psychology, child care or other child development related fields. Family Studies 40S is accepted towards general entrance requirements at all Manitoba Universities.

Mathematics Program Students will have difficulty transferring from the Pre-Calculus Stream into the Applied Stream or from the Applied Stream into the Pre-Calculus Stream at any level. Students should continue with the chosen Mathematics stream. A student will not have difficulty transferring into the Essential Stream at any level. All senior high math students are encouraged to have a D.A.L. scientific calculator. Mathematics 10F The purpose of this course is to prepare students for Introduction to Applied/Pre-Calculus 20S or Essential Mathematics 20S. This course focuses on the development of mathematical knowledge, skills and attitudes by utilizing a problem solving approach, the cumulative nature of mathematics, and appropriate


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application of current technology. The course follows the Common Western Mathematics Curriculum. Core Topics: -Square Roots and Surface Area -Powers and Exponent Laws -Rational Numbers -Linear Relations -Polynomials -Linear Equations and Inequalities -Similarity and Transformations -Circle Geometry -Probability and Statistics Intro to Applied/Pre-Calculus 20S Pre-requisite: Math 10F Introduction to Applied/Pre-Calculus 20S is intended for students considering post-secondary studies that require a math pre-requisite. This pathway provides students with the mathematical understanding and critical-thinking skills that have been identified for specific post-secondary programs of study. The topics studied form the foundation for topics to be studied in both Grade 11 Applied Mathematics and Grade 11 Pre-calculus Mathematics. Mathematics: Applied Stream Grade 11 Applied Mathematics (30S) and Grade 12 Applied Mathematics (40S) are intended for students considering post-secondary studies that do not require a study of theoretical calculus. They are context driven and promote the learning of numerical and geometrical problem-solving techniques as they relate to the world around us. They build upon the foundation knowledge and skills from Grade 10 Introduction to Applied and Pre-calculus Mathematics and build a foundation for Grade 12 Applied Mathematics. Applied Mathematics 30S Pre-requisite: Intro to Applied/Pre-Calculus 20S The Grade 11 Applied Mathematics course includes the following topics: measurement, geometry, logical reasoning, statistics, and relations and functions. Applied Mathematics 40S Pre-requisite: Applied Math 30S The Grade 12 Applied Mathematics course includes the following topics: Financial Mathematics, Logical Reasoning, Probability, Relations and Functions, and Design and Measurement. Mathematics: Essential Stream Essential Mathematics is intended for students whose post-secondary planning does not include a focus on

mathematics and science-related fields. Essential Mathematics emphasizes consumer applications, problem solving, and decision-making as well as number understanding and number use. Students are expected to work both individually and in small groups on mathematical concepts and skills encountered and used in a technological society. Essential Math courses are taught as half courses. Each year is comprised of 2 half courses to equal one full credit. Essential Mathematics 20S Pre-requisite: Math 10F Topics: -Analysis of Games and Numbers -Personal Finance -Measurement -2-D Geometry -Trigonometry -Consumer Decisions -Transformations -Angle Construction Essential Mathematics 30S Topics: -Problem Analysis -Analysis of Games -Relations and Formulas -Income and Debt -Data Analysis and Interpretation -Owning and Operating a Vehicle -Measurement Technology -Personal Income Tax -Applications of Probability

Mathematics: Essential 40S Topics: -Problem Analysis -Analysis of Games and Numbers -Personal Finance -Government Finances -Relations and Formulas -Statistics -Investments -Taxation -Design and Measurement -Variation/Formulae -Career/Life Project -Maintain a Math Portfolio

Mathematics: Pre-Calculus Stream Pre-Calculus Mathematics is designed for students who intend to attend a post-secondary school and will have to take a math course as part of their program of study.


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The course comprises, primarily, a high-level study of theoretical mathematics with an emphasis on problem solving, graphing and mental mathematics, supported by cumulative exercises and testing. Students are required to learn mathematical concepts through practice and regular homework. Many of the question and problems on exercises, tests, and examinations can be expected to be different from those presented in class. Pre-Calculus Mathematics 30S Pre-requisite: Intro to Applied/Pre-Calc 20S Topics: -Quadratic Functions -Trigonometry -Algebra -Analytic Geometry -Consumer Mathematics -Logic/Proof -Functions Pre-Calculus Mathematics 40S Pre-requisite: Pre-Calculus Mathematics 30S Topics: -Circular Functions -Transformations -Exponents and Logarithms -Permutations, Combinations, Binomial Theorem -Probability -Conics -Statistics -Geometric Sequences

Physical Education Program

Physical Education 10F The emphasis of this course is to contribute to the health and physical well being of all students and to provide them with the knowledge and physical skills to enjoy positive, healthy lifestyles in the years following their formal education. Activities are chosen from a variety of areas: team games, individual and dual activities, outdoor pursuits and fitness. We will continue to emphasize personal fitness and responsibility. As well, a healthy lifestyle component is taught in the classroom in conjunction with this course. Physical Education 20F Prerequisite: Physical Education 10F This program revolves around improving fitness and health through continuous exercise, low organized games, and team and individual sports. Students are taught that Phys-Ed is an attitude that creates a healthy lifestyle which is balanced and diversified. We will be

using various community facilities to promote lifetime activities and active living. As well, various sport theory and health components are taught in conjunction with this course. Physical Education 30F Prerequisite: Physical Education 20F This course is designed with dual purpose in mind: (A) to provide students with an opportunity to experience leadership roles in an athletic setting; (B) to help students develop life-long fitness, recreation, and leisure routines that will keep them active and fit throughout their lives. Students are required to complete 10 leadership/extra-curricular hours in order to complete the course. Physical Education 40F Prerequisite: Physical Education 30F This course is designed with dual purpose in mind: (A) to provide students with an opportunity to experience leadership roles in an athletic setting; (B) to help students develop life-long fitness, recreation, and leisure routines that will keep them active and fit throughout their lives. Students are required to complete 10 leadership/extra-curricular hours in order to complete the course. Principals of Weight Training 31G This course is designed to instruct students on the best ways to have a productive and beneficial training program using weight resistance as a means. This course will help students to design and follow their own weight training program for present and future enjoyment and benefits. Some topics include: -Body mass index -Anatomy and structure of muscle -Breathing methods -Proper use of equipment -Injury prevention/rehabilitation -Nutrition -Measuring growth and gains -Common myths about weight training Sustainable Wilderness Education 31G The aim of the Sustainable Wilderness Education course is to allow students to develop the skills and attitudes necessary to appreciate, enjoy, feel comfortable and if necessary survive in the Canadian outdoors. -Students will gain the knowledge and skills required to safely operate a pleasure craft.


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-Students will understand the principles of sustainable wildlife management. -Students will develop an awareness and experiential knowledge of environmentally friendly recreational activities that expose the learner to a variety of outdoor experiences. -Students will develop an awareness and experiential knowledge of basic planning and wilderness survival required for a variety of environmental conditions. -Students will identify, practice and promote sustainable living habits in the outdoors. -Students will gain an experiential knowledge of environmentally sustainable and alternative forms of transportation. IE. biking, canoeing, kayaking, hiking and more. This course is suitable for students interested in learning more about outdoor sports and active transport, ways to enjoy the outdoors with the environment in mind, and who have a general interest in the outdoors and the environment. Recreation Management and Athletic Leadership 41G This course is designed to help students develop their individual and group management skills through a wide range of real-life situations and experiences including coaching, reffing, training players and managing tournaments. The goal is to become more confident in planning, organizing and administering activities in their school and community. -Students will develop the knowledge and skills necessary to be a successful coach through a variety of theoretical and practical concepts. -Students will develop the knowledge and skills required for the administration of sports and recreational activities. Students will develop the knowledge and training needed to become a referee in chosen sports. -Students will develop the cognitive skills and preparation necessary to help athletes train for peak performance. -Students will develop the knowledge and skills necessary to recognize and treat athletic injuries. -Students will learn about coaching and managing activities at various age levels and skill levels. This course is suitable for students wanting to gain training and knowledge in coaching, reffing, first aid and CPR, athletic training, managing athletic events, and overall leadership skills.

Science Program

Biology 30S Prerequisite: Science 20F The biology program aims to provide many opportunities for students to apply the knowledge and skills they have gained through concrete real world experiences related to a particular context or situation. This course will prepare students for post-secondary education as well as the ability to understand the world in which they live, as it particularly pertains to human wellness. Biology, promotes rational scientific literacy of curricular outcomes with emphasis on Inquiry. A balance between classroom theory and hands on investigation is the focus for this course. Topics include: -Wellness & Homeostasis -Digestion & Nutrition -Transportation & Respiration -Protection & Control -Waste Management Biology 40S Prerequisite: Biology 30S A continuation of biology 30S, this course aims to widen students’ perspective of the living world. In the final year of biology there are two large underlying themes of life: genetics and biodiversity. These topics have been selected for their intrinsic interest, as well as to assure that students are adequately prepared for further training in any related biological fields. Inquiry is once again emphasized in the second year of biology. Topics include: -Inheritance -Mechanisms of inheritance -Biodiversity -Organization and Conservation The biology program aims to provide many opportunities for students to apply the knowledge and skills they have gained through concrete real world experiences related to a particular context or situation. This course will prepare students for post-secondary education as well as the ability to understand the world in which they live, as it particularly pertains to human wellness. Biology, promotes rational scientific literacy of curricular outcomes with emphasis on Inquiry. A balance between classroom theory and hands on investigation is the focus for this course. Chemistry 30S Pre-requisite: Science 20F The goal of 30S Chemistry is to develop an understanding of the basic principles and concepts of physical science. Students should be self motivated and be able demonstrate critical thinking and problem solving skills.


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Topics: -Physical Properties of Matter -Gases and the Atmosphere -Chemical Reactions -Solutions -Organic Chemistry Chemistry 40S Pre-requisite: Chemistry 30S Students taking 40S Chemistry will be thinking of entering university level or technical level programs that require a strong science background. Many of these programs require a 40S chemistry course often with a minimum mark of 60-80%. Students with an interest in the science field should strongly consider chemistry as an important part of their post secondary preparation. Topics: -Chemical Periodicity -Chemical Equilibria -Acid-Base Equilibria -Oxidation – Reduction Reactions -Electrochemistry Interdisciplinary Science 40S Pre-requisite: Science 20F The Challenge of creating and maintaining a sustainable environment is probably the single most pressing issue that will confront today’s student in the future. This course is specifically designed for students to gain understanding and knowledge of environmental issues that are having an impact globally and especially here in our local community. Entering the new millennium, uninterrupted access to clean water has emerged as a critical issue. In part, this is due to a growing understanding of the complex interconnections between water and almost every other major issue of the day, including energy, climate, economic development, environmental health, and peace and security. The current condition of our lake is the primary focus of study. The students will research, investigate, and present a variety of topics. Active participation and completion of project work is an important part of the learning process and evaluation. Physics The Physics curriculum allows: students to develop an understanding of the basic principles and concepts of physical science, develop critical thinking and problem solving abilities, develop the skills and understand the processes of science, develop an understanding of interconnecting ideas and principles that transcend and unify the natural science disciplines, attain the level of scientific awareness essential for all citizens in a scientifically literate society, make informed decisions

about further studies and careers in science, develop scientific attitudes, and develop positive attitudes towards science, and develop an understanding and appreciation of the effect technology has on advancements in science and the resulting effects on science. Physics 30S Pre-requisite: Science 20F This course deals with linear relations and qualitative analysis of concepts. Topics: -Introduction to Physics -Mechanics -Fields -Waves -Introduction to Modern Physics Physics 40S This course further develops the Topics through quantitative analysis and the introduction of inverse square law. Topics: -Introduction to Physics -Mechanics -Fields -Introduction to Modern Physics Current Topics in Science 30S Pre-requisite: Science 20F This course is designed to help students to understand the relationship between science, technology, and the environment. Topics: -Nature of Science and Technology -Science, Technology, Society, and the Environment -Scientific and Technological Skills and Attitudes -Essential Concepts Science 10F This course is designed to introduce the student to the different aspects of science, technology and their effects

on society. Topics: -Reproduction -Atoms and Elements -Nature of Electricity -Exploring the Universe Science 20F Pre-requisite: Science 10F Science 20F tries to involve students in the process of science, problem solving, and in discussion about the relationship between science, technology and social


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issues. They are encouraged to identify and gather appropriate data, to draw conclusions and inferences from that data, and to think independently by identifying different viewpoints and evaluating evidence. Topics: -Sustaining Ecosystems (Ecology) – the study of ecological systems and the factors that contribute to sustainable development -Chemistry in Action – data analysis and basic chemistry concepts -In Motion (Physics) – data analysis in relationship to speed and acceleration -Weather Dynamics – weather patterns and catastrophic weather events Psychology 40S Psychology is the scientific study of behavior and mental processes. It uses the scientific method to discover ways of understanding the complexities of human thought and behavior, as well as differences among people. Studying psychology gives students lifelong skills such as dealing with issues proactively, solving problems, learning and nurturing healthy relationships. It helps students understand themselves, and deal with issues in their own lives such as inner conflicts, relationships with parents and peers, and intimacy. It also helps students understand societal problems like addiction, violence, and prejudice. This course exposes students to the major topics found in the field of psychology. It also emphasizes the issues that are of particular direct interest and relevance to students completing high school. Students explore the scientific methods upon which psychology is based. They can then apply what they learned to their daily lives. The course will include daily assignments, reports, presentations, labs, and unit testing.

Technology Education/Industrial Arts

Graphics Communications Tech 20G The aim of this course will provide the student with information and practices on the study of Graphic Arts/Communication Industry. This course will look at several facets in the industry: its careers, processes, materials, functions, planning, designing and many spin offs of the industry. This will be accomplished by the use of readings, videos, planning sessions, demonstrations, and practical applications in the course. The scope is to aid the student to see inside the industry. This course is mostly hands on (project based), and some theory will be introduced. The student will be expected to:

-Understand the many careers involving the Graphic Arts Industry. -Learn how to work safely in the Graphic Arts course when working with certain chemicals. -Learn aspects about Color and design theory and apply this learning to further coursework. -Learn how to and apply sketching to job sheets. -Prepare job sheets for assignments. -Learn and use the Problem Solving Process. -Learn how to design and construct work portfolios. -Learn how to design a logo for a portfolio. -Learn how to screen print on paper and t-shirts. -Learn how to make hand drawn or Comic Life comics. -Learn how to make an IMovie Trailer. -Learn how to use understand and operate a vinyl cutter and with Cut Software. -Learn how to make a Movie using Windows Movie Maker (Kaycee Awards) -Manage their Time Management to complete all assignments by the end of this course to get this credit. Assessment -The student mark will come from the student reaching the prescribed outcomes and assignments and daily time management. Woodwork Technology 10G The aim of this Woodworking course is to provide the student with an “introductory study” in woodworking world and introducing aspects such as woodworking theory, technical writing, problem solving, Imperial Measuring, project fabrication and the safe and proper use of woodworking hand and power tools and machinery. The student will be expected to: -Plan, build and complete 3 at grade level projects. -Create technical reports for projects: (Project planning, Project Cost, Project steps, freehand sketches etc.) -Complete machine safety tests with high accuracy and demonstrate use on those machines with high proficiency during the course. -Investigate and apply many measuring systems (Imperial, metric etc.) -Use effective shop housekeeping methods. -Understand and work with solid wood and identify certain characteristics, species and types. -Investigate and use a variety of Basic woodworking joinery methods in their projects. -Read and integrate project plans. -Understand and use many fastening processes to build a project. -Apply a finish properly and safely to each project built in this course. -Read and integrate project plans.


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-Understand and use many fastening processes to build a project. Assessment -The student will be assessed in the following manner: project planning, project work, daily work ethic and safety and course assignments. Woodwork Technology 20G Pre-requisite: Woodwork Technology 10G The aim of this Woodworking course is to provide the student with a “basic/advanced study” in woodworking aspects such as woodworking theory, technical writing, problem solving, project fabrication and the safe and proper use of woodworking hand and power tools and machinery. The student will be expected to “build” on the principles used in the previous course. The student will be expected to: -Plan, build and complete 3 at grade level projects. -For the first project plan and build a project having a rabbet joints, miter joint, dado joint, a shelf and a face frame on it. -For the second project, plan, create and build a project from a self-created problem statement. -For the third project, plan and build a project of choice using the Metric Measuring system. -Add a design to one of the projects using the CNC (Computer Numeric Control) machine to put an image on the project. -Create technical reports for projects: (Project planning, Project Cost, Project steps, freehand sketches etc.) -Investigate basic joinery methods and create a technical report demonstrating that learning. -Complete machine safety tests with high accuracy and demonstrate use on those machines with high proficiency. -Understand and work with solid wood and plywood and identify certain characteristics, species and types. -Investigate and apply many measuring systems (Imperial, metric etc.) -Apply a finish properly and safely to each project. -Read and integrate project plans. -Understand and use many fastening processes to build a project. -Practice effective shop housekeeping methods. Assessment -The student will be assessed in the following manner: project planning, project work, daily work ethic and safety and course assignments. Woodwork Technology 30G Pre-requisite: Woodwork Technology 20G The aim of this Woodworking course is to provide the student with an “advanced study” in woodworking

aspects such as theory, technical writing, problem solving, project fabrication and the safe and proper use of woodworking hand and power tools and machinery. The student will be expected to build on the principles used in the previous course. The student will be expected to: -Plan, build and complete 3 at grade level projects. -For the first project design and build a project that has a door and a drawer in it. -For the second project, build a project with a Community Service aspect, something for someone other than in your house. -For the third project, build a project and use the CNC (Computer Numeric Control) machine to put an image on the project. -Investigate advanced joinery methods and create a technical report demonstrating that learning. -Complete machine safety tests with high accuracy and demonstrate use on those machines with high proficiency. -Create technical reports for projects: (Project planning, Project Cost, Project steps, freehand sketches etc.) -Investigate advanced joinery methods and create a technical report demonstrating that learning. -Understand and work with solid wood and plywood and identify certain characteristics, species and types. -Practice effective shop housekeeping methods. -Apply a finish properly and safely to each project. Investigate and apply many measuring systems (Imperial, metric etc.) Read and integrate project plans. Understand and use many fastening processes to build a project. Practice effective shop housekeeping methods. Assessment -The student will be assessed in the following manner: project planning, project work, daily work ethic and safety and course assignments. Woodwork Technology 40G Pre-requisite: Woodwork Technology 30G The aim of this Woodworking course is to provide the student with an “advanced study” in woodworking aspects such as theory, technical writing, problem solving, project fabrication and the safe and proper use of woodworking hand and power tools and machinery. The student will be expected to build on the principles used in the previous course. The student will be expected to: -Plan, build and complete 3 at grade level projects. -Build a project of choice and use the CNC (Computer Numeric Control) machine to put an image on the project.


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-Complete machine safety tests with high accuracy and demonstrate use on those machines with high proficiency. -Create technical reports for projects: (Project planning, Project Cost, Project steps, freehand sketches etc.) -Understand and work with solid wood and plywood and identify certain characteristics, species and types. -Apply a finish properly and safely to each project. -Investigate and apply measuring systems (Imperial, metric etc.) -Read and integrate project plans. -Understand and use many fastening processes to build a project. -Practice effective shop housekeeping methods. Assessment -The student will be assessed in the following manner: project planning, project work, daily work ethic and safety and course assignments.

program information - killarney school...

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