selkirk secondary school grade 10-12 handbook & course ... · specific questions. each...
TRANSCRIPT
Selkirk Secondary School Grade 10-12 Handbook
& Course Selection Guide 2018-19
2
Foreword
The purpose of this guide is to assist students and their parents in making wise selections when
planning courses for the upcoming school year.
It is intended that the student should carefully study the information supplied on courses and
programs and select those which best fit his or her aims and goals. Before making any
selections, two questions should be asked: “Where am I going?” and “What do I need to get
there?” At Selkirk, a wealth of career information is available. Whether the student’s goal is
direct employment, an apprenticeship, university entrance, technical or other post-secondary
entrance, the information required is available upon request from the counselling department.
Students are expected to plan their programs very carefully. It must be emphasized that the
timetable for Selkirk Secondary is not constructed until course selections are completed by
students. These
course selections will
determine which
courses will be offered
at Selkirk. Students
must realize that they
are making a
commitment when
they sign up for a
course. We will not be
able to make program
changes in September
unless there are
exceptional circumstances. Students must also realize that a course they select may not be
offered if not enough students choose the course; thus, it is important to carefully select
alternates.
3
Contents
Graduation Program Features 4 Home Economics (Foods, Textiles)
31
Planning / Grad Transitions 5/6 Technology Education 32-35
Selkirk Support Services 7-11 Mathematics 36-40
Selkirk International Program 1 Physical Education 41-44
English 13-19 Sports School 45/46
Fine Arts (Art, Yearbook, Digital Media)
20-24 Science 47-55
Drama 24/26 Social Studies 56-59
Music 27
Special Interest (LEADERSHIP, Outdoors, Work Exp, IDS, Psychology, Geography)
60-70
Languages 28-30 ACE-IT (Trades/Apprenticeships) 71-73
4
BC GRADUATION PROGRAM
Highlights: Grade 10-12 courses count for credits toward graduation (see Grad Requirements Planning form under “Grad Zone” on Selkirk’s website).
• Students in Grades 10 and 11 in the 2017/18 school year – and beyond – are on the 2018 Graduation Program. • This year’s Grade 12 students are the last students on the 2004 Graduation Program.
Refer to the Graduation Program- A Look Ahead for information on the Numeracy and Literacy Assessments
5
Career Education 10
Prerequisite: none
Instructors: TBD
Big Ideas:
Finding a balance between work and personal life is essential to good physical and mental health.
A network of family, friends, and community members can support and broaden our career awareness and options.
Learning how to learn prepares us to be lifelong learners who can adapt to changing career opportunities.
Learning how to learn prepares us to be lifelong learners who can adapt to changing career opportunities.
Effective career planning considers both internal and external factors.
The global economy affects our personal, social, and economic lives and prospects.
Successful career and education paths require planning, evaluating, and adapting.
Topics will include: The focus of Career Education 10 is personal development, career and life
planning, and connections to community.
https://curriculum.gov.bc.ca/curriculum/10-12
6
Graduation Transitions Plan
Prerequisite: none
Instructors: TBD
Graduation Transitions is a graduation requirement and is worth 4 credits. Students are
required to complete a body of work that has them examine their academic and career plans
for post high school as well as create a plan for maintaining a healthy lifestyle (physically,
mentally and emotionally) and a financial plan that will allow them to follow their
dreams. Students must also demonstrate connection with community and reflect on their skills
and strengths and how their aptitudes will aid them as they move forward in their lives.
Students do not complete Graduation Transitions in a classroom, but rather meet throughout
the year with the Grad Transitions teacher for general instruction and then individually for
specific questions. Each student’s work culminates in a panel presentation where students
present to a panel of two to three adults consisting of a SD6 staff member and a Kimberley
community member.
The course work is available on Selkirk’s website (Grad Zone/Grad Transitions) and contains the
following elements:
1. 100 Hours of Physical Activity
2. 30 Hours of Work or Volunteer Experience
3. A Cover Letter
4. A Resume
5. An Application
6. A Financial Plan
7. A Health Plan
8. A Panel Presentation / Interview
7
Selkirk Student Services
Counselling Services
Counselling Services
Counsellors at Selkirk Secondary School assist students with a wide variety of personal, educational and
career-related concerns. Some examples of service:
Personal counselling: for students who are experiencing personal difficulties which interfere with their
academic, social, and/or family life.
Educational counselling: choosing appropriate courses and making educational plans; information on
graduation requirements; identifying post-secondary education and training requirements.
Career counselling: helps students explore their own interests, abilities, and strengths; assists with
setting career goals; helps with planning strategies to reach career goals.
Information and referral services: accesses current selection of university and college calendars,
apprenticeship program brochures and other materials; provides information on financial assistance and
loans, scholarships and bursaries; provides referrals and services with community agencies, educational
institutions, government agencies, and the business community.
It is our hope that through the resources available in the Counselling Department, students will be
better informed and able to make appropriate decisions for themselves now and in the future.
Parents are invited to discuss any matter of concern by calling Jeff Pew ([email protected] ) or at the
school at (250) 427-4827.
Student Services Student services offer a variety of support services to help ensure students’ success at Selkirk.
Extra help or just a quiet place to work is readily available
to all students in most subject areas during lunch Monday
to Thursday.
The classroom is open for students to work before classes
begin.
In class assistance is provided for students where
appropriate.
Study sessions are available to support exam preparation
Accommodations are available for individual needs for
test writing
8
In consultation with parents, counsellor and student support teacher, students may receive a
learning assistance or study block built into their timetable to address learning needs or
academic requirements.
For more information, please feel free to contact Lynne Cox ([email protected] ) or at the
school at 427-4827.
Community LINK
(Learning Includes Nutrition and Knowledge)
In addition to counseling services, we have a Community LINK (Learning Includes Nutrition and
Knowledge) Youth Care Worker. The Youth Care Worker works closely with counselors, teachers,
administrators, parents and community agencies to liaise and support students in a variety of ways.
Monitoring student attendance to help ensure academic success is also done by the Community LINK
Youth Care Worker. Another component of this position is the operation of the Breakfast Program.
Selkirk Secondary relies on community donors to help fund the Breakfast Program. For more
information please feel free to contact Robyn Wayling at 250 427-4827.
9
Aboriginal Education
The Aboriginal Education Program, is a support program which provides aboriginal students with
support and guidance throughout the school year. This support can vary depending on student
needs with the goal of developing resiliency and leading students in the program to graduation
with purpose, dignity, and options. Students will be provided with cultural experiences and
academic support when required. Open communication with parents and students developing
trust and building relationships is key to the success of each student. Students will be
encouraged to participate
in the program and will be
encouraged to seek support
when needed and to
explore their culture.
Students will be provided
social/emotional support
and given strategies to
ensure they are able to
have these skills with their
future endeavors.
Aboriginal Education
Support Workers work alongside teachers/student services/counselling and administration to
collaborate on the best approach to support each student. At times, outside referrals may be
necessary to provide additional supports to the student and family. The belief “that it takes a
community to raise a child” is practiced at Selkirk Secondary School.
1. Academic Support:
Monitoring Aboriginal or Native ancestry students’ classroom progress & making good
news phone calls after interims and report cards.
Regular check-ins with teachers/students/parents or grandparents – Calls home when
students appear to be struggling or missing a lot of school.
Acting as a liaison between teachers and students, as well as parents and teachers.
Providing academic assistance to students (ie. Gathering homework, helping them catch
up on assignments, proof reading, general organization)
Supporting students in Work Experience
Explore post – secondary financial support options
Assist struggling students by connecting them with school or community resources (ie.
Counsellors, Selkirk Educations Assistants, Learning Assistance, SET BC)
2. Personal Support
10
Provide open communication and listening to concerns from students. Assist and
explore the social factors that may be underlying certain learning, emotional & social
behaviors through partnerships with students, teachers and parents.
Provide social/emotional strategies to assist students to self-identify and resolve
personal and social concerns and or problems.
Offer resiliency strategies to self-regulate and apply positive problem solving skills.
Parental support and
communication.
Referral to Selkirk’s counsellor
and youth worker.
Referrals to social service and
mental health organizations in
the community for those
students who require their
services.
Lunch time food/snacks can be
provided if needed.
Winter clothing can be
accessed if needed.
Parental community support
services if needed.
3. Cultural Support
Embedding Aboriginal culture in the life of Selkirk Secondary by exploring and honoring
traditional teachings & current realities from elders & other community members
(through diverse cultural activities, speakers)
Explore with individual aboriginal students their Nation/band (upon request)
Aboriginal field trips that explore various aspects of culture.
Provide in class aboriginal education. Ie: winter counts in social studies, circle of
courage activities, blanket ceremonies, cooking and crafts. To be provided in
conjunction with classroom teacher.
Open lunch time door-Provide supportive belonging activities.
For more information, please feel free to contact Esther Sylvestre ([email protected] ) or Trina
Bradshaw ([email protected]) or at the school at 250-427-4827 extension 4715
11
Library Learning Commons
Selkirk’s Library Learning Commons offers students access to a wide variety of reference and
recreational reading materials including books, magazines, and videos. The main collection is
supplemented by internet access to quality online databases, encyclopedias, and other
educational content.
Students have access to the desktop computers and laptops for schoolwork throughout the
day. The Teacher Librarian can help students search for information and provide technical
support as well.
The Library LLC is open at 8:15am daily before classes start and during lunchtime for study
purposes. It is also open afterschool until 4:15 pm Tuesday-Thursday. The LLC is a great
resource for students that require extra study outside of regular class time.
Self-Directed courses offered through the LLC include:
Independent Directed Studies
BC First Nation Studies 12
Family Studies 12
Study Block
12
Rocky Mountain
International Student Program
International education has been part of the Selkirk experience for Kimberley and area students since
the 1980s. For 30 years, students from dozens of countries around the world have been living and
learning in Kimberley. This year, Selkirk welcomed over 50 students from Germany, Japan, Spain, Korea,
South Africa, Mexico, China, Thailand, Germany, Guatemala, Taiwan, Italy, Australia, Thailand and
Switzerland for time periods ranging from one month to the entire school year.
The Rocky Mountain International Student Program provides students from around the world with the
unique opportunity to live and learn in British Columbia. The program is designed to maximize the study
abroad experience by fostering friendships between Canadian and international students. This focus
benefits Canadian students as much as international ones by exposing them to new cultures, languages,
and learning styles. The result is a multidimensional international experience that benefits everyone
involved. In a world that is rapidly shrinking, Selkirk Secondary School and School District No. 6 (Rocky
Mountain) remain at the forefront of programming designed to prepare students for a future that will
only be as positive and productive as the people who will shape it.
For more information on the program including how to become a host family, please visit
www.rmisp.ca or call Randy McLeod, Kimberley Homestay Coordinator, at 250-427-6168. You can find
the program on Facebook at facebook.com/rmisp and you can follow it on Twitter at twitter.com/rmisp
and Instagram at Instagram.com/rmisp.
13
ENGLISH
English Language Arts 10
Focussed Literary Studies and Composition
Prerequisite: English Language Arts 9
Objective: The course allows students to delve more deeply into literature as they explore specific
themes, periods, authors, or areas of the world through literary works in a variety of media. Students
will develop written communication through a critical process of questioning, exploring, and sampling.
Within a supportive community of writers, students will work individually and collaboratively to explore
and create coherent, purposeful compositions. Students will read and study compositions by other
writers and consider a variety of styles as models for the development of their writing. The course builds
students’ writing competencies by introducing them to varied structures, forms, and styles of
compositions.
BIG Ideas of the course include:
1. Texts are socially, culturally, geographically, and historically constructed
2. Engagement with the writing processes can support creativity and enhance clarity of expression
3. The exploration of text and story deepens our understanding of diverse complex ideas about identity,
others and the world.
https://curriculum.gov.bc.ca/curriculum/10-12
14
English Language Arts 10 New Media and Spoken Language
Prerequisite: English Language Arts 9
Instructors: TBD
Objective: This course is designed to reflect the changing role of technology in today’s society and the
increasing importance of digital media in communicating ideas. It is intended to allow students the
flexibility to develop a program of study centred on students’ interests, needs, and abilities. Additionally,
this course recognizes that digital literacy is a characteristic of the educated citizen. The spoken
language component of the course is designed to support students in their development of spoken
communication through processes of questioning and exploring, building students’ spoken language
competencies by introducing them to varied structures, forms, and styles of oral compositions and by
providing opportunities to create original pieces and performances.
BIG Ideas of the course include:
1. Non-literary and literary texts are socially, culturally, geographically, and historically constructed
2. Engagement with the writing processes can support creativity and enhance clarity of expression
3. The exploration of non-literary and literary text and story deepens our understanding of diverse complex
ideas about identity, others and the world.
4. Digital citizens have rights and responsibilities in an increasingly globalized society
5. Voice is powerful and evocative
https://curriculum.gov.bc.ca/curriculum/10
15
English 11
Prerequisite: English Language Arts 10 (4 Credit)
Instructors: TBD
Objective: English 11 is designed to assist students in developing their skills in written communication, analysis of
literary text, creative writing and spoken language in a variety of contexts. Writing formats will include
narrative, expository, descriptive, persuasive, and opinion pieces, with attention to areas such as thesis
development, structure, transitions, hooks and leads, persuasion, argumentation. Students will be
required to learn how to cite sources, consider the credibility of evidence, and evaluate the quality and
reliability of the source. Students will work individually and collaboratively to explore and create
coherent, purposeful compositions. At the same time students will increase their literacy skills through
close reading of appropriately challenging texts, develop balance and broaden their understanding of
themselves and the world. The spoken language aspects of English 11 provide opportunities for students
individually and collaboratively to study, create, and use language to produce original pieces in a variety
of modes.
BIG Ideas of the course include:
1. Texts are socially, culturally, geographically, and historically constructed
2. Engagement with the writing processes can support creativity and enhance clarity of expression
3. The exploration of text and story deepens our understanding of diverse complex ideas about identity,
others and the world.
4. People understand text differently depending on their world view.
5. Language shapes ideas and influences others
6. Questioning what we hear, read and view contributes to our ability to be educated and engaged citizens
7. People are empowered when they communicate effectively
8. Literacy and writing supports creativity
https://curriculum.gov.bc.ca/curriculum/10-12
16
Communications 12
Prerequisite: Communications 11 (4 Credit)
Instructors: TBD
Communications 12 is intended to help students become fully skilled language users, capable of
comprehending and responding to the multiple forms and functions of language that surround
them. Communications 12 focusses on the essential language skills students need to function in daily
life and the workplace and is intended to help students develop the language competency fundamental
to many opportunities in life, including continued learning, employment, and social interaction. The
curriculum places special emphasis on ensuring that students graduate with strong basic language skills.
Evaluation
Course Work 60%
Provincial Final Exam 40%
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English 12
Prerequisite: English 11 (4 Credit)
Instructors: TBD
Objective: English 12 is designed to assist students in developing their skills in written communication, analysis of literary
text, creative writing and spoken language in a variety of contexts including:
narrative, expository, descriptive, persuasive, and opinion pieces, with attention to areas such as thesis
development, structure, transitions, hooks and leads, persuasion, argumentation, and the study of a wide
range of sample works
planning, drafting, and editing processes
writing for specific professional audiences and specific academic disciplines
how to cite sources, consider the credibility of evidence, and evaluate the quality and reliability of the
source
increase their literacy skills through close reading of appropriately challenging texts
enhance their development of the English Language Arts curricular competencies, both expressive and
receptive
expand their development as educated global citizens
develop balance and broaden their understanding of themselves and the world
further refine higher-level thinking and learning skills
BIG Ideas of the course include:
1. Texts are socially, culturally, geographically, and historically constructed
2. Engagement with the writing processes can support creativity and enhance clarity of expression
3. The exploration of text and story deepens our understanding of diverse complex ideas about identity,
others and the world.
4. People understand text differently depending on their world view.
5. Language shapes ideas and influences others
6. Questioning what we hear, read and view contributes to our ability to be educated and engaged citizens
7. People are empowered when they communicate effectively
8. Literacy and writing supports creativity
Evaluation
Course Work 60%
Provincial Final Exam 40%
https://curriculum.gov.bc.ca/curriculum/10-12
18
English 12 – First Peoples
Prerequisite: English 11 (4 Credit)
Instructors: TBD
Objective: This course is designed to assist students in developing their skills in written communication, analysis of literary
text, creative writing and spoken language in Indigenous peoples’ oral traditions and text:
narrative, expository, descriptive, persuasive, and opinion pieces, with attention to areas such as thesis
development, structure, transitions, hooks and leads, persuasion, argumentation, and the study of a wide
range of sample works
planning, drafting, and editing processes
writing for specific professional audiences and specific academic disciplines
how to cite sources, consider the credibility of evidence, and evaluate the quality and reliability of the
source
increase their literacy skills through close reading of appropriately challenging texts
enhance their development of the English Language Arts curricular competencies, both expressive and
receptive
expand their development as educated global citizens
develop balance and broaden their understanding of themselves and the world
further refine higher-level thinking and learning skills
BIG Ideas of the course include:
4. Texts are socially, culturally, geographically, and historically constructed
5. Engagement with the writing processes can support creativity and enhance clarity of expression
6. The exploration of text and story deepens our understanding of diverse complex ideas about identity,
others and the world.
7. People understand text differently depending on their world view.
8. Language shapes ideas and influences others
9. Questioning what we hear, read and view contributes to our ability to be educated and engaged citizens
10. People are empowered when they communicate effectively
11. Literacy and writing supports creativity
https://curriculum.gov.bc.ca/curriculum/10-12
19
Creative Writing 12
Prerequisite: English 10 (4 Credit)
Instructors: TBD
Creative Writing 12 exposes students to various genres of writing (primarily the short story & poetry)
and encourages students to express themselves in as many styles as possible. The focus will be primarily
on creativity and the development of editorial skills.
The successful student in this course will be one who enjoys writing and is open to sharing his/her work
for discussion and critique by others. Writing topics will be developed individually by each student.
Note: Writing 12 is not a substitute for English 12; however it is a Ministry Authorized course.
Students who wish to take two years of Creative Writing 12 can receive credit for Writing 12 and
Creative Writing 12 both of which can count towards the 16 credits of grade 12 courses required for
Graduation.
20
Fine Arts
Art is about looking at and reflecting upon our visual surroundings and representing what is seen, felt,
thought or imagined. Students should not get the idea that they necessarily need, “artistic talent,” to
take an Art course. Important creative skills can be taught and learned.
http://mrsmccuaigartroom.weebly.com/
Arts Education: Art Foundations 10-12
Prerequisite: Art 9
Instructors: Mrs McCuaig
Objective: This course develops skills learned in Art 9: design, sculpture, clay, print-making, drawing
and painting. Students continue to develop a wide array of skills and understandings while working with
the elements and principles of Art and Design. Specific techniques are taught to develop students’ skill
in handling a variety of media: pencil, paint, printing inks, clay, construction materials, etc. Students
develop an understanding of: The Art elements of line, tone, colour, shape and form and the Art
principles of balance, harmony and contrast. Students develop an appreciation of art as a form of visual
expression that demonstrates an understanding of personal, social, cultural, environmental and
historical context. Students can take Art Studio 10 without the prerequisite of Art 9.
Big Ideas:
Art studio embraces the selection and combination of a broad spectrum
of materials, technologies, and processes for artistic expression.
Traditions, perspectives, worldviews, and stories can be shared through
visual arts.
Growth as an artist requires time, patience, and reflection.
The creation of visual art relies on the interplay of the mind and body.
Visual arts offer unique ways of exploring one’s identity and sense of
belonging.
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/arts-education/en_ae_10_art-studio.pdf
mrsmccuaigartroom.weebly.com
21
Art Foundations 11
Prerequisite: None
Instructor: Mrs. McCuaig
Art Foundations 11 extends upon the learning gained in Art Studio 10. Greater depth and
sensitivity are stressed when using different media. If students have not taken Art Studio 10,
Art Foundations 11 will give them all the necessary instruction to succeed at this level. Pencil
techniques, clay sculpture, design, painting techniques and Art criticism are explored.
Big Ideas:
Art studio embraces the selection
and combination of a broad
spectrum of materials, technologies,
and processes for artistic expression.
The visual arts reflect the
interconnectedness of the individual,
community, history and society.
Growth as an artist is dependent on perseverance, resilience and reflection.
Meaningful artistic expression requires the engagement of the mind and body.
Visual arts provide a unique way to represent self, identity, and cultural expression.
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/arts-education/en_ae_11_art-studio.pdf
mrsmccuaigartroom.weebly.com
22
Art Foundations 12
Prerequisite: Art Foundations 11
Instructors: Mrs. McCuaig
Students, in consultation with the teacher, will develop a program of study which best suits his/her
special interests. Some students may choose to specialize in one area (i.e. drawing) and others may
wish to continue with a more generalized program. All students taking Art Foundations 12 should be
self-directed and highly motivated. There will be an emphasis on self-criticism and a growth of personal
ideas and skills. Art projects will be evaluated on craftsmanship, use of stylistic elements, originality,
forcefulness of ideas, and creative voice. Each student will create a visual journal, which will reflect their
growth and development as an artist.
Big Ideas:
Art studio embraces the selection and combination of a broad spectrum of materials,
technologies, and processes for artistic expression.
Active participation in the visual arts is an essential element of culture and personal identity and
reveals insights into the human experience.
Refining artistic expression requires perseverance, resilience and risk taking.
Purposeful artistic choices enhance the depth and passion of the message.
Ideas and beliefs within a work of art have the power to effect change.
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/arts-education/en_ae_12_art-studio.pdf
mrsmccuaigartroom.weebly.com
23
Art Studio 12
Prerequisite: Art Foundations 12
Instructors: Lena McQuaig
Students, in consultation with the teacher, will develop a program of study which best suits
his/her special interests. Some students may choose to specialize in one area (i.e. drawing) and
others may wish to continue with a more generalized program. All students taking Art
Foundations 12 should be self-directed and highly motivated. There will be an emphasis on
self-criticism and a growth of personal ideas and skills. Art projects will be evaluated on
craftsmanship, use of stylistic elements, originality and forcefulness of ideas, and creative voice.
Each student will create a visual journal, which
will reflect their growth and development as
an artist.
Big Ideas:
Art studio embraces the selection and combination
of a broad spectrum of materials, technologies, and
processes for artistic expression.
Active participation in the visual arts is an essential
element of culture and personal identity, and reveals
insights into the human experience
Refining artistic expression requires perseverance, resilience and risk taking
Purposeful artistic choices enhance the depth and passion of the message
Ideas and beliefs within a work of art have the power to effect change
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/arts-education/en_ae_12_art-studio.pdf
24
Digital Media 11 (ICT: DM11)
Prerequisite: None
Instructors: TBD
Introduction to Information and Communications Technology: Digital Media Foundations 11 is a four-
credit Applied Skills course offered to students in Grades 11 and 12. Grade 10 students may enroll with
the teacher’s permission.
The course consists of five modules:
1. Illustration - Working with Fonts
- Making original “line-art” illustrations
2. Animation - Making computerized motion
3. Digital Photography - Manipulating digital images
4. Desktop Publishing - Designing column page layouts
- Incorporating text and graphics into a highly readable page
5. Web Design - Creating a web site
Digital Media 12 (ICT: DM12)
Prerequisite: ICT: DM 11 (or teacher permission)
Instructors: TBD
Information and Communications Technology: Digital Media Foundations 12 is a four-credit Applied Skills course
offered to students who have completed ICTM 11 and who want more advanced challenges in the field of digital
media. It is especially of interest to those students who may wish to pursue careers in video production or
animation.
The course consists of three modules:
1. Desktop Digital Video
- Capturing and Editing Video for a variety of purposes
2. Traditional and Computer Animation
- Creating characters, storyboards and motion
3. 3D Illustration
- Computerized design in three dimensions
25
DRAMA
Drama 10
Prerequisite: None
Instructors: Mr. Heyde
Objective: To develop acting skills, including improvisation, acting technique, and performance experience.
Topics will include: Daily improvisation work, scene work, class presentations, critical evaluations of well-known
performances, reading about acting technique, and large in-class or public presentations.
https://curriculum.gov.bc.ca/curriculum/10-12
26
Drama 9 - 12
Prerequisite: None
Instructors: Mr. Heyde
Objective: To develop acting skills, including improvisation, acting technique, and performance experience.
Topics will include: Daily improvisation work, scene work, class presentations, critical evaluations of well-known
performances, reading about acting technique, and large in-class or public presentations.
https://curriculum.gov.bc.ca/curriculum/10-12
27
Band 8 - 12
Instructors: Mr. Heyde
Objective: To acquire and improve instrumental music and performance skills.
Topics will include: The course will emphasize instrumental technique, sight-reading, and playing skills through the
study of concert band literature. While performance is a natural learning outcome of music studies there will also
be a focus on basic music theory, listening, and technique.
https://curriculum.gov.bc.ca/curriculum/10-12
Choir 8 - 12
Instructors: Mr. Heyde
Objective: To acquire and improve choral music and performance skills.
Topics will include: The course will emphasize sight-reading and singing skills through the study of basic concert
choir literature. While performance is a natural learning outcome of choir there will also be a focus on basic music
theory, music listening, and technique.
https://curriculum.gov.bc.ca/curriculum/10-12
28
LANGUAGES
Instructors: Mr. Keiver / Mr. Ramsdale
Core French 10
Prerequisite: French 9
Instructors: Mr. Keiver / Mr. Ramsdale
Objective: To attain a level A 2.2 on the Common European Framework of Reference (CEFR) through various
speaking, listening, reading and writing activities. This will take several semesters to attain.
Topics will include:
Listening and viewing with intent strengthens our understanding and acquisition of French.
Acquiring a language can shape one’s perspective, identity, and voice
Acquiring a language provides us with new opportunities to appreciate and value creative works and cultural diversity.
Expressing oneself and engaging in conversation in French requires courage and risk taking.
Acquiring French opens the door to interacting with the Francophone world.
Acquiring French allows us to explore career, travel, personal growth, and study abroad opportunities.
https://curriculum.gov.bc.ca/curriculum/core-french/10
Intensive French 10
Prerequisite: French 9
Instructors: Mr. Keiver / Mr. Ramsdale
Objective: To attain a level B 1.1 on the Common European Framework of Reference (CEFR) through various
speaking, listening, reading and writing activities. This will take several semeters to attain.
Topics will include:
Listening and viewing with intent strengthens our understanding and acquisition of French.
Acquiring a language can shape one’s perspective, identity, and voice
Acquiring a language provides us with new opportunities to appreciate and value creative works and cultural diversity.
Expressing oneself and engaging in conversation in French requires courage and risk taking.
Acquiring French opens the door to interacting with the Francophone world.
Acquiring French allows us to explore career, travel, personal growth, and study abroad opportunities.
29
https://curr icu lum .gov.bc.ca/curr icu lum/cor e -french/10
Core French 11
Prerequisite: Core French 10
Instructors: Mr. Keiver / Mr. Ramsdale
Objective: To attain a level B 1.2 on the Common European Framework of Reference (CEFR) through various
speaking, listening, reading and writing activities. This will take several semeters to attain.
Topics will include:
Listening and viewing with intent deepens our acquisition of French.
The communicative context determines how we express ourselves.
Language and culture are interconnected and intertwined.
Experiencing the creative works of another culture promotes an understanding of one’s own culture.
Acquiring French provides a unique opportunity to access and interact with the Francophone world.
Developing proficiency in French opens up career, travel, personal growth, and study abroad opportunities.
https://curriculum.gov.bc.ca/curriculum/core-french/11
Intensive French 11
Prerequisite: Intensive French 10
Instructors: Mr. Keiver / Mr. Ramsdale
Objective: To attain a level B 1.1 on the Common European Framework of Reference (CEFR) through various
speaking, listening, reading and writing activities. This will take several semeters to attain.
Topics will include:
Listening and viewing with intent deepens our acquisition of French.
The communicative context determines how we express ourselves.
Language and culture are interconnected and intertwined.
Experiencing the creative works of another culture promotes an understanding of one’s own culture.
Acquiring French provides a unique opportunity to access and interact with the Francophone world.
Developing proficiency in French opens up career, travel, personal growth, and study abroad opportunities.
https://curriculum.gov.bc.ca/curriculum/core-french/11
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Core French 12
Prerequisite: Core French 11
Instructors: Mr. Keiver / Mr. Ramsdale
Objective: To attain a level B 1.2 on the Common European Framework of Reference (CEFR) through various
speaking, listening, reading and writing activities. This will take several semeters to attain.
Topics will include:
Acquiring a language is a lifelong process.
With increased proficiency in French, we can discuss and justify opinions with nuance and clarity.
Sharing our feelings, opinions, and beliefs in French contributes to our identity as a French speaker.
Appreciation of Francophone culture allows us to understand and explore global issues with greater awareness.
Experiencing the creative works of other cultures helps us develop our appreciation of cultures worldwide.
Becoming more proficient in French allows us to explore career, travel, personal growth, and study abroad opportunities.
https://curriculum.gov.bc.ca/curriculum/core-french/12
Intensive French 12
Prerequisite: Intensive French 11
Instructors: Mr. Keiver / Mr. Ramsdale
Objective: To attain a level B 1.1 on the Common European Framework of Reference (CEFR) through various
speaking, listening, reading and writing activities.
Topics will include:
Acquiring a language is a lifelong process.
With increased proficiency in French, we can discuss and justify opinions with nuance and clarity.
Sharing our feelings, opinions, and beliefs in French contributes to our identity as a French speaker.
Appreciation of Francophone culture allows us to understand and explore global issues with greater awareness.
Experiencing the creative works of other cultures helps us develop our appreciation of cultures worldwide.
Becoming more proficient in French allows us to explore career, travel, personal growth, and study abroad opportunities.
https://curriculum.gov.bc.ca/curriculum/core-french/12
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Home Economics Foods Studies 10 - 12
Prerequisite: None
Instructors: Ms. Deeney
Big Ideas:
Social, ethical, and sustainability considerations impact design
Complex tasks require the sequencing of skills
Complex tasks require different technologies and tools at different stages
Course Description: This course covers safety aspects of food preparation
through lessons and demonstrations. Students will then complete safety
tests before moving on to designing and meal planning. Students are
encouraged to personalize their learning by selecting topics and recipes that
interest them, and may choose to focus on a particular area of food systems
and nutrition. As well, relationships between eating practices and health,
food preparation techniques and food security themes will be present in
theory aspects of the course.
Much of class time will be spent in cooking labs so attendance is
important. Good work habits will be encouraged through a weekly food journal. Basic pantry and fresh foods will
be provided at no charge for the students to work with. If students wish to work with specialized ingredients, they
must compensate for the extra cost.
Topics will include:
1. Food safety procedures and expectations
2. Elements of meal planning and recipe literacy
3. Menu planning, design and food service
4. Food security and global food systems
5. Relationship between eating practices and health
6. First Peoples and indigenous peoples food protocols
7. Marketing and food production
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_10_fst.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_11_fst.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_12_fst.pdf
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TECHNOLOGY EDUCATION
Drafting and Design 10 - 12
Prerequisite: None
Instructors: Mr. Treber
Objective: In this course students will learn the basics of board drafting (instruments used, technical sketching,
orthographic and isometric projections) and then move on to 2D Computer Assisted Drafting and Design using
software used in the industry (AutoCAD). Students will start by creating mechanical drawings to scale and progress
all the way to creating their own architectural house plans. 3D modeling software will also be explored as well as a
number of design projects.
Students returning from Drafting 10 will further develop their CADD skills using AutoCAD software. A more
advanced design project will be introduced in the second term and they will also explore more complex 3D models
and assignments.
Note: An understanding of basic math concepts such as graphing and geometry is recommended for this course.
Topics will include:
1. Drafting Styles and
Techniques
2. Board Drafting
3. Mechanical Drawings
(Isometric, Orthographic) 4. Architectural Drawings
5. Exploring Design
6. 3D CADD
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_10_drf.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_11_drf.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_12_drf.pdf
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Woodwork 10 - 12
Prerequisite: None
Instructors: TBD
Objective: This course covers safety aspects of the wood shop and tool use through lessons and demonstrations.
Students will then complete safety and machine tests before moving on to designing and building projects.
Students are encouraged to personalize their learning by selecting projects and that interest them, and may
choose to focus on a particular area of woodworking.
About 90% of class time will be spent in the shop building projects so attendance is important. Good work habits
will be encouraged through a daily woodworking journal. Softwood will be provided at no charge for the students
to work with. If students wish to work with hardwoods, they must compensate for the extra cost.
Note: Students may enroll in this course with no previous woodworking experience.
For students with previous Woodwork credits, this course will build upon prior knowledge as they design and
create projects.
Topics will include:
1. Safety Procedures and Expectations
2. Hand Tools
3. Drafting and Design Processes
4. Wood Identification and Sustainable
Use
5. Machine Tools
6. Joinery
7. Finishing Techniques
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_10_wwk.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_11_wwk.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_12_wwk.pdf
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Metalwork 10 - 12
Prerequisite: None
Instructors: TBD
Objective: Senior Metalwork is a hands-on course that builds upon the fundamentals taught in the Jr. Metalwork
classes. Students will further develop their knowledge and skills with metal working tools and processes. The
senior class builds upon the processes of sheet metal fabrication, machining, blacksmithing, welding, as well as
jewelry and metal art.
Topics will include:
1. Machine Safety
2. Project Design
3. Material Identification
4. Measurement and Tooling
5. Machining and Fabrication Processes
6. Forge and Foundry
7. Welding
8. Jewelry
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_10_met.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_11_met.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_12_met.pdf
35
Power (Automotive) Technology 10 - 12
Prerequisite: None
Instructors: Cory Scott
Objective: Senior Mechanics is a shared course between practical and theoretical work. In this course, students
will develop an understanding of vehicle systems and their functions. Students will also be expected to perform
the mechanical repair, diagnostics, and general maintenance. Students will also be expected to find a mechanical
project for the course.
Topics will include:
1. Shop Safety
2. Tool Identification
3. Theory of Vehicle Systems
4. Measurement and Tooling
5. Vehicle Repair and Diagnostics
6. Careers in Automotive
7. Alternative Energies
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_10_pwt.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_11_aut.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/adst/en_adst_12_aut.pdf
36
Mathematics
Mathematics Pathways
There will be three pathways available for Mathematics: Apprentice and Workplace Mathematics, Foundations of
Mathematics and Pre-Calculus. The following chart shows the course choices for Grades 10 – 12.
The goals of all three pathways are to provide the prerequisite attitudes, knowledge, skills and understandings for specific post-secondary programs or direct entry into the work force. All three pathways provide students with mathematical understandings and critical-thinking skills. When choosing a pathway, students should consider their interests, both current and future. Students, parents and educators are encouraged to research the admission requirements for post-secondary programs of study as they vary by institution and by year.
37
Workplace Math 10
Prerequisite: Math 9
Instructors: Unknown
The Mathematics curriculum aims to ensure that our citizens are numerate and embody mathematical habits of mind. It develops skills and processes citizens can use to critically analyze information encountered at work, in finances, and in daily life, while providing the fundamentals on which mathematical specialties and professional applications of mathematics are built. Students will understand:
Proportional comparisons can be made among right triangles, using trigonometry.
The meaning of each operation, including powers, extends to algebraic expressions.
Rate of change is an essential attribute of linear relations, and has meaning in the different representations, including equations.
Operations between polynomial expressions are connected and allow us to make meaning through abstract thinking.
Analyzing simulations and data allows us to notice trends and relationships.
Topics will include:
1. Create, interpret and critique graphs 2. Primary Trigonometric Ratios 3. Metric and Imperial Measurement and Conversion 4. Surface Area and Volume 5. Angles 6. Measures of Central Tendency 7. Experimental Probability 8. Financial Literacy: gross and net pay
Draft 2017 – Implementation Sept 2018 https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/mathematics/en_m_10_wpm_elab.pdf
38
Foundations of Mathematics and Pre-Calculus 10
Prerequisite: Math 9
Instructors:
The Mathematics curriculum aims to ensure that our citizens are numerate and embody mathematical habits of mind. It develops skills and processes citizens can use to critically analyze information encountered at work, in finances, and in daily life, while providing the fundamentals on which mathematical specialties and professional applications of mathematics are built. Students will understand:
Proportional comparisons can be made among right triangles, using trigonometry.
The meaning of each operation, including powers, extends to algebraic expressions.
Rate of change is an essential attribute of linear relations, and has meaning in the different representations, including equations.
Operations between polynomial expressions are connected and allow us to make meaning through abstract thinking.
Analyzing simulations and data allows us to notice trends and relationships.
Topics will include:
9. Operations on Powers with Integral Exponents 10. Relationships among data, graphs, and situations 11. Linear Relations, including Slope and Equations of Lines 12. Solving Systems of Linear Equations 13. Multiplication of Polynomial Expressions 14. Polynomial Factoring 15. Primary Trigonometric Ratios 16. Experimental Probability 17. Financial Literacy: gross and net pay
Draft 2017 – Implementation Sept 2018 https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/mathematics/en_m_10_fpc_elab.pdf
39
Foundations of Mathematics 11
Prerequisite: Foundations of Math 10
Instructors: TBD
Topics in this course will include Measurement (rate and ratio, scale diagrams and factors), Geometry
(properties of angles and triangles, sine law, cosine law), Logical Reasoning (inductive and deductive
reasoning, problem solving strategies), Statistics (normal distributions, interpreting data) Relations and
Functions (systems of equations and inequalities, quadratics) and a Mathematics Research Project.
Prerequisite: Successful completion of Foundations and Pre-Calculus Mathematics 10
Pre-Calculus 11
Prerequisite: Pre-Calculus 10
Instructors: TBD
Topics in this course will include Algebra and Number (absolute values, radicals, rational expressions),
Trigonometry (angles in standard position, sine law, cosine law) and Relations and Functions (factoring,
graphing, quadratics, systems of equations, sequences and series).
Prerequisite: Successful completion of Foundations and Pre-Calculus Mathematics 10.
Apprenticeship and Workplace Mathematics 12
Prerequisite: Apprenticeship and Workplace Mathematics 11
Instructors: TBD
Topics in this course will include Measurement (precision vs accuracy), Geometry (properties of angles,
sine law & cosine law, transformations), Number (owning a vehicle, running a small business), Algebra
(linear relations), Statistics (measures of central tendency) and Probability.
Prerequisite: Successful complete on of Apprentice and Workplace Mathematics 11.
40
Foundations of Mathematics 12
Prerequisite: Foundations of Mathematics 11
Instructors: TBD
Topics in this course will include Financial Math (investing, budgeting), Logical Reasoning (set theory, conditional
statements), Probability/Odds (mutually exclusive events, combinations), Relations and Functions (polynomials,
exponential and logarithmic functions, sine functions) and a Mathematics Research project.
Prerequisite: Successful completion of Foundations of Mathematics 11.
Pre-Calculus 12
Prerequisite: Pre-Calculus 11
Instructors: TBD
Topics in this course will include Trigonometry (radian measure, angles in standard position, functions, equations,
identities), Relations and Functions (composition of functions, transformations, inverses, logarithms, polynomials,
radicals), Combinatorics (permutations, combinations, binomial expansions).
Calculus 12
Prerequisite/Co-requisite: Pre-Calculus 11
Instructors: TBD
Calculus 12 is intended for students who have completed (or are concurrently taking) Pre-Calculus 12 or who have completed an equivalent college preparatory course that includes algebra, geometry, and trigonometry. Taking this course will greatly improve the likelihood of success in Math courses at the post-secondary level. Topics include: developing the concept of a limit; evaluating limits; developing the concept of a derivative for a function; finding derivatives using a variety of techniques; using derivatives in applied problems, analyzing the characteristics of graphs using derivatives; recovering the original function from its derivative and using integrals in applied problems.
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PHYSICAL EDUCATION
Physical and Health Education 10
Prerequisite: Physical and Health Education 9
Instructors: TBD
PHE emerges from two areas of learning, physical education and health education. It is designed to develop the knowledge, skills, and understandings that students need for lifelong physical health and mental well-being. The PHE curriculum is strongly linked to 4 Core Competencies: Physical Literacy, Healthy and Active Living, Social and Community Health, and Mental-Well Being. Students will:
Understand their strengths, weaknesses, and personal preferences to help plan and achieve goals.
Participate in a variety of physical activities that can increase their chances of being active throughout our lives.
Understand how healthy choices influence, and are influenced by, their physical, emotional, and mental well-being.
Recognize that personal fitness can be maintained and improved through regular participation in physical activities.
Be empowered to live a healthy lifestyle.
Topics will include:
8. A variety of activities, including dance, games,
gymnastics and sports.
9. Fitness
10. Aquatics
11. Yoga
12. Health Topics
Draft 2017 – Implementation Sept 2018 https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/physical-health-education/en_phe_10.pdf
42
Physical and Health Education – Active Living 11 - 12
Prerequisite: Physical and Health Education 10 or 11 respectively
Instructors: TBD
PHE emerges from two areas of learning, physical education and health education. It is designed to develop the knowledge, skills, and understandings that students need for lifelong physical health and mental well-being. The PHE curriculum is strongly linked to 4 Core Competencies: Physical Literacy, Healthy and Active Living, Social and Community Health, and Mental-Well Being. Students will:
Understand physical activity is an important part of overall health and well-being.
Finding enjoyable activities can motivate people to participate more regularly in physical activity.
Safely participating in activities and avoiding injury can sustain lifelong physical activity.
Understand that preparation and organization helps people engage more regularly in physical activity.
Topics will include:
13. A variety of leisure and physical activities, including:
Aquatics Curling Bocce Golf Climbing
Hiking Disc Golf Skating Yoga X-Country Skiing
Team Sports Tennis
14. Health Topics
Draft 2017 – Implementation Sept 2018 https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/physical-health-education/en_phe_11_acl.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/physical-health-education/en_phe_12_acl.pdf
43
Girls’ Fitness and Conditioning 11/12 (PHE)
Prerequisite: PE 10
Instructors: TBD
PHE emerges from two areas of learning, physical education and health education. It is designed to develop the knowledge, skills, and understandings that students need for lifelong physical health and mental well-being. The PHE curriculum is strongly linked to 4 Core Competencies: Healthy and Active Living, Human Anatomy and Physiology, Principles of Training and Social Responsibility. Students will:
Understand how personal fitness can be maintained or enhanced through participation in a
variety of activities at different intensity levels
Understand how our bodies move and function to ensure they stay safe during exercise
Follow proper training guidelines and techniques which can help them to reach their health and
fitness goals
Make healthy choices to help them reach their health and fitness goals
Topics will include:
Participating in a variety of different training methods such as: Yoga Pilates
Ballet Barre
Weight Training
Cardiovascular Training
Interval Training
Cross-fit
Spin
Aqua-fit
Games
Draft 2017 – Implementation Sept 2018 https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/physical-health-education/en_phe_11_fac.pdf https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/physical-health-education/en_phe_12_fac.pdf
44
Superfit 10 - 12
Prerequisite: Physical and Health Education 10 or 11 respectively
Instructors: Mr. Thygesen
Superfit is taken in the morning (7 am) before regular classes begin. OBJECTIVES: To offer a program that strongly emphasizes a high standard of fitness. The intent of the course is to improve the following aspects of individual fitness: Muscular Endurance Muscular Strength Cardiovascular Endurance Hand-eye & Foot-eye coordination Flexibility Attitude & Knowledge toward training Balance & Agility Nutrition & Sports Medicine Fitness Concepts ACTIVITIES: Students will be active in intense training, as well as participating in active sports and games. Possible activities include: Weight Training Cross Country Running Distance / Power Running Classroom Sessions Yoga Active sports Stretching Circuit Training Hill / Stair Runs EVALUATION: Students will participate in regular fitness tests and assessments: pre, during and post tests. Excellent attendance and punctuality will be imperative to achieve a high mark.
45
Sport School Hockey Program
It is the goal of this 8 credit program to provide the opportunity for students to pursue their personal
hockey goals in an environment focused on developing the complete student athlete. Guiding and
assisting students as they acquire the necessary character attributes that afford success in the highly
competitive world of hockey will be a primary focus.
Time on the ice will be utilized to enhance individual fundamental skills while introducing elements of
team play and strategies. Once the ice is out, students will be immersed in a rigorous, personalized off
ice conditioning program utilizing the latest techniques and equipment to gain strength, agility, speed
and power.
It is hoped that, twice throughout the year, students will participate in field trips designed to enhance
their motivation and knowledge toward the game of hockey.
As an integral part of the program, students will be involved in leadership activities. In the past, we have
been heavily involved in community fundraising and disaster relief projects.
In-Class Curriculum
The following topics will be investigated in an order best suited to assisting students as they progress
throughout their hockey season.
Goal Setting We will start the year focusing on goal setting. It is imperative that all student athletes learn the benefits of proper goal setting and have the opportunity to practice their acquired skills in their daily lives.
46
Tryout Strategies With the majority of students involved in tryouts we will also be examining strategies to utilize while involved in these competitive and sometimes stressful opportunities.
Nutrition We will explore the latest research on proper fueling, allowing the students to be at their best throughout the season.
Hockey Fitness during the Season Utilizing the classroom and our Monday class in the gym, we will provide the opportunity for
students to enhance their hockey-related fitness as the year progresses.
Hockey Futures Assignment This assignment will be utilized to allow the students to become familiar with the various avenues and routes they can travel through the hockey world and what is required for them to do so. This assignment illustrates how difficult it can be to achieve their goals, but handled the right way, serves as a tremendous motivator.
Living Away From Home With the success of many students comes the reality of living away from home. This unit is dedicated to teaching the students to deal with such issues as living with billets, completing high school away from home, life on the road and dealing with new freedoms and responsibilities.
Alcohol, Drugs and the Party Scene Fortunately, good hockey players end up playing on Junior Hockey Teams at very young ages. This creates a unique set of circumstances related to being on a team with players between the ages of sixteen and twenty and the issues that arise. These issues are discussed along with strategies for dealing with the pressures and realities of being on a team with older players.
Off-Ice Conditioning During the months of April, May and June, students will be immersed in a strenuous and
competitive environment, where they will be afforded the opportunity to enhance their
personal hockey fitness. Pre-and post-testing will be utilized to measure success. Activities will
be varied with the goal of building athletic skills in other areas that can transfer to hockey.
47
Storm Soccer, Volleyball and Leadership Academy (Grades 10-12)
Prerequisite: Physical and Health Education 9; previous experience in the course
Instructors: TBD
Object ive: The Storm Soccer, Volleyball and Leadership Program is an affordable elite training program. The program is
offered to meet the needs of high achieving student athletes. Students will gain the necessary tools required to
perform at high levels of competition in soccer and/or volleyball. The curriculum will enable students to develop
skills, fitness, knowledge and contacts for elite performance. Students will be introduced to high-level skill
development in individual, partner and group drills. The Leadership component will give students an opportunity
to critically think and manage the potential of injury and risk associated with sport. Students will have the
opportunity to obtain first aid, coaching and officiating certification. The focus of the academy is to develop well-
rounded athletes who are interested in pursuing soccer and/or volleyball at the provincial and post-secondary
levels.
Students enrolled in the academy are strongly encouraged to participate in school and community sports programs.
Program Structure:
First Semester:
Volleyball 10 (2 credits) Leadership 10 (2 credits)
Volleyball 11 (2 credits) Leadership 11 (2 credits)
Volleyball 12 (2 credits) Leadership 12 (2 credits)
Second Semester: Soccer 10 (2 credits) Leadership 10 (2 credits) Soccer 11 (2 credits) Leadership 11 (2 credits) Soccer 12 (2 cr edits) Leadership 12 (2 credits)
Prerequisites: Students will apply in writing with references for acceptance into the program. Space will be limited
to 24 soccer and 24 volleyball students. Application packages are available from the PE office or online.
http://www.sd6.bc.ca/sss/index.php?page=267
48
There will be a monthly program fee to cover equipment and supplies, program resources, local travel, and guest
coach expenses. The program will cost $350 per student.
Providing there is enough course selection, the Volleyball/Leadership Program will be offered first semester with
the Soccer/Leadership Program running second semester. The courses will alternate days of instruction. Students
can enroll in both the Volleyball and Soccer Programs. Grade 9 students may be considered for the program
depending on their level of experience in the sport.
Will alternate days of instruction. Students can enroll in both the Volleyball and Soccer Programs.
49
SCIENCE
SCIENCE FLOW CHART
Science 10
Prerequisite: Science 9
Instructors: TBD
Big Ideas
Genes are the foundation for the diversity of living
things.
Chemical processes require energy change as atoms
are rearranged.
Energy is conserved and its transformation can affect
living things and the environment.
The formation of the universe can be explained by the big bang theory
Science 10 further prepares students for the different branches of science they will encounter in grade
11 (Biology, Chemistry, Physics, and Earth Science). Students will continue with developing the core
competencies, which are sets of intellectual, personal, and social and emotional proficiencies that all
students need to develop in order to engage in deep learning and life-long learning.
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/science/en_s_10.pdf
Biology 12
Science 10
Biology 11 Chemistry 11 Earth Sci. 11 Physics 11
Physics 12 Geology 12 Chemistry 12
50
Earth Science 11
Prerequisite: Science 10
Instructors: Jeff Bates
Big Ideas
Earth materials are changed as they cycle through the geosphere and are used as resources, with
economic and environmental implications.
Plate tectonic theory explains the consequences of tectonic plate interactions.
The transfer of energy through the atmosphere creates weather and is affected by climate change.
The distribution of water has a major influence on weather and climate.
Astronomy seeks to explain the origin and interactions of Earth and its solar system.
This is a field and laboratory-based course investigating topics in geology, astronomy, oceanography,
meteorology and earth history. Areas of study include rocks and minerals, weathering and erosion,
earthquakes and volcanoes, solar system and the universe, life in the oceans, weather phenomena, and
the geologic time scale. Students will continue with developing the core competencies, which are sets of
intellectual, personal, and social and emotional proficiencies that all students need to develop in order to
engage in deep learning and life-long learning.
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/science/en_s_10.pdf
Biology 11 - Life Sciences 11
Prerequisite: Science 10
Instructors: Jeff Bates
Big Ideas
All living things have common characteristics.
Living things evolve over time.
Organisms are grouped on the basis of identifiable similarities.
This is a course that gives an overview of life on Earth. The course will look at the diversity of living things,
how they evolved and continue to evolve, and how they are grouped so they can be studied by biologists.
. Students will continue with developing the core competencies, which are sets of intellectual, personal,
and social and emotional proficiencies that all students need to develop in order to engage in deep
learning and life-long learning. https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-
12/science/en_s_10.pdf
51
Chemistry 11
Prerequisite: Science 10
Instructors: Mr. Haiduk
Big Ideas
Atoms and Molecules: Atoms and molecules are the fundamental building
blocks of matter. Chemical bonds are the result of electrostatic forces.
Periodicity can be explained by atomic structure.
The Mole: The mole is a convenient way to express quantities of particles
Chemical Reactions: The rearrangement of atoms in chemical reactions is
predictable. Matter and energy are conserved in chemical reactions. Chemical
reactions and their applications have significant implications for human health,
society, and the environment
Solution Chemistry: Solubility within a solution is determined by the nature of
the solute and the solvent. Solution chemistry and its applications have significant implications for human
health, society, and the environment
This course is a combined practical (laboratory experiments) and theoretical course introducing the
fundamental concepts of chemistry. It lays the groundwork for Chemistry 12. Major areas of study
include the nature of matter, the mole concept and chemical reactions.
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/science/en_s_10.pdf
52
Physics 11
Prerequisite: Science 10
Instructors: Mr. Haiduk
Big Ideas
1D Kinematics: Kinematics allows us to predict, describe, and analyze an object’s motion.
1D Dynamics Forces influence the motion of an object.
1D Momentum: Momentum is conserved in a closed system.
Energy: Energy is found in different forms, is conserved, and has the ability to do work.
Choose two modules
Waves and Optics: Light can be modelled as a wave or a particle.
Quantum: Quantum mechanics can be used to describe the behavior of very small particles.
Special Relativity: Special relativity helps explain the relationship between space and time.
Nuclear Physics: Nuclear reactions involve changes in the atomic nucleus.
This a course that is comprised of five required modules, and also two more modules chosen by the student from a
list of four topics. This course is a combined practical (laboratory experiments) and theoretical course introducing
the fundamental concepts of physics. It lays the groundwork for Physics 12.
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/science/en_s_10.pdf
Biology 12 Anatomy & Physiology
Prerequisite: Science 10
Instructors: Mrs. Parker
The body strives to maintain homeostasis.
All living things are made of cells, which contain DNA and cell structures that allow cells to survive and
reproduce.
Organ systems have complex interrelationships to maintain homeostasis.
The focus of this course is homeostasis in the human body. The first half of the course examines cells and
processes that go on within cells that allow them to survive. The second half of the course looks at
different systems within the human body and how they work together in order to help maintain
homeostasis. . Students will continue with developing the core competencies, which are sets of
intellectual, personal, and social and emotional proficiencies that all students need to develop in order to
engage in deep learning and life-long learning.
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/science/en_s_10.pdf
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Chemistry 12
Prerequisite: Chemistry 11
Instructors: Mr. Haiduk
Big Ideas
Reaction Kinetics: Reactants must collide to react. Conditions
surrounding a reaction determine its rate
Dynamic Equilibrium: Some chemical reactions are reversible
and proceed to equilibrium. Dynamic equilibrium can be altered
by changing the surrounding conditions.
Solubility Equilibrium: Saturated solutions are systems in
equilibrium.
Acids and Bases: The strength of an acid or base depends on the
degree of dissociation of its ions. Weak acids, weak bases, and
buffers are systems in equilibrium.
Oxidation-Reduction: Reduction and oxidation are complementary processes that involve the gain or loss
of electrons. Redox reactions have implications for resource development and for the environment.
This course is a combined practical (laboratory experiments) and theoretical course following from Chemistry 11.
It is intended to prepare students for further study in science and engineering. In this course we examine reaction
rates, chemical systems in equilibrium, acid-base chemistry and electrochemistry.
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/science/en_s_10.pdf
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Geology 12
Prerequisite: Science 10 / Earth Science 11 recommended but not required
Instructors: TBD
Big Ideas
Earth Materials: Minerals and rocks are the foundation of the rock cycle and can be used as resources that drive industry and global economies.
Geologic Time: Geologic time is preserved in Earth’s rock record as fossils and reflects profound changes in the history of life on Earth.
Plate Tectonic Theory: Tectonic plates are in constant motion and their interactions produce earthquakes, volcanoes, and characteristic landforms on the Earth’s surface.
Deformation and Mapping: Geological maps and models are tools used to represent surface features and subsurface structures.
Surface Processes and the Hydrosphere: Weathering and erosion processes shape landscapes through the interaction of the geosphere and hydrosphere.
Geology 12 is a comprehensive field and laboratory course dealing with topics such as rocks and minerals,
weathering and erosion, fossils and geologic time, plate tectonics, mountain building and astronomy. Students will
have the opportunity to explore our geologically diverse local area and examine some of our many natural
resources.
Note: Offered in alternate years-please refer to Yearly Alternating Courses at Selkirk.
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/science/en_s_10.pdf
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Physics 12
Prerequisite: Physics 11
Instructor: Jonas Haiduk
Big Ideas
2D Kinematics: Kinematics allows us to predict, describe, and analyze an object’s motion.
2D Dynamics Forces: influence the motion of an object.
2D Momentum and Energy: Momentum and energy are conserved within a closed system.
Electrostatics: Electric fields and forces describe how charges interact.
Electromagnetic Forces and Induction: The electromagnetic force produces both electricity and
magnetism
Equilibrium: An object in equilibrium is subject to zero net force and zero net torque.
Circular Motion and Gravitation: Circular motion occurs as a result of a centre seeking force and can be
used to describe and predict the motion of objects on Earth and in the
universe. Gravitational forces and fields describe how masses interact.
This course is a combined practical (laboratory experiments) and theoretical course following from Physics 11. It is intended to prepare students for further study in the fields of physics and engineering. In this course we examine motion and forces in two dimensions, mechanical energy, electricity and electromagnetism.
.https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/science/en_s_10.pdf
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SOCIAL STUDIES
Social Studies 10
Prerequisite: Social Studies 10
Instructors: TBD
Objective: To become a critical thinker and responsible citizen by making connections between their own life,
modern society and emerging nation states from 1750 AD TO 1919 AD.
Topics will include:
Emerging ideas and ideologies profoundly influence societies and events.
The physical environment influences the nature of political, social, and economic change.
Disparities in power alter the balance of relationships between individuals and between societies.
Collective identity is constructed and can change over time.
https://curriculum.gov.bc.ca/curriculum/social-studies/10
History 12 – BC First Nations Studies
Prerequisite: Social Studies 10
Instructors: TBD
Objective: To become a critical thinker and responsible citizen by making connections between their own life, past
and modern societies through the lens of Canadian laws.
Topics will include:
Understanding legal rights and responsibilities allows citizens to participate more fully in society.
Historical analysis of treaties and Indigenious philososphies impact indigenous identity and issues.
A society’s social, political and political leadership affects many facets of people’s daily lives.
Land rights and cultural rights of Indigenous peoples evolve over time as a society’s values and
worldviews change.
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/social-studies/en_ss_12_law.pdf
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History 12 – Comparative World Religions
Prerequisite: Social Studies 10
Instructors: TBD
Objective: To become a critical thinker and responsible citizen by making connections between their own life, past
and modern societies through the lens of Canadian laws.
Topics will include:
Understanding legal rights and responsibilities allows citizens to participate more fully in society.
Historical analysis of ideology and the status quo can also be a force for change.
A society’s social, political and political leadership affects many facets of people’s daily lives.
Religions are interpreted and these interpretations many evolve over time as a society’s values and
worldviews change.
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/social-studies/en_ss_12_law.pdf
Geography 12 (Physical Geography)
Prerequisite: Social Studies 10
Instructors:TBD
Objective: To bridge the gap between the sciences and the humanities, as we explore interrelationships,
interdependencies, similarities, differences, spatial distribution and temporal distribution among living
and non-living elements of our environment.
Topics will include:
Geography has five basic themes that help us understand the physical, natural, and human environments. These themes provide a framework for organizing and analyzing geographic information.
The basic geographic knowledge, concepts, and skills developed in this course are helpful in the examination of conditions and issues that touch all our lives.
Understanding geographic concepts and skills enhances our awareness of personal and social responsibilities as citizens in a rapidly changing world.
Understanding geographic concepts and skills enhances our awareness of concepts of resource demand and resource sustainability.
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/social-studies/en_ss_12_phg.pdf
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Social Justice 12
Prerequisite: Open to all Grade 11 and 12 students
Instructors: TBD
Objective: To appreaciate how social justices are intereconnected, understand how individual worldvies shape
social justices and the causes and impacts they have on society.
Topics will include:
Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions
Assess and compare the significance of people, places, events, or developments at particular times and places, and determine what is revealed about issues of social justice in the past and present (significance)
Ask questions and corroborate inferences about the content, origins, purposes, and context of multiple sources and multiple perspectives (evidence)
Compare and contrast continuities and changes for different groups and individuals at different times and places (continuity and change)
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/social-studies/en_ss_12_scj.pdf
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Law 12
Prerequisite: Social Studies 10
Instructors: TBD
Objective: To become a critical thinker and responsible citizen by making connections between their own life, past
and modern societies through the lens of Canadian laws.
Topics will include:
Understanding legal rights and responsibilities allows citizens to participate more fully in society.
Laws can maintain the status quo and can also be a force for change.
A society’s laws and legal framework affects many facets of people’s daily lives.
Laws are interpreted and these interpretations many evolve over time as a society’s values and
worldviews change.
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/social-studies/en_ss_12_law.pdf
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SPECIAL INTEREST COURSES
Teacher Assistant 11 / 12 (Peer Tutoring)
Prerequisite: Application Form required. Can be picked up at office.
Instructors: TBD
The Teacher Assistant course allows senior students to take a leadership role within a junior classroom (gr. 8/9) and learn about what it takes to teach a class by helping the teacher. Teacher Assistants may be responsible for helping with attendance, equipment, photocopying, and individual tutoring in class. They may even have the opportunity to help lead lessons. Students indicating interest in this course will be contacted in June for further information.
Family Studies 12
Prerequisite: None
Instructors: TBD
The following goals reflect and are represented in the Prescribed Learning Outcomes for Family Studies 10 to 12. Through their participation in Family Studies, students will be encouraged and enabled to:
Develop the knowledge, skills, and attitudes necessary to make informed decisions throughout the various stages of life, and to understand the effects of their decisions on themselves and on others
Access information and support relevant to Family Studies topics
Develop an understanding of their changing responsibilities to themselves and to family members and friends throughout the various stages of life
Develop the knowledge, skills, and attitudes to understand the importance of effective communication.
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Acacemic Support Block (Library)
Prerequisite: Must have 3 academic courses at the time of a Support Block
Instructors: TBD
Students in Grade 11 and 12 may apply for an Academic Support Block if they have 3 academic courses in the same semester. The intent of an Academic Support Block is to allow students with a heavy course load additional support and time to work on their course work. For the purpose of accessing an Academic Support Block, the courses listed below will be deemed as eligible academic courses. Additionally, to ensure that these blocks are used effectively, when considering a student for an Academic support block, a student’s work habit history will be taken into consideration. Each student will be required to fill out a Student Learning Plan explaining their rationale for accessing this block and how it fits with their graduation plan and future goals. The following are courses considered “academic”: Pre-Calculus Math 11/12 Foundations of Math 11/12 Apprenticeship
& Workplace Math 11
Biology 11/12 Chemistry 11/12 Physics 11/12 Geology 12 Earth Science 11
Social Studies 11 History 12 Geography 12 English 11/12 Communications 11/12
Note: Students who meet the criteria for an Academic Support Block may take only one of these blocks in a school year. Academic support blocks are NOT a spare. Students are expected to be present during every block; attendance will be taken every day and a work habit and comment will appear on report cards. There is no letter grade given for a support block and there are no credits earned.
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Leadership/Yearbook 10 - 12
Prerequisite: None
Instructors: Mr. Sharun
Objective: This course will focus on theoretical and practical applications of human relations. Studying past and present leaders, with a focus on character development and leadership styles, students will gain a deep understanding of the traits displayed by outstanding leaders as well as the traits they possess themselves as leaders. The course is designed for students to work in areas of digital photography, writing, editing, page layout, advertising and/or distribution. Students will learn to be accountable, part of team, work with others, solve problems creatively and manage time to meet deadlines. Students will develop managerial skills; taking responsibility of editor, photography editor, layout and design editor or copy editor. Yearbook will help students create short and long term goals and target the individual and group work initiatives suitable for today’s job market.
Students are expected to do the following:
Consider the impact of personal choices on themselves and others
Recognize the need for meeting preparation
Recognize the influence of their communication skills
Consider the need for developing leadership skills and styles
Appreciate the importance of embracing the core competencies in leadership endeavors
Use school events to create meaning and culture with the school environment
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Independent Directed Studies 11 / 12 (Library)
Prerequisite: Application Form required. Can be picked up at the office.
Instructors: TBD
(NOTE: Application Form required- students can see Administration or Mr. Wetmore to discuss
further)
Independent Directed Studies involves a student spending a minimum of 100 hours exploring an area of
personal interest, furthering his/her knowledge and skills in that area and developing a project that
includes a final presentation. Students may take up to 8 credits (two courses) of Independent Directed
Studies in their grade 11 & 12 year. Students who take IDS will work under the direction of a teacher
who will serve as their case manager, helping to guide the student and provide assessment of his/her
project. A student may be a good candidate for IDS if they have an interest that is not covered by any
courses offered at Selkirk, or if they want to spend more time studying a specific area. Components of
an independent study program include:
Identifying and developing a focus
Developing skills in creative and critical thinking
Using problem solving and decision making strategies
Learning research skills
Developing project management strategies
Keeping learning logs
Evaluating the process and product
Sharing the product with an intended audience from beyond the classroom
Keeping a portfolio of results
Independent studies help the student move forward from being teacher-directed to student-directed. With teacher support and coaching the student learns how to decide on a focus, how to develop a plan of action and follow it through, and how to monitor the process. Students take part in developing criteria for evaluation and begin to work with the teacher as a partner. Independent study topics may include a variety of areas of that a student is passionate in and would like to explore further. However, to be considered for an Independent Directed Studies Project, a student must be committed to the project, be a solid independent learner, and be approved by administration, the school counselor, and/or the teacher in charge of Independent Directed Studies. An application form is required with details around the project and how it will be enough work to make up 4 credits (a regular 4 credit course equals 100 hours of class time). Students may work individually or in a small team of up to three on Independent Directed Studies project. Please contact the school if you have any questions about this. To apply:
Determine an area you would like to pursue
Fill out the application form
Talk to the Teacher Librarian who will be one of your case managers and get him/her to sign your form. If there is another teacher that will be involved in helping support you with your IDS, get him/her to sign the form as well
Hand in your form to the Teacher Librarian, an Administrator or Mr. Pew
Applications will be reviewed by administration to determine if you have been approved for an IDS block in your timetable to pursue 4 credits in your area of interest
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Outdoor Education 10
Prerequisite: None
Instructors: Ms Meens
Objective: Outdoor Education 10 is a single block course (4 credits) that introduces various wilderness
skills, and develops leadership, group and personal responsibility skills. A large majority of the course
takes place outdoors. Seasonal recreation activities may include wilderness camping skills, a
combination of: indoor and outdoor rock climbing, hiking, canoeing, mountain biking, orienteering, cross
country skiing and snowshoeing (depending on season and students interests). Students have the
option of taking part in one overnight or multiday Outdoor Skills trip and several day trips. Additional
fees are charge for some activities, to cover professional guides, portions of the trip costs, and gear
maintenance.
Students will acquire:
Practical application of outdoor skills, knowledge and preparedness through participation in day and overnight outdoor trips.
A stronger sense of self confidence, personal responsibility and productive group work abilities.
An appreciation and respect for the natural environment, and our community.
Topics will include:
Wilderness Ski l ls and Experience
Preparation (clothing, planning, navigation)
Wilderness Travel & Trips (hiking, rock climbing, canoeing, mountain biking, snow-shoeing, cross country skiing - dependent on weather, facilities, availability, and the group)
Outdoor Gear (sizing, care, maintenance)
Camping Skills (cooking, shelter building, fire building)
Expedition Behaviour (Leadership)
Wildlife Awareness
Leave no trace ethics
Projects
Wilderness Skill Demonstration
Community Project – (such as: Trail building; Event coordination – Take Me Outside Day)
http://sssoutdoored.weebly.com/
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Outdoor Education 10 and Career & Life Education 10 (8 Credit)
Prerequisite: Outdoor Explorations 9
Instructors: Ms Meens
Objective: This is a double block course configuration (8 credits) that combines Outdoor Education 10 (4
credits) with Career and Life Education 10 (4 credits).
Outdoor Education 10 (4 credits) introduces various wilderness skills, and develops leadership, group
and personal responsibility skills. A large majority of the course takes place outdoors. Seasonal
recreation activities may include wilderness camping skills, a combination of: indoor and outdoor rock
climbing, hiking, canoeing, mountain biking, orienteering, cross country skiing and snowshoeing
(depending on season and students interests).
Career and Life Education 10 (4 credits) is a required
course for graduation and focuses on helping students
identify and develop their career interests, career path,
career and employability skills and injury prevention
guidelines, and offers students an opportunity to take
part in volunteer work experience and community
mentorship programs.
Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Outdoor Explorations 8
Outdoor Education 10 (4 credits)
Outdoor Education 10 & Career & Life Education 10
(8 credits)
Outdoor Skills 11 (4 credits)
Outdoor Careers 11 & Work Experience 12 (8 credits)
Outdoor Skills 12 (4 credits)
Outdoor Careers 12 & Work Experience 12 (8 credits)
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Fees are charged to cover optional activities
Students will acquire:
- Fitness - 6 hours or outdoor pursuits/week - Experience up to 5 wilderness based trips, 2 multi-
day trips - Make community and career connections - Development of personal organizational and group
work skills - Choice of certifications: Avalanche Safety Training
Level 1; Canoe Tripping Level 1 – Flat Water; OFA Level 1 1st Aid
http://sssoutdoored.weebly.com https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/career-education/en_ce_career-life-education_elab.pdf
Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Outdoor Explorations 8
Outdoor Education 10 (4 credits)
Outdoor Education 10 & Career & Life Education 10 (8 credits)
Outdoor Skills 11 (4 credits)
Outdoor Careers 11 & Work Experience 12 (8 credits)
Outdoor Skills 12 (4 credits)
Outdoor Careers 12 & Work Experience 12 (8 credits)
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Outdoor Skills 11 / 12
Prerequisite: Outdoor Skills 10
Instructors: Ms Meens
Objective: Outdoor Skills 11/12 is a single block course (4 credits) that
focuses on developing wilderness, outdoor pursuit and leadership skills, and
community/environmental stewardship. The majority of this course takes
place in the outdoors. Seasonal recreation activities include: wilderness
camping skills, a combination of: indoor and outdoor rock climbing, hiking,
canoeing, mountain biking, orienteering, cross country skiing and
snowshoeing (depending on season and students int erests). Students have
the option of taking part in two overnight or multiday Outdoor Skills trips.
Additional fees are charge for some activities.
Students will acquire:
Application of necessary skills, knowledge, and preparedness to plan and participate in day and overnight outdoor trips
Further development of intermediate outdoor skills
Development of Outdoor Leadership, Team and Risk Assessment skills
Following “Leave No Trace” ethics and guidelines
Topics will include:
Wilderness Skills and Experience
Preparation (taking an active role in leading by example and demonstrating previously learned skills)
Leadership and Risk Assesment
Group management Skills and Techniques
Wilderness Travel & Trips (hiking, rock climbing, canoeing, snow-shoeing, cross country skiing - dependent on weather, facilities, availability, and the group)
Outdoor Gear (sizing, care, maintenance)
Camping Skills continued (cooking, shelter building, fire building)
Wildlife Awareness
Leave no trace ethics
Projects
Leadership or Skill development Project
Community Project - TBA
http://sssoutdoored.weebly.com/
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Outdoor Careers & Work Experience 11 / 12 (8 Credit)
Prerequisite: Outdoor Explorations 9; Ourdoor Skills 10/11; Outdoor Careers 10; On-Line
application required.
Instructors: Ms Meens
Objective: This is a double block course configuration (8 credits) that combines Outdoor Careers 11/12
(4 credits) with Work Experience (4 credits), bring together
the skills and knowledge developed through outdoor
pursuits, with the development of career options in
outdoor/environmental-related fields. The certifications,
leadership skills and experience gained through this
program prov ide life skills that can be applied to any
education or work environment. Student numbers are
limited for this course, for this reason you must complete a
brief application. Application can be complete on line at
http://sssoutdoored.weebly.com/. Fees are charged for
some activities.
Students will acquire:
Fitness - 6 hours or outdoor pursuits/week
Experience up to 5 wilderness based trips, multi-day trips (participate in a minimum of 2 trips)
Choice of certifications to use towards future employment (1st Aid, Avalanche Safety Training Level 1, S-100 (Forest Fire Suppression), Canoe Tripping Level 1 – Flat Water)
Work experience, community and career connections
Development of Team, Leadership and Personal Organizational Skills
Topics will include:
Wilderness Skills and Experience
Preparation (taking an active role in leading by example and demonstrating previously learned skills)
Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Outdoor Explorations 8
Outdoor Education 10 (4 credits)
Outdoor Education 10 & Career & Life Education 10 (8 credits)
Outdoor Skills 11 (4 credits)
Outdoor Careers 11 & Work Experience 12 (8 credits)
Outdoor Skills 12 (4 credits)
Outdoor Careers 12 & Work Experience 12 (8 credits)
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Leadership and Risk Assessment
Group management Skills and Techniques
Wilderness Travel & Trips (hiking, rock climbing, canoeing, snow-shoeing, cross country skiing - dependent on weather, facilities, availability, and the group)
Outdoor Gear (sizing, care, maintenance)
Camping Skills continued (cooking, shelter building, fire building)
Wildlife Awareness
Leave no trace ethics
Projects
Leadership or Skill Development Project
Community Project – TBA Work Experience
50 hours of career development, presentations, community connections, career exploration, certification and training
50 hours of work placement and community project work
http://sssoutdoored.weebly.com/
Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Outdoor Explorations 8
Outdoor Education 10 (4 credits)
Outdoor Education 10 & Career Education 10
(8 credits)
Outdoor Skills 11 (4 credits)
Outdoor Careers 11 & Work Experience 11 (8 credits)
Outdoor Skills 12 (4 credits)
Outdoor Careers 12 & Work Experience 12 (8 credits)
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Psychology 12
Prerequisite: Social Studies 11 OR Social Studies 11 – First Nations Studies
Instructors: TBD
Description:
Psychology 12 is an introductory and exploratory course that touches on several different realms of Psychology including personality, abnormal behaviour, memory, consciousness, and human development. Students are required to adopt a reflective attitude as they inquire “How can we step outside ourselves to look objectively at how we live, think, feel, and act?” Students will be able to demonstrate an understanding of major theories, perspectives, and research methods in psychology, use a psychological perspective to describe how diverse factors influence and shape human mental processes and behaviour, and to explain patterns of socialization.
Topics will include:
1. Consciousness: Hypnosis, Mindfulness, Dreaming, Meditation, Psychoactive Drugs 2. Brain and Behaviour: The Nervous System, Brain Research, Hemispheres/Cerebral Cortex, Subcortex 3. Human Development: Heredity and Environment, Emotional/Social Development, Language and
Cognition 4. Sensation and Perception: Processes, Vision, Nonvisual Senses, Perception, Objectivity 5. Conditioning and Learning: Associative and Cognitive Learning, Classical, Operant, Reinforcement and
Punishment 6. Memory: systems, measuring memory, forgetting, exceptional memory 7. Cognition and Intelligence: Modes of thought, Problem Solving, Creativity, Intelligence 8. Motivation and Emotion 9. Human Sexuality: Sex and Gender, Sex Drive, Response, Attitudes, Problems 10. Personality: Trait Theories, Psychodynamic and Humanistic Theories, Behavioural/Social Learning 11. Health Psychology: Stressors, Coping, Stress and Health 12. Psychological Disorders: Definitions, Disorders, Mood, Anxiety, Personality 13. Therapies: Treatments, Humanistic, Psychodynamic, Cognitive, Behaviour, Medical 14. Social Psychology: Influences, Behaviour, Prosocial, Antisocial 15. Applied Psychology: Industrial/Organizational, Environmental, Law, Education, Sports
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ARE YOU CONSIDERING A CAREER IN TRADES
There are two routes senior secondary students can pursue while in high school, if interested in a trade:
1. SECONDARY SCHOOL APPRENTICESHIP (SSA) 11 and 12
Secondary School Apprenticeship (SSA) is a career
program that provides students with the opportunity to
begin an apprenticeship while still in high school and to
earn high school credits for doing so (you can earn up to
8 Grade 11 credits and 8 Grade 12 credits).
The program helps encourage students to continue to
pursue academic goals and to graduate. At the same
time, it provides a smoother transition from school to
work and a quicker route to certification in a trade (and
the earning power that goes with it). The registration
form you will need is available at: http://www.itabc.ca
A Secondary School Apprenticeship involves part-time
work within a trade – something many secondary
students are doing anyway. Once registered as Secondary School Apprentices, students can get
academic credit towards high school graduation and work experience credit towards completion of their
apprenticeship.
Secondary School Apprentices are responsible for finding an employer who will hire them and commit to
their training. Selkirk’s career counselor can provide more information and help you with the process of
registering as a Secondary School Apprentice.
The key benefit of the Secondary School Apprenticeship program is the head start you get on your
career - you could be up to two years ahead of your peers in a career in the trades if you participate.
If you have an interest in a Secondary School Apprenticeship, but are unsure of what type of trade you'd
like to pursue, have a look at (http://www.itabc.ca/Page496.aspx). It provides a good sense for the
scope of the options and detailed information on ones that interest you.
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Hidden Apprentices
Secondary School Apprenticeships aren't just for students who are looking to enter the working world.
You might already be a secondary school apprentice and not know it.
If you are a high school student working part-time in a trade, you are probably a "hidden apprentice." By
registering as a Secondary School Apprentice, you will be able to earn dual credit for the work you're
already doing, become eligible for a $1,000 scholarship, and get a head start on earning your trade
certification. Talk to your school's career counselor about the kind of work that qualifies and about
registering as a Secondary School Apprentice.
Secondary School Apprenticeship Scholarships
As an added bonus, secondary school apprentices can qualify for a $1,000 scholarship if they:
Complete at least 480 hours of paid work experience in their chosen trade; Graduate with a C+ average on grade 12 numbered courses; and Are still pursuing their apprenticeship six months after graduation.
Applications for a SSA Scholarship must be received within six months of your graduation date. Scholarship application forms should be submitted to your school district.
2. ACCELERATED CREDIT ENROLMENT IN INDUSTRY TRAINING (ACE -IT)
The ACE-IT program allows high school students to earn credit towards their high school graduation as
well as credit towards the technical training component of an apprenticeship or industry training
program. To learn more about ACE IT, go to the ACE IT section of the Industry Training Authority
website.
Students can study at COTR in any one of the areas below;
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ACE-IT PROGRAMS COLLEGE OF THE ROCKIES 2018/19 Trades Technical Training Schedule
For the trade programs listed below, please see the schedule of start and completion dates on the
following website:
http://www.cotr.bc.ca/trades/trades-schedule.asp
All dates are subject to change; please contact the College for more information.
If you are interested in pursuing either the SSA or ACE-IT Program, please indicate that at the top of your
course selection sheet.
Program Type Length
Auto Service Tech FDTN 30 weeks
Carpentry FDTN 24 weeks
Cook Year 1 28 weeks
Electrical FDTN 24 weeks
Hairstylist FTDN 45 weeks
Heavy Duty/Com FDTN 36 weeks
Industrial Mechanic (Millwright)
FDTN 24 weeks
Piping Trades FDTN 21 weeks
Timber Frame FDTN 13 weeks
Welder Foundations FDTN 28 weeks