Course Calendar 2009 2011NLWkingpics

2009-2011
COURSE CALENDAR
bishop smith Catholic ST. JOSEPH’S

HIGH SCHOOL HIGH SCHOOL
RENFREW COUNTY CATHOLIC DISTRICT SCHOOL BOARD
OUR VISION
INSPIRED BY OUR RICH HERITAGE AND CHALLENGED BY THE STRUGGLES

OF OUR PAST, WE ARE AN INCLUSIVE CATHOLIC EDUCATIONAL COMMU-
NITY CALLED TO EXPRESS OUR MISSION AS CHURCH TO PASS ON THE
GOOD NEWS OF JESUS CHRIST, TO MAKE IT RELEVANT IN THE WORLD TO-
DAY, AND TO BE THE HOPE FOR THE FUTURE.
IN A SPIRIT OF FREEDOM, AFFIRMA- OPEN TO MYSTERY AND ENDLESS DISCOV-

TION AND CELEBRATION TODAY, WE ERY IN THE LORD, WE ARE CALLED TO…
STRIVE TO…
 Facilitate an active faith journey rooted in  Develop and implement a distinctive Catholic
prayer and the sacraments. curriculum based on the Ontario Catholic
School Graduate Expectations.
 Enhance relationships among members of the  Make a difference as faith-filled community
home, school, parish and extended builders.
community.
 Foster a world view shaped by the Catholic  Challenge the consumer culture with lives dedi-
conversation about life’s meaning and cated to the principles of social justice in the
purpose. spirit of gospel values.
 Nurture the giftedness, self-worth and  Model a servant leadership style following the
potential of each individual. example of Jesus.
 Reverence the dignity of the whole person.  Claim our role as global stewards cherishing
the environment and all life in it.
 Integrate the Catholic faith tradition in a criti-  Engage in the pursuit of life-long learning.
cal analysis of the arts, media and
technology.  Love unconditionally.
 Sustain safe school environments character-
ized by warmth, hospitality, good
humour and joy.
This is what Yahweh asks of you: only this,

to act justly, to love tenderly and to walk humbly with your God.
Micah 6:8
St. Joseph's High School
Course Calendar 2009-2011
TABLE OF CONTENTS
Message from the Director of Education ....................................................................... 4
Message from the School Principal ................................................................................ 5
Administration and General Information ........................................................................ 6
Information for Parents and Students ............................................................................ 7
Faith Dimensions ........................................................................................................ 7
Chaplaincy and Religious Services .......................................................................... 7
Code of Behaviour ............................................................................................................ 8
Academic Responsibilities ............................................................................................. 8
Absenteeism.............................................................................................................. 9
Truancy ....................................................................................................................... 9
Behavioural Responsibilities ......................................................................................... 10
Smoking .................................................................................................................... 10
Cell Phones……………………………………………………………………………….. 10
Dress Code ............................................................................................................... 11
Drug & Alcohol Policy ............................................................................................. 13
On Line Resources For Students ................................................................................. 14
Progressive Discipline ……………………………………………………………………….15
Ontario Secondary School Diploma……………………………………………………….. 16
Ontario Secondary School Certificate .......................................................................... 17
Prior Learning Assessment and Recognition (PLAR) ................................................ 17
E-Learning ………………………………………………………………………………………18
Community Involvement ............................................................................................... 18
Student Services ............................................................................................................. 19
Cooperative Education ................................................................................................... 20
Ontario Youth Apprenticeship Program (OYAP) ......................................................... 20
Student Success/Learning to 18…………………………………………………………….22
Specialist High Skills Major Program (SHSM)…...……………………………………….24
Partnering to Articulate for Student Success (PASS)................................................. 25
Remedial Help ................................................................................................................. 26
School Resources........................................................................................................... 26
Student Success Initiative ............................................................................................. 26
Special Education Plan .................................................................................................. 27
Alternate School ............................................................................................................. 27
Course Information for Students .................................................................................. 28
Transfer Courses—Policies & Procedures .................................................................. 29
Organization of Courses ................................................................................................ 31
Religious Education ....................................................................................................... 33
Arts ................................................................................................................................... 35
Business Studies ............................................................................................................ 38
Canadian and World Studies ......................................................................................... 42
English ............................................................................................................................. 46
French as a Second Language ...................................................................................... 49
Guidance and Career Education ................................................................................... 50
Health and Physical Education ..................................................................................... 51
Mathematics .................................................................................................................... 53
Science ............................................................................................................................ 57
Social Science and Humanities ..................................................................................... 61
Computer Studies………………………………………………………………………………63
Technological Education .............................................................................................. .65
Ontario Catholic School Graduation Expectations………………………………………72
Page 3
St. Joseph’s
Joseph's High School
Course
Course
Calendar
Calendar
2009-2011
2009-2011
–2008
A Message From Our

DIRECTOR OF EDUCATION
Inspired by our rich heritage and challenged by the struggles of our

past, we are an inclusive Catholic Educational Community called to
express our mission as church to pass on the good news of Jesus
Christ, to make it relevant in the world today and to be the hope for
the future. ―Our Vision‖
As Director of Education, let me express how truly thankful I am that

you are one of our students!
When I see you working hard to become the person God intends you
to be, I am very humbled. You are our hope for the future.
MISSION STATEMENT
Your courage inspires me. I see the many activities in which you are
Inspired by our rich heri- engaged that assist the spiritually and materially poor in our local
tage and challenged by and global communities. Your sacrifices do not go unnoticed.
the struggles of our
past, we are an inclusive I admire the fact that you take care of the environment. Your con-
Catholic educational crete efforts to be a steward of the plant demonstrate your great re-
community called to ex- spect for creation.
press our mission as
church to pass on the You are an integral member of our larger Catholic Church Commu-
nity. Your rich prayer life and participation in the sacraments sup-
Good News of Jesus
ports others along the journey.
Christ, to make it rele-
vant in the world today, I cherish the fact that you have been given this exceptional gift that
and to be the hope for is Catholic education and appreciate that you treasure this gift in
the future. your own heart.
You are strongly encouraged to continually nurture your own gifted-

THE RENFREW ness, self-worth and potential and then to share your special gifts
COUNTY CATHOLIC with those who need them the most.
DISTRICT SCHOOL
I challenge you to daily model yourself after Jesus and make him
BOARD relevant in this secular world in which we live today by being a per-
son of integrity and compassion.
Finally, I offer you my prayers for the work that lies ahead of you.
Please do this work with a generous spirit. Best wishes for much
academic success and spiritual growth in the upcoming school year.
Sincerely,
Michele Arbour
Director of Education
RCCDSB
Page 4
THE PRINCIPAL’S
MESSAGE
On September 10, 1928, twelve grade nine students entered St. Jo-
seph’s Academy for the first time. Now, 80 years later, St. Joseph’s
High School continues to combine learning with friendship in a Catho-
lic, Christian atmosphere dedicated to the building of the future through
a God-centered education. As current St. Joseph’s High School stu-
dents build and plan their own future we hope they find the 2009–2011 Course Calendars
useful. Please note that an electronic copy of the 2009–2011 Calendar can be found on the
school website at: www.sjchs.blogspot.com.
The Course Calendar is a powerful tool that will assist students as they select their courses
and develop a pathway that is tailored towards their educational success. The Ministry of
Education and St. Joseph’s High School has worked very hard over the past few years to de-
velop multiple pathways towards success. Here at St. Joseph’s our expanded technology
wing has allowed us to offer a larger array of technology courses in a world class facility.
With our new expansion and new programs such as our Hospitality and Tourism, Specialist
High Skills Major, expanded Co-op and E-Learning opportunities we are confident that all
students will find a pathway towards the Ontario Secondary School Diploma and continue
along their Spiritual Journey towards Christ.
Scientia Cum Amicita – Learning with Friendship, the St. Joseph’s High School motto,
speaks to the fact that our students will have many friends who will help them make impor-
tant decisions. Along with this Course Calendar, students are invited to consult their subject
teachers, homeroom teachers, the Guidance Counsellor and Student Success Teacher and of
course their parents and guardians. However, the ultimate decisions lie with the students
themselves.
Good luck to all our students as they work hard at developing a pathway towards success
and fulfillment in Christ.
Yours in Catholic Education,
Mark J. Searson
Principal
Page 5
ADMINISTRATION & GENERAL INFORMATION
ST. JOSEPH’S HIGH SCHOOL
WHERE YOU CAN FIND US

St. Joseph’s High School is located at:
835 First Street, Renfrew, Ontario K7V 4E1
Phone: 613-432-5846 Fax: 613-432-9511
e-mail: msearson@rccdsb.edu.on.ca (Principal)
WEB SITE: Visit our Web Site on the Internet at: www.sjchs.blogspot.com.
Principal…………………………………………..…...Mark Searson
Vice-Principal …………………………………..…….Brennan Trainor
Pastoral Animator……………………….…..……….Katie Milosek
Guidance Counsellor………………………....……..Susan Whalen
School-Based Social Worker……………..………..Weiling Yap
School Nurse……………………………………....… Kim Shalla
School Council Chairperson…………..….………..Colin Slight
Program Leaders:
Spec. Ed/Phys Ed/Science/Guidance & Career Education……………Russ Connors
Mathematics/Business Studies/Technological Education/Co-op…...Bernie Kenny
Canadian & World Studies/Social Sciences & Humanities/Library….David Rowat
English/The Arts/Program Planning & Assessment…………………....Patti Watters
Religious Education/French…………………………………..………….....Mark Searson
Grade 8……………………………………………………………………..…..Brennan Trainor
OECTA Representative……………………………………………………...Josh Agnesi
The School Secretaries: …………………………………………………….Nancy Lance
Susan Love
Debby Smaggus
SCHOOL MOTTO: SCIENTIA CUM AMICITIA

―LEARNING WITH FRIENDSHIP‖
ST. JOSEPH’S HIGH SCHOOL is a Roman Catholic school operated under the jurisdiction of the
Renfrew County Catholic District School Board which is located at :
499 Pembroke Street, West, Pembroke, Ontario K8A 5P1
Phone: 613-735-1031 or 1-800-267-0191 Fax: 613-735-2649
e-mail: boardoffice@rccdsb.edu.on.ca Web Page: http://www.rccdsb.edu.on.ca
Board Chairperson………………..……………………………………...Andy Bray

Director of Education…………………………..…………….…………..Michele Arbour
YOUR SCHOOL’S TIMETABLE AND DAILY SCHEDULE

Bishop Smith Catholic High School and St. Joseph’s High School operate on a two-semester timetable, with
each semester consisting of two terms. Each school day consists of four 75 minute periods.
Students from Grades 9 to 11 are expected to be enrolled in four courses each semester.
Students in Grade 12 will be permitted partial timetables if they have obtained

a minimum of 23 credits. Any exception to this guideline will be considered on an individual basis and with
the Ministry of Education’s full-disclosure transcript policy in mind by the principal in consultation with
parents and Student Services personnel.
Page 6
INFORMATION FOR
PARENTS & STUDENTS
FAITH DIMENSIONS
As part of the Church’s mission in the world, Bishop Smith Catholic High School and St. Joseph’s High
School participate in the educational ministry of the Church as expressed in the Board’s vision statement:
to pass on the Good News of Jesus Christ, to make the gospels relevant in the world today and to be the
hope for the future.
Both schools animate their ministries in many ways: Religious Education Curricula, morning prayer,
Masses in our chapels, retreats for students and many social justice projects that minister to those less
fortunate in our own communities and beyond. Each year, a group of staff and students is selected to visit
our twinned high schools in the Dominican Republic, through the mission of The Grey Sisters.
Two pastoral animators serve to nourish and enhance these aforementioned faith dimensions. Their role is
essentially one of presence calling everyone to live out the message of Jesus, ― to love one another.‖ They
are also available to staff, students and parents for guidance and support for the spiritual and emotional
well-being of all.
Everyone who attends or who teaches or who works at both high schools is called to serve the faith life of
their respective schools: support staff, teachers and students. We are all called by God to take seriously
both the professional and the vocational dimensions of our educational ministry. With the support of our
parishes, our parents and our Board, we strive diligently to become and to be ―Schools to believe in!‖
CHAPLAINCY & RELIGIOUS SERVICES

PASTORAL SERVICES and PASTORAL TEAM
The Pastoral Counsellor is available to the school community and provides a variety of services. Students,
as well as other family members, have access to the Pastoral Minister for consultation on matters
pertaining to personal problems, home life or social issues.
Facilitating the spiritual growth of students and with students through the school’s Pastoral Team comes
through personal contact, ministry projects and religious education consultation.
In recognition of the Catholic school as an extension of ―Church‖ the Pastoral Minister coordinates
activities in conjunction with the parish communities of the students.
Community prayer and sacramental celebrations, as central realities of our Catholic Faith, are coordinated
by the Chaplain. Students are expected to participate fully in the community prayer and the sacramental
life of the school. Frequent opportunity to celebrate our faith is what distinguishes us as a Catholic school
community.
CHAPEL
Each high school has a beautiful chapel, a prayerful environment for staff and students. It is suitable for
small group liturgies and affords a quiet place for prayer and reflection. Priests from various parishes
preside at these liturgies.
THE CERAMIC IMAGE OF ST. JOSEPH (at St. Joseph’s High School)
Mounted outside the Chapel is a ceramic artwork depicting St. Joseph. This beautiful work of art by
Montreal artist, Philippe Bilideau, is a donation from St. Francis Xavier Parish given in the name of a former
Bishop of Pembroke, The Most Reverend Joseph Raymond Windle. It was unveiled and dedicated by His
Excellency, Bishop Windle, on November 8, 1996.
Page 7
CODE OF BEHAVIOUR
STUDENT CODE OF BEHAVIOUR

ACADEMIC AND BEHAVIOURAL EXPECTATIONS
The Student Code of Behaviour has evolved over a number of years through input by students, par-
ents, staff, Parish and community representatives. Its purpose is to create and maintain a positive
and Christian learning environment in which each student can develop his/her full potential and to
assist the student in reaching his/her goals. This Code was reviewed and ratified in June 2008 by
the St. Joseph’s School Council and is consistent with the legislative expectations of the Safe
Schools Act, (Bill 212) and Renfrew County Catholic District School Board Policy.
STUDENT RIGHTS
 be able to acknowledge God openly

 maintain Catholic values in an open way
 learn in an environment of self-respect, mutual respect and friendship
 be taught in an environment where the student is aware of what is expected and to have
access to additional assistance where needed
 be taught by teachers who behave at all times in a professional manner; respect each
student as a person; are willing to put in an extra effort where needed and help students
achieve the best education possible
 be taught in an atmosphere where the student can grow spiritually, mentally, physically,
socially and emotionally and develop the values necessary to become mature, responsi-
ble citizens who can successfully function in the outside world
STUDENT RESPONSIBILITIES
ATTENDANCE
You are expected to attend school regularly and to attend all your classes when you are at school.
PUNCTUALITY
You are expected to be on time for all your periods including your Homeroom period.
CLASS PREPARATION AND PARTICIPATION

You are expected to fulfill all course requirements. This includes being prepared for all classes by
bringing the required materials to class as indicated by your teachers; to have homework com-
pleted; to hand in assignments on the due dates and to prepare for tests and examinations. You
are expected to participate in a constructive manner in class.
RESPECT FOR PROPERTY

You are expected to treat the school grounds, school buses, the school buildings and everything in
the school including desks, walls, change rooms, books and furniture with care and respect. This
includes the personal property of others.
ACCEPTABLE LANGUAGE AND BEHAVIOUR

You are expected to use proper language and good manners in dealing with others.
Page 8
RESPECT FOR PROPERTY AND OUR NEIGHBOURS

In addition to treating school property and other peoples' personal property with care and respect,
we must recognize that our neighbours also deserve respect and the peace and enjoyment of their
property. Therefore, you are asked not to loiter on the streets and the median adjacent to school
property nor walk on neighbours' properties.
CAFETERIA
Students are expected to keep the cafeteria clean, heed the instructions of the supervisors and
cafeteria staff, and return all dishes, cutlery and trays to the proper location in the cafeteria. Failure
to do so may lead to a loss of cafeteria privileges.
REGULATIONS CONCERNING STUDENT BEHAVIOUR
The regulations that follow contain the details of the application of the Student Code of Behaviour.
ATTENDANCE
At St. Joseph's High School attendance is an essential component of all courses. Therefore, stu-
dents and parents/guardians are advised that you must be in attendance in all your classes except
when absent for valid reasons.
VALID REASONS, which will not count as absences for the purpose of this policy are:
(a) illness or accident where a doctor's letter or certificate is received by the office;
(b) absence due to participation in school sponsored extra-curricular activities or field trips when
authorized by the Principal/Vice Principal or a teacher;
(c) absence due to a required court appearance or visit to a legal professional when supported by
a letter from a legal professional or a subpoena.
FREQUENT ABSENTEEISM
Students need to be aware that frequent absenteeism, even for valid reasons, can make it impossi-
ble for the teacher to assess your progress. This is particularly true when several tests are missed.
In such a case, the credit may be lost.
RETURNING FROM AN ABSENCE

1. Upon returning form an absence, you are required to report to the office, present a note from a
parent or guardian explaining the reason for the absence, and acquire a slip to be admitted
back to classes. Students who are 18 years of age or older may take responsibility for signing
their own notes providing the parent/guardian agrees in writing. A form for this purpose is avail
able from the school secretary.
Parents have the option of calling the school rather than writing a note. Please call the school
before 8 am on the day of, or prior to, the absence and leave a message on the school answer-
ing machine.
2. Absent students have a responsibility to make up missed work and assignments.
TRUANCY
Students who are under 18 years of age are legally required in Ontario to attend school. Students
eighteen years of age, and older, who choose to attend St. Joseph's High School, agree, in making
that choice, to be bound by our attendance policies. The only recognized reasons for missing a
class are permission from the Principal/Vice Principal, illness or accident, a medical appointment
which cannot be scheduled outside of class time, a legal or court appointment or a genuine family
emergency. Attendance at homeroom periods is compulsory.
Page
Page 9 9
AN OUTSIDE JOB IS NEVER AN ACCEPTABLE REASON TO MISS SCHOOL.
If you are illegally absent from class, you can expect:

(a) on the first offense in a semester that detentions will be assigned to make up for time
missed. Be aware that the school regularly calls home when students are absent and so your
parents/guardians will be informed;
on the occasion of the second and subsequent truancies you may be suspended
and additional penalties may be assigned.
LATES
Late arrivals to class disrupt the teaching and learning process.
1. Because of the special status accorded opening prayer and O Canada, which occur immediately
after the 8:55a.m. bell, students who are late for period 1 shall report to the office for an admit
slip and will receive an automatic office detention.
2. Students who fail to acquire an admit slip for a previous absence prior to the 8:50 a.m. bell, will
be issued a detention for reporting late.
3. For all the other periods, the student shall report directly to class. The teacher will report the late
to the office.
4. The penalties for the first 4 lates in any one class shall be the responsibility of the teacher.
5. Beginning with the fifth late in any one class or cumulatively in all classes, office detentions may
be assigned.
6. At 7 cumulative lates, a Warning of Suspension may be issued and suspension for chronic late-
ness can apply after 10 lates and every subsequent 3 lates.
SMOKING
Smoking on school property in Ontario is prohibited by law. Given that there is not sufficient
time to leave school property and return for next class, smoking is not permitted after morning
homeroom and between classes (mid morning and mid afternoon). Students are advised that the
Tobacco Enforcement Officer regularly visits the school grounds and that there is a substantial fine
for smoking on school property. Grade eight and grade nine students are not permitted to leave
school property at any time and they are absolutely not permitted to hang out in the ―smoking area.‖
RESPECT FOR THE LEARNING ENVIRONMENT OF OTHERS
UNSCHEDULED PERIODS
Students with unscheduled periods (spares) are expected to avoid disturbing classes in session by:
· reporting to the library for quiet studying or reading, or
· reporting to the cafeteria or Town Square, or
· being outside on the school grounds, or,
· if you have permission, leaving the school grounds entirely.
(Permission to Leave School Property Forms are available from the main office.)
Cell Phones
All cell phones must be turned off and placed in student’s locker upon entering the school.
Students may use their cell phone outside of the school building.
Should a student need to use a cell phone after school hours, they may do so outside of the
school building.
Page 10
Because cell phones can compromise the safety of our school in times of emergency, strict conse-
quences will be employed if a student is found to have a cell phone on their person.
1st offense – phone will be confiscated for a day, and an office detention will be administered
2nd offense – phone will be confiscated, parents will be called, and an office detention will be
administered
3rd offense – phone will be confiscated and a meeting with parents and administration will take
place
Personal Electronic Devices (PED’s)
All PED’s with the ability to take pictures or record sounds are to be treated in the same fashion as
cell phones.
PED’s used for playing music may be enjoyed outside the classroom, provided it does not place a
student in an unsafe situation.
In class use of PED’s will be left up to the professional discretion of the teacher.
School use of cameras is acceptable upon permission being granted by the subject of the photo
and/or school staff.
DRESS CODE
APPROPRIATE STANDARDS OF DRESS AND GROOMING

You are expected to ensure that your dress, grooming and ornamentation reflect good taste and
responsible attitudes at all times.
School is your place of work and so it is expected that you will dress and groom yourself appro-
priately. Attire which is not consistent with expectations of a school-work environment or with
the philosophy of a Catholic-Christian high school may not be worn. This includes:
T-shirts with rude, vulgar or suggestive statements on them.
Track suits or sweat suits, except during physical education class participation in sports activi-
ties.
 Mini-skirts. (Skirts must reach within the wearer’s palm width to the knees when standing)
 Muscle shirts or tops which do not cover the midriff or low cut or backless.
 Halter tops, tube tops or tank tops. Shoulder tops must be covered.
 Hats, caps, visors as well as other head coverings deemed inappropriate by the Principal
or Vice Principal, may not be worn in the buildings.
 Torn or ripped clothing.
 Sunglasses except where required for medical reasons.
Page 11
 Short shorts.(Shorts cannot be shorter than the wearer’s palm width from the knee.)
 Jewelry, facial decorations, hair styles and tattoos, which in the opinion of the Principal or
 Vice-Principal call undue attention to the wearer or which are distracting or inappropriate
in a work place or Catholic-Christian high school, may not be worn
 Students are not permitted to wear coats in class
 Footwear must be worn at all times in the school buildings
 Any clothing which in the judgment of the Principal/Vice Principal is in poor taste or not
suitable in the context of the school.
PHYSICAL EDUCATION DRESS

A school approved physical education uniform must be worn for P. E. classes. Students who come
inappropriately dressed for Physical Education class cannot participate and, therefore, will be marked
absent. Non-marking soles are required on gym shoes.
INAPPROPRIATE DISPLAYS OF AFFECTION

In the context of the school, kissing, holding hands and romantic hugging are inappropriate.
SKATEBOARDS AND ROLLER-SKATES

Because of the safety considerations, the use of skateboards and roller skates is not permitted on
school property.
SNOWBALLS
The Lord made the snow to fall on the ground. Please leave it there as the chance of injury to other
students is a concern.
GUM CHEWING / CHEWING TOBACCO / SPITTING

Gum chewing is not permitted during classes. The use of chewing tobacco is prohibited at all times on
campus. Spitting is highly inappropriate behaviour and is not tolerated.
ACCEPTABLE LANGUAGE
Use of foul or inappropriate language is unacceptable. Students can expect that such language will
be penalized.
DETENTIONS / SCHOOL COMMUNITY SERVICE

Office detentions and/or school community service may be assigned for misbehaviour or failure to
carry out your responsibilities. They are generally held at lunchtime. Students who are assigned of-
fice detentions will receive written notification of the date(s) on which such detentions are to be
served. Teachers' detentions do not require written notice.
If you are assigned to a detention and/or school community service, it is your responsibility to present
yourself at the specified time and place. If you feel that a detention was unfairly assigned, you may
appeal to the teacher for reconsideration of the penalty. If, however, the teacher, having heard your
appeal, decides that the detention is justified, it must be served. You do not have the right to refuse to
serve a detention.
Detentions may be held at noon hour or after school (with sufficient notice to parents). Following after-
school detentions, the student may make use of the late busing service if he/she lives beyond the nor-
mal walking zone.
Page 12
DETENTIONS TAKE PRIORITY OVER ALL OTHER SCHOOL ACTIVITIES INCLUDING

SPORTS.
USE OF ALCOHOL OR DRUGS

The use or possession of such substances or being under their influence on school property or
when in attendance at any off-campus school activity is considered a most serious offense which
may lead to immediate suspension or even being asked to withdraw from school entirely.
Students should be aware that the school works closely with the Ontario Provincial Police to check
that a ―Drug Free Zone‖ is maintained.
STUDENT LOCKERS - SEARCHES

School lockers are the property of the school and are loaned to students. The school reserves the
right to inspect the contents of lockers from time to time in the interests of ensuring a ―Drug Free
Zone‖ on school property. (See also: Safe Schools Policy, P17, 2008, R.C.C.D.S.B.)
BOOKBAGS
Students are required to leave book bags in their lockers, or in another safe area as designated by
the classroom teacher (i.e. front or back of class). The administration reserves the right to ask
that all book bags, gym bags, purses etc., be kept out of the classroom, library or cafeteria, if
safety becomes a concern.
RESPECT FOR OTHERS

St. Joseph’s High School
Anti-bullying Policy
It is our firm belief that we adopt a proactive approach to bullying behaviour at St. Joseph’s High
School. As a result, we will endeavour to create a ―Anti-bullying team‖ that is consistent with our
Board Anti-Bullying Policy. During the school year of 2008-2009, a school focus will be the crea-
tion of a unique St. Joseph’s High School anti-bullying policy.
BEHAVIOUR ON BUSES
Students traveling by school bus are subject to the same rules that govern behaviour at school.
This applies to regular morning and evening service and any other time buses (or taxis or private
vehicles) are used to transport students including on field trips and traveling to and from extra-
curricular activities.
Because of the dangers associated with children who have allergies that can lead to anaphylactic
shock when exposed to certain food substances, nuts and highly scented products are not allowed
on the school buses. School board policy forbids eating food on school buses. The penalty for
misbehaviour may include suspension of bus privileges of up to 10 months under the Board’s
Transportation Policy.
Silence Day
At St. Joseph's High School our respect for others also

extends to the unborn, the ill, the fragile and the
marginalized. Students pictured here are participating
in Silence Day at St. Joseph's High School whereby
students remain silent for a day in solidarity with the Pro
Life movement.
Page 13
ALLERGIES AND HEIGHTENED SENSITIVITIES

Because of the dangers for students with allergies and heightened sensitivities, the excessive use
and application of heavily perfumed products, hair sprays, deodorants etc., is not permitted. All
students are expected to be respectful and considerate to those with environmental sensitivities.
CONSEQUENCES OF NOT FULFILLING RESPONSIBILITIES
A St. Joseph’s High School student is expected to behave in an appropriate manner at all
times whether in class, on campus or participating in off-campus activities. The following
progressive discipline model indicates what a student can expect to encounter should
they misbehave.
Online Resources for Students

The following online resources can be accessed by students and teachers from their home or
school computers. User id’s and passwords are provided below. Since these resources are paid
subscriptions, you are asked not to share the access information with unauthorized users. For your
convenience, links to these resources are provided on the RCCDSB web site.
The Ontario Educational Resource Bank contains worksheets, lesson plans and interactive
learning objects that match K-12 expectations in the Ontario curriculum. It also contains all of the
units developed for the online high school courses provided by e-Learning Ontario.
The EBSCOHOST Research Centre provides powerful search access to a wide variety of maga-
zines, newspapers, books, encyclopedias, country reports, maps, flags and much more!
INFOTRAC Knowledge Ontario allows you to Power Search Gale magazines, journals, books,
news services and additional data bases. The multimedia tab allows you to listen to recorded audio
broadcasts related to your search criteria.
Online Resource Internet Address Userid Pass-

word
Ontario Educational
Resource Bank http://resources.elearningontario.ca/
EBSCOHOST
Research Centre http://search.ebscohost.com/
INFOTRAC
Knowledge Ontario
Grades 1-6 http://infotrac.galegroup.com/itweb/ko_k12elm_d52
Grades 6-9 http://infotrac.galegroup.com/itweb/ko_k12mddl_d52
Grades 9-12 http://infotrac.galegroup.com/itweb/ko_k12hs_d52
Page 14
Progressive Discipline
In Renfrew County Catholic Schools
The Catholic school is ―directed at creating a synthesis between faith, culture and life.‖* Our schools and staff are called to
guide students toward this synthesis on a daily basis. With firmness and compassion, we strive to provide a kind of disci-
pline which fosters each student’s integral development as a whole person, while ensuring the safety and freedom of all
members of the educational community. In this way, the discipline we provide is oriented toward helping young persons in
Progressive Discipline
our schools to become more faithful disciples of Christ and contributing citizens of society. *Congregation for Catholic
Education (of Seminaries and Educational Institutions) Educating Together in Catholic Schools. A Shared Mission Between
In RenfrewPersons
Consecrated County andCatholic Schools
the Lay Faithful, 2007. No. 3.
and REMINDER
REFLECTION,
Pupils of RenfrewRESPONSIBILITY,
County Catholic  Communication of classroom expectations that align with board
and school Code of Conduct
schools are REMINDER
called
and to conduct themselves
 Reminders to pupils of expectations
in accordance with the Code
Pupils of Renfrew County Catholic
 Teaching of problem solving strategies and teacher re-direction
of Conduct
schools arestandards
called to established
conduct them- by  Verbal reminder/reprimand by teacher
our Catholic
selves school communities,
in accordance with the Code  Conferencing with pupil
our board’s Vision
of Conduct Statement
standards and by  Removal of classroom privileges
established
provincial legislation.
our Catholic school These will be
communities,  Time out in-class
regularly communicated
our board’s to pupils.and  Quiet area to work in class
Vision Statement
RESOLUTION These will be  Teacher communication with home about conduct
and RESTITUTION
provincial legislation.
 Loss or recess/other privileges
Pupils of Renfrew County to
regularly communicated pupils.
Catholic
 Teacher-assigned detention
school who are not meeting the

RESOLUTION
standards and RESTITUTION
of conduct expected of  Teacher contact with parents
the Catholic
Pupils community
of Renfrew can expect
County Catholic  Referral to principal/vice-principal/guidance/social worker/special
to have this
school whoexplained
are not tomeeting
them in athe education resource
fair, consistent
standards and multi-faceted
of conduct expected of  Behaviour contract between student and teacher
approach,
the Catholicincluding can expect  Reward/monitoring system for desirable behaviour
the involvement
community
of
to parents andexplained
have this guardians, totothem in a  Principal/vice-principal/guidance/social worker will meet with
correct
teacher and student/student’s parent/guardian to review Code of
behaviour and work
fair, consistent andtowards Pupils and parents
multi-faceted can
Conduct expectations— program of support initiated
also expectincluding
approach, that consequences will
the involvement
 Written reflection by student (may be signed by parent)
be
of applied
parents inandanguardians,
escalating to manner
correct  Supervised withdrawal from playground and/or classroom
where conduct
behaviour and does
worknottowards
improve self-  Referral to Special Education Resource Teacher
with a view Pupils
discipline. to improving student can  Phone call to parents from principal/vice-principal
and parents
achievement.
also expect that consequences will  Letter to parents from principal/vice-principal
REMOVAL
be applied andin an RECONCILIATION
escalating manner  Student Success Team meeting
where
Pupil conduct
conduct does
which improve  Consultation with First Nation Elders
notsafety
poses
with atoview
issues otherto improving
pupils and staffstudent
or  Mediation with affected parties
achievement.  Loss of bussing privileges where applicable
which negatively impacts on the
 Student success plan (ideally involves parent/guardian)
learning environment, will be removed
 Documentation of student history may take the form of a more in-
REMOVAL
from and RECONCILIATION
that learning environment.. depth history with regular updates (i.e., weekly)
These
Pupil may be repeated,
conduct less safety  Referral to community agency and/or family physician
which poses
serious
issues more
to otherserious,
pupils and staff or  Principal/vice-principal assigned detention
isolated critical incidents.
which negatively impacts on the 
Communication
•learning of classroom
environment, will be re-  Suspension
expectations that alignfrom school
with under
board andPolicy P 17-D and Ed. Act. by princi-
school
moved Code
fromofthatConduct
learning environ- pal
Reminders to may
pupils  Expulsion by board
•ment.. These beofrepeated,
expectations
less
Teaching
•serious of problem
behaviours orsolving strategies and teacher re-direction
more serious,
*A variety of progressive discipline measures are documented (unless
Verbal reminder/reprimand
•isolated critical incidents. by teacher this is an isolated, serious offence for which immediate serious con-
• Conferencing with pupil sequences apply)
• Removal of classroom privileges *A full investigation has been carried out. [Ed. Act, 311.1(1)]
• Time out in-class *All mitigating factors have been considered [Ed. Act, 306.(2)]
*In the case of a suspension that > 5 days or an expulsion, an educa-
• Quiet area to work in class
tion plan must be provide for the student. [Ed. Act, 312.(1)]
• Teacher communication with home about conduct
• Loss or recess/other privileges
While the progressive discipline policy is a new feature of the Safe Schools Act, progressive discipline is a long
• Teacher-assigned detention
standing practice in Renfrew County Catholic schools. This policy in no way abrogates a staff member’s option to
• Teacher contact with
exercise professional parents
judgment in any situation. Progressive discipline is fundamentally based on our board’s Vi-
• Referral to principal/vice-principal/guidance/social worker/special
sion Statement.
Page 15
PROGRAM AND DIPLOMA REQUIREMENTS
ONTARIO SECONDARY SCHOOL DIPLOMA

A student entering Grade 9 in the 2009-2011 school year or in subsequent years must complete the diploma
requirements outlined by the Ontario Secondary School OSS document. Ministry Website:
http://www.edu.gov.on.ca.
In order to earn an Ontario Secondary School Diploma, a student must:
 Earn 30 credits (18 compulsory and 12 optional)
 Complete 40 hours of community involvement activities
 Successfully complete the provincial secondary school literacy requirement
Compulsory Credits (Total of 18) Optional Credits (Total of 12)

 4 credits in English (1 credit per grade) In addition to the 18 compulsory credits,
 1 credit in French as a second language students must earn 12 optional credits***, 4 of which
are Religion credits. Selection of optional courses
 3 credits in Mathematics (at least 1 credit in Grade 11
will be determined by students’ planned career
or 12)
destination. Consultation with parents, Homeroom
 2 credits in Science teachers and guidance teachers will help students
 1 credit in Canadian Geography determine the best optional courses for their
educational program.
 1 credit in Canadian History
 1 credit in the Arts To ensure thorough academic preparation,
 1 credit in health and physical education students are encouraged to explore a wide variety of
optional courses and may choose to stay in
 .5 credit in civics
secondary school beyond four years.
 .5 credit in career studies
Plus additional credit from each of the following: *** May include up to 4 credits achieved through
 1 additional credit in English, or a Third Language, or approved Dual Credit courses.
Social Sciences and the Humanities, or Canadian and
world studies, or Guidance and Career Education, or
Cooperative Education.
 1 additional credit in Health and Physical education,
or the arts, or Business Studies or Cooperative
Education.
 1 additional credit in Science (Grade 11 or 12) or
Technological Education (Grades 9-12), or Coopera-
tive Education. St. Joseph’s High School requires
that students take a course in Reli-
> A maximum of 2 credits in Co-operative Education can gious Education in each year of sec-
count as compulsory credits. ondary school.
> A maximum of 3 credits in English as a second language
(ESL) or English literacy development (ELD) may be
counted towards the 4 compulsory credits in English, but
the fourth must be a credit earned for a Grade 12
compulsory English course.
Increased Pathways
With the completion of our new Technology Wing at

St. Joseph’s High School we have more pathways
towards the OSSD developed. Pictured to the right is
a Hospitality and Tourisms class in our new
Hospitality Lab.
Page 16
ONTARIO SECONDARY SCHOOL CERTIFICATE

The Ontario Secondary School Certificate will be granted on request to students who leave school
before earning the Ontario Secondary School Diploma, provided that they have earned a minimum of 14
credits as outlined below. The provisions for making substitutions for compulsory credits also apply to the
Ontario Secondary School Certificate.
Compulsory Credits (Total of 7) Optional Credits (Total of 7)
 2 credits in English  7 credits selected by the student from

 1 credit in Canadian Geography or Canadian available courses
History
 1 credit in Mathematics
 1 credit in Science
 1 credit in Health and Physical Education
 1 credit in the Arts or Technological Education
CERTIFICATE OF ACCOMPLISHMENT
Students who leave school before fulfilling the requirements for the Ontario Secondary School
Diploma or Certificate may be granted a Certificate of Accomplishment. This Certificate may be used for
students who plan to take certain vocational programs or training or who plan to find employment after
leaving school. There are no compulsory courses required for this Certificate.
PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Under the direction of the Principal, students may earn credits based upon the skills and
knowledge acquired outside of secondary school through a challenge or equivalency process. Students
enrolled in Ontario secondary schools or inspected private schools may have their skills and knowledge
evaluated in order to earn credits towards the OSSD.
 Challenge Process: Students must successfully complete formal tests and a variety of other
assessment strategies pertaining to a particular course such as written work and assignments,
laboratory work and overall performance. A maximum of four credits may be obtained this way
with no more than 2 from one subject area.
 Equivalency Process: Students who are eligible for equivalency credits are those who transfer to
Ontario secondary schools from non-inspected private schools or schools outside of Ontario.
Students must see the guidance counsellor and submit an application package to the principal
during the first month of the semester.
Alternative Ways of Earning Credits Towards the OSSD
Most students earn their credits while attending classes in a secondary school setting. For
those students who are unable to do so there are alternate ways to work towards achieving
their requirements for an Ontario Secondary School Diploma. These include
correspondence courses offered by the Independent Learning Centre, independent study,
private study, e-learning, continuing education and summer school. Check with your
Guidance Office to explore the options available to you. Please refer to website:
www.ILCCEI.com.
Page 17
E-Learning Opportunities
Online courses are available to our students, subject to principal approval, in situations where courses are
not available at the student’s home school, courses cannot be accessed because of timetable conflicts, and
in some other circumstances. (ex. home study due to illness) When a student takes an online course, all of
the course materials are accessed via the internet using learning management software. The online teacher
could be a teacher from the student’s home school, another school within our school board, or another
high school in Ontario.
The list of approximately 100 available courses can be found at the e-Learning Ontario web site,
www.elearningontario.ca. Contact your guidance counselor if you think you would benefit from taking an
online course
40 Hours of Community Involvement
Students must complete a minimum of 40 hours of community involvement as a requirement of the Ontario
Secondary School Diploma. The purpose of the community involvement requirement is to encourage
students to develop awareness and understanding of civic responsibility and of the role they can play and
the contributions they can make in supporting and strengthening their communities. These hours cannot
be started until the September of entry into Secondary School.
Community involvement activities may take place in a variety of settings, including businesses, not-for-
profit organizations, public sector institutions (including hospitals), and informal settings. Eligible
activities are outlined in the R.C.C.D.S.B. Community Involvement pamphlet (available in your Student
Services Office). In collaboration with their parents, the students will decide how they will complete this
requirement, outside of normal instructional hours. The hours may not be part of a credit program and
students may not be paid for their work. Once the student receives approval from the principal or guidance
counsellor students are to obtain a Community Involvement form from the Guidance area. Students will
maintain a record of these hours on a Community Involvement Form which must be returned to the Student
Services Office upon completion. Check the link on your school’s website for more information.
Provincial Secondary School Literacy Test and Course
All students must successfully complete the Ontario Secondary Schools literacy requirement in order to
earn a secondary school diploma. A test will be administered in the fall of the student’s Grade 10 school
year. The test will be based on the Ontario curriculum expectations for language and communication, in
particular reading and writing, up to the end of Grade 9. Students who are not successful will be provided
with remedial assistance and given the opportunity to rewrite the test. Student who are not successful after
two opportunities may take the Ontario Secondary School Literacy course in grade 12. Successful
completion of the course fulfills the literacy requirement.
Accommodations: Necessary accommodations will be made for students receiving special education
and who have an Individual Education Plan (IEP) to successfully complete the test. While accommodations
such as alternative forms of print and extra time may be offered, the actual content of the literacy test will
not be altered.
Deferrals: Some students may benefit from deferral of the test if they have not yet acquired the level of
proficiency in English required for successfully completing the test. The principal, in consultation with the
parents, will determine whether or not a deferral should be granted and, if so, for what period of time.
Exemptions: Only student whose IEP indicates that the students is not working towards the attainment of
an OSSD may, with parental consent and the approval of the principal, be exempted from completing the
Literacy Test.
Substitutions for Compulsory Courses

To meet individual students’ needs, the principal may replace up to five compulsory courses with courses
from the remainder of those that meet the compulsory credit requirements. The total number of credits
required for an Ontario Secondary School Diploma remains at thirty. Each substitution will be noted on the
student’s Ontario Student Transcript.
Page 18
STUDENT SERVICES
In its support and enrichment of the school’s Catholic values, educational philosophy, and curriculum
content; and in its set purpose of striving to meet the needs of students, teachers, parents, and com-
munity, and in its development and implementation of instructional programs designed to foster
and enhance both personal and interpersonal growth, and academic and career awareness, Student
Services endeavour to provide a program vital and integral to the school, its students, and the com-
munity. From Grade 8 to 12’s, the Student Services program is directed at providing students with
the opportunity:
 to develop and expand a knowledge and understanding of self,
 to grow in effective understanding of effective relationship,
 to acquire the knowledge, skills, and attitudes needed to make
appropriate post-secondary academic or to work related decisions,
 to explore potential careers.
In its effort to meet these objectives, a sampling of the services offered through
Student Services includes:
1. Career and Vocational Planning DID YOU KNOW?
2. Educational Counselling and Planning
3. Personal Counselling
4. Orientation Programs
5. Timetabling and Timetable Changes
6. Registration Program
7. Information Sessions - College, University
and Career The working career of grade 9 students
8. Community Liaison actually begins on the first Wednesday in
9. Maintenance of Students Transcripts and November? It’s true! All grade 9 students
Records
that day participate in Take Our Kids to
10. Resource Materials
11. Peer Support Program Work. It’s a one-day job shadowing
12. Work Experience experience that sees the student go to
13. Student Exchange Program work with a parent, relative or friend to get
a taste of the work world.
PROCEDURES FOR STUDENTS WHO FAIL OR WHO DO NOT COMPLETE COURESES
Where a student has completed a course within the school year or semester but has not been success-
ful in demonstrating achievement of the curriculum expectations to a passing level, the principal and
teaching staff, in consultation with the parents and the student, should determine what procedure or
type of program would best enable the student to meet the expectations and earn credit for the course.
Arrangements include:
- The student repeats the course another semester or year.

- If available, the student may enroll in a remedial summer school program.
- Under administration and department recommendation the student may enroll in a credit
recovery program where the student should be allowed to repeat only the material relating
to the expectations not achieved.
Page 19
COOPERATIVE EDUCATION
Cooperative Education (Coop) is available to ALL Grade 11 and 12 students. The Coop
Teacher will match the placements with the student’s interests, abilities, skills, goals and
pathway.
In order to be considered for Coop, students will:

 check off the Cooperative Education Section of the Grade 11 or Grade 12 Course
selection Sheet
 complete a Coop Application form which will include parental signatures
 have scheduled interview with the Coop Teacher
 suitability and possible placements will be reviewed during the interview
Cooperative Education experiences should provide students with sufficient time and opportu-
nity in any placement for adequate skill development, career exploration, employability skills
and personal growth.
The components of a Cooperative Education Course are:

Pre-Course Interview
Establishment of Placement
Pre-placement Instruction
Personal Placement Learning Plans
In-school Integration sessions
Assessment and evaluation
NEW: A maximum of 2 credits in Cooperative Education can count as

compulsory credits.
Spirit Day Fun
Page 20
ONTARIO YOUTH APPRENTICESHIP PROGRAM

(OYAP)
OYAP is a unique school-work transition program that allows students to accumulate workplace
hours that count towards both secondary school co-op credits and the requirements of an ap-
prenticeship program once they have been registered as an apprentice by a Training Consultant
with the Ministry of Trades, College and University (MTCU). The enrolment process will be initi-
ated by the Coop Teacher and the OYAP Program Leader.
To qualify for OYAP, a student must:

 be 16 years of age
 have completed at least 16 high school credits
 be a full time student earning Coop credits in an apprenticeship
occupation
There are over 170 Skilled Trades in the Province of Ontario. Students with the Renfrew County
Catholic District School Board have had Coop placements and some registered with MTCU in the
following trades:
Machinist Electrician Plumber

Hairstylist Cook Steamfitter
Welder Carpenter Instrumentation
Brick and Stone Mason Automotive Service Tech. Sheet Metal Worker
Page 21
Student Success Strategy
High schools are changing to meet the individual needs of students and to help
more of them succeed. Included in the board’s implementation of this strategy are
the following initiatives which are specifically geared to support students in grades 7
-12.
Grade 7 to 8 to 9 Transitions Plan

A group of orientation programs, strategies and interventions that help students
as they move from elementary to secondary school
 Student Success Teachers in each secondary school
 School Student Success Teams in each secondary school
A dedicated team of a principal, teachers, guidance counselor, student success
teacher provide extra attention and support for individual students
 E-learning courses
Online courses are available to our students, subject to principal approval, in situations
where courses are not available at the student’s home school, courses cannot be accessed
because of timetable conflicts, and in some other circumstances. (ex. home study due to
illness) When a student takes an online course, all of the course materials are accessed via
the internet using learning management software. The online teacher could be a teacher
from the student’s home school, another school within our school board, or another high
school in Ontario.
The list of approximately 100 available courses can be found at the e-Learning Ontario web
site, www.elearningontario.ca. Contact your guidance counselor if you think you would
benefit from taking an online course.
Student Success Culture

 Training for principals and teachers that includes new ideas and innovative
approaches to helping students graduate from high school. It builds upon a
culture of high expectations and individualized attention and caring.
Dual Credit Programs

 Students participate in apprenticeship training and postsecondary courses,
earning dual credits that count towards both their high school diploma and
their postsecondary diploma
 Expanded Co-operative Education
 Credit Rescue and Credit Recovery programs
Page 22
SHSMs let students focus on a career path that matches their skills and interests. Each ma-
jor is a bundle of 8-10 courses in the student’s selected field. Students have the opportunity
to gain important skills on the job with actual employers, at skills training centres and at
school and to earn valuable industry certifications, including first aid and CPR qualifications.
Current SHSM offerings:
Hospitality and Tourism, S.J.H.S.
Environment/Forestry, B.S.C.H.S.
 Locally Developed Compulsory Credit Courses in English, Math, Science and History
 New Courses including Discovering The Workplace (Grade 10) and Navigating the Work-
place (Grace 12)
For more information, contact your local school principal or your secondary school guid-
ance counsellor.
Social Justice
Social Justice plays a large role here at St. Joseph’s High

School. The following are pictures of staff and students who
dressed up for pink day, a fundraiser for Breast Cancer.
Page 23
Specialist High Skills Major Programs (SHSM)
SCHOOLS OFFERING THE FOLLOWING SHSM:
SJHS: Hospitality & Tourism

BSCHS: Forestry/Environment, Health & Wellness
What Is a Specialist High Skills Major?

A Specialist High Skills Major (SHSM) enables students to customize their high school experience to suit
their interests and talents, to meet the requirements of the Ontario Secondary School Diploma, and to
prepare for a successful postsecondary transition to apprenticeship training, college, university, or em-
ployment in the Hospitality and Tourism, Forestry/Environment and Health & Wellness sector. A SHSM
enables students to gain sector-identified preparatory skills and knowledge and to make informed career
decisions.
What will the Specialist High Skills Major look like?

Every SHSM must include the following five components, which are outlined in detail in Ministry-
approved frameworks developed for each area of specialization:
1. A package of 9 required credits including: 4 ―major‖ credits:

SCHOOL SHSM Grade 11 Courses Grade 12 Courses
(2 courses) (2 courses)
SJHS Hospitality & Tourism TFJ3C/3E (x2) TFJ4C/4E (x2)
BSCHC Health & Wellness TPJ3C, HPC3O, TPJ4C/4E/4M,

HSP3C HHS4M,
BSCHS Forestry/Environment SBI3C/3E/3U, PLF4C, PAD4O,
PAD3O CGR4M/4E
and required credits in English, mathematics and science depending on your pathway
i.e. – ENG3C or ENG3E, MAP4C or MEL4E or SBI3C or SNC4E etc.
2. Compulsory certifications, which are identified in each SHSM framework which include:
SCHOOL & SHSM Compulsory Certifications Optional Certifications
for
SJHS: Hospitality & Tourism First Aid, CPR, WHMIS & Ser- Safe Food Handling, Smart
vice Excellence Serve,
BSCHS: Health & Wellness First Aid, CPR, WHMIS & In- Safe Food Handling, Lab
fection Control Practice Training, Safe
Lifting, Medical Terminol-
ogy
BSCHS: Environment/ First Aid, CPR, WHMIS & Leave No Trace, Intro to
Forestry GPS Wilderness First Aid, Fall
Protection,
3. Experiential learning through job shadowing, work experience, and a minimum of

2 credits earned through cooperative education
4. Use of the Ontario Skills Passport (OSP) to document demonstration of essential skills
and work habits to look at related careers and the skills required to be successful in these
careers.
5. ―Reach ahead‖ opportunities, which allow students to experience learning in their

intended post-secondary destination which can range from a day of attendance at a
college, a university or a workplace to a week long job shadowing experience.
Who can qualify or be enrolled in this program?

Current Grade 10 students who are interested in pursing a SHSM should speak to a Guidance Counsellor
in Student Services concerning these programs.
Page 24
PARTNERING TO ARTICULATE FOR STUDENT SUCCESS (PASS)
Partnering to Articulate for Student Success is a school/college/industry partnership that provides di-
rection for students exploring career possibilities in the areas of Hospitality and Tourism, Electronics,
Photonics, and Electro-Mechanical Technologies and Business.
In the Eastern Ontario region, Algonquin College, Loyalist College, St. Lawrence College and nine local
school boards have partnered and are working with local industry to offer students a pathway into the
colleges’ programs.
The focus of the program is on math, science, technology, language and literacy skills as well as the
development of employability skills that have been identified by the partners.
The PASS program is open to any grade 11 or 12 student enrolled in a school where the ―pathway‖
courses are offered.
Benefits for Students

- an articulated entry into college programs
- an awareness of college programs and opportunities
- the acquisition of life-long learning skills
- the enhancement of employability skills
i.e. PASS Business Pathway Timetable
For more information, see your guidance counsellor.
Page 25
REMEDIAL HELP
Students requiring remedial help are expected to make arrangements with their class-
room teachers for extra help. Where students require more extensive help, support
may be provided through the Special Education Department and Guidance Depart-
ment. In some cases the Guidance Department may assign a peer tutor provided a
volunteer is available to help at that time.
SCHOOL RESOURCES
The school library resource centre provided access to books, magazines and periodicals for student
research with the help of a teacher-librarian. Computers are also available here for students to do
electronic research and to allow students to prepare papers and projects. The school computer cen-
tre provides computers for students to work on assignments and projects with the help of a com-
puter teacher. Students may also have access to work on projects in the technology centre under the
supervision of their technology teacher.
THE STUDENT SUCCESS INITIATIVE
The Student Success initiative is a province-wide program designed to provide assistance to students in
Grades 7 to 12 who need extra help to succeed in school and prepare for the transition from school to
the workplace or post secondary education and training. The Ministry of Education has invested signifi-
cant resources in this program.
Highlights of the initiative include:
 Grade 12 Literacy Course (OSSLC)

This course will now be offered to all students who have failed the Ontario Literacy Test, after
having two chances to write it. Students will have multiple opportunities to practice and master
skills included on the Literacy Test, before being asked to independently demonstrate their
achievement of these skills. Success in this course will mean that the student has met the re-
quirements of the Literacy Test.
 Literacy supports for Grades 7 to 12 teachers

Research shows that student achievement improves when literacy strategies are explicitly
taught to students and are used regularly in all subject areas, even at the high school level. New
resources and professional development opportunities are being provided to all teachers to
help them implement a ―literacy across the curriculum‖ approach in their classes.
 New program pathways models for workplace transition

All students need program pathways that are clearly aligned with their strengths, interests and
learning styles. Going to university or college is not the pathway of preference for everyone.
Schools are now focusing on more appropriate programming for our young people moving di-
rectly to the world of work after high school. This will include a greater variety of in-school and
work-based experiences.
 Numeracy supports
This aspect of the students at risk initiative will be an area of special focus.
For more information on this initiative, students should speak to the Student Success Teacher,
their subject teachers, high school guidance counsellor or the designated Student Success
Principal for the Renfrew County Catholic District School Board.
Page 26
SPECIAL EDUCATION PLAN

Special Education provides a variety of services to students who are identified as ―exceptional‖. Stu-
dents may be identified as having a communication exceptionality (e.g. A learning disability), an intel-
lectual exceptionality, or a behavioural or physical exceptionality. The support given to such a stu-
dent is determined by the Individual Placement and Review Committee (IPRC) through an annual re-
view. Identified students are monitored on a regular and ongoing basis through the use of an Indi-
vidualized Education Plan (IEP) which is continuously updated by subject teachers.
The SPECIAL EDUCATION ADVISORY COMMITTEE (S.E.A.C.) is a local committee

SEAC mandated by the Ministry of Education, whose role is to make recommendations to
the Board in any matter affecting the establishment, development and delivery of
Special Education Programs and services for exceptional students.
The members of S.E.A.C. meet in order to support students with special needs, and their parents.
Membership is made up of associations, parents, Board and community representatives. S.E.A.C.
meetings are open to the public. Interested individuals are welcome to call the Special Education
Department at their child’s school for more information.
SCHOOL BASED COUNSELLOR/ FAMILY and CHILDREN SERVICES SOCIAL

WORKER
To a good number of students, vital to our support is the role played by the School Based Counsel-
lor. This service is intended to provide counselling within the high school setting designed to assist
students with school, personal, and family-oriented difficulties. Students are able to obtain assis-
tance directly, or can be brought to the attention of the service by a teacher, a parent, or a member
of school administration. It is intended that counselling provided through this position will reduce
the number of students requiring additional assistance outside the school. However, if additional
help is required or desired, the facilitator’s role is to assist the department in making such referrals
and to maintain liaison with out of school helpers for the benefit of the student.
ALTERNATE SCHOOL
RATIONALE
The Alternate School provides an alternate setting and alternate learning style for those students who
struggle in the regular school setting. It provides an adult style of learning in that more responsibility is
placed on the students for their learning. Attendance becomes their responsibility and not their parents.
STRUCTURE
It is a classroom situated in an off-campus setting. The hours are from 9:00 a.m. until 3:00 p.m. with lunch
from 11:30 to 12:30. During some semesters the St. Joseph’s Alternate School my have a 10:15 start.
The students work on one course at a time. They are strongly encouraged to complete compulsory sub-
jects first. An accurate account of all students’ attendance is kept. Students within the classroom work
independently under the tutelage of the Alternate School teacher. A variety of courses will be going on at
one time. If most students who are in the classroom are missing the same course, the teacher may de-
cide to teach that course for a period of time everyday. This may provide the students with some variety
to their day and they sometimes miss the classroom instruction style of learning.
Some students, such as young mothers may not be able to attend daily, but will touch base regularly with
the Alternate School teacher so that their progress can be monitored and evaluated.
STUDENT PROFILE
 Poor attendance  Difficulty relating to many authority figures
 Young mothers  Illness
 16 to 21 year old students  Able to work independently
 Pregnancy (although this may suit some students others may prefer to remain in the regular school
setting)
Page 27
COURSE INFORMATION FOR STUDENTS
TYPES OF COURSES
GRADES 9 AND 10
In Grade 9 and 10, students should choose a combination of academic, applied and open courses in
order to add to their knowledge and skills, explore their interests and determine the best type of program to
undertake in Grades 11 and 12.
Academic courses focus on the essential concepts of the discipline and explore related concepts. They
develop students’ knowledge and skills by emphasizing theoretical, abstract applications of the essential
concepts and using practical applications as appropriate.
Applied courses also focus on the essential concepts of the discipline but develop the students’ knowledge
and skills by emphasizing practical, concrete applications and using theoretical applications as appropriate.
Locally Developed courses are designed to accommodate students who experience difficulty with the
provincial curriculum. Students are placed in these courses based upon information from the I.P.R.C. process
and the recommendation of teachers and counsellors.
Open courses are offered in Grades 9 to 12 and are designed to prepare students for further study in certain
subjects. Open courses are credit-based and are counted towards the 30 credits required to achieve an OSSD.
GRADES 11 AND 12
In Grade 11 and 12, students will focus more closely on their own interests and identify and prepare for their
postsecondary goals. The option to explore other learning experiences such as cooperative education, work
experience and apprenticeship programs is available.
University preparation courses are designed to help students acquire the knowledge and skills they will
need to qualify for entrance into university programs. The range and content of these courses will allow
students to prepare for university and their chosen career while emphasizing theoretical aspects and including
concrete applications.
College preparation courses are designed to help students acquire the knowledge and skills they will
need to qualify for entrance into college programs. The range and content of these courses will prepare
students for most college programs and related careers while emphasizing concrete applications of the
theoretical material and the development of critical thinking and problem-solving skills.
University/College preparation courses are designed to equip students with the knowledge and skills
they need to meet the entrance requirements for specific university and college programs
Workplace preparation courses are designed to equip students with the knowledge and skills they will
need for direct entry into the workplace or admission into apprenticeship programs. The range and content of
these courses will aid students in preparing for many jobs, training programs and careers while emphasizing
workplace applications of the course content.
Page 28
CROSS OVER MATERIAL
When a student plans to switch from one course type in Grade 9 to the other in Grade 10 in the same sub-
ject, the principal must inform the student and his or her parents/guardians that the student will be
strongly encouraged to successfully complete additional course work of up to 30 hours and as defined by
the ministry in order to demonstrate achievement of the learning expectations that are included in the one
Grade 9 course but not the other. This additional course work will be the responsibility of the student and
parent.
A student wishing to change course types between Grades 10 and 11 and/or Grades 11 and 12 may, for
example:
 take a transfer course that will bridge the gap between course types;
 Take a course of another type (e.g., academic) that will satisfy the prerequisites for a course in a
higher grade (e.g., a university preparation course) that the student wishes to take;
 Take a summer course or undertake independent study to achieve the uncompleted expectations that
are required to enter the new program.
TRANSFER COURSES—POLICIES & PROCEDURES
The purpose of transfer courses is to enable students who alter their post-secondary plans to transfer from
one type of course to another in Grades 10, 11, and 12. Transfer courses are designed to provide the knowl-
edge and skills required to bridge the gap between two courses of different types. In most cases, transfer
courses are shorter and more focused than other types of courses, and can be delivered in a variety of
ways. These courses will provide partial credits, since they require students to demonstrate achievement
of new curriculum expectations. The credits earned will qualify as optional credits towards the diploma
requirements. Transfer courses are not remedial instruction provided to enable students to achieve the
curriculum expectations of a course that they have failed to complete successfully; they are designed to
adequately prepare students to meet the expectations of a different type of course. These courses will be
offered in the summer if sufficient numbers warrant.
RECORDING AND REPORTING
The Ontario Student Transcript (OST)
The Ontario Student Transcript (OST) provides a comprehensive record of a student’s overall achieve-
ment in high school. The credits that a secondary school student has earned towards completing the
requirements for a graduation diploma will be recorded on the OST. It will include the following informa-
tion:
 The student’s achievement in Grades 9 and 10 with percentage grades earned and credits gained for
successfully completed credit courses
 A list of all Grade 11 and 12 courses taken or attempted by the student with percentage grades
earned and credits gained (students repeating a course for which they have already earned a credit
will earn only one credit for the completion of that course)*
 Identification of any course that has been substituted for one that is compulsory
 Confirmation of the community involvement requirement completion
 The student’s final result on the provincial secondary school literacy test
 Any indication of extraordinary circumstances affecting the student’s achievement in a Grade 11 or
12 course
*Within five days after the issue of the midterm report card, courses from which the student has not
withdrawn will appear on the student’s transcript.
Page 29
RECORDING AND REPORTING (cont’d)
The Ontario Student Record (OSR)
The Ontario Student Record is the record of a student’s educational progress through school in Ontario.
The OSR is established at the school where the student begins his or her education in Ontario and
contains information pertaining to that student such as report cards, Ontario Student Transcript
(Secondary School), documentation file, an office index card and any additional information identified as
being conducive to the improvement of the instruction of the student. The OSR is an ongoing record
and will be transferred if the student transfers to another school in Ontario. Each student and parent's)
of a student who is not an adult may have access to the information contained in the OSR and should
contact the Student Services Department should they wish to view the contents.
COURSE CHANGES
Students are permitted to make course changes with the approval of the Guidance Counsellor and
parents/guardians until the end of the second week of school in September for first semester courses
and until the end of the second week of classes in February for the second semester. Again, students in
senior courses are reminded that the Ministry of Education has a ―full disclosure‖ policy in effect with
respect to transcripts. A record of all courses, including those dropped, or failed or repeated appears
on transcripts 5 days after the release of the mid-term report card for each term.
Page 30
The Organization of Courses for students entering Secondary School

on September 1999 or later.
GRADE 12 University University/

College Workplace
Preparation College Open
Preparation Preparation
Courses Preparation Courses
Courses Courses
Courses
Transfer Courses
GRADE 11 University/
University College Workplace
College Open
Preparation Preparation Preparation
Preparation Courses
Courses Courses Courses
Courses
Transfer Courses
GRADE 10 Locally
Open
Academic Courses Applied Courses Developed
Courses Courses
GRADE 9 Locally
Open
Academic Courses Applied Courses Developed
Courses Courses
Page 31
THE CREDIT SYSTEM

A credit is granted in recognition of the successful completion of a course that has been scheduled
for a minimum of 110 hours. Credits are granted by the Principal for courses that have been developed
or approved by the Ministry of Education and Training.
COURSE CODE EXPLANATION

Each course code is comprised of a series of letters and numbers. The code identifies the course of
study, the year or grade level and the type of course being offered.
For example
ENG 1 D
ENGLISH
ACADEMIC
The first three
characters indicate the The fifth character indicates the course
subject course code as type or level.
outlined in the Ministry
of Education Common O  Open (Gr. 9 to 12)
Course Codes. D  Academic (Gr. 9 & 10)
P  Applied (Gr. 9 & 10)
GRADE 9 L  Locally Developed (Gr. 9 & 10)
U  University (Gr. 11 & 12)
The number indicates the grade level. C  College (Gr. 11 & 12)
Grade 9  1 M  University/College (Gr. 11 & 12)
Grade 10  2 E  Workplace (Gr. 11 & 12)
Grade 11  3 K  Non Credit Life Skills
Grade 12  4
COURSE DESCRIPTIONS
The following pages contain descriptions and prerequisite charts for all courses offered at
Bishop Smith Catholic High School and St. Joseph’s High School. The information is broken down into
the following categories:
 Arts  Business Studies

 Canadian and World Studies  English
 French as a Second Language  Guidance and Career Education
 Health and Physical Education  Mathematics
 Science  Social Sciences and Humanities
 Technological Education
This information should be used by students and parents in selecting courses that will guide the
student in the right direction to their post secondary destination. For more information, please contact
the Student Services Department in your high school.
Page 32
RELIGIOUS EDUCATION
HRT3M HRE4O
HRE1O World Religions Religious Education
Religious Education Grade 11, Grade 12, Open
Grade 9, Open University/College Church and Culture
HRF3O HRE4M
World Religions Religious Education
HRE2O Grade 11, Open Grade 12, University/
Religious Education College
Grade 10, Open Church and Culture
HRE 1O Religious Education – Be With Me: Called to Journey—Grade 9 Open

This course invites students to a deeper understanding of both the joy and the demands of follow-
ing in the way of Christ and living out the call to discipleship as it is described in the Scriptures. Using
the Beatitudes as a touchstone, students examine the attitudes and actions that characterize the Chris-
tian life. In the Family Life Education strand, students explore a variety of topics related to the themes
of personhood, interpersonal relationships and sexuality. They are encouraged to understand and nur-
ture within themselves the virtues which will enable them to deepen their relationship with God in and
through Christ in the context of a Spirit-filled community.
HRE2O Religious Education—Christ and Culture- Grade 10, Open

This course examines the relationship between the person and message of Christ and the dominant atti-
tudes of contemporary culture. Central to this course is the sacramental nature of Jesus and through
His incarnation, the sacra mentality of the Catholic Church, persons, and all of creation. Beginning with
students’ own life experiences, seen in light of the Gospel narratives, students acquire a deeper and
more systematic knowledge of Christ, his message and His Church. Connections between the Church
and contemporary culture are explored in terms of what it means to be a responsible adolescent devel-
oping as members of a Catholic, Christian community while living within the context of a secular soci-
ety. In the Family Life Education strand, students explore a variety of topics related to the themes of
person-hood, interpersonal relationships and sexuality. PREREQUISITE: None
HRF 3O World Religions: Beliefs and Daily Life, - Grade 11, Open
This course examines various themes related to faith and culture. It explores issues related to every
religious tradition, such as the existence of God, good and evil, consequences of actions, self-
understanding and self-esteem, family life, the environment, war and peace, medical ethics, and life after
death. In the Family Life Education strand, students explore a variety of topics related to the
themes of personhood, family relationships and sexuality.
This kind of reflection in a reli-

gious context enables students to
recognize an element of simi-
larity in the aspirations and claims
of people of different religious DID YOU KNOW….That presently in Ontario,
backgrounds. It can help to break undergraduate theology courses are offered at King’s
down prejudices and misconcep- College and Brescia College, London, at St. Jerome’s
tions about other religious tradi- University, Waterloo, University of St. Michael’s College,
tions and, at the same time, Toronto and University of Sudbury? Thinking of a career in
strengthen and affirm the stu- Catholic education? Consider an undergrad in theology!
dents’ own search for answers to
life’s meanings.
Page 33
RELIGION (cont’d)
HRT 3M World Religions: Beliefs, Issues and Religious Traditions—Grade 11,
University/College
World Religions introduces students to the various expressions and responses to humanity’s encounter
with mystery in our quest for life’s meaning. The course explores the life wisdom found in the responses
of the major faith traditions to the compelling questions concerning the spiritual dimension of human
experience, self-understanding, and the role of the individual within the family. In the Family Life
Education strand, students explore a variety of topics related to the themes of personhood, family
relationships, and sexuality.
Its purpose is to familiarize students with the language of religious discourse and to develop their
awareness of the place and function of religion in human culture. This exploration can lead students to
a more authentic adherence to their religious tradition and a deeper commitment to the Catholic faith. It
can help to break down prejudices and misconceptions about other religious traditions and, at the same
time, strengthen and affirm the students’ own search for answers to life’s meaning
HRE4O Church & Culture-Grade 12, Open

This course assists students in their development of the skills and knowledge necessary to live lives of full
maturity. Within the Catholic faith tradition, it is believed that this growth towards human maturity is best
served when students are able to define themselves authentically in relation to their God, to other people
and to their world. In the Family Life Education strand, students explore a variety of topics related to the
themes of personhood, interpersonal relationships and sexuality.
Students will demonstrate a knowledge of the prophetic tradition in Scripture, become familiar with the
social teachings of the Catholic Church, explore contemporary notions of spirituality and prayer, and
recognize the importance, power, and potential of the human person in relation to morality and personal
choices concerning personal choices concerning future life paths.
HRE 4M Religious Education – Church and Culture, Grade 12, College/University

This course is directed toward the clear identification of Catholic moral principles and the concrete
application of these principles in the lives of students. The course proceeds from foundational beliefs
rooted in Sacred Scripture concerning justice and peace to an exploration of the principles that shape
Christian life. In the Family Life Education strand, students explore a variety of topics related to the themes
of personhood, interpersonal relationships and sexuality.
Special attention is given to the interaction between the Church and culture. The modern world is
characterized by a multiplicity of values, philosophies, and ideologies. In a democratic, pluralistic society,
these concepts may creatively reinforce one another or they may compete with and contradict one another.
The Christian moral life is a call to follow Jesus Christ, to believe in the redemptive love of God for
humankind and to proclaim and incarnate the reign of God as inaugurated by Jesus Christ. This course is
intended to prepare the senior student for this lifelong task.
Page 34
ARTS
DRAMATIC ARTS
ADA1O ADA3M ADA4M
Dramatic Arts Dramatic Arts Dramatic Arts
Grade 9. Open Grade 11, University/College Grade 11, University/College
ADA2O ADA3O ADA4O

Dramatic Arts Dramatic Arts Dramatic Arts
Grade 10, Open Grade 11, Open Grade 12, Open
ADA1O Dramatic Arts—Grade 9, Open (B.S.C.H.S.)

This course emphasizes the active exploration of dramatic forms and techniques, using material from a
wide range of authors, genres, and cultures. Students will construct, discuss, perform, and analyze drama,
and then reflect on the experiences to develop an understanding of themselves, the art form, and the world
around them. PREREQUISITES: None
ADA2O Dramatic Arts—Grade 10, Open

This course requires students to actively explore dramatic forms and techniques, using their own ideas and
concerns as well as sources selected from a wide range of authors, genres, and cultures. Student learning
will include identifying and using the principles of space, time, voice, and movement in creating, sustaining,
and communicating authentic roles within a drama. Students will assume responsibility for decisions made
in the creation and presentation of the drama, and will analyze and reflect on the experience.
PREREQUISITE: None
ADA3M Dramatic Arts—Grade 11, University/College Preparation

This course requires students to create and to perform dramatic presentations. Students will analyze,
interpret, and perform works of drama from various cultures, including Western plays from around 1900.
Students will also do research on different acting styles and conventions for their presentations, create
original works, and analyze the functions of playwright, director, actor, producer, designer, technician, and
audience. PREREQUISITE: ADA1O or ADA2O
ADA3O Dramatic Arts—Grade 11, Open:

This course requires students to create and to present dramatic works. Students will do research on and
study such types of contemporary theatre as docudrama and forum theatre. They will interpret and present
works in a variety of dramatic forms; create and script original works; analyze and reflect on dramatic
works; and develop their communication skills and other skills useful in a variety of careers.
PREREQUISITE: ADA1O or ADA2O
ADA4M Dramatic Arts—Grade 12, University/College Preparation

This course requires students to experiment with forms and conventions in dramatic literature, and to
create/adapt and present dramatic works. Students will do research on dramatic forms, conventions,
themes, and theories of acting and directing from different historical periods, and apply their knowledge of
these in analyzing and interpreting dramatic literature, including Canadian works and works from various
cultures in the twentieth century. Students will also examine the significance of dramatic arts in various
cultures. PREREQUISITE: ADA3M
ADA4O Dramatic Arts—Grade 12, Open

This course requires students to create and present a variety of dramatic works. Students will present
works by Canadian and other playwrights, and develop original material based on personal narratives, local
community issues, or global concerns. They will have hands-on experiences with various aspects of
dramatic arts productions, including performance, set design, lighting, costumes, stage and technical
management, and marketing. Students will also explore possible careers related to the dramatic arts.
PREREQUISITES: ADA3O or ADA3M
Page 35
MEDIA ARTS
Any Grade 9 or 10
arts course Any Grade 11 arts course
ASM2O ASM3O ASM4O

Media Arts Media Arts Media Arts
Grade 10, Open Grade 11, Open Grade 12, Open
ASM2O Media Arts—Grade 10, Open (B.S.C.H.S.)

This course will develop students’ artistic knowledge and skills by
introducing them to current media arts technologies and processes.
Student learning will include the analysis, appreciation, and production of
media art, using a variety of traditional techniques (e.g., photography, film,
photocopy art, video, analog, analog sound recording) and emergent
technologies (e.g., computer, digital camera, scanner, multimedia,
animation). PREREQUISITE: None.

This course emphasizes the development of the knowledge and skills
required for the production of media art works (e.g., robosculpture,
photocopy art, computer animation with synthesized sound). Students will
develop an appreciation of the history of media arts through analyzing specific works, and will create media
art works using a variety of technologies (e.g., digital camera, photo-imaging software, computer-modeling
software, synthesizer, videotape, multi-track sound recording). PREREQUISITE: Any Grade 9 or 10 course
in the arts.

This course emphasizes the development of the knowledge and skills required for the production of
interactive media art forms (e.g., interactive art installations, interactive videos, simulations, network art).
Students will analyze and evaluate media art works, and will create their own works using a variety of
technologies and processes (e.g., computer graphics, photo-imaging, digital video production techniques,
electro-acoustics). Students will maintain a portfolio of their media art works. PREREQUISITE: Any Grade
11 course in the arts.
Page 36
MUSIC
AMU1O/AMI1O AMU3M
Music/Instrumental Band Music
Grade 9. Open Grade 11, University/College AMU4M
Music
Grade 12, University/College
AMU2O/AMI2O AMU3O
Music/Instrumental-Band Music
Grade 10, Open Grade 11, Open
AMU1O/AMI1O Music/Instrumental Band—Grade 9, Open

This course emphasizes the performance of music at a level that strikes a balance between challenge and
skill and is aimed at developing technique, sensitivity, and imagination. Students will participate in creative
activities that teach them to listen with understanding. They will also learn correct musical terminology and
its appropriate use. PREREQUISITE: None
AMU2O/AMI2O Music/Instrumental Band—Grade 10, Open ( B.S.C.H.S.)

This course emphasizes performance of music at an intermediate level that strikes a balance between
challenge and skill. Student learning will include participating in creative activities and listening
perceptively. Students will also be required to develop a thorough understanding of the language of music,
including the elements, terminology, and history. PREREQUISITE: None
AMU3M Music—Grade 11, University/College

This course emphasizes the appreciation, analysis, and performance of various kinds of music, including
Baroque and Classical music, Popular music, Canadian and Non-Western music. Students will perform
technical exercises and appropriate repertoire, complete detailed creative activities, and analyze and
evaluate live and recorded performances. They will continue to increase their understanding of the
elements of music while developing their technical and imaginative abilities. PREPREQUISITE: AMU1O,
AMI1O, AMU2O, AMI2O
AMU3O Music—Grade 11, Open

This course develops students’ artistic knowledge and skills through the performance of music and the
preparation of music productions. Students will perform appropriate works, particularly works in
contemporary popular styles. Independently and in groups, they will also plan, market, and produce music
productions, making use of appropriate technology, and will evaluate the results. PREREQUISITE: AMU1O,
AMI1O, AMU2O, AMI2O
AMU4M Music—Grade 12, University/ College

This course emphasizes the appreciation, analysis, and performance of music from the romantic period and
the twentieth century, including art music, jazz, popular music, and Canadian and non-Western music.
Students will concentrate on developing interpretive skills and the ability to work independently. They will
also complete complex creative projects. PREPREQUISITE: AMU3M or AMU3O
Page 37
VISUAL ARTS
AVI1O AVI3M
Visual Arts Visual Arts
Grade 9. Open Grade 11, University/College AVI4M
Visual Arts
AVI2O AVI3O
Visual Arts Visual Arts
Grade 10, Open Grade 11, Open
AVI1O Visual Arts—Grade 9, Open

This course offers an overview of visual arts as a foundation for further study. Students will become
familiar with the elements and principles of design and the expressive qualities of various materials
through working with a range of materials, processes, techniques, and styles. They will learn and use
methods of analysis and criticism and will study the characteristics of particular historical art periods and a
selection of Canadian art and the art of other cultures. PREREQUISITES: None
AVI2O Visual Arts—Grade 10, Open (B.S.C.H.S.)

This course emphasizes learning through practice, building on what students know, and introducing them
to new ideas, materials, and processes for artistic thinking and experimentation. Student learning will
include the refined application of the elements and principles of design, incorporating the creative and
design processes, and the relationship between form and content. Students will also learn about the
connections between works of art and their historical contexts. Course objectives may be achieved either
through a comprehensive program or through a program focused on a particular art form (e.g., drawing,
painting). PREREQUISITE: None
AVI3M Visual Arts—Grade 11, University/College Preparation

This course provides students with opportunities to further develop their skills and knowledge in visual
arts. Students will explore a range of subject matter through studio activities, and will consolidate their
practical skills. Students will also analyze art works and study aspects of Western art history, as well as art
forms from Canada and other parts of the world. PREREQUISITE: AVI1O or AVI2O
AVI3O Visual Arts—Grade 11, Open

This course focuses on studio activities in one or more of the visual arts. Students will create art works
that explore a wide range of subject matter, and will evaluate art works, providing grounds for their
aesthetic judgments. They will also examine historical and cultural contexts of Western art (including
Canadian art) and art from various world cultures to support their study of specific media.
PREREQUISITE: AVI1O or AVI2O
AVI4M Visual Arts—Grade 12, University/College

This course focuses on the refinement of students’ skills and knowledge in visual arts. Students will
analyze art forms, use theories of art in analyzing and producing art, and increase their understanding of
stylistic changes in modern and contemporary Western art, Canadian art (including Native Canadian) and
art forms from various parts of the world. Students will produce a body of work demonstrating a personal
approach. PREREQUISITE: AVI3O
Page 38
BUSINESS STUDIES
BUSINESS
BBI2O Introduction to Business—Grade 10, Open
This course introduces students to the world of business. Students will develop an understanding of the functions of
business, including accounting, marketing, information and communication technology, human resources, and
production, and of the importance of ethics and social responsibility. This course builds a foundation for further
studies in business and helps students develop the business knowledge and skills they will need in their
everyday lives. PREREQUISITE: None
ACCOUNTING
BAF3M BAT4M
Financial Accounting Fundamentals Financial Accounting Principles
Grade 11, University/College Grade 12, University/College
BAI3E BAN4E
Accounting Essentials Accounting for a Small Business
Grade 11, Workplace Grade 12, Workplace
BAF3M Financial Accounting Fundamentals,—Grade 11, University/College Preparation

This course introduces students to the fundamental principles and procedures of accounting, Students will
develop financial analysis and decision-making skills that will assist them in future studies and/or career
opportunities in business. Students will acquire an understanding of accounting for a service and a
merchandising business, computerized accounting, financial analysis, and current issues and ethics in
accounting. PREREQUISITE: None
BAI3E Accounting Essentials—Grade 11, Workplace Preparation (S.J.H.S.)

This course introduces students to the accounting cycle of a service business. Students will use computer
application software to record business transactions and to prepare financial statements. Students will
also investigate banking and cash management, decision making, ethical behavior, and career
opportunities in the field of accounting. PREREQUISITE: None
BAT4M Financial Accounting Principles—Grade 12, University/College Preparation

This course introduces students to advanced accounting principles that will prepare them for
postsecondary studies in business. Students will learn about financial statements for various forms of
business ownership and how those statements are interpreted in making business decisions. This course
expands students’ knowledge of sources of financing, further develops accounting methods for assets, and
introduces accounting for partnerships and corporations.
PREREQUISITE: Financial Accounting Fundamentals, Grade 11, University/College Preparation
BAN4E Accounting for a Small Business—Grade 12, Workplace Preparation (S.J.H.S.)

This course further develops students’ understanding of the fundamentals of accounting by having them
examine each component of the accounting cycle, with an emphasis on the merchandising business.
Students will use computer application software to learn how accounting is practiced in the workplace.
Students will acquire an understanding of payroll systems, inventory, specialized journals, subsidiary
ledgers, income tax reporting, and budgeting. PREREQUISITE: BAI3E
Page 39
INFORMATION AND COMMUNICATION TECHNOLOGY
BTA3O BTX4C
Information & Communication Information & Communication
Technology—The Digital Technology—Multimedia
Environment Solutions
Applications in Business Grade 12, College
Grade 11, Open
BTX4E
Information & Communication
Technology—in the Workplace
Grade 12, Workplace
BTA3O Information and Communication Technology The Digital Environment—Grade 11,

Open (S.J.H.S.)
This course prepares students for the digital environment. Using a hands-on approach, students will
further develop information and communication technology skills through the use of common business
software applications. The concept and operation of e-business will be explored, and students will design
and create an e-business website. The skills developed in this course will prepare students for success in
the workplace and/or postsecondary studies. PREREQUISITE: None
BTX4C Information and Communication Technology: Multimedia Solutions—Grade 12,

College Preparation (S.J.H.S.)
This course provides students with the opportunity to apply their information and communication
technology skills while working in a team environment. Through a project-based approach, students will
have opportunities to integrate common business software applications and apply multimedia techniques.
Students will further develop their understanding of electronic business and e-commerce environments.
The skills acquired in this course will prepare students for success in postsecondary studies and in their
future careers. PREREQUISITE: BTA3O
BTX4E Information and Communication Technology in the Workplace—Grade 12, Workplace

(S.J.H.S.)
This course provides students with the opportunity to develop essential workplace sills in information and
communication technology while working in a team environment. Using a project-based approach,
students will focus on integrating software applications and applying multimedia software features.
Students will expand their understanding of e-business and e-commerce environments and workplace
ethics. This course will prepare students for a successful transition from secondary school to the
workplace. PREREQUISTE: BTA3O
MARKETING
BMI3C Marketing; Goods, Services, Events—Grade 11, College Preparation

This course introduces the fundamental concepts of product marketing, which includes the marketing of
goods, services, and events. Students will examine how trends, issues, global economic changes, and
information technology influence consumer buying habits. Students will engage in marketing research,
develop marketing strategies, and produce a marketing plan for a product of their choice.
PREREQUISITE: None
Page 40
ENTREPRENEURSHIP
BDV4C Venture Planning in an Electronic Age– Grade 12, College Preparation (B.S.C.H.S.)
This course provides students with the opportunity to develop and apply entrepreneurial skills through
the creation of a venture plan that capitalizes on the potential of e-commerce. Students will research and
identify an opportunity for a venture. They will then complete the components of a venture plan that in-
cludes a website. PREREQUISITE: None
SEMI-FORMAL SCENES - DECEMBER, 2008
Page 41
CANADIAN AND WORLD STUDIES
CIVICS
CHV2O Civics—Grade 10, Open
This course explores what it means to be an informed, participating citizen in a democratic society. Students will
learn about the elements of democracy in local, national, and global contexts, about political reactions to social
change, and about political decision-making processes in Canada. They will explore their own and others’ ideas
about civics questions and learn how to think critically about public issues and react responsibly to them.
PREREQUISITE: None THIS COURSE IS A COMPULSORY COURSE WITH A CREDIT VALUE OF .5
ECONOMICS, LAW and POLITICS
Economics
CIE3M
CIA4U
The Individual
Analyzing Current Economic
and The Economy
Issues-Grade 12, University
Preparation
CHC2D
Canadian History Since World
War 1
Grade 10, Academic
Law
CLU3M
Understanding Canadian Law
CHC2P
War 1 CLU3E
Grade 10, Applied Understanding Canadian Law
Grade 11, Workplace
CIE3M The Individual and The Economy—Grade 11, University/College Preparation

(B.S.C.H.S.)
This course explores economic concepts relating to the Canadian economic system that will help students make
informed decisions about how to use resources to satisfy wants and needs. Students will use economic concepts
and models, as well as methods of economic inquiry, to analyze the choices they will make during their lives as
consumers, contributors, and citizens in a mixed economy. PREREQUISITE: CHC2D or CHC2P
CIA4U Analyzing Current Economic Issues-Grade 12, University Preparation (S.J.H.S. )

This course investigates the nature of the competitive global economy and explores how individuals and societies
can gain the information they need to make appropriate economic decisions. Students will learn about the principles
of microeconomics and macroeconomics, apply economic models and concepts to interpret economic information,
assess the validity of statistics, and investigate marketplace dynamics. Students will use economic inquiry and
communication skills to analyze current economic issues, make informed judgments, and present their findings.
PREREQUISITE: Any university or university/college preparation course in Canadian and world studies,
English, or social sciences and humanities.
Page 42
LAW
CLU3M Understanding Canadian Law—Grade 11, University/College Preparation
This course explores Canadian law with a focus on legal issues that are relevant to people’s everyday lives.
Students will investigate fundamental legal concepts and processes to gain a practical understanding of Canada’s
legal system, including the criminal justice system. Students will use critical-thinking, inquiry, and communication
skills to develop informed opinions on legal issues and apply this knowledge in a variety of ways and settings,
including case analysis, legal research projects, mock trials, and debates. PREREQUISITE: CHC2D or CHC2P
CLU3E Understanding Canadian Law—Grade 11, Workplace Preparation

This course gives students practical information about legal issues that directly affect their lives. Students will
examine the need for laws in society, the roots of Canada’s legal system, the rights and freedoms that people in
Canada enjoy, and the basic elements of criminal law and dispute resolution. Through experiences such as mock
trials, debates, and case studies, students will apply inquiry and communication skills to develop and express
opinions on legal topics of interest to them. PREREQUISITE: CHC2D or CHC2P (With the approval of the ministry,
a locally developed Grade 10 course in Canadian History may also serve as the prerequisite.)
GEOGRAPHY
CGF3M
CGW4U
Physical Geography: Patterns,
Canadian & World Issues: A
Processes & Interactions
CGC1D Geographic Analysis Grade 12,
Geography of Canada University/College
Grade 9, Academic
CGG 3O
Regional Geography, Travel and
CGC1P
Tourism, Grade 11, Open
Geography of Canada
Grade 9, Applied
Any Grade 11 or 12 university or

university/college preparation
course in Canadian and World
Studies, English or Social
Sciences and Humanities
CGC1D Geography of Canada—Grade 9, Academic

This course explores Canada’s distinct and changing character and the geographic systems and relationships that
shape it. Students will investigate the interactions of natural and human systems within Canada, as well as Can-
ada’s economic, cultural, and environmental connections to other countries. Students will use a variety of geo-
technologies and inquiry and communication methods to analyze and evaluate geographic issues and present
their findings. PREREQUISITE: None
CGC1P Geography of Canada—Grade 9, Applied

This course focuses on geographic issues that affect Canadians today. Students will draw on personal and every-
day experiences as they learn about Canada’s distinct and changing character and the natural and human sys-
tems and global influences that shape the country. Students will use a variety of geotechnologies and inquiry and
communication methods to examine practical geographic questions and communicate their findings..
PREREQUISITE: None
CGF3M Physical Geography: Patterns, Processes, and Interactions—Grade 11, University/College

This course examines the main elements of the physical environment (climate, soils, landforms, oceans, vegeta-
tion), the processes that shape them, and the relationship between the environment and human beings. Students
will apply a wide range of geographic tools and methods to explore the distribution and ongoing evolution of the
elements of the physical environment on a variety of scales, from local to global. PREREQUISITE: CGC1D or
CGC1P
CGT3E Geographics: The Geographer’s Toolkit, Grade 11, Workplace Preparation (B.S.C.H.S.)
This course examines the use of geotechnologies, such as cartography, remote sensing, surveying, and geo-
graphic information systems (GIS), in the workplace, with an emphasis on applications, relevant to business, gov-
ernment, and the local community. Students will acquire practical experience in the collection, manipulation, inter-
pretation, and display of geographic information, with a view to developing skills in areas such as desktop map-
ping, graphic. PREREQUISITE: CGC1D or CGC1P
Page 43
GEOGRAPHY (cont’d)
CGG3O Regional Geography: Travel and Tourism, Grade 11, Open
This course focuses on travel and tourism to examine the unique characteristics of selected world regions from a
geographic perspective. Students will develop an understanding and appreciation of the ways in which the natural
environments, economies, cultures, and other aspects of world regions interact. PREREQUISITE: CGC1D or
CGC1P
CGW4U Canadian and World Issues: A Geographic Analysis (B.S.C.H.S. )

This course examines the global challenges of creating a sustainable and equitable future, focusing on current is-
sues that illustrate these challenges. Students will investigate a range of topics, including cultural, economic, and
geopolitical relationships, regional disparities in the ability to meet basic human needs, and protection of the natural
environment. Students will use geotechnologies and skills of geographic inquiry and analysis to develop and com-
municate balanced opinions about the complex issues facing Canada and a world that is interdependent and con-
stantly changing. PREREQUISITE: Any grade 12 University or University/College in Canadian and World Studies,
English, or Social Science and Humanities.
HISTORY
HSP3M
Twentieth Century History CGW4U
Grade 11 University/College Canadian & World Issues
Grade 12, University
CHC2D
CHY4U
War 1 CHW3M
World History:
Grade 10, Academic World History to the
The West and the World
Sixteenth Century
CHC2P
Canadian History Since World CHY4C
Any Grade 11 or 12 university
War 1 World History:
or university/college
Grade 10, Applied The West and the World
preparation course in Canadian
Grade 12, College
and World Studies, English or
Social Sciences and Humanities.
CHC2L
Canadian History Since World CHM4E
War 1 Any 11 or 12 college Adventures in World History
Grade 10, Locally Developed preparation course in Canadian Grade 12, Workplace
and World Studies, English, or
Social Sciences and Humanities.
CHC2D Canadian History Since World War 1—Grade 10, Academic

This course explores the local, national, and global forces that have shaped Canada's national identity from World
War I to the present. Students will investigate the challenges presented by economic, social, and technological
changes and explore the contributions of individuals and groups to Canadian culture and society during this period.
Students will use critical-thinking and communication skills to evaluate various interpretations of the issues and
events of the period and to present their own points of view.
PREREQUISITE: None
CHC2P Canadian History Since World War 1—Grade 10, Applied

This course explores some of the pivotal events and experiences that have influenced the development of Canada's
identity as a nation from World War I to the present. By examining how the country has responded to economic,
social, and technological changes and how individuals and groups have contributed to Canadian culture and society
during this period, students will develop their ability to make connections between historical and current events.
Students will have opportunities to formulate questions, locate information, develop informed opinions, and present
ideas about the central issues and events of the period.
PREREQUISITE: None
Page 44
CHW3M World History to the Sixteenth Century—Grade 11, University/College

This course investigates the history of humanity from earliest times to the sixteenth century. Students
will analyze diverse societies from around the world, with an emphasis on the political, cultural, and
economic structures and historical forces that have shaped the modern world. They will apply historical
inquiry, critical-thinking, and communication skills to evaluate the influence of selected individuals,
groups, and innovations and to present their own conclusions.
PREREQUISITE: Canadian History Since World War I, Grade 10, Academic or Applied
CHI4U Canada: History, Identity, and Culture, Grade 12, University Preparation
(S.J.H.S.)
This course explores the challenges associated with the formation of a Canadian national identity. Stu-
dents will examine the social, political, and economic forces that have shaped Canada from the pre-
contact period to the present and will investigate the historical roots of contemporary issues from a va-
riety of perspectives. Students will use critical-thinking and communication skills to consider events
and ideas in historical context, debate issues of culture and identity, and present their own views.
PREREQUISITE: Any university or university/college preparation course in Canadian and world
studies, English, or social sciences and humanities.
CHY4U World History: The West and the World—Grade 12, University
This course investigates the major trends in Western civilization and world history from the sixteenth
century to the present. Students will learn about the interaction between the emerging West and other
regions of the world and about the development of modern social, political, and economic systems.
They will use critical-thinking and communication skills to investigate the historical roots of contempo-
rary issues and present their conclusions.
PREREQUISITE: Any university or university/college preparation course in Canadian and World Studies,
English, or social sciences and humanities.
CHY4C World History: The West and the World—Grade 12, College (S.J.H.S.)
This course explores the history of the world since the sixteenth century, emphasizing the interaction
between the emerging West and other regions of the world. Students will learn about a variety of eco-
nomic, social, and political systems and the changes they have undergone over time. Students will ap-
ply their developing skills of historical inquiry to understand and communicate ideas about the forces
that have formed our modern world.
PREREQUISITE: Any university, university/college, or college preparation course in Canadian and world
studies, English, or social sciences and humanities.
CHM4E Adventures in World History—Grade 12, Workplace (S.J.H.S.)

This course explores a variety of human experiences in world history from earliest times to the present.
Students will learn about a wide range of societies and cultures, examining such things as systems of
government, technological developments, work, art, and religion. Students will apply methods of re-
search and inquiry to examine human societies in many different times and places and to communicate
points of view about their findings.
PREREQUISITE: CHC2D or CHC2P (With the approval of the ministry, a locally developed Grade 10
course in Canadian History may also serve as the prerequisite.)
CPW4U Canadian and World Politics (B.S.C.H.S. )

This course examines national and international political issues from a variety of perspectives. Stu-
dents will learn about the rights and responsibilities of individuals, groups, and states within the inter-
national community; analyze the different ways in which Canada tries to settle its conflicts with other
nations; and evaluate the role of nationalist and internationalist ideologies in shaping relations among
states. PREREQUISITE: Any university or university/college preparation course in Canadian and world
studies, English or social sciences and humanities.
Page 45
St. Joseph’s High School
ENGLISH
ENG1D ENG2D ENG3U ENG4U
English English English English
Grade 9, Academic Grade 10, Academic Grade 11, Academic Grade 12, University
EWC4U
The Writer’s Craft
ENG1P ENG2P ENG3C ENG4C

English English English English
Grade 9, Applied Grade 10, Applied Grade 11, College Grade 12, College
ETC3M EWC4C
Canadian Literature English
Grade 11, University/ Grade 12, College
College
ELS2O
Literacy Skills:
Reading and Writing
EMS3O
Grade 10, Open
Media Studies
Grade 11, Open
ENG1L ENG2L
ENG4E
English English
ENG3E English
Grade 9 Grade 10
English Grade 12, Workplace
Locally Developed Locally Developed
Grade 11, Workplace
OLC4O
Ontario Secondary
NOTE: Shaded areas are compulsory courses. School Literacy
Course
Grade 12 Open
ENG1L English—Grade 9, Locally Developed

This course provides foundational literacy and communication skills to prepare students for success in
their daily lives, in the workplace, and in the Grade 10 LDCC Course. The course is organized into
strands that develop listening and talking skills, reading and viewing skills, and writing skills. In all
strands, the focus is on developing foundational literacy skills and on using language clearly and accu-
rately in a variety of authentic contexts. Students develop strategies and put into practice the processes
involved in talking, listening, reading, viewing, writing, and thinking, and reflect regularly upon their
growth in these areas. PREREQUISITE: None
ENG2L English—Grade 10, Locally Developed

In this course, students focus on extending their literacy and communication skills to prepare for success
in their daily lives, in the workplace, in the English Grade 11 Workplace Preparation course, or in the Eng-
lish: Contemporary Aboriginal Voices, Grade 11 Workplace Preparation course. The course is organized
into strands that extend listening and talking skills, reading and viewing skills, and writing skills. In all
strands, the focus is on refining foundational literacy skills and on using language clearly and accurately
in a variety of authentic contexts. Students build on their strategies and engage in the processes in-
volved in talking, listening, reading, viewing, writing, and thinking, and reflect regularly upon their growth
in these areas. PREREQUISITE: A grade 9 English credit
Page 46
ENGLISH (COMPULSORY)
ENG1D English—Grade 9, Academic
This course is designed to develop the oral communication, reading, writing, and media literacy skills that
students need for success in their secondary school academic programs and in their daily lives. Students will
analyze literary texts from contemporary and historical periods, interpret informational and graphic texts, and
create oral, written, and media texts in a variety of forms. An important focus will be on the use of strategies
that contribute to effective communication. The course is intended to prepare students for the Grade 10
academic English course, which leads to university or college preparation courses in Grades 11 and 12.
PREREQUISITE: None
ENG1P English—Grade 9, Applied

This course is designed to develop the key oral communication, reading, writing, and media literacy skills
students need for success in secondary school and daily life. Students will read, interpret, and create a
variety of informational, literary, and graphic texts. An important focus will be on identifying and using
appropriate strategies and processes to improve students’ comprehension of texts and to help them
communicate clearly and effectively. The course is intended to prepare students for the Grade 10 applied
English course, which leads to college or workplace preparation courses in Grades 11 and 12.
PREREQUISITE: None
ENG2D English—Grade 10, Academic

This course is designed to extend the range of oral communication, reading, writing, and media literacy skills
that students need for success in their secondary school academic programs and in their daily lives.
Students will analyze literary texts from contemporary and historical periods, interpret and evaluate
informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important
focus will be on the selective use of strategies that contribute to effective communication. This course is
intended to prepare students for the compulsory Grade 1l university or college preparation course.
PREREQUISITE: ENG1D or ENG1P
ENG2P English—Grade 10, Applied

This course is designed to extend the range of oral communication, reading, writing, and media literacy skills
that students need for success in secondary school and daily life. Students will study and create a variety of
informational, literary, and graphic texts. An important focus will be on the consolidation of strategies and
processes that help students interpret texts and communicate clearly and effectively. This course is intended
to prepare students for the compulsory Grade 11 college or workplace preparation course.
PREREQUISITE: English, Grade 9, Academic or Applied
ENG3U English—Grade 11, University

This course emphasizes the development of literacy, communication, and critical and creative thinking skills
necessary for success in academic and daily life. Students will analyze challenging literary texts from various
periods, countries, and cultures, as well as a range of informational and graphic texts, and create oral,
written, and media texts in a variety of forms. An important focus will be on using language with precision
and clarity and incorporating stylistic devices appropriately and effectively. The course is intended to prepare
students for the compulsory Grade 12 university or college preparation course.
PREREQUISITE: English, Grade 10, Academic
ENG3C English—Grade 11, College

necessary for success in academic and daily life. Students will study the content, form, and style of a variety
of informational and graphic texts, as well as literary texts from Canada and other countries, and create oral,
written, and media texts in a variety of forms for practical and academic purposes. An important focus will be
on using language with precision and clarity. The course is intended to prepare students for the compulsory
Grade 12 college preparation course. PREREQUISITE: English, Grade 10, Applied or Academic
ENG3E English—Grade 11, Workplace

necessary for success in the workplace and in daily life. Students will study the content, form, and style of a
variety of contemporary informational, graphic, and literary texts; and create oral, written, and media texts in
a variety of forms for practical purposes. An important focus will be on using language clearly and accurately
in a variety of formal and informal contexts. The course is intended to prepare students for the compulsory
Grade 12 workplace preparation course. PREREQUISITE: English, Grade 10, Applied or Locally Developed
Grade 10
Page 47
ENG4U English—Grade 12, University

This course emphasizes the consolidation of the literacy, communication, and critical and creative thinking
skills necessary for success in academic and daily life. Students will analyze a range of challenging literary
texts from various periods, countries, and cultures; interpret and evaluate informational and graphic texts;
and create oral, written, and media texts in a variety of forms. An important focus will be on using academic
language coherently and confidently, selecting the reading strategies best suited to particular texts and
particular purposes for reading, and developing greater control in writing. The course is intended to
prepare students for university, college, or the workplace. PREREQUISITE: English, Grade 11, University
Preparation
ENG4C English—Grade 12, College

This course emphasizes the consolidation of literacy, communication, and critical and creative thinking
skills necessary for success in academic and daily life Students will analyze a variety of informational and
graphic texts, as well as literary texts from various countries and cultures, and create oral, written, and
media texts in a variety of forms for practical and academic purposes. An important focus will be on using
language with precision and clarity and developing greater control in writing. The course is intended to
prepare students for college or the workplace. PREREQUISITE: English, Grade 11, College Preparation
ENG4E English—Grade 12, Workplace

This course emphasizes the consolidation of literacy, communication, and critical and creative thinking
skills necessary for success in the workplace and in daily life. Students will analyze informational, graphic,
and literary texts and create oral, written, and media texts in a variety of forms for workplace-related and
practical purposes. An important focus will be on using language accurately and organizing ideas and
information coherently. The course is intended to prepare students for the workplace and active
citizenship. PREREQUISITE: English, Grade 11, Workplace Preparation
OPTIONAL ENGLISH COURSES

ELS2O Literacy Skills: Reading and Writing—Grade 10, Open
This course emphasizes the strengthening of essential reading and writing skills. Students will read short
plays, short stories, novels, poems, and newspaper and magazine articles and opinion pieces, with
particular attention to locating important information, identifying main ideas and supporting details,
extending personal knowledge, responding imaginatively, and using specific strategies to expand
vocabulary. An important focus will be on writing clear, accurate, and coherent narratives, summaries,
reports, letters, and short essays, using correct grammar, punctuation, and spelling. PREREQUISITE:
None.
EWC4U The Writer’s Craft, Grade 12, University Preparation - E-Learning

This course emphasizes knowledge and skills related to the craft of writing. Students will analyze models of
effective writing; use a workshop approach to produce a range of works; identify and use techniques
required for specialized forms of writing; and identify effective ways to improve the quality of their writing.
They will also complete a major paper as part of a creative or analytical independent study project and
investigate opportunities for publication and for writing careers.
PREREQUISITE: English, Grade 11, University Preparation
EWC4C The Writer’s Craft, Grade 12, College Preparation (B.S.C.H.S.)

This course emphasizes knowledge and skills related to the craft of writing. Students will investigate
models of effective writing; use a workshop approach to write a variety of works; and make considered
decisions for improving the quality of their writing. They will also complete a creative or analytical
independent study project and investigate opportunities for publication and for writing careers.
PREREQUISITE: English, Grade 11, College Preparation
OLC4O Ontario Secondary School Literacy Course, Grade 12, Open

This course is designed to help students acquire and demonstrate the cross-curricular literacy skills that
are evaluated by the Ontario Secondary School Literacy Test (OSSLT). Students who complete the course
successfully will meet the provincial literacy requirement for graduation. Students will read a variety of
informational, narrative, and graphic texts and will produce a variety of forms of writing, including
summaries, information paragraphs, opinion pieces, and new reports. Students will also maintain and
manage a literacy portfolio containing a record of their reading experiences and samples of their writing.
ELIGIBILITY: Students who have been eligible to write the OSSLT at least twice, and have been
unsuccessful at least once, are eligible to take this course to achieve both a grade 12 credit and their
literacy credential for graduation.
Page 48
FRENCH AS A SECOND LANGUAGE

FSF1D FSF2D FSF3U FSF4U
Core French Core French Core French Core French
Grade 9 Grade 10 Grade 11 Grade 12
Academic Academic University University
FSF1P FSF2P FSF3O FSF4O

Core French Core French Core French Core French
Grade 9 Grade 10 Grade 11 Grade 12
Applied Applied Open Open
FSF1D Core French—Grade 9, Academic

This course emphasizes the further development of oral communication, reading, and writing skills.
Students will build on and apply their knowledge of French while exploring a variety of themes, such as
relationships, social trends, and careers. Thematic readings, which include a selection of short stories,
articles, and poems, will serve as stepping stones to oral and written activities. PREREQUISITE: Mini-
mum of 600 hours of French instruction, or equivalent
FSF1P Core French—Grade 9, Applied

This course emphasizes the concurrent development of oral communication, reading, and writing skills,
using a broad-based theme such as the media. Students will enhance their ability to understand and
speak French through conversations, discussions, and presentations. They will also read short stories,
articles, poems, and songs, and write brief descriptions, letters, dialogues, and invitations. PREREQUI-
SITE: Minimum of 600 hours of French instruction, or equivalent
FSF2D Core French—Grade 10, Academic

This course enables students to increase their knowledge of the French language, further develop their
language skills, and deepen their understanding and appreciation of francophone culture around the
world. Exploring a variety of themes, students will develop and apply critical thinking skills in discus-
sion, in their analysis and interpretation of texts, and in their own writing. PREREQUISITE: FSF1D or
FSF1P
FSF2P Core French—Grade 10, Applied

This course emphasizes the further development of oral communication, reading, and writing skills us-
ing a broad-based theme such as adolescence. Students will expand their knowledge of French by
studying a series of theme-related topics, such as students’ rights and responsibilities, relationships
with peers and adults, and part-time jobs. PREREQUISITE: FSF1D or FSF1P
FSF3U Core French—Grade 11, University

This course draws on a variety of themes to promote extensive development of reading and writing
skills and to reinforce oral communications skills. Students will gain a greater understanding of French-
speaking cultures in Canada and around the world through their reading of a variety of materials, includ-
ing a short novel or a play. Students will produce various written assignments, including a formal es-
say. The use of correct grammar and appropriate language conventions in both spoken and written
French will be emphasized throughout the course. PREREQUISITE: FSF2D
FSF3O Core French—Grade 11, Open

This course draws on a broad theme, such as leisure activities, to develop oral communication, reading
and writing skills. Students will give presentations, read a selection of short stories and articles, and
produce a variety of written assignments. The use of correct grammar and appropriate language con-
ventions in both spoken and written French will be emphasized throughout the course. PREREQUISITE:
FSF2D or FSF2P
FSF4U Core French—Grade 12, University

This course draws on a variety of themes to promote extensive development of French-language skills.
Students will consolidate their oral skills as they discuss literature, culture, and current issues. They
will read a variety of texts and will write a formal essay. The use of correct grammar and appropriate
language conventions in both spoken and written French will be emphasized throughout the course.
PREREQUISITE: FSF3U
Page 49
GUIDANCE AND CAREER EDUCATION
GLE1O Learning Strategies 1: Skills for Success in Secondary School—Grade 9, Open

This course focuses on learning strategies to help students become better, more independent learners.
Students will learn how to develop and apply literacy and numeracy skills, personal management skills, and
interpersonal and teamwork skills to improve their learning and achievement in school, the workplace, and
the community. The course helps students build confidence and motivation to pursue opportunities for
success in secondary school and beyond. PREREQUISITE: Recommendation of Principal
GLC2O Career Studies—Grade 10, Open

This course teaches students how to develop and achieve personal goals for future learning, work, and
community involvement. Students will assess their interests, skills, and characteristics and investigate
current economic and workplace trends, work opportunities, and ways to search for work. The course
explores postsecondary learning and career options, prepares students for managing work and life
transitions, and helps students focus on their goals through the development of a career plan.
PREREQUISITE: None THIS COURSE IS A COMPULSORY COURSE WITH A CREDIT VALUE OF .5
GLE2O Learning Strategies: Skills for Success in Secondary School Grade 10, Open
success in secondary school and beyond. PREREQUISITE: – Recommendation of principal
GPP3O Leadership and Peer Support, Grade 11, Open

This course prepares students to act in leadership and peer support roles. They will design and implement
a plan for contributing to their school and/or community; develop skills in communication, interpersonal
relations, teamwork, and conflict management; and apply those skills in leadership and/or peer support
roles – for example, as a student council member or a peer tutor. Students will examine group dynamics
and learn the value of diversity within groups and communities. PREREQUISITE: None
GLS1O Learning Strategies, Skills for Success in Secondary School Grade 9, Open
success in secondary school and beyond. PREREQUISITE: None
GLD2O Discovering the Workplace

This course provides students with opportunities to discover and develop the workplace essential skills
and work habits required to be successfully employed. Students will develop an understanding of work
through practical hands-on experiences in the school and the community, using real workplace materials.
They investigate occupations of interest through experiential opportunities (e.g. Worksite visits, hearing
guest speakers, job shadowing, work experience, simulations and entrepreneurial projects). This course
helps students make plans for continued learning and work. PREREQUISITE: None
GLN4O Navigating the Workplace
This course provides students with opportunities to develop the workplace essential skills and work habits
required for success in all types of workplaces. Students will explore occupations and careers of interest
through participation in real workplace experiences. They will make plans for continued learning and work,
work with others to design learning experiences, and investigate the resources and support required to
make a smooth transition to their postsecondary destination. PREREQUISITE: None
Students who appear to be candidates for these courses will be contacted for discussion of these
opportunities.
Page 50
HEALTHY ACTIVE LIVING EDUCATION
Any Grade 11 university or

university/college preparation
course in science.
PPL1O (PPF/PPM)
Healthy Active Living Education PSE4U
Grade 9, Open Exercise Science
PPL3O (PPF/PPM)
Healthy Active Living Education
Grade 11, Open
PAD3O
PPL4O
PPL2O (PPF/PPM) Outdoor Activities
Healthy Active Living Education Grade 11, Open
Grade 12, Open
Grade 10, Open
PAF3O
Grade 11, Open
PPL1O Healthy Active Living Education—Grade 9, Open

This course emphasizes regular participation in a variety of enjoyable physical activities that promote
lifelong healthy active living. Students will learn movement skills and principles, ways to improve personal
fitness and physical competence, and safety and injury prevention. They will investigate issues related to
healthy sexuality and the use and abuse of alcohol, tobacco, and other drugs, and will participate in
activities designed to develop goal-setting, communication and social skills. PREREQUISITE: None

This course emphasizes regular participation in a variety of enjoyable physical activities that promote
lifelong healthy active living. Student learning will include the application of movement principles to refine
skills; participation in a variety of activities that enhance personal competence, fitness, and health;
examination of issues related to healthy sexuality, healthy eating, substance use and abuse; and the use of
informed decision-making, conflict resolution and social skills in making personal choices.
PREREQUISITE: None
PAF3O Personal & Fitness Activities (B.S.C.H.S.)

This course is designed to provide competitive senior student-athletes the opportunity to enhance their
overall fitness level through a personalized sport-specific strength and endurance program. Students will
be responsible for the design and implementation of the program utilizing the school weight room facility
and resources. In conjunction with the activity sessions, a health education program will focus on
nutritional requirements, sports injuries, ergogenic aids, basic human anatomy and physiology and the
promotion of health in the community.

This course focuses on the development of a healthy lifestyle and participation in a variety of enjoyable
physical activities that have the potential to engage students’ interest throughout their lives. Students will
be encourage to develop personal competence in a variety of movement skills and will be given
opportunities to practice goal-setting, decision-making, social, and interpersonal skills. Students will also
study the components of healthy relationships, reproductive health, mental health, and personal safety.
PREREQUISITE: None (Students may not take both grade 11 courses)
Page 51
HEALTH AND PHYSICAL EDUCATION CONT’D
PPL4O Healthy Active Living Education– Grade 12, Open

This course focuses on the development of a personalized approach to healthy active living through participation
in a variety of sports and recreational activities that have the potential to engage students’ interests throughout
their lives. Students will develop and implement personal physical fitness plans. In addition, they will be given
opportunities to refine their decision-making, conflict-resolution, and interpersonal skills, with a view to enhancing
their mental health and their relationships with others. PREREQUISITE: None
PSE4U Exercise Science—Grade 12, University

This course focuses on the study of human movement and of systems, factors, and principles involved in human
development. Students will learn about the effects of physical activity on health and performance, the evolution of
physical activity and sports, and the factors that influence an individual’s participation in physical activity. The
course prepares students for university programs in physical education, kinesiology, recreation, and sports
administration. PREREQUISITE: Any Grade 11 university or university/college preparation course in Science, or
any Grade 11 or 12 open course in Health and Physical Education.
Page 46
Page 52
MATHEMATICS
MCV4U
MCR3U
Calculus and Vectors
Functions
MPM2D
MHF4U
Principles of
Advanced Functions
Mathematics
Grade 10, Academic
MCF3M
Functions & MDM4U
Applications Mathematics of Data
Grade 11 Management
University/College Grade 12, University
MPM1D MCT4C
Principles of Mathematics for
Mathematics College Technology
Grade 9, Academic Grade 12, College
MFM2P
MFM1P MBF3C MAP4C
Foundations of
Foundations of Foundations for Foundations for
Mathematics
Mathematics College Mathematics College Math
Grade 10, Applied
Grade 9, Applied Grade 11, College Grade 12, College
MAT1L
MAT2L MEL3E MEL4E
Mathematics
Mathematics Mathematics for Work Mathematics for Work
Grade 9
Grade 10 & Everyday Life & Everyday Life
Locally Developed
Locally Developed Grade 11, Workplace Grade 12, Workplace
NOTE: The dotted line indicates that the Grade 11 university preparation course Functions and Relations may also
serve as a prerequisite for the Grade 12 college preparation courses.
MPM1D Principles of Mathematics—Grade 9, Academic

This course enables students to develop generalizations of mathematical ideas and methods through the
exploration of applications, the effective use of technology, and abstract reasoning. Students will
investigate relationships to develop equations of straight lines in analytic geometry, explore relationships
between volume and surface area of objects in measurement, and apply extended algebraic skills in
problem solving. Students will engage in abstract extensions of core learning that will deepen their
mathematical knowledge and enrich their understanding. PREREQUISITE: None
MFM1P Foundations of Mathematics—Grade 9, Applied

This course enables students to develop an understanding of mathematical concepts related to
introductory algebra, proportional reasoning, and measurement and geometry through investigation, the
effective use of technology, and hands-on activities. Students will investigate real-life examples to develop
various representations of linear relations, and will determine the connections between the representations.
They will also explore certain relationships that emerge from the measurement of three-dimensional figures
and two-dimensional shapes. Students will consolidate their mathematical skills as they solve problems
and communicate their thinking. PREREQUISITE: None
Page 53
MATHEMATICS (Cont’d)
Students enrolled in academic or applied grade 9 math courses take a

2 day test run by the Education Quality and Accountability Office
DID YOU toward the end of their course? The province-wide test measures
KNOW? student knowledge of the math curriculum and provides the
school with information regarding programming. Check out
www.eqao.com for more information.
MAT1L Locally Developed Compulsory Credit Course, Mathematics—Grade 9

This course emphasizes further development of mathematical knowledge and skills to prepare students for
success in their everyday lives, in the workplace, in the Grade 10 LDCC course, and in the Grade 11 and
Grade 12 Mathematics Workplace Preparation courses. The course is organized by three strands related to
money sense, measurement, and proportional reasoning. In all strands, the focus is on developing and
consolidating key foundational mathematical concepts and skills by solving authentic, everyday problems.
Students have opportunities to further develop their mathematical literacy and problem-solving solving
skills and to continue developing their skills in reading, writing, and oral language through relevant and
practical math activities. PREREQUISITE: None
MPM2D Principles of Mathematics—Grade 10, Academic

This course enables students to broaden their understanding of relationships and extend their problem-
solving and algebraic skills through investigation, the effective use of technology, and abstract reasoning.
Students will explore quadratic relations and their applications; solve and apply linear systems; verify
properties of geometric figures using analytic geometry; and investigate the trigonometry of right and acute
triangles. Students will reason mathematically and communicate their thinking as they solve multi-step
problems. PREREQUISITE: MPM1D or MFM1P
MFM2P Foundations of Mathematics—Grade 10, Applied

This course enables students to consolidate their understanding of linear relations and extend their
problem-solving and algebraic skills through investigation, the effective use of technology, and hands-on
activities. Students will develop and graph equations in analytic geometry; solve and apply linear systems,
using real-life examples; and explore and interpret graphs of quadratic relations. Students will investigate
similar triangles, the trigonometry of right triangles, and the measurement of three-dimensional figures.
Students will consolidate their mathematical skills as they solve problems and communicate their thinking.
PREREQUISITE: MPM1D or MFM1P
MAT2L Locally Developed Compulsory Credit Course, Mathematics—Grade 10

This course emphasizes the extension of mathematical knowledge and skills to prepare students for
success in their everyday lives, in the workplace, and in the Grade 11 and Grade 12 Mathematics Workplace
Preparation courses. The course is organized by three major strands related to money sense,
measurement, and proportional reasoning. In all strands, the focus is on strengthening and extending key
foundational mathematical concepts and skills by solving authentic, everyday problems.
Students have opportunities to extend their mathematical literacy and problem-solving skills and to
continue developing their skills in reading, writing, and oral language through relevant and practical math
activities. PREREQUISITE: MPM1D, MPM1P or MAT1L
MCR3U Functions—Grade 11, University

This course introduces the mathematical concept of the function by extending students’ experiences with
linear and quadratic relations. Students will investigate properties of discrete and continuous functions,
including trigonometric and exponential functions; represent functions numerically, algebraically, and
graphically; solve problems involving applications of functions; and develop facility in simplifying
polynomial and rational expressions. Students will reason mathematically and communicate their thinking
as they solve multi-step problems. PREREQUISITE: MPM2D/MCF3M
Page 54
MATHEMATICS (Cont’d)
MCF3M Functions & Applications—Grade 11, University/College

This course introduces some financial applications of mathematics and extends students’ experiences with
functions. Students will solve problems in personal finance involving applications of sequences and
series; investigate properties and applications of trigonometric functions; develop facility in operating with
polynomials, rational expressions, and exponential expressions; develop an understanding of inverses and
transformations of functions; and develop facility in using function notation and in communicating
mathematical reasoning. PREREQUISITE: MPM2D or MFM2P
MBF3C Foundations for College Mathematics—Grade 11, College

This course enables students to broaden their understanding of mathematics as a problem-solving tool in
the real world. Students will extend their understanding of quadratic relations; investigate situations
involving exponential growth; solve problems involving compound interest; solve financial problems
connected with vehicle ownership; and develop their ability to reason by collecting, analysing, and
evaluating data involving one and two variables. Students will consolidate their mathematical skills as they
solve problems and communicate their thinking. PREREQUISITE: MFM2P
MEL3E Mathematics for Everyday Life —Grade 11, Workplace

This course enables students to broaden their understanding of mathematics as it is applied in the
workplace and daily life. Students will solve problems associated with earning money, paying taxes, and
making purchases; apply calculations of simple and compound interest in saving, investing, and
borrowing; and calculate the costs of transportation and travel in a variety of situations. Students will
consolidate their mathematical skills as they solve problems and communicate their thinking.
Prerequisite: Principles of Mathematics, Grade 9, Academic, or Foundations of Mathematics, Grade 9,
Applied, or a ministry-approved locally developed Grade 10 mathematics course
Page 55
MATHEMATICS (cont’d)
MCV4U Calculus and Vectors, —Grade 12, University
This course builds on students’ previous experience with functions and their developing understanding of
rates of change. Students will solve problems involving geometric and algebraic representations of
vectors, and representations of lines and planes in three-dimensional space; broaden their understanding
of rates of change to include the derivatives of polynomial, rational, exponential, and sinusoidal functions;
and apply these concepts and skills to the modeling of real-world relationships. Students will also refine
their use of the mathematical processes necessary for success in senior mathematics. This course is
intended for students who plan to study mathematics in university and who may choose to pursue careers
in fields such as physics and engineering. NOTE: The new Advanced Functions can be taken
concurrently with or can precede Calculus and Vectors.
MHF4U Advanced Functions—Grade 12, University

This course extends students’ experience with functions. Students will investigate the properties of
polynomial, rational, logarithmic, and trigonometric functions; broaden their understanding of rates of
change; and develop facility in applying these concepts and skills. Students will also refine their use of the
mathematical processes necessary for success in senior mathematics. This course is intended both for
students who plan to study mathematics in university and for those wishing to consolidate their
understanding of mathematics before proceeding to any one of a variety of university programs.
PREREQUISITE: Functions, Grade 11, University Preparation, or Mathematics for College Technology,
Grade 12, College Preparation
MDM4U Mathematics of Data Management—Grade 12, University

This course broadens students’ understanding of mathematics as it relates to managing information.
Students will apply methods for organizing large amounts of information; apply counting techniques,
probability, and statistics in modeling and solving problems; and carry out a culminating project that
integrates the expectations of the course and encourages perseverance and independence. Students
planning to pursue university programs in business, the social sciences, or humanities will find this course
of particular interest. PREREQUISITE: Functions, and Applications, Grade 11, University/College
Preparation, or Functions, Grade 11, University Preparation
MAP4C College and Apprenticeship Mathematics—Grade 12, College

This course enables students to broaden their understanding of real-world applications of mathematics.
Students will analyze data using statistical methods; solve problems involving applications of geometry
and trigonometry; simplify expressions; and solve equations. Students will reason mathematically and
communicate their thinking as they solve multi-step problems. This course prepares students for college
programs in areas such as business, health sciences, and human services, and for certain skilled trades.
PREREQUISITE: Foundations for college Mathematics, Grade 11, College Preparation
MCT4C Mathematics for College Technology—Grade 12, College

This course enables students to extend their knowledge of functions. Students will investigate and apply
properties of polynomial, exponential, and trigonometric functions; continue to represent functions
numerically, graphically, and algebraically; develop facility in simplifying expressions and solving
equations; and solve problems that address applications of algebra, trigonometry, vectors, and geometry.
Students will reason mathematically and communicate their thinking as they solve multi-step problems.
This course prepares students for a variety of college technology programs. PREREQUISITE: Functions
and Applications, Grade 11, University/College Preparation
MEL4E Mathematics for Everyday Life—Grade 12, Workplace

This course enables students to broaden their understanding of mathematics as it is applied in the
workplace and daily life. Students will use statistics in investigating questions of interest and apply
principles of probability in familiar situations. They will also investigate accommodation costs and create
household budgets; solve problems involving estimation and measurement; and apply concepts of
geometry in the creation of designs. Students will consolidate their mathematical skills as they solve
problems and communicate their thinking. PREREQUISITE: Mathematics for Work and Everyday Life,
Grade 11, Workplace Preparation
Page 56
SCIENCE
SBI3U SBI4U
Biology Biology
Grade 11, University, Grade 12, University
SCH3U SCH4U
SNC2D Chemistry Chemistry
Science Grade 11, University Grade 12, University
Grade 10, Academic
SPH3U SPH4U
Physics Physics
SNC1D Grade 11, University Grade 12, University
Science
Grade 9, Academic
SBI3C
SNC1P
Biology
Science
Grade 11, College
Grade 9, Applied
SVN3E
Environmental Science
Grade 11, Workplace
SCH4C
Chemistry
Grade 12, College
SNC2P
Science
Grade 10, Applied SPH4C
Physics
Grade 12, College
SNC1L
Science SNC3E SNC4E
Grade 9, Locally Science Science
Developed Grade 11, Workplace Grade
SNC1D Science—Grade 9, Academic

This course enables students to develop their understanding of basic concepts in biology, chemistry, earth
and space science, and physics, and to relate science to technology, society, and the environment.
Throughout the course, students will develop their skills in the processes of scientific investigation.
Students will acquire an understanding of scientific theories and conduct investigations related to
sustainable ecosystems; atomic and molecular structures and the properties of elements and compounds;
the study of the universe and its properties and components; and the principles of electricity.
PREREQUISITE: None
SNC1P Science—Grade 9, Applied

This course enables students to develop their understanding of basic concepts in biology, chemistry, earth
and space science, and physics, and to apply their knowledge of science to everyday situations. They are
also given opportunities to develop practical skills related to scientific investigation. Students will plan and
conduct investigations into practical problems and issues related to the impact of human activity on
ecosystems; the structure and properties of elements and compounds; space exploration and the
components of the universe; and static and current electricity. PREREQUISITE: None
SNC1L Science—Grade 9, Locally Developed

This course emphasizes reinforcing and strengthening science-related knowledge and skills, including
scientific inquiry, critical thinking, and the relationship between science, society, and the environment, to
prepare students for success in everyday life, in the workplace, and in the Grade 11 Science Workplace
Preparation course. Students explore a range of topics, including science in daily life, properties of
Page 57
SCIENCE (cont’d)
SNC1L Cont’d
common materials, life-sustaining processes in simple and complex organisms, and electrical circuits.
Students have the opportunity to extend mathematical and scientific process skills and to continue
developing their skills in reading, writing, and oral language through relevant and practical science
activities. PREREQUISITE: None
SNC2D: Science, Grade 10 Academic

This course enables students to enhance their understanding of concepts in biology, chemistry, earth and
space science, and physics, and of the interrelationships between science, technology, society, and the
environment. Students are also given opportunities to further develop their scientific investigation skills.
Students will plan and conduct investigations and develop their understanding of scientific theories related
to the connections between cells and systems in animals and plants; chemical reactions, with a particular
focus on acid-base reactions; forces that affect climate and climate change; and the interaction of light and
matter. PREREQUISITE: Science, Grade 9, Academic or Applied
SNC2P: Science, Grade 10 Applied

This course enables students to develop a deeper understanding of concepts in biology, chemistry, earth
and space science, and physics, and to apply their knowledge of science in real-world situations. Students
are given opportunities to develop further practical skills in scientific investigation. Students will plan and
conduct investigations into everyday problems and issues related to human cells and body systems;
chemical reactions; factors affecting climate change; and the interaction of light and matter.
PREREQUISITE: Science, Grade 9, Academic or Applied
SNC3E Science—Grade 11, Workplace

This course provides students with the science-related knowledge and skills they need to help them make
informed decisions in the workplace and in their personal lives. Students will explore a range of topics,
including materials and safety; electrical circuits; micro-organisms, the human immune system and
defenses against disease; and the impact of humans on the environment., Emphasis is placed on relating
these topics directly to students’ experiences both in the world of work and in daily life. PREREQUISITE:
SNC4E Science—Grade 12, Workplace

This course provides students with fundamental science knowledge and workplace skills needed to prepare
them for success beyond secondary school. Students will explore hazards in the workplace, chemicals in
consumer products, disease and its prevention, electricity at home and at work, and nutritional science.
Emphasis is placed on current topics in science and relevant, practical activities that develop students’
literacy and mathematical literacy skills and enhance their scientific literacy. PREREQUISITE: Science,
Grade 10, Applied, or a Grade 10 locally developed compulsory credit (LDCC) course in science
BIOLOGY
SBI3U Biology—Grade 11, University
This course furthers students’ understanding of the processes that occur in biological systems. Students
will study theory and conduct investigations in the areas of biodiversity; evolution; genetic processes; the
structure and function of animals; and the anatomy, growth, and function of plants. The course focuses on
the theoretical aspects of the topics under study, and helps students refine skills related to scientific
investigation. PREREQUISITE: S science, Grade 10, Academic
SBI3C Biology—Grade 11, College

This course focuses on the processes that occur in biological systems. Students will learn concepts and
theories as they conduct investigations in the areas of cellular biology, microbiology, genetics, the anatomy
of mammals, and the structure of plants and their role in the natural environment. Emphasis will be placed
on the practical application of concepts, and on the skills needed for further study in various branches of
the life sciences and related fields. PREREQUISITE: Science, Grade 10, Academic or Applied
Page 58
SBI4U Biology—Grade 12, University

This course provides students with the opportunity for in-depth study of the concepts and processes that
occur in biological systems. Students will study theory and conduct investigations in the areas of
biochemistry, metabolic processes, molecular genetics, homeostasis, and population dynamics. Emphasis
will be placed on the achievement of detailed knowledge and the refinement of skills needed for further
study in various branches of the life sciences and related fields. PREREQUISITE: Biology, Grade 11,
University Preparation
CHEMISTRY
SCH3U Chemistry—Grade 11, University
This course enables students to deepen their understanding of chemistry through the study of the
properties of chemicals and chemical bonds; chemical reactions and quantitative relationships in those
reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases. Students will
further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as
well as the impact of some common chemical reactions on society and the environment.
PREREQUISITE: Science, Grade 10, Academic
SCH4U Chemistry—Grade 12, University

This course enables students to deepen their understanding of chemistry through the study of organic
chemistry, the structure and properties of matter, energy changes and rates of reaction, equilibrium in
chemical systems, and electrochemistry. Students will further develop their problem-solving and
investigation skills as they investigate chemical processes, and will refine their ability to communicate
scientific information. Emphasis will be placed on the importance of chemistry in everyday life and on
evaluating the impact of chemical technology on the environment. PREREQUISITE: Chemistry, Grade 11,
SCH4C Chemistry—Grade 12, College

This course enables students to develop an understanding of chemistry through the study of matter and
qualitative analysis, organic chemistry, electrochemistry, chemical calculations, and chemistry as it relates
to the quality of the environment. Students will use a variety of laboratory techniques, develop skills in data
collection and scientific analysis, and communicate scientific information using appropriate terminology.
Emphasis will be placed on the role of chemistry in daily life and the effects of technological applications
and processes on society and the environment. PREREQUISITE: Science, Grade 10, Academic or Applied
PHYSICS
SPH3U Physics—Grade 11, University

This course develops students’ understanding of the basic concepts of physics. Students will explore
kinematics, with an emphasis on linear motion; different kinds of forces; energy transformations; the
properties of mechanical waves and sound; and electricity and magnetism. They will enhance their
scientific investigation skills as they test laws of physics. In addition, they will analyze the
interrelationships between physics and technology, and consider the impact of technological applications
of physics on society and the environment. PREREQUISITE: Science, Grade 10, Academic
SPH4U Physics—Grade 12, University

This course enables students to deepen their understanding of physics concepts and theories. Students
will continue their exploration of energy transformations and the forces that affect motion, and will
investigate electrical, gravitational, and magnetic fields and electromagnetic radiation. Students will also
explore the wave nature of light, quantum mechanics, and special relativity. They will further develop their
scientific investigation skills, learning, for example, how to analyze, qualitatively and quantitatively, data
relating to a variety of physics concepts and principles. Students will also consider the impact of
technological applications of physics on society and the environment. PREREQUISITE: Physics, Grade 11,
Page 59
PHYSICS CONT’D
SPH4C Physics—Grade 12, College This course develops students’ understanding of the basic
concepts of physics. Students will explore these concepts with respect to motion; mechanical, electrical,
electromagnetic, energy transformation, hydraulic, and pneumatic systems; and the operation of commonly
used tools and machines. They will develop their scientific investigation skills as they test laws of physics
and solve both assigned problems and those emerging from their investigations. Students will also
consider the impact of technological applications of physics on society and the environment.
ENVIRONMENTAL SCIENCE
SVN3E Environmental Science, Grade 11, Workplace Preparation (B.S.C.H.S.)
This course provides students with the fundamental knowledge of and skills relating to environmental
science that will help them succeed in work and life after secondary school. Students will explore a range of
topics, including the impact of human activities on the environment; human health and the environment;
energy conservation; resource science and management; and safety and environmental responsibility in
the workplace. Emphasis is placed on relevant, practical applications and current topics in environmental
science, with attention to the refinement of students’ literacy and mathematical literacy skills as well as the
development of their scientific and environmental literacy. PREREQUISITE: Science, Grade 9, Academic or
Applied, or a Grade 9 or 10 locally developed compulsory credit (LDCC) course in science
The DR Experience
Page 60
SOCIAL SCIENCES AND HUMANITIES
HPC3O Parenting—Grade 11, Open (S.J.H.S.)

This course focuses on the skills and knowledge needed to promote the positive and healthy nurturing of
children, with particular emphasis on the critical importance of the early years to human development.
Students will learn how to meet the developmental needs of young children, communicate and discipline
effectively, and guide early behaviour. They will have practical experiences with infants, toddlers, and
preschoolers, and will learn skills in researching and investigating questions relating to parenting.
PREREQUISITE: None
HSP3M Introduction to Anthropology, Psychology and Sociology—Grade 11, University

This course introduces the theories, questions, and issues that are the major concerns of anthropology,
psychology and sociology. Students will develop an understanding of the way social scientists approach
the topics they study and the research methods they employ. Students will be given opportunities to
explore theories from a variety of perspectives and to become familiar with current thinking on a range of
issues that have captured the interest of classical and contemporary social scientists in the three
disciplines. PREREQUISITE: None.
HHS4M Individuals and Families in a Diverse Society—Grade 12, University/College

(B.S.C.H.S.)
This course applies current theories and research from the disciplines of anthropology, psychology, and
sociology to the study of individual development, family behaviour, intimate and parent-child relationships,
and the ways in which families interact within the diverse Canadian society. Students will learn the
interpersonal skills required to contribute to the well-being of families, and the investigative skills required
to conduct and evaluate research about individuals and families.
PREREQUISITE: Any University, university/college, or college preparation course in social sciences and
humanities, English, or Canadian and world studies.
HSB4M Challenge and Change in Society—Grade 12, University/College (S.J.H.S.)

This course examines the theories and methodologies used in anthropology, psychology, and sociology to
investigate and explain shifts in knowledge, attitudes, beliefs, and behaviour and their impact on society.
Students will analyze cultural, social, and biological patterns in human societies, looking at the ways in
which those patterns change over time. Students will also explore the ideas of classical and contemporary
social theorists, and will apply those ideas to the analysis of contemporary trends. PREREQUISITE: Any
university, university/college, or college preparation course in Social Sciences and Humanities, English or
Canadian and World Studies
HIP3E Managing Personal Resources (B.S.C.H.S.)

This course prepares students for living independently and working successfully with others. Students
learn to manage their personal resources (Including talent, money, and time), to develop interpersonal
skills, and to understand economic influences on workplace issues, in order to make wise and responsible
personal, as well as occupational, choices. The course emphasizes the achievement of expectations
through practical experiences and introduces students to skills used in researching and investigating
resource management.
HPD4E Parenting and Human Development (B.S.C.H.S.)

This course prepares students for occupations involving older children, and for the responsibility of
parenting, with emphasis on school-age children and adolescent children, Students will learn, through
practical experience in the community, how early child development affects later development, success in
school, and personal and social well-being throughout life, and how children and parents change over time.
This course also develop students’ skills in researching and investigating various aspects of parenting and
human development.
Page 61
SOCIAL SCIENCES AND HUMANITIES CONT’D
PHILOSOPHY
HZT4U Philosophy: Questions and Theories—Grade 12, University (B.S.C.H.S.)
This course addresses three (or more) of the main areas of philosophy: metaphysics, logic, epistemology,
ethics, social and political philosophy, and aesthetics. Students will learn critical-thinking skills, the main
ideas expressed by philosophers from a variety of the world’s traditions, how to develop and explain their
own philosophical ideas, and how to apply those ideas to contemporary social issues and personal
experiences. The course will also help students refine skills used in researching and investigating topics in
philosophy. PREREQUISITE: Any university or university/college preparation course in Social Sciences
and Humanities, English, or Canadian and World Studies.
Page 62
COMPUTER STUDIES
ICS3C ISC4C
Introduction to Computer Computer Programming
Programming, Grade 11, College Grade 12, College
ICS2O
Introduction to Computer Studies,
Grade 10, Open
ISC4U
ICS3U
Computer Science
Introduction to Computer Science
Grade 11 University
ICS2O Introduction to Computer Studies, Grade 10, Open (B.S.C.H.S.)

This course introduces students to computer programming. Students will plan and write simple com-
puter programs by applying fundamental programming concepts, and learn to create clear and maintain-
able internal documentation. They will also learn to manage a computer by studying hardware configu-
rations, software selection, operating system functions, networking, and safe computing practices. Stu-
dents will also investigate the social impact of computer technologies, and develop an understanding of
environmental and ethical issues related to the use of computers. PREREQUISITE: None
ICS3C Introduction to Computer Programming, Grade 11, College Preparation (B.S.C.H.S.)

This course introduces students to computer programming concepts and practices. Students will write
and test computer programs, using various problem-solving strategies. They will learn the fundamentals
of program design and apply a software development life-cycle model to a software development pro-
ject. Students will also learn about computer environments and systems, and explore environmental
issues related to computers, safe computing practices, emerging technologies, and postsecondary op-
portunities in computer-related fields. PREREQUISITE: None
ICS3U Introduction to Computer Science, Grade 11, University Preparation (B.S.C.H.S.)

This course introduces students to computer science. Students will design software independently and
as part of a team, using industry-standard programming tools and applying the software development
life-cycle model. They will also write and use subprograms within computer programs. Students will
develop creative solutions for various types of problems as their understanding of the computing envi-
ronment grows. They will also explore environmental and ergonomic issues, emerging research in com-
puter science, and global career trends in computer-related fields. PREREQUISITE: None
ICS4C Computer Programming, Grade 12, College Preparation (B.S.C.H.S.)

This course further develops students’ computer programming skills. Students will learn object-oriented
programming concepts, create object-oriented software solutions, and design graphical user interfaces.
Student teams will plan and carry out a software development project using industry-standard program-
ming tools and proper project management techniques. Students will also investigate ethical issues in
computing, and expand their understanding of environmental issues, emerging technologies, and com-
puter-related careers.
PREREQUISITE: Introduction to Computer Programming, Grade 11, College Preparation
ISC4U Computer Science, Grade 12, University Preparation (B.S.C.H.S.)

This course enables students to further develop knowledge and skills in computer science. Students
will use modular design principles to create complex and fully documented programs, according to in-
dustry standards. Student teams will manage a large software development project, from planning
through to project review. Students will also analyze algorithms for effectiveness. They will investigate
ethical issues in computing and further explore environmental issues, emerging technologies, areas of
research in computer science, and careers in the field.
PREREQUISITE: Introduction to Computer Science, Grade 11, University Preparation
Page 63
INTERDISCIPLINARY STUDIES
IDC4U Interdisciplinary Studies (Yearbook), Grade 12, University

This course specifically addresses the multi-faceted needs of beginning journalism students by introducing
them to all phases of yearbook production. Students will demonstrate skills in the specific skills of
journalism, including layout and design, photography and publishing. An integral part of this course will be
the demonstrable production of newsletters and a school yearbook. These class-based activities are
envisaged as providing students with experience in the actual journalism concerns of interviewing, reporting,
meeting deadlines and producing a publication. The course will include studies of the following units:
- Concept Coverage
- Book and Ad Sales Reporting
- Writing
- Basic Design
- Graphic Design
- Photography
- Desktop Publishing
This course may have an interview and paper requirement before entering.
Page 64
TECHNOLOGICAL EDUCATION
TIJ1O Exploring Technologies, Grade 9, Open

This course enables students to further explore and develop technological knowledge and skills introduced
in the elementary science and technology program. Students will be given the opportunity to design and
create products and/or provide services related to the various technological areas or industries, working with
a variety of tools, equipment, and software commonly used in industry. Students will develop an awareness
of environmental and societal issues, and will begin to explore secondary and postsecondary education and
training pathways leading to careers in technology-related fields. PREREQUISITE: None
COMMUNICATIONS TECHNOLOGY
TGJ3M TGJ4M
TGJ2O Communications Technology Communications Technology
Communications Technology Grade 11, University/College Grade 12, University/College
Grade 10, Open
TGJ3O
Communications Technology
Broadcast & Print Production
Grade 11, Open
TGJ2O Communications Technology—Grade 10, Open (B.S,C.H.S.)

This course introduces students to communications technology from a media perspective. Students will
work in the areas of TV/video and movie production, radio and audio production, print and graphic
communications, photography, and animation. Student projects may include computer-based activities
such as creating videos, editing photos, working with audio, cartooning, developing animations, and
designing web pages. Students will also develop an awareness of environmental and societal issues related
to communications technology and explore secondary and postsecondary education and training pathways
and career opportunities in the various communications technology fields. PREREQUISITE: None
TGJ3O Communications Technology: Broadcast and Print Production, Grade 11, Open (B.S.C.H.S.)
This course enables students to develop knowledge and skills in the areas of graphic communication,
printing and publishing, audio and video production, and broadcast journalism. Students will work both
independently and as part of a production team to design and produce media products in a project-driven
environment. Practical projects may include the making of signs, yearbooks, video and/or audio
productions, newscasts, and documentaries. Students will also develop an awareness of related
environmental and societal issues and explore secondary and postsecondary education and training
pathways and career opportunities in the various communications technology fields.
PREREQUISITE: None
TGJ3M Communications Technology—Grade 11, University/College

This course examines communications technology from a media perspective. Students will develop
knowledge and skills as they design and produce media projects in the areas of live, recorded, and graphic
communications. These areas may include TV, video, and movie production; radio and audio production;
print and graphic communications; photography; digital imaging; broadcast journalism; and interactive
new media. Students will also develop an awareness of related environmental and societal issues and
explore college and university programs and career opportunities in the various communications
technology fields. PREREQUISITE: None
Page 65
COMMUNICATIONS TECHNOLOGY cont’d
TGJ4M Communications Technology—Grade 12, University/College

This course enables students to further develop media knowledge and skills while designing and producing
projects in the areas of live, recorded, and graphic communications. Students may work in the areas of TV,
video, and movie production; radio and audio production; print and graphic communications; photography;
digital imaging; broadcast journalism; and interactive new media. Students will also expand their
awareness of environmental and societal issues related to communications technology and will investigate
career opportunities and challenges in a rapidly changing technological environment.
PREREQUISITE: Communications Technology, Grade 11, University/College Preparation
COMPUTER TECHNOLOGY
TEJ2O Computer Technology, Grade 10, Open (S.J.H.S.)

This course introduces students to computer systems, networking, and interfacing, as well as electronics
and robotics. Students will assemble, repair, and configure computers with various types of operating
systems and application software. Students will build small electronic circuits and write computer
programs to control simple peripheral devices or robots. Students will also develop an awareness of
environmental and societal issues related to the use of computers, and learn about secondary and
postsecondary pathways to careers in computer technology. PREREQUISITE: None
TEJ3E Computer Technology, Grade 11, Workplace Preparation

This course enables students to develop knowledge and skills related to computer hardware, networks,
operating systems, and other software. Students will use utility and application software and learn proper
procedures for installing, maintaining, and troubleshooting computer systems and networks. Students will
develop an awareness of environmental and societal issues related to the use of computers, and will learn
about apprenticeships and other employment opportunities in the field of computer technology that they
may choose to pursue after graduation. PREREQUISITE: None
TEJ3M Computer Engineering Technology, Grade 11, University/College Preparation

This course examines computer systems and control of external devices. Students will assemble
computers and small networks by installing and configuring appropriate hardware and software. Students
will develop knowledge and skills in electronics, robotics, programming, and networks, and will build
systems that use computer programs and interfaces to control and/or respond to external devices.
Students will develop an awareness of environmental and societal issues related to the use of computers,
and will learn about college and university programs leading to careers in computer engineering.
PREREQUISTIE: None
TEJ4E Computer Technology, Grade 12, Workplace Preparation

This course enables students to further develop their practical understanding of computer hardware,
software, networks, and operating systems. Students will use utility and application software, and will
follow proper procedures for installing, maintaining, and troubleshooting computer systems and networks.
In addition to demonstrating an understanding of the ethical use and environmental effects of computers,
students will develop marketable skills and assess career opportunities in the field.
PREREQUISITE: Computer Technology, Grade 11, Workplace Preparation
TEJ4M Computer Engineering Technology, Grade 12, University/College Preparation

This course extends students’ understanding of computer systems and computer interfacing with external
devices. Students will assemble computer systems by installing and configuring appropriate hardware and
software, and will learn more about fundamental concepts of electronics, robotics, programming, and
networks. Students will examine environmental and societal issues related to the use of computers, and
explore postsecondary pathways leading to careers in computer engineering and related fields.
PREREQUISITE: Computer Engineering Technology, Grade 11, University/College Preparation
Page 66
CONSTRUCTION TECHNOLOGY
TCJ3C TCJ4C
Construction Engineering Construction Engineering
Technology, Grade 11 College Technology, Grade 12, College
TCJ2O
Construction Technology
Grade 10, Open TCJ3E TCJ4E
Construction Technology Construction Technology,
Grade 11, Workplace Grade 12, Workplace
TCJ2O Construction Technology—Grade 10, Open

This course introduces students to building materials and processes through opportunities to design and
build various construction projects. Students will learn to create and read working drawings; become
familiar with common construction materials, components, and processes; and perform a variety of
fabrication, assembly, and finishing operations. They will use a variety of hand and power tools and apply
knowledge of imperial and metric systems of measurement, as appropriate. Students will develop an
awareness of environmental and societal issues related to construction technology, and will explore
secondary and postsecondary pathways leading to careers in the industry. PREREQUISITE: None
TCJ3C Construction Engineering Technology, Grade 11, College Preparation

This course focuses on the development of knowledge and skills related to residential construction.
Students will gain hands on experience using a variety of construction materials, processes, tools, and
equipment; learn about building design and planning construction projects; create and interpret working
drawings and sections; and learn how the Ontario Building Code and other regulations and standards apply
to construction projects. Students will also develop an awareness of environmental and societal issues
related to construction technology, and explore career opportunities in the field. PREREQUISITE: None
TCJ3E Construction Technology, Grade 11, Workplace Preparation

This course enables students to develop technical knowledge and skills related to carpentry, masonry,
electrical systems, heating and cooling, and plumbing for residential construction. Students will gain hands
on experience using a variety of materials, processes, tools, and equipment to design, lay out, and build
projects. They will create and read technical drawings, learn construction terminology, interpret building
codes and regulations, and apply mathematical skills as they develop construction projects. Students will
also develop an awareness of environmental and societal issues related to construction technology, and
explore postsecondary and career opportunities in the field. PREREQUISITE: None
TCJ4C Construction Engineering Technology, Grade 12, College Preparation

This course enables students to further develop knowledge and skills related to residential construction
and to explore light commercial construction. Students will gain hands on experience using a variety of
materials, processes, tools, and equipment and will learn more about building design and project planning.
They will continue to create and interpret construction drawings and will extend their knowledge of
construction terminology and of relevant building codes and regulations, as well as health and safety
standards and practices. Students will also focus on environmental and societal issues related to
construction engineering technology, and explore career opportunities in the field.
PREREQUISITE: Construction Engineering Technology, Grade 11, College Preparation
Page 67
CONSTRUCTION TECHNOLOGY (cont’d)
TCJ4E Construction Technology—Grade 12, Workplace

This course enables students to further develop technical knowledge and skills related to residential
construction and to explore light commercial construction. Students will continue to gain hands on
experience using a variety of materials, processes, tools, and equipment; create and interpret construction
drawings; and learn more about building design and project planning. They will expand their knowledge of
terminology, codes and regulations, and health and safety standards related to residential and light
commercial construction. Students will also expand their awareness of environmental and societal issues
related to construction technology and explore entrepreneurship and career opportunities in the industry
that may be pursued directly after graduation.
PREREQUISITE: Construction Technology, Grade 11, Workplace Preparation
HEALTH CARE
TPJ3C Health Care, Grade 11, College Preparation (B.S.C.H.S.)
This course focuses on the development of knowledge and skills that will benefit students planning a
career in the health care field. Students will learn about human anatomy and physiology, homeostasis, vital
signs, disease prevention and treatment, how lifestyle choices affect health and well-being, and
conventional and complementary methods of disease prevention and treatment. Students will develop an
awareness of health and safety issues, environmental and societal issues related to health care, and career
opportunities in the field. PREREQUISITE: None
TPJ4C Health Care, Grade 12, College Preparation (B.S.C.H.S.)

This course focuses on the development of clinical skills needed to assess general health status. Students
will learn about accepted health care practices and about how to perform various basic procedures, using
appropriate instruments and equipment. They will learn about the human immune system, pathology, and
disease prevention and treatment. Students will also expand their awareness of workers’ health and safety
TPJ4E Health Care: Support Services, Grade 12, Workplace Preparation (B.S.C.H.S.)
This course enables students to develop the basic skills needed for careers in a range of health care sup-
port services. Students will practice and apply a variety of clinical procedures and infection control skills as
they learn about principles of infection control, service excellence, and the nature of the health care indus-
try. . Students will also investigate workers’ health and safety issues, environmental and societal issues
related to health care, and career opportunities in the field. PREREQUISITE: None
HAIRSTYLING AND AESTHETICS
TXJ3E Hairstyling and Aesthetics, Grade 11, Workplace Preparation (S.J.H.S.)

This course enables students to develop knowledge and skills in cosmetology and offers a variety of appli-
cations that will equip students to provide services for a diverse clientele. Students identify trends in the
hairstyling and aesthetics industry, learn about related health and safety laws, and expand their communi-
cation and interpersonal skills through interactions with peers and clients. Students consider environ-
mental and societal issues related to the industry and acquire a more detailed knowledge of apprentice-
ships and direct entry work positions. PREREQUISITE: None
Page 68
HOSPITALITY AND TOURISM
TFJ2O Hospitality and Tourism, Grade 10, Open (B.S.C.H.S.)

This course provides students with opportunities to explore different areas of hospitality and tourism, as
reflected in the various sectors of the tourism industry, with an emphasis on food service. Students will
study culinary techniques of food handling and preparation, health and safety standards, the use of tools
and equipment, the origins of foods, and event planning, and will learn about tourism attractions across
Ontario. Students will develop an awareness of related environmental and societal issues and will explore
secondary and postsecondary pathways leading to careers in the tourism industry.
PREREQUISITE: None
TFJ3E Hospitality and Tourism, Grade 11, Workplace Preparation (S.J.H.S.)

This course enables students to acquire knowledge and skills related to the food and beverage services
sector of the tourism industry. Students will learn how to prepare, present, and serve food using a variety of
tools and equipment and will develop an understanding of the fundamentals of providing high quality ser-
vice to ensure customer satisfaction and the components of running a successful event or activity. Stu-
dents will develop an awareness of health and safety practices, environmental and societal issues, and ca-
reer opportunities in the food and beverage services sector. PREREQUISITE: None
TFJ3C Hospitality and Tourism, Grade 11, College Preparation

This course enables students to develop or expand knowledge and skills related to hospitality and tourism,
as reflected in the various sectors of the tourism industry. Students will learn about preparing and present-
ing food, evaluating facilities, controlling inventory, and marketing and managing events and activities, and
will investigate customer service principles and the cultural and economic forces that drive tourism trends.
Students will develop an awareness of health and safety standards, environmental and societal issues, and
career opportunities in the tourism industry. PREREQUISITE: None
TFJ4E Hospitality and Tourism, Grade 12, Workplace Preparation (S.J.H.S.)

This course enables students to further develop knowledge and skills related to the food and beverage ser-
vices sector of the tourism industry. Students will demonstrate proficiency in using food preparation and
presentation tools and equipment; plan nutritious menus, create recipes, and prepare and present finished
food products; develop customer service skills; and explore event and activity planning. Students will ex-
pand their awareness of health and safety practices, environmental and societal issues, and career oppor-
tunities in the food and beverage services sector.
PREREQUISITE: Hospitality and Tourism, Grade 11, Workplace Preparation
TFJ4C Hospitality and Tourism, Grade 12, College Preparation

This course enables students to further develop knowledge and skills related to the various sectors of the
tourism industry. Students will demonstrate advanced food preparation and presentation skills; increase
health and wellness knowledge; develop tourism administration and management skills; design and imple-
ment a variety of events or activities; and investigate principles and procedures that contribute to high-
quality customer service. Students will expand their awareness of health and safety issues, environmental
and societal issues, and career opportunities in the tourism industry.
PREREQUISITE: Hospitality and Tourism, Grade 11, College Preparation
Page 69
TECHNOLOGICAL DESIGNS
TDJ3M TDJ4M
Technological Design Technological Design
Grade 11, University/College Grade 12, University/College
TDJ3M Technological Design, Grade 11, University/College (B.S.C.H.S.)

This course examines how technological design is influenced by human, environmental, financial, and ma-
terial requirements and resources. Students will research, design, build, and assess solutions that meet
specific human needs, using working drawings and other communication methods to present their design
ideas. They will develop an awareness of environmental, societal, and cultural issues related to technologi-
cal design, and will explore career opportunities in the field, as well as the college and/or university pro-
gram requirements for them. PREREQUISITE: None
TDJ4M Technological Design, Grade 12, University/College (B.S.C.H.S.)

This course introduces students to the fundamentals of design advocacy and marketing, while building on
their design skills and their knowledge of professional design practices. Students will apply a systematic
design process to research, design, build, and assess solutions that meet specific human needs, using il-
lustrations, presentation drawings, and other communication methods to present their designs. Students
will enhance their problem solving and communication skills, and explore career opportunities and the
postsecondary education and training requirements for them.
PREREQUISITE: Technological Design, Grade 11, University/College Preparation
Page 70
St. Joseph’s
Joseph's High School
Course
Course
Calendar
Calendar
2009-2011
2009-2011
–2008
TRANSPORTATION TECHNOLOGY
TRANSPORTATION TECHNOLOGY
TTJ2O Transportation Technology, Grade 10, Open
This course requires students to build projects and to learn service procedures related to different
TTJ2O Transportation
modes of transportation. Students Technology,
will learn aboutGrade 10,systems
support Open for transporting people and prod-
This
ucts; course introduces
measurement students
systems to the service
and methods; and maintenance
the analysis, design, andofconstruction
vehicles, aircraft, and/ortowatercraft.
of a system convert
Students
and makewill develop
practical knowledge
use of energyand skills
; the relatedoftomajor
function the construction and operation
vehicle system components;of vehicle/craft
the impact sys-
of
tems and learnsystems
transportation maintenance
on theand repair techniques.
environment; Student projects
communication may
skills; and include the construction
transportation-related of a
careers.
self-propelled
PREREQUISITE: vehicle
None or craft, engine service, tire/wheel service, electrical/battery service, and proper
body care. Students will develop an awareness of related environmental and societal issues and will ex-
plore secondary and postsecondary pathways leading to careers in the transportation industry.
PREREQUISITE: None
TTJ3O Transportation Technology: Vehicle Ownership, Grade 11, Open

This general interest course enables students to become familiar with the options and features of various
vehicles, issues of registration, and the legal requirements affecting vehicle owners. Students will also
learn about vehicle financing and insurance, vehicle maintenance, emergency procedures, and the re-
sponsibilities of being a vehicle owner. Students will develop an awareness of environmental and societal
issues related to vehicle ownership and use, and will explore career opportunities in the transportation
industry. PREREQUISITE: None
TTJ3C Transportation Technology, Grade 11, College

This course enables students to develop technical knowledge and skills as they study, test, service, and
repair engine, electrical, suspension, brake, and steering systems on vehicles, aircraft, and/or watercraft.
Students will develop communication and teamwork skills through practical tasks, using a variety of tools
and equipment. Students will develop an awareness of environmental and societal issues related to trans-
portation and will learn about apprenticeship and college programs leading to careers in the transporta-
tion industry. PREREQUISITE: None
TTJ4E Transportation Technology: Vehicle Maintenance, Grade 12, Workplace

(This course introduces students to the servicing, repair, and maintenance of vehicles through practical
applications. The course is appropriate for all students as a general interest course to prepare them for
future vehicle operation, care, and maintenance or for entry into an apprenticeship in the motive power
trades. Students will develop an awareness of environmental and societal issues related to transportation
and will learn about careers in the transportation industry and the skills and training required for them.
PREREQUISITE: None
TTJ4C Transportation Technology, Grade 12, College

This course enables students to further develop technical knowledge and skills as they study, test, ser-
vice, and repair engine management systems; power trains; steering/control, suspension, brake, and
body systems on vehicles, aircraft, and/or watercraft; and/or small engine products. Students will refine
communication and teamwork skills through practical tasks, using a variety of tools and equipment. Stu-
dents will expand their awareness of environmental and societal issues related to transportation and their
knowledge of apprenticeship and college programs leading to careers in the transportation industry.
PREREQUISITE: Transportation Technology, College Preparation, Grade
63
Page 71
VISION OF THE LEARNER
THE GRADUATE OF AN ONTARIO CATHOLIC SCHOOL IS EXPECTED
TO BE:
1. A discerning believer formed in the Catholic Faith community who cele-
brates the signs and sacred mystery of God's presence through word, sac-
rament, prayer, forgiveness, reflection and moral living.
2. An effective communicator who speaks, writes and listens honestly and
sensitively, responding critically in light of gospel values.
3. A reflective, creative and holistic thinker who solves problems and makes
responsible decisions with an informed moral conscience for the common
good.
4. A self-directed, responsible, lifelong learner who develops and demon-
strates their God-given potential.
5. A collaborative contributor who finds meaning, dignity and vocation in
work which respects the rights of all and contributes to the common good.
6. A caring family member who attends to family, school, parish, and the
wider community.
7. A responsible citizen who gives witness to Catholic social teaching by
promoting peace, justice and the sacredness of human life.
Page 72

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2009-2011

bishop smith Catholic ST. JOSEPH’S

INSPIRED BY OUR RICH HERITAGE AND CHALLENGED BY THE STRUGGLES

IN A SPIRIT OF FREEDOM, AFFIRMA- OPEN TO MYSTERY AND ENDLESS DISCOV-

This is what Yahweh asks of you: only this,

A Message From Our

Inspired by our rich heritage and challenged by the struggles of our

As Director of Education, let me express how truly thankful I am that

You are strongly encouraged to continually nurture your own gifted-

Yours in Catholic Education,

ADMINISTRATION & GENERAL INFORMATION

ST. JOSEPH’S HIGH SCHOOL

WHERE YOU CAN FIND US

SCHOOL MOTTO: SCIENTIA CUM AMICITIA

Board Chairperson………………..……………………………………...Andy Bray

YOUR SCHOOL’S TIMETABLE AND DAILY SCHEDULE

Students in Grade 12 will be permitted partial timetables if they have obtained

CHAPLAINCY & RELIGIOUS SERVICES

STUDENT CODE OF BEHAVIOUR

 be able to acknowledge God openly

CLASS PREPARATION AND PARTICIPATION

RESPECT FOR PROPERTY

ACCEPTABLE LANGUAGE AND BEHAVIOUR

RESPECT FOR PROPERTY AND OUR NEIGHBOURS

REGULATIONS CONCERNING STUDENT BEHAVIOUR

RETURNING FROM AN ABSENCE

2. Absent students have a responsibility to make up missed work and assignments.

AN OUTSIDE JOB IS NEVER AN ACCEPTABLE REASON TO MISS SCHOOL.

If you are illegally absent from class, you can expect:

RESPECT FOR THE LEARNING ENVIRONMENT OF OTHERS

Personal Electronic Devices (PED’s)

APPROPRIATE STANDARDS OF DRESS AND GROOMING

T-shirts with rude, vulgar or suggestive statements on them.

PHYSICAL EDUCATION DRESS

INAPPROPRIATE DISPLAYS OF AFFECTION

SKATEBOARDS AND ROLLER-SKATES

GUM CHEWING / CHEWING TOBACCO / SPITTING

DETENTIONS / SCHOOL COMMUNITY SERVICE

DETENTIONS TAKE PRIORITY OVER ALL OTHER SCHOOL ACTIVITIES INCLUDING

USE OF ALCOHOL OR DRUGS

STUDENT LOCKERS - SEARCHES

RESPECT FOR OTHERS

At St. Joseph's High School our respect for others also

ALLERGIES AND HEIGHTENED SENSITIVITIES

CONSEQUENCES OF NOT FULFILLING RESPONSIBILITIES

Online Resources for Students

Online Resource Internet Address Userid Pass-

Grades 6-9 http://infotrac.galegroup.com/itweb/ko_k12mddl_d52

Grades 9-12 http://infotrac.galegroup.com/itweb/ko_k12hs_d52

PROGRAM AND DIPLOMA REQUIREMENTS

ONTARIO SECONDARY SCHOOL DIPLOMA

Compulsory Credits (Total of 18) Optional Credits (Total of 12)

With the completion of our new Technology Wing at

ONTARIO SECONDARY SCHOOL CERTIFICATE

Compulsory Credits (Total of 7) Optional Credits (Total of 7)

 2 credits in English  7 credits selected by the student from

PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Alternative Ways of Earning Credits Towards the OSSD

40 Hours of Community Involvement

Provincial Secondary School Literacy Test and Course

Substitutions for Compulsory Courses

PROCEDURES FOR STUDENTS WHO FAIL OR WHO DO NOT COMPLETE COURESES

- The student repeats the course another semester or year.