Academic Calendar
15/16
Senior School Academic Calendar 2015-2016
120 HOWLAND AVENUE TORONTO, ON M5R 3B5 PHONE: 416.533.6724 FAX: 416.533.1340
MR. STEPHEN BEATTY ’86, HEADMASTER MR. PAUL O’LEARY, ASSISTANT HEADMASTER AND HEAD OF SENIOR SCHOOL
Photos: Tom Stevens, Tim Hutton, students, staff and friends of RSGC
TABLE OF CONTENTS INTRODUCTION 1 Our Vision, Mission & Objectives______________________________________________ About Us & Our Community_ ________________________________________________ The Secondary School Program______________________________________________ Learning until 18__________________________________________________________ Timetable_ ______________________________________________________________ Standards of Conduct_ ____________________________________________________ Student behaviour_________________________________________________________ Student Academic Conduct__________________________________________________ student attendance expectations______________________________________________ Ontario Secondary School Diploma Requirements_________________________________ Ontario Secondary School Certificate Requirements_______________________________ Certificate of Accomplishment Requirements_____________________________________ Definitions_ _____________________________________________________________ types of courses__________________________________________________________ Course Codes____________________________________________________________ Ontario Student Record (OSR)_ _____________________________________________ Ontario Student Transcript (OST)____________________________________________ Full Disclosure_ _________________________________________________________ Prior Learning Assessement and Recognition_____________________________________ Equivalency Credits_ ______________________________________________________ Prerequisite and Recommended Preparation______________________________________ Substitution for Compulsory Credits___________________________________________ Access to Outlines of courses of study_________________________________________ the provincial secondary school literacy requirement_ _____________________________ Music Certificates Accepted for Credit_________________________________________ Course Selection Process & Availability of Courses_______________________________ Course Add/Drops________________________________________________________ Assessment and Evaluation of Student Performance_______________________________ Late Policy______________________________________________________________ Evaluation Days_ _________________________________________________________ Reporting Student Achievement to Parents______________________________________ Recognition of Academic Achievement__________________________________________
1 1 2 2 2 4 5 7 8 10 11 11 11 12 13 14 14 14 15 15 15 16 16 16 18 18 18 19 22 23 23 24
ADDITIONAL INFORMATION 25 Community Involvement_____________________________________________________ Guidance________________________________________________________________ Library Services__________________________________________________________
25 26 28
ACADEMIC PROGRAM 29 Course load_____________________________________________________________ Enrichment______________________________________________________________ E-Learning______________________________________________________________
29 29 31
PROGRAM DESCRIPTIONS 32 Grade 9 program_ ________________________________________________________ Grade 10 program_________________________________________________________ Grade 11 program_ ________________________________________________________ Grade 12 program_________________________________________________________
32 36 41 50
ADDITIONAL SOURCES OF INFORMATION 63
INTRODUCTION Mission Statement To challenge and inspire each boy to become the best version of himself.
Our Values Our values are guiding beliefs and principles that inform our decision-making and behaviour throughout the College, from the boardroom to the classroom. • Known and Loved: Each boy is understood and valued. • Manners Maketh Men: We value manners and demonstrate respect through our actions. • The Power of Community: We believe in the power of collaboration, working together and building community. • Action with Integrity: We are guided by moral and ethical principles and are accountable for our actions. • Spirituality Matters: We celebrate our Anglican affiliation and nurture our boys’ spiritual lives. We are inclusive and supportive of our diverse and multi-faith community. • Learning Never Ends: We must continue to learn, ask important questions, explore new ideas and be responsive to changing needs.
About Us RSGC is a private boys’ day school located in a residential area in the heart of Toronto. The majority of our students live in the Greater Toronto Area and most senior school students travel to and from school by public transit. The school was founded in 1964 as an Anglican boys’ choir school. There are currently 288 students enrolled in the Senior School (grades 9–12) and 155 in the Junior School (grades 3-8). The school year runs from Labour Day to mid-June and is divided into two terms, with formal reports in early February and mid-June.
Our Community RSGC is distinguished by its people and by a reputation built on commitment and integrity. RSGC students are talented, spirited and focused; they seek and value the learning experiences that will support others and better themselves. Our teachers are skilled in their practice, dedicated and nurturing; they are passionate about their roles in education and in guiding young men. Parents and Old Boys actively maintain their connection to the school; they are committed to its mission and its time-honoured traditions.
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The Secondary School Program Diploma and Certificate Requirements Three types of recognition are granted to students, depending upon the number of credits and other requirements which they complete while in secondary school: the Ontario Secondary School Diploma (OSSD); Ontario Secondary School Certificate (OSSC); and the Certificate of Accomplishment (COA).
Ontario Scholar Upon graduation from high school, a student may be designated an Ontario Scholar if he satisfies both of the following requirements: he obtains an aggregate of at least 480 marks in any combination of ministry-approved, Grade 12 level courses that provide a total of six credits; and, he has been recommended by the school principal for the Ontario Secondary School Diploma (OSSD) in either the current school year or the previous school year. For more information on the Ontario Scholar designation, go to www.edu.gov.on.ca/extra/eng/ppm/53. html
Learning until 18 As per the current Ministry policies, it is their requirement that students in the province of Ontario remain in school until he has reached the age of 18 or obtained an Ontario Secondary School Diploma. RSGC strives to reach every student and help him achieve a successful outcome from the secondary school experience. Our commitment is to every student. This means both “raising the bar,” to encourage the absolute highest achievement from our students, and “closing the gap,” to ensure that we develop strategies to help every student learn, no matter their personal circumstances.
Timetable RSGC’s timetable consists of four 75-minute periods on a day 1, day 2 schedule (8 rotational blocks). For reporting purposes, the academic year is divided into two terms; however, most courses are taught from September through June. The exceptions are half-credit courses and semestered mathematics courses: MHF4U and MCV4U.
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Daily Schedule
There are four class periods each day. Students see their teachers on alternate days, based on a four-day schedule. Senior School students and teachers share a common lunch period. Homeroom (Term 1 only)
7:50 - 8:10 am
Period 1
8:15 - 9:30 am
Period 2
9:35 - 10:50 am
Assembly/Chapel/Advisors
10:50 - 11:10 am
Period 3
11:15 am - 12:30 pm
Lunch
12:30 - 1:20 pm
Period 4
1:25 - 2:40 pm
Thursday Evensong
2:40 - 3:10 pm
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Standards of Conduct Royal St. George’s College is a community of students, faculty, staff and parents dedicated to excellence in education; fostering personal and social growth in an environment of individual responsibility; the development of independence and self-discipline in each student; and the expansion of students’ interests and skills in many activities outside the classroom. In this community, students must feel safe, nurtured, welcomed, respected and free of intimidation, bullying and discrimination. The Code of Conduct is for parents and faculty as well as students. The following qualities are expected of each member of the Georgian Community and have guided the development of our Code of Conduct: • Honesty, integrity and truthfulness • Respect for the rights, dignity and property of others regardless of their race, ancestry, colour, religion, age, sexual orientation or socioeconomic status • Courtesy and consideration for others • Good sportsmanship • Responsibility for one’s actions • Conflict resolution and assistance for those in need • Commitment to the ideals of the school and adherence to its rules Student Responsibilities: • Demonstrate a commitment and readiness to learn • Be punctual and maintain regular attendance • Maintain regular communication with teachers • Take responsibility for his actions • Adhere to the RSGC Academic Honesty Policy, Acceptable Use of Technology Agreement and all school rules Parent and Guardian Responsibilities: • Take an active role in supporting their son’s education by ensuring that he is prepared for learning • Ensure punctual and regular attendance • Report authorized absences and late arrivals promptly • Maintain ongoing communication with the school • Review the school Code of Conduct with their son and help him to follow school expectations Faculty and Staff Responsibilities: • Help students achieve, to the best of their ability, the development of self-worth, academic success and responsible citizenship • Maintain order and safety in the school and hold everyone to the highest standard of respectful and responsible behaviour • Communicate regularly and meaningfully with parents/guardians • Establish clear, fair, developmentally appropriate supports and interventions for appropriate student behaviour.
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Student Behaviour In accordance with the Georgian Code, all members of the Georgian Community are expected to behave respectfully toward others both in and out of the classroom. This includes fellow students, faculty, staff members, parents, neighbours and visitors to the College. The following constitute unacceptable conduct: 1. Lying and cheating 2. Plagiarism—the use of another’s material without proper acknowledgement 3. The use, possession or distribution of alcoholic beverages, or being under the influence of alcohol on school grounds or at any outside activities recognized as school functions (eg. sporting events, dances, excursions) 4. The possession or distribution of illegal drugs or being under the influence of illegal drugs 5. Vandalism, theft or disrespect for the property of others 6. Bullying, cyberbullying, discrimination and intimidation Disruptive behaviour will result in the following: Minor - Moderate Incidents: Will be dealt with directly by the teacher, coach or staff advisor Example: disruptive behaviour in class Major Incidents: Will be referred to the Dean of Students.
Disciplinary System As a general rule, the severity of consequences will be consistent with the nature and degree of the offence, although each case will be treated individually. No two actions or misdemeanors are exactly alike, nor are the needs of the people involved.
Discipline Committee Any student who is guilty of repeated violations of school rules or who is involved in a major incident that may result in expulsion will appear before a discipline committee. The committee will be comprised of two faculty members and a member of the Parents’ Guild. The student and his parent(s) are invited to be present at the hearing. They may also elect to have the student’s advisor present for counsel and a senior student as a student voice. The Dean of Students, in consultation with the Head of Senior School, will determine whether or not a referral will be made to a discipline committee. This disciplinary hearing will commence with the student being given the opportunity to explain his actions or involvement and answer questions from the committee members. At the end of the hearing, the committee will provide recommendations to the Headmaster. These recommendations may be accepted, rejected or modified by the Headmaster, who will make the final decision regarding disciplinary action.
Consequences Loss of Privileges: A student may have normal privileges withdrawn for a specified time period (eg. leaving school property, library use, leadership positions, participation in sports or other co-curriculars and attendance at social events). In-School Suspension: A student is required to be at school; however, he may not attend classes. Assignments due during this period may receive a mark of zero, but at the discretion of the teacher, may be handed in (with the corresponding late mark penalty) when the student is permitted to return to classes. Academic Calendar 2015-16 • Royal St. George’s College 5
Out-of-School Suspension: A student will be required to remain at home under the supervision of parents/ guardians for a specified period of time. Assignments due during this period may receive a mark of zero, but at the discretion of the teacher, may be handed in (with the corresponding late mark penalty) when the student is permitted to return to classes. Expulsion: A student will be withdrawn from the College.
Bullying Prevention and Intervention Bullying happens when one person (or a group of people) deliberately tries to upset another person by repeatedly saying or doing hurtful things. Bullying can happen on a physical (pushing, shoving, punching, kicking, tripping, etc.) or emotional level (isolating, ridiculing, teasing, name calling, making fun because some one is short, thin, small, fat, wears glasses, etc). The person who is being bullied believes he is powerless to stop this from happening regardless of what he does and usually feels humiliated by the behaviour. Bullying behaviour makes students feel scared, sad, angry and “small”. “I was just joking” will not be accepted as an excuse for bullying behaviour. Whether the bullying is direct or indirect, the key component of bullying occurs when the physical or psychological intimidation occurs repeatedly over time by the same or different individuals. If you are a target of bullying, the single biggest favour you can do for yourself is to come forward to a teacher, your advisor, the Dean of Students or the Head of Senior School. You have every right to stand up for yourself by informing an adult. Those who think you are “telling” are wrong and want you to be afraid. When you are afraid, you do not tell, when you do not tell, they have the power. Stand up for yourself and take the power back by speaking to a teacher or another adult you trust. Bullying will not be tolerated at RSGC. Disciplinary action will be taken against those found to be acting in a bullying or discriminatory manner and may include suspension or expulsion.
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Student Academic Conduct Academic Integrity RSGC makes every effort to ensure that students understand its academic integrity policy. It is the student’s individual responsibility to ensure an adherence to the letter and spirit of the school’s academic integrity policy. Students failing to adhere to these standards on examinations may be expelled; those guilty of academic dishonesty on term work or tests are subject to disciplinary action, up to and including expulsion. Incidents of academic dishonesty include cheating or a demonstrable intent to cheat on exams, tests or assignments. Cheating can constitute copying or paraphrasing the work of others without citation (plagiarism), viewing or using tests or exams without permission of the teacher, bringing information in any orm to the location of the exam or test without the permission of the instructor, sharing information in any form, including but not limited to, orally, by physical signs, by auditory signals, by electronic signals or by copying (or allowing to be copied) answers; or theft of the test or exam.
Roles and Responsibilities Teacher – If an incident of academic dishonesty is suspected, the teacher will assemble relevant evidence and interview the student. If the student has a satisfactory explanation, the process stops. If the student has no explanation and/or denies dishonesty, then the teacher will present the evidence to the Head of Senior School. Head of Senior School – The Head of Senior School will examine the evidence, interview the student(s) and inform parent(s). Parent(s) will be given notice of the particulars of the case at this point: what is alleged, what the policy is and what the potential outcomes are. The Head of Senior School will then determine whether the student is or is not guilty of academic dishonesty. The Head of Senior School will meet with the student and inform him of the decision and sanctions, and contact parents to inform them as well. If, based on balance of probabilities, the student is not guilty of academic dishonesty, the process ends and the student and his/her parent(s) are informed.
Consequences of Academic Dishonesty The consequences of academic dishonesty on any work, assignment or test, other than an examination, will be dependent upon the severity of the case of academic dishonesty, the student’s grade level and the student’s history of academic integrity policy infractions. The student may receive sanction(s) including, but not limited to: • A letter to the teacher demonstrating an understanding of the seriousness of cheating and of what to do the next time the student needs to make a decision about academic integrity • Alternative assessments or assignments graded or not to be graded • 50% of the graded evaluation • A zero grade • Suspension of one or more days • Expulsion
Second Offences In the event of a second offence, the Head of Senior School will meet with the student and his parent(s). The student will receive a grade of zero on the test or assignment and will be required to meet with the Disciplinary Committee to determine further sanctions and recommendations, up to and including expulsion. Repeated Offences - Such conduct will result in further sanctions up to and including expulsion. The frequency of infractions of the school’s academic integrity policy is tracked for the duration of the student’s attendance at RSGC. Academic Calendar 2015-16 • Royal St. George’s College 7
Student Attendance Expectations RSGC has a set of standards by which all members of the school are expected to abide. These expectations are intended to guide students and faculty alike in their activities within the school community. For our community to function successfully, we must all work together to support the aims of the school. None of these standards, however, is absolute. In all cases, common sense will prevail. This handbook provides students with an overview of our guidelines.
Attendance Policy Academic success is directly correlated with attendance and participation in class. Students are expected to attend all classes and school activities such as Chapel services, advisor meetings, assemblies, house league, spirit and activity days. Punctuality shows respect for peers, faculty and school. Students should strive to be on time for classes, Chapel, assemblies, special meetings and practices.
Unexplained Absences All students are expected to arrive on time and attend all scheduled classes. Any student who misses more than half of a class without a valid reason provided by a parent or legal guardian will be called to a conference with the Dean of Students. Any subsequent unexplained absences will lead to an in-school suspension. Third infractions will result in an out-of school suspension and a conference with the Head of School.
Late Arrival and Early Departures A student who is late for Period 1 (8:15 am) or who leaves before the school day ends must register with the office. Failure to produce a note or have a parent/guardian phone the office will result in consequences. We cannot dismiss a student without prior consent via written note or phone call.
Unexcused Lates Per Term Students who arrive after the commencement of any academic class must get a late slip from the attendance desk and will engage in a progressive response: 1. 2. 3. 4. 5.
Student advised by Dean of Students Student counseled by Dean of Students Student counseled and Advisor notified by Dean of Students Student cautioned of consequences and parents notified Tiered consequence to be initiated • Tier 1: Detention served • Tier 2: In-school suspension served for one day • Tier 3: Out-of school suspension served for one day • Tier 4: Conference with Headmaster and/or Head of School
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Daily Attendance The regular school day runs from 8:00 am to 2:40 pm and to 3:10 pm on Thursdays. If a student is absent from school, his parent/guardian must call the school at 416.533.6724, ext. 225. Please call in each day that the student is absent. All students must attend the morning Chapel/Assembly/Advisor session each day. Attendance at Chapel and Eucharist services is compulsory for students of all denominations. Every effort is made to include all members of the Georgian community during these services.
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Ontario Secondary School Diploma Requirements A student entering Grade 9 must complete the diploma requirements outlined by the Ontario Schools, Kindergarten to Grade 12, Policy and Program Requirements 2011 (OS) document.
To Earn the Diploma, an OSS Student Must: • Earn 18 compulsory credits • Earn 12 optional credits • Complete 40 hours of community involvement activities • Successfully complete the Ontario Secondary School Literacy Component
Compulsory Courses (Total of 18) • 4 credits in English (1 credit per grade) • 1 credit in French as a second language • 3 credits in mathematics (at least 1 credit in Grade 11 or 12) • 2 credits in science • 1 credit in Canadian history • 1 credit in Canadian geography • 1 credit in the arts • 1 credit in health and physical education • 0.5 credit in civics • 0.5 credit in career studies PLUS one credit from each of the following groups: GROUP 1: 1 additional credit in English, French as a second language,** a Native language, a classical or an international language, social sciences and the humanities, Canadian and world studies; guidance and career education or cooperative education.* GROUP 2: 1 additional credit in health and physical education, the arts, business studies, French as a second language** or cooperative education.* GROUP 3: 1 additional credit in science (Grade 11 or 12), technological education, French as a second language**, computer studies or cooperative education. * A maximum of 2 credits in cooperative education can count as compulsory credits. ** In groups 1, 2 and 3, a maximum of 2 credits in French as a second language can be counted as compulsory credits, one from group one and one from either group 2 or group 3.
Optional Credits (Total of 12) In addition to the 18 compulsory credits, students must earn 12 optional credits. Selection of optional courses will be determined by students’ planned career destination. Consultation with parents, classroom teachers, the Director of University Counselling and the Head of Senior School will help students determine the best optional courses for their educational program. To ensure thorough academic preparation, students are encouraged to explore a wide variety of optional courses and may choose to stay in secondary school beyond four years.
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Ontario Secondary School Certificate Requirements The Ontario Secondary School Certificate will be granted on request to students who leave school before earning the Ontario Secondary School Diploma provided they have earned a minimum of 14 credits, distributed as follows: Compulsory credits (total of 7) • 2 credits in English • 1 credit in Canadian geography or Canadian history • 1 credit in mathematics • 1 credit in science • 1 credit in health and physical education • 1 credit in the arts or technological education Optional credits (total of 7) • 7 credits selected by the student from available courses (Canada. Ministry of Education, Ontario. Policy and Program. Ontario Schools Kindergarten to Grade 12 : Policy and Program Requirements. Toronto: Ministry of Education, 2011. Print. Section 6.3 p 62).
Certificate Of Accomplishment Requirements Students who leave school before fulfilling the requirements for the Ontario Secondary School Diploma or the Ontario Secondary School Certificate may be granted a Certificate of Accomplishment. This certificate may be a useful means of recognizing achievement for students who plan to take certain vocational programs or other kinds of further training. Students who return to school to complete additional credit and non-credit courses will have their transcript updated but will not be issued a new Certificate of Accomplishment. The Ontario Secondary School Diploma or Ontario Secondary School Certificate will be granted when a student has fulfilled the appropriate requirements (Canada. Ministry of Education, Ontario. Policy and Program. Ontario Schools Kindergarten to Grade 12 : Policy and Program Requirements. Toronto: Ministry of Education, 2011. Print. Section 6.4 p 62).
Definitions Credit: A credit is awarded by the Ministry of Education for successful completion of 110 hours of study in an approved course (a half credit is 55 hours). Prerequisite Course: This is a course that is absolutely essential for the successful understanding of the subsequent course. If there is no prerequisite listed, none is required for that course. Suggested Prerequisite: This is a course recommended by a department as background preparation. Ontario Student Transcript (OST): The Ontario Student Transcript is the official record of a student’s scholastic achievement. Each course is listed along with the date of completion, the credit value and the mark achieved. Compulsory subjects are identified and the date that the diploma is earned is ultimately recorded. A permanent copy of the transcript remains with a student’s last high school. Ontario Student Record (OSR): The Ontario Student Record is the official record for a student. The OSR is maintained in the Guidance Office and contains achievement results, credits earned, diploma requirements completed and other information important to the education of the student. Students and their parents may examine the contents of the OSR. These records are protected by the Education Act and Freedom of Information legislation. Academic Calendar 2015-16 • Royal St. George’s College 11
Types of Courses Offered Grade 9 and 10 Courses The following two types of courses are offered in Grades 9 and 10: • Academic courses develop students’ knowledge and skills through the study of theory and abstract problems. These courses focus on the essential concepts of a subject and explore related concepts as well. They incorporate practical applications as appropriate. • Open courses, which comprise a set of expectations that are appropriate for all students, are designed to broaden students’ knowledge and skills in subjects that reflect their interests and prepare them for active and rewarding participation in society. They are not designed with the specific requirements of university, college or the workplace in mind. In Grades 9 and 10, students will select an appropriate combination of academic and open courses in order to add to their knowledge and skills, explore their interests and determine the type of educational program they are best suited to undertake in Grades 11 and 12. When selecting their courses in Grades 9 and 10, students are not expected to make binding decisions about a particular education or career pathway; however, they should try to ensure that they have the prerequisites required for future courses they plan to take (Canada. Ministry of Education,
Ontario. Policy and Program. Ontario Schools Kindergarten to Grade 12 : Policy and Program Requirements. Toronto: Ministry of Education, 2011. Print. Section 7.2.1 p 65).
Grade 11 and 12 Courses The following types of courses are offered in Grades 11 and 12: • University preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for university programs. • University/college preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for specific programs offered at universities and colleges. • Open courses, which comprise a set of expectations that are appropriate for all students, are designed to broaden students’ knowledge and skills in subjects that reflect their interests and prepare them for active and rewarding participation in society. They are not designed with the specific requirements of university, college or the workplace in mind. In Grades 11 and 12, students will focus increasingly on their individual interests, and will identify and prepare for their post-secondary pathways (Canada. Ministry of Education, Ontario. Policy and Program. Ontario Schools
Kindergarten to Grade 12 : Policy and Program Requirements. Toronto: Ministry of Education, 2011. Print. Section 7.2.2 p 66).
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Course Codes Course codes are adopted from the Ontario secondary school curriculum guidelines and can be interpreted as follows:
ENG1D
The Course English
The Year of Study Grade 9
The Course Type/ Destination Academic
Explanation of ENG1D: • The first three characters are from the Ministry’s list ENG-(English) of common course codes • The fourth character denotes the grade level 1 - Year 1 (Other options: 2-Grade 10; 3-Grade 11; 4-Grade 12; or for some languages courses: A, B, C, D • The fifth character describes the academic level D - Academic (Other options: see below) • The sixth character, when used, indicates a halfR - Half-credit course credit course • At RSGC, Advanced Placement courses are AP - Advanced Placement identified by adding the letters “AP” • University Preparation Courses - U To equip students with knowledge and skills for university entrance • University/College Preparation Courses - M To equip students with knowledge and skills for university or college entrance • College Preparation Courses - C To equip students with knowledge and skills for college entrance or for an apprenticeship program. • Workplace Preparation Courses - E To equip students with knowledge and skills for entry into the workforce directly after achieving the OSSD or for entrance into an apprenticeship program • Open Courses - O To broaden a student’s understanding of a given area of study. These courses are designed to complement the education of university-, college-, or workplace-bound students.
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Ontario Student Record (OSR) An information file containing report cards, an up-to-date transcript and other material pertinent to the student’s academic achievements, called the Ontario Student Record (OSR), is maintained by RSGC for each student enrolled and is retained for 55 years after graduation. A full policy document describing the Ontario Student Record can be found at http://www.edu.gov.on.ca/eng/document/curricul/osr/osr.html.
Ontario Student Transcript (OST) The Ontario Student Transcript (OST) was developed in 1983 to provide an official and consistent record of the Ontario secondary school credit courses successfully completed by a student. The OST is kept in the student’s Ontario Student Record (OSR), which is maintained in the school administration office. A parental request to review the OSR (with or without the student in attendance) may be made to the Head of Senior School. As of September 1999, all withdrawals after the course drop date from any Grade 11 or 12 course must be recorded on the OST. As well, any repeat of a course must also be recorded on the OST and the credit is awarded to the course attempt with the highest grade upon completion. The OST will include the following: • All Grade 9 and 10 courses successfully completed by the student, with percentage grades obtained and credits earned • All Grade 11 and 12 courses completed or attempted by the student, with percentage grades obtained and credits earned; • Identification of compulsory credits, including credits that are substitutions for compulsory credits identified by the ministry as diploma requirements • Confirmation that the student has completed the 40 hours of community service • Confirmation that the student has successfully completed the Ontario Secondary School Literacy Test (OSSLT) A full policy document describing the Ontario Student Transcript can be found at http://www.edu.gov.on.ca/eng/general/elemsec/ost/ost.html
Full Disclosure All courses coded with a 3 or 4 and a U, M, C or O designation are subject to the Full Disclosure Ministry Policy. All courses in which a student is registered five days after the issue of the January report will be recorded on a student’s transcript whether the course has been successfully completed or not. In addition, any repeated courses will be recorded on a student’s transcript. This information is to be made available to community colleges and universities for them to consider when making admission or scholarship decisions.
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Prior Learning Assessment and Recognition (PLAR) Prior learning includes the knowledge and skills that a student has acquired, in both formal and informal ways, outside of the secondary school setting. Where such learning has occurred, students may have their skills and knowledge evaluated against the expectations outlined in the provincial curriculum policy documents in order to earn credits towards the secondary school diploma. This formal evaluation and accreditation process is known as Prior Learning Assessment and Recognition (PLAR) and is only available in certain subject areas and to a maximum of four non-Grade 12 credits. RSGC does not offer PLAR credits at this time.
Policy for Granting Equivalency Credits It is the responsibility of the Head of Senior School to implement the policies and procedures related to the equivalency process. These must be consistent with the Ontario Ministry of Education’s policy (Ontario Schools, Kindergarten to Grade 12: Policy and Program Requirements, section 7.2.5). For regular day school students who are transferring from home schooling, a non-inspected private school or a school outside Ontario, principals will grant equivalency credits for placement purposes through the PLAR process, based on their evaluation of the student’s previous learning. The Principal of the receiving school will, in the process of deciding where the student should be placed, determine as equitably as possible the total credit equivalency of the student’s previous learning, and the number of compulsory and optional credits still to be earned. To ensure provincial consistency in establishing equivalency for students for placement purposes, the Principal will use as a guide, the table entitled Ontario Schools, Kindergarten to Grade 12: Policy and Program Requirements, Appendix 2: “Requirements for Students Transferring into Ontario Secondary Schools”, to determine the number of credits, including compulsory credits, that the student must earn, as well as other diploma requirements that the student must satisfy, in order to qualify for the Ontario Secondary School Diploma. In cases where an adult student or the parent of a student who is not an adult disagrees with the Principal’s placement decision for students transferring to an Ontario secondary school from a non-inspected private school or a school outside Ontario, the adult student or the parent may ask the appropriate Supervisory Officer to review the matter. The Principal will also ensure that all documentation relating to the granting of equivalency credits be kept in the student’s OSR and recorded in accordance with The Ontario Transcript (OST): Manual, 2010.
Prerequisite and Recommended Preparation Certain courses have prerequisites that must be completed before the course can be taken as mandated by the Ontario Ministry of Education. Where applicable, we have listed in the course descriptions additional recommended preparation that, in our experience, better indicates the desired level of academic background needed to succeed in the given course. Students wishing to take courses at the next grade level may need to obtain departmental permission and check course-specific prerequisites. For further information, they should consult the appropriate departmental description in this calendar. Note: In exceptional circumstances, the Head of Senior School may waive a prerequisite. This may be as a result of limited course offerings or evidence of suitable background knowledge that has been demonstrated by a student. Subject proficiency will be assessed in consultation with the department head. Appropriate documentation will be placed in the OSR when prerequisites are waived.
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Substitution for Compulsory Credits To ensure that all students can qualify for the OSSD, substitutions may be made for a limited number of compulsory credits. With permission, students may replace up to three credits (or the equivalent in halfcredits) with courses selected from the remaining courses offered by the College that met the requirements for compulsory credits. In all cases, the number of compulsory and optional credits will not be less than 30 to earn the OSSD. Substitutions will only be made to meet the special needs of students. Substitutions will be made after consultation between the student, his parents and the Head of Senior School. Each substitution will be noted in the Ontario Student Record.
Access to Outlines of Courses of Study The Instructional Leader retains on file, up-to-date copies of the outlines of courses of study for all courses offered at the school. These outlines of the courses of study must be available at the school for parents and students to examine. Information regarding access to these outlines may be obtained by contacting the school. Curriculum policy documents may be accessed through the Ministry of Education website at http://www.edu.gov.on.ca.
The Provincial Secondary School Literacy Requirement All students must successfully complete the Provincial Secondary School Literacy Requirement in order to ear an Ontario Secondary School Diploma. This requirement may be completed by: • Passing the Ontario Secondary School Liteacy Test or • Successfuly completing the Ontario Secondary School Literacy Course (OLC4O)
Grade 10 Literacy Test During the Grade 10 year, students will be given the opportunity to write the Ontario Secondary School Literacy Test (OSSLT). The successful completion of the OSSLT is a graduation requirement for all students. The literacy test evaluates students’ reading and writing skills based on curriculum expectations in language and communications developed to the end of Grade 9. Successful completion of the OSSLT is recorded on the Ontario Student Transcript.
Ontario Secondary School Literacy Course Students must pass the OSSLT or the Ontario School Secondary School Literacy Course (OSSLC) in order to graduate. In June 2004, policy was changed to grant principals the discretion to allow a student to enroll in the OSSLC before he has had a second opportunity to take the OSSLT, if the principal determines that it is in the best educational interests of the student. The credit earned for successfully completing the OSSLC may be used to meet the Grade 11 or the Grade 12 compulsory credit requirement in English. If used to meet the Grade 11 requirement, the course is coded OLC3O. If used to meet the Grade 12 requirement, the course is coded OLC4O. The credit may also be used to meet the group 1 compulsory credit requirement for the OSSD. Students should check admission requirements for postsecondary institutions since the OSSLC may not be accepted as the Grade 12 English entrance requirement for college or university programs. The OSSLC may be used as a substitution to meet the requirements for compulsory credits. 16 Academic Calendar 2015-16 • Royal St. George’s College
An adjudication process exists at the end of the school year to provide certain students with an additional opportunity to meet the literacy graduation requirement. These students include those who would otherwise be eligible to graduate in June but, through no fault of their own, have not been able to take advantage of the normal opportunities to write the OSSLT and/or have not been able to enroll in or complete the OSSLC, owing to unforeseen circumstances.
Accommodations, Deferrals and Exemptions for the Provincial Literacy Test Accommodations: The necessary accommodations must be made to ensure that students who are receiving special education programs and services and who have an Individual Education Plan (IEP) have a fair and equal opportunity to successfully complete the Ontario Secondary School Literacy Test. The accommodations made will be the same as those that are set out in the student’s IEP and/or that are available to the student in the course of his regular school work, including examinations and other forms of evaluation. While accommodations such as alternative forms of print and extra time are acceptable, the actual content of the OSSLT must not be altered. Deferrals: Students who might benefit from a deferral of the test may include students who have been identified as exceptional and students registered in English as a second language/ English literacy development (ESL/ELD) courses who have not yet acquired the level of proficiency in English required for successfully completing the test. If a parent or adult student requests a deferral, the Head of Senior School will determine whether or not a deferral should be granted and, if so, for what period of time. The Head of Senior School may also initiate consideration of a deferral. The Head of Senior School will make his decision in consultation with the parent or adult student and appropriate school staff. Exemptions: A student whose IEP indicates that he is not working towards the attainment of a secondary school diploma may, with parental consent and the approval of the Head of Senior School, be exempted from participating in the Ontario Secondary School Literacy Requirement (Literacy Test or Literacy Course). Students who do not successfully complete the Literacy requirement will not be able to receive a secondary school diploma. Should the learning expectations contained in the student’s IEP be revised at some point so as to allow the student to work towards the attainment of the secondary school diploma, the student would be expected to successfully complete the OSSLT or the Ontario Literacy Course. For further information go to www.edu.gov.on.ca/eng/document/policy/os/ONSchools.pdf
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Music Certificates Accepted for Credit 1. A maximum of one Grade 11 university/college preparation music credit may be awarded toward the OSSD for the successful completion of one of the follows: • Grade VII Practical and Intermediate Rudiments (formerly Grade I Rudiments) of the Royal Conservatory of Music, Toronto, Ontario • Grade VII Practical and Grade III Theory of Conservatory Canada, London, Ontario • Collegial I Practical and Collegial I Theory of any conservatory of music in the province of Quebec • Grade V Practical and Grade III Theory of Trinity College London, England • Grade VII Practical and Grade VI Theory of the Royal Schools of Music, England 2. A maximum of one Grade 12 university/college preparation music credit may be awarded toward the OSSD for the successful completion of one of the follows: • Grade VIII Practical and Intermediate Rudiments (formerly Grade II Rudiments) of the Royal Conservatory of Music, Toronto, Ontario • Grade VIII Practical and Grade IV Theory of Conservatory Canada, London, Ontario • Collegial II Practical and Collegial II Theory of any conservatory of music in the province of Quebec • Grade VI Practical and Grade IV Theory of Trinity College London, England • Grade VIII Practical and Grade VII Theory of the Royal Schools of Music, England Please submit this document to the Head of Senior School so that the appropriate notation can be made on the Ontario Student Transcript (OST).
The Course Selection Process The course selection process is explained to students in grade meetings at the beginning of February. We also host an information meeting for parents toward the end of that month. Students are encouraged to consult with their parents, advisors, teachers, department heads and administrators as necessary to ensure that appropriate choices are made. Prior to the March break, students submit their course selections online via NetClassroom. The online system remains open for approximately 10 days, during which the students have the opportunity to reflect on these choices and further discuss them with their family members. Parents and advisors are asked to sign off on final course selections. Following this, teachers and department heads will review prospective course lists. Students are then approved for entry into the courses or are referred to the Head of Senior School for further counselling.
Availability of Courses RSGC has every intention of delivering the courses listed and described in this calendar. Our small school size and the number of unique, single-section courses offered place constraints on our timetable, this includes availability of teachers and classrooms. We, therefore, reserve the right to determine whether or not a course will actually run. To best meet the needs of our students, we base our staffing and scheduling decisions on an analysis of the best use of academic resources - faculty and facility - with student enrollment per course as our guide.
Course Add/Drop Procedure All course changes, additions and deletions must be made in consultation with the Head of Senior School. A timetable change is not official unless approved through this process. The last day on which a student may add a course is the first day of class following the Thanksgiving break. The last day on which a student may delete a course is the fifth day of class following the first report card. 18 Academic Calendar 2015-16 • Royal St. George’s College
Note: If a student in Grade 11 or 12 receives permission to withdraw from a course after this time, the student’s percentage grade at the time of the withdrawal will be entered in the OST and a “W” will appear in the “credit earned” column of the OST.
Assessment and Evaluation of Student Performance RSGC’s Assessment and Evaluation practices are aligned to the guidelines outlined in Growing Success Assessment, Evaluation and Reporting in Ontario Schools, 2010. The page numbers in this document refer specifically to the Growing Success document. 1. Purpose of Assessment and Evaluation The primary purpose of student assessment and evaluation is to improve student learning (p 6). The assessment and evaluation process involves the continual gathering and interpreting evidence of student learning in a way that promotes a positive learning experience and improves student learning. Teachers’ professional judgments are at the heart of effective assessment, evaluation and reporting of student achievement (p 8). • Students understand what the course expectations are, how they are to demonstrate achievement of the expectations and how the expectations are to be assessed and evaluated • Where possible, students are provided exemplars to demonstrate standards for their work • Achievement charts will be used as a reference point for what sets the standard of the achievement of the course expectations • Students will be provided with regular and continuous feedback to help identify the necessary steps to improve their work 2. Fundamental Principles of Assessment and Evaluation The assessment and evaluation policy is based on fundamental principles that guide the collection of meaningful information that will help inform instructional decisions, promote student engagement and improve student learning (p 6). To ensure that assessment, evaluation and reporting are fair, valid and reliable, and that they lead to the improvement of learning for all students, teachers use practices and procedures that: • Are fair, transparent and equitable for all students (p 6) • Support all students to show what they have learned (p 6) • Are carefully planned to relate to the curriculum expectations and learning goals, and as much as possible, to the interest, learning styles and preferences, needs and experiences of all students (p 6) • Are clearly communicated to students and parents at the beginning of the school year or course and at other appropriate times (p 6) • Are ongoing, varied in nature and administered over a period of time to provide multiple opportunities and a variety of ways for students to demonstrate the full range of their learning (p 6) • Provide ongoing descriptive feedback that is clear, specific, meaningful and timely to support improved learning and achievement; feedback tells students what they are doing well, where improvements are needed and how to improve (p 6) • Develop students’ self-assessment skills to enable them to assess their own learning, set specific goals and plan next steps for their learning (p 6) • Include evaluations based on evidence of student learning that are consistently graded with reference to established criteria for four levels of achievement (pp 2, 19) 3. Learning Skills And Work Habits The development of learning skills and work habits are an integral part of a student’s learning and are critical to student success (pp 10, 12). Teachers work with students to help them understand and develop learning skills and work habits (p 13). Teachers assess, evaluate and report on learning skills and work habits separately from their Academic Calendar 2015-16 • Royal St. George’s College 19
assessing, evaluating and reporting on the achievement of curriculum expectations. Unless learning skills are an integral part of the Ministry Curriculum Expectations, their assessment is not included in the final grade (pp 10, 45). 4. Performance Standards—The Achievement Chart Assessment and evaluation will be based on both the content standards (overall and specific curricular expectations) and performance standards (achievement chart). Teachers ensure that student learning is assessed and evaluated in a balanced manner with respect to the four categories of knowledge and skills (knowledge and understanding, thinking, communication and application) (p 17). 5. Assessment for Learning and as Learning Assessment is the process of gathering information that accurately reflects the extent to which a student is able to understand the curriculum expectations. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning.” In Assessment for Learning, assessment evidence is used by the teacher to decide how to adjust teaching and learning activities. The teacher uses the evidence to determine where students are in their learning, where they need to go and how best to help the student get there by providing descriptive feedback and coaching for improvement. In Assessment as Learning, assessment evidence is used by students to improve their own learning through reflection and specific goal setting. Students use the evidence to adjust their own learning and set their own goals. Teachers obtain assessment information through a variety of means, which may include formal and informal observations, discussions, learning conversations, questioning, conferences, homework, tasks done in groups, demonstrations, projects, portfolios, developmental continua, performances, peer and self-assessments, selfreflections, essays and tests (p 29). As essential steps in assessment for learning and as learning, teachers will: • Plan assessment concurrently and integrate it seamlessly with instruction to inform instruction, guide next steps, and help teachers and students monitor students’ progress towards achieving learning goals (pp 29, 30, 33). • Identify and share specific learning goals and success criteria with students at the outset of learning to ensure that students and teachers have a common and shared understanding of these goals and criteria as learning progresses (pp 28, 32, 33). • Gather information about student learning before, during and at or near the end of a period of instruction, using a variety of assessment strategies and tools (pp 28, 34). • Give and receive specific and timely descriptive feedback that informs students about what they are doing well, what needs improvement and what specific steps they can take to improve (pp 29, 32, 34). • Help students to develop skills of peer and self-assessment including setting individual goals (pp 29, 35). 6. Assessment of Learning (Evaluation) Assessment of Learning (Evaluation) is the process of judging the quality of student learning on the basis of established performance standards and assigning a value to represent that quality (p 38). Evaluation summarizes and communicates what students know and can do with respect to the overall curriculum expectations at a particular point in time (p 39). Assessment of Learning (Evaluation): Evidence is used to make judgements about how well students are learning according to a standard. Reporting on that information takes place at the end of a unit of study or at the end of a reporting period. i. Course Work The course work grade consists of evaluations conducted throughout the year. The evaluation of student learning is the responsibility of the teacher and must not include the judgment of the student or of the student’s peers (p 39). 20 Academic Calendar 2015-16 • Royal St. George’s College
The course work grade will: • Address the achievement chart categories in a balanced manner with respect to the four categories (knowledge and understanding, thinking, communication and application) (p 17) • Represent evidence gathered from a variety of completed assessments throughout the course (p 17, 39) • Reflect the individual student’s achievement of the overall expectations (p 38) • Include evidence that is collected over time from three different sources: observations, conversations and student products (p 39) • Include assignments and tests that have been completed, whenever possible, under the supervision of a teacher and not include ongoing homework that students do to consolidate their knowledge and skills or to prepare for the next class (p 39) • Reflect individual achievement; assignments for evaluation may involve group projects as long as each student’s work within the group project is evaluated independently and assigned an individual mark (p 39) • Emphasize students’ most consistent level of achievement within a unit and throughout the year, although special considerations should be given to more recent evidence of achievement (p 41) • Include evaluations that were preceded by opportunities for students to practice skills, demonstrate knowledge and receive feedback • Be derived from evaluations that are consistent in nature and complexity across sections of a course ii. Final Evaluation Thirty per cent of the grade will be based on a final evaluation administered at or towards the end of the course. This evaluation will be based on evidence from one or a combination of the following: • An examination • A performance • An essay • Another method of evaluation suitable to the course content The final evaluation allows the student an opportunity to demonstrate comprehensive achievement of the overall expectations of the course. Final evaluations happen in June. 7. Responsibilities of Teachers and Students Teachers and students assume a number of responsibilities as they jointly engage in assessment and evaluation practices that promote and support learning. Teachers will: • Dscuss assessment and evaluation practices, including grading procedures, with students at the beginning of each course based on a course information sheet or a written outline distributed to students and parents (p 6) • Describe specific evaluation criteria to students prior to each assessment and evaluate students based on their achievement of these criteria • Use exemplars and samples of student work where possible to model levels of achievement • Use a variety of assessment and evaluation methods including observation, conversation and student products (p 39) • Ensure that assessment and evaluation tasks are based on both the content standards (curriculum expectations and the performance standards achievement chart categories and standards) (p 16) • Ensure that student learning is assessed and evaluated in a balanced manner with respect to the four achievement chart categories (knowledge and understanding, thinking, communication and application) and that achievement of particular expectations is considered within the appropriate categories (p 17) • Assess and evaluate student work with reference to established criteria for levels of achievement that are standard across the province, rather than by comparison with work done by other students, through the ranking of student performance or with reference to performance standards developed by individual teachers for their own classrooms (p 19) Academic Calendar 2015-16 • Royal St. George’s College 21
• Use professional judgment to determine which specific expectations should be used to evaluate achievement of the overall expectations and which ones will be accounted for instruction and assessment but not necessarily evaluated (p 38) • Provide students with opportunities to demonstrate learning over time (p 29) • Provide regular, descriptive feedback to support student self-knowledge and promote student success (pp 29, 32, 34) • Take steps to avoid and address late and missing assignments (see Late and Missed Assignments) • Emphasize the learning skills and work habits including the importance of timeliness as a life skill Students’ Responsibilities Students will: • Demonstrate their learning by providing evidence of their understanding, knowledge and skills within established assessment and evaluation timelines (p 42) • Participate in the process of assessment and evaluation to support their development as self-directed learners and informed decision-makers (p 42) • Self-assess and self-evaluate when appropriate to check, track and deepen their understanding • Meet assessment deadlines (p 42) • Take the initiative to seek extra assistance when needed and in a timely manner • Submit their own work • Seek to improve their learning skills and work habits
Late Policy Knights’ Support Centre The Knights’ Support (TKS) is unique to RSGC. We require students who have not finished major assignments on schedule to attend the TKS after school where they are given the guidance and time to complete their work. Procedure • Students can be mandated to attend the TKS only for a major assignment that has been posted to the grade calendar and on the teacher’s Haiku page • Failure to submit on the due date results in the subject teacher being able to email student names to the “The Knights’ Support” email account. The student, co-curricular leader and advisor are then informed of the TKS referral • Teachers may utilize their judgment and discretion in granting extensions and working out a plan with an individual student before submitting name to TKS • The assignment must be submitted to the TKS by 4:00 pm no later than the seventh day following the referral. Fifteen per cent is deducted from the assignment and whatever work is completed will be evaluated with the remainder of incomplete work being graded as a zero • There is a graduated approach to TKS • First referral in a co-curricular term: Boy has five days to clear his name before attending the Learning Centre for support on that day and missing any co-curricular for two more days before the assignment grades 0 • Second referral in a co-curricular term: Boy has three days to clear his name before attending the Learning Centre that day for support and missing any co-curricular for four more days before the assignment grades 0 • Parents are included on the email notification of this occurrence • Third referral in a co-curricular term: Boy must attend the Learning Centre the next day and miss co-curriculars until the assignment is completed to a maximum of seven days before the assignment grades 0. Starting on the day following the referral, the student is withdrawn from his co-curricular commitments and must attend the TKS.
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• Any subsequent referrals in a term: Boy has meeting with Head of Senior School and parent. Strategies are devised to help with work completion. Consequences for Not Attending the TKS The TKS is an extension of the classroom. Students who choose not to attend will be subject to consequences associated with the skipping of any class. ** All time referrals include weekends in the count
Evaluation Days Attendance at final evaluation sessions is compulsory. Students and parents are requested not to make any other plans during the formal evaluation schedule in June. Students who miss a final evaluation will receive zero for the evaluation unless the absence is verified and legitimate. In order for the absence to be considered legitimate, the student must have visited his family doctor, a hospital emergency department or a recognized health care practitioner and provide the Head of Senior School with a medical certificate stating the exact date(s) the student was seen for treatment. For any other absence to be considered legitimate, approval of the exceptional circumstance must be given by the Headmaster or the Head of Senior School. Students missing an evaluation because of a verified legitimate absence will not be academically penalized and they will receive aegrotat standing for the final evaluation.
Reporting Student Achievement to Parents • Report cards are mailed home in February and June. These reports are evaluative and contain percentage grades. They also include anecdotal comments from teachers. • A downloadable Interim Report Card is available online in November. • Up-to-date cumulative marks are available online, 24 hours a day and seven days a week, to students and parents via Netclassroom, a secure password-protected website. • Percentage grades on report cards are cumulative and represent the student’s overall achievement to date in a given course. • Copies of student reports are kept on file at the school as part of the student’s Ontario Student Record (OSR). • Questions regarding evaluations should first be directed to the subject teacher and then, if necessary, to the Head of Senior School.
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Recognition of Academic Achievement Throughout the academic year, RSGC takes pride in recognizing the accomplishments of its students in a variety of ways. Only students meeting minimum course load expectations are eligible for the following recognition.
Academic Breakfasts Qualifying students and their parents are invited to attend a special breakfast, hosted by the faculty, to recognize categories of achievement following the first term report.
Proficiency Awards Students earning a designation of Honours and Honours with Distinction will also be recognized at this special ceremony.
AP® Scholar Board RSGC recognizes those students demonstrating substantial university level achievement through Advanced Placement courses of study. The names of those students scoring 3 or higher on three or more full-year AP® exams earn a permanent entry on the AP® Scholar Board.
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ADDITIONAL INFORMATION Community Involvement According to the Ministry of Education, all students must complete a minimum of 40 hours of unpaid community service before graduating from high school. This requirement is in addition to the 30 credits needed for the OSSD. The community involvement requirement is designed to encourage students to develop an awareness and understanding of civic responsibility, and of the role they can play in supporting and strengthening their communities. Students choose their own community service activities, within guidelines provided by RSGC under the direction of our Community Service Coordinator. Students are responsible for fulfilling this requirement on their own time and for keeping a record of their activities. Below is a list of events and organizations in which RSGC students have supported over the years in fulfilling community involvement: • Sorting food at food banks such as The Daily Bread Food Bank and Stop 103 • Working with children at the Bloorview MacMillan Centre • Selling toques for Raising the Roof • Tutoring students from Ryerson Community School • Visiting with the elderly at various seniors’ homes • Working at Habitat for Humanity’s Restore • Serving food at Out of the Cold Programs or the Yonge Street Mission • Playing with kids through Right to Play • Tree planting initiatives • Volunteering in one-day events such as the CN Tower Climb for the United Way and the CIBC Run for the Cure for the Canadian Breast Cancer Foundation
Ineligible Activities The ministry has developed a list of activities that may not be chosen as community involvement activities. These are referred to as ineligible activities. An ineligible activity is an activity that: • Is a requirement of a class or course in which the student is enrolled (eg., cooperative education portion of a course, job shadowing, work experience) • Takes place during the time allotted for the instructional program on a school day. However, an activity that takes place during the student’s lunch breaks or “spare” periods is permissible • Takes place in a logging or mining environment, if the student is under 16 years of age • Takes place in a factory, if the student is under 15 years of age • Takes place in a workplace other than a factory, if the student is under 14 years of age and is not accompanied by an adult • Would normally be performed for wages by a person in the workplace • Involves the operation of a vehicle, power tools or scaffolding • Involves the administration of any type or form of medication or medical procedure to other persons • Involves handling of substances classed as “designated substances” under the Occupational Health and Safety Act • Requires the knowledge of a tradesperson whose trade is regulated by the provincial government • Involves banking or the handling of securities, or the handling of jewellery, works of art, antiques or other valuables • Consists of duties normally performed in the home (eg., daily chores) or personal recreational activities • Involves activities for a court-ordered program (eg., community-service program for young offenders, probationary program)
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Guidance The purpose of Student Support Services is to coordinate support for students in order to promote optimum success. It strives to provide effective, appropriate, meaningful and accessible services to all students. Each student in the Senior School is assigned a faculty advisor who is the primary contact for home-school communication relating to all aspects of school life. The advisor will monitor academic progress and socialemotional development and will come to know your son well during his high school years.
Head of Senior School The Head of the Senior School provides leadership to faculty and students by overseeing all aspects of the operation of the College. Together with the Instructional Leader and the Dean of Students, the Head works to provide programmatic excellence.
Dean of Students The Dean of Students is a role that offers common stewardship and direction to a group of teams dedicated to student success. The dean proactively attends to co-curricular involvement, social, emotional and spiritual support. The Dean also responds reactively so that behaviour indiscretions will be minimized, a safe school environment will be maintained and the school will be able to support the guarantee that each boy is ‘known and loved’.
Director of University Counselling Our University Counsellor works with students and parents in all grades to help them prepare for the university application and admission process. This process intensifies early in the fall of the graduating year with a series of individual counselling appointments and an advisor time devoted to arranging visits to university campuses and completing applications for admission and scholarship. Every fall, RSGC arranges for a host of presentations at the school by university representatives, both Canadian and international. Additionally, we arrange three parent information nights: one for parents of graduating students; one for parents of students in Grades 8 through 11 and one specifically geared towards “competitive” university admissions (US, UK or select Canadian programmes).
Chaplain Our school has a full-time Chaplain on staff who is prepared to assist students of any faith at any time for any reason. He coordinates our religious services and counsels students on spiritual or other matters.
Counselling Services Our school social worker promotes awareness of matters relating to personal well-being. She is also available to counsel students and families on any issues that may affect a student’s achievement and his emotional development.
Learning Centre Coordinator Our Learning Centre Coordinator works with students in all grades, helping them learn to manage their time effectively, develop appropriate study habits and create strategies to support their individual learning styles. She collaborates with subject teachers to deliver a variety of workshops related to study skills, test preparation and organization. The Learning Centre Coordinator also provides specialized support for students with learning exceptionalities and designs Individual Education Plans (IEPs) for students who have up-to-date assessments on file. 26 Academic Calendar 2015-16 • Royal St. George’s College
The Learning Centre The RSCG Learning Centre is committed to providing support to every Senior School student. Our classrooms are inclusive and welcome a diversity of learning styles. Learning Centre policies are designed to ensure that the special education needs of individual learners are met within this context. Learning strategies are instructional strategies to help students attend, listen, read, comprehend and study more effectively. Strategies are established on a student’s individual learning style and needs. These strategies include, but are not limited to, improved memory, writing techniques, reading comprehension techniques, organizational and test-taking skills. RSGC offers Learning Strategies Support Services (to students with identified documented learning needs) to enhance the instructional needs of students and to provide them with ongoing support while they continue their academic studies. The Learning Centre team ensures students with exceptional learning needs are identified and accommodated through an IEP. The team will work with teachers to ensure that differentiated instruction is provided in the classroom for all students in Grades 9-12. In addition, more personalized support will be provided to students with exceptionalities both in and out of the classroom. The student plays an important role in this process. He will come to understand that learning differences are part of our diverse learning environment at RSGC. Part of a student’s role is to learn to self-advocate. The Learning Centre team promotes self-advocacy and works will students as they learn to apply these important life skills. All students are welcome to use the Learning Centre throughout the school day. Coaching sessions related to organizational, time management, executive functioning and study skills are scheduled after school. Additional academic support is also provided on a drop-in basis for students before school, during lunch hour, after school, as well as during spare periods for students in Grades 11 and 12. The main focus of student support provided through the Senior School Learning Centre is to ensure that students are supported so that they can experience academic success as they progress through Grades 9-12 at RSGC.
Summary of Services Provided through the RSGC Learning Centre • Individual student support • Small group support • Executive functioning skills coaching • Remedial support in all subject areas • Study skills development • Counselling for test anxiety • Assistance for students with documented learning needs • Parent consultation • Faculty consultation • Test supervision • Workshops/training sessions • Tutor referral • Psycho educational testing referral • Individual education plans
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Library Services The primary focus of the library is to provide educational resources for faculty and students. These resources include print and non-print materials, as well as computerized access to information. Materials are selected primarily to support the school curriculum as well as the broader interests of the RSGC community. Students are taught critical thinking, location and retrieval skills as well as an understanding that information comes in a variety of forms. Strong emphasis is placed on the use of computers to access, retrieve and manipulate data. Students are assisted to develop their ability to evaluate and synthesize information through the research process.
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ACADEMIC PROGRAM RSGC is a university preparatory school. We are very proud of our long tradition of teaching excellence and success in preparing young men to enter the academic program and university of their choice. Our school promotes a liberal arts education as the best way to ensure that graduates will meet the challenges presented by a rapidly changing society. Students are exposed to two years of compulsory Arts, Languages and Physical Education. RSGC is a nurturing community that supports students throughout their years in the Senior School. Each of these years has a grade coordinator who serves as a team leader and meets regularly with the students’ subject teachers. Together, they discuss areas of common interest and concern to ensure that each student reaches his full potential. *Copies of all outlines of courses of study are filed in the Senior School Office and are available upon request from the Head of Senior School.
Course Load RSGC recognizes that life calls upon a person to balance the many demands placed upon him. By expecting students to carry a minimum course load in each of their years at the College, we aim to prepare the student to meet the challenges of life.
Grade Level 9 10 11 12
Minimum Course Load 8 8.5 7 6
Grade 11 or 12 students who wish to reduce their course load below the minimum requirements above must meet directly with the Head of Senior School for approval. All course adds and drops must also be approved by the Head of Senior School in consultation with the student’s subject teacher and advisor.
Enrichment Students looking for enrichment will find teachers who are capable of meeting their needs within the traditional classroom environment. Students excelling in various areas of the curriculum are met with challenging and enriched experiences. Many of our courses offer opportunities to explore concepts beyond ministry requirements taught by a committed faculty who challenge students individually. We offer an opportunity to enroll in preAP® type courses in French and Mathematics in the first two years of the Senior School, followed by an array of Advanced Placement (AP®) course options in the final two years.
Grades 9 & 10 Students with a high proficiency in the French language may be offered placement in our literature emphasis course, where there is a focus on text analysis and oral communication. Mathematics offers an enrichment opportunity for students who have a high proficiency in numeracy and problem solving skills. Although the course does not accelerate the secondary program, it goes deeper into problem-solving by exploring some of the topics covered through the AP® Calculus B course. In Science, opportunity is provided outside of the classroom on a regular basis to experience enrichment through field trips, contests or hands-on curriculum experiences in topics outside of the regular course. Academic Calendar 2015-16 • Royal St. George’s College 29
Grades 11 & 12 Enrichment at the Grade 11 & 12 level is delivered through both enriched and AP® courses. Similar to the Grade 9 & 10 programs, enrichment in Mathematics continues to be offered. Students may be offered placement or continue in the enriched math program. In addition, some departments begin to offer the AP® courses in Grade 11, with the majority of AP® courses being offered during Grade 12. Please refer to the Advanced Placement section for more details about this specialized program.
PSAT We ask all Grade 10 students to participate in the Preliminary SAT (PSAT) offered by the College Board in the fall. The PSAT identifies strengths and weaknesses in three distinct areas: Critical Reading, Writing and Mathematics. The score report the students receive provides feedback on 12 critical learning skills. This helps the individual teacher provide more directed instruction in these areas for each student. In addition to the feedback on learning skills, it also indicates in which AP® courses students may experience success.
Advanced Placement Program Highly motivated students looking for a rigorous academic program can enroll in AP® courses offered at RSGC. An AP® course is the equivalent to a first year university course and successful students receive academic credit or advanced standing at participating universities in Canada, the US and overseas. AP® courses are administered by the American College Board and are taught in more than 13,000 schools worldwide. A standardized AP® examination is administered worldwide during the second and third weeks of May, results of which are coded on a 5-point scale defined as follows: 5 – Extremely Well Qualified 4 – Well Qualified 3 – Qualified 2 – Possibly Qualified 1 – Not Recommended We currently offer the following AP® courses at RSGC:
Biology English Language & Composition Macroeconomics Physics 2 Calculus AB English Literature Microeconomics Seminar Chemistry French Language & Culture Physics 1 Statistics
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AP Capstone™ AP Capstone™ is an innovative diploma program that provides students with an opportunity to engage in
rigorous scholarly practice of the core academic skills necessary for successful college completion. The program is built on the foundation of two courses – AP® Seminar and AP® Research – and is designed to complement and enhance the in-depth, discipline-specific study provided through AP® courses. It cultivates curious, independent and collaborative scholars, and prepares them to make logical, evidence-based decisions.
eLearning Consortium Canada
Member schools: Appleby College, Balmoral Hall, The Bishop Strachan School, Elmwood School, Havergal College, Hawthorne School, Hillfield Strathallan College, Northmount, Ridley College, Royal St. George’s College, Selwyn House School, St. Andrew’s College, St. Clement’s School, St. John’s-Kilmarnock School, Trafalgar Castle School and Trinity College School.
Information on Online Courses As a member of the eLearning Consortium Canada (ELCC), we are pleased to be offering online courses for our students. The CIS eLearning Consortium is a unique, cooperative not-for-profit organization that provides exemplary online curriculum for the benefit of students in member schools. ELCC’s mission is to provide exemplary online courses that offer best practices in online instruction and 21st Century skills, with a high level of student monitoring and support. ELCC courses are open to students from any of the 16 Consortium schools who are approved by their Site Administrator and Student Services. These online courses, similar to our other school courses, run from September to May with a final assessment in June. Course teachers, who are experts in developing and teaching online courses, come from member schools and have taken the Ontario College of Teachers Additional Qualification course: Teaching and Learning with eLearning through the University of Ontario Institute of Technology (UOIT). Our online Site Administrator will communicate regularly with the online teachers and students to support student success, monitor progress and report student grades. They are your resource if you have any problems with your online course.
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PROGRAM DESCRIPTIONS
COMPULSORY COURSES
THE GRADE 9 PROGRAM
ENGLISH, GRADE 9, ACADEMIC ENG1D
FOUNDATION YEAR It is in Grade 9 that students establish many of the patterns that carry them through the remaining three years of high school. For that reason, we call it the Foundation Year. All students in the Foundation Year undertake a common program and carry a course load of 8 credits. This includes 7 mandatory credits and 1 elective from the department of the Arts.
Course
Credits
English Mathematics (Regular or Enriched) Science
1 1
French (Core or Literature) Geography Physical Education Exploring Technologies- Part 1 Civics Arts Elective: Drama/Visual Arts Instrumental Music Choral Music Total Credits
1
1
1 1 .5 .5 1 8
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 analyse 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.
PRINCIPLES OF MATHEMATICS, GRADE 9, ACADEMIC MPM1D
This course enables students to develop an understanding of mathematical concepts related to algebra, analytic geometry, and measurement and geometry through investigation, the effective use of technology and abstract reasoning. Students will investigate relationships, which they will then generalize as equations of lines, and will determine the connections between different representations of a linear relation. They will also explore relationships that emerge from the measurement of three-dimensional figures and two-dimensional shapes. Students will reason mathematically and communicate their thinking as they solve multi-step problems.
PRINCIPLES OF MATHEMATICS, GRADE 9, ACADEMIC (ENRICHED) MPM1D-E
This course enables students to develop an understanding of mathematical concepts related to algebra, analytic geometry, and measurement and geometry through investigation, the effective use of technology, and abstract reasoning. Students will investigate relationships, which they will then generalize as equations of lines, and will 32 Academic Calendar 2015-16 • Royal St. George’s College
determine the connections between different representations of a linear relation. They will also explore relationships that emerge from the measurement of three-dimensional figures and two-dimensional shapes. Students will reason mathematically and communicate their thinking as they solve multi-step problems. Our enriched program is designed to serve our most mathematically adept students and to provide skills and knowledge at a superior level that supports their ongoing success in pure and applied mathematics. Through a combination of enrichment and extension, students will be confronted with greater variety and profundity of problemsolving challenges, as well as previews of additional topics from upcoming years and from outside the traditional curriculum. Together, enrichment and extension will not only develop a more robust problem-solving toolkit, but also broaden their overall knowledge base. Topics typically previewed at the Grade 9 level would include refining average rate of change, binomial expansion and factoring based on product sum pairs, exponential growth and decay.
SCIENCE, GRADE 9, ACADEMIC SNC1D
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.
CORE FRENCH, GRADE 9, ACADEMIC FSF1D Prerequisite: Minimum of 600 hours of elementary Core French instruction or equivalent.
This course provides opportunities for students to communicate and interact in French with increasing independence, with a focus on familiar topics related to their daily lives. Students will continue to develop language knowledge and skills by using language-
learning strategies introduced in the elementary Core French program, and will apply creative and critical thinking skills in various ways. They will also enhance their understanding and appreciation of diverse French-speaking communities, and will develop the skills necessary to become life-long language learners.
CORE FRENCH, GRADE 9, ACADEMIC FSF1D–L (LITERATURE)
Recommended preparation: Competence in the French language or departmental permission. Prerequisite: Minimum of 600 hours of elementary Core French instruction or equivalent.
This course provides opportunities for students to communicate and interact in French with increasing independence, with a focus on familiar topics related to their daily lives. Students will continue to develop language knowledge and skills by using languagelearning strategies introduced in the elementary Core French program, and will apply creative and critical thinking skills in various ways. They will also enhance their understanding and appreciation of diverse French-speaking communities, and will develop the skills necessary to become life-long language learners. This course emphasizes the expansion of students’ oral communication, reading and writing skills in French through the study of themes that reflect their interests. Students will apply their knowledge of French in discussions, debates, dramatizations and oral presentations. Students will read and write in a variety of forms (eg., poems, articles, brochures and essays), and study short stories and novels intended for a French speaking audience.
ISSUES IN CANADIAN GEOGRAPHY, GRADE 9, ACADEMIC CGC1D
This course examines interrelationships within and between Canada’s natural and human systems and how these systems interconnect with those in other parts of the world. Students will explore environmental, economic and social geographic issues relating to topics such as transportation options, energy choices and urban development. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate various Academic Calendar 2015-16 • Royal St. George’s College 33
geographic issues and to develop possible approaches for making Canada a more sustainable place to live.
HEALTHY ACTIVE LIVING EDUCATION, GRADE 9, OPEN PPL1O
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.
EXPLORING TECHNOLOGIES - PART 1 GRADE 9, OPEN TIJ1O-R (0.5 CREDIT) This half-credit course to be paired with CHV2O-R, Grade 10, 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 post-secondary education and training pathways leading to careers in technologyrelated fields.
CIVICS AND CITIZENSHIP, GRADE 10, OPEN, CHV2O (0.5 CREDIT) Half-credit course to be paired with TIJ1O-R, Grade 9, Open.
This course explores rights and responsibilities associated with being an active citizen in a democratic society. Students will explore issues of civic importance 34 Academic Calendar 2015-16 • Royal St. George’s College
such as healthy schools, community planning, environmental responsibility and the influence of social media, while developing their understanding of the role of civic engagement and of political processes in the local, national and/or global community. Students will apply the concepts of political thinking and the political inquiry process to investigate and express informed opinions about a range of political issues and developments that are both of significance in today’s world and of personal interest to them.
ELECTIVE COURSES DRAMA-PART 1, GRADE 9, OPEN ADA1O-R (0.5 CREDIT)
Half-credit course to be paired with Visual Arts, AVI1O-R. This course provides opportunities for students to explore dramatic forms and techniques using material from a wide range of sources and cultures. Students will use the elements of drama to examine situations and issues that are relevant to their lives. Students will create, perform, discuss and analyse drama, and then reflect on the experiences to develop an understanding of themselves, the art form and the world around them.
VISUAL ARTS-PART 1, GRADE 9, OPEN AVI1O-R (0.5 CREDIT) Half-credit course to be paired with Drama, ADA1O-R.
This course is exploratory in nature, offering 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 by using a range of media, processes, techniques and styles. Students will use the creative and critical analysis processes, and will interpret art within a personal, contemporary and historical context.
INSTRUMENTAL MUSIC, GRADE 9, OPEN AMI1O This course emphasizes the creation and performance of music at a level consistent with previous experience and is aimed at developing technique, sensitivity and imagination. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop an understanding of the conventions and elements of music and of safe practices related to music, and will develop a variety of skills transferable to other areas of their life.
Course note: No previous music experience required; however, students enrolling in this course will be placed according to their understanding of elementary theory and prior experience (if applicable).
CHORAL MUSIC, GRADE 9, OPEN AMV1O
This course emphasizes the creation and performance of music at a level consistent with previous experience and is aimed at developing technique, sensitivity and imagination. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop an understanding of the conventions and elements of music and of safe practices related to music, and will develop a variety of skills transferable to other areas of their life.
Academic Calendar 2015-16 • Royal St. George’s College 35
THE GRADE 10 PROGRAM
COMPULSORY COURSES
TRANSITION YEAR
ENGLISH, GRADE 10, ACADEMIC Students in Grade 10 carry a course load of 8.5 credits. ENG2D This includes 5.5 compulsory credits, one Language elective, one Arts elective and an additional elective from the list below.
Course
Credits
English
1
Mathematics (Regular or Enriched) Science Canadian History Physical Education Small Group Activities (Judo) Career Studies (online) The Arts: Choral Music Drama Instrumental Music Visual Arts Modern & International Languages: French (Core or Literature) Spanish Additional Electives: Introduction to Business Communications Technology Computer Science Forces of Nature A second Arts elective A second Language elective
Total Credits
1 1 1 1
Prerequisite: ENG1D
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 analyse 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 11 university or college preparation course.
0.5
1
1
1
8.5
36 Academic Calendar 2015-16 • Royal St. George’s College
PRINCIPLES OF MATHEMATICS, GRADE 10, ACADEMIC MPM2D Prerequisite: MPM1D
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.
PRINCIPLES OF MATHEMATICS, GRADE 10, ACADEMIC (ENRICHED) MPM2D-E Prerequisite: MPM1D
This course enables students to broaden their understanding of relationships and extend their problemsolving 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. Our enriched program is designed to serve our most mathematically adept students and provide skills and knowledge at a superior level that supports their ongoing success in pure and applied mathematics. Through a combination of enrichment and extension, students will be confronted with greater variety and profundity of problem-solving challenges, as well as previews of additional topics from upcoming years and from outside the traditional curriculum. Together, enrichment and extension will not only develop a more robust problem-solving toolkit, but also broaden their overall knowledge base. Topics typically previewed at the Grade 10 level would include: algebraic work in three dimensions, exponential laws and solving problems involving exponential growth.
CANADIAN HISTORY SINCE WORLD WAR I, GRADE 10, ACADEMIC CHC2D
This course explores social, economic and political developments and events, and their impact on the lives of different groups in Canada since 1914. Students will examine the role of conflict and cooperation in Canadian society, Canada’s evolving role within the global community and the impact of various individuals, organizations and events on Canadian identity, citizenship and heritage. They will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating key issues and events in Canadian history since 1914.
HEALTHY ACTIVE LIVING EDUCATION, GRADE 10, OPEN PPL2O
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.
SCIENCE, GRADE 10, ACADEMIC SNC2D Prerequisite: SNC1D
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. Academic Calendar 2015-16 • Royal St. George’s College 37
SMALL GROUP ACTIVITIES (JUDO), GRADE 10, OPEN PAI2O
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. In this course, students will study Judo techniques covering all requirements from yellow belt to green belt syllabus, competition rules, judo history, as well as develop mentorship skills further expanding their practice of Judo principles. Note: Students must choose one of the following Modern Languages as their language option in Grade 10:
CORE FRENCH, GRADE 10 ACADEMIC FSF2D Prerequisite: FSF1D
This course provides opportunities for students to communicate in French about personally relevant, familiar and academic topics in real-life situations with increasing independence. Students will exchange information, ideas and opinions with others in guided and increasingly spontaneous spoken interactions. Students will continue to develop their language knowledge and skills through the selective use of strategies that contribute to effective communication. They will also increase their understanding and appreciation of diverse French-speaking communities, and will continue to develop the skills necessary to become life-long language learners.
38 Academic Calendar 2015-16 • Royal St. George’s College
CORE FRENCH, GRADE 10, ACADEMIC FSF2D–L (LITERATURE) Prerequisite: FSF1D
This course provides opportunities for students to communicate in French about personally relevant, familiar and academic topics in real-life situations with increasing independence. Students will exchange information, ideas and opinions with others in guided and increasingly spontaneous spoken interactions. Students will continue to develop their language knowledge and skills through the selective use of strategies that contribute to effective communication. They will also increase their understanding and appreciation of diverse French-speaking communities, and will continue to develop the skills necessary to become life-long language learners. In addition, the Literature course will examine a variety of works form various genres. Students will analyze these works and produce written assignments and presentations. The use of correct grammar and appropriate language conventions will be emphasized throughout the course.
SPANISH LANGUAGE, LEVEL 1 AND LEVEL 2, ACADEMIC LWSBD
This course is designed to enable students to begin to communicate with native Spanish speakers. Students will use simple language and read age and language appropriate passages for various purposes. They will explore aspects of the culture of countries where Spanish is spoken, including social customs and the arts, by participating in cultural events and activities involving both print and technological resources. Students will develop and apply their speaking skills in a variety of contexts, and will participate in activities that will improve their reading comprehension and writing skills.
CAREER STUDIES, GRADE 10, OPEN GLC2O
BLENDED
CHORAL MUSIC, GRADE 10, OPEN AMV2O
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.
This course emphasizes the creation and performance of music at a level consistent with previous experience. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance and a range of reflective and analytical activities. Students will develop their understanding of musical conventions, practices and terminology, and apply the elements of music in a range of activities. They will also explore the function of music in society with reference to the self, communities and cultures.
ELECTIVE ARTS COURSES
VISUAL ARTS, GRADE 10, OPEN AVI2O
Students must choose one of the following Arts options in Grade 10:
DRAMA, GRADE 10, OPEN ADA2O
This course provides opportunities for students to explore dramatic forms, conventions and techniques. Students will explore a variety of dramatic sources from various cultures and representing a range of genres. Students will use the elements of drama in creating and communicating through dramatic works. Students will assume responsibility for decisions made in the creative and collaborative processes and will reflect on their experiences.
This course enables students to develop their skills in producing and presenting art by introducing them to new ideas, materials and processes for artistic exploration and experimentation. Students will apply the elements and principles of design when exploring the creative process. Students will use the critical analysis process to reflect on and interpret art within a personal, contemporary and historical context.
INSTRUMENTAL MUSIC, GRADE 10, OPEN AMI2O This course emphasizes the creation and performance of music at a level consistent with previous experience. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance and a range of reflective and analytical activities. Students will develop their understanding of musical conventions, practices and terminology, and apply the elements of music in a range of activities. They will also explore the function of music in society with reference to the self, communities and cultures. Academic Calendar 2015-16 • Royal St. George’s College 39
ADDITIONAL ELECTIVES Students may choose a second Modern or International Language elective from the previous list, a second Arts elective from the previous list or one of the following other electives:
INTRODUCTION TO BUSINESS, GRADE 10, OPEN BBI2O
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.
INTRODUCTION TO COMPUTER STUDIES - PART 1, GRADE 10 OPEN (0.5 CREDIT*) ICS2O-R
*Half credit course to be paired with Computer Engineering Technology: Electronics - Part 1, TEL3M-R. This course introduces students to computer programming. Students will plan and write simple computer programs by applying fundamental programming concepts, and learn to create clear and maintainable internal documentation. They will also learn to manage a computer by studying hardware configurations, software selection, operating system functions, networking and safe computing practices. Students will also investigate the social impact of computer technologies and develop an understanding of environmental and ethical issues related to the use of computers.
40 Academic Calendar 2015-16 • Royal St. George’s College
COMPUTER ENGINEERING TECHNOLOGY: ELECTRONICS - PART 1, GRADE 11, U/C PREPARATION, (0.5 CREDIT*) TEL3M-R
*Half-credit course to be paired with Introduction to Computer Studies - Part 1, ICS2O-R. 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 related environmental and societal issues, and will learn about college and university programs leading to careers in computer technology.
COMMUNICATIONS TECHNOLOGY, GRADE 10, OPEN TGJ2O
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 interactive new media 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 will explore secondary and post-secondary education and training pathways and career opportunities in the various communications technology fields.
THE GRADE 11 PROGRAM
COMPULSORY COURSES
SPECIALIZATION YEAR
ENGLISH
Students in Grade 11 carry a minimum course load of 7 credits. This includes 3 mandatory credits: English, Mathematics and Science*. The other electives should be based on specific academic interests. Academic counselling is provided by the student’s advisor, the Head of Senior School and the Director of University Counselling.
ENGLISH AND AP ENGLISH LANGUAGE AND COMPOSITION, GRADE 11, UNIVERSITY PREPARATION ENG3U-AP
Course
Credits
English Mathematics (Regular or Enriched) Sciences*: Biology Chemistry Earth and Space Science Environmental Science Physics Electives from the following departments: The Arts Business Studies Canadian & World Studies Computer & Information Science English Mathematics Modern & International Languages Physical Education Sciences Social Sciences & the Humanities Technological Education Total Credits
1 1
1
Prerequisite: ENG2D
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. The AP® English Language and Composition course requires students to develop evidence-based analytic and argumentative essays that proceed through several stages or drafts. Students evaluate, synthesize and cite research to support their arguments. Additionally, students read and analyze the rhetorical elements and their effects in nonfiction texts.
4 or 5
MATHEMATICS FUNCTIONS AND APPLICATIONS, GRADE 11, U/C PREPARATION MCF3M Prerequisite: MPM2D or MFM2P
7-8
*Students are not required to enroll in a Science course if they have successfully completed one of FSF2D, FSF2D-L, ICS2O-R/TEL3M-R or TGJ2O.
This course introduces basic features of the function by extending students’ experiences with quadratic relations. It focuses on quadratic, trigonometric and exponential functions and their use in modelling real-world situations. Students will represent functions numerically, graphically and algebraically; simplify expressions; solve equations and solve problems relating to applications. Students will Academic Calendar 2015-16 • Royal St. George’s College 41
reason mathematically and communicate their thinking as they solve multi-step problems.
FUNCTIONS, GRADE 11, UNIVERSITY PREPARATION MCR3U Prerequisite: MPM2D
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; investigate inverse functions and develop facility in determining equivalent algebraic expressions. Students will reason mathematically and communicate their thinking as they solve multi-step problems.
FUNCTIONS, GRADE 11, UNIVERSITY PREPARATION (ENRICHED) MCR3U-E Prerequisite: MPM2D
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; investigate inverse functions and develop facility in determining equivalent algebraic expressions Students will reason mathematically and communicate their thinking as they solve multi-step problems. Our enriched program is designed to serve our most mathematically adept students and provide skills and knowledge at a superior level that supports their ongoing success in pure and applied mathematics. Through a combination of enrichment and extension, students will be confronted with greater variety and profundity of problemsolving challenges, as well as previews of additional topics from upcoming years and from outside the traditional curriculum. Together, enrichment and extension will not 42 Academic Calendar 2015-16 • Royal St. George’s College
only develop a more robust problem-solving toolkit, but also broaden their overall knowledge base. Topics typically previewed at the Grade 11 level would include solving problems involving exponential growth using logarithms, sum, difference and double angle formulae for sine and cosine.
DATA MANAGEMENT, GRADE 12, UNIVERSITY PREPARATION AND ADVANCED NEW PLACEMENT STATISTICS MDM4U-AP
Prerequisite: MCF3M or MCR3U Recommended preparation: MCR3U strongly recommended and Department Head approval.
This course broadens students’ understanding of mathematics as it relates to managing data. Students will apply methods for organizing and analysing large amounts of information; solve problems involving probability and statistics; and carry out a culminating investigation that integrates statistical concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. Students planning to enter university programs in business, the social sciences, and the humanities will find this course of particular interest. The AP® Statistics course is equivalent to a one-semester, introductory, non-calculus-based college course in statistics. The course introduces students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. There are four themes in the AP® Statistics course: exploring data, sampling and experimentation, anticipating patterns and statistical inference. Students use technology, investigations, problem solving and writing as they build conceptual understanding.
SCIENCES Students may choose more than one science course.
BIOLOGY, GRADE 11, UNIVERSITY PREPARATION SBI3U Prerequisite: SNC2D Recommended preparation: SNC2D (75%+)
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.
CHEMISTRY, GRADE 11, UNIVERSITY PREPARATION SCH3U
materials of Earth, its internal and surficial processes and its geological history, and will learn how Earths’ systems interact and how they have changed over time. Throughout the course, students will learn how these forces, processes and materials affect their daily lives. The course draws on biology, chemistry, physics and mathematics in its consideration of geological and astronomical processes that can be observed directly or inferred from other evidence.
ENVIRONMENTAL SCIENCE, GRADE 11, U/C BLENDED PREPARATION SNV3Me Prerequisite: SNC2D
This course focuses directly on the connection between people and their environment. Through activities, case studies and interactive media, you’ll learn how the actions that humans take can affect the environment, for better or for worse. Throughout the course, you’ll investigate what people are doing now to protect the environment and learn what you can do, both now and in the future, to help.
Prerequisite: SNC2D Recommended preparation: SNC2D (75%+)
PHYSICS, GRADE 11, UNIVERSITY This course enables students to deepen their understanding PREPARATION AND ADVANCED of chemistry through the study of the properties of PLACEMENT PHYSICS 1 chemicals and chemical bonds, chemical reactions and SPH3U-AP 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.
EARTH AND SPACE SCIENCE, GRADE 12, UNIVERSITY PREPARATION ONLINE SES4Ue Prerequisite: SNC2D
This course develops students’ understanding of Earth and its place in the universe. Students will investigate the properties of and forces in the universe and solar system, and analyse techniques scientists use to generate knowledge about them. Students will closely examine the
Prerequisite: SNC2D Recommended preparation: SNC2D (75%+)
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 analyse the interrelationships between physics and technology, and consider the impact of technological applications of physics on society and the environment. AP® Physics 1 is an algebra-based, introductory collegelevel physics course that explores topics such as Newtonian mechanics (including rotational motion, work, energy and power; mechanical waves and sound; and introductory, simple circuits. Through inquiry based learning, students Academic Calendar 2015-16 • Royal St. George’s College 43
will develop scientific critical thinking and reasoning skills.
ELECTIVE COURSES THE ARTS DRAMA, GRADE 11, U/C PREPARATION ADA3M
appreciation, analysis, and performance of music, including traditional, commercial, and art music. Students will apply the creative process when performing appropriate technical exercises and repertoire and will employ the critical analysis processes when reflecting on, responding to, and analysing live and recorded performances. Students will consider the function of music in society and the impact of music on individuals and communities. They will explore how to apply skills developed in music to their life and careers.
Prerequisite: ADA1O or ADA2O
VISUAL ARTS, GRADE 11, U/C PREPARATION This course requires students to create and perform in dramatic presentations. Students will analyse, interpret AVI3M and perform dramatic works from various cultures and time periods. Students will research various acting styles and conventions that could be used in their presentations, and analyse the functions of playwrights, directors, actors, designers, technicians and audiences.
INSTRUMENTAL MUSIC, GRADE 11, U/C PREPARATION AMI3M Prerequisite: AMI1O or AMI2O
This course provides students with opportunities to develop their musical literacy through the creation, appreciation, analysis and performance of music, including traditional, commercial and art music. Students will apply the creative process when performing appropriate technical exercises and repertoire, and will employ the critical analysis processes when reflecting on, responding to and analysing live and recorded performances. Students will consider the function of music in society and the impact of music on individuals and communities. They will explore how to apply skills developed in music to their life and careers.
CHORAL MUSIC, GRADE 11, U/C PREPARATION AMV3M Prerequisite: AMV1O or AMV2O
This course provides students with opportunities to develop their musical literacy through the creation, 44 Academic Calendar 2015-16 • Royal St. George’s College
Prerequisite: AVI1O-R or AVI2O
This course enables students to further develop their knowledge and skills in visual arts. Students will use the creative process to explore a wide range of themes through studio work that may include drawing, painting, sculpting and printmaking, as well as the creation of collage, multimedia works and works using emerging technologies. Students will use the critical analysis process when evaluating their own work and the work of others. The course may be delivered as a comprehensive program or through a program focused on a particular art form (eg. photography, video, computer graphics, information design).
BUSINESS STUDIES FINANCIAL ACCOUNTING FUNDAMENTALS, GRADE 11, U/C PREPARATION BAF3M
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 ethics and current issues in accounting.
INTERNATIONAL BUSINESS FUNDAMENTALS, GRADE 12, U/C PREPARATION BBB4Me
ONLINE
This course provides an overview of the importance of international business and trade in the global economy and explores the factors that influence success in international markets. Students will learn about the techniques and strategies associated with marketing, distribution and managing international business effectively. This course prepares students for post-secondary programs in business, including international business, marketing and management.
BUSINESS LEADERSHIP: MANAGEMENT FUNDAMENTALS, GRADE 12, U/C PREPARATION BOH4M
This course focuses on the development of leadership skills used in managing a successful business. Students will analyse the role of a leader in business, with a focus on decision making, management of group dynamics, workplace stress and conflict, motivation of employees and planning. Effective business communication skills, ethics and social responsibility are also emphasized.
THE INDIVIDUAL AND THE ECONOMY, GRADE 11, U/C PREPARATION AND ADVANCED PLACEMENT MICROECONOMICS CIE3M-AP Prerequisite: CHC2D
This course explores challenges facing the Canadian economy as well as the implications of various responses to these challenges. Students will explore the economic role of business, labour and government, as well as their own role as individual consumers and contributors, and how all of these influence stability and variability in the Canadian economy. Students will apply the concepts of economic thinking and the economic inquiry process, including economic models, to investigate the impact of economic decisions. In addition, the AP® Microeconomics course will give students a thorough understanding of the principles of economics that apply to the functions of individual decision makers, both consumers and producers, within the economic system. It places primary emphasis on the nature and functions of product markets, and includes the study of factor markets and of the role of government in promoting greater efficiency and equity in the economy. Students are expected to write the Advanced Placement Mircoeconomics exam in May.
THE INDIVIDUAL AND THE ECONOMY, CANADIAN AND WORLD GRADE 11 U/C PREPARATION STUDIES CIE3M Prerequisite: CHC2D
This course explores challenges facing the Canadian economy, as well as the implications of various responses to these challenges. Students will explore the economic role of business, labour and government, as well as their own role as individual consumers and contributors, and how all of these influence stability and variability in the Canadian economy. Students will apply the concepts of economic thinking and the economic inquiry process, including economic models, to investigate the impact of economic decisions.
AMERICAN HISTORY, GRADE 11, U/C PREPARATION CHA3U Prerequisite: CHC2D
This course traces the social, economic and political development of the United States from colonial times to the present. Students will explore the historical context of key developments that shaped the United States, its identity and culture, and its role in the global community. They will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating forces in American history. Academic Calendar 2015-16 • Royal St. George’s College 45
WORLD HISTORY TO THE END OF THE 15TH CENTURY, GRADE 11 U/C PREPARATION CHW3M Prerequisite: CHC2D
This course explores the history of various societies around the world, from earliest times to around 1500 CE. Students will examine life in and the legacy of various ancient and pre-modern societies throughout the world, including those in Africa, Asia, Europe and the Americas. Students will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating social, political and economic structures, and historical forces at work in various societies and in different historical eras.
UNDERSTANDING CANADIAN LAW, GRADE 11, U/C PREPARATION CLU3M Prerequisite: CHC2D
This course explores Canadian law, with a focus on legal issues that are relevant to the lives of people in Canada. Students will gain an understanding of rights and freedoms in Canada, our legal system and family, contract, employment, tort and criminal law. Students will use case studies and apply the concepts of legal thinking and the legal inquiry process to develop legal reasoning skills, and to formulate and communicate informed interpretations of legal issues, and they will develop the ability to advocate for new laws.
and Latin languages. By reading Classical authors in English translation and examining material culture brought to light through archaeology, students will enhance both their communication skills and their ability to think critically and creatively. In addition, they will be encouraged to be culturally sensitive, independent learners who appreciate the interconnectedness of ancient and modern societies and who will be able to apply this understanding to their future endeavours.
COMPUTER AND INFORMATION SCIENCE INTRODUCTION TO COMPUTER SCIENCE, GRADE 11, U/C PREPARATION ICS3U Recommended preparation: ICS2O
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 sub-programs within computer programs. Students will develop creative solutions for various types of problems as their understanding of the computing environment grows. They will also explore environmental and ergonomic issues, emerging research in computer science, and global career trends in computerrelated fields.
COMPUTER ENGINEERING TECHNOLOGY: INTERFACING CLASSICAL CIVILIZATION, GRADE 12, GRADE 11, U/C PREPARATION TEI3M UNIVERSITY PREPARATION This course examines computer systems and control of LVV4U Prerequisite: ENG2D
This course introduces students to the rich cultural legacy of the Classical world and encourages them to make connections between antiquity and other societies and to their own personal experiences. Students will investigate such aspects of Classical culture as its mythology and literature, art, architecture, philosophy, science and technology, as well as elements of the ancient Greek 46 Academic Calendar 2015-16 • Royal St. George’s College
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 related environmental and societal issues, and will learn about college and university programs leading to careers in computer technology.
ENGLISH MEDIA STUDIES, GRADE 11, OPEN EMS3O Prerequisite: ENG2D
This course emphasizes knowledge and skills that will enable students to understand media communication in the 21st century and to use media effectively and responsibly. Through analysing the forms and messages of a variety of media works and audience responses to them, and through creating their own media works, students will develop critical thinking skills, aesthetic and ethical judgement, and skills in viewing, representing, listening, speaking, reading and writing.
MODERN AND INTERNATIONAL LANGUAGES CORE FRENCH, GRADE 11, UNIVERSITY PREPARATION FSF3U Prerequisite: FSF2D
This course offers students extended opportunities to speak and interact in real-life situations in French with greater independence. Students will develop their creative and critical thinking skills through responding to and exploring a variety of oral and written texts. They will continue to broaden their understanding and appreciation of diverse French-speaking communities and to develop the skills necessary for life-long language learning.
SPANISH LANGUAGE, LEVEL 3, UNIVERSITY PREPARATION LWSCU
the critical study of literature, and continue to explore aspects of the culture of countries where Spanish is spoken through a variety of print and technological resources.
INTERNATIONAL LANGUAGES, MANDARIN, LEVEL 1, ONLINE ACADEMIC LKMADe
This introductory course is designed to enable students to begin to develop competence in listening, speaking, reading and writing in Mandarin. Students will participate in interactive activities in which they can apply their language skills to communicate with native speakers of Mandarin. They will explore aspects of culture in regions of the world where Mandarin is spoken, including formal and informal forms of address, naming practices, family life and relationships, and celebrations.
CLASSICAL LANGUAGES, LATIN, LEVEL 1, ACADEMIC LVLADe
ONLINE
This course introduces students to the achievements of the classical world through the study of Latin. Students will learn vocabulary and grammar essential for reading and translating adapted classical texts. Although English is the language of instruction, students will develop language skills that will enable them to speak and read aloud in the classical language at a beginner’s level. Through a variety of activities, students will explore such aspects of life in the ancient world as trade, commerce, education, entertainment and social customs. In addition, students will enhance their literacy skills through language study, and will make connections across the curriculum between the classical world and the world around them.
Prerequisite: LWSBD
This course offers students opportunities to further develop their knowledge of Spanish and to enhance their communication skills. Students will use increasingly sophisticated language in a variety of activities that will enable them to speak and write with clarity and accuracy. Students will also enhance their thinking skills through Academic Calendar 2015-16 • Royal St. George’s College 47
PHYSICAL AND HEALTH EDUCATION EXERCISE SCIENCE, GRADE 12, UNIVERSITY PREPARATION PSE4U
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. 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.
SMALL GROUP ACTIVITIES: JUDO, GRADE 11, OPEN PAI3O
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’ interest 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. In this course, students will study Judo techniques covering all requirements from blue belt and brown belt syllabus, competition refereeing, Judo philosophy, as well as develop greater mentorship skills further expanding their of Judo principles.
SOCIAL SCIENCES AND THE HUMANITIES
PERSONAL AND FITNESS ACTIVITIES, GRADE 12, OPEN PAF4O
WORLD RELIGIONS AND BELIEF TRADITIONS: NEW PERSPECTIVES, ISSUES This course focuses on the development of a personalized AND CHALLENGES, approach to healthy active living through participation in GRADE 11, U/C PREPARATION a variety of sports and recreational activities that have the potential to engage students’ interest throughout their lives. HRT3M 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.
This course emphasizes participation in a variety of enjoyable fitness activities (eg. weight training, aerobic and anaerobic training, fitness testing, exercise prescription, self-defense, etc). Students will develop and implement personal physical fitness plans and make extensive use of the resources in the Fitness Centre. As well, 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.
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This course provides students with opportunities to explore various world religions and belief traditions. Students will develop knowledge of the terms and concepts relevant to this area of study, will examine the ways in which religions and belief traditions meet various human needs and will learn about the relationship between belief and action. They will examine sacred writings and teachings, consider how concepts of time and place influence different religions and belief traditions, and develop research and inquiry skills related to the study of human expressions of belief.
CHALLENGE AND NEW CHANGE IN SOCIETY AP CAPSTONE SEMINAR COURSE, UNIVERSITY PREPARATION HSB4U-AP
Prerequisite: Any university or university/college preparation course in social sciences and humanities, English, or Canadian and world studies. Recommended preparation: Students participating in the AP® Capstone Diploma Program are required to enrol in two other AP® courses and write a minimum of two AP® exams. This course focuses on the use of social science theories, perspectives and methodologies to investigate and explain shifts in knowledge, attitudes, beliefs and behaviour, and their impact on society. Students will critically analyse how and why cultural, social and behavioural patterns change over time. They will explore the ideas of social theorists and use those ideas to analyse causes of and responses to challenges such as technological change, deviance and global inequalities. Students will explore ways in which social science research methods can be used to study social change. AP® Seminar is a foundational course that engages students in cross-curricular conversations that explore the complexities of academic and real-world topics and issues by analyzing divergent perspectives. Using an inquiry framework, students practice reading and analyzing articles, research studies, and foundational, literary and philosophical texts; listening to and viewing speeches, broadcasts and personal accounts; and experiencing artistic works and performances. Students learn to synthesize information from multiple sources, develop their own perspectives in research-based written essays, and design and deliver oral and visual presentations, both individually and as part of a team. Ultimately, the course aims to equip students with the power to analyze and evaluate information with accuracy and precision in order to craft and communicate evidence-based arguments.
INTRODUCTION TO ONLINE ANTHROPOLOGY, PSYCHOLOGY AND SOCIOLOGY, GRADE 11, UNIVERSITY PREPARTION HSP3Ue Prerequisite: ENG2D or CHC2D 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 research methods they employ. Students will be given opportunities to explore theories from a variety of perspectives and 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.
TECHNOLOGICAL EDUCATION COMMUNICATIONS TECHNOLOGY, GRADE 11, U/C PREPARATION TGJ3M Prerequisite: TGJ2O
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.
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THE GRADE 12 PROGRAM
COURSE DESCRIPTIONS
GRADUATION YEAR
COMPULSORY COURSES
Students in Grade 12 must carry a minimum course load of 6 credits. This includes one compulsory credit in English. University programs of interest and electives determine all other courses. Students will work closely with the Director of University Counselling throughout the year to understand the university application process, apply for scholarships and for any other assistance required in applying to post-secondary institutions.
ENGLISH, GRADE 12, UNIVERSITY PREPARATION ENG4U
Course
Credits
*English (choose one): ENG4U ENG4U-AP Electives from the following departments: The Arts Business Studies Canadian and World Studies Computer and Information Science English Mathematics Modern & International Languages Physical Education Sciences Social Sciences and the Humanities Technological Education Total Credits
1
5 or more
Prerequisite: ENG3U
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 analyse 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.
ENGLISH, GRADE 12, UNIVERSITY PREPARATION AND ADVANCED PLACEMENT STUDIES IN LITERATURE AND COMPOSITION ENG4U-AP Prerequisite: ENG3U (85%+ recommended)
6-8
*Although we strongly discourage students f rom taking ENG4U outside of the RSGC environment (summer courses, online courses), students who do participate in such courses outside RSGC must enroll in The Writer’s Craft course in place of the ENG4U.
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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 analyse 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.
This course is meant to be both a preparation for the AP® examination in English as well as a very high level exploration of the writing process. The intention of the AP® programme is to mirror the general entrylevel course at university and this course will follow the common composition focus through expository writing. The pedagogical approach is suggested as a cooperative venture between students and teacher in a tutorial format. Students will be required to assume responsibility for a high amount of reading and writing. In addition, relevant topics will be explored in detail though a student-led seminar process. A variety of writing forms will be examined – narrative, exploratory, expository and argumentative – but the primary thrust will be an expository style that may be applicable across the curriculum. Specific to the AP® exam, the course will guide the students toward being sophisticated readers able to identify elements from detailed passages that reveal fine distinctions in rhetorical methods.
ELECTIVE COURSES THE ARTS
INSTRUMENTAL MUSIC, GRADE 12, U/C PREPARATION AMI4M Prerequisite: AMI3M
This course enables students to enhance their musical literacy through the creation, appreciation, analysis and performance of music. Students will perform traditional, commercial and art music, and will respond with insight to live and recorded performances. Students will enhance their understanding of the function of music in society and the impact of music on themselves and various communities and cultures. Students will analyse how to apply skills developed in music to their life and careers. In this final year, students continue to study the greater depths of improvisation, theory and history. Emphasis is on greater technical facility. Students continue to write and perform their own music. Students will have access to a Computer Lab that includes Real Time performance, MIDI and CD-writing capabilities.
CHORAL MUSIC, GRADE 12, U/C PREPARATION AMV4M Prerequisite: AMV3M
DRAMA, GRADE 12, U/C PREPARATION ADA4M This course enables students to enhance their musical Prerequisite: ADA3M
This course requires students to experiment individually and collaboratively with forms and conventions of both drama and theatre from various cultures and time periods. Students will interpret dramatic literature and other texts and media sources, while learning about various theories of directing and acting. Students will examine the significance of dramatic arts in various cultures and will analyse how the knowledge and skills developed in drama are related to their personal skills, social awareness and goals beyond secondary school.
literacy through the creation, appreciation, analysis and performance of music. Students will perform traditional, commercial and art music, and will respond with insight to live and recorded performances. Students will enhance their understanding of the function of music in society and the impact of music on themselves and various communities and cultures. Students will analyse how to apply skills developed in music to their lives and careers.
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VISUAL ARTS, GRADE 12, U/C PREPARATION AVI4M Prerequisite: AVI3M
This course focuses on enabling students to refine their use of the creative process when creating and presenting two- and three-dimensional art works using a variety of traditional and emerging media and technologies. Students will use the critical analysis process to deconstruct art works and explore connections between art and society. The studio program enables students to explore a range of materials, processes and techniques that can be applied in their own art production. Students will also make connections between various works of art in personal, contemporary, historical and cultural contexts.
BUSINESS STUDIES INTERNATIONAL ONLINE BUSINESS FUNDAMENTALS, GRADE 12, U/C PREPARATION BBB4Me
This course provides an overview of the importance of international business and trade in the global economy and explores the factors that influence success in international markets. Students will learn about the techniques and strategies associated with marketing, distribution and managing international business effectively. This course prepares students for post-secondary programs in business, including international business, marketing and management.
BUSINESS LEADERSHIP: MANAGEMENT FUNDAMENTALS, GRADE 12, U/C PREPARATION BOH4M
This course focuses on the development of leadership skills used in managing a successful business. Students will analyse the role of a leader in business, with a focus on decision making, management of group dynamics, workplace stress and conflict, motivation of employees and planning. Effective business 52 Academic Calendar 2015-16 • Royal St. George’s College
communication skills, ethics and social responsibility are also emphasized.
ANALYSING CURRENT ECONOMIC ISSUES, GRADE 12, UNIVERSITY PREPARATION CIA4U
Prerequisite: Any university or university/college preparation course in Canadian and World Studies, English or Social Sciences and Humanities. This course examines current national and global economic trends and policies from diverse perspectives. Students will explore the impact of choices that individuals and institutions, including governments, make in responding to local, national and global economic issues such as globalization and global economic inequalities, trade agreements, national debt, taxation, social spending and consumer debt. Students will apply the concepts of economic thinking and the economic inquiry process, including economic models, to investigate and develop informed opinions about, current economic issues and to help them make reasoned economic decisions.
ANALYSING CURRENT ECONOMIC ISSUES, GRADE 12, UNIVERSITY PREPARATION AND ADVANCED PLACEMENT MACROECONOMICS CIA4U-AP
Prerequisite: Any university or university/college preparation course in Canadian and World Studies, English or Social Sciences and Humanities. Recommended preparation: CIE3M and permission from the Head of Department. This course examines current national and global economic trends and policies from diverse perspectives. Students will explore the impact of choices that individuals and institutions, including governments, make in responding to local, national and global economic issues such as globalization and global economic inequalities, trade agreements, national debt, taxation, social spending and consumer debt. Students will apply the concepts of economic thinking and the economic inquiry process, including economic models,
to investigate and develop informed opinions about current economic issues, and help them make reasoned economic decisions.
CANADIAN AND WORLD STUDIES
Students will examine economic stability, growth and international trade. Building on the theory developed in CIE3M, students also pursue a rigorous unit in microeconomic theory. In addition to the above material, students will explore units in greater depth than the regular CIA4U course, examine the American economy and study an additional unit on markets for factors of production.
THE COLLEGE AND THE CITY, GRADE 12, UNIVERSITY PREPARATION IDC4U-C
BUILDING FINANCIAL SECURITY, GRADE 12, UNIVERSITY PREPARATION IDC4U-B
Recommended preparation: BAF3M, CIE3M and permission from the Head of Department.
This course investigates financial management, capital markets and ways in which capital is acquired. Students will use diverse information skills, resources and technologies to gather information related to a variety of Canadian and international financial institutions, investigate the conceptual and mathematical foundations of increasing net worth, and examine investment in the stock market (eg., the risks and safeguards in stock trading, stocks as investments, creating investment portfolios). They will also analyse the social impact of personal and corporate investment decisions, and will learn to solve problems through theoretical investigation, systems thinking approaches and case studies.
Prerequisite: Any university or university/college preparation course.
This course combines curriculum expectations from Interdisciplinary Studies, Grade 12, University preparation and other courses, including Politics, Geography and Literature Studies. The course introduces students to the interdisciplinary field of urban studies through the investigation of the political, social and economic aspects of living in a large city like Toronto. Using primary sources, novels, field trips and current events, students will explore issues that have a direct impact on their daily lives. Additionally, the course will introduce students to university level research, reading and critical thinking skills.
WORLD ISSUES: A GEOGRAPHIC ANALYSIS, GRADE 12, UNIVERSITY PREPARATION CGW4U
Prerequisite: Any university, university/college or college preparation course in Canadian and World Studies, English or Social Sciences and Humanities. This course looks at the global challenge of creating a more sustainable and equitable world. Students will explore a range of issues involving environmental, economic, social and geopolitical interrelationships, and will examine governmental policies related to these issues. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate these complex issues, including their impact on natural and human communities around the world.
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CANADA: HISTORY, IDENTITY AND CULTURE, GRADE 12, UNIVERSITY PREPARATION CHI4U
CANADIAN AND INTERNATIONAL LAW, GRADE 12, UNIVERSITY PREPARATION CLN4U
Prerequisite: Any university, university/college or college preparation course in Canadian and World Studies, English or Social Sciences and Humanities.
Prerequisite: Any university, university/college or college preparation course in Canadian and World Studies, English or Social Sciences and Humanities.
This course traces the history of Canada, with a focus on the evolution of our national identity and culture. Students will explore various developments and events, both national and international, from precontact to the present, and will examine various communities in Canada and how they have contributed to the development of Canadian identity and heritage. Students will develop their sense of Canada’s national identity and how and why it has changed throughout the country’s history. They will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, as they investigate the people, events and forces that have shaped Canada.
This course explores a range of contemporary legal issues and how they are addressed in both Canadian and international law. Students will develop their understanding of the principles of Canadian and international law when exploring rights and freedoms within the context of topics such as religion, security, cyberspace, immigration, crimes against humanity and environmental protection. Students will apply the concepts of legal thinking and the legal inquiry process when investigating these issues in both Canadian and international contexts, and will develop legal reasoning skills and an understanding of conflict resolution in the area of international law.
WORLD HISTORY SINCE THE 15 CENTURY, GRADE 12, UNIVERSITY PREPARATION CHY4U TH
Prerequisite: Any university, university/college or college preparation course in Canadian and World Studies, English or Social Sciences and Humanities. This course traces major developments and events in world history since approximately 1450. Students will explore social, economic and political changes, the historical roots of contemporary issues, and the role of conflict and cooperation in global interrelationships. They will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, as they investigate key issues and assess societal progress or decline in world history.
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CLASSICAL CIVILIZATION, GRADE 12, UNIVERSITY PREPARATION LVV4U Prerequisite: ENG2D
This course introduces students to the rich cultural legacy of the Classical world and encourages them to make connections between antiquity and other societies and to their own personal experiences. Students will investigate such aspects of Classical culture as its mythology and literature, art, architecture, philosophy, science and technology, as well as elements of the ancient Greek and Latin languages. By reading Classical authors in English translation and examining material culture brought to light through archaeology, students will enhance both their communication skills and their ability to think critically and creatively. In addition, they will be encouraged to be culturally sensitive, independent learners who appreciate the interconnectedness of ancient and modern societies and who will be able to apply this understanding to their future endeavours.
COMPUTER AND INFORMATION SCIENCE
ENGLISH
COMPUTER SCIENCE, GRADE 12, UNIVERSITY PREPARATION ICS4U
This course combines the expectations for Interdisciplinary Studies, Grade 12, University Preparation with selected expectations f rom Media Studies, Grade 11, Open; Introduction to Anthropology, Psychology and Sociology, Grade 11, University Preparation; and Challenge and Change in Society, Grade 12, University Preparation.
Prerequisite: ICS3U
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 industry standards. Student teams will manage a large software development project, from planning through to project review. Students will also analyse 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.
COMPUTER ENGINEERING TECHNOLOGY: INTERFACING, GRADE 12, U/C PREPARATION TEI4M Prerequisite: TEI3M
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 related environmental and societal issues, and will explore post-secondary pathways leading to careers in computer technology.
FILM STUDIES, GRADE 12 IDC4U-E
This is a comprehensive film studies course that introduces students to film history, film aesthetics and digital video production. The focus in this course is on the intersection between film form and various cultural studies, such as psychology and the study of social change. Within these disciplines – media studies, media arts, psychology and social change – additional critical approaches to understanding film as a social force that influences behaviour and shapes our sense of individual and collective identity will be introduced. A variety of films, both classic and contemporary, will be examined from both a formal perspective and from interdisciplinary critical perspectives in order to advance students’ understanding of the complex cultural phenomena that is a film and the ways that films shape our social and cultural lives. Analytical viewing, discussion and writing are the primary modes of learning. These will be complemented by creative and practical video production components, including a final course project in which students will apply the understanding and skills developed over the year.
THE WRITER’S CRAFT, GRADE 12, UNIVERSITY PREPARATION EWC4U Prerequisite: ENG3U
This course emphasizes knowledge and skills related to the craft of writing. Students will analyse 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 writing careers.
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MATHEMATICS Note: Use of a TI-84 Plus graphing calculator (or equivalent) is required for all mathematics courses.
CALCULUS AND VECTORS, GRADE 12, UNIVERSITY PREPARATION MCV4U Prerequisite: MHF4U
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, sinusoidal, exponential, rational and radical functions; and apply these concepts and skills to the modelling 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 choose to pursue careers in fields such as science, engineering, economics and some areas of business, including those students who will be required to take a university-level calculus, linear algebra or physics course. Note: Advanced Functions, Grade 12, University Preparation, must be taken prior to or concurrently with Calculus & Vectors.
CALCULUS AND VECTORS, GRADE 12, UNIVERSITY PREPARATION AND ADVANCED PLACEMENT CALCULUS AB MCV4U-AP Prerequisite: MHF4U
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, sinusoidal, exponential, rational and 56 Academic Calendar 2015-16 • Royal St. George’s College
radical functions; and apply these concepts and skills to the modelling 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 choose to pursue careers in fields such as science, engineering, economics and some areas of business, including those students who will be required to take a university-level calculus, linear algebra or physics course. Calculus AB is primarily concerned with developing the students’ understanding of the concepts of calculus and providing experience with its methods and applications. The courses emphasize a multi-representational approach to calculus, with concepts, results and problems being expressed graphically. Broad concepts and widely applicable methods are emphasized. The focus of the course is neither manipulation nor memorization of an extensive taxonomy of functions, curves, theorems or problem types. Thus, although facility with manipulation and computational competence are important outcomes, they are not the core of this course. Technology should be used regularly by students and teachers to reinforce the relationships among the multiple representations of functions, confirm written work, implement experimentation and assist in interpreting results. Through the use of unifying themes of derivatives, integrals, limits, approximation, and applications and modelling, the course becomes a cohesive whole rather than a collection of unrelated topics. Topics will be presented outside of regularly scheduled classes. Note: Advanced Functions, Grade 12, University Preparation, must be taken concurrently with MCV4U-AP.
MATHEMATICS OF DATA MANAGEMENT, GRADE 12, UNIVERSITY PREPARATION MDM4U Prerequisite: MCF3M or MCR3U
This course broadens students’ understanding of mathematics as it relates to managing data. Students will apply methods for organizing and analysing large amounts of information; solve problems involving probability and statistics; and carry out a culminating investigation that integrates statistical concepts and skills. Students will also refine their use of the mathematical processes necessary for
success in senior mathematics. Students planning to enter university programs in business, the social sciences, and the humanities will find this course of particular interest.
DATA MANAGEMENT, NEW GRADE 12, UNIVERSITY PREPARATION AND ADVANCED PLACEMENT STATISTICS MDM4U-AP
Prerequisite: MCF3M or MCR3U Recommended preparation: MCR3U strongly recommended and Department Head approval.
This course broadens students’ understanding of mathematics as it relates to managing data. Students will apply methods for organizing and analysing large amounts of information; solve problems involving probability and statistics; and carry out a culminating investigation that integrates statistical concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. Students planning to enter university programs in business, the social sciences, and the humanities will find this course of particular interest.
their use of the mathematical processes necessary for success in senior mathematics. This course is intended both for students taking the Calculus and Vectors course as a prerequisite for a university program and for those wishing to consolidate their understanding of mathematics before proceeding to any one of a variety of university programs.
MODERN AND INTERNATIONAL LANGUAGES CORE FRENCH, GRADE 12, UNIVERSITY PREPARATION AND ADVANCED PLACEMENT FRENCH LANGUAGE AND CULTURE FSF4UAP Prerequisite: FSF3U
This course provides extensive opportunities for students to speak and interact in French independently. Students will apply language-learning strategies in a wide variety of real-life situations and continue to develop their creative and critical thinking skills through responding to and interacting with a variety of oral and written texts. Students will also continue to The AP® Statistics course is equivalent to a one-semester, enrich their understanding and appreciation of diverse introductory, non-calculus-based college course in statistics. French-speaking communities and to develop the skills The course introduces students to the major concepts and necessary for life-long language learning. tools for collecting, analyzing and drawing conclusions from data. There are four themes in the AP® Statistics In the AP® French Language and Culture course, course: exploring data, sampling and experimentation, you will use authentic French materials and sources anticipating patterns and statistical inference. Students use to develop your language skills in multiple modes of technology, investigations, problem solving and writing as communication, including two-way interactions in both they build conceptual understanding. writing and speaking, interpretation of audio, audiovisual and print materials, and oral and written presentation of information and ideas. When communicating, students will demonstrate an understanding of the culture(s), ADVANCED FUNCTIONS, GRADE 12, incorporate interdisciplinary topics (connections), make UNIVERSITY PREPARATION comparisons between the native language and the target MHF4U language and between cultures (comparisons), and use Prerequisite: MCR3U target language in real-life settings (communities). This course extends students’ experience with functions. Students will investigate the properties of polynomial, rational, logarithmic and trigonometric functions; develop techniques for combining functions; broaden their understanding of rates of change; and develop facility in applying these concepts and skills. Students will also refine
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SPANISH LANGUAGE, LEVEL 4, UNIVERSITY PREPARATION LWSDU Prerequisite: LWSCU
This course prepares students for university studies in Spanish. Students will enhance their ability to use Spanish with clarity and precision, and will develop the language skills needed to engage in sustained conversations and discussions, understand and evaluate information, read diverse materials for both study and pleasure, and write clearly and effectively. Students will also have opportunities to add to their knowledge of the culture of countries where Spanish is spoken through the use of community resources and computer technology. Students will produce written assignments in a variety of forms, including the formal essay.
INTERNATIONAL LANGUAGES, MANDARIN, LEVEL 1, ONLINE ACADEMIC LKMADe
This introductory course is designed to enable students to begin to develop competence in listening, speaking, reading and writing in Mandarin. Students will participate in interactive activities in which they can apply their language skills to communicate with native speakers of Mandarin. They will explore aspects of culture in regions of the world where Mandarin is spoken, including formal and informal forms of address, naming practices, family life and relationships, and celebrations.
CLASSICAL LANGUAGES, LATIN, LEVEL 1, ACADEMIC LVLADe
ONLINE
This course introduces students to the achievements of the classical world through the study of Latin. Students will learn vocabulary and grammar essential for reading and translating adapted classical texts. Although English is the language of instruction, students will develop language skills that will enable them to speak and read aloud in the classical language at a beginner’s level. Through a variety of activities, 58 Academic Calendar 2015-16 • Royal St. George’s College
students will explore such aspects of life in the ancient world as trade, commerce, education, entertainment and social customs. In addition, students will enhance their literacy skills through language study and will make connections across the curriculum between the classical world and the world around them.
PHYSICAL AND HEALTH EDUCATION PERSONAL AND FITNESS ACTIVITIES, GRADE 12, OPEN PAF4O
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’ interest 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. This course emphasizes participation in a variety of enjoyable fitness activities (eg. weight training, aerobic and anaerobic training, fitness testing, exercise prescription, self-defense, etc). Students will develop and implement personal physical fitness plans and make extensive use of the resources in the Fitness Technology Center. As well, 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.
SMALL GROUP ACTIVITIES: JUDO, GRADE 12, OPEN PAI4O
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’ interest 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. In this course, students will study Judo techniques covering all requirements from blue belt and brown belt syllabus, competition refereeing, Judo philosophy, as well as develop greater mentorship skills further expanding their of Judo principles.
INTRODUCTORY KINESIOLOGY, GRADE 12, UNIVERSITY PREPARATION PSK4U
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. 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.
SCIENCES BIOLOGY, GRADE 12, UNIVERSITY PREPARATION SBI4U
Prerequisite: SBI3U Recommended preparation: SCH3U strongly recommended.
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.
BIOLOGY, GRADE 12, UNIVERSITY PREPARATION AND ADVANCED PLACEMENT BIOLOGY SBI4U-AP
Prerequisite: SBI3U Recommended preparation: SBI3U (85%+) and SCH3U(85%+)
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. The AP® portion of the course will include those topics regularly contained in a high-quality university program in introductory biology (molecules and cells, heredity and evolution, organisms and populations). The aim of the course is to provide students with the conceptual framework, factual knowledge and analytical skills necessary to deal critically with the rapidly changing science of biology. Students accepting the challenge of an Advanced Placement course will be required to actively participate in all lectures and laboratory activities that are conducted during the year. Reading requirements for the course are rigorous and require a daily commitment in order to stay caught up in the class.
CHEMISTRY, GRADE 12, UNIVERSITY PREPARATION SCH4U
Prerequisite: SCH3U Recommended preparation: SCH3U (75%+) and MCR3U (75%+)
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 Academic Calendar 2015-16 • Royal St. George’s College 59
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.
EARTH AND SPACE SCIENCE, GRADE 12, UNIVERSITY ONLINE PREPARATION SES4Ue
CHEMISTRY, GRADE 12, UNIVERSITY PREPARATION AND ADVANCED PLACEMENT CHEMISTRY SCH4U-AP
This course develops students’ understanding of Earth and its place in the universe. Students will investigate the properties of and forces in the universe and solar system and analyse techniques scientists use to generate knowledge about them. Students will closely examine the materials of Earth, its internal and surficial processes and its geological history, and will learn how Earth’s’systems interact and how they have changed over time. Throughout the course, students will learn how these forces, processes and materials affect their daily lives. The course draws on biology, chemistry, physics and mathematics in its consideration of geological and astronomical processes that can be observed directly or inferred from other evidence.
Prerequisite: SCH3U Recommended preparation: SCH3U (85%+) and MCR3U (85%+)
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. The AP® Chemistry course is designed to be the equivalent of the general chemistry course usually taken during the first college year. Students will attain a depth of understanding of fundamentals and a reasonable competence in dealing with chemical problems. The course will contribute to the development of the students’ abilities to think clearly and to express their ideas, orally and in writing, with clarity and logic. This course differs qualitatively with respect to the kind of textbook used, the topics covered, the emphasis on chemical calculations and the mathematical formulation of principles, and the kind of laboratory work done by students. Quantitative differences appear in the number of topics treated, the time spent on the course by students, and the nature and variety of experiments done in the laboratory.
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Prerequisite: SNC2D
PHYSICS, GRADE 12, UNIVERSITY PREPARATION SPH4U
Prerequisite: SPH3U Recommended preparation: SPH3U (75%+) and MCR3U (75%+)
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 how to analyse, qualitatively and quantitatively, data related to a variety of physics concepts and principles. Students will also consider the impact of technological applications of physics on society and the environment.
PHYSICS, GRADE 12, UNIVERSITY PREPARATION AND ADVANCED PLACEMENT PHYSICS 2 SPH4U-AP
Prerequisite: SPH3U Recommended preparation: SPH3U (85%+) and MCR3U (85%+) 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 how to analyse, qualitatively and quantitatively, data related to a variety of physics concepts and principles. Students will also consider the impact of technological applications of physics on society and the environment.
SOCIAL SCIENCES AND THE HUMANITIES CHALLENGE AND CHANGE IN SOCIETY, UNIVERSITY PREPARATION ONLINE HSB4Ue This course focuses on the use of social science theories, perspectives and methodologies to investigate and explain shifts in knowledge, attitudes, beliefs and behaviour, and their impact on society. Students will critically analyse how and why cultural, social and behavioural patterns change over time. They will explore the ideas of social theorists and use those ideas to analyse causes of and responses to challenges such as technological change, deviance and global inequalities. Students will explore ways in which social science research methods can be used to study social change.
PHILOSOPHY: QUESTIONS AND THEORIES, UNIVERSITY ONLINE PREPARATION HZT4Ue 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.
ISSUES IN HUMAN GROWTH AND DEVELOPMENT/ AP PSYCHOLOGY PREPARATION, GRADE 12, U/C PREPARATION HHG4Me
NEW
ONLINE
Prerequisite: Any university or university/college preparation course in social sciences and humanities, English, or Canadian and world studies. This course offers a multidisciplinary approach to the study of human development throughout the lifespan. Students will learn about a range of theoretical perspectives on human development. They will examine threats to healthy development as well as protective factors that promote resilience. Students will learn about physical, cognitive and social-emotional development from the prenatal period through old age, and will develop their research and inquiry skills by investigating issues related to human development. The AP® Psychology course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles and phenomena associated with each of the major subfields within psychology. They also learn about the ethics and methods psychologists use in their science and practice. Academic Calendar 2015-16 • Royal St. George’s College 61
CHALLENGE AND NEW CHANGE IN SOCIETY AP CAPSTONE SEMINAR COURSE, UNIVERSITY PREPARATION HSB4U-AP
Prerequisite: Any university or university/college preparation course in social sciences and humanities, English, or Canadian and world studies. Recommended preparation: Students participating in the AP® Capstone Diploma Program are required to enrol in two other AP® courses and write a minimum of two AP® exams.
This course focuses on the use of social science theories, perspectives and methodologies to investigate and explain shifts in knowledge, attitudes, beliefs and behaviour, and their impact on society. Students will critically analyse how and why cultural, social and behavioural patterns change over time. They will explore the ideas of social theorists and use those ideas to analyse causes of and responses to challenges such as technological change, deviance and global inequalities. Students will explore ways in which social science research methods can be used to study social change. AP® Seminar is a foundational course that engages students in cross-curricular conversations that explore the complexities of academic and real-world topics and issues by analyzing divergent perspectives. Using an inquiry framework, students practice reading and analyzing articles, research studies, and foundational, literary and philosophical texts; listening to and viewing speeches, broadcasts and personal accounts; and experiencing artistic works and performances. Students learn to synthesize information from multiple sources, develop their own perspectives in research-based written essays, and design and deliver oral and visual presentations, both individually and as part of a team. Ultimately, the course aims to equip students with the power to analyze and evaluate information with accuracy and precision in order to craft and communicate evidence-based arguments.
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TECHNOLOGICAL EDUCATION COMMUNICATIONS TECHNOLOGY, GRADE 12, U/C PREPARATION TGJ4M
NEW
Prerequisite: Communications Technology, Grade 11, University/College Preparation 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.
ADDITIONAL SOURCES OF INFORMATION In addition to the information contained in this calendar, numerous websites exist that can assist in the development of your education plans.
Ontario Ministry of Education
www.edu.gov.on.ca Gateway to Ontario Education policies, curriculum and standards.
Ontario Secondary School Curriculum
www.edu.gov.on.ca/eng/curriculum/ Comprehensive details and descriptions of the four-year secondary programme and courses of study.
Ontario Universities’ Application Centre
www.ouac.on.ca Central location for information pertaining to the university admissions process and procedures.
AP Central
www.apcentral.collegeboard.com Gateway for students and parents for complete details about the Advanced Placement programs.
AP Canada
apcanada.collegeboard.org General information relating to Advanced Placement programmes in Canada including the policies of Canadian universities.
Some Resources: • • • • •
RSGC University Planning Handbook Individual university websites Ontario: www.electronicinfo.ca Canada: www.schoolfinder.com, Maclean’s, Globe Campus US: www.collegeboard.com, US News & World Report, Fiske Guide, Princeton Review’s Best Colleges, Pope: Hidden Ivies & Colleges That Change Lives • UK: www.ucas.com, Times Good University Guide
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Royal St. George’s College 120 Howland Avenue Toronto, ON M5R 3B5 Phone: 416.533.6724 Fax: 416.533.1340 rsgc.on.ca Academic Calendar 2015-16
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