2023-24 Academic Handbook

2023-24

ACADEMIC HANDBOOK

SENIOR SCHOOL

Our Mission is to inspire our students to become fine young men who will shape positive futures for themselves, their families, and the global community. Through a broad and inclusive program, our students will be educated and prepared for life. They will possess a solid knowledge base in a wide range of disciplines, as well as core academic skills combined with 21st-century global skills. During their time at Saints, they will also develop key virtues such as empathy, humility, integrity, resilience, respect, and responsibility. They will be inspired to become good men!

BUILDING FINE YOUNG MEN. ONE BOY AT A TIME.

This handbook will be an important resource to consult as you engage in course planning for the 2023-24 school year. You’ll see important academic policies, course descriptions, guidance on opportunities and requirements for each year, and worksheets to help guide your thinking and planning.

Be sure to consult the cycle and timeline for due dates, and keep an eye on the weekly eNews and updates to the School Portal. St. George’s Senior School is committed to providing an exciting range of learning opportunities. Teachers embrace pedagogical approaches that deepen student engagement and create a culture of inquiry in the classroom. Through varied instructional and assessment strategies including cohorts, Harkness discussions, guided inquiry, blended learning, visible thinking routines, and experiential learning, students are encouraged to find a love of learning. We believe that there are many ways of knowing that can be nurtured as each student finds their own voice and purpose. Learning at St. George’s will support a student to develop their independence, connect to the world, and feel a sense of agency.

NEW POSSIBILITIES

The 2023-24 school year will be marked by movement. We will change our learning spaces, with the anticipated completion of our new campus buildings, and the renovation of the existing building. Grade 8s and 9s will shift into a different model of assessment and how learning is communicated, while Grade 11s and 12s will transition into a new Indigenous-focused graduation course requirement. These innovations will grow from our solid foundation, and will add to the diversity of experiences and depth of learning of our community. They will also require us to continue to practice resilience, humility, and empathy as we learn through these changes, together.

GRADES 8 AND 9

In Grade 8 and Grade 9, students will have a set schedule of six full-year courses, each course occurring in 1 of 8 blocks: English, Social Studies, Math*, Language*, Physical and Health Education, and Science. Students will also select from a variety of semestered courses in 2 of their 8 blocks. They will have one course block devoted to Arts Education (from the Visual Arts, Theatre Arts, Music departments), and one course block devoted to Applied Design Skills, and Technology (ADST) education. Students will experience up to two Arts Education courses, and two ADST courses. In these choices, we encourage students to cast a wide net: exploring skills and topics they love as well as those they may have never encountered before. In Grades 8 and 9, students learn through experimentation with variety.

*All Grade 8s begin in Math 8 and French 8, if they are enrolled in French. Midway through the fall after a series of teacher observations, student reflection, and assessments, students will join Math 8, Math 8/9 or Math 9 classes for Math, and French 8 or French 8 Honours for French. More details are on the course description page for Grade 8.

GRADE 10 AND COHORTS

Students in Grade 10 will continue with the same group of six core courses as in Grade 8 and Grade 9, and have two full-year courses of their choice. In Grade 10, we encourage students to go deep: choosing skills and topics they wish to explore with time, commitment, and curiosity. This is a year to learn through relationships and experiences. For their Grade 10 year, students have the option to apply for an interdisciplinary cohort. For 2023-24, two cohorts will be offered: Discovery 10 and Fusion 10. Students who apply to and are invited to join cohort experience specific classes (core and elective) with their cohort. These courses use the same foundational curriculum as the non-cohort sections, but are intentionally linked by the theme of the cohort, and are focussed on deep interdisciplinary connections and authentic experiential education. For more information on cohorts, please see page 19

GRADES 11 AND 12

For their Grade 11 and 12 years, students have a wide variety of required and elective courses (see pages 32-42 for more details). In these grades, we encourage students to see their choices as part of a two-year Graduation Program. Some courses have prerequisites, and some have recommended standings in previous courses. Some students will have identified required courses to be eligible for specific universities or programs. In all cases, we encourage students to look at these years in a holistic way: selecting courses that offer challenge and also the opportunity to return to areas of passion or interest from previous years. This is the time to see the seeds planted in previous years of experimentation and depth blossom.

There are a number of advanced and accelerated options available to students, increasing through Grades 9-12. These courses are labeled as Honours, +Competition, or Advanced Placement (AP). These courses are characterised by:

• Increased pace.

• Increased complexity of learning outcomes.

• Increased number of learning outcomes.

• Increased responsibility on the student for independence in their learning including actively reviewing and previewing. There are a number of reasons students might consider an accelerated or advanced course. Rather than focusing on the grade students hope to earn in a course, what matters most is that they select a course that is the right style, pace, and fit for them—and that they’re able to do their best within that “sweet spot” of challenge.

COURSE PLANNING

SHARED RESPONSIBILITIES

STUDENTS

CYCLE AND TIMELINE

Course planning and selections is a whole-community event, and we look forward to supporting you along this reflective and goalsetting journey.

The 2023-24 timelines and processes below are prepared with care. Should unforeseen circumstances require a change, we will provide updates to parents in the weekly eNews, and update material on the School Portal, and to students via email and update material on the Course Selection Canvas page.

2023-24

ANTICIPATED TIMELINE

PLANNING

MARCH - APRIL 2023

1 on 1 Course Planning Meetings for current Grade 10s and 11s with their University Counsellor.

• View the Course Planning and Selection Video Overview, posted to the School Portal

• Attend and engage in information sessions (as offered)

• Submit course planning worksheets by April 28

• Submit course requests by April 28

• Enroll in courses to meet graduation requirements and check your final requests using the SGS Grad Requirements Checklist to ensure you meet those requirements

• Be familiar with relevant entry requirements and program prerequisites for post-secondary applications

• Current Grade 10s and 11s: Book a meeting with your University Counsellor

• If desired, submit course change request by deadline

PARENTS

• View the Course Planning and Selection Video Overview, posted to the School Portal

• Understand St. George’s School and Ministry of Education Graduation Requirements

• Be familiar with the course information and selection process to support your child’s decisionmaking and self-advocacy

ADVISORS, TEACHERS, HEADS OF GRADE, AND UNIVERSITY COUNSELLORS

• Advisors/Teachers – are available to answer student questions and guide students to find reliable information

REFLECTIONS AND CHANGE REQUESTS

COURSE PLANNING CYCLE

PERSONAL SCHEDULES

SCHEDULING

At-School Information Sessions for all current students. Virtual Information sessions for new students entering Grades 8-12.

SELECTION

DEADLINE: APRIL 28, 2023

Course requests and worksheets are due for students entering Grade 9-12.

Students who have applied to a Grade 10 Cohort should wait to submit their course requests until instructed to.

Students new to St. George’s should submit their requests based on the timeline provided in the New Student Orientation evening, and on the New Student Checklist

SCHEDULING

MAY-JUNE 2023

Student schedules are created.

REFLECTIONS AND CHANGE REQUESTS

SUMMER/FALL 2023

Student schedules will be distributed, and the course change process will be outlined. See more on the following page.

• Heads of Department – Consider requests for student placement and determine final placement in streamed courses

• University Counsellors and Heads of Grade – Review student decisions and discuss implications for post-secondary planning

SCHOOL ADMINISTRATION

• Ensure information is shared in a timely manner

• Ensure policies are equitably upheld

• Receive and process course requests

• Work with Heads of Department for placement

• Work with Heads of Grade, University Counselling, Student Support Success, and others for final schedule approvals

• Generate student schedules

• Receive and process course change requests

SUBMISSION INSTRUCTIONS

Students will not select courses from a predetermined Master Schedule. Instead, they will select their preferred courses and alternates, and the Master Schedule will be based on the combination of teacher availability and student requests. This approach will enable us to:

• Have a more accurate set of data as to what courses interest students.

• Achieve a higher percentage of fulfilling student requests.

• Be more responsive to student requests to determine number of sections of courses, and which courses are offered.

In a small number of courses, we may have more students interested than we have spaces available or students may have a conflict when the Master Schedule is created. In those cases, the School reserves the right to place a student in a different, relevant course to ensure a positive Academic Program for everyone. Students entering Grades 11 and 12 may submit changes using the Course Change Process.

To submit your course selection:

1. Go to your Grade’s submission form, ensuring you are logged into your St. George’s account.

Into Grade 8 (‘28)

Into Grade 9 (‘27)

Into Grade 10 (‘26)

Into Grade 11 (‘25)

Into Grade 12 (‘24)

2. Follow all prompts, including uploading your Course Planning Worksheet (pdf, jpeg, gdoc, etc).

Note:

• Students must submit their requests by April 28th, 2023 at 4:00 pm. Please note, these requests will be considered final. There is no priority order to submissions.

• Students entering Grades 11 and 12 should wait to submit their choices until they have their 1:1 Course Counselling Session with their assigned University Counsellor.

• New students entering Grades 8-12 will be invited to submit their choices in May 2023, and will also be invited to a New Student Welcome Evening and follow up meetings to discuss course selections.

PREPARING FOR AND BOOKING 1:1 COUNSELLING APPOINTMENTS

Students entering Grades 11 and 12 should book an appointment with their St. George’s University Counsellor prior to submitting their course requests. Students will be emailed, notifying them of which University Counsellor they will meet with, along with details on how to book online appointments. Appointments are available from early March–April 28th, 2023, and will take place at lunch, after school, and for Grade 11s, during their spares. Appointments are available in person and/or by Google Meet. Students should be sure to complete their Course Planning Worksheet, Activity Log, and University Research Assignment and share these documents with their University Counsellor 24 hours before their scheduled meeting.

Current Grade 10 and 11 students should look at the email, “University Counselling Week Ahead” beginning the week of March 6th for available appointments with their assigned University Counsellor. Appointments will be available in the weeks leading up to Spring Break, and then upon return from Spring Break until the April 28th submission deadline. Students are invited to book one appointment with their assigned University Counsellor during this time.

Note: Timelines and processes are subject to change. Students should refer to the Course Planning and Selection button on the School Portal and pay attention to their school email for the most up-to-date information.

COURSE CHANGE PROCESS

There will be multiple windows for course changes for students entering Grade 11 and 12. These windows have specific purposes and restrictions. Please consider changes carefully. When schedules are released, an electronic course change form will be shared with students. All changes are subject to availability and require students to pay attention to deadlines and details.

There are a number of reasons why students may want to change courses. Please keep in mind that there are many other types of support and solutions if you are feeling like a course isn’t the right fit for you. Your first step is always to speak directly with your teacher. You might consider these questions as a starting point:

• Have other students felt the same way as I am right now? How have they coped?

• Do you (the teacher) think that I'm showing signs that the material is not the right zone of challenge for me (too much or too little)? What might I be able to do to fill in gaps or find an extra challenge?

• From what you (the teacher) have seen of my work so far, where do you think my strengths and weaknesses are?

• What are some ways I can actively make the best use of class time and homework assigned? How can I get further support from you or other peers?

• How do the concepts I am struggling with line up with other concepts—are they new from the course in the previous year? Is it review? Where does the course go from here?

• How can I get further support?

WINDOW (DATES TBC) PURPOSE

WINDOW #1

FULL CHANGES (ROUND 1)

AUGUST 2023

• Add/drop any course(s)

RESTRICTIONS /DETAILS

• Must meet Course Load Requirements

• May not exceed number of spares permitted

• Must select from the Master Schedule. Possibility that desired course may be at capacity

• Course removed from report card/transcript

WINDOW #2

FULL CHANGES (ROUND 1)

SEPTEMBER 2023

WINDOW #3

STREAM CHANGE

UNTIL WINTER BREAK 2023

• May drop a Day 1 or Day 2 course

• May add another course

• Change stream of a course (in/out of accelerated Honours or Advanced Placement)

• Invitation for Grade 8 and 9 to change Semester 2 courses

WINDOW #4

WITHDRAW

JANUARY 2024 –

SPRING BREAK 2024

• Drop Any Course(s)

• Must meet Course Load Requirements

• May not exceed number of spares permitted

• Possibility that desired course may be at capacity

• Course removed from report card/transcript

• May not drop a course entirely

• Possibility that desired course sections may be at capacity

• Subject to School approval and teacher consultation

• Original course removed from transcript, kept on report cards (if issued)

• Must meet Course Load Requirements

• May not exceed number of spares permitted

• May not add another course

• Course will remain on transcript with W (Withdrawal)

• Grade 12s- universities are updated.

• Subject to School and parental approval

As the school year dates can be subject to change, students should consult THIS document throughout the year for any changes and links to Course Change Request Forms.

COURSE SELECTION PLANNING WORKSHEET

Please use the following links to download printable worksheets for your Grade.

• INTO GRADE 8 AND GRADE 9

• INTO GRADE 10

• INTO GRADE 11 AND GRADE 12

• NEW TO ST. GEORGE’S STUDENTS GRADES 9-12

NEXT STEPS:

• Attend information sessions as scheduled

• View the course selection process video (posted to Portal)

• Complete your Course Planning Worksheet

• Book 1:1 Course Counselling Meeting (Grade 10s and 11s, and students new to the school)

• Submit Requests by April 28, 2023

GRADUATION REQUIREMENTS

BC MINISTRY OF EDUCATION AND ST. GEORGE’S SCHOOL REQUIREMENTS

Students who graduate from St. George’s earn a St. George’s Certificate of Graduation and the BC Dogwood Diploma. The chart below summarises graduation requirements for our students. All courses are 4 credits, unless otherwise noted. See this Worksheet for a usable copy you can use to track your graduation requirements. * Indicates an additional St. George’s requirement that is in addition to BC Ministry of Education requirements

GRADE 11

Contemporary Music 12

Concert Band 11

Drama 11

Film Studies 11

Media Arts 11

AP Music Theory 12

Jazz Band 11

Studio Arts 2D 11

Studio Arts 3D 11

Theatre Production 11/12

Television Production 11/12

GRADE 12

AP Studio Arts 12

Concert Band 12

Contemporary Music 12

Drama 12

Film Studies 11

Graphic Arts 11/12

Jazz Band 12

Media Arts 11/12

AP Music Theory 12

Studio Arts 2D 11/12

Studio Arts 3D 11/12

Theatre Production 11/12

Television Production 11/12

CREDITS REQUIRED

ST. GEORGE’S SCHOOL COURSE PLANNING AND POST-SECONDARY PLANNING

In selecting courses, students need to be aware of both general and specific admission requirements for post-secondary institutions and their specific programs. Admission requirements and how applications are assessed are subject to change, requiring students to do continuous research to ensure they meet entrance requirements.

11

Physical & Health Education 10

Science 10

Grade 11 Career Life Connections 12A

Literary Studies 11/11 Honours

Composition 11/11 Honours

Grade 12 Career LIfe Connections 12B (Capstone)

REQUIRED FOR COMPLETION

French 10/10H

Spanish 10/10H

Spanish Introductory 11

Mandarin 10/10H Latin 10

Social Studies 10

Pre-Calculus 11

Pre-Calculus 12

Foundations of Math 11

Chemistry 11

Chemistry 11 Honours

Physics 11

AP Physics 1 Honours 11 Earth Sciences 11

AP Environmental Science 12

Specialized Science 12

Anatomy and Physiology 12

French 11/11 Honours

Spanish 11/11 Honours

Spanish Introductory 11 Mandarin 11/11 Honours Latin 11/12

Explorations in Social Studies 11

Contemporary Indigenous Studies 12

Contemporary Indigenous Studies 12

NUMERACY ASSESSMENT 10 | LITERACY ASSESSMENT 10 | LITERACY ASSESSMENT 12

English Studies 12 (individual course or as double credit from AP English Literature or AP English Language) Contemporary Indigenous Studies 12

12

SUB TOTAL REQUIRED CREDITS 60

KEY MINISTRY OF EDUCATION ONLINE INFORMATION

Our Education program is founded on curricula and requirements from the BC Ministry of Education and Child Care. The resources below may be of interest to you:

• BC Graduation Program Policy Guide (Grades 10-12)

• BC Curriculum

• Provincial Assessments (Literacy 10 and 12; Numeracy 10)

• Indigenous-focused Course Graduation Requirement (new for Graduates of 2024)

• Reporting on Student Learning (Updates for 2023-2024)

Students entering Grades 11 and 12 are advised to work closely with their St. George’s University Counsellor throughout the course selection process. It is ultimately the student’s responsibility to ensure he has the required courses for his post-secondary applications and is able to meet entrance requirements. Students will be supported in this by their St. George’s University Counsellor. St. George’s University Counsellors are well-versed in course planning and post-secondary admissions, and are advocates for each student, supporting and guiding him in his unique journey. While some universities assess a student’s application holistically, taking into account factors such as a student’s character, extra-curriculars, and accomplishments, the academic profile remains paramount. Many universities base admissions solely on a student’s academic record. Students should also consider their strengths, interests, and abilities in choosing their courses as admission to university is competitive.

To ensure St. George’s students are university-admissible, they need both the required number of approved Grade 12 courses for admissions and the prerequisites for their program of interest at each institution. While focusing on Grade 12 academic courses, many universities also include an assessment of a student’s academic performance in Grades 10 and 11 in determining their admissions decisions.

UNIVERSITY ADMISSIBLE COURSES

University Admissible Courses are specific courses used by universities to assess a student’s application and to calculate a student’s average mark for admissions purposes. Students must graduate from St. George’s with English Studies 12 or English First Peoples 12, plus at least four (five are recommended) other university-admissible courses. There are other Grade 12 courses that we offer, that will contribute to a student’s learning and selfdiscovery, as well as to their other graduation requirements. See the Course Descriptions for a full list of all Grade 12 courses.

The following courses are generally regarded as university-admissible. It is crucial for students to know which courses their prospective universities will accept. Note: all courses on this list are subject to availability due to enrollment.

• Most Advanced Placement courses (See Course Descriptions for a listing)

• 20th Century World History 12

• Anatomy & Physiology 12

• Calculus 12

• Chemistry 12

• Comparative Cultures 12

• Computer Programming 12 (Accepted by a limited number of schools)

• Contemporary Indigenous Peoples 12

• E-Commerce 12 (Accepted by a limited number of schools)

• Economics 12

• English First Peoples 12

• English Studies 12

• French 12

• Geology 12

• Latin 12

• Law Studies 12

• Mandarin 12

• Physical Geography 12

• Philosophy 12

• Pre-Calculus 12

• Physics 12

• Social Justice 12 (Accepted by a limited number of schools)

• Specialized Science 12 (Accepted by a limited number of schools as a Grade 11 Science)

• Spanish 12

INDIGENOUS-FOCUSED GRADUATION REQUIREMENT

New for 2023-2024, all students graduating from British Columbia high schools will take an Indigenous-focused course. At St George’s School, we are humbled and proud to do our part to advance the Calls to Action from the Truth and Reconciliation Commission

We have a three year implementation plan to bring these courses to our students and this learning to our school. We are grateful to our neighbours and hosts from the Musqueam First Nation for their teachings and guidance, and their ongoing work with us. As these courses are a graduation requirement, they must be completed during the school year at St George’s. Students may not take graduation requirements online or through alternative providers (see page 14 for further details on external courses).

You can learn more about the big picture from the BC Ministry of Education and Childcare and the First Nations Education Steering Committee.

ONGOING PLAN 2025–26

GRADE 10

FULLY COLLECTIVE

All students taking the same course, at the same time.

Continues a shared foundation.

GRADE 11

COLLECTIVE + CHOICE

TRANSITION YEAR 1

2023–24

ENGLISH FIRST PEOPLES 12

This course is grounded in the First Peoples Principles of Learning. It is designed for all students who are interested in delving deeply into First Peoples oral and written literature and visual texts in a range of media. The course focuses on the experiences, values, beliefs, and lived realities of First Peoples as evidenced in various forms of text, including oral story, poetry, song, performance, film, and prose. A key feature of the course is its focus on authentic First Peoples voices (i.e. historical or contemporary texts created by or with First Peoples). While the focus in EFP 12 is primarily on First Peoples voices from British Columbia, students also engage with texts that reflect First Peoples perspectives from elsewhere in Canada and throughout the world.

CONTEMPORARY INDIGENOUS STUDIES 12

Contemporary Indigenous Studies 12 offers students an opportunity to honour the Calls to Action from the Truth and Reconciliation Commission of Canada in addressing injustices of the past and committing to the act of reconciliation. The big ideas of the course focus on learning about Indigenous cultures and worldviews in Canada, the resistance and resilience of Indigenous communities, and the rights and responsibilities of governments and citizens in taking action against injustices. The course is an interdisciplinary blend of history, geography, politics, law, economics, and art. The course will feature inquiry projects and discussion-based learning, and wiill be divided into Grade 11 sections and Grade 12 sections.

TRANSITION YEAR

Dedicated space in the timetable where students make a choice between two options. Shared commitment, diverse experiences.

GRADE 12

FULLY CHOICE

Supporting individualisation and providing opportunities for further learning, choosing from three options.

ONGOING PLAN 2025–26

SUMMARY OF GRADE LEVEL OPTIONS AND RESTRICTIONS

Our schedules are built on a Day 1/Day 2 cycle, with 4 scheduled classes per day, for a total of 8 blocks. Each grade has blocks that are filled with required courses, and blocks where there is opportunity for student choice. GRADE

Two blocks for semestered courses, that rotate courses part way through the year for a total of four courses throughout the year.

9 6 of 8 Two blocks for semestered courses that rotate courses part way through the year for a total of four courses throughout the year.

Two blocks that are full year courses, for a total of 2 electives.

SAMPLE GRADE 8

10 6 of 8

Students may choose to apply for a Grade 10 Cohort.

11 See Graduation Requirements for additional information.

Must have courses in both Arts Education (Music, Theatre Arts, and/or Visual Arts), and Applied Design Skills and Technology (ADST).

Must have courses in both Arts Education (Music, Theatre Arts, and/or Visual Arts), and Applied Design Skills and Technology (ADST).

• See Graduation Requirements for additional information.

• Students who apply for Cohorts are placed together in specific sections of 3-4 required courses, in addition to the Cohort Elective.

• More than 7 academic courses permitted only with School approval.

• Strongly recommended to have at least 1 grade 12 university-admissible course.

• Strongly encouraged to have an ADST/Art/PE Course.

• 1 spare permitted.

• More than 7 academic courses permitted only with School approval.

SEMESTER COURSES *

NOTE:

SAMPLE GRADE 9 SCHEDULE

12 See Graduation requirements for additional information.

GRADE 11 SPARE CRITERIA

• At least 4 university-admissible courses (5 is recommended).

• 2 spares permitted.

SEMESTER COURSES *

SEE COURSE DESCRIPTIONS FOR THE FULL LIST

LANGUAGES 9 **

NOTE:

SAMPLE GRADE 10 SCHEDULE

Students may request a spare without a required co-enrollment course. Students should think of this spare block as an independent study block, using it for time within the school day to complete homework, meet with teachers, and pursue independent interests or contributions to the life of the School. Having a spare aligns with our recommendation that a Grade 11 schedule consist of: the five required courses; a "stretch course" (course that pushes a student into new areas of knowledge or skill sets); and a “grow course” (course or courses that delve into a passion or support wellness).

A well-rounded, recommended St. George’s education in Grade 11 would include a course from at least one of these areas:

• Arts Education (Music, Theatre Arts, Visual Arts)

• Physical and Health Education

• Applied Skills, Design, and Technology

Grade 11 students are required to be on-campus for their spares. Students who request eight academic-based subjects will have their schedules subject to School approval.

FULL-YEAR CHOICE *

GENERAL INFORMATION

DOUBLE CREDIT COURSES

A small number of courses will enable students to earn double credit. Students should see double credit courses as: requiring more than the typical amount of independent work, fast-paced, and challenging. Students will be assessed specifically on the outcomes associated with each course, and will earn independently-generated marks for each course associated with the double credit.

In all cases, signing up for the course means that students will be automatically enrolled in the double credit, and responsible for completing the learning and assessments associated with the double credit designation. It is not possible to enrol in one of the courses listed below and only complete one of the listed credits. Exception: Upon completion of AP Microeconomics 12, students may elect to not continue in AP Macroeconomics 12 if they meet the spare criteria for their grade.

COURSE

AP ENGLISH LITERATURE AND COMPOSITION

Grade 12 students only

AP ENGLISH LANGUAGE AND COMPOSITION

Grade 12 students only

AP PHYSICS 1 HONOURS 11

AP PHYSICS 2 HONOURS 12

Grade 12 students only

AP CHEMISTRY 12

Grade 12 students only

LATIN 11/12

AP ECONOMICS 12

CREDITS EARNED UPON COMPLETION

• AP English Literature and Composition 12

• English Studies 12

• AP English Language and Composition 12

• English Studies 12

• Physics 11

• Physics AP-1

• Physics 12

• AP Physics 2 Honours 12

• Chemistry 12

• AP Chemistry 12

• Latin 11 (Semester 1)

• Latin 12 (Semester 2)

• AP Microeconomics 12 (Semester 1)

• AP Macroeconomics 12 (Semester 2, students ordinarily continue but may request to drop)

ADVANCED PLACEMENT (AP) COURSES

Advanced Placement (AP) courses are available to students in Grades 11 and 12. AP courses follow a curriculum designed by the College Board, and are directed towards a final exam (set by the College Board). AP courses are open only to Grade 11 and Grade 12 students, and count as courses towards graduation. St. George’s School does not recommend students in grades 8-10 self-study AP courses or self-study exams, and will not excuse students in these grades from school or school trips to write AP exams.

There are additional steps students in AP courses must take, including:

• Registering for all AP courses they are registered in at St. George’s using their legal name and SGS 4-digit student number on the AP registration site in the Fall,

• Registering for the AP subject exam in May.

AP exams take place in May, and do not factor into a student’s grade in the course. The students may opt out or cancel an AP exam by submitting the provided cancellation form. There is a charge for each AP exam that a student writes or cancels after November 15. Students who do not show up to write their scheduled AP exam will incur a charge for the exam. These will be charged to the student’s account at the end of the year. Students in Grade 11 and Grade 12 may register to write an exam for a course they have self-studied, but only if the course is offered at the school in that school year. Only St. George’s students may write AP exams at the school.

Information on the course registration and exam sign up/cancellation will be sent to students in the Fall via email. For further information on AP Courses, please refer to the College Board website

EXTERNAL COURSES AND TRANSCRIPTS

We are committed to the quality and impact of our educational programming at St. George’s in the classroom and in our integrated approach that infuses learning, character education, and community engagement. We provide a variety of ways for students to be exposed to new interests, pursue passions, meet graduation requirements, and fulfill post-secondary application needs.

We expect St. George’s students to complete their high school education through our provided program and pathways. Should a student wish to pursue online or summer school courses, they should consult the respective Head of Department, their University Counsellor, and the Associate Principal of Academics to understand the implications on their learning. Students must be aware that:

• All courses required to fulfill graduation requirements must be taken at St. George’s.

• Any course that serves as a prerequisite for a subsequent course must be taken at St. George’s. Example: A student wishing to take Physics 12 at St. George’s must take the prerequisite Physics 11. There are possible exceptions for students who have demonstrated exemplary understanding in their current Math class to accelerate and take Foundations and Precalculus 10, Precalculus 11, or Precalculus 12 during the summer. These courses must be completed by August 30th prior to a student being permitted to enroll in the subsequent course. Consultation with the Head of Department for Math and approval from the School is required.

• The St. George’s transcript will only show courses that have been completed within St. George’s School, or graduation requirements for which equivalencies have been granted (i.e. students who complete Grade 10 outside of BC).

• Approval for courses taken at the post-secondary level (i.e. UBC Access Studies) is on a case-by-case basis for students in unique circumstances. Inquiries should be directed to the Associate Principal of Academics for more information.

If students choose to take a course through a summer or online provider, they are expected to hold themselves to the highest ethical standards when taking these courses, including but not limited to upholding our expectations for Academic Integrity in assessments and self-reporting, and affirming they are not simultaneously enrolled in the same course at two different providers (including two online providers, one online provider and St. George’s, etc).

Students who take Ministry courses with other accredited providers should forward their final transcript to the School Registrar (registrar@stgeorges.bc.ca). Courses will be added once complete or, if taken by Grade 12 students, at the School’s regular reporting intervals (October, December, March, and June).

Working together with the Academics Office, the University Counselling Team will send St. George’s/Ministry of Education transcripts directly to post-secondary institutions to support students' applications, where applicable. If students (of any grade) require a transcript for other purposes (jobs, scholarships, summer programs, etc):

• Students may request a copy of their St. George’s transcript by completing the form HERE

• Students may request a copy of their Ministry of Education transcript by following information HERE .

• Students who believe they qualify for Challenge, External, or Equivalency credits should contact the Associate Principal of Academics.

JESSIE BAHIA Registrar jbahia@stgeorges.bc.ca

IMPORTANT CONTACTS

SARAH COATES Associate Principal Academics scoates@stgeorges.bc.ca

DEPARTMENT HEADS

UNIVERSITY COUNSELLING

STEPHEN ZIFF Deputy Associate Principal Academics sziff@stgeorges.bc.ca

WES BOISE Theatre Arts wboise@stgeorges.bc.ca

JONATHAN MERGUI Applied Design, Skills, & Technology jmergui@stgeorges.bc.ca

CHRISTINE WESSLER Head of University Counselling cwessler@stgeorges.bc.ca

RYAN CHAPMAN University Counsellor rchapman@stgeorges.bc.ca

SANDRA GIN English sgin@stgeorges.bc.ca

NATHAN MOENS Science nmoens@stgeorges.bc.ca

LARA SLEATH Assistant to University Counselling lsleath@stgeorges.bc.ca

ANDREW JONES University Counsellor ajones@stgeorges.bc.ca

ANDREW JONES Mathematics ajones@stgeorges.bc.ca

MILICA SEVER Languages msever@stgeorges.bc.ca

VERNE BECOTT University Counsellor vbecott@stgeorges.bc.ca

DIVA SHRESTHA University Counsellor dshrestha@stgeorges.bc.ca

SANTHE LeBLANC Visual Arts sleblanc@stgeorges.bc.ca

CARLY WENNER Social Studies cwenner@stgeorges.bc.ca

DEAN MARKEL Music dmarkel@stgeorges.bc.ca

ED TAYLOR PHE (Until August 31, 2023) etaylor@stgeorges.bc.ca

GUY Da SILVA PHE (As of September 1, 2023) gdasilva@stgeorges.bc.ca

LITERARY STUDIES 10

NEW MEDIA 10

ENGLISH 8

ENGLISH 9

LITERARY STUDIES 10

LITERARY STUDIES 10

CREATIVE WRITING 10 OR OR

SPOKEN LANGUAGE 10

STUDENTS MAY ADVANCE TO A COURSE OF THEIR CHOOSING BASED ON THEIR DESIRED LEVEL OF CHALLENGE.

LITERARY STUDIES 11 HONOURS

ENGLISH STUDIES 12

COMPOSITION 11

HONOURS OR OR OR

LITERARY STUDIES 11 COMPOSITION 11

STUDENTS MAY ADVANCE TO A COURSE OF THEIR CHOOSING BASED ON THEIR DESIRED LEVEL OF CHALLENGE.

AP ENGLISH LITERATURE & COMPOSITION

ENGLISH STUDIES 12

ENGLISH FIRST PEOPLES 12

MATH

MATH COURSES AVAILABLE TO:

GRADE 8 STUDENTS

GRADE 9 STUDENTS

REGULAR PACE

ACCELERATED AND ENRICHED

ENGLISH STUDIES 12

AP ENGLISH LANGUAGE & COMPOSITION

Math 8 (All students begin in Math 8)

Math 8/9, Math 9 (As determined partway through the year)

Math 9

ACCELERATED, HEAVILY ENRICHED AND COMPETITION-FOCUSED

Optional Contests

Foundations of Math and Pre-Calculus 10

Foundations of Math and Pre-Calculus 10 (Competition)

GRADE 10 STUDENTS

Foundations of Math and Pre-Calculus 10

GRADE 11 STUDENTS

GRADE 12

STUDENTS

Pre -Calculus 11

Foundations of Math 11

Pre-Calculus 12 Calculus 12

Pre-Calculus 11

Pre-Calculus 11 (Competition)

Pre-Calculus 12 AP Statistics

AP Calculus BC 12A

AP Calculus AB 12 AP Statistics

See note about Math on Page 14

Pre-Calculus 12 (Competition)

AP Calculus BC 12A

Advanced Topics in Mathematics (For those who have already completed AP Calc BC)

FRENCH

Transition to French 8 Honours after Term Break based on self-assessment and teacher observations.

FRENCH 8 FRENCH 8 HONOURS

FRENCH 9 FRENCH 9 HONOURS

FRENCH 10

FRENCH 11

FRENCH 12

MANDARIN

MANDARIN 9

MANDARIN 10

MANDARIN 11

MANDARIN 12

FRENCH 10 HONOURS AP

FRENCH 12 HONOURS

PLACEMENT TEST AND TEACHER RECOMMENDATION REQUIRED

SPANISH 9

MANDARIN 10 HONOURS

9

SPANISH INTRODUCTORY 11

SPANISH 10

PLACEMENT TEST AND TEACHER RECOMMENDATION REQUIRED

AP CHINESE LANGUAGE AND CULTURE 12

NATIVE SPEAKERS WITH TEACHER CONSULT (GRADE 11 OR 12)

SPANISH 11

PLACEMENT TEST AND TEACHER RECOMMENDATION REQUIRED

SPANISH 12

AP

LANGUAGE 12

FRENCH

NATIVE SPEAKERS WITH TEACHER CONSULT (ENTRY IN GRADE 10)

COMPUTER STUDIES (ADST)

This is the recommended pathway for students. Students should consider the Grade 8, 9, 10 and 11 courses as possible entry years.

COMPUTER STUDIES 8

COMPUTER TECHNOLOGY SURVEY:

• Computational Thinking

• Hardware

• Software

• Tech Discussions

• Arduino/Micro-bit

COMPUTER STUDIES 9

INTRODUCTION TO PROGRAMMING:

• Graphic and Text-based Coding

• Scratch and Python

WEB DEVELOPMENT 10

CODING WITH INTERACTIVE FOCUS:

• Design Thinking

• User Experience

• Applications: Apps, IOT

• HTML and Javascript

COMPUTER PROGRAMMING 11

PROJECT-BASED LEARNING:

• Object-Oriented Programming

• Design Thinking

• Python

COMPUTER SCIENCE 11 MATH COURSE:

• Algorithms

• Models, Simulation, and Analysis

• MATLAB

COMPUTER PROGRAMMING 12

INQUIRY LEARNING:

• Design thinking

• BYO Project

• BYO Language

AP COMPUTER SCIENCE A

CONCEPT SURVEY:

• Object-Oriented Programming

• Java

• Fundementals of Programming

GRADE 10 COHORTS

Students in Grade 10 may apply for a Cohort. A Cohort, consisting of approximately 20 students, takes several of their classes together for the entire year. This allows the teachers and students to experience unique learning opportunities that blur the typical boundaries of the classroom and permit greater connections with real-world learning. Each Cohort links a different combination of core (3-4) and elective (1) courses within a unifying theme. Participants in a Cohort have the same outcomes in the linked courses as non-Cohort students, but through a specific lens. For more information on the Cohorts, please view School Portal, or contact Mr. Crompton (Fusion), Mr. Siess (Discovery), or Mr. Ziff. All students entering Grade 10 may apply to join either Discovery 10 or Fusion 10. Students may only be in one Cohort, but may apply to both. The Cohort application process is open from March 29-April 11, 2023. Applications may be submitted through THIS link, using student’s regular SGS login. The application involves contributions from the student and a follow up confirmation of parent/guardian support (sent via email). Students who have applied to a Cohort should NOT submit their other course requests until they receive the results of their application.

FUSION 10 COHORT

Fusion is an opportunity for Grade 10s to explore the world of STEM (Science, Technology, Engineering, and Math) in an integrated and experiential way. All Cohort members take Science, Math, English, and the Fusion (Technology Exploration 10) course as one group. Where possible, curricula from these courses are blended in order to deepen connections and apply knowledge. An example of this would be a vehicle design project that looks at the Science 10 Physics curriculum within an applied design project. Trips and guest speakers are organized to connect students with potential career and post-secondary paths in STEM fields. Students also work toward a year-end project that allows them to identify a problem in the world that can be solved using their STEM knowledge and skills. Academic and industry experts are often brought in to work with the students and field trips are designed to further enrich their experience. All students participate in a pre-year retreat (usually at the end of June) and a year-end trip (usually in May).

LITERARY STUDIES 10 + NEW MEDIA 10

PRE-CALCULUS & MATH 11

SCIENCE 10

TECHNOLOGY EXPLORATIONS 10 (ELECTIVE)

DISCOVERY 10 COHORT

Discovery 10 is a Cohort Program that offers a year of challenging Outdoor Experiences throughout which students will learn the Grade 10 curriculum. Together, Discovery students take Literary Studies & Spoken Language 10, Science 10, Social Studies 10, Physical Education 10, and Outdoor Education 11. These Cohort classes are often leveraged in order to deliver integrated and extended learning opportunities in the field and subject-specific, catch-up blocks upon their return. The goals of the program are for students to gain self-confidence, work with others, improve their communication skills, and develop leadership skills; to extend their environmental and social awareness and examine their relationship with the natural world; to learn the outdoor skills required for a variety of self-propelled activities (Hiking, Kayaking, Canoeing, Snowshoeing, Rock Climbing, and Camping); and to integrate academic learning into cultural and wilderness experiences.

LITERARY STUDIES 10 + SPOKEN LANGUAGE 10

SOCIAL STUDIES 10

SCIENCE 10

PHE 10

OUTDOOR EDUCATION 11 (ELECTIVE)

GRADE 8

DESCRIPTIONS

In Grade 8, we encourage you to experiment with variety! No prior experience is required for the semestered courses. Reminder: Students will take courses from both the Applied Design, Skills and Technology, and from the Arts (Music, Theatre Arts, Visual Arts). Students will also complete Career Education 8 through existing school structures and programs, like Advisory, Assemblies, and Flex Days.

COMPUTER STUDIES 8 (ADST 8)

Computer Studies 8 is an exploration of technology featuring a focus on computational thinking, computing technology, and digital literacy. By exploring electronic circuits and integrated computing, students will become more confident technology designers and will be encouraged to find their personal voice through discussion, assignments, and projects. This course will cover basic programming concepts using Arduino or micro-bits. Creative thinking, troubleshooting, and sharing will be emphasized using the design thinking model. This course assumes no prior knowledge.

 ADST

 ELECTIVE

 INQUIRY/PROJECT TECHNOLOGY/TOOLS

 0 HOURS

ROBOTICS 8 (ADST 8)

Robotics 8 is a hands-on course with a focus on learning through design and creation. Students will develop their understanding of robotics and explore how robots are being used in the world today. Students will develop their mechanical and coding skills through the design and building of a robot that performs a function or solves a problem. Students will use the VEX robotics system to prototype and test their ideas. No previous experience in robotics is required

 ADST

 ELECTIVE

 INQUIRY/PROJECT TECHNOLOGY/TOOLS EXPERIENTIAL

 0 HOURS

BUSINESS EDUCATION 8 (ADST 8)

Business Education 8 is a hands-on, projectbased course. As an introduction to business, this course explores marketing concepts such as product innovation, pricing strategies, advertisement, and distribution. In addition, students get to engage in design challenges following the Design Thinking Process. Students gain valuable skills in communicating and creative thinking. Business Education 8 is not a prerequisite for courses in business education or economics in later grades.

 ADST

 ELECTIVE

 INQUIRY/PROJECT TECHNOLOGY/TOOLS EXPERIENTIAL

 0 HOURS

WOODWORK 8 (ADST 8)

This course is an introduction to Woodwork. Students will learn how to use hand and power tools safely and confidently. Through the making of various pieces, students will experience a sense of accomplishment and demonstrate skills and understanding of basic woodwork and design practices.

 ADST

 ELECTIVE

 DIRECT INSTRUCTION

TECHNOLOGY/TOOLS EXPERIENTIAL

 0 HOURS

ENGLISH 8

English 8 provides each student with a broad base of writing, speaking, listening, and reading skills, which will aid his progress through the Senior School and support him in the development of his own voice and style. Literary sources are embedded from a thematic perspective, and include a range of short and extended prose, poetry, drama, and non-fiction works. Students will explore how to interpret the world and connect to those around them as they examine the human condition. Projects and assignments explore new literacies and real-life experiences. English 8 also focuses on foundational grammar concepts within student writing as well as other sources. Throughout the year, students gain confidence in their speaking skills through oral reports, group and individual readings, peer and self-assessments, and directed discussions. The process of writing, pre- planning, editing, and redrafting are key components of the course. Above all, English 8 students are supported in the development of independent critical and creative thinking skills.

 ENGLISH

 CORE PROGRAM

 DIRECT INSTRUCTION DISCUSSION

 1-2 HOURS

FRENCH 8

All students in Grade 8 will begin in French 8. Miidway through the Fall term, students will be asked to identify their preference and reflect on their abilities in and love of math. Informed by these reflections, demonstration of learning, and teacher observations, students will

continue in one of two pathways: French 8, or French 8 Honours. French 8 is an introductory course that re-visits the basics and is appropriate for those with limited or no prior experience in French. In French 8, students work toward being able to communicate both orally and in writing on topics that are familiar or of personal interest. Students are assessed and evaluated on their abilities in a variety of learning outcomes, including speaking, writing, listening, reading, and culture. Successful students in this course will increase their fluency and be able to participate more actively in reciprocal interactions.

 LANGUAGES

 CORE PROGRAM

 DIRECT INSTRUCTION DISCUSSION

 1-2 HOURS

LATIN 8

Latin 8 introduces students to the achievements of the classical world through the study of Latin. Students will learn vocabulary and grammatical concepts essential for reading and translating adapted classical texts. English is the language of instruction, and students will develop their oral communication, reading, and writing skills in both English and the classical language. Through a variety of enrichment activities, students will explore aspects of life in the ancient world, including trade, commerce, education, arts, sports, ecology, daily life, and social practices, making the connections across the curriculum between the classical world and the world around them.

 LANGUAGES

 ELECTIVE

 DIRECT INSTRUCTION DISCUSSION

 1-2 HOURS

WORLD LANGUAGES 8

World Languages 8 is an inquiry-based course designed to introduce students to the basics of a variety of world languages. Each month/ unit consists of: cultural understanding and exploration, basics of that language (A1 on the CEFR), real life interaction with said language/ culture, and identification of language family through structure. Students will contribute to the school community by elevating cultural events in the school and showing their learning in practical ways. This course may be appropriate for those who do not have a background in French from elementary school, and wish to pursue other languages. This course may be taken instead of French 8 as the student’s Language 8 course.

 LANGUAGES

 ELECTIVE

 DIRECT INSTRUCTION

 0 HOURS

MATH 8

All students in Grade 8 will begin in Math 8. This will focus on the essential basic skills of: arithmetic fluency with integers, fractions, and order of operations; developing their understanding of methods of solving equations; developing their understanding of shape and space, surface area and volume, and applications of Pythagoras’ theorem. Midway through the Fall term, students will be asked to identify their preference and reflect on their abilities in and love of math. Informed by these reflections, demonstration of learning, and teacher observations, students will continue in one of three pathways: Math 8, Math 8/9, or Math 9. Reevaluations will also occur at the end of the year to ensure all students are appropriately placed for their Grade 9 year to take either Math 9 or Foundations and Pre-Calculus 10. There is no placement assessment prior to the start of the school year.

 MATH

 CORE PROGRAM

 DIRECT INSTRUCTION INQUIRY/PROJECT

 1-2 HOURS

PHYSICAL AND HEALTH EDUCATION 8

Physical and Health Education 8 (PHE 8) aims to provide success for every individual student—regardless of physical abilities. We present activities in ways that encourage engagement, group skills, resiliency, sportsmanship, cooperation, and skill improvement. Over the year, students are taught a variety of lifelong sports and activities. These include Aquatics, Badminton, Basketball, Fitness, Floor Hockey, Football, Hip Hop Dance, Soccer, Softball, Touch Rugby, vVolleyball, Ultimate, and Yoga. The health outcomes for the course will be covered during two different Health Units. Topics such as Wellness, Stress, Depression, Bullying, Addiction, Sexuality, and Relationship Education are all covered. Students are assessed on the PHE 8 learning outcomes in the BC Ministry of Education curriculum. Our goal is to start boys progressing toward the philosophy of being fit for life!

 PE

 CORE PROGRAM

 DISCUSSION DIRECT INSTRUCTION EXPERIENTIAL

 0 HOURS

SCIENCE 8

In Grade 8 Science, we understand that students come from a wide range of Science class experiences. As a result, the main goal of Science 8 is to get students to not only learn the language of Science but also to experience their love of Science. Students engage in a large number of labs and activities to build their Science skills and to help them learn all about the Scientific Method. There are four major content units in the course. Biology focuses on the world of cells, microbes, and how to not die. Chemistry opens up the atomic world with quarks, protons, and changes of state to change our perspective. Physics sharpens our focus by engaging us in lenses, mirrors, and how light is a ray, particle and wave at the same time. Earth Science shakes things up by exploring the explosive nature of volcanoes, earthquakes, and plate tectonics. Science 8 is a great introduction to the wonderful world of Science.

 SCIENCE

 CORE PROGRAM

 DIRECT INSTRUCTION INQUIRY/PROJECT

 1-2 HOURS

SOCIAL STUDIES 8

Social Studies 8 looks at the world starting from the seventh century until the 1750s and addresses history, geography, economics, political science, sociology, philosophy, and beyond. The course builds foundational skills of social studies, including gathering, interpreting, and analysing ideas, assessing the significance of people, places, events, and developments, determining the credibility of sources and evidence, characterizing continuity and change over time,deduction of the cause and consequence of certain actions, considering historical and present day perspectives, and formulating ethical judgments.Some example unit questions considered include “Is all knowledge equal?” “How does religion impact society?” and “How do groups of people organize themselves?”

 SOCIAL STUDIES

 ELECTIVE

 DISCUSSION INQUIRY/PROJECT

 0 HOURS

ELL 8

The English Language Support class is for students who have been identified by the School as needing support with their spoken, written, and academic English skills. Students will be supported in acquiring mastery of English to help them succeed in community engagement and in their other classes. The English Language Support class is for students who have been identified by the School as needing support with their spoken, written, and academic English skills. Students will be supported in acquiring mastery of English to help them succeed in community engagement and in their other classes.

Pre-Requisite/Recommendations

Enrollment in this course is based on the recommendation of the ELL and Admissions department. English Language Learners 8-10 are required courses for students who have been identified as requiring additional English language support.

 STUDENT LEARNING SUCCESS

 DIRECT INSTRUCTION DISCUSSION

 0 HOURS

CONCERT BAND 8

(ARTS EDUCATION 8)

Concert Band 8 is an ideal opportunity for students to explore their interest in music while working collaboratively with others. This full-year program is designed to teach music through the use of the concert band and is open to all students. Those with previous experience on a woodwind, brass or percussion instrument will be placed into an advanced class where time will be spent on the concepts and techniques of performing band and solo music. Those with no experience on a band instrument will form their own class for the first term. Here, they will select an instrument and will be taught the fundamentals of performance of that instrument. By the end of the first term, they will be integrated into the advanced class. All students will perform at concerts and festivals as part of the Junior Concert Band.

 MUSIC

 ELECTIVE

 DIRECT INSTRUCTION EXPERIENTIAL

 1-2 HOURS

JUNIOR JAZZ ENSEMBLE 8

Junior Jazz Ensemble is an opportunity for proficient and interested students to learn to play jazz in a big band setting. Students will undertake a journey exploring the history and repertoire of the major eras of jazz, including learning basic improvisation techniques. As an introductory course much of our effort will be devoted to internalizing the “feel” and “concept” of swing. We will do this through rehearsal, performance, and listening to many exemplary recordings. Rehearsals take place Tuesday and Thursday mornings from 7:00-8:15 am. Attendance is mandatory. We will perform at the Winter and Spring Music Department Concerts, as well as at the Envisions Jazz Festival (February), the BC Interior Jazz Festival (April), and at the School Fair. Any outside performance opportunities will be discussed by the group as they arise.

Pre-Requisite/Recommendations

Open to join by audition, for any student enrolled in Band 8, 9, or 10. Auditions occur during the second week of school. All students wanting to audition must download the audition materials from the Music Department website. This course is designed to give students the experience and skills of playing in a Big Band.

 MUSIC

 ELECTIVE

 DIRECT INSTRUCTION EXPERIENTIAL

 1-2 HOURS

DRAMA 8 (ARTS EDUCATION 8)

Drama 8 is an introduction to characterbuilding and scene-building in order to develop better cooperation, communication, and self-confidence. All classroom activities require students to work in groups in order to accomplish common goals. Students engage in movement and trust exercises, apply these skills to mime, and eventually to prepared in-class performances. Students will explore story structure, character development, and character relationships. Introductory technical elements will be included in order to enhance story-telling. Within a trusting environment, students will develop confidence in learning to give and to accept audience feedback.

 THEATRE ARTS

 ELECTIVE

 DISCUSSION EXPERIENTIAL

 0 HOURS

ART 8 (ARTS EDUCATION 8)

This course introduces students to the basics of drawing, painting, and design. In a playful and collaborative studio environment, students are encouraged to explore materials and find imaginative, creative solutions to their projects. Students will learn colour mixing and painting techniques with acrylic paint on canvas, combined with mixed media. Through the use of sketchbooks, students will be lead to develop their sketching and shading ability as well as to visually express their ideas and explore personal interests..

 VISUAL ART

 ELECTIVE

 DIRECT INSTRUCTION DISCUSSION INQUIRY/PROJECT TECHNOLOGY/TOOLS EXPERIENTIAL

 0 HOURS

CERAMICS 8 (ARTS EDUCATION 8)

Ceramics 8 introduces students to clay as a medium for artistic expression and exploration. No previous experience is necessary, but students must be prepared to get their hands dirty and have fun!

Instruction focuses on wheelwork, hand building, and sculpture, each project emphasizes creativity, problem solving, particular design elements and principles, and relevant vocabulary. Students will begin to develop the skills required to become skilled and confident. All work assigned can be completed in class time, but students are encouraged to attend Ceramics Club to extend their exploration and skill development.

 VISUAL ART

 ELECTIVE

 DIRECT INSTRUCTION INQUIRY/PROJECT TECHNOLOGY/TOOLS EXPERIENTIAL

 0 HOURS

MEDIA ARTS 8 (ARTS EDUCATION 8)

This course offers students a playful introduction into digital artistic creation and manipulation using Digital Photography, Photoshop and if time allows, 3D printing. Students are introduced to the basics of digital photography including; composition, camera functions, mood and story-telling. Imagining the impossible becomes possible as students learn to develop composites in Photoshop. Students will have the opportunity, if time allows, to test and explore the magic of the virtual world using HTC Vive headsets and Tilt brush software to make immersive paintings.

 VISUAL ART

 ELECTIVE

 DIRECT INSTRUCTION

INQUIRY/PROJECT TECHNOLOGY/TOOLS

 0 HOURS

GRADE 9

COURSE DESCRIPTIONS

In Grade 9, we encourage you to experiment with variety! No prior experience is required for most of the semestered courses. Reminder: Students will take courses from both the Applied Design, Skills and Technology, and from the Arts (Music, Theatre Arts, Visual Arts). Students will also complete Career Education 9 through existing school structures and programs, like Advisory, Assemblies, and Flex Days.

ELECTRONICS AND ROBOTICS 9 (ADST 9)

Electronics and Robotics 9 is a hands-on course with a focus on learning through the design and creation of electronics and robotics using the Arduino platform. Prior experience with robotics and coding is beneficial but not required. Through the iterative process of prototyping, testing and improving, students will develop their understanding of components in an electrical circuit, various mechanical devices, and a text based coding language.

 ADST



DRAFTING 9

(ADST 9)

Drafting 9 is designed to help students develop a greater understanding of technology through an introduction to drafting techniques, digital prototyping, and 3D literacy. Through the exploration of 3D drawings and CAD software, students will increase their confidence as technology designers, while being encouraged to find their personal voice through assignments, projects, and reflection. This course will cover the basic concepts of creating and interpreting 3D drawings and models. Risktaking and creative thinking will be strongly emphasized using the design thinking model.

 ADST



 ELECTIVE

 INQUIRY/PROJECT TECHNOLOGY/TOOLS

BUSINESS EDUCATION 9 (ADST 9)

Business Education 9 has three main themes: Communication, Investment, and Advertising. The communication unit provides students with the necessary skills to become more succinct and persuasive in designing and sharing information. During the Investment unit, students will gain a basic understanding of how the stock market works. They will learn to design an investing strategy and identify the relevant indicators to make informed investments, and will apply it during a four-week simulation where they are tasked to manage a portfolio of $100,000. During the last unit of the course, students create a marketing campaign for a local business where they will interact with the owner to determine their needs. The challenge of course deadlines, assignments through the use of case studies, and clients are meant to simulate ‘real-world’ business situations.

 ADST

 ELECTIVE

 TECHNOLOGY/TOOLS EXPERIENTIAL

 0 HOURS

COMPUTER PROGRAMMING 9 (ADST 9)

Computer Programming 9 is an exploration of programming concepts through problem and game design. By exploring graphic – and text-based coding – through both Scratch and Python, students will become more confident using computational thinking and problem solving skills. Creative thinking, program flow, debugging, and exploring the impacts of technology will be emphasized using the design thinking model. This course assumes no prior knowledge in computer programming.

 ADST

 ELECTIVE

 0 HOURS

WOODWORK 9

(ADST 9)

This course builds on the skills developed in Woodwork 8, but Woodwork 8 is not a requirement. Students will learn how to use tools and machinery safely and confidently in order to allow for an exploration of intermediate woodwork practices and joinery techniques. Through the making of various pieces, students will experience a sense of accomplishment while demonstrating creativity and technical skill. There will be a significant focus on the design process.

 ADST

 ELECTIVE

 DIRECT INSTRUCTION

TECHNOLOGY/TOOLS

EXPERIENTIAL

 0 HOURS

ENGLISH 9

Literary sources are embedded from a thematic perspective, and include a range of short and extended prose, poetic, and dramatic works. Within this is the exploration of how students interpret the world and connect to those around them as they examine the human condition. In English 9, students explore methods to enhance their eloquence and heighten the potency of their words. Throughout the year, students gain confidence in their speaking skills and hone the critical faculty of listening and responding through oral reports, individual and group readings, peer and selfevaluations, and directed discussions.

 ENGLISH

 CORE PROGRAM

 DIRECT INSTRUCTION DISCUSSION

 1-2 HOURS

FRENCH 9

French 9 offers students the opportunity to build on the language skills they developed in French 8. Students communicate both orally and by writing in French through a variety of thematic units. Students will improve their fluency and be able to communicate in a wider variety of settings than in the previous year. Through project work and direct instruction, students will expand their vocabulary and knowledge of grammar in order to communicate their ideas.

Pre-Requisite/Recommendations

French 8 or equivalent, but students new to Canada may opt to join French 9.

 LANGUAGES

 CORE PROGRAM

 DIRECT INSTRUCTION INQUIRY/PROJECT EXPERIENTIAL

 1-2 HOURS

FRENCH 9 HONOURS

French 9 Honours is both an enriched class that is intended for students with a strong background in oral French, such as former French Immersion students, or native speakers. The course is taught almost entirely in French and students will engage in project based learning, authentic francophone resources, advanced grammar concepts, and expand their knowledge of francophone culture.

Pre-Requisite/Recommendations

French 8H and/or teacher recommendation, combined with self-assessment in class.

 LANGUAGES

 CORE PROGRAM

 DIRECT INSTRUCTION INQUIRY/PROJECT EXPERIENTIAL

 1-2 HOURS

LATIN 9

Latin 9 introduces students to the achievements of the classical world through the study of Latin. Students will learn vocabulary and grammatical concepts essential for reading and translating adapted classical texts. English is the language of instruction, and students will develop their oral communication, reading, and writing skills in both English and the classical language. Through a variety of enrichment activities, students will explore aspects of life in the ancient world, including trade, commerce, education, arts, sports, ecology, daily life, and social practices, and will make connections across the curriculum between the classical world and the world around them.

Pre-Requisite/Recommendations

Latin 8.

 LANGUAGES

 ELECTIVE

 DIRECT INSTRUCTION DISCUSSION

 1-2 HOURS

MANDARIN 9

Mandarin 9 introduces the Chinese language and culture to those who have no previous knowledge of Mandarin. Lessons focus on providing students with various real-life scenarios as well as Chinese culture and etiquette. It helps students develop the four language skills of listening, speaking, reading, and writing necessary to communicate in Mandarin at a basic level. Students will enjoy learning about calligraphy, Chinese music, food, and contemporary films. Students with previous background in Mandarin should wait until their Grade 10 year to enter the Mandarin program

 LANGUAGES

 CORE PROGRAM

 DIRECT INSTRUCTION

 1-2 HOURS

SPANISH 9

Spanish 9 is a beginners course that offers an introductory experience in the Spanish language that is both cultural and linguistic. We focus on the four basic skills of

communication: aural comprehension, oral expression, reading, and writing. Culturally, students will study the daily customs, food, music, dance, and festivals of Latin America and Spain to develop an appreciation and understanding of the Hispanic world. Students will become familiar with customs, geography, and people in the Hispanic world through oral presentations, music, films, and trips to local Spanish or Mexican restaurants.

 LANGUAGES

 CORE PROGRAM

 DIRECT INSTRUCTION INQUIRY/PROJECT TECHNOLOGY/TOOLS

 1-2 HOURS

FOUNDATIONS OF MATH AND PRE-CALCULUS 10 FOR GRADE 9S

The Foundations and Pre-Calculus 10 curriculum places a strong emphasis on problem solving, critical thinking, communication, developing multiple approaches, and making and reinforcing connections between the various Big Ideas. The following topics are studied: Trigonometry, factors and products, roots and powers, financial literacy, linear relations, relations and functions, systems of equations. The skills developed in Foundations and Pre-Calculus 10 form the basis and foundation for all the mathematics which follow. This course will include some elements of enrichment and contest preparation. Students who take Foundations and Pre-Calculus 10 in Grade 9 will ordinarily continue on to Pre-Calculus 11 in their Grade 10 year.

The competition section of this course is highly accelerated and enriched: students move very quickly through the Pre-Calculus 10 curriculum, and the course is then able to give major emphasis to contest worK and other enrichment. Students prepare for and participate in a variety of math contests throughout the year. Students must maintain a minimum of 90% in the course, and have demonstrated a strong interest in the contests in order to continue into the competition section of Pre-calculus 11 in the following year. Placement in the Competition section is done in consultation with students, teachers, and the Head of Department for Math. Interested students should choose the Precalculus 10 for Gr 9s math option.

Pre-Requisite/Recommendations

Final placement is determined by the Head of Department for Math, in consultation with the student's teacher, and in reference to the self-identification and reflections students have completed throughout the school year. Acceleration is designed for students who are willing to accept the challenge of more

independent work and faster-paced learning. This would be an appropriate option for students who genuinely enjoy math and who can consistently achieve an ‘extending’ level of learning.

 MATH

 ELECTIVE

 DIRECT INSTRUCTION TECHNOLOGY/TOOLS

 1-2 HOURS

MATH 9

The Math 9 curriculum places a strong emphasis on problem solving, critical thinking, communication, developing multiple approaches, and making and reinforcing connections between the various Big Ideas. The following topics are studied: exploring logic and patterns to solve problems and puzzles, exponents, operations with polynomials, rational numbers and order of operations, square roots and the Pythagorean Theorem, operations with fractions, multi-step onevariable linear equations, two-variable linear relations, spatial proportional reasoning, probability and statistics in society, and financial literacy.

 MATH

 CORE PROGRAM

 DIRECT INSTRUCTION INQUIRY/PROJECT

 1-2 HOURS

PHYSICAL AND HEALTH EDUCATION 9

Physical and Health Education 9 (PHE

9) aims to provide success for every individual student — regardless of physical abilities. We present activities in ways that encourage effort, group skills, a positive attitude, sportsmanship, resiliency and skill improvement. Over the year, students are taught a variety of lifelong sports and activities. These include Aquatics, Badminton, Basketball, Fitness, Floor Hockey, Football, Hip Hop Dance, Soccer, Softball, Touch Rugby, vVolleyball, Ultimate, and Yoga. We build up the skill set each year and add challenging drills, strategies and tactics to further their knowledge in the sport. The health outcomes for the course will be covered during two Health Units covering such topics as Personal Nutrition, Addiction, Drug Awareness, Communication, and a variety of Sexuality and Relationship Education Topics. Boys are assessed on the PHE 9 learning outcomes in the BC Ministry of Education curriculum. Our goal is to develop a passion for being active and have boys striving to be fit for life!

 PE

 CORE PROGRAM

 DIRECT INSTRUCTION

SCIENCE 9

The Grade 9 Science curriculum develops three core competencies: communication, thinking, and personal and social awareness. These competencies are sets of intellectual, personal, and social and emotional proficiencies that all students need to develop in order to engage in deep and life-long learning. In particular, the Science 9 curriculum focuses on fostering the following scientific skills and aptitudes: questioning and predicting; planning and conducting; processing and analyzing data and information; evaluating; applying and innovating; and communicating. These skills will be explored through the lenses of Biology, Chemistry, Physics and Environmental Science. The key themes explored in Science 9 include an introduction to circuits, periodic table trends and chemical bonding, nutrient cycles and the effects of human impacts on our ecosystems, and sexual and asexual reproduction. Science Inquiry skills are nourished throughout the year during explorations with heart rate, yeast fermentation, and ionic and covalently bonded chemicals.

 SCIENCE

 CORE PROGRAM

 DIRECT INSTRUCTION INQUIRY/PROJECT

 1-2 HOURS

SOCIAL STUDIES 9

The course will center around the four “Big Ideas” in the BC Social Studies 9 curriculum: How do new ideas and ideologies influence societies and events? How is collective identity constructed and how can it change over time? How do power discrepancies impact relationships between individuals and between societies? How does the physical environment influence politics, economics and society? We will study these ideas thematically and through case studies from Canada and around the world.

 SOCIAL STUDIES

 CORE PROGRAM

 DISCUSSION INQUIRY/PROJECT

 0 HOURS

ELL 9

The English Language Learners Support class is for students who have been identified by the School as needing support with their spoken, written, and academic English skills. Students will be supported in acquiring mastery of English to help them succeed in community engagement and in their other classes.

Pre-Requisite/Recommendations

Enrollment in this course is based on the recommendation of the ELL and Admissions Department. English Language Learners 8-10 are required courses for students who have been identified as requiring additional English language support.

 STUDENT LEARNING SUCCESS

 ELECTIVE

 DIRECT INSTRUCTION DISCUSSION

 0 HOURS

CONCERT BAND 9 (ARTS EDUCATION 9)

Students continuing their instrumental performance will delve into musical expression, instrumental technique, and collaborative performance. The Concert Band 9 Ensemble will explore more challenging repertoire from a variety of genres and cultures. The emphasis of this course is on achieving a high standard of performance through study of balance, blend, articulation, and technique. This is a performance-oriented course, with emphasis on festivals (local through international) and concerts. Visiting clinicians and instrumental specialists also work with students in the second and third terms.

Pre-Requisite/Recommendations

Completion of Concert Band 8 or have related experience with approval from Head of Department for Music.

 MUSIC

 ELECTIVE

 DIRECT INSTRUCTION EXPERIENTIAL

 3-5 HOURS

JUNIOR JAZZ ENSEMBLE 9

Junior Jazz Ensemble is an opportunity for proficient and interested students to learn to play jazz in a big band setting. Students will undertake a journey exploring the history and repertoire of the major eras of jazz, including learning basic improvisation techniques. As an introductory course much of our effort will be devoted to internalizing the “feel” and “concept” of swing. We will do this through rehearsal, performance, and listening to many exemplary recordings. Rehearsals take place Tuesday and Thursday mornings from 7:00-8:15 am. Attendance is mandatory. We will perform at the Winter and Spring Music Department Concerts, as well as at the Envisions Jazz Festival (February), the BC Interior Jazz Festival (April), and at the School Fair. Any outside performance opportunities will be discussed by the group as they arise.

Pre-Requisite/Recommendations

Open to join by audition, for any student enrolled in Concert Band 8, 9, or 10. Auditions occur during the second week of school. All students wanting to audition must download the audition materials from the Music Department website. This course is designed to give students the experience and skills of playing in a Big Band.

 MUSIC

 ELECTIVE

 DIRECT INSTRUCTION EXPERIENTIAL

 1-2 HOURS

DRAMA 9 (ARTS EDUCATION 9)

Drama 9 deepens students’ ability to express themselves in public and encourages creative risk-taking in a safe, challenging, and enjoyable environment. With their improved cooperation, collaboration, and communication skills, emerging actors will explore dynamic character relationships in theme-based scene performances. Students will create and explore imagined environments by developing their spatial-awareness, movement, and miming skills. By applying learned lighting and audio principles, performers will explore and build a richer theme-based play for an in-school audience. From their deepened experience of creativity and innovation, students will better discuss and critique both their own work and their classmates’ work.

 THEATRE ARTS

 ELECTIVE

 0 HOURS

ANIMATION 9 (ARTS EDUCATION 9)

This course provides a basic introduction to the art of animation, focusing on the fundamental principles of squash and stretch; anticipation; timing; follow-through, and overlapping action; slow-in and slow-out; secondary action; and arcs. These principles will be explored using a new animation software called “Harmony” by Toon Boom. Students will use Harmony and Adobe Premiere to edit and sequence frames, and to add such animated effects as fades, scrolling titles, and sound sync. The depiction and analysis of movement will also be explored through various forms of stop motion including claymation. Basic film concepts such as composition, framing, and storyboarding will be introduced and applied to a final film. Beyond a student’s interest in developing drawing skills, no prior animation experience is required for this course.

 VISUAL ART

 ELECTIVE

 DIRECT INSTRUCTION DISCUSSION

INQUIRY/PROJECT TECHNOLOGY/TOOLS EXPERIENTIAL

 0 HOURS

ART 9 (ARTS EDUCATION 9)

This course guides students into new ways of seeing and interpreting the world around them. With an emphasis on self-discovery, students are guided to express their unique perspectives through playful activities and technical explorations. Units may include drawing, painting, printmaking and other media. A blend of classical and contemporary approaches will be developed depending on the specific project. The sketchbook will be used to encourage independent drawing skills and personal artistic growth.

 VISUAL ART

 ELECTIVE

 DISCUSSION

INQUIRY/PROJECT EXPERIENTIAL

 0 HOURS

CERAMICS 9 (ARTS EDUCATION 9)

Ceramics 9 explores clay as a medium for artistic expression and creative problem solving. The semester course focuses on wheel work, hand building, and sculpture. Projects are designed to develop technical skills as well as to engage the imagination of the students. Sketchbooks are an intrinsic part of the course and students begin to use them for idea development, goal setting, and reflection. All work assigned can be completed in class time, but students are encouraged to attend Ceramics Club to extend their exploration and skill development.

 VISUAL ART

 ELECTIVE

 DIRECT INSTRUCTION INQUIRY/PROJECT TECHNOLOGY/TOOLS EXPERIENTIAL

 0 HOURS

MEDIA ARTS 9 (ARTS EDUCATION 9)

Media Arts builds on the basics of digital image creation using Photoshop, digital photography and Graphic Design, along with extensive use of Cintiq screens and pens. Using this media in a contemporary context, students will learn to express their perspectives and thinking. Students will continue to build on design functions of Photoshop composites, Digital Painting, Typography, and other digital manipulation. Throughout the course, the sketchbook will be used as a visual and written diary to document the creative process through collections of images, artistic resources, and brainstorming media.

 VISUAL ART

 ELECTIVE

 DISCUSSION INQUIRY/PROJECT TECHNOLOGY/TOOLS EXPERIENTIAL

 0 HOURS

GRADE 10

COURSE DESCRIPTIONS

ENTREPRENEURSHIP & MARKETING 10

The course is focused on developing skills necessary in the business world. The course starts with a unit on employment, where students work to create a cover letter and resume, highlighting their skills and accomplishments to prepare for a job interview. Following this, students apply what they learn about business management and leadership into a simulation experience. The course provides students with the necessary knowledge and skills to manage their personal finances such as budgeting, investing, etc. Finally, students will participate in design challenges to test their entrepreneurship skills. Entrepreneurship and Marketing 10 creates opportunities for each student to work on their individual skills as well as develop awareness of how to collaborate in small and larger team settings. This course involves a high element of creative and critical thinking, problem solving, with a strong emphasis on articulating their idea into written form through the use of information technology, technical writing, editing, and presenting. It is important that students are able to work independently and are self-advocates throughout the process, as it is easy to fall behind and not complete their assignments. The purpose is to develop autonomy and organizational skills such as time management.

 ADST

 ELECTIVE

 INQUIRY/PROJECT EXPERIENTIAL

 1-2 HOURS

ELECTRONICS AND ROBOTICS 10

Electronics and Robotics 10 is a full year project-based elective course. Working through various design challenges, students will have the opportunity to explore coding, the components of circuits, and various tools and equipment. Students will develop their problem solving skills, their creative and critical thinking, and begin to appreciate how deep learning involves both patience and time. Prior coding and electronics experience is beneficial, but not required..

 ADST

 ELECTIVE

 INQUIRY/PROJECT TECHNOLOGY/TOOLS

 1-2 HOURS

be encouraged to find their personal voice through discussion, projects, and reflection. This course will cover basic programming concepts using HTML, CSS, and some Javascript. It will also spend time working on how to use industry standard programs that help us mockup or prototype sites without coding experience. The design cycle will be used to create eventual prototypes of websites. This course assumes no prior knowledge in computer programming or web development.

 ADST

 ELECTIVE

 INQUIRY/PROJECT TECHNOLOGY/TOOLS

 1-2 HOURS

FUSION 10

(TECHNOLOGY EXPLORATIONS 10)

Fusion 10 is a course taken as part of the Fusion 10 Cohort Program. It focuses on the design and technology side of STEM and links, as much as possible with the cohort Science, Math, and English courses. Students will learn to apply their knowldge in all areas of STEM to build solutions to real world problems. The year's work culminates in a personal project where students identify a problem that interests them and build a solution to solve it. Projects are presented within the school and to industry and university experts on our year end trip. This course is only for students who apply to and are invited to join Fusion 10.

 ADST

 HYBRID

 INQUIRY/PROJECT TECHNOLOGY/TOOLS

EXPERIENTIAL

 3-5 HOURS

LITERARY STUDIES 10

while moving through the two separate but coordinated courses.

 ENGLISH

 CORE PROGRAM

 DISCUSSION

DIRECT INSTRUCTION INQUIRY/PROJECT

 1-2 HOURS

SPOKEN LANGUAGE 10

This is an option for the second half of English 10. Spoken Language 10 supports students in their development of spoken communication through processes of questioning, exploring, and sampling. The course builds students’ spoken language competencies by introducing them to varied structures, forms, and styles of oral compositions as well as providing opportunities for students to individually and collaboratively study, draft, and use language to create original pieces in a variety of modes. This area of choice will also provide students with opportunities for performance, storytelling, and public speaking.

 ENGLISH

 HYBRID

 DISCUSSION

DIRECT INSTRUCTION INQUIRY/PROJECT

 1-2 HOURS

NEW MEDIA 10

WEB DEVELOPMENT 10

Web Development 10 is an exploration of Internet technologies featuring a focus on websites, applications, and impacts of technology. By exploring web design, user experience, and communication, students will become more confident and informed technology designers and users, and will

This course allows students to delve more deeply into literature as they explore specific themes, periods, authors, or areas of the world through literary works in a variety of media. By examining a range of texts including novels, short stories, poetry, and a Shakespearean drama, students will develop key analysis and interpretation skills, applying them to formal written compositions. While deepening an appreciation for literature, students will also become more proficient in the literary forms, techniques, and devices that writers use to effectively convey their opinions and themes. All Grade 10 students take Literary Studies 10 in Semester 1, and complete a final assessment in January. In Semester 2, students choose from one of three options: Spoken Language 10, New Media 10, and Creative Writing 10. Students will be placed in a class based on their Semester 2 choice, meaning that they stay with the same teacher and classmates for the full year

This is an option for the second half of English 10. This is an option for the second half of English 10. This course reflects the changing role of technology in today’s society and the increasing importance of digital media in communicating and exchanging ideas. Coursework is aimed at providing students with a set of skills vital for success in an increasingly complex digital world by affording opportunities to demonstrate understanding and communicate ideas through a variety of digital and print media. New Media 10 explores tasks and texts designed to introduce students to a variety of contemporary media studies including: film, journalism, writing for web content, blogging, and social media. Note: Students with NCAA recruitment eligibility should take Spoken Language 10 or Creative Writing 10 instead. Please see the Academic Office for more details.

 ENGLISH

 HYBRID

 DISCUSSION

DIRECT INSTRUCTION INQUIRY/PROJECT

 1-2 HOURS

CREATIVE WRITING 10

This is an option for the second half of English 10. This course is designed for students who have an interest in creative expression

through language. Students build their writing skills through the exploration of identity, memory, and story in a range of genres. Within a supportive community of writers, students will collaborate and develop their skills through writing and design processes. This course is intentionally grounded in the sampling of writing processes, inviting students to express themselves creatively as they experiment with, reflect on, and practice their writing.

 ENGLISH

 HYBRID

 DISCUSSION

DIRECT INSTRUCTION

INQUIRY/PROJECT

 1-2 HOURS

JOURNALISM 10

Welcome to The Student Newspaper! Journalism 10 is an elective course that provides a unique opportunity for students to produce a professional-quality, studentdirected online newspaper. News articles will feature stories that are of interest to the St. George’s community, neighbouring schools, and teenagers in general. By creating an interactive, WordPress-based website, Journalism students will be able to report, on a regular and timely basis, on the many events that occur at St. George’s: Athletics, Arts, Service and Charity, Games, and Clubs. In addition to studying the attributes of quality journalism (researching, writing, and editing news for the public), students will also become familiar with contemporary online literacies such as: blogs, YouTube, Twitter, and more. Using these resources and publishing online in a responsible and ethical way are at the core of journalistic practices today. Journalism students will produce a professional portfolio of published articles, photographs, and videos on our news website. This course is open to students in Grades 10-12.

(Offered on a 2 year rotation, next offered 2024-25)

 ENGLISH

 ELECTIVE

 DIRECT INSTRUCTION DISCUSSION INQUIRY/PROJECT TECHNOLOGY/TOOLS EXPERIENTIAL

 1-2 HOURS

WRITERS WORKSHOP 11

The course supports student writers in the fine-tuning and expansion of creative writing skills through the exploration of new media and global perspectives, and the utilization of critical thinking. One of the key focuses in Writer's Workshop 11 is the consideration of the human condition and the exploration of cultural boundaries through a consideration of world literature—both from established authors and from our own school

community. Embedded within the course is the opportunity for students to participate in more focused workshop sessions and to meaningfully leverage technology as part of our curriculum. The course also provides real-life application with regard to the world of publishing and working with outside mentors from the field. Finally, the course provides students with the opportunity to explore preferred writing media with more independent depth as each class member strives to make meaning of the world around him. This course is open to students in Grades 10-12.

(Offered on a 2 year rotation, next offered 2023-24)

 ENGLISH

 ELECTIVE

 DIRECT INSTRUCTION DISCUSSION INQUIRY/PROJECT TECHNOLOGY/TOOLS EXPERIENTIAL

 1-2 HOURS

CAREER LIFE EDUCATION

Students in Grade 10 work through the curriculum and experiences of this course on Flex Days. Learning goals are to prepare for life as an engaged community member. This includes skills and aptitudes of personal development, personal advocacy and agency, planning and preparation for the future, and cultivating a sense of well-being and balance. This course is followed by Career Life Connections, which students complete in Grades 11 and 12. Students will see significant connections to Global Stewardship and Community Engagement, University Counselling, Personal Counselling, Student Life initiatives, and more. This course is a graduation requirement taken by all students. Students new to BC who have not taken this course will be provided with a self-paced version to complete independently, prior to beginning their Grade 11 year. Information and resources will be provided to students in June 2023.

 INTERDISCIPLINARY

 CORE PROGRAM

 DISCUSSION EXPERIENTIAL

 0 HOURS

LATIN 10

This course introduces students to the achievements of the classical world through the study of Latin. Students will learn vocabulary and grammatical concepts essential for reading and translating adapted classical texts. English is the language of instruction, and students will develop their oral communication, reading, and writing skills in both English and the classical language. Through a variety of enrichment activities, students will explore aspects of life in the ancient world, including trade,

commerce, education, arts, sports, ecology, daily life, and social practices, and will make connections across the curriculum between the classical world and the world around them.

Pre-Requisite/Recommendations

Latin 9

 LANGUAGES

 ELECTIVE

 DIRECT INSTRUCTION DISCUSSION

 1-2 HOURS

SPANISH 10

The aim of Spanish 10 is to continue to widen the student's experience in the Spanish language, as well as leading him on cultural journeys through Latin America. Building upon the vocabulary and grammar base from Spanish 9 we will move into more complex structures, such as past and composed tenses that are vital to every form of communication in everyday life. Listening and speaking skills are honed more carefully, and are as important as written work in this course. Anchoring Spanish 10, we use a wide variety of online materials and language magazines, and enjoy at least one movie study. Units of study will periodically substitute project-based assignments for our more traditional written tests and exams. Students also look forward to the visit of a Spanish exchange student and field trips to Mexican or Spanish restaurants.

Pre-Requisite/Recommendations

Spanish 9 or approval of Head of Department for Languages.

 LANGUAGES

 HYBRID

 DIRECT INSTRUCTION INQUIRY/PROJECT EXPERIENTIAL

 1-2 HOURS

SPANISH INTRODUCTORY 11

Spanish Introductory 11 is a dynamic course for students with no background in Spanish and is directed at students in Grade 10 who may be new to the school without a background in the languages that we teach. Other students who wish to join this class can do so with the permission of the Head of Department. Quickly building a vocabulary and grammar base in Spanish, students move into more complex structures that are vital to every form of communication in everyday life. Listening and speaking skills are honed carefully, and are as important as written work in this course. Students will enjoy cultural journeys through Latin America and Spain through their music, films, and food, and produce projects that highlight their newfound linguistic ability. Students are able to enrol in Spanish 11 upon completion of this course.

 LANGUAGES

 CORE PROGRAM

 DIRECT INSTRUCTION INQUIRY/PROJEC

 1-2 HOURS

MANDARIN 10 HONOURS

Students in this course continue to build on past language exposure to improve speaking, listening, reading, and writing skills. Students expand their oral expression abilities by increasing vocabulary, improving understanding of grammar concepts, strengthening pronunciation abilities, focusing on listening comprehension, and building on previously learned Chinese characters. This course allows students to be able to speak about topics pertaining to their daily lives and also focuses on deepening knowledge of Chinese culture and customs.

Pre-Requisite/Recommendations

Placement Test and approval of Department Head.

 LANGUAGES

 HYBRID

 DIRECT INSTRUCTION INQUIRY/PROJECT EXPERIENTIAL

 1-2 HOURS

MANDARIN 10

This course is designed for students with prior knowledge of Easy Steps to Chinese Book 1. Students in this course focus on building on past language exposure to improve speaking, listening, reading, and writing skills. Students expand their oral expression abilities by increasing vocabulary, improving understanding of grammar concepts, strengthening pronunciation abilities, focusing on listening comprehension, and building on previously learned Chinese characters. This course allows students to be able to speak about topics pertaining to their daily lives and also focuses on deepening knowledge of Chinese culture and customs.

Pre-Requisite/Recommendations

Mandarin 9 or the approval of the Department Head.

 LANGUAGES

 HYBRID

 DIRECT INSTRUCTION TECHNOLOGY/TOOLS

 1-2 HOURS

FRENCH 10 HONOURS

French 10 Honours is an enriched program, and is taught in French. Students are expected to communicate consistently in French with each other and the teacher. It is enriched to encourage speaking,

reading, and writing at a higher and more sophisticated level than what is expected in the regular French 10 class. Most of the themes studied during the year are designed from student input, and focus on the cultural aspects of the French speaking world. Most assessments are project based. Students in all streams of French 10 can look forward to trips to French restaurants, movies, and exhibits.

Pre-Requisite/Recommendations

French 9H

 LANGUAGES

 HYBRID

 DIRECT INSTRUCTION

INQUIRY/PROJECT EXPERIENTIAL

 1-2 HOURS

FRENCH 10

French 10 is a dynamic course that builds on the language skills students have developed in earlier French courses. Students are encouraged to communicate actively in French, and are expected to develop their work to reflect more personal insight and a more sophisticated understanding of how the language works. A further expansion of thematic vocabulary and grammar concepts will help students improve their fluency. Many assessments are project based. Students in French 10 can look forward to trips to French restaurants, movies, and exhibits.

Pre-Requisite/Recommendations

French 9 or its equivalent.

 LANGUAGES

 HYBRID

 DIRECT INSTRUCTION

INQUIRY/PROJECT EXPERIENTIAL

 1-2 HOURS

MATH AND PRE-CALCULUS 10

The Foundations and Pre-Calculus 10 curriculum places a strong emphasis on problem solving, critical thinking, communication, developing multiple approaches, and making and reinforcing connections between the various Big Ideas. The following topics are studied: trigonometry, factors and products, roots and powers, financial literacy, linear relations, relations and functions, systems of equations. The skills learned in this course form the basis and foundation for all the mathematics which follow.

 MATH

 CORE PROGRAM

 DIRECT INSTRUCTION INQUIRY/PROJECT

 2 HOURS

PRE-CALCULUS 11 FOR GRADE 10

The Pre-Calculus 11 curriculum places a strong emphasis on problem solving, critical thinking, communication, developing multiple approaches, and making and reinforcing connections between the various Big Ideas. Pre-calculus 11 is designed to provide students with the mathematical understandings and critical-thinking skills identified for entry into post-secondary programs that require the study of theoretical calculus. The detailed topic list is as follows:

Patterns: sequences and series, both arithmetic and geometric; Trigonometry: angles in standard position, sine law, cosine law; Quadratics: vertex form, standard form, completing the square; Solving quadratic equations by: graphical solution, factoring, completing the square, the quadratic formula; Functions: radical expressions and equations, rational expressions, and equations, absolute value functions; Systems of Equations: solving systems graphically, solving systems algebraically; Inequalities: linear inequalities in two variables, quadratic inequalities in two variables.

Accelerated students who take Pre-calculus 11 in Grade 10 will ordinarily continue on to Pre-Calculus 12 in their Grade 11 year.

The competition section of this course is highly accelerated and enriched: students move very quickly through the Pre-Calculus 11 curriculum, and the course is then able to give major emphasis to contest work and other enrichment. Students prepare for and participate in a variety of math contests throughout the year. Students must maintain a minimum of 90% in the course, and have demonstrated a strong interest in the contests in order to continue into the competition section of Pre-calculus 12 in the following year.

If a student who is currently in the competition class in Math 10, wishes to enroll in the Fusion Cohort; they would not be able to remain in the competition class in Grade 10. However, they are able to return to the competition class in Grade 11 (PreCalculus 12 + Competition), if they continue to actively participate in and perform well on all the contests that are available to them.

Pre-Requisite/Recommendations

Students wishing to select Pre-Calculus 11 are recommended to have earned Extending Proficiency levels or a strong A grade in Math 10 in Grade 9 ( 88%+). Students wishing to select Pre-Calculus 11 (Competition) should be achieving very strong grades in Math 10 ( 94%+) and have demonstrated a strong interest in contests and recreational mathematics. Final placement is determined by the Head of Department for Math.

INQUIRY/PROJECT

 2 HOURS

CONCERT BAND 10

Concert Band 10 builds on the foundational skills established in Concert Band 8 and 9. Whatever your current level, you will find that this ensemble will challenge you as a musician. It is this challenge that will provide growth and development for each student and director as we explore a variety of repertoire for the Concert Band. The concepts of tone, articulation, balance, blend, interpretation, technique, and phrasing form the basis of all instruction. Large ensemble and small ensemble works are performed with emphasis on concert band literature. Excellence of performance is stressed while students are taught to refine their musical skills and talent through a series of activities which include concerts, festivals, master classes, and yearly tours. Concert Band is the ideal venue for students who are interested in exploring their passion for music and working collaboratively with others.

Pre-Requisite/Recommendations

Band 9, or prior experience on a woodwind, brass, or percussion instrument with approval of Head of Department for Music.

 MUSIC

 ELECTIVE

 DIRECT INSTRUCTION EXPERIENTIAL

 3-5 HOURS

JUNIOR JAZZ ENSEMBLE 10

Junior Jazz Ensemble is an opportunity for proficient and interested students to learn

to play jazz in a big band setting. Students will undertake a journey exploring the history and repertoire of the major eras of jazz, including learning basic improvisation techniques. As an introductory course, much of our effort will be devoted to internalizing the “feel” and “concept” of swing. We will do this through rehearsal, performance, and listening to many exemplary recordings. Rehearsals take place Tuesday and Thursday mornings from 7:00-8:15 am. Attendance is mandatory. We will perform at the Winter and Spring Music Department Concerts, as well as at the Envisions Jazz Festival (February), the BC Interior Jazz Festival (April), and at the Saints Fair. Any outside performance opportunities will be discussed by the group as they arise.

Pre-Requisite/Recommendations

Open to join by audition, for any student enrolled in Concert Band 8, 9, or 10. Auditions occur during the second week of school. All students wanting to audition must download the audition materials from the Music Department website. This course is designed to give students the experience and skills of playing in a Big Band.

 MUSIC

 ELECTIVE

 DIRECT INSTRUCTION EXPERIENTIAL

 1-2 HOURS

DISCOVERY 10 (OUTDOOR EDUCATION 11)

This course is the Discovery 10 Cohort elective. Students in this cohort will engage in challenging, experiential learning in an outdoor setting. An emphasis will be placed on developing self-confidence and independence as well as communication and leadership skills. Students will also grow their environmental and social awareness and explore the relationship between nature and people. In this course, academic learning will be integrated into wilderness pursuits such as Hiking, Kayaking, Canoeing, Snowshoeing, Rock Climbing, and Camping.

 PE

 HYBRID

 INQUIRY/PROJECT EXPERIENTIAL

 5+ HOURS

PHYSICAL AND HEALTH EDUCATION 10

Physical and Health Education 10 (PHE 10) aims to provide success for every individual student — regardless of physical abilities. We present activities in ways that encourage effort, preparedness, a positive attitude, sportsmanship, group skills, and skill improvement. Over the year, students are taught a variety of lifelong sports and

activities. These sports include Aquatics, Badminton, Basketball, Fitness, Floor Hockey, Football, Hip Hop Dance, Soccer, Softball, Touch Rugby, Volleyball, Ultimate, and Yoga. We build up the skill set each year and add new advanced drills, strategies and tactics to further excel in the understanding of each sport. The health outcomes for the course will be covered during two Health Units over the year. Topics such as mental health, advanced nutrition, setting up a fitness plan, stress and anxiety issues as well as sexuality and relationship education will be covered. Students are assessed on the PHE 10 learning outcomes in the BC Ministry of Education curriculum. Our goal is to have boys finish the year with enthusiasm, confidence and to strive to be active and fit for life!

 PE

 CORE PROGRAM

 INQUIRY/PROJECT EXPERIENTIAL

 0 HOURS

SCIENCE 10

Science 10 prepares students for their senior program by developing a range of essential skills designed to broaden students' perspectives on key themes in Science, as well as deepen their understanding on how these themes are inter-related. The key themes explored in Science 10 include an introduction to genetics, chemical bonding, chemical reactions, forms of energy, transformations between energy forms as well as an introduction to Astronomy. Students will experience a variety of inquiry projects (CRISPR biotechnology applications) and lab-based instruction to develop strong foundational skills in each area of Biology, Chemistry, and Physical Science. Thinking, problem-solving, and team-building skills are emphasized to encourage the students’ ability to evaluate and analyze problems and ideas that are relevant in a rapidly changing world. After Grade 10, students will select a domain (or domains) of Science to specialise in (e. g. Earth Sciences, Chemistry, Physics, etc) and so they should also pay attention to areas they are keen to explore further in future years.

 SCIENCE

 CORE PROGRAM

 DIRECT INSTRUCTION INQUIRY/PROJECT

 1-2 HOURS

SOCIAL STUDIES 10

In Social Studies 10, we try to understand current issues and trends in Canada and the world. We will look for local, regional, and global patterns and parallels

between the present and the past as we consider important themes of diversity, multiculturalism, and the impact of history on the present. The big ideas of the course explore the impact of global and regional conflicts; the development of political institutions; differences in worldviews and perspectives; local geographic information in comparsion to global issues; and historical and contemporary injustices. Students will engage in discussions, selfguided inquiry projects, and simulations to enhance their learning.

 SOCIAL STUDIES

 CORE PROGRAM

 DISCUSSION INQUIRY/PROJECT EXPERIENTIAL

 1-2 HOURS

DRAMA 10

Drama 10 is a bridge between Middle School Arts Education and Senior Performance Arts courses. It challenges students to deeply express emotions and motivations in a safe, engaging, and rewarding environment, and to create three-dimensional characters and worlds with purposeful speech and movement. Actors will combine a deeper understanding of narrative structure, staging and acting, along with more advanced principles of lighting and audio, to create and perform their own, theme-driven play for an in-school audience. They will learn to communicate and think like actors, and will use these skills to break down and interpret scripts, and to collaborate, critique and improve. Students will also participate in an extended workshop with a professional singing coach, where they will learn how to sing in a safe, fun and supportive environment that is welcoming to beginners, and rewarding for experienced vocalists. Young actors will conclude their experience in Drama 10 with a one-act play that has been written for them, and they will go through a full rehearsal process before performing it for both school and immediate community audiences. No prior experience in a drama class is required to participate in this class.

 THEATRE ARTS

 ELECTIVE

 INQUIRY/PROJECT EXPERIENTIAL

 1-2 HOURS

document the creative processes explored throughout the year. The program hosts visiting artists and arranges field trips for inspiration and learning about the diverse world of ceramic art. No prior experience is necessary but a willingness to get muddy is mandatory! All work assigned can be completed in class time, but students are encouraged to attend Ceramics Club to extend their exploration and skill development.

 VISUAL ART

 ELECTIVE

 DIRECT INSTRUCTION INQUIRY/PROJECT TECHNOLOGY/TOOLS EXPERIENTIAL

 0 HOURS

STUDIO ARTS 2D 10

The primary focus of this course is the development of creative capacities through visual exploration and questioning of self. The main technical focus is on drawing and painting. Students are encouraged to develop their observation skills through guided studies and sustained drawing from various sources. Students gain experience in techniques that include charcoal, oil, and chalk pastel as well as acrylic and water colour paint. The imagination and curiosity of the student are of paramount importance in this elective.

 VISUAL ART

 ELECTIVE

 INQUIRY/PROJECT EXPERIENTIAL

 0 HOURS

MEDIA ARTS 10

In Media Arts 10, students’ knowledge and understanding of new media techniques will be enhanced through visually exploring and creating digital imagery. Based on the processes and content areas of the visual arts curriculum, the course provides an overview of some, if not all of the following: Animation, Film/Digital Video, Graphic Design, and Photoshop. With extensive use of Harmony by Toon Boom, Adobe Premiere, and Photoshop, students will learn the technical and fundamental aspects of image creation on a Macintosh computer.

 VISUAL ART

 ELECTIVE

STUDIO ARTS 3D 10

In this course, students will spend half of the year on the potter’s wheel making functional pottery forms, and the other half creating hand-built sculpture projects. The course is project-based and students are encouraged to express their own ideas, emotions, and personalities using clay and ceramic processes. Sketchbooks are used to

experiences, and emotions by viewing and creating still and moving images in almost all aspects of their lives. In this course, students will enhance their existing knowledge and understanding of the importance of visual story-telling by viewing and dissecting film from its earliest, simplest form to modern, sophisticated blockbusters. Through these viewings and discussions, students will explore a diverse history of cinematic storytelling and will explore complex characters, vibrant cultures, issues of both identity and belonging. They will enhance their understanding of First People’s worldviews and tackle cultural appropriation by breaking down film and presenting their responses in class presentations. Students’ critical analyses will instill in them an understanding of the filmmaker’s art as they combine their resilience, dedication, and cooperation to explore human experiences and emotions through story-telling. Only then, will film students be ready to tell stories of their own making through the magic of cinema. (This course appears as Directing and Script Development in the BC Curriculum Guide, and is open for students in Grade 10-12).

 VISUAL ART

 ELECTIVE

 INQUIRY/PROJECT TECHNOLOGY/TOOLS EXPERIENTIAL

 1-2 HOURS

TELEVISION PRODUCTION 11/12

Pre-Requisite/Recommendations

 DIRECT INSTRUCTION INQUIRY/PROJECT TECHNOLOGY/TOOLS EXPERIENTIAL

 0 HOURS

FILM STUDIES 11 (DIRECTING AND SCRIPT DEVELOPMENT 11)

Today’s students are part of the most visually literate generation in history: they communicate and exchange ideas,

Television Production offers students the opportunity to delve into the creative and technical side of short filmmaking. Students will learn and practice industry techniques and demonstrate their learned knowledge through group-based film projects. All units and projects in this course are structured to include the Pre-Production, Production, and Post-Production phases to allow for a thorough understanding of the total process of film production. We will explore the fundamentals of writing and acting for the screen. During film apperception discussion, students will learn to unpack what makes a film successful. Finally, students will have an opportunity to take part in both live broadcasts of major school events as well as spirit videos to promote school events. A tremendous amount of maturity, cooperation, communication, and effort is required in this course due to the high level of group-based projects as well as the responsibilities related to our filmmaking equipment. Students taking Television Production 12 (see prerequisite) will go into more depth on the course outcomes, have the opportunity to specialise their learning, and will be expected to provide leadership and mentorship in the program.

Television Production 12 requires completion of Television Production 11

 VISUAL ART

 ELECTIVE

 INQUIRY/PROJECT TECHNOLOGY/TOOLS EXPERIENTIAL

 1-2 HOURS

THEATRE PRODUCTION 11/12

Theatre Production 11/12 is a hands-on experience for students working on Saint’s Players Theatre productions and other events in the auditorium. The course is meant for students who wish to gain valuable practical skills, many of which are applicable outside of theatre. The course offers students the chance to explore areas such as Stage/House Management, Lighting, Sound, Scenic Design, Scenic Painting, Set-Construction, Wardrobe, Props, and Makeup.

This course supports the various stage productions at St. George’s School throughout any given school year, including events such as plays, concerts, musical shows, and some presentations at weekly assemblies. This will require, from each student, some out-of-class time for a variety of activities, including scenic design and construction, props building, rehearsals,

and the set-up, run, and strike phases of a production.

Students should enter the class with the understanding that they will be required to work the show run of at least one of the school productions, which is a very rewarding but serious time-commitment.

Students taking Theatre Production 12 (see prerequisite) will go into more depth on the course outcomes, have the opportunity to specialise their learning, and will be expected to provide leadership and mentorship to the program.

Pre-Requisite/Recommendations

Theatre Production 12 requires completion of Theatre Production 11

 VISUAL ART

 ELECTIVE

 INQUIRY/PROJECT TECHNOLOGY/TOOLS EXPERIENTIAL

 1-2 HOURS

GRAPHIC PRODUCTION 11

Graphic Production 11 is an exciting course that combines graphic arts, photography, and journalism in order to produce the annual Georgian Yearbook. Students in this course will take on a leadership role in the production of the book, learning skills in Adobe InDesign and Photoshop that will

help them create visually engaging layouts and designs. They will also learn how to take and edit striking photos, and to write with concision and a consistent voice. As leaders on the Georgian Production Team, these students will have the opportunity to shape and preserve the legacy and memory of each year at the St. George's School.

 VISUAL ART

 ELECTIVE

 INQUIRY/PROJECT TECHNOLOGY/TOOLS EXPERIENTIAL

 1-2 HOURS

ELL 10

English Language Learning Support class is for students who have been identified by the School as needing support with their spoken, written, and academic English skills. Students will be supported in acquiring mastery of English to help them succeed in community engagement and in their other classes.

 STUDENT LEARNING SUCCESS

 ELECTIVE

 DIRECT INSTRUCTION DISCUSSION

 1-2 HOURS

GRADES 11 & 12

COURSE DESCRIPTIONS

Students should note the prerequisites and recommendations carefully. Students who were unable to complete their prerequisites or recommendations should note this on their course request form, and provide details as to when and where they will complete these courses or other ways they meet the recommendations for the next course.

COMPUTER PROGRAMMING 11

Computer Programming 11 is an introduction to modern computing technology featuring a focus on software, design thinking, and computing history. The course will cover basic object-oriented programming concepts using Python through projectbased learning. Abstraction, optimization, and algorithmic bias will be emphasized in this course through the use of computational thinking. Previous experience in Computer Studies 8, Computer Programming 9, or Web Development 10 is beneficial but not required. See Computer Studies flow chart on page 18 for pathway.

 ADST

 ELECTIVE

 1-2 HOURS

COMPUTER PROGRAMMING 12

Continuing from Computer Programming 11, Comptuer Programming 12 is an opportunity for students with an enthusiasm for and experience in computing technology to explore topics of their own choice through an independent project. The course will highlight design thinking skills and project management tools to help students research a problem, create a solution, and demonstrate a high level of achievement in their selected project. Students will be encouraged to use documentation, discussion, and reflection to demonstrate their progress and assess their work. See Computer Studies flow chart on page 18 for pathway.

Pre-Requisite/Recommendations

Completion of Computer Programming 11, or consultation with Head of Department for ADST.

 ADST

 ELECTIVE

 DISCUSSION EXPERIENTIAL

 3-5 HOURS

COMPUTER SCIENCE 11

Computer Science 11 is an introduction to mathematical modelling and algorithm development using computational thinking, programming concepts, and design thinking. This course will cover basic object-oriented programming concepts using MATLAB. Logic, optimisation, and problem-solving strategies will be emphasized in this course through exploration of mathematical problems. Previous experience in Computer Studies 8, Computer Programming 9, or Web Development 10 is beneficial, but not required. See Computer Studies flow chart on page 18 for pathway.

 ADST

 ELECTIVE

 DISCUSSION

INQUIRY/PROJECT

 1-2 HOURS

AP COMPUTER SCIENCE 12

Following on from Computer Science 11, AP Computer Science A is a foundational course in object-oriented programming concepts through the use of Java. This course is designed to challenge students to develop a thorough and detailed understanding of core computer science ideas. Students will be encouraged to use documentation, discussion, and reflection to develop a mature and consistent programming practice. See Computer Studies flow chart on page 18 for pathway.

Pre-Requisite/Recommendations

Completion of Computer Science 11, or consultation with Head of Department for ADST.

 ADST

 ELECTIVE

 DIRECT INSTRUCTION DISCUSSION

 3-5 HOURS

ECONOMICS 12

Economics 12 provides students with a framework from which they can increase understanding of economic principles and learn the competencies required to study economics successfully at the postsecondary level. Students will understand and use economic terms and concepts, study the exchange of goods and services, and also be exposed to both assumptions and theory regarding economic practices. As well, the study of current economic developments, trends, and issues enables students to improve their educational and career choices. Students are taken through the process of producing an Academic Paper to demonstrate their understanding of Information Literacy, including skills to formulate a research question, assess relevancy and credibility of sources, how to navigate databases, and other critical skills to write and support a position on a macroeconomic topic. There is an expectation to be able to articulate ideas succinctly, research critically, analyze thoroughly, and solve problems both with a team and independently. Success in this course depends on hard work and passion.

 ADST

 ELECTIVE



AP Economics consists of two, independent, semester-long courses and are for students interested in the basics of economic perspectives and those keen to pursue economics and/or business as a career. The course follows the Advanced Placement curriculum, beginning with Microeconomics and supply and demand, elasticity, perfectly competitive to monopoly markets, and the interaction of land, labour, and capital in the first half-year. After the first semester, we will then focus on the Macro-economy and macroeconomic models that permit us to investigate and delve into national product, inflation, fiscal and monetary policies, the banking system, trade, and economics development for the balance of the year. Students receive credit for Microeconomics in Semester 1 and Macroeconomics in Semester 2.

Pre-Requisite/Recommendations

Grade 12 students who choose to only complete Macroeconomics will be required to work with the instructor to self-study some units before beginning the course in Semester 2. Grade 12 students who have already completed Economics 12 may begin the Macroeconomics course in Semester 2.

 ADST

 ELECTIVE

 DIRECT INSTRUCTION DISCUSSION

 3-5 HOURS

ECOMMERCE 12

Every student in Ecommerce 12 will create and operate a new e-commerce venture. Students will create a brand and compete with each other to outsell and outperform competitors. All students will create a similar kind of product (t-shirt, socks, totes, etc) that will be decided collectively by the class. Students will learn key concepts relating to design and product creation as well as marketing elements such as pricing strategies, digital marketing and promoting their brand on social media. In applying these concepts, students will gain first-hand experience with talking to customers and business owners as well as a variety of useful tools, including market research software (e.g., Google Analytics, Google Trends); e-commerce platforms (e.g., Shopify, etc.) and apps (e.g., Privy, Oberlo, etc.); user experience platforms (e.g., TryMyUI.com); content marketing apps (e.g., BuzzSumo); social media platforms (e.g., Facebook, Instagram, Reddit, Tiktok, etc.); digital advertising platforms (e.g., Facebook Ads, Google Ads, Instagram Shopping, etc.); and others. No prior experience or courses are required.

 ADST

 ELECTIVE

 INQUIRY/PROJECT EXPERIENTIAL

 1-2 HOURS

ROBOTICS 11/12

Robotics 11/12 is a full year project-based course. Enrolled students will examine how social-, ethical-, and sustainability- user needs and interest impacts their project’s design path. They will also appreciate how complex tasks require the sequencing of skills. Students will be given the choice between embarking on a competitive VEX Robotics trek towards world championships, or building an alternate robotics project within the classroom. Extra emphasis will be placed on the use of sensors, logic, and code to improve robot autonomy in this course.

Pre-Requisite/Recommendations

Prior coding experience is recommended.

 ADST

 ELECTIVE

 INQUIRY/PROJECT TECHNOLOGY/TOOLS

 5+ HOURS

a high level of creativity and technical skill. Students will journal and connect their pieces and experiences to culture, identity, community, and place.

Pre-Requisite/Recommendations

WW8 or WW9 is required, or with approval of Head of Department for ADST.

 ADST

 ELECTIVE

 INQUIRY/PROJECT TECHNOLOGY/TOOLS EXPERIENTIAL

 0 HOURS

AP ENGLISH LANGUAGE AND COMPOSITION 12

The AP English Language and Composition course is equivalent to an introductory college-level course; therefore, students who enroll in this course are expected to be strong, successful English students who want to enhance an already proficient skillset in the English language. The course focuses on the study of non-fiction texts from different historical periods, although the majority of works covered are written by 20th century and present-day authors. Students will be exposed to a variety of written genres, including speeches, letters, essays, and graphic images as texts. The study of these works encourages students to focus on critically analyzing texts with the goal of discussing and presenting oral and written arguments based on the rhetorical strategies and elements employed. Students are required to develop evidence-based analytic and argumentative essays that proceed through several stages or drafts including opportunities for self and peer revision, assessment, and reflection. Students will evaluate, synthesize, and cite research to support their arguments. Throughout the course, students develop a personal style by making appropriate stylistic and grammatical choices. Students who select this course will also complete the English Studies 12 course concurrently.

(See Double Credit Course Guidelines)

Pre-Requisite/Recommendations

Students are recommended to have earned Extended proficiency level or an A grade in their English 11 course, or with approval from the Head of Department for English.

AP ENGLISH LITERATURE AND COMPOSITION 12

AP English Literature and Composition provides an enriched program with a college-level approach to the interpretation of imaginative fiction. The course is organized roughly by genre and thematic continuity, particularly as seen in works by classical writers such as Shakespeare, and major novelists, poets, and playwrights. Most students in AP English will write the English Literature and Composition Advanced Placement exam in early May. Inferential and critical comprehension is stressed throughout the year, and the reading of scholarly criticism helps to prepare students for their own critical efforts in this and subsequent years. With the presumption that students are already competent writers, the course focuses on the development of a precise yet elegant style capable of responding to a variety of critical and literary sources. Students who select this course will also complete the English Studies 12 course concurrently.

(See Double Credit Course Guidelines)

Pre-Requisite/Recommendations

COMPOSITION 11H

Composition 11 Honours is an advanced English course, designed to support students as they refine, clarify, and adjust their written communication through practice and revision. The course challenges students to look at fictional and non-fictional texts through an argumentative lens, as well as apply rhetorical strategies to their own writing. Students will have the opportunity to examine a variety of texts including letters, essays, and speeches that are historically significant or related to current events. Students will learn and apply close reading, analytical writing, and speaking skills with the goal of honing their communication ability. In particular, students will have opportunities to hone their ability to write essays in different genres.

Note: This is an excellent option for students who wish to prepare themselves for AP English Literature or AP English Language in Grade 12.

Pre-Requisite/Recommendations

Any English 10 course.

 ENGLISH

 CORE PROGRAM

 DIRECT INSTRUCTION DISCUSSION

 3-5 HOURS

COMPOSITION 11

Composition 11 is an English 11 option for students who wish to hone their writing abilities through careful study of mentor texts. This course supports students as they refine, clarify, and adjust their written communication. Students will focus on developing their close reading ability as well as their oral and written communication skills. A variety of fiction and non-fiction texts will be studied, and students will be exposed to different writing styles. These texts will be used as models for students in the development of their own writing. This course incorporates First People's Principles by examining stories as a way to learn about both ourselves and different cultures.

Pre-Requisite/Recommendations

Any English 10 course.

 ENGLISH

 CORE PROGRAM

ENGLISH STUDIES 12

English Studies 12 is a mandatory course for graduation that builds on and extends students’ previous learning experiences in English 11. It is designed for all Grade 12 students and provides them with opportunities to refine their written and oral communication skills and their ability to think critically and creatively. In this course, students will have opportunities to explore texts from a variety of sources; this will allow for the analysis of many perspectives and challenge students to gain an appreciation and understanding of literature’s ability to represent diverse worldviews. This course incorporates First People's Principles by examining stories as a way to learn about both ourselves and different cultures.

Pre-Requisite/Recommendations

Any English 11 course.

 ENGLISH

 CORE PROGRAM

 DIRECT INSTRUCTION DISCUSSION INQUIRY/PROJECT

 3-5 HOURS

JOURNALISM 12

Welcome to The Student Newspaper! Journalism 12 is an elective course that provides a unique opportunity for students to produce a professional-quality, studentdirected online newspaper. News articles will feature stories that are of interest to the St. George’s community, neighbouring schools, and teenagers in general. By creating an interactive, WordPress-based website, Journalism students will be able to report, on a regular and timely basis, on the many events that occur at St. George’s: Athletics, Arts, Service And Charity, Games, and Clubs. In addition to studying the attributes of quality journalism (researching, writing, and editing news for the public), students will also become familiar with contemporary online literacies such as: blogs, YouTube, Twitter, and more. Using these resources and publishing online in a responsible and ethical way are at the core of journalistic practices today. Journalism students will produce a professional portfolio of published articles, photographs, and videos on our news website. This course is open to students in Grades 10-12

LITERARY STUDIES 11

Literary Studies 11 is an English option for Grade 11 students who wish to delve deeply into literature. This course focuses on texts that examine the role of the individual in society, and the role of myths in various cultures. Students will examine poetry, non-fiction and fiction texts, and engage with a variety of media. Through this course, they will learn and apply close reading, argumentative and creative writing, and speaking skills with the goal of developing their communication and comprehension ability. This course incorporates First People's Principles by examining stories as a way to learn about both ourselves and different cultures.

Pre-Requisite/Recommendations

Any English 10 course.

 ENGLISH

 CORE PROGRAM

 DIRECT INSTRUCTION DISCUSSION

 3-5 HOURS

LITERARY STUDIES 11H

Literary Studies 11 Honours is an enriched English course that focuses largely on British literature from the last 1000 years. The course is designed for students with a decent understanding of literature and composition, a strong interest in history, and a passion for storytelling in all of its forms. Students read a broad range of texts, from the warrior-poets of the Anglo-Saxon era, to the early environmentalists of the Romantic period, and the cynicism of the Modernist era. Additionally, students in this course will make connections to contemporary literature and global perspectives, deepening their worldview and nurturing their appreciation for the written word. Note: this is an excellent option for students who wish to prepare themselves for AP English Literature or AP English Language in Grade 12.

Pre-Requisite/Recommendations

Any English 10 course.

 ENGLISH

 CORE PROGRAM

 DIRECT INSTRUCTION DISCUSSION

 3-5 HOURS

WOODWORK 11/12

This course is designed as an in-depth study of woodwork and joinery. Students will use tools and equipment safely and confidently to explore advanced woodwork practices. While working through an applied design process, students will develop a sense of personal agency and demonstrate

Students are recommended to have earned Extended proficiency level or an A grade in their English 11 course, or with approval from the Head of Department for English.

 DIRECT INSTRUCTION DISCUSSION

 1-2 HOURS

(Offered on a 2 year rotation, next offered 2024-25)

 ENGLISH

 ELECTIVE

 DIRECT INSTRUCTION DISCUSSION INQUIRY/PROJECT TECHNOLOGY/TOOLS EXPERIENTIAL

 1-2 HOURS

ENGLISH FIRST PEOPLES 12

This course is grounded in the First Peoples Principles of Learning. It is designed for all students who are interested in delving deeply into First Peoples oral and written literature and visual texts in a range of media. The course focuses on the experiences, values, beliefs, and lived realities of First Peoples as evidenced in various forms of text, including oral story, poetry, song, performance, film, and prose. A key feature of the course is its focus on authentic First Peoples voices (i.e., historical or contemporary texts created by or with First Peoples). While the focus in EFP 12 is primarily on First Peoples voices from British Columbia, students also engage with texts that reflect First Peoples perspectives from elsewhere in Canada and throughout the world.

Note: This course fulfills the following requirements:

• Class of 2024 - This course is the equivalent of English Studies 12 and fulfills the BC graduation requirement for English 12 and for an Indigenous-focused course requirement.

• Students will not be able to submit course change requests for their Indigenousfocused course requirement, and so should choose between English First Peoples 12 and Contemporary Indigenous Studies 12 with care. 

WRITERS

WORKSHOP 11

The course supports student writers in the fine-tuning and expansion of creative writing skills through the exploration of new media and global perspectives, and the utilization of critical thinking. One of the key focuses in Writer's Workshop 11 is the consideration of the human condition and the exploration of cultural boundaries through a consideration of world literature — both from established authors and from our own school community. Embedded within the course is the opportunity for students to participate in more focused workshop sessions and to meaningfully leverage technology as part of our curriculum. The course also provides real-life application with regard to the world of publishing and working with outside mentors from the field. Finally, the course provides students with the opportunity to explore preferred writing media with more independent depth as each class member strives to make meaning of the world around him. This course is open to students in Grades 10-12.

(Offered on a 2 year rotation, next offered 2023-24)

 ENGLISH

 ELECTIVE

 DIRECT INSTRUCTION DISCUSSION

INQUIRY/PROJECT

TECHNOLOGY/TOOLS EXPERIENTIAL

 1-2 HOURS

FRENCH 11

French 11 offers an enriched atmosphere in which students are expected to communicate actively in French that is more fully developed and shows greater personal insight than was required in previous years. French 11 will continue to widen the student's experience in the French language, as well as leading him on cultural journeys through France, Africa, and Québec. More complex structures in past tenses will be studied and be a part of all oral, listening, reading and writing activities. Supplementary online resources, reading material, videos, music, and French language films are used as deemed appropriate by individual teachers. Students can expect longer projects to be the culminating assessments for many units. Finally, students will also look forward to visits to local museums and art galleries when French presentations are highlighted. A trip to a French restaurant where students can practice their French will be a must!

Pre-Requisite/Recommendations

French 10 /French 10H

 LANGUAGES

 ELECTIVE

 DIRECT INSTRUCTION

INQUIRY/PROJECT EXPERIENTIAL



FRENCH 12

French 12 is the culmination of five years of French language study. It offers an enriched atmosphere where students are expected to communicate actively in French. Such communication will be more fully developed and show greater personal insight than was required in previous years. In addition, the student will continue to enhance his knowledge of French culture through various media such as French language videos, readings, and movies. Oral, written, or film projects will be the culminating assessments for many units. Finally, students will look forward to visits to local museums and art galleries when French presentations are highlighted. A trip to a French restaurant where students can practice their French will be a must!

Pre-Requisite/Recommendations

French 11

 LANGUAGES

 ELECTIVE

 DIRECT INSTRUCTION INQUIRY/PROJECT EXPERIENTIAL

 2-3 HOURS

FRENCH 12 HONOURS

French 12H is the culmination of five years of French language study. Students' oral, listening and writing skills are stronger than students in the regular French 12 class. This class offers an enriched atmosphere where students are expected to communicate actively in French. Such communication will be more fully developed and show greater personal insight than was required in previous years. In addition, the student will continue to enhance his knowledge of French culture through various media such as French language videos, readings, and movies. Oral, written, or film projects will be the culminating assessments for many units. Finally, students will look forward to visits to local museums and art galleries when French presentations are highlighted. A trip to a French restaurant where students can practice their French will be a must! Note: students at this level are highly encouraged to take the external DELF exam in June.

Pre-Requisite/Recommendations

French 10H or approval of Head of Department for Languages.

 LANGUAGES

 ELECTIVE

 DIRECT INSTRUCTION INQUIRY/PROJECT EXPERIENTIAL

 2-3 HOURS

AP FRENCH LANGUAGE AND CULTURE 12

AP French Language 12 is a fast paced, accelerated class where students use French at a first and second year university level. Students are expected to communicate actively in French, and to read and write at a sophisticated level. Six themes which reflect issues in our modern world are required by the College Board, and are the basis of our language and cultural studies. Although we prepare rigorously for the AP exam, students will prepare many projects that hone their speaking, writing, and filmmaking skills. Students will also enjoy class visits to French restaurants, and museum or art gallery showings, and learn how the cultural niceties of these events play such a large role in the lives of French speaking people. Note: As of 2023–24, AP French Language and Culture 12 is no longer a double credit course with French 12.

Pre-Requisite/Recommendations

French 10H or French 11 and a placement assessment or teacher recommendation.

 LANGUAGES

 ELECTIVE

 DIRECT INSTRUCTION INQUIRY/PROJECT EXPERIENTIAL

 2-3 HOURS

LATIN 11/12

This double-credit course (one semester of Latin 11; the second of Latin 12) continues with the achievements of the classical world through the study of Latin. Students will learn vocabulary and grammatical concepts essential for reading and translating original classical texts (authors such as Catullus, Caesar, Pliny, Ovid, and Vergil). English is the language of instruction, and students will develop their oral communication, reading, and writing skills in both English and the classical language. Through a variety of enrichment activities, students will explore aspects of life in the ancient world, including trade, commerce, education, arts, sports, ecology, daily life, and social practices. They will also make connections across the curriculum between the classical world and the world around them.

Pre-Requisite/Recommendations

Latin 10

 LANGUAGES

 ELECTIVE

 DIRECT INSTRUCTION DISCUSSION

 3-5 HOURS

AP LATIN 12

This course continues with the achievements of the classical world through the study of Latin. Students will learn vocabulary and grammatical concepts essential for reading and translating original classical texts (Caesar and Vergil) as prescribed by the College Board. English is the language of instruction, and students will develop their oral communication, reading, and writing skills in both English and the classical language. Through a variety of enrichment activities, students will explore aspects of life in the ancient world, including trade, commerce, education, arts, sports, ecology, daily life, and social practices, and will make connections across the curriculum between the classical world and the world around them.

Pre-Requisite/Recommendations

Latin 12

 LANGUAGES

 ELECTIVE

 DIRECT INSTRUCTION DISCUSSION

 3-5 HOURS

MANDARIN 11

Mandarin 11 enhances students' foundation in Mandarin by gaining more confidence in using this language in various contexts. Students are expected to be able to engage in general conversations on a range of topics in Mandarin, understand information conveyed on familiar topics, read texts relating to course content, and write for daily needs. Culture continues to play a large part of this course with units that focus on calligraphy, food, Chinese language films, and Chinese etiquette.

Pre-Requisite/Recommendations

Mandarin 10

 LANGUAGES

 ELECTIVE

 DIRECT INSTRUCTION TECHNOLOGY/TOOLS

 2-3 HOURS

MANDARIN 12

Mandarin 12 continues to build students' confidence in the four language skills, and greatly improves Chinese language proficiency. Students will be able to discuss issues related to daily life, and present well-organized information orally and in writing on theme-based topics. Students are expected to communicate with more complex sentence structures and a variety of vocabulary on familiar topics. Students will deepen their understanding of Chinese culture with units that focus on calligraphy, food, Chinese language films, and Chinese etiquette.

Pre-Requisite/Recommendations

Mandarin 11 or Mandarin 10H

 LANGUAGES

 ELECTIVE

 DIRECT INSTRUCTION TECHNOLOGY/TOOLS

 2-3 HOURS

AP CHINESE LANGUAGE AND CULTURE 12

AP Chinese Language And Culture 12 is a fast paced, accelerated class where students use Mandarin at a first and second year university level. Students are expected to communicate actively in Mandarin, and to read and write at a sophisticated level. Six themes which reflect issues in our modern world are required by the College Board, and are the basis of our language and cultural studies. Although we prepare rigorously for the AP exam, students will prepare many projects that hone their speaking, writing, and filmmaking skills.

Pre-Requisite/Recommendations

Mandarin 10H or with approval from Head of Department for Languages.

 LANGUAGES

 ELECTIVE

 DIRECT INSTRUCTION

INQUIRY/PROJECT EXPERIENTIAL

 2-3 HOURS

SPANISH 11

Spanish 11 offers an enriched atmosphere in which students are expected to communicate actively in Spanish that is more fully developed, and shows greater personal insight than was required in previous years. Spanish 11 continues to widen the student's experience in the Spanish language as well as leading him on cultural journeys through Latin America and Spain. More complex structures in past tenses will be studied and be a part of all oral, listening, reading, and writing activities. Supplementary online resources, reading material, videos, music, and Spanish language films are used as deemed appropriate by individual teachers. Students can expect longer projects to be the culminating assessments for many units. Finally, students will also look forward to visits to local museums and art galleries when Latin or Spanish presentations are highlighted. A trip to a Mexican or Spanish restaurant where students can practice their Spanish will be a must!

Pre-Requisite/Recommendations

Spanish 10 or Spanish Introductory 11 or approval of Head of Department for Languages.

 LANGUAGES

 ELECTIVE

 DIRECT INSTRUCTION EXPERIENTIAL

 2-3 HOURS

SPANISH 12

Spanish 12 is the culmination of four years of Spanish language study. It offers an enriched atmosphere where students are expected to communicate actively in Spanish. Such communication will be more fully developed and show greater personal insight than was required in previous years. In addition, the student will continue to enhance his knowledge of Hispanic culture through various media such as Spanish language videos, readings, and movies. Oral, written or film projects will be the culminating assessments for many units. Finally, students will look forward to visits to local museums and art galleries when Latino or Spanish presentations are highlighted. A trip to a Mexican or Spanish restaurant where students can practice their Spanish will be a must!

Pre-Requisite/Recommendations

Spanish 11 or approval of Department Head

 LANGUAGES

 ELECTIVE

 DIRECT INSTRUCTION DISCUSSION INQUIRY/PROJECT EXPERIENTIAL

 2-3 HOURS

AP SPANISH LANGUAGE 12

AP Spanish Language 12 is a fast paced, accelerated class where students use Spanish at a first and second year university level. Students are expected to communicate actively in Spanish, and to read and write at a sophisticated level. Six themes which reflect issues in our modern world are required by the College Board, and are the basis of our language and cultural studies. Although we prepare rigorously for the AP exam, students will prepare many projects that hone their speaking, writing, and filmmaking skills. Students will also enjoy class fiestas where they prepare Mexican, South American, or Spanish meals, and learn how the cultural niceties of these events play such a large role in the lives of Hispanic people.

Pre-Requisite/Recommendations

Spanish 12 (usually taken in Grade 11) or approval of Head of Department for Languages.

 LANGUAGES

 ELECTIVE

 DIRECT INSTRUCTION INQUIRY/PROJECT TECHNOLOGY/TOOLS EXPERIENTIAL

 2-3 HOURS

SPANISH INTRODUCTORY 11

Spanish Introductory 11 is a dynamic accelerated course for students with no background in Spanish and is directed at students in Grade 10 or Grade 11 who may be new to the school without a background in the languages that we teach. Other students who wish to join this class can do so with the permission of the department head. Quickly building a vocabulary and grammar base in Spanish, students move into more complex structures that are vital to every form of communication in everyday life. Listening and speaking skills are honed carefully, and are as important as written work in this course. Students will enjoy cultural journeys through Latin America and Spain through their music, films, and food, and produce projects that highlight their newfound linguistic ability. Students can continue to a regular Spanish 11 course the next year upon completion of this course.

 LANGUAGES

 ELECTIVE

 DIRECT INSTRUCTION

INQUIRY/PROJECT EXPERIENTIAL

 1-2 HOURS

ADVANCED TOPICS IN MATHEMATICS 12

This course is intended for those who have already completed AP Calculus BC, and also who wish to continue learning more mathematics. This will provide a rich, useful, and challenging mathematics curriculum, giving student an insight into the various higher-level topics explored in first- or second-year undergraduate mathematics courses. Many of the topics covered will be a direct extension of, or an application of, the material learned in AP Calculus: Complex Numbers, Hyperbolic Functions, further Integration techniques, 1st and 2nd order Differential Equations, Vectors, Matrices, further techniques of formal proof, and Introduction to Number Theory. Students will also be required to complete a third-term independent study / project digging deeper into an area of the course already covered, or exploring a new area.

Pre-Requisite/Recommendations

AP Calculus BC 12A

 MATH

 ELECTIVE

 DIRECT INSTRUCTION

INQUIRY/PROJECT TECHNOLOGY/TOOLS

 3-5 HOURS

CALCULUS 12

Calculus 12 follows a provincially designed curriculum. The course covers the basic principles and elements of a first-year calculus course at university. Calculus is a highly recommended and often times a necessary prerequisite course for many science-based or business-based university programs in Canada (especially in Ontario). Due to sequencing of topics in the two curricula, Calculus 12 may be taken concurrently with Pre-Calculus 12. This is a demanding course and students should expect to devote considerable time out of class to reinforcing what they have learned and extensively learned and practiced.

Pre-Requisite/Recommendations

This course is only available to Grade 12 students.

With the support of the Head of Math, students may take Pre-Calculus 12 the summer between Grade 11 and Grade 12, with the following criteria met:

• The course must be completed through an accredited provider.

• The course must be completed by August 30th, with final grades sent to: registrar@stgeorges.bc.ca

There are no exceptions to this this rule.

• Students will be registered in Pre-Calculus 12, and only upon completion by August 30th, may submit a course-change request.

 MATH

 ELECTIVE

 DIRECT INSTRUCTION TECHNOLOGY/TOOLS

 1-2 HOURS

AP CALCULUS AB 12

AP Calculus AB 12 is primarily intended for senior students who have already successfully completed Pre-Calculus 12 and wish to take a college/ university calculus course while still in high school. The course follows the syllabus for Advanced Placement Calculus (AB), which is effectively the equivalent of a first year of calculus taught at most universities. It is strongly recommended that students have already completed Pre-Calculus 12, and have performed very well on that course. This is a demanding course — students should expect to devote considerable time out of class reinforcing what they have learned and practising extensively.

Because of the advanced nature of this course, it is meant for students who are exceptionally well-prepared and motivated. If you are interested in this course but you don't meet the intended conditions / prerequisites, you must speak with your current math teacher and the Head of Department before selecting this course.

Note: As of 23/24, AP Calculus AB 12 is no

longer a double-credit course with Calculus 12.

Pre-Requisite/Recommendations

Students are recommended to have earned Extending proficiency levels or a very strong A grade (92%+) in Pre-Calculus 12. Students who have not yet completed Pre-Calculus 12 who wish to take this course are subject to approval. They are also expected to obtain materials available from the Head of Math and do a significant amount of review and preparation in advance.

 MATH

 ELECTIVE

 DIRECT INSTRUCTION TECHNOLOGY/TOOLS

 3-5 HOURS

AP CALCULUS BC 12A

AP Calculus BC is similar to the AP Calculus AB course, except that it covers even more material and in greater depth. This course is much faster-paced than the Calculus AB course and consequently requires an even greater commitment from the student. Students should expect to devote a considerable amount of time out of class, reinforcing what they have learned and practising extensively. Because of the advanced nature of this course, it is meant for students who are exceptionally well- prepared and highly motivated. This MAY be an appropriate choice for exceptionally strong and motivated students entering Grade 11, having completed PreCalculus 11 in Grade 10. However, it will require significant preparation and review of material prior to the course. Grade 11 students wishing to pursue this course are still required to enroll in Pre-Calculus 12 concurrently. If you are interested in this course but you don't meet the intended conditions / prerequisites, you must speak with your current math teacher and the Head of Department before selecting this course. Note: As of 23/24, AP Calculus BC 12 is no longer a double-credit course with Calculus 12.

Pre-Requisite/Recommendations

Grade 11 students are recommended to have finished their previous math course (PreCalculus 11) with 94% AND have experienced considerable enrichment and possess a real passion for mathematics.

Grade 12 students are recommended to have earned a very strong A-grade (94%+) on PreCalculus 12.

Students entering Grade 11 and who wish to enrol in AP Calculus (BC) require approval from the Head of Math.

FOUNDATIONS OF MATH 11

Foundations of Mathematics 11 focuses on the Big Ideas of logical reasoning, optimization, proportional relationships and statistical analysis. The content covers: forms of mathematical reasoning; angle relationships; graphical analysis of linear inequalities, quadratic functions and systems of equations; optimization methods and their applications; statistical analysis and financial literacy. This course is as rigorous as Pre-Calculus 11, and similarly meets BC graduation requirements. There is less emphasis on conceptual or abstract understanding. The focus is very much on real-world applications and on using technology to explore these topics. This may be an appropriate option for those who have struggled with some of the more algebraic aspects of Math 10, who are genuinely more interested in learning about applications of mathematics, who are interested in pursuing post-secondary learning in the Social Sciences, or who think Grade 11 may be the final year they take a math course.

PRE-CALCULUS 11 (Grade 11 students)

The Pre-Calculus 11 curriculum places a strong emphasis on problem solving, critical thinking, communication, developing multiple approaches, and making and reinforcing connections between the various Big Ideas. Pre-calculus 11 is designed to provide students with the mathematical understandings and critical-thinking skills identified for entry into post-secondary programs that require the study of theoretical Pre-Calculus 11. The detailed topic list is as follows. Patterns: sequences and series, both arithmetic and geometric; Trigonometry: angles in standard position, sine law, cosine law; Quadratics: vertex form, standard form, completing the square; Solving quadratic equations by: graphical solution, factoring, completing the square, the quadratic formula; Functions: radical expressions and equations, rational expressions and equations, absolute value functions; Systems of Equations: solving systems graphically, solving systems algebraically; Inequalities: linear inequalities in two variables,quadratic inequalities in two variables. High grades in senior math courses are usually required for competitive programs in Science, Engineering and Commerce.

PRE-CALCULUS 12 FOR GRADE 11S

PRE-CALCULUS 12 FOR GRADE 12S

The Pre-Calculus 12 curriculum places a strong emphasis on problem solving, critical thinking, communication, developing multiple approaches, and making and reinforcing connections between the various Big Ideas. Pre-Calculus 12 is designed to provide students with the mathematical understandings and critical-thinking skills identified for entry into post-secondary programs that require the study of theoretical calculus. The detailed topic list covers: transformations of various families of functions, trigonometry, characteristics of polynomials, exponential and logarithmic functions, rational functions. Accelerated students who take Pre-Calculus 12 in Grade 11 will ordinarily continue into AP Calculus 12, or Calculus 12 in their Grade 12 year.

Pre-Requisite/Recommendations

Grade 11 students selecting this course are recommended to have achieved a minimum of 88% on the Pre-Calculus 11 course in grade 10.

 MATH

 1-2 HOURS

AP STATISTICS 12

The ability to understand data accurately and from a variety of viewpoints is becoming necessary across many disciplines such as Social Sciences, Medicine, Business, Commerce, Applied Mathematics, and Biology. The ability to interpret numbers in context helps to inform decision making. While statistics is in the field of mathematical studies, students should also have strong writing, reading comprehension, and communication skills. The AP Statistics course introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. There are four themes evident in the content, skills, and assessment in the AP Statistics course: exploring data, sampling and experimentation; probability and simulation; and statistical inference. Students use technology, investigations, problem solving, and writing as they build conceptual understanding.

The AP Statistics course is equivalent to a one-semester, introductory, non-calculusbased college course in statistics.

Pre-Requisite/Recommendations

This course is available to students in Grade 12, and to those entering Grade 11 who have already completed Pre-Calculus 11.

CONCERT BAND 11/12

Students enrolled in Band 10, 11, & 12 form the Senior Concert Band. This course is open only to students who have prior experience on a woodwind, brass, or percussion instrument or by permission of the instructor. Band 10, 11, and 12 build on the foundational skills established in Band 8 and 9. Whatever your current level, you will find that this ensemble will challenge you as a musician. It is this challenge that will provide growth and development for each student and director as we explore a variety of repertoire for the concert band. The concepts of tone, articulation, balance, blend, interpretation, technique, and phrasing form the basis of all instruction. Large ensemble and small ensemble works are performed with emphasis on concert band literature. Excellence of performance is stressed while students are taught to refine their musical skills and talent through a series of activities which include concerts, festivals, master classes, and yearly tours. Concert Band is the ideal venue for students who are interested in exploring their passion for music and working collaboratively with others.

Pre-Requisite/Recommendations

Band 10 or approval of Head of Department for Music.

AP MUSIC THEORY 12

AP Music Theory 12 is offered as a supplement to the MusicProgram and is open to students interested in deepening their understanding of music theory. Its purposes are to prepare the student for the Advanced Placement exam in Music Theory while allowing the student to explore compositional and theoretical issues pertaining to the European art music traditions (ie. "classical music"). The course is tailored to the interests of the participating students within the confines of exam preparation. Topics covered include basics of harmony, formal structure of music, sight singing, introductory history, and analysis. Other topics that are often explored include composition, arranging, and orchestration. The AP Music Theory 12 students learn basics of MIDI (computer music), composition and performance through access to and use of the MIDI Lab. Royal Conservatory Theory is helpful but not a prerequisite.

(Offered on a 2 year rotation, next offered 2023-24)

 MUSIC

 ELECTIVE

 DISCUSSION INQUIRY/PROJECT

CONTEMPORARY MUSIC 11/12

Are you interested in music but unsure of how or where to start your journey? If so, Contemporary Music 11/12 may be just the course for you. This full year course is designed to give students a basic understanding of music and to inspire an appreciation for music from a variety of genres and cultures. We will apply the elements of music to music from the medieval through contemporary periods, learn how to read and apply music notation by performing as an ensemble, and investigate how music has changed throughout history as well as highlighting social influences. This unique course is a blend of classroom learning and performance lab experience, giving each student hands-on creative exploration. If you are curious about music and excited to explore and experiment, we look forward to seeing you in Contemporary Music 11/12. No prerequisite is required.

(Offered on a 2 year rotation, next offered 2024-25)

Pre-Requisite/Recommendations

Students should have background training in instrumental music and prior theory knowledge.

 MUSIC

 ELECTIVE

 DIRECT INSTRUCTION DISCUSSION EXPERIENTIAL

 1-2 HOURS

OUTDOOR LEADERSHIP 12



Outdoor Leadership 12 will provide Grade 11 and 12 students with the opportunity to develop their leadership skills through the lens of the outdoors. Students will explore the foundations of leadership by applying problem solving, understanding group dynamics, learning more about how their strengths will allow them to teach and lead others, and develop their outdoor skills. Students will have the opportunity to participate in a variety of Outdoor Education Experiences with our younger grades during the year. While on these trips, they will have the ability to apply the skills that they have developed in the classroom to real world settings. The skills that students develop in this course will help them to become stronger leaders within our school community, and as they transition out away from Saints and into the rest of their lives. Students will learn more about themselves and develop the skills to become excellent leaders in all environments. No prior experience is required, though students who enjoyed previous Outdoor Education Experiences (Navigate 8, Explorer 9, Sea to Sky 10) or Discovery 10 might particularly be interested in this course. There will be some days away from school, but this will be balanced with catch-up blocks and independent learning time. This course is available to students in Grades 11 and 12.

SENIOR JAZZ ENSEMBLE 11/12

Senior Jazz Ensemble 11/12 is an ensemble of musicians with an interest and experience in exploring all kinds of jazz. Interested students should have at least one year experience playing jazz, and must be current members of the Concert Band at their grade level. Rehearsals occur Tuesday and Friday mornings at 7:00 am. As this is a small ensemble with musicians playing unique parts, regular attendance is essential. The focus of the ensemble is in learning jazz style, tradition, and improvisation, with a focus on listening to discover the cultural context of the music we play. Evaluation will include playing tests, listening assignments, transcriptions, and jazz syntax. The members of the group will prepare large ensemble and combo repertoire for performance at both of the Music Department's concerts in December and April, at a music festival, and the Saints Fair. The group will also work toward additional performance opportunities as they arise.

Pre-Requisite/Recommendations

Approval of Head of Department for Music

Fitness and Conditioning is a course offered for all fitness levels and backgrounds. The class will train regularly in the SGS Fitness Centre and will expose students to various styles and types of training. Students will learn how to train the entire body effectively, safely, and with proper technique in all exercises and with all types of equipment. In the classroom, students will learn nutrition, basic anatomy, and muscle physiology to help gain a deeper understanding of how the body works and how muscle growth occurs. Assessment will include personal training and nutrition logs, self and peer evaluations, and small group projects to demonstrate expertise in a field of fitness. Field trips and interesting guest speakers will enhance the learning and make this a course a great fit for those athletes playing at the next level, or students just wanting to make personal fitness gains. The learning outcomes we assess are from the BC Ministry of Education curriculum. Our goal is to develop students who can train safely, confidently, and understand the importance of good nutrition and proper goal setting to be fit for life!

New for 23/24 we will be offering a recreational section and a competitive athlete section of this course if interest permits. The recreational section will focus on the “fit for life” approach, while the competitive athlete section will focus on sport-specific fitness, skills and loadmanagement for the sports the students are competing in. All students are welcome in either section, and there is no connection to team tryouts.  PE

Students must be highly self-motivated, and are expected to read extensively and master a significant quantity of material. They must be able to assemble information through analysis and problem solving activities and participate in peer to peer dialogue.

Pre-Requisite/Recommendations

Completion of Chemistry 11 is required and one of:

1) earning an A grade in Chemistry 11H or

2) an A grade in Chemistry 11 along with a summer study package and assessment in September. Material is available from the Head of Department for Science.

of solutions; human survival depends on developing practices that will achieve sustainable systems.

 SCIENCE

 ELECTIVE

 DISCUSSION INQUIRY/PROJECT TECHNOLOGY/TOOLS

 1-2 HOURS

GEOLOGY 12

The course focuses on the topics of motion, forces, energy, and waves to deepen the students understanding of how the world functions on a macroscopic scale. Physics 11 requires the application of mathematics to solve problems and uses graphical methods and graphing calculators. Students who take Physics 11 should have a very good understanding of mathematics.

 SCIENCE

 ELECTIVE

AP BIOLOGY 12

AP Biology 12 is designed to be the equivalent of a college introductory Biology course usually taken by biology majors during their first year. The two main goals of AP Biology are to help students develop a conceptual framework for modern biology and to gain an appreciation of the scientific process. Major themes that are emphasised include science as a process, evolution, genetics, energy transfer, continuity and change, relationships of structure to function, regulation, interdependence in nature, and science technology and society.

Pre-Requisite/Recommendations

Completion or be concurrently enrolled in Anatomy and Physiology 12. Grade 12 students only.

 SCIENCE

 ELECTIVE

 DIRECT INSTRUCTION INQUIRY/PROJECT TECHNOLOGY/TOOLS EXPERIENTIAL

 1-2 HOURS

CHEMISTRY 11

Topics taught in Chemistry 11 are the foundational skills for all higher level chemistry courses. These include an overview of the historical and philosophical developments that led to the modern quantum model of the atom and the organization of the periodic table; the quantum model of the atom to predict the structure of simple molecules and compounds, including organic molecules; the nature of chemical bonds and prediction of physical and chemical properties; the mole concept and its applications in stoichiometry, including solution chemistry. Laboratory skills and experiments are

integrated with the theory to reinforce the concepts and their practical origins throughout the course.

 SCIENCE

 ELECTIVE

 DIRECT INSTRUCTION INQUIRY/PROJECT

 3-5 HOURS

CHEMISTRY 11 HONOURS

This is the first year of a two-year stream that will provide an opportunity for those students who are passionate about chemistry to complete Chemistry 11, Chemistry 12, and AP Chemistry 12 over their Grade 11 and 12 years. Chemistry 11H is an enriched version of Chemistry 11 with an emphasis on learning through scientific experimentation and critical thinking. As it covers the regular Chemistry 11 curriculum (see above) and four units from AP Chemistry: Advanced Atomic Structure and Periodic Properties, Advanced Molecular Structures, Gases, and Thermochemistry, it is a demanding and fast-paced course. Students will receive credit for Chemistry 11 Honours at the end of their Grade 11 year, and ordinarily continue into the AP Chemistry course (double credit) in their Grade 12 year.

Pre-Requisite/Recommendations

Recommended to have earned a 90% grade or Extending proficiency levels on the skills and chemistry outcomes of Science 10, or with approval of Head of Department for Science.

CHEMISTRY 12

Chemistry 12 is a course in physical and inorganic chemistry with a quantitative emphasis; therefore, students must be adept at algebraic and numerical problem solving. Students use a variety of analytical skills and experimental techniques to measure rates of reaction, and study dynamic equilibrium, solubility equilibrium, acid-base reactions. This experimental data is used to develop and interpret the appropriate theory. The clear presentation of ideas with full supporting factual data is expected in both written work and during in-class activities. An emphasis is placed on making connections between the material studied and the real world.

Pre-Requisite/Recommendations

Recommended to have earned a B grade or higher in Chemistry 11.

 SCIENCE

 ELECTIVE

 DIRECT INSTRUCTION INQUIRY/PROJECT

 3-5 HOURS

AP CHEMISTRY 12

This is the second year of the Chemistry 11 Honours / AP Chemistry stream. Five of these units form the basis of the provincial Chemistry 12 curriculum. Therefore, students will receive credit for Chemistry 12 and AP Chemistry upon successful completion of this course. The AP Chemistry 12 course presents material at a first-year university level through a series of lectures, experiments, and group activities. Topics covered include: Reaction rate, dynamic equilibrium, saturated solutions, acids and bases, thermodynamics, and redox chemistry. In the laboratory, a more critical approach to experimentation is undertaken.

EARTH SCIENCES 11

This course is focused on discovering the changing nature of our world, and developing the ability to think on a geological timescale. Students will study topics such as geology, plate tectonics, oceanography and the hydrosphere, meteorology, and astronomy. They will discuss how these topics have an impact on our lives, and work to gain a deeper understanding of how our place in the universe came to be. The course focuses on climate change as well as topics and issues that relate from climate change.

 SCIENCE

 ELECTIVE

 DIRECT INSTRUCTION DISCUSSION

INQUIRY/PROJECT

 1-2 HOURS

AP ENVIRONMENTAL SCIENCE 12

This is a descriptive science course, rather than a rigorously-mathematical analytical course. The goal of the AP Environmental Science course is to provide students with the scientific principles, concepts, and methodologies required to understand the inter-relationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving or preventing them. Environmental Science is interdisciplinary. The following themes provide a foundation for the structure of the AP Environmental Science course. Energy conversions underlie all ecological processes; the Earth itself is one interconnected system; humans alter natural systems; environmental problems have a cultural and social context; understanding the role of cultural, social, and economic factors is vital to the development

Geology 12 explores the history of the Earth's formation. After a thorough investigation of minerals, rock types, and the sources of these minerals and rock types, the scope of the course broadens to investigate other aspects of the Earth and its history. The significance of volcanism, metamorphic events, weathering and erosion, and mountain building are explored in detail to explore and explain changing physical landscapes. Earth's history is explored in detail through the study of paleontology to explore themes that include the history of life on Earth, biological diversity, and extinction events. The earth is studied as a continually changing, open laboratory; the course seeks to enhance the student's understanding of the earth and the processes that continue to shape its evolution. The theory of plate tectonics and its relationship to geological events such as earthquakes, volcanoes, mountain building, and mineral resources is also explored in depth. Surface processes including glaciers, running water, groundwater and groundwater resources are investigated, and align closely with Geography 12.

 SCIENCE

 ELECTIVE

 DIRECT INSTRUCTION INQUIRY/PROJECT

 1-2 HOURS

LIFE SCIENCES 11

This course is no longer being offered. Please see Biodiversity 12 (Specialized Science 12).

PHYSICS 11

This course builds on concepts introduced at a qualitative or empirical level in earlier grades. The course has many mathematical components, and students need strong math skills from Grade 10. Students must be adept at algebraic and numerical problem solving. Students will explore many of the topics through laboratory experiences, to deepen their understanding of physics. They will learn how to use lab equipment, and acquire and process data with the use of computers. There is a strong emphasis on graphical and experimental analysis throughout the year.

 DIRECT INSTRUCTION INQUIRY/PROJECT

 3-5 HOURS

AP PHYSICS 1 HONOURS 11

This is the first year of a two-year stream that provides an opportunity for students who are passionate about physics to complete Physics 11, Physics 12, Physics AP-1, and Physics AP-2 over their Grade 11 and 12 years. This is a very challenging, rigorous, algebra- based course, covering the full curriculum of Physics 11 and the AP-1 courses and portions of Physics 12 (momentum and static equilibrium). Experimental work is an important part of any physics program, and it is a strong component in the AP courses.Topics covered in Physics 11 Honours include the following: kinematics; dynamics; motion and momentum; work and energy; gravitation and circular motion; and waves. Students taking this course will be prepared to write the College Board exam for Physics AP-1 in May of their Grade 11 year. Students will receive credit for Physics 11 and Physics AP-1, and will ordinarily continue into the Physics AP-2 course in their Grade 12 year. This course is accelerated and students should expect to be challenged and possess excellent independent learning skills. Students requesting Physics AP-1 should have a real passion for Physics. Mathematics, especially algebra, is used throughout the course so students should have demonstrated a high degree of competence and confidence. Note: students receive two Grade 11 science course credits for AP Physics 1 Honours 11.

Pre-Requisite/Recommendations

Recommended to have earned a 90% grade or Extending proficiency levels on the skills and physics outcomes of Science 10 and A grade or Extending proficiency in Precalculus 11, or with approval of Head of Department for Science.

 SCIENCE

 ELECTIVE

 DIRECT INSTRUCTION EXPERIENTIAL

 3-5 HOURS

BIODIVERSITY 12

(SPECIALIZED SCIENCE 12)

Welcome to Biodiversity 12 where we study all the different kinds of life you find in one area — animals, plants, fungi, and even microorganisms like bacteria that make up our natural world. This course is assessed through projects and labs, not tests. The purpose is to immerse students in hands-on experiences so they can understand how organisms work together in ecosystems, like an intricate web, to maintain balance and support life. The course will focus on different environments, examining how the organisms that live there shape and are shaped by their home. This course will open your eyes to the wonder of many new fields of biology and provides a valuable foundation to students wishing to pursue biology degrees in post-secondary institutions, or students looking at other faculties of study but value learning about the natural world.

 SCIENCE

 ELECTIVE

 DIRECT INSTRUCTION EXPERIENTIAL

 3-5 HOURS

PHYSICS 12

Physics 12 builds on ideas developed in Physics 11 and provides new insights into the physical world. Topics covered in a rigorous mathematical manner include vector analysis, static equilibrium, momentum, electrostatics, electromagnetism, and special relativity. Throughout the course there is a strong emphasis on lab work and the application of theory.

Pre-Requisite/Recommendations

Students are recommended to have earned a B grade in Physics 11 and be adept at algebraic and numerical problem solving.

 SCIENCE

 ELECTIVE

 DIRECT INSTRUCTION

INQUIRY/PROJECT

EXPERIENTIAL

 3-5 HOURS

AP PHYSICS 2 HONOURS 12

This is the second year of the Physics AP stream. The course starts with a large portion of material that is common to both Physics 12 and AP-2. As the year progresses, students work through the remaining units of Physics 12, and AP-2. Topics covered in Physics AP-2 include the following: fluid statics and dynamics, thermodynamics with kinetic theory, electrostatics, electric circuits with capacitors, electromagnetism, physical and geometric optics, topics in modern physics. Students will be prepared to write the College Board exam for Physics AP-2

in May, and will have regular assessments to complete the Physics 12 outcomes. Experimental work is an important part of any physics program, and it is a strong component in the AP courses. Students receive credit for Physics 12 and Physics AP-2.

Pre-Requisite/Recommendations

Completion of AP PHYSICS 1 HONOURS 11

 SCIENCE

 ELECTIVE

 DIRECT INSTRUCTION EXPERIENTIAL

 3-5 HOURS

ANATOMY AND PHYSIOLOGY 12

Anatomy and Physiology 12 is an intensive, in-depth study of the wonders of the human body. The focus shifts from the atomic with molecular biology, through microscopic with cellular biology and then macroscopic as body parts and body systems are fully understood. This course has students engaging in a large number of labs, projects, and dissections so that they can really understand the content they are learning and see how it is applied in a real world context. In many units, students have opportunities to pursue topics of personal interest and to present their findings on various diseases, disorders, and health issues to their peers. Given one only gets one life to live, this course is essentially like getting to study the operating manual of the care and keeping of your body. The end goal is a detailed understanding of factors that can impact human health and how to use our knowledge to keep ourselves as healthy and happy as possible.

Pre-Requisite/Recommendations

Students taking this course in Grade 11 are recommended to have earned Extending proficiency levels or A grades on the skills and biology outcomes of Science 10.

 SCIENCE

 ELECTIVE

 DIRECT INSTRUCTION INQUIRY/PROJECT

 1-2 HOURS

20TH CENTURY

WORLD HISTORY 12

20th Century World History focuses on developing students’ abilities to think conceptually about World History from approximately 1918 to the present, and to apply historical thinking skills as they learn about the past. Three ‘Big Ideas’ of equal importance — Nationalist movements can unite people in common causes or lead to intense conflict between different groups; the rapid development and proliferation of technology in the 20th century led to profound social, economic, and political

changes; and the breakdown of longstanding empires created new economic and political systems — provide areas of historical inquiry for investigation throughout the course. Studying these themes requires students to use reason in order to examine historical significance; they will be evaluating source material and examining differing perspectives, drawing connections and conclusions about continuity and change over time, and weighing cause and consequence as we look at the course in the context of ethical judgement and historical empathy.

 SOCIAL STUDIES

 ELECTIVE

 DISCUSSION INQUIRY/PROJECT

 1-2 HOURS

CONTEMPORARY INDIGENOUS STUDIES 12

Contemporary Indigenous Studies 12 offers students an opportunity to honour the Calls to Action from the Truth and Reconciliation Commission of Canada in addressing injustices of the past and committing to the act of reconciliation. The big ideas of the course focus on learning about Indigenous cultures and worldviews in Canada, the resistance and resilience of Indigenous communities, and the rights and responsibilities of governments and citizens in taking action against injustices. The course is an interdisciplinary blend of history, geography, politics, law, economics, and art. The course will be divided into Grade 11 sections and Grade 12 sections.

Note: This course fulfills the following requirements:

• Class of 2024: Indigenous-focused course requirement (BC)

• Class of 2025: Required Grade 11 Social Studies course (SGS) and Indigenousfocused course requirement (BC)

• Students will not be able to submit course change requests for their Indigenousfocused course requirement, and so should choose between English First Peoples 12 and Contemporary Indigenous Studies 12 (Grade 12s) or Explorations of Social Studies 11 and Contemporary Indigenous Studies 12 (Grade 11s) with care.

 SOCIAL STUDIES

 ELECTIVE

 DISCUSSION

INQUIRY/PROJECT

 1-2 HOURS

ASIAN STUDIES 12

Asian Studies 12 is a survey course that covers a large breadth of Asia’s economic, cultural, political, geographic, environmental, and social history and identities of South, Southeast, and East Asia from the 1850s onwards. Yet, it will go in-depth into specific case studies within each of the larger survey areas such as the One Child Policy, IndianPakistan Partition, Korean War, Asian tiger economies, comparison of authoritarian governments, The Caste System, Uighurs assimilation, British Raj colonization, cash crops, etc. The primary methods of instruction will be discussion based (debate, mock conferences, and Harkness), game based simulations, and student-led action research.

(Normally offered on a two year rotation for 2023-24, this course is being paused to support other course needs.)

 SOCIAL STUDIES

 ELECTIVE

 DISCUSSION

INQUIRY/PROJECT

 1-2 HOURS

COMPARATIVE CULTURES 12

In essence, Comparative Cultures 12 is an introduction to Cultural Anthropology. It is a study of humans as individuals, both as products of our environment and society, and as creators of culture. This course thus delves into everything culture and then questioning it: What makes a culture? What are essential elements of any culture? What does it mean to socialize, to acculturate? This course presents the opportunity to follow our inquiries and to apply our knowledge directly as we look at the act of evaluating, assessing, and identifying, as it pertains to understanding cultural intersection, exchange, and conflict.

(Normally offered on a two year rotation, this course is being offered again in 2023-2024.)

 SOCIAL STUDIES

 ELECTIVE

 DISCUSSION

INQUIRY/PROJECT

 1-2 HOURS

AP EUROPEAN HISTORY 12

AP European History 12 focuses on developing students’ abilities to think conceptually about European History from approximately 1450 to the present and apply historical thinking skills as they learn about the past. Five themes of equal importance — interaction of Europe and the world, poverty and prosperity, objective knowledge and subjective visions, states and other institutions of power, and individual and society — provide areas of historical inquiry for investigation throughout the course. These require students to reason historically about continuity and change over time and make comparisons among various historical developments in different times and places.

(Offered on a 2 year rotation, next offered 2023-24)

 SOCIAL STUDIES

 ELECTIVE

 DISCUSSION

INQUIRY/PROJECT

 3-5 HOURS

EXPLORATIONS IN SOCIAL STUDIES

The goal of Explorations in Social Studies

AP COMPARATIVE GOVERNMENT AND POLITICS 12

AP Comparative Government and Politics

12 introduces students to the rich diversity of political systems, The course uses a comparative approach to examine the political structures; policies; and political, economic, and social challenges of six selected countries: Great Britain, Iran, China, Russia, Mexico, and Nigeria. Students compare the effectiveness of approaches to many global issues by examining how different governments solve similar problems. They will also engage in disciplinary practices that require them to read and interpret data, make comparisons and applications to real world issues, and develop evidence-based arguments. The course is designed to be largely discussionbased and relies on student engagement and participation in formal and informal discussions. Students who enjoy keeping up with current political events are encouraged to register.

 SOCIAL STUDIES

 ELECTIVE  DISCUSSION INQUIRY/PROJECT

 1-2 HOURS

AP HUMAN GEOGRAPHY 12

11

11 is to support students in gaining a fuller understanding of the causes and consequences of local issues, and gain the tools needed to dig deeper into topics they are interested in. To do so, students learn how to look at events through historical, future, political, economic, ethical, social justice, and cultural lenses. Moreover, together we work on media literacy, reading for understanding, and research skills so that students can explore topics of their choice and produce an argumentative research paper equivalent to what is expected in a first year university course. This paper is considered the capstone of the course.

Note:

• Students will not be able to submit course change requests for this course, and so should choose between one of two courses to be the required Grade 11 Social Studies Course (Explorations of Social Studies 11 and Contemporary Indigenous Studies 12) with care.

 SOCIAL STUDIES

 ELECTIVE

 DIRECT INSTRUCTION

INQUIRY/PROJECT

 1-2 HOURS

The AP Human Geography course helps students understand the influence of globalizing forces, the frameworks of political systems, and the economic developments, which have transformed regions. As such, the course provides students with models for understanding the world around them. The major units introduce students to key geographic concepts, skills, and issues. Issues explored relate to population studies, differing cultural patterns and their impact on the environment, political frameworks, agriculture and rural land use, the rise of cities, urban patterns, and urban planning, and global patterns of industrialization and their impacts. Throughout the year, students will complete problem-based learning and inquiry-based assignments, Harkness discussions, AP exam preparation, and further develop their research and essay writing skills. They will also be asked to participate in field trips and complete a year-end project, which focuses on the City of Vancouver. Human Geography AP offers great diversity. This course should appeal to students who enjoyed success in their earlier work in Social Studies and are now interested in such areas of college study as Geography, History, Economics, Sociology, Political Science, and Anthropology.

 SOCIAL STUDIES

 ELECTIVE

 DISCUSSION INQUIRY/PROJECT

 3-5 HOURS

LAW STUDIES 12

In Law Studies 12, we consider three questions to help students develop their own definition of justice: 1. What does justice look like? 2. What has been said about justice?

3. How do we achieve justice? Through the first question, we look at the Canadian criminal and civil system and feature mock trials and a trip to the Law Courts along with guest speakers. In the second question, we look at the nature of law and criminality more philosophically; we consider moral dilemmas, classic and modern philosophers, and work to recognize how our own perspective and experiences shapes our beliefs and ideas about justice. The third question is explored through independent inquiries into instances of injustice, applying our learning from the rest of the year towards understanding the problem and proposing solutions. Law 12 is a dynamic, participation- centred course that is suitable for both Grade 11 and Grade 12 students interested in a range of ideas, questions, and concepts related to law, power, governance, systems and issues in society.

 SOCIAL STUDIES

 ELECTIVE

 DISCUSSION

INQUIRY/PROJECT

 1-2 HOURS

SOCIAL JUSTICE 12

Social Justice 12 asks students how can we create a more just world. With that in mind, through this course students become more aware and analyze a variety of social justice issues learning about their interconnected nature, while examining how our worldviews shape and inform our understanding of these issues, their complex causes, their impact, and their transformational capacity. Two key pieces explored are privilege and reconciliation with purposeful integration of First People's Principles of Learning and perspectives at the forefront. Journaling, discussion, and independent action research are primary modes of learning for the course. Students should be prepared to be challenged.

(Normally offered on a two year rotation for 2023-24, this course is being paused to support other course needs.)

 SOCIAL STUDIES

 ELECTIVE

 DISCUSSION

INQUIRY/PROJECT

 1-2 HOURS

the physical and human environments which surround them. The course begins with an exploration of the roots of geography in our society and in-depth look into mapping and Geographic Information Systems. The students will then move to a study of the physical and biological processes which have shaped, and continue to shape, the world around us. Topics include the rock cycle, plate tectonics, gradational processes, weather, climate, soils, and vegetation. Throughout the year, students will examine resource management and assessment through the analysis of various local and international case studies coupled with a brief introduction to resource use and environmental ethics. Effective written and oral communication is emphasized throughout the year.

 SOCIAL STUDIES

 ELECTIVE

 DIRECT INSTRUCTION INQUIRY/PROJECT

 1-2 HOURS

AP PSYCHOLOGY 12

AP Psychology 12 will introduce students to the systematic and scientific study of behaviour 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. Major content areas include the following: methods, approaches, and history; biological bases of behaviour; sensation and perceptions; states of consciousness; learning; cognition; motivation and emotion; developmental psychology; personality; abnormal psychology; treatment of psychological disorders; and social psychology.

 SOCIAL STUDIES

 ELECTIVE

 DIRECT INSTRUCTION DISCUSSION INQUIRY/PROJECT

 3-5 HOURS

more traditional political, military-diplomatic, and biographical themes. Those interested in attending college or university in the U.S.; having a career in law, politics, government, journalism, management, or history; or learning about how the U. S. came to dominate world affairs should carefully consider taking the AP U. S. History course. (Offered on a 2 year rotation, next offered 2024-25)

 SOCIAL STUDIES

 ELECTIVE

 DISCUSSION INQUIRY/PROJECT

 3-5 HOURS

AP WORLD HISTORY 12

In AP World History 12, students investigate significant events, individuals, developments, and processes in four historical periods ranging from 1200 to the present. Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; making historical comparisons; utilizing reasoning about contextualization, causation, and continuity and change over time; and developing historical arguments. The course provides five themes that students explore throughout the course in order to make connections among historical developments in different times and places: interaction between humans and the environment; development and interaction of cultures; state building, expansion, and conflict; creation, expansion, and interaction of economic systems; and development and transformation of social structures.

 SOCIAL STUDIES

 ELECTIVE

 DIRECT INSTRUCTION DISCUSSION

INQUIRY/PROJECT

 3-5 HOURS

PHILOSOPHY 12

theories about knowledge and truth, 4) social and political philosophy, and 5) theories of morality, ethics, and aesthetics. Examples of topics that will be discussed include logic and rational argument, logical fallacies, idealism, materialism, free will, skepticism, personal identity, justice, rights, virtue ethics, and many more. The course will be anchored in reading for understanding and discussion based learning, but will involve numerous written responses to philosophical questions and a major project around developing your own personal philosophy for life.

(Normally offered on a two year rotation, this course is being offered again in 2023-2024.)

 SOCIAL STUDIES

 ELECTIVE

 DISCUSSION INQUIRY/PROJECT

 1-2 HOURS

CAREER LIFE CONNECTIONS 11 AND 12

Students in grade 11 and grade 12 work through the curriculum and experiences of this course on Flex Days throughout the year. It is a mix of direct instruction, experiential workshops, and independent work. Learning goals are to prepare for the future as lifelong learners, focussing on themes of personal reflection, community engagement, lifeskills, well-being and future planning. Students will see significant connections to Global Stewardship and Community Engagement, University Counselling, Personal Counselling, Student Life initiatives, and more. Grade 11 is focussed on classroom work and community contributions, while Grade 12 is focussed on the culminating Capstone Project. This course is a graduation requirement taken by all students.

 CORE PROGRAM

 INQUIRY/PROJECT EXPERIENTIAL

 1-2 HOURS

seasoned actors new tools that they can apply to other productions.

 THEATRE ART

 ELECTIVE

 INQUIRY/PROJECT EXPERIENTIAL

 0 HOURS

DRAMA 12

Drama 12 is welcome to all, and it offers an opportunity for self-directed growth. It provides an enriched introduction to the craft of acting for students who are newly interested in theatre, while also acting as a final developmental stage for experienced actors. Students will gain confidence, collaboration and listening skills in a supportive, team-oriented environment, which also prepares interested students for post-secondary acting and theatre opportunities. Fun and rewarding dramatic exercises, scene work, direction, and most importantly, performance, make up the landscape of Drama 12. Ensemble work is stressed, so attendance is critical. Drama 12 students write or are provided with a script that aims to challenge but not defeat the actor, and will be performed in front of an invited audience during the school day in the last few weeks of the year.

Pre-Requisite/Recommendations

Some acting experience or lower-level drama courses are helpful and encouraged, but not required.

 THEATRE ART

 ELECTIVE

 INQUIRY/PROJECT EXPERIENTIAL

 0 HOURS

FILM STUDIES 11 (DIRECTING AND SCRIPT DEVELOPMENT 11)

resilience, dedication, and cooperation to explore human experiences and emotions through story-telling. Only then, will film students be ready to tell stories of their own making through the magic of cinema. (This course appears as Directing and Script Development in the BC Curriculum Guide, and is open for students in Grade 10-12).

 VISUAL ART

 ELECTIVE

 INQUIRY/PROJECT TECHNOLOGY/TOOLS EXPERIENTIAL

 1-2 HOURS

TELEVISION PRODUCTION 11/12

PHYSICAL GEOGRAPHY 12

Physical Geography 12 involves the examination of interrelationships and interdependencies among natural and cultural phenomena in order to enhance student understanding and familiarity with

AP U. S. HISTORY 12

AP U. S. History 12 is an engaging discussion around some of the key issues and events that have shaped America today. This course covers U. S. history from the pre-Columbian period to the present. Student-centered, conversational, and problem-based learning dominate this course. In addition, this course is taught using a variety of styles including: simulations, debates, discussions, document analysis, documentaries, films, projects, and presentations. Thus, collaboration, collegiality, and critical thinking are key components. AP U. S. History 12 follows a chronological approach and covers legal, economic, and social history as well as the

Derived from a Greek word that means ‘lover of wisdom,’ philosophy is an academic discipline that examines the fundamental nature of knowledge, reality, and existence. In the history of education, philosophy was essentially the first subject because it involves what we think about subjects, rather than the use of experimentation and observable evidence. As areas of study have become accessible to empirical investigation, they have become their own subjects, such as biology, chemistry, mathematics, and history. However, Philosophy retains its value in the modern world as there are still many deep, fundamental questions to be explored. This course will deal with five key areas:1) methods of reasoning and argument in philosophy, 2) metaphysical theories about the nature of reality, 3) epistemological

DRAMA 11

All students are welcome to take this fun, exciting course, regardless of their experience levels! The main goal of Drama 11 is for students to expand their understanding of what is possible in the fields of theatre and acting. Students will experiment with new styles of movement and staging to tell stories, learn new techniques to discover and create characters from a script, and work with a professional film actor on a simulated film set. Students will also perform a one-act play using a professionally written script, and perform this play for various audiences, including at a local drama festival. Drama 11 gives all students the opportunity to develop their creativity and experience the supportive team environment of a play's cast, without the after-school commitment, and gives

Today’s students are part of the most visually literate generation in history: they communicate and exchange ideas, experiences, and emotions by viewing and creating still and moving images in almost all aspects of their lives. In this course, students will enhance their existing knowledge and understanding of the importance of visual story-telling by viewing and dissecting film from its earliest, simplest form to modern, sophisticated blockbusters. Through these viewings and discussions, students will explore a diverse history of cinematic storytelling and will explore complex characters, vibrant cultures, issues of both identity and belonging. They will enhance their understanding of First People’s worldviews and tackle cultural appropriation by breaking down film and presenting their responses in class presentations. Students’ critical analyses will instill in them an understanding of the filmmaker’s art as they combine their

Television Production offers students the opportunity to delve into the creative and technical side of short filmmaking. Students will learn and practice industry techniques and demonstrate their learned knowledge through group-based film projects. All units and projects in this course are structured to include the Pre-Production, Production, and Post-Production phases to allow for thorough understanding of the total process of film production. We will explore the fundamentals of writing and acting for the screen. During film apperception discussion, students will learn to unpack what makes a film successful. Finally, students will have an opportunity to take part in both live broadcasts of major school events as well as spirit videos to promote school events. A tremendous amount of maturity, cooperation, communication, and effort is required in this course due to the high level of group-based projects as well as the responsibilities related to our filmmaking equipment. Students taking Television Production 12 (see prerequisite) will go into more depth on the course outcomes, have the opportunity to specialise their learning, and will be expected to provide leadership and mentorship to the program. Grade 12 students who have already taken both TV Production 11 and 12 in previous years can take and Independent Directed Studies 12 course to continue their learning.

Pre-Requisite/Recommendations

Television Production 12 requires completion of Television Production 11

 VISUAL ART

 ELECTIVE

 INQUIRY/PROJECT TECHNOLOGY/TOOLS EXPERIENTIAL

 1-2 HOURS

THEATRE PRODUCTION 11/12

Theatre Production 11/12 is a hands-on experience for students who wish to gain valuable practical skills, many of which are applicable outside of theatre. The course offers students the chance to explore areas

such as stage/house management, lighting, sound, scenic design, scenic painting, setconstruction, wardrobe, props, and makeup. This course supports the various stage productions at St. George’s School throughout any given school year, including events such as plays, concerts, musical shows, and some presentations at weekly assemblies. This will require, from each student, some out-of-class time for a variety of activities, including scenic design and construction, props building, rehearsals, and the set-up, run, and strike phases of a production. Students should enter the class with the understanding that they will be required to work the show run of at least one of the school productions, which is a very rewarding but serious time-commitment. Students taking Theatre Production 12 (see prerequisite) will go into more depth on the course outcomes, have the opportunity to specialise their learning, and will be expected to provide leadership and mentorship to the program. Grade 12 students who have already taken both Theatre Production 11 and 12 in previous years can take Theatre Company 12 to continue their learning.

Pre-Requisite/Recommendations

Theatre Production 12 requires completion of Theatre Production 11.

AP 2-D DESIGN PORTFOLIO 12

AP 3-D DESIGN PORTFOLIO 12

AP STUDIO ART: DRAWING 12

Students select one of the following programs offered: 2-Dimensional Design, 3-Dimensional Design, or Drawing. AP Studio Art is designed for students who are seriously interested in the practical experience of art and have time to dedicate to their practice. Students select an area of focus and create a portfolio of work to demonstrate their artistic skills and ideas they have developed, refined, and applied over the course of the year. Students submit portfolios to the AP board for evaluation in mid-May.

Pre-Requisite/Recommendations

Completion of Studio Arts 11, Media Arts 11, or Ceramics 11 and approval of the Head of Department for Visual Arts.

 VISUAL ART

 ELECTIVE

 DIRECT INSTRUCTION EXPERIENTIAL INQUIRY/PROJECT

 3-5 HOURS

GRAPHIC ARTS 11

With no prior art experience necessary, this course gives students an introduction to Graphic Design through fine arts processes combined with digital media such as Photshop and Adobe Illustrator. Students will explore imagery making through traditional drawing, painting, and printmaking techniques, which they will transfer into digital media to make original patterns, laser-cut graffiti stencils, logos, t-shirts, and digital fine art prints on canvas. Students will further understand visual literacy through an exploration of social media, advertising, and street art as it pertains to contemporary culture. Students will explore themes through a personal journey that encourages them to express themselves imaginatively and visually communicate their ideas.

 VISUAL ART

 ELECTIVE

 DISCUSSION INQUIRY/PROJECT TECHNOLOGY/TOOLS

 0 HOURS

MEDIA ARTS 11

An extension of Media Arts 10, this course builds upon the students’ understanding of new media techniques. Students will continue to explore and create digital imagery through more involved assignments and sketchbook investigation. Based on the processes and content areas of the Visual Arts curriculum, the course provides an advanced overview of some, if not all of the following: Animation, Film/Digital Video, Graphic Design, and Photoshop. With extensive use of Harmony by Toon Boom, Adobe Premiere, and Photoshop, students will approach the creative process from an enhanced technical and aesthetic point of view on a Macintosh computer.

Pre-Requisite/Recommendations

Experience in Animation 9, Media Arts 9 and or Media Arts 10 is recommended. or with related experience and approval of the Head of Department for Visual Arts.

 VISUAL ART

 ELECTIVE

 INQUIRY/PROJECT TECHNOLOGY/TOOLS

 0 HOURS

MEDIA ARTS 12

An extension of Media Arts 11, this course builds upon the students’ understanding of new media techniques. Students will continue to explore and create digital imagery through more involved and conceptual assignments. This course is designed for students who have completed Media Arts 11 and who wish to take their technical knowledge base of digital software to the next level, and engage in the creative process in an independent study format. Students are encouraged to think conceptually and critically, and to visually problem solve through personal expression of ideas. The sketchbook will be a visual and written diary documenting the creative process through collections of images, artistic resources, and brainstorming. Context and linear development to a design solution is essential.

Pre-Requisite/Recommendations

Completion of Media Arts 11 or with related experience and approval of the Head of Department for Visual Arts.

 VISUAL ART

 ELECTIVE

 INQUIRY/PROJECT TECHNOLOGY/TOOLS

 0 HOURS

STUDIO

ARTS 2D 11

Many of the processes used in this course are familiar to the students. The diverse nature of the course allows for flexibility, creative thinking, and risk-taking. Based on general themes, the students are encouraged to develop imagery in a twodimensional medium that best suits their vision. The evolution of ideas and exploration of design problems and techniques occur in the sketchbook. Preparation must be intelligent and focused. Studies and preliminary work are required before any major project. This course expects students to focus on their imagination and creativity, rather than their limitations technically. The students will exhibit their work throughout the year, and everyone is also expected to participate in a final show at the end of the year..

 VISUAL ART

STUDIO ARTS 2D 12

At this level, the students are expected to work with increased independence, resolving their own questions derived from given themes. They design works to express their own understanding of self. Portfolio development is an integral part of the course as it helps to gain greater understanding of their creative potential and journey. The teacher acts as a resource and helps with aesthetic and technical problem solving. Sketchbooks are a requirement and all artwork should display vision and imagination. Students are asked to use their books to explore their creativity, focussing on their imagination rather than their limitations technically. The students will exhibit their work throughout the year, and everyone is also expected to participate in a final show at the end of the year.

 VISUAL ART

STUDIO ARTS 3D 11

Building on previous skills, in this course, students spend half of the year on the potter’s wheel making increasingly complex pottery forms. The other half of the year is spent creating hand-built sculpture projects, including using and making plaster molds for slip casting. The course is project based and students are encouraged to express their own ideas, emotions, and personalities using clay and ceramic processes. Sketchbooks are used to document the creative processes explored throughout the year. The course includes visiting artists and field trips for inspiration and learning about the diverse world of ceramic art. All work assigned can be completed in class time, but students are encouraged to attend Ceramics Club to extend their exploration and skill development.

Pre-Requisite/Recommendations

Recommended but not required Completion of Studio Art 3D 8, 9, or 10 recommended

 VISUAL ART

 ELECTIVE

 DIRECT INSTRUCTION INQUIRY/PROJECT TECHNOLOGY/TOOLS EXPERIENTIAL

 0 HOURS

STUDIO ARTS 3D 12

This course revolves around exposing experienced ceramics students to a wide variety of new kiln firing processes. Students will declare a “process major” each term in either Pottery, Sculpture, or Ceramics Technology, and pursue their own creative visions within their chosen area. Sketchbooks are a central tool in this class for research, exploration, analysis, planning, and process documentation. In the first term students will produce work for and fire a gas-fired “soda kiln” at the Shadbolt Centre and come together as a team to make delicious woodfired pizzas! In the second term, students will experiment with electric fired slow-cooled “macro-crystalline glazes” to accentuate their work. In the third term, students will create work for and participate in a low temperature “Raku” firing. This course involves several mandatory field trips throughout the year, though there is no homework assigned, students are encouraged to attend Ceramics Club to deepen their explorations in the course content.

Pre-Requisite/Recommendations

Completion of Studio Art 3D 10 or 11, or with related experience and approval of Head of Department for Visual Arts.

 VISUAL ART

 ELECTIVE

 INQUIRY/PROJECT TECHNOLOGY/TOOLS

 0 HOURS