Course Calendar - St. Andrew's College by St. Andrew's College

Course Calendar 2022-2023 Updated 8/16/22

OUR MISSION

The Andrean community dedicates itself to the development of the complete man, the well -rounded citizen. All our strengths and resources are directed toward the spiritual, moral, academic, athletic, and cultural education of each student. St. Andrew’s College prepares its students for university and for life. St. Andrew's College believes that primary and secondary education provides the bedrock for student success in the future. We are committed to help every student meet with success; we are equally committed to ensuring that our practice as educators is devoted to the measurable improvement of student learning.

PURPOSE OF THIS COURSE CALENDAR

ONTARIO MINISTRY OF EDUCATION GUIDELINES

ACADEMIC ORGANIZATION AND STRUCTURE

ST. ANDREW’S COLLEGE

This Course Calendar is a planning tool and is designed to help parents, students, and teachers ensure that today’s educational choices open the right doors to the future. This Calendar gives information about the Ontario Ministry of Education requirements for granting the Ontario Secondary School Diploma (OSSD) along with an explanation of the graduation requirements unique to St. Andrew’s. The Calendar also provides a comprehensive and in depth listing of the academic courses offered by St. Andrew’s College.

ACADEMIC POLICIES & PROCEDURES

St. Andrew’s College is a full year, non semester independent school. The timetable is organized such that students complete four course blocks per day over a two day cycle. The academic blocks are inverted for the purpose of ensuring students experience courses at different times of the day. Each day of the week reflects unique academic and co curricular opportunities.

The school year is divided into three terms and reporting takes place at the end of each term in the months of November, March, and June. The school’s terms are predicated on the seasons and our athletic endeavours. Students are held to a high standard at St. Andrew’s. For information pertaining to expectations and school specific code of conduct, please review our Parent Student Handbook. In short, attendance is mandatory; students are expected

The courses offered by St. Andrew’s College have been developed according to the requirements of the Ontario Ministry of Education and then enriched to meet the standards of the college. Unless otherwise indicated all courses are full credit courses requiring 110 hours of classroom instruction. Please keep in mind that the 110 hours reflect the number of hours a student may spend on the lessons and does not include additional time students may take to complete assignments or prepare for tests or examinations. Should you wish to review a course of study for any of the courses listed here, please contact the Director of Academics. St. Andrew's College adheres to the Policy and Program requirements as outlined in Ontario Schools, Kindergarten to Grade 12: Policy and Program Requirements, 2016. By law (Bill 52), students in Ontario are required to remain in school until the age of eighteen or until they have received an Ontario Secondary School Diploma or Certificate The completion of a secondary education is fundamental to an individual’s future success.

In the current Ontario curriculum, there is a clear distinction between applied and academic courses in Grades 9 and 10, as well as among the various destination and open courses in Grades 11 and 12. Open courses in Grades 9 to 12 are also distinct from other course types. Because the courses are different, students may earn credit for the successful completion of more than one course in the same subject at any given Grade level. All schools will offer both a sufficient number of courses and courses of appropriate types to enable students to meet the diploma requirements. Schools are not expected to offer all courses in all course types, but must provide a range of choices appropriate to the needs and interests of their students. The following three types of courses are offered in Grades 9 and 10: Academic courses develop students’ knowledge and skills through the study of theory and abstract problems. These courses focus on the essential concepts of a subject and explore related concepts as well. They incorporate practical applications as appropriate. Applied courses focus on the essential concepts of a subject and develop students’ knowledge and skills through practical applications and concrete examples. Familiar situations are used to illustrate ideas, and students are given more opportunities to experience hands on applications of the concepts and theories they St.study.Andrew’s

College does not offer applied courses Open courses, which comprise a set of expectations that are appropriate for all students, are designed to broaden students’ knowledge and skills in subjects that reflect their interests and prepare them for active and

5 to complete all work independently and to take responsibility for deadlines; and, students are celebrated for achieving at a high level. At St. Andrew’s College, we honour Ontario Schools 2016 and Provincial Law. Our code of conduct meets with the provincial standard as noted below: PPM No. 128 outlines the provincial Code of Conduct. The code sets clear standards of behaviour that apply not only to students but to all individuals involved in the publicly funded school system – parents, volunteers, teachers, other school staff, community partners, and the police – whether they are on school property, on school buses, or at school related events or activities, or in other circumstances where engaging in the activity will have an impact on the school climate. The provincial Code of Conduct promotes respect within the learning environment and the teaching environment and sets clear provincial standards for behaviour. School boards are required to have in place codes of conduct that are consistent with the provincial Code of Conduct. School boards are required to inform students, parents, and members of the school community about the terms of both the provincial Code of Conduct and their own codes of conduct. School boards may require principals to develop additional codes of conduct designed expressly for their school. These codes must clearly set out what is acceptable and what is unacceptable behaviour for all members of the school community, and must also be consistent with the school board’s code of conduct.

SECONDARY SCHOOL COURSES IN THE ONTARIO CURRICULUM

Definition of a credit: a student earns a credit toward the Ontario Secondary School Diploma by taking a course found within the Ontario Secondary Curriculum documents for the duration of 110 hours and upon successful demonstration of the learning outcomes as identified in the curriculum. Secondary school courses in the Ontario curriculum are organized by discipline, Grade, and course type. Course types offered in Grades 9 and 10 (academic and applied courses, open courses) differ from those offered in Grades 11 and 12 (destination related courses, open courses).

The Ontario Ministry of Education Secondary Curriculum can be found at http://www.edu.gov.on.ca/eng/curriculum/secondary/

The following five types of courses are offered in Grades 11 and 12: College preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for most college programs or for admission to specific apprenticeship or other training programs.

Schools are required to ensure that students in Grades 11 and 12 have access to an appropriate destination related course in at least English, mathematics, and science, in accordance with the course types included in the curriculum policy documents for these disciplines.

6 rewarding participation in society. They are not designed with the specific requirements of university, college, or the workplace in mind.

Workplace preparation courses are designed to equip students with the knowledge and skills they need to meet the expectations of employers, if they plan to enter the workforce directly after graduation, or the requirements for admission to certain apprenticeship or other training programs.

Open courses, which comprise a set of expectations that are appropriate for all students, are designed to broaden students’ knowledge and skills in subjects that reflect their interests and prepare them for active and rewarding participation in society. They are not designed with the specific requirements of university, college, or the workplace in mind. In Grades 11 and 12, students will focus increasingly on their individual interests and will identify and prepare for their postsecondary pathways. In these Grades there are also increased opportunities for learning experiences beyond the school, including cooperative education, work experience, and specialized programs such as the Ontario Youth Apprenticeship Program, Specialist High Skills Major programs, and school work transition programs.

Procedures for changing course types: Some students may change their educational goals as they proceed through secondary school. When they decide to embark on a new pathway, they may find that they have not completed all of the prerequisite courses they need. Schools must make provisions to allow students to make such changes of direction and must clearly describe these provisions in their school program/course calendar. At St. Andrew’s College, this is managed through the Advisory Program and Course Selection Process

University preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for university programs.

University/college preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for specific programs offered at universities and colleges.

In Grades 9 and 10, students will select an appropriate combination of academic, applied, and open courses in order to add to their knowledge and skills, explore their interests, and determine the type of educational program they are best suited to undertake in Grades 11 and 12. When selecting their courses in Grades 9 and 10, students are not expected to make binding decisions about a particular educational or career pathway; however, they should try to ensure that they have the prerequisites required for future courses they plan to take.

In order to meet the needs of their student community, school boards must offer both academic and applied courses in the following curriculum areas: English, mathematics, science, history, geography, and French as a second language

Course codes are adopted from the Ontario Secondary Schools Curriculum Guidelines and can be interpreted as follows: Explanation of TDJ2O:

The first character identifies the subject area T Technological Studies

The second and third characters identify the course DJ Design

The fifth character describes the course type O Open

Grade 11 or 12 students who wish to reduce their course load must contact the Director of Academics for an application form. Note: All course additions and deletions must be approved by the Director of Academics in consultation with the student's subject teacher and advisor.

COURSE CODES

The sixth character, when used, indicates a half credit course. R Half credit course

Types of Courses Offered at St. Andrew’s College: Grade 12 University Preparation Courses (U), University/College Preparation Courses (M), Open Courses (O) Grade 11 University Preparation Courses (U), University/College Preparation Courses (M), Open Courses (O) Grade 10 Academic Courses (D), Open Courses (O) Grade 9 Academic Courses (D), Open Courses (O)

AVAILABILITY OF COURSES At St. Andrew’s College not all types of courses are available. We are a university preparatory school whose objective it is to assist student in gaining entrance to university studies. Therefore, advanced courses are our focus. St. Andrew’s College has every intention of delivering the courses listed and described in this document. However, we reserve the right to make the final decision as to whether a course will actually run. To best meet the needs of the greatest number of our students, we base our decision on an analysis on whether to run a course or class based on the best use of teachers and teaching space with regard to student enrolment. A decision not to run a course is generally made by June, prior to starting classes in September, and every effort is made to counsel the student into another course in keeping with his overall academic goals.

STUDENT COURSE LOAD Success beyond the gates of St. Andrew’s College, both in an institution of higher learning and in the world of work, calls upon a person to balance many demands. By expecting students to carry a minimum course load in each of their years at the School, we aim to prepare the student to meet the challenges of life. Notwithstanding, we recognize that there are situations that may be taken into account for individuals with issues relating to physical and emotional well being, personal or family circumstances, identified learning disabilities, or a significant leadership role that a student takes within the School.

Grade Level 1211109 Course Load 8 plus GPP or AMR 8 plus GPP or AMR 7 or 8 plus PLF or AMR 6 or 7

The fourth character denotes the Grade level 2 Year 2 (Other options: 2, 3, 4; or for most language courses: A, B, C, D)

For any credit course delivered online, all of the curriculum expectations for the course must be accounted for (see section 2.2), and assessment, evaluation, and reporting must be done in accordance with policies outlined in Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools Schools are responsible for all aspects of the delivery of e learning (e.g., hiring only teachers certified through the Ontario College of T eachers (OCT), registering students, granting credits, and ensuring that e learning teachers perform duties that are comparable to those performed by a teacher in a physical classroom setting). Continuing education supports learners of all ages by offering credit and non credit learning opportunities outside the regular day school program and during the summer. These include; credit courses for adolescent and adult learners; international language programs for elementary school students; remedial opportunities for students in Grades 7 and up to improve their literacy and mathematics skills; general interest community programs and workshops for learners of all ages; literacy upgrading programs for adults offered by the Ministry of Advanced Education and Skills Development (formerly the Ministry of Training, Colleges and Universities); English as a second language / French as a second language programs for adults offered by the Ministry of Citizenship and Immigration. A statement of the student’s achievement in all credit courses delivered through continuing education will be issued to the student by the principal of the continuing education school. The student’s achievement will also be reported to the principal of the school that holds the student’s Ontario Student Record for recording on the Ontario Student Transcript. School boards may offer summer school programs, through continuing education, to elementary, secondary, and adult students. The terms of admission to a course offered through summer school will be determined by the board that operates the summer school. A summer school program may not begin until after the last school day in the school year and must end before the first school day of the following school year. Schools may wish to offer courses for credit through summer school to meet a variety of student needs. For example, summer courses may be offered for credit in order to: enable students to take additional credit courses; allow students to retake courses they have not successfully completed during the school year or courses in which they wish to improve their achievement; allow students to achieve a credit through credit recovery of a course that they have not successfully completed during the school year; enable students to complete required components of specialized programs (e.g., Specialist High Skills Major programs).

ADDITIONAL WAYS FOR STUDENTS TO COMPLETE COURSES AND PROGRAMS

Summer school credit courses must fulfil the same credit requirements as courses offered during the regular school year, including the requirement that each one credit course be scheduled for 110 hours.

Boards may also offer non credit summer school courses and programs to address elementary and secondary students’ remedial needs and interests. On or before the last day of August, a statement of the student’s achievement will be

The transformation of learning and teaching in physical and virtual environments that has been enabled by technology provides innovative opportunities that expand what, how, when, and where students learn. Blended learning refers to the use of digital learning resources in a physical classroom setting where students are face to face with one another and with their teacher. Blended learning can involve the use of either just a few digital resources or a wide range of tools, games, and other digital resources to support learning.

In contrast, in e learning, credit courses in Grades 9 to 12 are delivered online to students. E learning includes the use of digital learning resources in a virtual classroom setting, where there is a distance between the e learning teacher and the students and/or among students. The distance may be related to location (i.e., when students from different locations are enrolled in the same e learning course) or time (i.e., when students from one location are enrolled in the same course but access it during different periods of the day). The e learning teacher may provide students with face to face or real time support (e.g., orientation, tutorials, remediation) as part of the virtual learning experience.

In order to receive an Ontario Secondary School Diploma (OSSD) under the Ontario Secondary Schools, Grade 9 12: Program and Diploma Requirements (OSS), the student is expected to successfully complete 30 credits from a variety of subjects. There are 18 compulsory credits as noted below, and the remainder of the credits taken are elective in nature.

9 issued to the student by the principal of the summer school. Where the course(s) are for credit, the achievement will also be reported to the principal of the school that holds the student’s Ontario Student Record for recording on the Ontario Student Transcript. A school board may offer evening credit courses, through continuing education, to regular day school students and to adults who need to complete requirements for the Ontario Secondary School Diploma and/or for entry into postsecondary institutions and apprenticeship training. St. Andrew’s College does not endorse this approach.

Secondary school credit courses are available through the Independent Learning Centre (ILC). Courses offered will be courses from the curriculum policy documents and will enable students to fulfil the requirements for an Ontario Secondary School Diploma. ILC courses follow a blended learning model, combining print and online components with support from secondary school teachers certified through the Ontario College of Teachers (OCT). When a student has taken a Grade 11 or 12 ILC course, or successfully completed a Grade 9 or 10 ILC course, the principal of the school that holds the student’s Ontario Student Record will record his or her achievement on the Ontario Student Transcript. Information about eligibility, enrolment procedures, and course offerings may be found at the ILC website.

St. Andrew’s College is a member of the eLearning Consortium Canada (ELCC). To that end, boys may elect to take one course per year through this online program. Courses offered by St. Andrew’s are designated with an ‘e’ following the course code of the subject. Please note that the teachers of such courses are not necessarily faculty members of St. Andrew’s College. Students are not permitted to take academic courses outside of St. Andrew’s College during the school year unless approved by the Director of Academics. St. Andrew’s College offers a rich summer school program.

SPECIALIZED CREDITS AT ST. ANDREW’S COLLEGE

All students at St. Andrew’s College are members of the #142 SAC Highland Cadet Corps. In order to recognize the skills, personal development, and time engaged in Corps activities, students can earn a GPP3O Leadership and Peer Support, or an AMR3M Music Repertoire credit toward their OSSD at the end of Grade 10, and a PLF4M or AMR4M credit at the end of Grade 12. Students who begin their career at St. Andrew’s in their Grade 10 year will be required to participate in all GPP3O or AMR3M activities and will earn a half credit in these courses. This participation will afford them the opportunity to join the formal courses pertaining to the Leadership program in Grades 11 and 12. Students who depart from St. Andrew’s mid way through their senior high school years will not be granted half credits in PLF4M or AMR4M. All students are required to take the Technological Design (TDJ2O) in their Grade 9 year. In addition to the course providing the foundations for a “design” mindset, the TDJ2O course counts towards the OSSD requirements of fulfilling a Group 3 credit GRADUATION REQUIREMENTS

Students will be provided access to courses of study through the academic portal, Edsby. The course selection process affords students the opportunity to explore course options and discuss course selection options with their Advisors, teachers, parents, and peers. Should a student wish to view a course outline, he may request one from the Academic Administration office, or ask the teacher directly for this material.

Heads and subject teachers will then review prospective course lists. Students are approved for entry into the course or are referred to the Director of Academics and/or a University Counsellor or Administration Associate for Studentscounselling.are not permitted to request or change courses or sections because of teacher preference.

Course selection sheets and course calendars are distributed and explained to students in early January.

10 At St. Andrew’s, boys are required to earn at least 31 credits. Ontario Secondary School Diploma (OSSD) Subject Area Credits English (one at each grade level: 9 12) 4 French as a Second Language 1 Mathematics 3 Science 2 Canadian History (grade 10) 1 Canadian Geography (grade 9) 1 Arts 1 Health and Physical Education 1 Civics and Career Studies 1 Additional English or Modern Language or Social Science and the Humanities or Canadian and World Studies 1 Additional Health and Physical Education or Business Studies or The Arts (music, art, drama, or dance) or Second Language (French) 1 Additional Science (Grade 11 or 12) or Second Language (French) or Technological Education (Grades 9 to 12) 1 Compulsory Credits 18 Elective credits 12 Total 30 COURSE SELECTION

Students meet with their Advisor and with either a University Counsellor or an Administration Associate to discuss course selections and to solve problems that may exist. Students will hand in a first draft of their choices before the end of DepartmentJanuary.

ACCESSING COURSES OF STUDY

REPORT CARDS The school produces three provincial report cards in November, March and June. The June report includes the final Grade in a given course, which is then placed on the student’s official transcript. Provincial reports include assessment of

In the spring of their Grade 10 school year, students will write the provincial Literacy Test, which is created and marked by the Ministry of Education and Training.

Note: Students who have been eligible to write the Ontario Secondary School Literacy Test (OSSLT) and who have been unsuccessful at least once are eligible to take the Ontario Secondary School Literacy Course (OLC4O). Students who successfully complete this course will have met the provincial literacy requirement for graduation and will earn one credit. The credit may be used to meet either the Grade 12 English compulsory credit requirement or the Group 1 additional compulsory credit requirement. Schools must provide accommodations that enable students with special education needs to participate in the educational setting. Necessary accommodations must be made to ensure that students who are receiving special

• an indication of any extraordinary circumstances affecting the student’s achievement in a Grade 11 or 12 course. The transcript may also contain special indicators such as identification of any course that has been substituted for one that is a diploma requirement (see section 6.2) and an indication of any extraordinary circumstances affecting the student’s achievement in a Grade 11 or 12 course.

The Ontario Student Transcript (OST) provides a comprehensive record of a student’s overall achievement in high school.

The credits that a secondary school student has earned towards fulfilment of the requirements for the graduation diploma will be recorded on the OST. The transcript, which is part of the Ontario Student Record (OSR), will include the following information:

• the student’s achievement in Grades 9 and 10, with percentage Grades earned and credits gained successfully;

11 learning skills, anecdotal commentary, and current grade standings. The St. Andrew’s report card also includes commentary regarding students’ co curricular endeavours.

The OST is kept in the student’s Ontario Student Record (OSR) which is maintained in the Upper School Administration Office. A parental request to review the OSR (with or without the student in attendance) may be directed to the Upper School Administration Office.

• identification of any course that has been substituted for one that is a diploma requirement;

ONTARIO STUDENT RECORD

The Ontario Student Record (OSR) is the confidential record of a student’s educational progress through school. The OSR is an ongoing record and is transferred from previous schools to future schools. The OSR contains biographical information about the student, a listing of schools attended, parent and guardian information, Ontario Student Transcript, final report cards, any special records of standardized testing, identifications or placement determinations, and health and psychological reports. Parents or students can review the contents of the OSR by contacting the Administrative Office.

• completed credit courses;

• the student’s final result on the Ontario Secondary School Literacy Test; and,

• a list of all Grade 11 and 12 courses taken or attempted by the student with the percentage Grades earned and the credits gained (students repeating a course for which they have already earned a credit will earn only one credit for the completion of that course see “Full Disclosure Policy”);

• confirmation that the student has completed the community involvement requirement;

THE ONTARIO STUDENT TRANSCRIPT

The Ontario Student Transcript (OST) Manual provides the information and guidelines required for the establishment, maintenance, issue, and storage of the Ontario Student Transcript. It also outlines the procedures that apply to the recording of information in various situations.

ONTARIO SECONDARY SCHOOL LITERACY TEST (OSSLT)

Decisions about accommodations must: always be made on an individual student basis; be made by the principal in consultation with the student, parents (if the student is under the age of eighteen), and appropriate staff (including special education and professional support services staff, where appropriate); be made prior to the taking of the OSSLT or enrolling in the OSSLC; take into consideration all accommodations included in the student’s IEP that are also permitted in accordance with this appendix and with the Education Quality and Accountability Office (EQAO) document entitled Guide for Accommodations, Special Provisions, Deferrals and Exemptions (see the subsection “Permitted Accommodations” in OS 2016) and be consistent with regular classroom practice, including assessments; be clearly communicated in writing to the parents, or directly to the adult student,13 in advance of the writing of the test or enrolment in the course; be recorded, with all pertinent details, on the Student Data Collection System provided by the EQAO for students writing the OSSLT.

Note that clarification of instructions for both the reading and the writing components of the OSSLT is permitted for all students before the commencement of the test. Such clarification is not considered to be an accommodation. If an accommodation that is described in a student’s IEP is also one that is permitted in accordance with the EQAO Guide for Accommodations, Special Provisions, Deferrals and Exemptions, the principal must ensure that the accommodation is available to the student during the OSSLT. If an accommodation that might be necessary is not included in the student’s IEP, or if the student doesn’t have an IEP but the provision of an accommodation might be necessary, a request for special consideration may be submitted as described in the following subsection, “Requests for Special Consideration of AccommodationsAccommodations”.other than those listed in the EQAO Guide for Accommodations, Special Provisions, Deferrals and Exemptions will be given consideration by the EQAO upon receipt of a request, as outlined in the following subsection.

To qualify for accommodations during the test or the course, a student must have an IEP that outlines accommodations to be provided during the test or course that are also necessary for and consistent with regular classroom practices and that are provided for all of his or her assessments. (The student may be, but does not have to be, formally identified as an exceptional student by an Identification, Placement, and Review Committee (IPRC) in order to have an IEP.)

12 education programs and services and who have an Individual Education Plan (IEP) have a fair and equal opportunity to successfully complete the OSSLT or the OSSLC.

The accommodations that may be necessary in order to give students with special education needs the best possible opportunity to successfully complete the OSSLT or the OSSLC may take several forms. In each case, the accommodation used must normally be specified in the student’s IEP. Details about the accommodations that may be provided for the OSSLT and the process for seeking accommodations are outlined in the EQAO Guide for Accommodations, Special Provisions, Deferrals and Exemptions. Accommodations that are permitted by the EQAO for the OSSLT include the following: adjustments to the environment in which the test is administered; adjustments in the time allowed for the test; changes/adjustments to the format of the test (e.g., alternative forms of print); changes/adjustments to the format of responses.

Accommodations change only the way in which the OSSLT is administered or the OSSLC is taught, or the way in which the student responds to the components of the test or the course. They do not alter the content of the test or the expectations of the course or affect the validity or reliability of the test or the evaluation of student learning in the course. Accommodations needed for the test or course may be challenging to implement; consequently, careful planning will be required on the part of the principal or his/her designate.

It is important that certain basic procedures be followed in planning and making accommodations so that these may be of maximum benefit to the student.

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The provisions for making substitutions for compulsory credits described in section 6.2 of OS 2016 also apply to the Ontario Secondary School Certificate.

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The Ontario Secondary School Certificate (OSSC) will be granted, on request, to students who are leaving secondary school upon reaching the age of eighteen without having met the requirements for the Ontario Secondary School Diploma. To be granted an OSSC, a student must have earned a minimum of 14 credits, distributed as follows: required compulsory credits: 2 credits in English 1 credit in mathematics 1 credit in science 1 credit in Canadian history or Canadian geography 1 credit in health and physical education 1 credit in the arts, computer studies, or technological education

Students who are leaving secondary school upon reaching the age of eighteen without having met the requirements for the Ontario Secondary School Diploma or the Ontario Secondary School Certificate may be granted a Certificate of Accomplishment. The Certificate of Accomplishment may be a useful means of recognizing achievement for students who plan to take certain kinds of further training, or who plan to find employment directly after leaving school. The Certificate of Accomplishment is to be accompanied by the student’s Ontario Student Transcript. For students who have an Individual Education Plan (IEP), a copy of the IEP may be included. Students who return to school to complete additional credit and non credit courses (including courses with modified or alternative expectations in special education programs) will have their transcript updated accordingly but will not be issued a new Certificate of Accomplishment. The Ontario Secondary School Diploma or Ontario Secondary School Certificate will be granted when the returning student has fulfilled the appropriate requirements.

ONTARIO SECONDARY SCHOOL CERTIFICATE (OSSC)

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UNIVERSITY REQUIREMENTS

Program (Faculty) Requirements Arts/SocialHumanitiesSciences/ ENG4U 5 additional credits

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Ontario universities require that candidates from Ontario present the OSSD, including at least six university entrance courses. The average for university admission is based on the program students wish to enter. Our University Counselling Department begins counselling students when choosing courses for their Grade 11 year. Students seeking admission to universities in other provinces and countries may have to complete further requirements to qualify for particular programs. The following guide should be used for those students interested in specific programs in Ontario universities.

CERTIFICATE OF ACCOMPLISHMENT

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Engineering/Applied Science ENG4U, MCV4U, MHF4U, SCH4U, SPH4U 1 additional credit Business/Commerce ENG4U, MCV4U and MHF4U 3 additional credits

7 required optional credits: • 7 credits selected by the student from available courses

GRANTING EQUIVALENT CREDITS

Equivalent credits may be granted to a new student(s) who have not previously attended a school within Ontario or have previously studies in a private school. St. Andrew’s College will grant equivalent credits upon review of the student’s previous academic record. Students who have been successful in their previous high school education will be granted equivalent credits based on the credits the student would have achieved under the Ontario Secondary Schools Grades 9 to 12 – Program and Diploma Requirements, as per the number of years the student has successfully completed in a high school program outside of Ontario or a private school. Students who have been unsuccessful in their previous high school education will be granted equivalent credits based on the student’s successful academic achievements.

As well, prior learning includes the knowledge and skills that students have acquired, in both formal and informal ways, outside secondary school. Where such learning has occurred outside Ontario classrooms, students may have their skills and knowledge evaluated against the expectations outlined in provincial curriculum policy documents in order to earn credits towards the secondary school diploma. This formal evaluation and accreditation process is known as Prior Learning Assessment and Recognition (PLAR). St. Andrew’s College assesses only equivalencies. PLAR is not an option at the College.

14 Science ENG4U. MCV4U, MHF4U, SCH4U, SBI4U, SPH4U No additional credits

Out of province students entering St. Andrew’s College will have their previous records assessed by a University Counsellor who will determine the diploma requirements which are yet to be fulfilled. Credit equivalency will be added to the student’s Ontario Student Transcript (OST).

Computer Science ENG4U,MCV4U, MHF4U, (ICS4U recommended) 3 additional credits

REACH AHEAD CREDITS

POLICY AND PROCEDURE FOR WITHDRAWAL FROM GRADE 11 OR 12 COURSE

Only students who will be best served by taking a course ahead of his or her academic level should be afforded the opportunity to do so. Concerns have been raised that some schools use their internal 'Reach Ahead' policies to arbitrarily move students forward in an effort to reduce the time required to earn an OSSD.

Students may request to withdraw from a Grade 11 or 12 course at any point during the academic year. The last day on which a student may add a course to his timetable is the last day of classes prior to the Thanksgiving break. The last day to drop a course is the last day of classes prior to the December Break.

EQUIVALENCIES AND PRIOR LEARNING ASSESSMENT AND RECOGNITION

Education/KinesiologyPhysical ENG4U,MCV4U, MHF4U, SBI4U, SCH4U, (SPH4U recommended) 1 additional credit Architecture ENG4U, MCV4U, MHF4U, AVI4U 2 additional credits

Full Disclosure Policy: All Grade 11 and 12 courses are subject to the Ministry of Education’s Full Disclosure Policy. All courses in which a student is registered five days after the December Break will be recorded on the Ontario Student Transcript (OST) whether the course has been successfully completed or not. A withdrawal is recorded on the OST by entering a “W” in the “Credit” column. The student’s percentage grade at the time of the withdrawal is recorded in the “Percentage Grade” column. Students, who repeat a Grade 11 or 12 course that they have previously completed, earn only one credit for the course. However, each attempt as well as the percentage Grade obtained is recorded on the OST, and an “R” is entered in the “Credit” column for the course(s) with the lower percentage Grade

In order to provide the flexibility to tailor an individual student’s program to the student’s needs and to support his or her progress through secondary school, principals may substitute up to three compulsory credits with courses from other subject areas specified in the list of compulsory credit requirements (including Groups 1, 2 and 3) outlined in section 6.1.1. Substitutions should be made to promote and enhance student learning or to respond to special needs and interests.

Certain courses have prerequisites that must be completed before the course can be taken, as mandated by the Ontario Ministry of Education. Where applicable we, at St. Andrew’s, have listed in the course description additional recommended preparation which, in our experience, better indicates the desired level of academic background needed for success in the given course. Under exceptional circumstances, a prerequisite may be waived by the Director of Academics. A prerequisite may be waived as a result of limited course offerings or suitable background knowledge that has been demonstrated by a student. Subject proficiency will be assessed by the Director of Academics. Appropriate documentation will be placed in the Ontario Student Record when prerequisites are waived.

At St. Andrew's, we do not use the option to allow students to 'Reach Ahead' in this manner. Students at St. Andrew's are required to fulfill a 4 year high school program at minimum. In mathematics, given there are more courses than years of high school, we have deemed it appropriate to allow boys in Grade 8 who have demonstrated aptitude to take a Grade 9 math credit in advance of their Grade 9 year. In the arts, we have identified that our boys are ready to challenge the comprehensive arts program offered at the Grade 9 level in their Grade 8 year. This credit does not stand as a substitute for a boy being required to take an arts credit at the Grade 9 level.

SUBSTITUTIONS FOR COMPULSORY CREDITS

Two half credit courses may be used through substitution to meet one compulsory credit requirement (counted as one substitution); one full credit course may be used through substitution to meet the two compulsory half credit requirements of civics and career studies (also counted as one substitution). The decision to substitute one course for another for a student should be made only if the student’s educational interests are best served by such a substitution.

In order to ensure that students have access to courses that mirror the same level of excellence as the full year courses taught at St. Andrew’s, a limited summer school program, taught by highly qualified faculty, is available. We support any enrichment opportunities where students are able to learn in other campus based environments, be they local or international; however, the credits earned in these environments must be elective in nature. Please note: it is our experience that universities reserve the right not to recognize, for entrance purposes, credits earned in non campus based summer programs. St. Andrew's may support online or correspondence courses earned from accredited institutions requiring students to write in house, supervised final examinations completed prior to the start of the subsequent academic year. Permission to pursue a credit outside of St. Andrew’s must be granted by the Director of Academics; one reach ahead credit per high school year will be accepted. All English credits must be taken at St. Andrew‘s from September to June.

Finally, admission to St. Andrew's is competitive and only mission appropriate boys receive acceptance. We deem that all of our students are best served by the offering of these two specific and limited 'Reach Ahead' opportunities. Parents are always notified of our procedures and expectations in this area and records of such are maintained in the OSR.

PREREQUISITES AND RECOMMENDED PREPARATION

SUMMER SCHOOL CREDITS

Given the quality of our faculty and the rigor of our academic program, compulsory and pre requisite courses must be completed in full year courses at St. Andrew’s. Whenever possible, reach ahead courses should be taken at St. Andrew’s, other CIS schools, or publicly funded schools, all of which offer Ministry of Education approved summer school credits.

The following are limitations on substitutions for compulsory credits: English as a second language and E nglish literacy development courses may not be used to substitute for a compulsory credit. (They may be used, however, to meet the compulsory credit requirements for three English credits in accordance with section 6.1.1.); no more than one learning strategies course, from the guidance and career education curriculum policy document, may be used through substitution to meet a compulsory credit requirement; credits earned for cooperative education courses may not be used through substitution to meet compulsory credit requirements; and, a locally developed compulsory credit (LDCC) course may not be used as a substitute for a compulsory credit; it may be used only to meet the compulsory credit requirement that it has been designed to meet.

If a parent or an adult student (a student who is eighteen years of age or older) requests a substitution, the principal will determine whether the substitution should be made. A principal may also initiate consideration of whether a substitution should be made. The principal will make his or her decision in consultation with the parent or the adult student and appropriate school staff. In all cases where the parent or the adult student disagrees with the decision of the principal, the parent or the adult student may ask the appropriate supervisory officer to review the matter.

Experiential learning programs may be part of the delivery of the curriculum in all disciplines. Such programs provide students with opportunities to see how their classroom learning applies in a workplace setting and allow them to explore a career of interest as they plan a pathway through secondary school to their postsecondary destination.

The guidance and career education program has three areas of learning student development (i.e., the development of habits and skills necessary for learning), interpersonal development (i.e., the development of the knowledge and skills needed in getting along with others), and career development (i.e., the development of the knowledge and skills needed to set short term and long term goals in planning for the future). Each student in the School is associated with a member of staff, his Advisor, who is charged with assisting the student in making decisions concerning his academic program and progress. The Advisor is the primary contact for home and school communication relating to academic achievement. The Advisory program forms the foundation for the reflection necessary for students to choose appropriate directions for their future. Course selection is embedded through the Advisory curriculum. Leadership and community service opportunities are also encouraged and tracked by Advisors. Advisory takes place once a week and faculty follow a set curriculum that is aligned with Creating Pathways to Success. Advisors provide anecdotal commentary on report cards.

Each substitution will be noted on the student’s Ontario Student Transcript.

Experiential learning programs include job shadowing and job twinning, which may start in Grades 7 and 8, and work experience and cooperative education, which are offered in secondary school.

The University Counselling Office works with high school students to help formulate appropriate pathways, both with respect to course selection but also post secondary opportunities and summer activities. In his graduating year, each student is assigned to a counsellor who will deal specifically with university choices and applications. Students will have the opportunity to visit universities as well as to meet with university representatives visiting our campus.

For students who are fourteen years of age or older and who are participating in experiential learning programs involving more than one day at the workplace, a Work Education Agreement form must be completed to ensure Workplace Safety and Insurance coverage.

GUIDANCE AND ADVISORY

EXPERIENTIAL LEARNING PROGRAMS

St. Andrew’s College does not offer Cooperative Education. Work experience is a component of a course that provides students with a learning opportunity in the workplace for a limited period of time from one to four weeks. Some requirements for work experience mirror those for cooperative education programs. Student preparation must include instruction related to job readiness skills, health and safety procedures in the workplace, and school and placement expectations. A work experience learning plan (WELP) based on the curriculum expectations of the unit(s) in which the work experience occurs must be developed in collaboration with the participating placement supervisor. Students should be monitored at least once at their placement to ensure that their learning is consistent with the WELP. Students should be provided with opportunities to analyse their work experience and integrate it with their in school learning. Work experience placements must comply with the placement assessment criteria outlined in Cooperative Education and Other Forms of Experiential Learning: Policies and Procedures for Ontario Secondary Schools (2000).

The cooperative education course consists of a classroom component and a placement component. The classroom component includes pre placement sessions and classroom integration sessions. The pre placement sessions prepare students for the workplace and include instruction in areas of key importance, such as health and safety. The classroom integration sessions provide opportunities for students to reflect on and reinforce their learning in the workplace as the program progresses. A personalized placement learning plan (PPLP) must be developed for all students in a cooperative education program. A student’s progress in achieving the curriculum expectations and in meeting the requirements identified in the PPLP must be assessed and evaluated by a teacher through regular workplace monitoring meetings with the student and the student’s workplace supervisor. School boards must ensure that cooperative education programs are available to all interested students who are considered ready to undertake learning in the workplace, including students with special education needs. Boards should also ensure that the programs are offered through a variety of delivery models, such as full day programs, half day programs, programs that allow for continuous intake, summer school programs, and night school programs, in order to meet the range of needs of the students and their local community. All cooperative education programs must be developed and implemented in accordance with ministry policy as outlined in Cooperative Education and Other Forms of Experiential Learning: Policies and Procedures for Ontario Secondary Schools

Cooperative education programs allow students to earn secondary school credits while completing a work placement in the community. These programs complement students’ academic programs and are valuable for all students, whatever their postsecondary destination.

St. Andrew’s College does not offer work experience opportunities. Job Shadowing and Job Twinning may be offered to students from Grade 7 to Grade 12 as part of curriculum delivery and as part of the career development program. Job shadowing allows a student to spend one half to one day (or, in

A cooperative education program comprises, at a minimum, one cooperative education course and its related course on which the cooperative education course is based. Any course from an Ontario curriculum policy document or any ministry approved locally developed course may serve as the related course for a cooperative education program. In their cooperative education program, students may earn a minimum of one and a maximum of two cooperative education credits for each related course, whether it is a full or half credit course. If the related course is a multiple credit course, a student may earn a maximum of two co op credits for each credit earned in the related course.

TECHNOLOGY @ ST. ANDREW’S

Whenever possible, students are encouraged to obtain community service hours "beyond the gates." Our community service coordinator liaises with community members for the purposes of establishing opportunities for the earning of community service hours. The College regularly calls upon members of the community to provide educational opportunities such as assemblies predicated on the dangers of drunk driving. Aurora has an excellent public library and students are invited on field trips to such places as the Art Gallery of Ontario and the Ontario Science Centre. The College is committed to ensuring its students are engaged with and contributing to the world outside its gates.

The ELL program is designed to help students whose first language is not English who have met with our admissions criteria. Students are assessed upon arrival at the College and, if it is deemed that they would benefit from additional language support, they are placed in one of our ELL courses. Students take first language English courses alongside their ELL courses. Students may graduate from the ELL program once they have demonstrated they have the capacity to function within a first language environment without significant challenge. St. Andrew’s College has a designated ELL lead who

Schools are responsible for ensuring the selection of appropriate placements in safe work environments. A Work Education Agreement form must be completed for a job shadowing or job twinning experience that lasts for more than one day if the student is fourteen years of age or older. If the student is under fourteen years of age or if the job shadowing or job twinning experience lasts one day or less, these experiences should be treated as field trips St. Andrew’s College does not offer job shadowing or job twinning opportunities.

Although this diploma requirement applies to students in Grades 9 to 12, students in Grade 8 will now be able to start accumulating community involvement hours in the summer before they enter Grade 9. Students are required to submit their community service hours to the Guidance Office for approval and to ensure their hours are aligned with the expectations in OS 2016.

18 some cases, up to three days) observing a worker in a specific occupation. Job twinning provides the opportunity for the student to observe a cooperative education student at his or her placement for one half to one day.

COMMUNITY RESOURCES

COMMUNITY INVOLVEMENT ACTIVITIES (COMMUNITY SERVICE) Students must complete a minimum of 40 hours of community involvement activities as part of the diploma requirements. The purpose of this requirement is to encourage students to develop an awareness and understanding of civic responsibility and of the role they can play and the contributions they can make in supporting and strengthening their communities. Students will plan and select their community involvement activities in consultation with their parents and as part of the Individual Pathways Plan process (see section 2.4 in OS 2016).

SUPPORT FOR ENGLISH LANGUAGE LEARNERS

ACADEMIC RESOURCES St. Andrew's College maintains an excellent collection of books in the Towers Library and, in addition, offers student’s access to CD ROMs, videos, slide collections, and other media resources. The school offers wireless connection to a high speed local area network as well as to the Internet.

The College is committed to the wise use of technology for the purposes of improving student learning. To that end, each student is afforded a tablet laptop computer. A suite of programs and applications which support student learning in various subject areas is provided. Student work is tracked in OneNote, and all students and faculty communicate through Edsby and Microsoft Outlook. Feedback is transparent and available to students and parents alike.

The preparation of students for job shadowing and job twinning should include instruction related to workplace expectations and health and safety requirements. Students should be given the opportunity to reflect on their experience and the learning that has occurred.

• Students are evaluated on the basis of Ministry of Education expectations for a given course; course expectations specific to the AP program are assessed.

The Centre for Learning and Teaching offers both remedial and proactive academic support for students who have either demonstrated need or self identified as having needs. Tied to this is our peer tutoring program, which is extensive. The peer tutoring program is drop in in nature, and student leaders (officially called SLG leaders) who have demonstrated academic strength volunteer to assist their peers with academic matters. Our comprehensive Health and Wellness program informs much of our philosophy at St. Andrew's. The centre is led by a certified nurse, and a doctor and psychologist are regularly on campus providing care for those in need.

SUPPORTS AND RESOURCES As per the Ministry of Education policy Creating Pathways to Success (2013), the College is committed to helping students discover who they are for the purpose of engaging meaningfully in an increasingly complex world. The College in is the process of developing a lifelong portfolio which will provide students with a record of their work, thereby providing evidence that will serve to assist students to reflect alongside their peers, teachers and parents on their long term aspirations and priorities.

At St. Andrew’s College, we offer our boys the opportunity to challenge themselves through the College Board’s Advanced Placement (AP) program. Students who take an AP course take a university level examination predicated on an enriched and accelerated curriculum. The AP program affords our students maximum flexibility with respect to their course selection, prepares them well for university, and has become the benchmark by which universities measure the potential of their incoming students. How are AP students assessed?

ADVANCED PLACEMENT AT ST. ANDREW’S COLLEGE

A Writing Centre is offered in the context of our academic support program for students who would like to receive additional support for their written work.

Implementation In 2007, St. Andrew's became a fully accredited AP school. The School offers a variety of courses that follow the AP guidelines and culminate with students writing the corresponding AP exam. Departments offering AP courses have developed a scope and sequence for the skills necessary for students to be successful in AP courses.

AP Course Guidelines

• Teachers use the month of April to prepare for the qualifying exam. This exam is designed to mimic the AP exam and includes both Ministry and AP expectations; this exam may be worth up to 20 per cent of the value of the course.

• All AP courses have been approved via successful completion of the AP Course Audit.

19 regularly assesses student progress and adjust programming as necessary. Students are tested routinely to determine English language proficiency.

The academic office tracks student progress and proactively offers remediation to all students, including graduates, who appear to be facing academic or personal challenges.

AP courses are credit courses that include enough elements of first year university courses to allow students to receive the equivalent university credit upon entrance. AP courses allow students to challenge themselves with university level material that suits their strengths and interests. At the conclusion of each course, students write an internationally recognized AP exam, with scores following a five point scale: 5 - extremely qualified; 4 - well qualified; 3 - qualified; 2possibly qualified; 1 - no recommendation. Students who take AP courses at St. Andrew’s are assessed based on Ministry of Education expectations. Additionally, AP driven components are assessed to give students a sense of how they will perform on the AP exam.

• Students may release AP scores to universities to receive a transfer credit once they enroll. This is optional for all colleges/universities, except McGill.

• Exam charges are *US $127 per exam. If a student qualifies to write the exam but elects not to write, there is an automatic US $40 charge to return the exam.

• Students enrolled in an AP course have earned 80 per cent or higher in the course prerequisite.

• Advanced Placement may be used either for transfer credit or to ease the transition during first year by essentially repeating the coursework. US $145 per Capstone exam

• Students not enrolled in an AP course during the academic year are not able to register for an exam unless the AP course is not offered at St. Andrew’s College.

• A teacher of an individual AP course may appeal to have guidelines modified if it is in the best interest of the students in the program. Communication will be made to students to indicate that modifications have been made.

• Because AP work is considered post secondary, students in these courses who receive a grade of 3 or higher may receive a tax credit for the year the exam is written. The average tax credit is in excess of C$2,000 per exam.

• Students must be registered in the AP course during the academic year and earn their right to take an AP exam This is at the teacher’s discretion and based upon the student’s performance throughout the year and on the qualifying exam in April. Many courses are structured so that the qualifying exam is worth the full 20 per cent of the final mark if the student achieves at a level that will earn him the right to take the exam. When the student does not earn the right to take the AP exam, the qualifying exam will be weighted at a lesser value. For example, a poor performance on the qualifying exam may result in the teacher counting this exam for only five per cent of the total value of the course. In this particular example, the student would then be required to write a June examination, and the weighting for this exam would be 15 per cent. The percentiles provided are for demonstration purposes only, and teachers reserve the right to adjust them accordingly

• AP scores are available in July.

AP Exam Policies and Procedures

Update: August 16, 2022

• Students complete course summatives or extension/enrichment projects in the weeks following the AP exam that may, at the discretion of the teacher, be submitted during the regular exam period.

Underlying Pedagogical Beliefs: Growing Success As educators, we are called upon by the Ministry of Education to adhere to the policies identified in the 2010 publication entitled ‘Growing Success: Assessment, Evaluation and Reporting in Ontario Schools’. In short, the document follows up on a decade of research and practice pertaining to the use of Bloom’s Taxonomy through the Achievement Charts, the effective use of assessment for, as, and of learning, and a renewed focus on and refinement of ‘learning skills and work Inhabits.addition to our adherence to the Ministry of Education’s Growing Success policy, we have also undertaken to develop best practices in assessment through our professional development endeavours. The following reflects our current thinking on how to motivate students to learn through assessment. The School uses the Achievement Charts and criterion referenced feedback to move students along the continuum of learning. Departments develop the most appropriate approach to the Ministry’s Achievement Chart and grading expectations. In every case, students and parents should be able to identify the relationship between their grade and the Ministry expectations.

There are a myriad of programs, policies, and practices that drive our approach to educating boys; all of these contribute to the building of an inclusive and safe culture and to the development of morally conscious, thoughtful, and happy boys. This development of a culture that helps boys obtain healthy understandings of the many ways to be a man has required a revision of the way we think about boys’ education in general. In the past, boys’ education was thought to have purpose because of fundamentally “essentialist” assumptions about the differences between boys and girls. What has emerged from the scholarship over time is the understanding that gender identity is primarily a “construct” rather than something fundamentally essential. This is to say that individuals seem to perform their gender based on their personal experiences. Many factors affect how individuals derive their unique gender identity such as family dynamics, what they see in the media, and how the people in their respective worlds behave. These new insights into gender identity have significant ramifications for all boys’ educators. We are discovering that what we say about masculinity, and how we say it, has an impact on shaping boys’ understandings of what it is to enact healthy masculinities. The use of the plural here is intentional because there are many ways to be a man. Some of those ways are what society define as “toxic” in nature. Obvious toxic attributes can present as being disrespectful to others, aggression, and arrogance. We are of the understanding that boys’ school cultures that are overly hierarchical, conservative, and hyper rational are not healthy for young men. Additionally, the celebration of the hyper masculine and the hyper competitive serve to reinforce conventional and ultimately limiting notions of masculinity. One example of our school’s response to these understandings is our dedicated time to participating in the arts. These weekly sessions provide boys with opportunities to explore the arts in settings that encourage creativity, freedom of play, and the imagination rather than focusing on grades and academic expectations. We continue to engage in a careful review of the language we use; our culture, rituals and symbols; the way we teach boys to use technology; the way our health and wellness initiatives support healthy understandings of masculinities; the way our classroom practices impact boys’ understandings of themselves; and the way we help our community to understand our vision for boys’ education. Our understandings of gender as it pertains to education will continue to inform our approach and provide an affirmation that, done well, all boys' education can be a force for good in the world. As a community, we are collectively responsible to look carefully at the way we educate boys and interrogate past assumptions about what it means to be educators of boys. There are many opportunities for us to engage in the future such that our students become their most human and compassionate selves.

BOYS’ LEARNING & GROWING SUCCESS Why a School for Boys?

Assessment Guidelines for Upper School Faculty

• Course leaders must email the proposed final due date and details regarding the major assignment to the respective grade coordinator.

• Faculty will identify learning goals at the start of each major unit.

As a school, we are committed to providing fair, equitable, and transparent feedback practices and policies. Perhaps the most important aspect of this is our expectation that teachers provide ongoing and varied assessment that is clear, specific, meaningful, and timely. Students are also required to reflect on their own work and the work of their peers. Self advocacy becomes increasingly important as our students move through the senior grades.

• While the Ministry does not endorse the inclusion of assessments for and as learning in a student’s grade, faculty may, at their discretion, designate a part of a student’s final mark to performance in these areas.

The Learning Skills represent an equally important aspect of student achievement. St. Andrew’s College believes that strong work habits serve students best in the long term. The Ministry requires us to evaluate students in the areas of responsibility, organization, independent work, collaboration, initiative, and self regulation. This is intentional in the sense that courses are designed in such a manner that these skills are practiced regularly and inform instructional choices.

• Students must have an awareness of the success criteria of a required task via rubrics or other methods.

• The Ministry has suggested that assessments of learning must be preceded by assessments for and/or as learning.

• Whenever possible, class time should be used to complete Major Assignments.

• Students can appeal to Grade Coordinators for extensions when they have: o more than two assessments in a day (one of which can be a final due date for a Major Assignment); and/or o more than two Major Assignments due in one week.

Online learning presents opportunities and challenges to assessment. To ensure a feedback loop was in place during asynchronous learning due to Covid 19, we implemented an ‘Exit Ticket’ strategy for all classes. This has evolved into a greater focus and commitment by teachers to record observations, conversations, and products to triangulate a grade for a given student. Additionally, teachers view planning through the lens of our professional development themes of critical thinking, the development of a growth mindset, and collaboration. Our classrooms must reflect our commitment to strategies that best serve the current culture of the school.

Major Assignment Period and End of Year Matters

• Grade Coordinators will actively schedule Major Assignments into the designated period and coordinate any conflicts. This schedule will be published to Edsby grade calendars no later than the end of February so teachers can inform students of the final due date and nature of the project. It is assumed that, whenever possible, students will have foreknowledge of the expectations and content prior to departure for March Break. Major Assignments will be noted as ‘MA’ on Edsby calendars.

• Faculty will communicate by email with parents or guardians when a student scores less than 60% on a major assessment.

• Faculty will include assessments for, as, and of learning; assessments of learning will form the basis of the student’s grade in each course.

• Teachers must ensure that 30% of the value of any course must take place in the latter part of the year.

• US Grade Coordinators will be responsible for managing grade calendars.

• Faculty will work with grade coordinators to ensure that a student has no more than two rich assessments per day.

In accordance with Ministry expectations, faculty require students to complete summative tasks in later parts of the course. To that end, we have designed a Major Assignment Period which includes assessments that are part of the 30% summative grade. The policy for such follows.

• Faculty will triangulate grades based on observations, conversations, and products.

Re assessment Policy

• Labs and performance assessments may take place any time prior to the May Long Weekend. It is recommended that these be completed prior to Cadet Inspection, but this is not always possible. These include lab tests, oral exams, visual/media art projects, and musical performances.

• this accommodation may be afforded to a given student no more than three times in an academic year.

• No tests, quizzes, performance assessments, or assignments will be given in any course following the May Long Weekend with the exception of an AP course that had a final examination scheduled at the end of April.

• The last day to refer a student to the GLC is Wednesday following the May Long Weekend to ensure overdue assignments are cleared from the GLC prior to the start of the exam period.

• Other types of assessments may take place during the Major Assignment period.

• Students are reminded they must provide their grade coordinator with 48 hours notice if there is a conflict with their assessments.

Reporting Assessment is based on both formative and summative evaluations. Teachers use a variety of assessment and evaluation strategies including: peer and self assessments, tests, essays, independent study or group projects, oral presentations, portfolios, skills checklists, labs, and examinations. Seventy percent of the grade is based on assessment and evaluation conducted throughout the course, and 30% of the Grade is based on a final summative evaluation aimed at determining achievement of course expectations. The final evaluation includes a required formal written examination and optional evaluations in the form of a performance, essay, oral presentation, or other evaluations suitable to the course. Attendance at evaluation sessions is compulsory. Students should not make any other plans during the formal evaluation schedule from April to June. Students who miss a final evaluation will receive zero for the evaluation unless the absence is verified and legitimate. In order for the absence to be considered legitimate, the student must have visited his family doctor, the hospital emergency ward, or the SAC Health Centre, and provide the Director of Academics with a medical certificate stating the exact date(s) the student was seen for treatment. For any other absence to be considered legitimate approval of the exceptional circumstance must be given by the Director of Academics or his designate. When the evaluation is deemed to be required to be completed, it must be done in an expedient manner.

• Faculty have the authority to prescribe a re test or re submission of an evaluation if s/he deems that the student has demonstrated outstanding Learning Skills and Work Habits and they have taken advantage of all available academic supports, including such supports as Open Classroom, Math Centre, and ESL Plus. A student does not have the right to expect this accommodation, and faculty are asked to be judicious in their application of this prescriptive opportunity;

To afford students the opportunity to demonstrate mastery of course content and to compensate for the possibility that a student may not achieve at his best on a given day, the following practice, which mirrors our Writing Centre policy, will be set into place:

Appealing an Assessment Requests by a student for teacher review of a standing on a test, assignment, or other academic work should be made to the teacher outside of class time. No challenges to academic standing will be considered during class time. The teacher may ask the student to prepare his request in writing in a memorandum not to exceed one page in length. This memorandum should detail the exact nature of the concern and must be accompanied by the original assignment as Irreconcilablemarked.

concerns remaining at the conclusion of the meeting by either the student or the teacher should be referred to the Head of the Department for adjudication. The adjudication may take the form of a re assessment of the assignment. In this case, the student is awarded the higher of the two marks. If a student formally challenges marks on three occasions, the Director of Academics will schedule a meeting among the student, the teacher, and the Head of Department. Should the Head of Department be the teacher in question, the Head will pass the work to a colleague in the department who is deemed by the Head to be competent in that subject area, and that teacher’s ruling or re assessment will stand. The student’s Advisor must be informed of the final result of these deliberations but is not an integral part of the appeal process.

• students who have been afforded this accommodation may augment their original grade up to 10%;

The Academic Merit Pin is awarded each term to students who meet a high standard in their Learning Skills assessments

ACADEMIC HONOURS Term scholars are students who have achieved an overall average of 80% while carrying the required course load; they are awarded a Scholar's Tie which may be worn as long as the honours standing is maintained. In line with the School’s mission statement, those students who are ranked in the top 10 students of their Grade are recognized as members of the Headmaster's Honour Roll in March and at the end of the year. Each of these awards is applicable in the March and June reporting periods. Please note that Scholars’ lists are calculated using only courses taken at St. Andrew’s College during the term the status is awarded.

STUDENT ACADEMIC CONDUCT

The school has in place a well articulated set of policies governing academic integrity. The school also has clearly articulated the acceptable use of laptops on the campus. Please refer to the St. Andrew’s College Parent and Student Handbook

Prerequisite:ADA3M Drama, Grade 9 or 10, Open This course requires students to create and perform in dramatic presentations. Students will analyse, interpret, and perform dramatic works from various cultures and time periods. Students will research various acting styles and conventions that could be used in their presentations, and analyse the functions of playwrights, directors, actors, designers, technicians, and audiences. In addition to acting for the stage and producing plays, students will also learn the basics of film acting and develop original short films.

Prerequisite:ADA2O None This course provides opportunities for students to explore dramatic forms, conventions, and techniques. Students will explore a variety of dramatic sources from various cultures and representing a range of genres. Students will use the elements of drama in creating and communicating through dramatic works. Students will assume responsibility for decisions made in the creative and collaborative processes and will reflect on their experiences. In addition to acting for the stage and producing plays, students will also learn the basics of film acting and develop original short films.

Drama, Grade 12, University/College Preparation

Drama, Grade 11, University/College Preparation

This course requires students to experiment individually and collaboratively with forms and conventions of both drama and theatre from various cultures and time periods. Students will interpret dramatic literature and other texts and media sources while learning about various theories of directing and acting. Students will examine the significance of dramatic arts in various cultures and will analyse how the knowledge and skills developed in drama are related to their personal skills, social awareness, and goals beyond secondary school. In addition to acting for the stage and producing plays, students will also learn the basics of film acting and develop original short films

COURSETHEDESCRIPTIONSARTS

Drama, Grade 10, Open

DRAMA AND FILM STUDIES

Prerequisite:ADA4M Drama, Grade 11, University/College Preparation or Open

Students will develop an understanding of the conventions and elements of music and of safe practices related to music and will develop a variety of skills transferable to other areas of their life. As an instrumental introduction to band, this course is designed for students with limited or no previous band experience. Some previous practical experience on the piano, guitar or an orchestral instrument is an advantage but not necessary. Throughout the year, students learn basic technique and acquire reading skills on their instrument. Through exposure to suitable elementary repertoire, students develop a sense of ensem ble skills and achieve a reasonable facility on a band instrument by the end of the year. Development of the non performance areas of listening, ear training, history and theory will be integrated into the program. Participation in a SAC ensemble is strongly encouraged.

Bagpipe Grade 9 Open AMU1OB

Experienced, Music, Grade 9, Open AMU1O2 (Level 2) SAC Recommended preparation: Grade 8 Band or equivalent band experience. Students taking private lessons may take this course after consultation with the Head of Music. This course emphasizes the creation and performance of music at a level consistent with previous experience and is aimed at developing technique, sensitivity, and imagination. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop an understanding of the conventions and elements of music and of safe practices related to music and will develop a variety of skills transferable to other areas of their life. This course is designed for students with at least two years of band experience or its equivalent in private study. Students continue to develop their listening and performance skills and acquire greater technical facility on their instrument. Students are exposed to a wide variety of Level 21/2 repertoire. Development of the non performance areas of listening, ear training, history, and theory will be integrated into the program. A study of the Elements of Music and Score analysis is explored.

Students must have at least one year of bagpipe study, be able to play four simple tunes on the pipes, and the approval of the Head of Music and the Director of Piping. Students will continue their development as pipers, learning more complex and demanding finger work and expanding their repertoire to include more difficult marching and ceremonial pieces and improving their ability to maintain and tune this temperamental instrument. Students are expected to be part of the AMR music repertoire program as members of the Junior or Senior Pipes & Drums. Students will also study general music theory as prescribed for the Grade 9 level by the Ministry of Education.

Drumming (Pipe Band Snare Drum) Grade 9 Open AMU1OD Participation in this class requires that the students must have some background in drumming or percussion, be able to play basic drum rudiments and have the approval of the Pipe Band Drumming Instructor. Students will develop their skills in order to be an effective pipe band drummer. Assessments are based on technical development on the instrument, repertoire, music theory, music history and an independent study project. Students are expected to take part in the AMR music repertoire as a member of the Junior Drum Corps. Music, Grade 10, Open PrerequisiteAMU2O: None SAC Recommended preparation: Grade 9 Band or equivalent band experience. Students taking private lessons may take this course only after consultation with the Head of Music. This course emphasizes the creation and performance of music at a level consistent with previous experience. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and

MUSIC Introductory Music, Grade 9, Open AMU1O1 (Level 1) Prerequisite: None This course emphasizes the creation and performance of music at a level consistent with previous experience and is aimed at developing technique, sensitivity, and imagination. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities.

Students must have at least a year on the pipes and have built up a repertoire of 15 20 tunes. Repertoire development on the pipes continues, including more than just band and ceremonial classics. Tuning and bagpipe maintenance skills are also developed further. Repertoire enhancement includes a competition march as well as simple jigs, strathspeys and reels. Students will also study general music theory as prescribed for the Grade 10 level by the Ministry of Education. Students are expected to be part of the AMR music repertoire program as members of the Junior or Senior Pipes & Drums. Drumming (Pipe Band Snare Drum), Grade 10, Open AMU2ODPrerequisite: AMU1OD or equivalent

Students must have at least one year experience in pipe band drumming and have learned the basic repertoire of the Senior Drum Corps. In addition to the basic march repertoire, simple strathspeys, reels and jigs will be introduced. Students will also complete a Drum Fanfare and begin learning improvisation through world music applications. Music theory, history and an Independent Study Unit will be included along with the continued technical focus and development of repertoire. Students are expected to take part in the ARM music repertoire program as members of the Senior Drum Corps Music Repertoire, Grade 11, University/College Preparation

PrerequisiteAMU2OB: AMU1OB or equivalent

27 a range of reflective and analytical activities. Students will develop their understanding of musical conventions, practices, and terminology and apply the elements of music in a range of activities. They will also explore the function of music in society with reference to the self, communities, and cultures. This intermediate band course is designed for students with at least two years of band experience or its equivalent in private study. Students continue to develop their listening and performance skills and acquire greater technical facility on their instrument. This will be developed through exposure to a wide variety of Level 21/2 and Level 31/2 repertoire. Development of the non performance areas of listening, ear training, history and theory will be integrated into the program. A study of the Elements of Music and Score analysis is explored. As music is a performing art, all students enrolled in a music course MUST perform in an approved SAC music ensemble during the school year Bagpipe, Grade 10

PrerequisiteAMR3M: Music, Grade 9 or 10, Open This course emphasizes the appreciation, analysis and performance of various kinds of music including pipes and drums, marches and ceremonial music related to the SAC Leadership Program as well as a broad range of band literature, Canadian and international, aimed at enlivening general music appreciation. Students will perform technical exercises and appropriate repertoire, complete detailed creative activities and analyse and evaluate live and recorded performances. They will continue to increase their understanding of the elements of music while developing their technical imaginative abilities. This course is offered through the SAC Leadership Program. Music Repertoire, Grade 12, University/College Preparation

PrerequisiteAMR4M: Music, Grade 9 or 10, Open This course emphasizes the appreciation, analysis and performance of various kinds of music including pipes and drums, marches and ceremonial music related to the SAC Leadership Program as well as a broad range of band literature, Canadian and international, aimed at enlivening general music appreciation. Students will perform technical exercises and appropriate repertoire, complete detailed creative activities and analyse and evaluate live and recorded performances. They will continue to increase their understanding of the elements of music while developing their technical imaginative abilities. This course is offered through the SAC Leadership Program. Music, Grade 11, University/College Preparation

Prerequisite:AMU3M Music, Grade 9 or 10, Open SAC Recommended preparation: Music, Grade 10, Open

Prerequisite:AMU3MB AMU2OB or equivalent

This course provides students with opportunities to develop their musical literacy through the creation, appreciation, analysis, and performance of music, including traditional, commercial, and art music. Students will apply the creative process when performing appropriate technical exercises and repertoire and will employ the critical analysis processes when reflecting on, responding to, and analysing live and recorded performances. Students will consider the function of music in society and the impact of music on individuals and communities. They will explore how to apply skills developed in music to their life and careers.

This intermediate/advanced band course is designed for students with at least two years of band experience or its equivalent in private study. Students continue to develop their listening and performance skills and acquire greater technical facility on their instrument. This will be developed through exposure to a wide variety of Level 3 repertoire. A greater emphasis is placed on the performance aspect of music through solo and chamber music. Development of the non performance areas of listening, ear training, history and theory will be integrated into the program. A study of the Romantic era of music is explored. Students are required to participate in the SAC Wind Ensemble.

Students must have at least two years on the pipes and have built up a repertoire of more than 30 tunes, including at least one competition piece. By this stage in their development, students are expected to be able to tune their pipes and play at a basic solo performance level. Repertoire will include a number of competition pieces, and advanced level strathspeys, reels, hornpipes and jigs. Theory studies will now focus on pipe music and history: writing out tunes by hand from memory, studying the history of bagpipes and the music, and some simple composing and harmony creation. Students are expected to be part of the AMR music repertoire program as members of the Junior or Senior Pipes & Drums. Drumming (Pipe Band Snare Drum), Grade 11 Open

This course enables students to enhance their musical literacy through the creation, appreciation, analysis, and performance of music. Students will perform traditional, commercial, and art music, and will respond with insight to live and recorded performances. Students will enhance their understanding of the function of music in society and the impact of music on themselves and various communities and cultures. Students will analyse how to apply skills developed in music to their life and careers. This advanced band course is designed for students with at least three years of band experience. This is the culmination of musical studies at SAC Students continue to develop their listening and by the end of the year will have achieved a high level of performance skill on their instrument. This will be developed through exposure to a wide variety of Level 3 and Level 4 repertoire. Although the course is based on performance, students will have the opportunity to study arranging, musical analysis, composing and conducting. Development of the non performance areas of listening, ear training, history and theory will be integrated into the program. A study of 20th Century music is undertaken. Students are required to participate in the SAC Wind Ensemble. Bagpipe, Grade 12, University/College Preparation

Prerequisite:AMU4M Music, Grade 11, University/College Preparation

Bagpipe, Grade 11, University/College Preparation

AMU3MDPrerequisite: AMU2OD or equivalent

Students must have at least two years’ experience on the pipe band snare drum and have built up a repertoire of ceremonial music and concert performance repertoire. In addition to standard band repertoire, students will be introduced to competition style marches, advanced drum fanfares and will complete a march, strathspey and reel set of music. Theory in Grade 11 will focus more on the needs of the pipe band drummer and will develop writing skills required for a leading drummer. Music History will also focus on the history of pipe band drumming and famous drummers. Students are expected to be part of the AMR music repertoire program as members of the Senior Drum Corps. Music, Grade 12, University/College Preparation

Prerequisite:AMU4MB AMU3MB or equivalent Students must have at least three years on the pipes and have built up a repertoire of more than 30 marching tunes, ceremonial pieces, dance music and several competition tunes. Students are expected to be able to tune their drones

Drumming (Pipe Band Snare Drum), Grade 12 University/College Preparation

Prerequisite:AMU4MD

29 well and now learn how to tune the pipe chanter and a group of pipers. Advanced light music skills are honed with more competition music and difficult jigs and hornpipes. Students will also learn and perform at least one piobaireachd the classical music of the bagpipe. Theory studies will now focus on writing out complex pieces of pipe music by hand and using software both from memory and recordings, as well as where the bagpipe fits in with concert instruments. History will delve into piping families and other types of pipes. Students at this level are expected to be the leading musicians in the Senior Pipes & Drums.

AMU3MD or equivalent

Students must have at least three years of experience on the pipe band snare drum and have built up a repertoire that includes marching tunes, ceremonial pieces, dance music and several competition sets. Students are expected to be able to tune their own instrument and to assist in the tuning of the Corps. In addition to competition sets, the students will develop a competition Hornpipe and Jig and perform an advanced level drum fanfare. Students will further develop their writing skills and compose a competition march using computer software tools. Music history will focus on the highlights of percussion development over the centuries and its application to the pipe band idiom. Students are expected to be part of the AMR music repertoire program as a member of the Senior Drum Corps.

VISUAL ARTS Visual Arts, Grade 9, Open Prerequisite:AVI1O

Prerequisite:AVI3M

Visual Arts, Grade 12, University/College Preparation

Studio activities include drawing (pencil, charcoal, conte, pastels) and painting (watercolour and oils), design, printmaking (intaglio or relief) and sculpture. Students will create art works that explore a wide range of subject matter, including the human figure. In art history students will study Renaissance, Baroque, Neo Classicism, and Romanticism as well as art forms from Canada and other parts of the world. They will learn art criticism and evaluate art works, providing grounds for their aesthetic judgments

None This course enables students to develop their skills in producing and presenting art by introducing them to new ideas, materials, and processes for artistic exploration and experimentation. Students will apply the elements and principles of design when exploring the creative process. Students will use the critical analysis process to reflect on and interpret art within a personal, contemporary, and historical context. The focus of the course is on studio related activities. Course objectives will be achieved through a comprehensive program which includes a variety of media and techniques, including drawing (pencil, charcoal, conte), painting (watercolour, gouache, acrylics); design; printmaking; and sculpture (plaster and clay). Students will study a selection of Canadian art, and characteristics of art from the Middle Ages: architecture, sculpture, book illuminations, and painting Visual Arts, Grade 11, University/College Preparation

Visual Arts, Grade 11, University/College Preparation or Open

None This course is exploratory in nature, offering an overview of visual arts as a foundation for further study. Students will become familiar with the elements and principles of design and the expressive qualities of various materials by using a range of media, processes, techniques, and styles. Students will use the creative and critical analysis processes and will interpret art within a personal, contemporary, and historical context. As an introduction to a variety of studio related activities, this course includes drawing, painting, design, printmaking, and sculpture. Students are encouraged in creativity and discovery, through the exploration of various materials, as well as developing technical skills and control. Students will become familiar with the elements and principles of design, composition, and linear perspective. The focus for art history is on the pre historic and ancient civilizations: Egyptian, Greek, and Roman. Visual Arts, Grade 10, Open Prerequisite:AVI2O

This course focuses on enabling students to refine their use of the creative process when creating and presenting two and three dimensional art works using a variety of traditional and emerging media and technologies. Students will use the critical analysis process to deconstruct art works and explore connections between art and society. The studio program enables students to explore a range of materials, processes, and techniques that can be applied in their own art production. Students will also make connections between various works of art in personal, contemporary, historical, and cultural contexts. It focuses on studio related activities. Emphasis is on producing larger, more personal works using a variety of media (new, as well as familiar). The student will develop competence in representational drawing, expressive drawing, and use of drawing as a process to document. The student will develop competence in a painting media (watercolour, acrylics or oils) and produce a body of work that demonstrates the ability to create and transform images. Students will explore a variety of subject matter but will be encouraged to select their own media and develop their own original compositions.

Visual Arts, Grade 9 or 10, Open This course enables students to further develop their knowledge and skills in visual arts. Students will use the creative process to explore a wide range of themes through studio work that may include drawing, painting, sculpting, and printmaking, as well as the creation of collage, multimedia works, and works using emerging technologies. Students will use the critical analysis process when evaluating their own work and the work of others. The course may be delivered as a comprehensive program or through a program focused on a particular art form (e.g., photography, video, computer graphics, information design).

Prerequisite:AVI4M

31 Advanced Placement (AP): With departmental approval students may elect to prepare for an AP exam related to this course.

Financial Accounting Principles, Grade 12, University/College Preparation

Prerequisite:BAF3M

This course introduces students to advanced accounting principles that will prepare them for postsecondary studies in business. Students will learn about financial statements for various forms of business ownership and how those statements are interpreted in making business decisions. This course expands students’ knowledge of sources of financing, further develops accounting methods for assets, and introduces accounting for partnerships and corporations.

COURSE DESCRIPTIONS BUSINESS STUDIES

ACCOUNTING Financial Accounting Fundamentals, Grade 11, University/College Preparation

PBAT4Mrerequisite: Financial Accounting Fundamentals, Grade 11, University/College Preparation

None This course introduces students to the fundamental principles and procedures of accounting. Students will develop financial analysis and decision making skills that will assist them in future studies and/or career opportunities in business. Students will acquire an understanding of accounting for a service and a merchandising business, computerized accounting, financial analysis, and ethics and current issues in accounting.

This online course provides an overview of the importance of international business and trade in the global economy and explores the factors that influence success in international markets. Students will learn about the techniques and strategies associated with marketing, distribution, and managing international business effectively. This course prepares students for post secondary programs in business, including international business, marketing, and management.

Prerequisite:BBB4Me

Any university or university/college preparation course in business studies, English, or Canadian and world studies

BUSINESS Introduction to Business, Grade 10, Open BBI2OPrerequisite: None This course introduces students to the world of business. Students will develop an understanding of the functions of business, including accounting, marketing, information and communication technology, human resources, and production, and of the importance of ethics and social responsibility. This course builds a foundation for further studies in business and helps students develop the business knowledge and skills they will need in their everyday lives.

Please Note: This only pertains to new students who are entering St. Andrew’s in Grade 10, coming from another school, who have obtained a credit in the Grade 9 Introduction to Business, course code BBI1O They are not eligible to take BBI2O because the course content is identical, and a credit can only be issued for one of these two courses.

International Business Fundamentals Online Course, Grade 12, University/College Preparation

IDC3O and BOH4M Interdisciplinary Studies/McEwen Leadership Fundamentals, Grade 11, Open

MCEWEN LEADERSHIP COURSES

Prerequisite:BOH4M Interdisciplinary Studies/McEwen Leadership Fundamentals, IDC3O, Grade 11, Open

Prerequisite:IDC3O None St. Andrew’s College Entrance Requirement: Enrolment in this course is competitive and subject to a thorough assessment of the student’s ability to demonstrate the overall and specific curricular expectations of the BBI2O Introduction to Business course, taken at St. Andrew’s College. Most successful applicants achieve a mark of >85% in BBI2O. This course will help students combine the skills required for and knowledge of different subjects and disciplines to solve problems, make decisions, create personal meaning, and present findings beyond the scope of a single subject or discipline. Through individual and collaborative inquiry and research, students will analyse the connections among diverse subjects and disciplines; develop information literacy skills in analysing, selecting, evaluating, and communicating information; and become aware of a variety of resources and viewpoints on contemporary issues. They will also examine their own learning styles, relate their inquiries, and research to real life situations and investigate career opportunities in new disciplines.

This course focuses on the development of leadership skills used in managing a successful business. Students will analyse the role of a leader in business, with a focus on decision making, management of group dynamics, workplace stress and conflict, motivation of employees, and planning. Effective business communication skills, ethics, and social responsibility are also emphasized

Business Leadership: Management Fundamentals, Grade 12, University/College Preparation

Analysing Current Economic Issues, Grade 12, Advanced Placement

Canadian History since World War I, CHC2D, Grade 10, Academic or Applied

CANADIAN AND WORLD STUDIES

*With respect to the AP component of the program, the aim is to provide the student with a learning experience equivalent to that obtained in a typical university introductory micro and macroeconomics course. The course as it is taught at St. Andrew’s College builds on the knowledge already gained in Grade 11 Economics. Instruction is divided into two parts: the first half of the course is devoted to the study of micro economics. It emphasizes the nature and function of product markets and includes a study of factor markets and the role of government in promoting greater efficiency and equity in the economy. The second half of the course examines macroeconomic theory. This gives students

ECONOMICS

35 COURSE DESCRIPTIONS

This course explores issues and challenges facing the Canadian economy as well as the implications of various responses to them. Students will explore the economic role of firms, workers, and government as well as their own role as individual consumers and contributors, and how all these roles contribute to stability and change in the Canadian economy. Students will apply the concepts of economic thinking and the economic inquiry process, including economic models, to investigate the impact of economic issues and decisions at the individual, regional, and national level

The Individual and the Economy, Grade 11, University/College Preparation

RecommendeCIA4UP*d Preparation: CIE3M with >= 80% or permission of the Department This course will be taught in conjunction with the College Board’s Advanced Placement curriculum

This course will be taught in conjunction with the College Board’s Advanced Placement curriculum

Prerequisite:CIE3M

St. Andrew’s College entrance requirement: Recommended minimum average of 75% in Grade 10 history, math and English, as well as a sincere desire to work at the accelerated pace required of the Advanced Placement curriculum.

This course examines current Canadian and international economic issues, developments, policies, and practices from diverse perspectives. Students will explore the decisions that individuals and institutions, including governments, make in response to economic issues such as globalization, trade agreements, economic inequalities, regulation, and public spending. Students will apply the concepts of economic thinking and the economic inquiry process, as well as economic models and theories, to investigate, and develop informed opinions about, economic trade offs, growth, and sustainability and related economic issues

The Individual and the Economy, Grade 11, University/College Preparation

Prerequisite:CIE3MP* Canadian History since World War I, CHC2D, Grade 10, Academic or Applied

CIA4UPrerequisite: Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities Recommended Preparation: CIE3M This course examines current Canadian and international economic issues, developments, policies, and practices from diverse perspectives. Students will explore the decisions that individuals and institutions, including governments, make in response to economic issues such as globalization, trade agreements, economic inequalities, regulation, and public spending. Students will apply the concepts of economic thinking and the economic inquiry process, as well as economic models and theories, to investigate, and develop informed opinions about, economic trade offs, growth, and sustainability and related economic issues

Analysing Current Economic Issues, Grade 12, University Preparation

36 substantial knowledge of the principles of economics that apply to the economic system as a whole. In particular, instruction examines economic performance measures, economic growth, monetary and fiscal policy, inflation and unemployment, and the various fields of international economics. Two external examinations are required: one in micro economics and one in macro economics. Both are administered by the Advanced Placement Program of The College Board of the United States.

OSS Equivalence: This course is cross listed with CIA4U. Thus, this course will appear as CIA4U on the Ontario Student Transcript

Issues in Canadian Geography, Grade 9, Academic or Applied

Prerequisite:CGC1D

Regional Geography, Grade 11, University/College Preparation

This course explores interrelationships between the land and people in a selected region as well as interconnections between this region and the rest of the world. Students will explore the region’s environmental, socio economic, and cultural characteristics and will investigate issues related to natural resources, economic development and sustainability, population change, globalization, and quality of life. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate a range of geographic issues in the region.

Prerequisite:CGD3M Issues in Canadian Geography, Grade 9, Academic or Applied

Note: This course is linked to the SASSAW Program as described below SASSAW St. Andrew’s Students for Service Around the World Students must apply and be selected for enrolment in CGG3O/SASSAW. The course will consist of an academic credit in CGG3O; Duke of Edinburgh direct entry gold curriculum; a pre expedition training weekend; and, a 3 4 week trekking, outdoor experiential and community service based trip in a foreign country. The course is conducted as a night course from 7:00 10:30 once every 3 4 weeks during the school year as well as a full prep day in June and the expedition in August. The course trip will be physically demanding and will require a high level of fitness. Students must be prepared for significantly challenging physical activity. In addition, students must be prepared with the required personal clothing and equipment as directed for the experiential trip. The estimated cost for the SASSAW program is $6500. Further details can be obtained from Mr. Angus Murray (angus.murray@sac.on.ca).

None This course examines interrelationships within and between Canada’s natural and human systems and how these systems interconnect with those in other parts of the world. Students will explore environmental, economic, and social geographic issues relating to topics such as transportation options, energy choices, and urban development. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate various geographic issues and to develop possible approaches for making Canada a more sustainable place to live.

37 GEOGRAPHY Issues in Canadian Geography, Grade 9, Academic

Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities In this course, students will address the challenge of creating a more sustainable and equitable world. They will explore issues involving a wide range of topics, including economic disparities, threats to the environment, globalization, human rights, and quality of life, and will analyse government policies, international agreements, and individual responsibilities relating to them. Students will apply the concepts of geographic thinking and the geographic inquiry process, including the use of spatial technologies, to investigate these complex issues and their impacts on natural and human communities around the world.

Travel and Tourism: A Geographic Perspective, Grade 11, Open CGG3O Prerequisite:(SASSAW)

This course focuses on issues related to travel and tourism within and between various regions of the world. Students will investigate unique environmental, sociocultural, economic, and political characteristics of selected world regions. They will explore travel patterns and trends, as well as tensions related to tourism, and will predict future tourism destinations. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate the impact of the travel industry on natural environments and human communities

World Issues: A Geographic Analysis, Grade 12, University Preparation Prerequisite:CGW4U

Note: This course is developed and delivered with a focus, to be determined by the school, on the geography of a selected region of the world SAC focuses on the Americas.

Any university or university/college preparation or college preparation course in Canadian and world studies, English, or social sciences and humanities This course will be taught in conjunction with the College Board’s Advanced Placement curriculum

The world’s population is growing, it is moving and intermixing, and it is increasingly found in cities. This course explores these changes and the challenges that come with them. It investigates the forces that are shaping the world’s communities, the patterns of interaction between them, the quality of life within them, and their impact on the world around them. Students will apply the concepts of geographic thinking, the geographic inquiry process, and spatial skills and technologies as they investigate issues related to population change and urban life and propose ways of enhancing the sustainability of communities around the world.

AP Link: With departmental approval students may elect to prepare for the Advanced Placement exam in Human Geography. “The AP Human Geography course introduces students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface. Students learn to employ spatial concepts and landscape analysis to examine human socioeconomic organization and its environmental consequences. They also learn about the methods and tools geographers use in their research and applications ”

Prerequisite:CGU4MP

World Geography: Urban Patterns and Population Issues, Grade 12, University/College Preparation

World History Since 1900: Global and Regional Interactions, Grade 11, Open Prerequisite:CHT3O

Prerequisite:CHA3UP

Canadian History Since World War I, Grade 10, Academic or Applied, or a locally developed compulsory course (LDCC) in Canadian history

World History to the End of the Fifteenth Century Grade 11, University/College Preparation CHW3M Prerequisite: Canadian History Since World War I, Grade 10 CHC2D, Academic or Applied

Canadian History Since World War I, Grade 10, Academic Prerequisite:CHC2D

Canadian History Since World War I, CHC2D, Grade 10, Academic or Applied SAC Recommended Preparation: CHW3M taken prior to or taken concurrently

This course explores the history of various societies and civilizations around the world, from earliest times to around 1500 CE. Students will investigate a range of factors that contributed to the rise, success, and decline of various ancient and pre modern societies throughout the world and will examine life in and the cultural and political legacy of these societies. Students will extend their ability to apply the concepts of historical thinking and the historical i nquiry process, including the interpretation and analysis of evidence, when investigating social, political, and economic structures and historical forces at work in various societies and in different historical eras.

This course explores social, economic, and political developments and events and their impact on the lives of different groups in Canada since 1914. Students will examine the role of conflict and cooperation in Canadian society, Canada’s evolving role within the global community, and the impact of various individuals, organizations, and events on Canadian identity, citizenship, and heritage. They will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating key issues and events in Canadian history since 1914.

American History, Grade 11, University Preparation

Canadian History Since World War I, Extended French, Grade 10, Academic Prerequisite:CHC2DF

This course will be taught in conjunction with the College Board’s Advanced Placement curriculum This course explores key aspects of the social, economic, and political development of the United States from precontact to the present. Students will examine the contributions of groups and individuals to the country’s evolution and will explore the historical context of key issues, trends, and events that have had an impact on the United States, its identity and culture, and its role in the global community. Students will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating various forces that helped shape American history

None This course explores social, economic, and political developments and events and their impact on the lives of different groups in Canada since 1914. Students will examine the role of conflict and cooperation in Canadian society, Canada’s evolving role within the global community, and the impact of various individuals, organizations, and events on Canadian identity, citizenship, and heritage. They will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating key issues and events in Canadian history since 1914.

None Note: This course is taken concurrently with FEF2D

HISTORY

This course focuses on major developments in world history from 1900 to the present. Students will explore the causes and consequences of global and regional conflicts, the impact of significant individuals and social movements, and the effects of social, economic, and political developments around the world. Students will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating interactions within and between nations and other historical developments and events, including those that continue to affect people in various parts of the world.

Advanced Placement (AP): With departmental approval, students may elect to prepare for an AP exam related to this course.

Prerequisite:CHY4U

Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities

World History Since the Fifteenth Century, Grade 12, University Preparation

Recommended preparation: CHT3O or CHW3M

This course traces major developments and events in world history since approximately 1450. Students will explore social, economic, and political changes, the historical roots of contemporary issues, and the role of conflict and cooperation in global interrelationships. They will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, as they investigate key issues and assess societal progress or decline in world history.

This course explores a range of contemporary legal issues and how they are addressed in both Canadian and international law. Students will develop an understanding of the principles of Canadian and international law and of issues related to human rights and freedoms, conflict resolution, and criminal, environmental, and workplace law, both in Canada and internationally. Students will apply the concepts of legal thinking and the legal studies inquiry process, and will develop legal reasoning skills, when investigating these and other issues in both Canadian and international contexts.

Prerequisite:CLN4U Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities

Students will gain an understanding of laws relating to rights and freedoms in Canada; our legal system; and family, contract, employment, tort, and criminal law. Students will develop legal reasoning skills and will apply the concepts of legal thinking and the legal studies inquiry process when investigating a range of legal issues and formulating and communicating informed opinions about them.

LAW Understanding Canadian Law, Grade 11 University/College Preparation

Canadian History since World War I, Grade 10, Academic or Applied

This course explores Canadian law, with a focus on legal issues that are relevant to the lives of people in Canada.

Canadian and International Law, Grade 12, University Preparation

Prerequisite:CLU3M

This course will be taught in conjunction with the College Board’s Advanced Placement curriculum

None Half Course to be paired with Career Studies GLC2OR, Grade 10, Open

Canadian and World Politics, Grade 12, University Preparation

This course explores rights and responsibilities associated with being an active citizen in a democratic society. Students will explore issues of civic importance such as healthy schools, community planning, environmental responsibility, and the influence of social media, while developing their understanding of the role of civic engagement and of political processes in the local, national, and/or global community. Students will apply the concepts of political thinking and the political inquiry process to investigate, and express informed opinions about, a range of political issues and developments that are both of significance in today’s world and of personal interest to them.

This course explores various perspectives on issues in Canadian and world politics. Students will explore political decision making and ways in which individuals, stakeholder groups, and various institutions, including governments, multinational corporations, and non governmental organizations, respond to and work to address domestic and international issues. Students will apply the concepts of political thinking and the political inquiry process to investigate issues, events, and developments of national and international political importance, and to develop and communicate informed opinions about them.

POLITICS Civics and Citizenship, Grade 10, Open Prerequisite:CHV2OR

Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities

Prerequisite:CPW4UP

Recommended Preparation: CIE3M, CHT3O, or CHY4U taken either prior to this c ourse or taken concurrently with this course

Spanish, Level 3, University Preparation

This course provides opportunities for students to increase their competence and confidence in listening, speaking, reading, and writing in Spanish. Students will communicate about academic and personally relevant topics in increasingly spontaneous spoken interactions and will develop their creative and critical thinking skills through exploring and responding to a variety of oral and written texts. Students will continue to enrich their understanding and appreciation of diverse communities in regions of the world where Spanish is spoken. They will also investigate personal and professional contexts in which knowledge of Spanish is required and develop skills necessary for lifelong language learning.

COURSE DESCRIPTIONS

Spanish, Level 2, University Preparation

SPANISH Spanish, Level 1, Academic LWSBDPrerequisite: None This course provides opportunities for students to begin to develop and apply skills in listening, speaking, reading, and writing in Spanish. Students will communicate and interact in structured activities, with a focus on matters of personal interest and familiar topics and will read and write simple texts in Spanish. Throughout, the course, students will acquire an understanding and appreciation of diverse communities in regions of the world where Spanish is spoken. They will also develop skills necessary for lifelong language learning.

This course provides extended opportunities for students to communicate and interact in Spanish in a variety of social and academic contexts. Students will refine and enhance their listening, speaking, reading, and writing skills, as well as their creative and critical thinking skills, as they explore and respond to a variety of oral and written texts, including complex authentic and adapted texts. They will also broaden their understanding and appreciation of diverse communities where Spanish is spoken and develop skills necessary for lifelong language learning

PrerequisiteLWSDU: Spanish, Level 2, University Preparation

Prerequisite:LWSCU Spanish, Level 1, Academic

CLASSICAL STUDIES and INTERNATIONAL LANGUAGES

This course provides opportunities for students to increase their competence and confidence in listening, speaking, reading, and writing in Mandarin. Students will communicate about academic and personally, relevant topics in increasingly spontaneous spoken interactions, and will develop their creative and critical thinking skills through exploring and responding to a variety of oral and written texts. Students will continue to enrich their understanding and appreciation of diverse communities in regions of the world where Mandarin is spoken. They will also investigate personal and professional contexts in which knowledge of Mandarin is required, and develop skills necessary for lifelong language learning.

International Languages, Simplified Mandarin Level 2

Mandarin, Level 3, University Preparation

Prerequisite:LKBDUe International Languages, Level 2, University Preparation

This online course provides extended opportunities for students to communicate and interact in Mandarin in a variety of social and academic contexts. Students will refine and enhance their listening, speaking, reading, and writing skills, as well as their creative and critical thinking skills, as they explore and respond to a variety of oral and written texts, including complex authentic and adapted texts. They will also broaden their understanding and appreciation of diverse communities where Mandarin is spoken and develop skills necessary for lifelong language learning.

Simplified Mandarin Level 1 Prerequisite:LKBBDe None

This course provides opportunities for students to begin to develop and apply skills in listening, speaking, reading, and writing in Mandarin. Students will communicate and interact in structured activities, with a focus on matters of personal interest and familiar topics, and will read and write simple texts in the language. Throughout the course, students will acquire an understanding and appreciation of diverse communities in regions of the world where Mandarin is spoken. They will also develop skills necessary for lifelong language learning.

This online course introduces students to the rich cultural legacy of the classical world. Students will investigate aspects of classical culture, including mythology, literature, art, architecture, philosophy, science, and technology, as well as elements of the ancient Greek and Latin languages. Students will develop creative and critical thinking skills through exploring and responding to works by classical authors in English translation and examining material culture brought to light through archaeology. They will also increase their communication and research skills by working both collaboratively and independently and will acquire an understanding and appreciation of the interconnectedness of ancient and modern societies. German, Level 3, University Preparation

Prerequisite:LVV4Ue English, Grade 10 Academic or Applies

This course provides extended opportunities for students to communicate and interact in German in a variety of social and academic contexts. Students will refine and enhance their listening, speaking, reading, and writing skills, as well as their creative and critical thinking skills, as they explore and respond to a variety of oral and written texts, including complex authentic and adapted texts. They will also broaden their understanding and appreciation of diverse communities where German is spoken and develop skills necessary for lifelong language learning.

Prerequisite:LKBCUe International Languages, Simplified Mandarin, Level 1 Academic. A language placement test may be required for admission

INTERNATIONAL Classical Civilization, Grade 12, University Preparation

PrerequisiteLWGDU: International Languages, Level 2, University Preparation

Introduction to Computer Science, Grade 11, University Preparation

COURSE DESCRIPTIONS COMPUTER STUDIES

This course enables students to further develop knowledge and skills in computer science. Students will use modular design principles to create complex and fully documented programs, according to industry standards. Student teams will manage a large software development project, from planning through to project review. Students will also analyse algorithms for effectiveness. They will investigate ethical issues in computing and further explore environmental issues, emerging technologies, areas of research in computer science, and careers in the field.

This course introduces students to computer programming. Students will plan and write simple computer programs by applying fundamental programming concepts and learn to create clear and maintainable internal documentation. They will also learn to manage a computer by studying hardware configurations, software selection, operating system functions, networking, and safe computing practices. Students will also investigate the social impact of computer technologies and develop an understanding of environmental and ethical issues related to the use of computers.

This course will be taught in conjunction with the College Board’s Advanced Placement curriculum

SACICS3URecommended

preparation: Introduction to Computer Studies, Grade 10, Open

Introduction to Computer Science, Grade 11, University Preparation

Introduction to Computer Studies, Grade 10, Open ICS2O

Prerequisite:ICS4UP

This course introduces students to computer science. Students will design software independently and as part of a team, using industry standard programming tools and applying the software development life cycle model. They will also write and use subprograms within computer programs. Students will develop creative solutions for various types of problems as their understanding of the computing environment grows. They will also explore environmental and ergonomic issues, emerging research in computer science, and global career trends in computer related fields. While this course has no prerequisite, some programming experience is recommended. This course is intended to prepare students for the ICS4U course Programming and problem solving skills will be developed by students using the Java programming language, in both a Structured and Object Oriented approach AP Computer Science, Grade 12, University Preparation

This course will be taught in conjunction with the College Board’s Advanced Placement curriculum In the AP Language and Composition component of the course, students will focus primarily on non fiction texts and context. Students will think deeply about language as a persuasive tool and about the dynamic relationship between writer, context, audience, and argument. Students are required to take the AP Language and Composition exam on the date determined by the College Board. A mock AP exam will count for the course’s final exam and will serve to prepare students for the AP exam held in May. AP work will be assessed on the bases of the College Board’s AP expectations and Ministry work will be evaluated on the bases of Achievement Chart Categories which take into consideration four key areas of academic achievement: Knowledge, Thinking and Inquiry, Communication, and Application. Course work will be worth 70% of the final Grade, a summative evaluation will be worth 15%, and the exam will count for 15% of the Grade.

Prerequisite:ENG1D

None This course is designed to develop the oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyse literary texts from contemporary and historical periods, interpret informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the use of strategies that contribute to effective communication. The course is intended to prepare students for the Grade 10 academic English course, which leads to university or college preparation courses in Grades 11 and 12. English, Grade 10, Academic Prerequisite:ENG2D English Grade 9, Academic or Applied

ENGLISH English, Grade 9, Academic

Prerequisite:ENG3U English, Grade 10, Academic

COURSE DESCRIPTIONS

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

This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyse literary texts from contemporary and historical periods, interpret and evaluate informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the selective use of strategies that contribute to effective communication. This course is intended to prepare students for the compulsory Grade 11 university or college preparation course English, Grade 11, University Preparation

ENG4UPrerequisite: English, Grade 11, University Preparation

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

English, Grade 12, University Preparation

PrereqENG4UPuisite: English, Grade 11, University Preparation with >= 80% or permission of the Department Head

This course emphasizes the knowledge and skills required to plan and make effective presentations and to speak effectively in both formal and informal contexts, using such forms as reports, speeches, debates, panel discussions, storytelling, recitations, interviews, and multimedia presentations. Students will research and analyse the content and characteristics of convincing speeches and the techniques of effective speakers; design and rehearse presentations for a variety of purposes and audiences; select and use visual and technological aids to enhance their message; and assess the effectiveness of their own and others’ presentations.

This course emphasizes knowledge and skills related to the craft of writing. Students will analyse models of effective writing; use a workshop approach to produce a range of works; identify and use techniques required for specialized forms of writing; and identify effective ways to improve the quality of their writing. They will also complete a major paper as part of a creative or analytical independent study project and investigate opportunities for publication and for writing careers.

Note: This course is designed for students who have completed ESLDO and ESLEO and who are relatively new to the English language.

Presentation and Speaking Skills, Grade 11, Open Prerequisite:EPS3O English, Grade 10, Academic or Applied

Note: This course is taken concurrently with FEF3U This course emphasizes the knowledge and skills required to plan and make effective presentations and to speak effectively in both formal and informal contexts, using such forms as reports, speeches, debates, panel discussions, storytelling, recitations, interviews, and multimedia presentations. Students will research and analyse the content and characteristics of convincing speeches and the techniques of effective speakers; design and rehearse presentations for a variety of purposes and audiences; select and use visual and technological aids to enhance their message; and assess the effectiveness of their own and others’ presentations.

The Writer’s Craft, Grade 12, University Preparation

Prerequisite:EWC4U English, Grade 11, University Preparation

Presentation and Speaking Skills, Extended French, Grade 11, Open Prerequisite:EPS3OF English, Grade 10, Academic or Applied, FEF2D, Extended French Grade 10

COURSE DESCRIPTIONS

Students admitted into any of the ESL classes are selected by the ESL Department based on pre admission assessment (for new students) or achievement (for students already enrolled).

ENGLISH as a SECOND LANGUAGE

English as a Second Language, ESL Level 4, Open ESLDOPrerequisite: SAC requirement: ESL Level 3 or equivalent

This course prepares students to use English with increasing fluency and accuracy in classroom and social situations and to participate in Canadian society as informed citizens Students will develop the oral presentation, reading, and writing skills required for success in all school subjects. They will extend listening and speaking skills through participation in discussions and seminars; study and interpret a variety of Grade level texts; write narratives, articles, and summaries in English; and respond critically to a variety of print and media texts

English as a Second language, ESL Level 5, Open ESLEOPrerequisite: SAC requirement: ESL Level 4 or equivalent

This course provides students with the skills and strategies they need to make the transition to college and university preparation courses in English and other secondary school disciplines. Students will be encouraged to develop independence in a range of academic tasks. They will participate in debates and lead classroom workshops; read and interpret literary works and academic texts; write essays, narratives, and reports; and apply a range of learning strategies and research skills effectively. Students will further develop their ability to respond critically to print and media texts.

This course provides extensive opportunities for students to use their communication skills in French and to apply language learning strategies. Students will develop their skills in listening, speaking, reading, and writing by responding to and interacting with French oral and written texts in a variety of real life contexts, using their creative and critical thinking skills to explore and evaluate information and ideas in the texts. Students will increase their knowledge of the French language through the study of French authors. They will also increase their understanding and appreciation of diverse French speaking communities and will develop skills necessary for lifelong language learning.

FRENCH as a SECOND LANGUAGE

Grade 9 Core French, Academic or Applied

Extended French, Grade 9, Academic Prerequisite:FEF1D

Minimum of 600 hours of elementary Core French instruction, or equivalent

This course provides opportunities for students to communicate in French about personally relevant, familiar, and academic topics in real life situations with increasing independence. Students will exchange information, ideas, and opinions with others in guided and increasingly spontaneous spoken interactions. Students will develop their skills in listening, speaking, reading, and writing through the selective use of strategies that contribute to effective communication. They will also increase their understanding and appreciation of diverse French speaking communities and will develop skills necessary for lifelong language learning. During the winter term students may participate in an exciting 5 day language adventure in St. Donat, Québec. There is an additional fee associated with this trip. This program allows students to enrich their linguistic and cultural knowledge of French in an authentic French speaking environment.

Core French, Grade 9, Academic Prerequisite:FSF1D

Core French, Grade 10, Academic Prerequisite:FSF2D

COURSE DESCRIPTIONS

Extended French, Grade 10, Academic Prerequisite:FEF2D Grade 9 Extended French, Academic

Beginner French, Grade 9, Open Prerequisite:FSF1O

This course provides opportunities for students to speak and interact in French in a variety of real life and personally relevant contexts. Students will develop their skills in listening, speaking, reading, and writing by using language learning strategies introduced in the elementary Extended French program. They will develop their creative and critical thinking skills through independently responding to and interacting with a variety of oral and written texts. They will also enhance their understanding and appreciation of diverse French speaking communities and will develop skills necessary for lifelong language learning

This course provides opportunities for students to communicate and interact in French with increasing independence, with a focus on familiar topics related to their daily lives. Students will develop their skills in listening, speaking, reading, and writing by using language learning strategies introduced in the elementary Core French program, and will apply creative and critical thinking skills in various ways. They will also enhance their understanding and appreciation of diverse French speaking communities and will develop skills necessary for lifelong language learning.

None This is an introductory course for students who have little or no knowledge of French or who have not accumulated the minimum of 600 hours of elementary Core French instruction. Students will begin to understand and speak French in guided and structured interactive settings, and will develop fundamental skills in listening, speaking, reading, and writing through discussing issues and situations that are relevant to their daily lives. Throughout the course, students will develop their awareness of diverse French speaking communities in Canada and acquire an understanding and appreciation of these communities. They will also develop a variety of skills necessary for lifelong language learning.

Minimum of 1260 hours of French instruction, or equivalent

This course will be taught in conjunction with the College Board’s Advanced Placement curriculum This course further emphasizes the consolidation of communication skills required to interact in French for various purposes about concrete and abstract topics. Students will independently apply language learning strategies in a variety of real life and personally relevant contexts in listening, speaking, reading, and writing, and will broaden their creative and critical thinking skills through responding to and analysing oral and written texts. Students will increase their knowledge of the French language through the study of Canadian and international French literature. They will also enrich their understanding and appreciation of diverse French speaking communities and will develop skills necessary for lifelong language learning. Different texts and readers are used in this course, providing students with a wide range of language and cultural experiences. Some of the required extensive and intensive readings will be selected from modern French, French Canadian and other French speaking authors, as well as from magazines and newspapers. From these sources students will develop individual or small group, oral and written presentations and reports, small group or class discussions, and critical written appreciation. All students will take part in peer editing and in the evaluation of oral presentations. During the final term every student must complete an individual oral and written research assignment on a “French centred” topic. Excellent French films and videos are used to enhance students' cultural appreciation.

Extended French, Grade 11, University Preparation

This course offers students extended opportunities to speak and interact in real life situations in French with greater independence. Students will develop their listening, speaking, reading, and writing skills, as well as their creative and critical thinking skills, through responding to and exploring a variety of oral and written texts. They will also broaden their understanding and appreciation of diverse French speaking communities and will develop skills necessary for lifelong language learning

This course provides opportunities for students to communicate about concrete and abstract topics in various situations. Students will consolidate and refine their skills in listening, speaking, reading, and writing by applying language learning strategies, as well as creative and critical thinking skills, in a variety of real life contexts. Students will develop their knowledge of the French language through the study of contemporary French authors and well known French European authors. They will also deepen their understanding and appreciation of diverse French speaking communities and will develop skills necessary for lifelong language learning.

AP Extended French, Grade 12, University Preparation

Grade 10 Core French, Academic

PrerequisiteFEF4UP

Prerequisite:FEF3U Grade 10 Extended French, Academic

: Grade 11 Extended French, University Preparation

50 Core French, Grade 11, University Preparation

Prerequisite:FSF3U

Prerequisite:FSF4U Grade 11 Core French, University Preparation

Core French, Grade 12, University Preparation

This course provides extensive opportunities for students to speak and interact in French independently. Students will develop their listening, speaking, reading, and writing skills, apply language learning strategies in a wide variety of real life situations, and develop their creative and critical thinking skills through responding to and interacting with a variety of oral and written texts. They will also enrich their understanding and appreciation of diverse French speaking communities and will develop skills necessary for lifelong language learning.

51 COURSE DESCRIPTIONS

GUIDANCE and CAREER EDUCATION

This course teaches students how to develop and achieve personal goals for future learning, work, and community involvement. Students will assess their interests, skills, and characteristics and investigate current economic and workplace trends, work opportunities, and ways to search for work. The course explores postsecondary learning and career options, prepares students for managing work and life transitions, and helps students focus on their goals through the development of a career plan.

Career Studies, Grade 10, Open GLC2ORHalfCourse to be paired with Civics, Grade 10, Open

Leadership and Peer Support, Grade 11, Open GPP3OPrerequisite: None This course prepares students to act in leadership and peer support roles. They will design and implement a plan for contributing to their school and/or community; develop skills in communication, interpersonal relations, teamwork, and conflict management; and apply those skills in leadership and/or peer support roles for example, as a student council member or a peer tutor. Students will examine group dynamics and learn the value of diversity within groups and communities. This course is offered through the SAC Leadership Program

Any Grade 11 university or university/college preparation course in science, or any Grade 11 or 12 open course in health and physical education This course focuses on the study of human movement and of systems, factors, and principles involved in human development. Students will learn about the effects of physical activity on health and performance, the evolution of physical activity and sport, and the factors that influence an individual’s participation in physical activity. The course prepares students for university programs in physical education, kinesiology, health sciences, health studies, recreation, and sports administration

COURSE DESCRIPTIONS

Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well being is affected by, and affects, the world around them Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively.

Healthy Active Living Education, Grade 11, Open PPL3OPrerequisite: None This course enables students to further develop the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities and exposure to a broader range of activity settings, students enhance their movement competence, personal fitness, and confidence.

Introductory Kinesiology, Grade 12, University Preparation Prerequisite:PSK4U

None This course enables students to further develop the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities and exposure to a broader range of activity settings, students enhance their movement competence, personal fitness, and confidence.

Healthy Active Living Education, Grade 9, Open PPL1OPrerequisite: None This course equips students with the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively.

None This course enables students to further develop the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living.

Students also acquire an understanding of the factors and skills that contribute to heal thy development and learn how their own well being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively.

Healthy Living and Personal and Fitness Activities, Grade 11, Open Prerequisite:PAF3O

Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively.

HEALTH and PHYSICAL EDUCATION

Healthy Active Living Education, Grade 10, Open Prerequisite:PPL2O

Recreation and Healthy Active Living Leadership, Grade 12, University/College Prerequisite:PLF4M Any health and physical education course

This course enables students to explore the benefits of lifelong participation in active recreation and healthy leisure and to develop the leadership and coordinating skills needed to plan, organize, and safely implement recreational events and other activities related to healthy, active living. Students will also learn how to promote the benefits of healthy, active living to others through mentoring and assisting them in making informed decisions that enhance their well being. The course will prepare students for university programs in physical education and health and kinesiology and for college and university programs in recreation and leisure management, fitness and health promotion, and fitness leadership. This course is offered through the SAC Leadership Program.

Healthy Living and Personal and Fitness Activities, Grade 12, Open Prerequisite:PAF4O

None This course enables students to further develop the knowledge and skills they need to make healthy choices. It places special emphasis on how students can maintain the habits of healthy, active living throughout their lives as they make the transition to adulthood and independent living. Through participation in a wide range of physical activities in a variety of settings, students can enhance their movement competence, personal fitness, and confidence. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively.

Healthy Living and Large Group Activities, Grade 11, Open Prerequisite:PAL3O

Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively.

Prerequisite:MCR3U

None This course enables students consolidate and continue to develop an understanding of mathematical concepts related to number sense and operations, algebra, measurement, geometry, data, probability, and financial literacy. Students will use mathematical processes, mathematical modelling, and coding to make sense of the mathematics they are learning and to apply their understanding to culturally responsive and relevant real world situations. Students will continue to enhance their mathematical reasoning skills, including proportional reasoning, spatial reasoning, and algebraic reasoning, as they solve problems and communicate their thinking.

This course introduces basic features of the function by extending students’ experiences with quadratic relations. It focuses on quadratic, trigonometric, and exponential functions and their use in modeling real world situations. Students will represent functions numerically, graphically, and algebraically; simplify expressions; solve equations; and solve problems relating to applications. Students will reason mathematically and communicate their thinking as they solve multi step problems. Successful completion of MCF3M Functions and Applications will prepare students for Mathematics of Data Management, MDM4U. Functions, Grade 11, University Preparation

Functions and Applications, Grade 11, University/College Preparation

Principles of Mathematics, Grade 10, Academic

Advanced Functions, Grade 12, University Preparation

PrerequisiteMCF3M

: Principles of Mathematics, Grade 10, Academic, or Foundations of Mathematics Grade 10, Applied

54 COURSE DESCRIPTIONS MATHEMATICS Mathematics, Grade 9, De streamed

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

Principles of Mathematics, Grade 10, Academic Prerequisite:MPM2D Mathematics, Grade 9, Academic or Applied

This course introduces the mathematical concept of the function by extending students’ experiences with linear and quadratic relations. Students will investigate properties of discrete and continuous functions, including trigonometric and exponential functions; represent functions numerically, algebraically, and graphically; solve problems involving applications of functions; investigate inverse functions; and develop facility in determining equivalent algebraic expressions. Students will reason mathematically and communicate their thinking as they solve multi step problems.

Prerequisite:MHF4U Functions, Grade 11, University Preparation, or Mathematics for College Technology, Grade 12, College Preparation

Note: The Advanced Functions course must be taken prior to or concurrently with Calculus and Vectors (MCV4U). This course extends students’ experience with functions. Students will investigate the properties of polynomial, rational, logarithmic, and trigonometric functions; develop techniques for combining functions; broaden their understanding of rates of change; and develop facility in applying these concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended both for students taking the Calculus and Vectors course as a prerequisite for a university program and for those wishing to consolidate their understanding of mathematics before proceeding to any one of a variety of university programs.

Prerequisite:MTH1W

MCV Prerequisite:4U Grade 12 Advanced Functions MHF4U, University Preparation, must be taken prior to or concurrently with Calculus and Vectors

Calculus and Vectors, Grade 12, University Preparation

This course will help students develop and consolidate the skills required for and knowledge of different subjects and disciplines to solve problems, make decisions, create personal meaning, and present findings beyond the scope of a single subject or discipline. Students will apply the principles and processes for inquiry and research to effectively use a range of print, electronic, and mass media resources; to analyse historical innovations and exemplary research; and to investigate real life situations and career opportunities in interdisciplinary endeavours. They will also assess their own cognitive and affective strategies, apply general skills in both familiar and new contexts, create innovative products, and communicate new knowledge. This course combines the expectations for Interdisciplinary Studies, Grade 12, University Preparation with selected expectations from two or more other courses (e.g., Analysing Current Economic Issues, Grade 12, University Preparation; Calculus and Vectors, Grade 12, University Preparation; Physics, Grade 12, University ThisPreparation).package of courses is primarily concerned with developing the students’ understanding of the concepts of calculus, exploring the relationship between mathematics, science, and business, and providing experience with its methods and applications. The course emphasizes a multi representational approach to calculus, with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. The connections among these representations are also important. As an interdisciplinary course, among the many applications of calculus to other disciplines two are considered: physics and economics. In physics, the concepts of work, rectilinear and uniformly accelerated motion, fluid force and fluid pressure, all central to the study of physics, are examined using calculus techniques. In economics, evaluating economic information to determine minimum or maximum values such as the greatest profit, least cost, and least time are determined using calculus strategies, as well as the notion of exponential growth, marginal revenue, cost and profit. Many more physics and economics concepts are integrated throughout the course. Broad concepts and widely applicable methods are emphasized. The focus of the course is neither manipulation nor memorization of an extensive taxonomy of functions, curves, theorems, or problem types. Thus, although facility with manipulation and computational competence are important outcomes, they are not the sole purpose of the course.

AP IDC4UPCalculusRecommended preparation: Calculus and Vectors, Grade 12 University Preparation and Advanced Functions, Grade 12, University Preparation

Technology should be used regularly by students and teachers to reinforce the relationships among the multiple representations of functions, to confirm written work, to implement experimentation, and to assist in interpreting Throughresults. the use of the unifying themes of derivatives, integrals, limits, approximation, and applications and modeling, the course becomes a cohesive whole rather than a collection of unrelated topics.

This course builds on students’ previous experience with functions and their developing understanding of rates of change. Students will solve problems involving geometric and algebraic representations of vectors and representations of lines and planes in three dimensional space; broaden their understanding of rates of change to include the derivatives of polynomial, sinusoidal, exponential, rational, and radical functions; and apply these concepts and skills to the modeling of real world relationships. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended for students who choose to pursue careers in fields such as science, engineering, economics, and some areas of business, including those students who will be required to take a university level calculus, linear algebra, or physics course.

This course covers all of the curriculum content of MCR3U and MHF4U (see each course individually, above, for their full description). This course can be taken as a prerequisite (not corequisite) for MCV4U.

Functions & Advanced Functions, Grade 11, University Preparation

Prerequisite:MAX34 Principles of Mathematics, Grade 10, Academic

This course will be taught in conjunction with the College Board’s Advanced Placement curriculum

Prerequisite:MDM4U

This course broadens students’ understanding of mathematics as it relates to managing data. Students will apply methods for organizing and analyzing large amounts of information; solve problems involving probability and statistics; and carry out a culminating investigation that integrates statistical concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. Students planning to enter university programs in business, the social sciences, and the humanities will find this course of particular interest. Topics to be studied include tools for data management; statistics of one variable; statistics of two variables; permutations and organized counting; combinations and the binomial theorem; introduction to probability; probability distributions; the normal distribution.

AP Mathematics of Data Management, Grade 12, University Preparation

Functions, Grade 11, University Preparation, or Functions and Applications, Grade 11, University/College Preparation

Data IDC4UScienceeRecommended preparation: Any Grade 12 University or University/College Preparation course

56 Mathematics of Data Management, Grade 12, University Preparation

ii) Planning a Study (Deciding what and how to measure: data must be collected according to a well developed plan if valid information on a conjecture is to be obtained)

OSS Equivalence: This course is cross listed with MDM4U. Thus, this course will appear as MDM4U on the Ontario Student Transcript. Students must take either MDM4U OR MDM4UP, but not both.

Recommended preparation: Advanced Functions and Calculus and Vectors, Grade 12, University Preparation

i) Exploring Data (Observing patterns and departures from patterns using graphical and numerical techniques)

MDM4UPPrerequisite: Functions, Grade 11, University Preparation

This course will be taught in conjunction with the College Board’s Advanced Placement curriculum

AP Statistics is a university level course focussing on four main themes:

iii) Anticipating Patterns (Producing models using probability and simulation: anticipating what the distribution of data should look like under a given model)

iv) Statistical Inference (Confirming models, including a statement in probability language of how confident one can be about the selection) Students will employ a variety of resources including, T1 84 programs, Fathom statistical software, review sheets; on line applets, on line quizzes, Excel, and free response questions from previous AP Statistics exams.

57 COURSE SCIENCEDESCRIPTIONS

Environmental Science, Grade 11, University/College Preparation

This online course develops students’ understanding of Earth and its place in the universe. Students will investigate the properties of and forces in the universe and solar system and analyse techniques scientists use to generate knowledge about them. Students will closely examine the materials of Earth, its internal and surficial processes, and its geological history, and will learn how Earth’s systems interact and how they have changed over time. Throughout the course, students will learn how these forces, processes, and materials affect their daily lives. The course draws on biology, chemistry, physics, and mathematics in its consideration of geological and astronomical processes that can be observed directly or inferred from other evidence.

SNC1WPrerequisite: None This course enables students to develop their understanding of concepts related to biology, chemistry, physics, and Earth and space science, and to relate science to technology, society, and the environment. Throughout the course, students will develop and refine their STEM skills as they use scientific research, scientific experimentation, and engineering design processes to investigate concepts and apply their knowledge in situations that are relevant to their lives and communities. Students will continue to develop transferable skills as they become scientifically literate global citizens.

Prerequisite:SVN3M Science, Grade 10, Academic This course provides students with the fundamental knowledge of, and skills relating to, environmental science that will help them succeed in life after secondary school. Students will explore a range of topics, including the role of science in addressing contemporary environmental challenges; the impact of the environment on human health; sustainable agriculture and forestry; the reduction and management of waste; and the conservation of energy. Students will increase their scientific and environmental literacy and examine the interrelationships between science, the environment, and society in a variety of areas.

Earth and Space Science, Grade 12, University Preparation

Prerequisite:SES4Ue Science, Grade 10, Academic

Science, Grade 10, Academic Prerequisite:SNC2D Science, Grade 9, Academic This course enables students to enhance their understanding of concepts in biology, chemistry, earth and space science, and physics, and of the interrelationships between science, technology, society, and the environment. Students are also given opportunities to further develop their scientific investigation skills. Students will plan and conduct investigations and develop their understanding of scientific theories related to the connections between cells and systems in animals and plants; chemical reactions, with a particular focus on acid base reactions; forces that affect climate and climate change; and the interaction of light and matter.

GENERAL SCIENCE Science, Grade 9, De streamed

Prerequisite:SBI4UP Biology, Grade 11, University Preparation

Biology, Grade 12, University Preparation

This course will be taught in conjunction with the College Board’s Advanced Placement curriculum

This course provides students with the opportunity for in depth study of the concepts and processes associated with biological systems. Students will study theory and conduct investigations in the areas of biochemistry, metabolic processes, molecular genetics, homeostasis, evolution, and population dynamics. Emphasis will be placed on the achievement of the detailed knowledge and refined skills needed for further study in various branches of the life sciences and related fields.

58 BIOLOGY Biology, Grade 11, University Preparation

Prerequisite:SBI3U Science, Grade 10, Academic

This course furthers students’ understanding of the processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biodiversity; evolution; genetic processes; the structure and function of animals; and the anatomy, growth, and function of plants. The course focuses on the theoretical aspects of the topics under study, and helps students refine skills related to scientific investigation.

PrerequisiSCH4Ute: Chemistry, Grade 11, University Preparation

AP Chemistry, Grade 12, University Preparation

Prerequisite:SCH4UP AP Chemistry, Grade 11, University Preparation

This course enables students to deepen their understanding of chemistry through the study of the properties of chemicals and chemical bonds; chemical reactions and quantitative relationships in those reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases. Students will further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as well as the impact of some common chemical reactions on society and the environment.

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

AP Chemistry, Grade 11, University Preparation

Prerequisite:SCH3UP Science, Grade 10, Academic

Prerequisite:SCH3U Science, Grade 10, Academic

CHEMISTRY Chemistry, Grade 11, University Preparation

St. Andrew’s College Entrance Requirement: Recommended minimum average in most recently completed Science course (SCH3U/P) >85%) and, in the opinion of the teacher(s) has demonstrated motivation, conscientiousness, resilience, effective time management, the ability to prioritize, and the capacity to learn independently.

This course will be taught in conjunction with the College Board’s Advanced Placement curriculum

SAC Recommended preparation: Greater than or equal to 70% in SCH3U. This course enables students to deepen their understanding of chemistry through the study of organic chemistry, the structure and properties of matter, energy changes and rates of reaction, equilibrium in chemical systems, and electrochemistry. Students will further develop their problem solving and investigation skills as they investigate chemical processes and will refine their ability to communicate scientific information. Emphasis will be placed on the importance of chemistry in everyday life and on evaluating the impact of chemical technology on the environment.

This course will be taught in conjunction with the College Board’s Advanced Placement curriculum

St. Andrew’s College Entrance Requirement: Recommended minimum average in most recently completed Science course (SNC2D) is >85%, and, in the opinion of the teacher(s) has demonstrated motivation, conscientiousness, resilience, effective time management, the ability to prioritize, and the capacity to learn independently Chemistry, Grade 12, University Preparation

Physics, Grade 12, University Preparation

Prerequisite:SPH4U Physics, Grade 11, University Preparation

PHYSICS Physics, Grade 11, University Preparation

Recommended preparation: Greater than or equal to 70% in MCR3U

This course enables students to deepen their understanding of physics concepts and theories. Students will continue their exploration of energy transformations and the forces that affect motion, and will investigate electrical, gravitational, and magnetic fields and electromagnetic radiation. Students will also explore the wave nature of light, quantum mechanics, and special relativity. They will further develop their scientific investigation skills, learning, for example, how to analyse, qualitatively and quantitatively, data related to a variety of physics concepts and principles. Students will also consider the impact of technological applications of physics on society and the environment.

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

Prerequisite:SPH3U Science, Grade 10, Academic

AP CAPSTONE PROGRAM

Prerequisite:HSB4UP

AP Capstone: Research Course: Grade 12, University Preparation

This course will be taught in conjunction with the College Board’s Advanced Placement curriculum

COURSE DESCRIPTIONS

Please note: the AP Capstone Program is a selective admission program with limited enrolment. Students apply for this program in their Grade 10 year. Both the Seminar and Research courses are Grade 12 credits Challenge and Change in Society: AP Seminar Course: Grade 12, University Preparation

Over a period of two years, students engage in collaborative learning to develop critical thinking, analytical, research, problem solving, and communication skills through interdisciplinary learning with a variety of teachers. This challenging program allows students to immerse themselves in topics that matter, allowing them to deepen their passion for learning, gain confidence in their academic skills, and amass a broader perspective on the world around them.

Any university or university/college preparation course in social sciences and humanities, English, or Canadian and world studies This course will be taught in conjunction with the College Board’s Advanced Placement curriculum This course focuses on the use of social science theories, perspectives, and methodologies to investigate and explain shifts in knowledge, attitudes, beliefs, and behaviour and their impact on society. Students will critically analyse how and why cultural, social, and behavioural patterns change over time. They will explore the ideas of social theorists and use those ideas to analyse causes of and responses to challenges such as technological change, deviance, and global inequalities. Students will explore ways in which social science research methods can be used to study social change In the Seminar Course taken in Grade 11, students will develop and strengthen their analytical and inquiry skills. They will explore, consider, and discuss real world topics from many different perspectives while developing their personal opinions, communicating effective arguments, and presenting a collaboratively researched project. This course aims to prepare students to evaluate and analyze information and communicate evidence based arguments at a university level.

Prerequisite:IDP4UP HSB4UP, ENG3UP

SOCIAL SCIENCES and HUMANITIES

The AP Capstone program combines the exploration of themes and ideas through dialogue with research and writing.

This course enables students to acquire an understanding of the nature of philosophy and philosophical reasoning skills and to develop and apply their knowledge and skills while exploring specialized branches of philosophy (the course will cover at least three of the following branches: metaphysics, ethics, epistemology, philosophy of science, social and political philosophy, and aesthetics). Students will develop critical thinking and philosophical reasoning skills as they formulate and evaluate arguments related to a variety of philosophical questions and theories. They will also develop research and inquiry skills related to the study and practice of philosophy.

Introduction to Anthropology, Psychology, and Sociology Online Course, Grade 11, University/College Preparation

Philosophy: The Big Questions, Grade 11, Open Prerequisite:HZB3M

Any university or university/college preparation course in Social Sciences and Humanities, English or Canadian and World Studies

Philosophy: Questions and Theories, Grade 12, University Preparation

Issues in Human Growth and Development, Grade 12, University/College Preparation

: Any university or university/college course in Social Sciences and Humanities, English, or Canadian and World Studies

Any university, university/college, or college preparation course in social sciences and humanities, English, or Canadian and world studies

This online course focuses on the use of social science theories, perspectives, and methodologies to investigate and explain shifts in knowledge, attitudes, beliefs, and behaviour and their impact on society. Students will critically analyse how and why cultural, social, and behavioural patterns change over time. They will explore the ideas of social theorists and use those ideas to analyse causes of and responses to challenges such as technological change, deviance, and global inequalities. Students will explore ways in which social science research methods can be used to study social change.

Prerequisite:HHG4Me

This online course offers a multidisciplinary approach to the study of human development throughout the life cycle, with particular emphasis on enhancing growth and development. Students will examine how early brain and child development are linked to lifelong learning, health, and well being, and will develop child care and human relationship skills through practical experience in a community setting. This course also refines students’ skills used in researching and investigating issues related to human growth and development.

PrerequisiteHZT4U

The Grade 10 academic course in English or the Grade 10 academic history course (Canadian and world studies) This online course provides students with opportunities to think critically about theories, questions, and issues related to anthropology, psychology, and sociology. Students will develop an understanding of the approaches and research methods used by social scientists. They will be given opportunities to explore theories from a variety of perspectives, to conduct social science research, and to become familiar with current thinking on a range of issues within the three disciplines.

Challenge and Change in Society Online Course Grade 12, University/College Preparation

Prerequisite:HSP3Ue

None This course encourages exploration of philosophy’s big questions, such as: What is a meaningful life? What separates right from wrong? What constitutes knowledge? What makes something beautiful? What is a just society? Students will develop critical thinking and philosophical reasoning skills as they identify and analyse the responses of philosophers to the big questions and formulate their own response to them. Students will explore the relevance of philosophical questions to society and to their everyday life. They will develop research and inquiry skills as they investigate various topics in philosophy.

Prerequisite:HSB4Ue

GENERAL SOCIAL SCIENCES

Formally, this course examines communications technology from a media perspective. Students will develop knowledge and skills as they design media projects in the area of five, recorded, and graphic communications. These areas may include TV, video, and movie production, radio, and audio production, print and graphic communications, photography, digital imaging, broadcast journalism, and interactive new media. Students will also develop an awareness of related and societal issues and will explore college and university programs and career opportunities in the various communications technology fields.

TECHNOLOGICAL EDUCATION

63 COURSE DESCRIPTIONS

Technological Design, Grade 10, Offered in Grade 9, Open Prerequisite:TDJ2O

None Note: This course is taken concurrently with FEF1D This course provides students with opportunities to apply a design process to meet a variety of technological challenges. Students will research projects, create designs, build models and/or prototypes, and assess products and/or processes using appropriate tools, techniques, and strategies. Student projects may include designs for homes, vehicles, bridges, robotic arms, clothing, or other products. Students will develop awareness of environmental and societal issues related to technological design and will learn about secondary and postsecondary education and training leading to careers in the field. Communications Technology (Graphic Arts), Grade 10, Open TGJ2OPrerequisite: None This course introduces students to communications technology from a media perspective. Students will work in the areas of TV/video and movie production, radio, and audio production, print and graphic communications, photography, and interactive new media and animation. Student projects may include computer based activities such as creating videos, editing photos, working with audio, cartooning, developing animations, and designing web pages. Students will also develop an awareness of environmental and societal issues related to communications technology and will explore secondary and postsecondary education and training pathways and career opportunities in the various communications technology fields.

Broadcast Journalism, Grade 11, Open and Grade 12 University/College Preparation TGJ3OB Prerequisite:/TGJ4MBNone / TGJ3OB There is an application process for this combined course. This course is a new SAC initiative that incorporates project based, applied learning to teach students the values and best practices of broadcast journalism and still photography. Working collaboratively as a team, participating students will generate news content for the SAC community in the form of regular news broadcasts, digital stories, photo essays, and/or short documentary work. Led by two instructors from the English and Media Arts Department, students will work in a combined senior Grade class and develop key 21st century thinking, interpersonal, and leadership skills as they learn the tools of a journalist’s trade: communicating and presenting information clearly and effectively, asking strong questions, analyzing rhetoric, understanding an issue from a variety of perspectives, and synthesizing and evaluating information. This course will not only prepare students to study journalism and/or photography at the post secondary level but will also help students become confident thinkers and active members of their community.

None This course provides students with opportunities to apply a design process to meet a variety of technological challenges. Students will research projects, create designs, build models and/or prototypes, and assess products and/or processes using appropriate tools, techniques, and strategies. Student projects may include designs for homes, vehicles, bridges, robotic arms, clothing, or other products. Students will develop awareness of environmental and societal issues related to technological design and will learn about secondary and postsecondary education and training leading to careers in the field.

Technological Design, Grade 10, Offered in Grade 9, Extended French, Open TDJ2OFPrerequisite:

PrerequisiteTGJ3M: None This course examines communications technology from a media perspective. Students will develop knowledge and skills as they design and produce media projects in the areas of live, recorded, and graphic communications. These areas may include TV, video, and movie production; radio and audio production; print and graphic communications; photography; digital imaging; broadcast journalism; and interactive new media. Students will also develop an awareness of related environmental and societal issues and will explore college and university programs and career opportunities in the various communications technology fields.

This course extends students’ understanding of computer systems and computer interfacing with external devices. Students will assemble computer systems by installing and configuring appropriate hardware and software, and will learn more about fundamental concepts of electronics, robotics, programming, and networks. Students will examine related environmental and societal issues and will explore postsecondary pathways leading to careers in computer technology.

Prerequisite:TEJ4M Computer Engineering Technology Grade 11 University/College Preparation, TEJ3M

Communications Technology (Graphic Arts), Grade 11, University/College Preparation

See individual course descriptions further along the Course Calendar.

Communications Technology: Broadcast and Print Production (Graphic Arts), Grade 11, Open

Prerequisite:TEJ3M None This course examines computer systems and control of external devices

St. Andrew’s College entrance requirement: Introduction to Computer Studies, Grade 10, Open (ISC2O) or Introduction to Computer Science, Grade 11, University Preparation (ICS3U)

Computer Engineering Technology, Grade 12, University/College Preparation

Prerequisite:TGJ3OB None This course enables students to develop knowledge and skills in the areas of graphic communication, printing and publishing, audio and video production, and broadcast journalism. Students will work both independently and as part of a production team to design and produce media products in a project driven environment. Practical projects may include the making of signs, yearbooks, video and/or audio productions, newscasts, and documentaries. Students will also develop an awareness of related environmental and societal issues and will explore secondary and postsecondary education and training pathways and career opportunities in the various communications technology fields. At St. Andrew’s, this course specifically addresses the multi faceted needs of beginning journalism and graphic arts students by introducing them to all phases of yearbook production. Students will demonstrate skills in the specific areas of journalism, including layout and design, photography and publishing. An integral part of this course will be the demonstrable production of newsletters, website and a school yearbook. These class based activities are envisaged as providing students with experience in the actual journalism concerns of interviewing, reporting, meeting deadlines and producing a publication. Students will independently and in teams, in co ordination with the Review/Yearbook Club, create the current year’s Review. Students will also study and master relevant digital software, explore careers, the importance of lifelong learning, and the impact of communications technology on society.

PrerequisiteTGJ4M: Communications Technology, Grade 11, University/College Preparation, TGJ3M

SAC Recommended background: Communications Technology: Broadcast and Print Production Grade 11, Open TGJ3O This course enables students to further develop media knowledge and skills while designing and producing projects in the areas of live, recorded, and graphic communications. Students may work in the areas of TV, video, and movie

Communications Technology (Graphic Arts), Grade 12, University/College Preparation

Computer Engineering Technology, Grade 11, University/College Preparation

Students will assemble computers and small networks by installing and configuring appropriate hardware and software. Students will develop knowledge and skills in electronics, robotics, programming, and networks, and will build systems that use computer programs and interfaces to control and/or respond to external devices Students will develop an awareness of related environmental and societal issues and will learn about college and university programs leading to careers in computer technology.

65 production; radio and audio production; print and graphic communications; photography; digital imaging; broadcast journalism; and interactive new media. Students will also expand their awareness of environmental and societal issues related to communications technology and will investigate career opportunities and challenges in a rapidly changing technological environment.