Grade 10-12 Handbook & Course Selection Guide

Selkirk Secondary School Grade 10-12 Handbook & Course Selection Guide 2013-2014

RMSD#6

Foreword The purpose of this guide is to assist students and their parents in making wise selections when planning courses for the upcoming school year. It is intended that the student should carefully study the information supplied on courses and programs and select those which best fit his or her aims and goals. Before making any selections, two questions should be asked: “Where am I going?” and “What do I need to get there?” There is a wealth of information on careers at Selkirk Secondary School. Whether the student’s goal is direct employment, apprenticeship, university entrance, technical or other post-secondary entrance, the information required is available upon request from the counsellors. Students are expected to plan their programs very carefully. It must be emphasized that the timetable for Selkirk Secondary is not constructed until course selections are completed by the students. These course selections will determine which courses Selkirk will offer. Students must realize that they are making a commitment when they sign up for a course. We will not be able to make program changes in September unless under exceptional circumstances.

Contents Graduation Program Features

3

Technology Education

21-24

Planning / Grad Transitions

4

Mathematics

25-28

Physical Education

29-33

Science

34-36

Selkirk Support Services Selkirk International Program

9

English

10-12

Social Studies

37-38

Fine Arts

13-15

Special Interest

38-46

Drama

16

Theatre Performance

16

Music

17-18

Languages

19-20

Home Economics

2

5-8

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BC GRADUATION PROGRAM Highlights: Grade 10-12 courses count for credits toward graduation (see Grad Requirements Planning form under “Grad Zone” on Selkirk’s website.) School districts can develop courses and programs that respond to local needs. Planning 10 encourages students to explore a range of career options, plan their future and develop skills in areas such as career planning, healthy decision-making, and finances. Students write five Graduation Program Exams: Language Arts 10, Science 10, Mathematics 10, a Social Studies 11 and a Language Arts 12. Other Grade 12 exams are optional, depending on the student’s future and goals.

Students demonstrate their competencies in areas such as career planning, employability skills, information technology.

Graduation Requirements 80 credits over Grades 10, 11 and 12 (20-4 credit courses) 48 required credits:

A Science 11

A Language Arts 10

A Mathematics 10

A Language Arts 11

A Mathematics 11

A Language Arts 12

Physical Education 10

Social Studies 10

Fine Arts or Applied Skills 10, 11, 12 (4 credits)

Social Studies 11 Science 10

Planning 10

4 credits from Graduation Transition Plan (Grade 12)

28 elective credits (equivalent of 7 course)

Minimum of 16 credits at the Grade 12 level, including Language Arts 12. Don’t forget! Post-secondary institutions often require you to complete specific courses to get into certain programs. Careful planning in Grades 10, 11, and 12 will ensure you have all the courses and credits you need.

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Planning 10 The aim of Planning 10 is to enable students to develop the skill they need to become self-directed individuals who set goals, make thoughtful decisions, and take responsibility for pursuing their goals throughout life. Planning 10 provides opportunities for students to:

Plan for successful learning in the Graduation Program Explore a wide range of post-secondary education and career options Think critically about health issues and decisions Develop financial literacy skills related to pursuing their educational and career goals Begin planning for their transition beyond secondary school Planning 10 is divided into four sections: Graduation Program, Education & Careers, Health, and Finance. Throughout this course, students will focus and work on Graduation Transition Plan for graduation. Planning 10 is a core course requirement for graduation.

Graduation Transition Plan The Graduation Transition Plan is mandatory for graduation in British Columbia and is worth 4 credits towards graduation. Each grade 12 student will be registered in this course, although students complete the work on their own, not in a designated block. The course work is available on Selkirk’s website and students will meet with a school advisor a minimum of twice during the school year to ensure that students are on track. Graduation Transition culminates in a 30 minute panel interview in March. Students must complete the following mandatory components. 1. 2. 3. 4. 5. 6. 7. 8. 9.

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A Graduation Transition Plan 100 Hours of Physical Activity 30 Hours of Work or Volunteer Experience A Cover Letter A Resume An Application A Financial Plan A Health Plan A Panel Presentation / Interview

Yearly Alternating Courses @ Selkirk Given the decrease in student enrollment across the province, schools are looking at ways to maintain a wide variety of course offerings. One way to accomplish this is to rotate course offerings each year. To achieve this, Selkirk is offering the following courses, in a yearly rotation (given sufficient student enrolment):

2012/2013

2013/2014

2014/2015

History

Law

History

Social Justice

Psychology

Social Justice 12

X

Geology 12

Geography 12

Note: students interested in any of these courses will have to anticipate any prerequisite courses and plan their timetable accordingly.

SELKIRK STUDENT SERVICES Counselling Services Counsellors at Selkirk Secondary School assist students with a wide variety of personal, educational and career-related concerns. Some examples of service: Personal counselling: for students who are experiencing personal difficulties which interfere with their academic, social, and/or family life. Educational counselling: choosing appropriate courses and making educational plans; information on graduation requirements; identifying post-secondary education and training requirements. Career counselling: helps students explore their own interests, abilities, and strengths; assists with setting career goals; helps with planning strategies to reach career goals.

Information and referral services: accesses current selection of university and college calendars, apprenticeship program brochures and other materials; provides information on financial assistance and loans, scholarships and bursaries; provides

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referrals and services with community agencies, educational institutions, government agencies, and the business community. It is our hope that through the resources available in the Counselling Department, students will be better informed and able to make appropriate decisions for themselves now and in the future. Parents are invited to discuss any matter of concern by calling Jeff Pew at (250) 427-4827.

Learning Assistance Services Student services offer a variety of support services to help ensure students’ success at Selkirk. Extra help is readily available to all students in most subject areas during lunch Monday to Thursday. The classroom is open for students to work before classes begin. In class assistance is provided for students where appropriate. In consultation with parents, counsellor and student support teacher, students may receive a learning assistance or study block built into their timetable to address learning needs or academic requirements. As well, we offer study sessions prior to exams, accommodate special needs for test writing, and a quiet environment for students to work. For more information, please feel free to contact Lynne Cox at 427-4827.

Community LINK (Learning Includes Nutrition and Knowledge) In addition to counseling services, we have a Community LINK (Learning Includes Nutrition and Knowledge) support worker. The support worker works closely with the counselors, teachers, administrators, parents and community agencies to liaise and support students in a variety of ways. Monitoring student attendance to help ensure academic success is done by the Community LINK support worker. Another component of this position is the operation of the Breakfast Program. Breakfast for Learning BC is a non-profit organization that directly supports breakfast programs in schools; Selkirk Secondary has been funded through this program for the past six years. For more information please feel free to contact Robyn Wayling at 250 427-4827.

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Aboriginal Education The Selkirk Aboriginal program is based on the Aboriginal Enhancement Agreement for SD6. It has three main focal points.

Academic Support: Monitoring Aboriginal or Native ancestry students’ classroom progress and absences. Visiting classrooms. Acting as a liaison between teachers and students, as well as parents and teachers. Keeping parents in the loop through phone calls and meetings. Assisting struggling students by connecting them with school or community resources (ie. Counsellors, Special Education Assistants, Learning Assistance, Set BC) Encourage and support Aboriginal students to graduate from high school. Providing Native students with scholarship opportunities for post secondary- as well as exploring Métis Membership and Aboriginal Status routes for financial assistance for those who are eligible.

Social/Personal Support Provide a listening ear /refer students to the school counselors Explore the social factors that may be underlying certain learning behaviours through partnerships with students, teachers and parents (ie. Has the student eaten? What’s going on at home? Is the student sick? etc.)

Cultural Support Honouring and promoting diverse Aboriginal cultures as well as traditional teachings from Elders & other community members as an important part of learning for all Selkirk students. (mainly through speakers in classroom setting/ interpretive centre visits) Assisting in the Métis or Aboriginal Status applications Explore with individual aboriginal students their Nation/Band (upon request). For more information, please feel free to contact Rhonda Haws at 250-427-4827.

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LIBRARY Selkirk’s library offers students access to a wide variety of reference and recreational reading materials including books, magazines, newspapers and videos. The main collection is supplemented by internet access to a wide variety of quality online databases, encyclopedias, and other educational content.

Students have access to library computers and laptops for schoolwork throughout the day. The librarian helps students search for information and is able to provide some technical support as well.

During regular class hours, the library is a place where students can research, do school work or simply read in a quiet environment. The library is also open before classes start and during lunchtime for recreational activities and it is heavily used by students during these times. Library hours are 8:20 a.m. to 3:30 p.m. daily, and often longer on request.

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INTERNATIONAL PROGRAM International education has been part of the Selkirk experience for Kimberley and area students since the 1980s. Over the past 25+ years, hundreds of students from dozens of countries have had the opportunity to participate in this great program. Last year, Selkirk welcomed over 50 students from Japan, Spain, Korea, Mexico, Germany, Norway, Taiwan, Austria, Chile, Costa Rica, Switzerland, Brazil, Guatemala, and Italy for time periods ranging from one month to the entire school year.

The Rocky Mountain International Student Program provides students from around the world with the unique opportunity to live and learn in British Columbia. The program is designed to maximize the study abroad experience by fostering friendships between Canadian and international students. This focus benefits Canadian students as much as international ones by exposing them to new cultures, languages, and learning styles. The result is a multidimensional international experience that benefits everyone involved. In a world that is rapidly shrinking, Selkirk and School District No. 6 remain at the forefront of programming designed to prepare students for a future that will only be as positive and productive as the people who will shape it.

For more information on the program including how to become a host family, please visit www.RMinternational.ca or call Mark Davies, Selkirk Homestay Coordinator, at (250) 4325904. You can find the program on Facebook at facebook.com/rmisp and you can follow it on Twitter at twitter.com/rmisp.

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ENGLISH

English 12

Communications 12

English 11

Communications 11

Creative Writing

English 10

English 10

Prerequisite: English 9

Goals: ∙ to develop competency in the use of basic skills to attain a level of functional literacy. ∙ to apply improved basic skills in more sophisticated communication activities.

Novels, short stories, poetry, as well as drama, are studied in the literature section of the course. Effective writing, evaluating written work, as well as speaking and listening skills, are emphasized in the language section of the course. NOTE: There is a province-wide final exam in English 10 worth 20% of the final mark Grades 11 & 12 In order to achieve accurate and effective communication, several aspects are addressed: verbal reasoning, reading, writing, listening, speaking, viewing, and representing. Recognizing that students do not master these skills at the same rate or to the same degree, two levels of English courses have been set up at grades 11 and 12 to meet the English Language requirement: Grade 11: English 11 (Academic); Communications 11 (meets Language Arts graduation requirement) Grade 12: English 12 (Academic); Communications 12 (meets Language Arts graduation requirement)

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English instruction at all levels at Selkirk involves a progression from each student’s initial level of competence to a more sophisticated response to language in all its forms. The overall objective of English instruction at Selkirk is to provide programs designed to meet the needs and abilities of all students. If you desire further clarification of any information contained in this outline, please feel free to contact the school (427-4827) to arrange an interview with any member of the English Department.

Communications 11

Prerequisite: English 10

Communications 12

Prerequisite: Communications 11 or English 11

Communications 11 and 12 have been designed for Grade 11 and 12 students with a lower range of reading and writing abilities. The major focus of the course is to provide a core of skills which can be applied in a number of personal and work situations. Communications 11 and 12 concentrate on skills and processes, rather than content. NOTE: Final exam in Communications 11 accounts for 20% of mark. Students must write a provincial exam in Communications 12 which accounts for 40% of their final mark.

English 11

Prerequisite: English 10 or Communications 11

The goal of this program is to develop an appreciation of literature through analysis, evaluation and comprehension. This course will also prepare students for success in English 12. There is a much greater emphasis on critical analysis of level-appropriate literature than in Communications 11. Literacy skill development will focus on reading and writing. Various selections will be presented for students to meet minimal requirements to demonstrate more implicit understanding of text and author intent, such as, novels, short stories, plays, essays, poetry and multi-media. Students will be expected to complete responses that reflect their reading comprehension and awareness of literary devices used by authors. Minimal requirements for communication will include multi-paragraphed compositions, poetry, and multi-media. Assessment is based on BC Provincial Standards for Senior Secondary English. Grade-wide final examination: 20% of student’s final mark.

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English 12

Prerequisite: English 11

The goal of this course is to reinforce analysis, appreciation and evaluation of various forms of literature. It is recommended for students planning to pursue post-secondary education. The minimum requirements of English 12 for literary skills include a critical study of a variety of the major literary forms, including novels, a three act play, poems, a variety of formal/informal essays, and short stories. The minimum requirements for language skills include: 1.

Written assignments: essays (400 - 700 words), plus a variety of other short assignments.

2. Oral assignments minimum: Class discussion, oral reports (individual or group presentations and debates). Note 1: Students must write a provincial exam in this course which accounts for 40% of their final mark.

Creative Writing 12

Prerequisite: English 10 or 11

Creative Writing 12 exposes students to various genres of writing (primarily the short story & poetry) and encourages students to express themselves in as many styles as possible. The focus will be primarily on creativity and the development of editorial skills. The successful student in this course will be one who enjoys writing and is open to sharing his/her work for discussion and critique by others. Writing topics will be developed individually by each student.

Note: Creative Writing 12 is not a substitute for English 12; however it is a Ministry Authorized course. Students who wish to take two years of Creative Writing 12 can receive credit for Writing 12 and Creative Writing 12 both of which can count towards the 16 credits of grade 12 courses required for Graduation.

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FINE ARTS Art Art is about looking at and reflecting upon our visual surroundings and representing what is seen, felt, thought or imagined. Students should not get the idea that they necessarily need “artistic talent” to take an Art course. Important creative skills can be taught and learned. The following Art courses give students an opportunity to acquire artistic skills and concepts. It is highly recommended that students with an interest in Visual Art take Art 9, Art 10 and Art Foundations 11 in order to spend time developing their general skills. Art 9, Art 10 and Art Foundations 11 do not have prerequisites; however, Art Foundations 11 is a prerequisite for Art Foundations 12. Students will be placed in Art 9, Art 10 or Art Foundations 11 according to their grade level, and may only take higher level courses by special permission. It is advised that students seeking to enter post-secondary institutes elect to take a full program of art studies including Art Foundations 11, Art Foundations 12, and SADP 12 (Studio Art Drawing & Painting). Students must supply their own pencils and brand inking pens.

Art 10

Prerequisite:

None

Develops skills learned in Art 9: design, sculpture, clay, printmaking, drawing, computer illustration and painting. Students continue to develop a wide array of skills and understandings while working with the elements and principles of Art and Design. Specific techniques are taught to develop students’ skill in handling a variety of media: pencil, paint, printing inks, clay, construction materials, etc. Students develop an understanding of: the elements of line, tone, colour, shape and form the principles of balance, harmony and contrast; and develops an appreciation of art as expression. Students can take Art 10 without the prerequisite of Art 9.

Art Foundations 11

Prerequisite: None

Art Foundations 11 extends the learning gained in Art 9 and 10. Greater depth and sensitivity are stressed when using different media. If students have not taken Art 10, Art Foundations 11 will give them all the necessary instruction to succeed at this level. Pencil techniques, clay, silkscreen, design, painting techniques, and Art criticism are explored.

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Art Foundations 12

Prerequisite: Art

Foundations 11 Students, in consultation with the teacher, will develop a program of study which best suits his/her special interests. Some students may choose to specialize in one area (i.e. drawing) and others may wish to continue with a more generalized program. All students taking Art Foundations 12 should be self-directed and highly motivated. There will be an emphasis on self-criticism and a growth of personal ideas and skills. Art projects will be evaluated on craftsmanship, use of stylistic elements, originality and forcefulness of ideas, and success in working method.

Studio Arts: Drawing and Painting 12 (SADP)

Prerequisite: Art 11 or 12 Studio Arts 12 provides opportunities for students to engage in a focused and in-depth study in a particular visual expression area. Students engage in the study of image development, context, and elements and principles of design while developing knowledge and skills in relation to the materials, process, and technologies particular to the chosen visual expression area. Students may prepare a portfolio of art work to meet the entry requirements of post-secondary art schools.

Yearbook 11:

Prerequisite: None Yearbook 11 is available to students in grades 11 or 12. Students are responsible for the production of the school yearbook. They will develop skills in digital photography, page layout, and book design. Group work skills, suitable for today’s job market are developed. A few grade 9 or 10 students may apply each year.

Yearbook 12:

Prerequisite: Yearbook 11

Yearbook 12 is available to students who have completed Yearbook 11 and who want to assume a leadership role in the creation of the yearbook. As an extension to skills developed in Yearbook 11, students will develop managerial skills; taking the responsibility (s) of Editor, Photography Editor, Layout & Design Editor, or Copy Editor, helping and organizing small and large groups of students who do not have prior experience creating a yearbook and working closely with the advisor and publisher’s representative.

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Digital Media 11 (ICT: DM11) Introduction to Information and Communications Technology: Digital Media Foundations 11 is a fourcredit Applied Skills course offered to students in Grades 11 and 12. Grade 10 students may enroll with the teacher’s permission. The course consists of five modules: 1. Illustration - Working with Fonts - Making original “line-art” illustrations. 2. Animation

- Making computerized motion.

3. Digital Photography - Manipulating digital images. 4. Desktop Publishing

- Designing column page layouts. - Incorporating text and graphics into a highly readable page.

5. Web Design

- Creating a web site.

Digital Media 12 (ICT: DM12)

Prerequisite: ICT: DM 11 (teacher permission)

Information and Communications Technology: Digital Media Foundations 12 is a four-credit Applied Skills course offered to students who have completed ICTM 11 and who want more advanced challenges in the field of digital media. It is especially of interest to those students who may wish to pursue careers in video production or animation. The course consists of three modules: 1. Desktop Digital Video - Capturing and Editing Video for a variety of purposes. 2. Traditional and Computer Animation - Creating characters, storyboards and motion. 3. 3D Illustration - Computerized design in three dimensions.

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DRAMA Drama 10

Prerequisite:

None

This course is a broad approach to drama in which students are introduced to and given practice in the numerous skills and disciplines which permit them to communicate effectively. Exercises and activities are specifically designed to improve voice and speech, mime and movement. Improvised scenes (unscripted dialogue) involving the playing of many characters and situations are assigned to improve concentration, imagination and awareness of self and others. Genuine interest and commitment to drama is essential. Opportunity will be given for each student to act two short scenes from a scripted play.

Theatre Performance 11: Acting Prerequisite: None This course is designed to broaden and refine the skills gained in Acting 10, so students can cope with more challenging, sophisticated material, including the close analysis of scripted plays. Grade 11 and 12 students who develop an interest in drama late in their school career are very welcome, providing they have a genuine interest and are willing to work hard on the mastery of basic skills. Exercises and activities designed to improve voice, speech, mime, and movement will be included. Opportunities will be provided for improvisation and unscripted dialogue leading to scripted drama. Every student will be expected to work on and present scenes from well-known plays with direction from the teacher, and also be prepared to present a scene with student direction. EVALUATION: Students will be assessed 25% on day-to-day participation, 25% on acting assignments, 25% for work on the play presentation and 25% on written work (which involves a few written assignments and one major essay.) Students will be encouraged to evaluate their own work and that of others in the class. This will form a vital part of the total evaluation process. RECOMMENDED EXTRA TIME: Some time outside class is needed to learn scripts or rehearse scenes. Rehearsal times will be arranged with the instructor.

Theatre Performance 12: Acting

Prerequisite: Acting 11

This course is designed to build on drama skills developed in Acting 11 so that the student can tackle advanced play scripts. Every student will be expected to present a number of scenes from well-known plays, some of which will be directed by students and some by the teacher. Students will present numerous scenes and skills before student audiences, and also a one-act play before an adult audience. Students will also be required to assist as stage crew for other productions in areas such as lighting, costuming and make-up.

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Academic work includes a study of acting techniques and numerous playwrights. There will also be visits to theatrical performances where available. EVALUATION: Students will be assessed 25% on day-to-day participation, 25% on acting assignments, 25% for work on the play presentation, and 25% for written work. Students will be encouraged to evaluate their own work and that of others in the class. Recommended Extr a Time: Some time outside class is needed to learn scripts or rehearse scenes. Rehearsal times will be arranged with the instructor.

MUSIC General Notes On The Music Program: Students who use school instruments will be required to pay a deposit of $50.00, which will be returned upon the return of the instrument, in good condition, at the end of the year. Students in Band will also be required to pay $100 annually in maintenance fees. These fees are paid directly to an instrument repair company to ensure that our instruments are in excellent condition. With the exception of Guitar, these music courses run all year long. The number of courses offered will depend on enrollment.

Instrument Music 10: Guitar 10 (offered in the timet able) for 2011/2012 A course intended for those with a variety of guitar skills. The course will emphasize introductions to various musical concepts, rehearsal/practice sessions, and performance sessions. In addition, there will be some emphasis on basic musical theory, history and composition. Course Content and Activities Guitar 9-12 will include developing guitar skills (tuning, strumming, chords, finger picking, tablature: reading and using it), learning effective rehearsal/practice techniques, improving critical analysis skills in evaluating each other’s performances and developing basic music theory skills (reading notes, time signatures, note values and rests, keys, chords, musical symbols) Evaluation: Participation 35%, Attendance 20%, Performing 15%, Theory 15% Musical concepts and projects Rehearsal/Practice 50%, Work Habits 20%, Proficiencies 30%

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Band 10-12 The course will emphasize sight-reading and playing skills through the study of basic concert band literature. While performance is a natural learning outcome of music studies there will also be a focus on basic musical theory and history. Band 10-12 will include developing playing skills on your instrument, learning about the history of music and instruments, improving your critical analysis skills in evaluating current popular music and performances, developing personal performance department and furthering your enjoyment of a variety of musical styles.

Choir 10-12 The course will emphasize sight-reading and singing skills through the study of basic concert band literature. While performance is a natural learning outcome of music studies there will also be a focus on basic musical theory and history. Choir 10-12 will include developing singing skills, learning about the history of music, improving your critical analysis skills in evaluating current popular music and performances, developing personal performance manner and furthering your enjoyment of a variety of musical styles.

Instrumental Music 11: Guitar 11/12 (offered in the timetable) for 2011/2012 Students will learn technical competencies such as chord playing, picking and strumming. Basic music theory, writing, and solo/ensemble performance will be developed. This course is intended for the beginner to the intermediate guitar player. Students need to supply their own acoustic guitar - no electric guitars permitted.

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LANGUAGES French A2.2 (FSL 10, Intensive Fr. 10) Prerequisites:

French 9 or Intensive French 9

Description: This course is intended for core French 10 students and Intensive French 10 students who have not yet attained an A2.2 level of French. It is taught using the intensive French strategy of language acquisition which is a communicative approach based on the way a child acquires their maternal language using repetition and modeling. This approach also utilizes SMART learning strategies. A student may pass this course without attaining an overall level of A2.2

French B1.1 (Intensive Fr. 10, FSL 11, FSL 12) Prerequisites: Intensive French 9 with an A2.2 level, Successful completion of French A2.2 (French 10) Description: This course is intended for Intensive French 10 students who have already attained an A2.2 level of French, as well as any grade 11 or 12 student who has successfully completed French A2.2 (grade 10) course. It is taught using the intensive French strategy of language acquisition. A student may pass this course without attaining an overall level of B1.1, and may continue to take it until they have achieved this level. They will receive 4 credits per sitting to a total of 12 credits. (This is the equivalent of taking Fr. 10, 11, 12)

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French B1.2 Prerequisites: Successful completion of French B1.1 with a level of B1.1 Description: This course is intended for Grade 12 students who have already attained a B1.1 level of French. It is a leadership style of course where the student works under the guidance of the teacher in another French course in a student teacher relationship. This course has a maximum number of students per semester and also requires a teacher/counsellor conference and ultimate teacher approval.

Foods & Nutrition 10/11/12

Prerequisite:

None

The goal of Foods & Nutrition 10, 11, 12 is to develop knowledge, skills and attitudes that encourage students to enjoy food and become self-sufficient at preparing meals. Students will have opportunities to:  Practice a wide variety of food preparation techniques  Explore ethnic ingredients and dishes and cultural cuisines  Understand and apply standards of food safety and kitchen safety  Learn a variety of ways to plate and present food  Maximize health benefits of food while planning and preparing meals  Investigate the impact of food choices on others both locally and globally

Fashion & Design 10

Prerequisite:

This course is designed for Grade 10 sewing students who would like to continue challenging their sewing ability and have fun. The annual Textiles Field trip is always a course highlight. Projects include:  Budget Project - students can spend up to $15.00 on pattern, fabric and notions and at the same time, challenge their ability, however supplies are available at the school for each student.  Quillow project - students will learn the basics of quilting.  Waistband project - students could choose a skirt, pants or shorts.  Collar - students could choose a shirt or jacket.  Challenge project - students choose a project which has techniques which challenge them.

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None

Fashion & Design 11

Prerequisite:

Textiles 9/10 recommended

The Textile Studies 11 Course is designed to build on the student’s present sewing skills. Students without prior experience will work at an introductory level. The main focus of Textile Studies 11 is “Wardrobe Planning”. You may select a sporty outfit, a casual outfit or dressy depending on your needs. Students will develop the ability to choose garments with intended use, colour, design, and figure type in mind. A home decor and/or craft challenge projects are included in Textile 11. The annual Textiles Field Trip is always a course highlight.

Fashion & Design 12

Prerequisite:

Textiles 11

This course is designed for the keen student with interest in advancing their sewing techniques. There are 3 options for Textiles 12: (1) The traditional tailoring: projects suitable for this course would be a coat, suit jacket and skirt, suit jacket and pants, or tailored dress. (2) Quilting - duvet, rag quilts and bed size quilts. (3) Sew for points - sew what you like and earn 200 points each term. Example P.J. Pants are worth 20 points. Challenge your skills and make what you like. A course highlight is the annual Textiles Field Trip.

TECHNOLOGY EDUCATION DRAFTING AND DESIGN 10

Prerequisite: None

Note: An understanding of basic Math concepts such as graphing and geometry is recommended for this course. This is a course for students interested in any of the numerous careers that demand knowledge of drafting and design elements, techniques, or programs. These careers range from engineering, interior design, or architecture, to carpentry, steel fabrication, or plumbing. In this course, students will learn the basics of board drafting (instruments used, technical sketching, orthographic and isometric projections) and then move on to 2D Computer Assisted Drafting and Design using software that students would actually see in the industry (AutoCAD). Students will start by creating mechanical drawings to scale and progress all the way to creating their own artictectural house plans and elevation drafts. 3D modeling software will also be explored as well as a number of design projects.

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WOODWORK 10

Prerequisite: None

There are growing opportunities for both men and women to work in a variety of wood related trades. Whether you are looking for a hobby, knowledge for future home repairs, or interested in a career in the industry, Woodwork 10 will teach you the safe work habits, theory, and practical knowledge required to work with wood. Topics covered include general shop safety, use of hand tools, use of power tools, basic drafting, design aspects, and finishing techniques. The start of the course covers safety aspects of the shop and tool use through lessons and demonstrations. Students will then complete safety and machine tests before moving on to designing and building projects. Basic plans will be provided and students will be encouraged to add their own creativity through detailing and design modifications. About 90% of class time will be spent in the shop building projects so attendance is important. Good work habits will be encouraged through a daily woodworking journal. Softwood will be provided at no charge for the students to work with. If students wish to work with hardwoods, they must compensate for the extra cost.

CARPENTRY & JOINERY 11 / 12

Prerequisite: None

Note: Students may enroll in this course with no previous woodworking experience. For students with no woodwork experience, this course is very similar to Woodwork 10. For students with previous woodwork credits, this course is designed to build upon existing knowledge as they design and build projects of their choice. Students can use existing plans as resources, but will be encouraged to incorporate their own design elements, and more advanced methods of joinery. Individual assistance will guide students through their major project. Also, students interested in a career in carpentry will be given opportunities to learn some basics by helping with set construction and framing techniques. About 90% of class time will be spent in the shop building projects so attendance is important. Safety and correct tool use procedures will be stressed throughout the course. Students will also refine their skills with hand tools. Good work habits will be encouraged through a daily woodworking journal. Softwood will be provided at no charge for the students to work with. If students wish to work with hardwoods, they must compensate for the extra cost.

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METALS 10/11/12 Metals are used in just about everything we do. In these courses you can learn how we use metals to improve our lives every day. You will learn to safely use tools to form and join a variety of metals into forms both practical and beautiful. Grade 10 students will focus on developing skills with hand and basic power tools. An introduction to oxy-acetylene gas and electric arc welding is part of the first year. After demonstrating safe attitudes and practices in the shop on required projects you will be able to plan and build items of your own design. Grade 11 and 12 students will expand their basic skills to include machine tools and more advanced welding and cutting techniques. Advanced projects in sheet metal, steel fabrication, machining and welding are required Evaluation: Classroom Theory and Quizzes

30 %

Shop Safety and Projects

70 %

The ability to work safely with other students is the most important learning objective.

ART METAL 10

Prerequisite: None

Art Metal 10 is an introductory course which presents students with some basic techniques for producing metal art forms and structures or projects. This is primarily a hands-on course, allowing students to be creative while developing a variety of skills using a number of tools. A major emphasis of this course is to develop an awareness of safety, related to the tools and equipment students are working with and the environment students are working in. Students will also be introduced to the art and practice of jewelry making with an emphasis on rings. EVALUATION: 40% Project Design; 40% Completed Project work; 20% work habits/attitude

DRAFTING and DESIGN 11/12 Note: Students may enroll in this course with no previous drafting experience. This is a course for students interested in any of the numerous careers that demand knowledge of drafting and design elements, techniques, or programs. These careers range from engineering, interior design, or architecture, or carpentry, steel fabrication, or plumbing. In this course students will learn the basics of board drafting (instruments used, technical sketching, orthographic and isometric projections) and then move on to 2D Computer Assisted Drafting and Design using software that students would actually see in the industry (AutoCAD). Studetns will start by creating mechanical drawings to scale and progress all the way to creating their own architectural house

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plans and elevation drafts. 3D modeling software will also be explored as well as a number of design projects. Students returning from Drafting 10 will further develop their CADD skills using AutoCAD software. A more advance design project will be introduced in the second term and they will also explore more detailed 3D models and assignments.

AUTOMOTIVE TECHNOLOGY 10/11/12

Prerequisite for AT10: Exploration 8

Transportation is a key element of our society. Personal transportation provides you with the freedom to live and work where you want. The ability to understand and maintain your own transportation gives you even more options in your life. Grade 10 students will start with the most basic and economical form of transportation- the bicycle. You will learn the repair and maintenance of various drive and braking systems as well as the basics of suspension systems. This unit will also familiarize you with the safe use of basic hand and power tools. An introduction to two and four cycle engines includes taking apart and reassembly of actual engines and their maintenance. The introduction to vehicle maintenance includes safety inspections of power train and chassis systems. Grade 11 and 12 students expand on vehicle maintenance to include suspension and braking systems. Electrical and electronic components, body work and maintenance as well as fuel and exhaust systems are also part of the second and third year course. These courses provide you with the opportunity to plan and work safely on your own vehicle. Evaluation: Classroom Theory and Quizzes Projects 70 %

30 %

Shop Safety and

The ability to work safely with other students is the most important learning objective.

ART METAL 11/12 This course continues the theme of Art Metal 8/9/10 with an emphasis on jewelry crafting and casting. Students will continue to develop their individual creative skills using metals as the primary working material while developing skills needed to produce their projects. This course involves a limited amount of theory and encourages students to develop projects of personal interest.

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Students taking Art Metal have the option to take the credits as either an Applied Skills/Fine Arts credit and/or as a Career Prep Work Experience 12 credit. (For more information on this career prep option, please see the back section of this handbook.) EVALUATION 40% Project Design 10% General 50 % Completed work

MATHEMATICS Mathematics Pathways There will be three pathways available for Mathematics: Apprentice and Workplace Mathematics, Foundations of Mathematics and Pre-Calculus. The following chart shows the course choices for Grades 10 – 12.

The goals of all three pathways are to provide the prerequisite attitudes, knowledge, skills and understandings for specific post-secondary programs or direct entry into the work force. All three pathways provide students with mathematical understandings and critical-thinking skills. When choosing a pathway, students should consider their interests, both current and future. Students, parents and educators are encouraged to research the admission requirements for post-secondary programs of study as they vary by institution and by year.

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Apprenticeship and Workplace Mathe matics This pathway is designed to provide students with the mathematical understanding and critical-thinking skills identified for entry into the majority of trades and for direct entry into the work force. Topics in this pathway will include algebra, geometry, measurement, number, statistics and probability.

Foundations of Mathematics This pathway is designed to provide students with the mathematics understandings and critical-thinking skills identified for post-secondary studies in programs that do not require the study of theoretical calculus. Topics in this pathway will include financial mathematics, geometry, measurement, number, logical reasoning, relations and functions, statistics and probability.

PRE-CALCULUS This pathway is designed to provide students with the mathematical understandings and critical-thinking skills identified for entry into post-secondary programs that require the study of theoretical calculus. Topics in this pathway will include algebra and number, measurement, relations and functions, trigonometry, permutations, combinations and binomial theorem. In grade 10, students will have the choice between Apprentice and Workplace Mathematics 10 or Foundations and Pre-Calculus Mathematics 10.

APPRENTICESHIP AND WORKPLACE MATHEMATICS 10 Topics in this course will include Measurement (measurement systems, perimeter, area, volume), Geometry (Pythagorean Theorem, basic trigonometry, parallel lines, angles), Number (unit pricing, income), and Algebra (problem solving within the other topic areas).

Prerequisite: Successful completion of Mathematics 9. There will be a province-wide final exam counting for 20% of your final grade.

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FOUNDATIONS AND PRE -CALCULUS MATHEMATICS 10 Topics in this course will include Measurement (measurement systems, perimeter, area, volume, basic trigonometry), Algebra and Number (factors of numbers, irrational numbers, exponent laws, multiplying polynomials, factoring polynomials), and Relations and Functions (graphing, characteristics of graphs, linear equations, function notation, solving systems of equations). Prerequisite: Successful completion of Mathematics 9. There will be a province-wide final exam counting for 20% of your final grade.

APPRENTICESHIP AND WORKPLACE MATHEMATICS 11 Topics in this course will include Measurement (perimeter, area, volume), Geometry (scale, 3D objects), Number (budgets, compound interest, banking, loans), Algebra (using formulas, slope of a line, proportional reasoning) and Statistics (creating and interpreting different types of graphs,) Prerequisite: Successful completion of Apprentice and Workplace Mathematics 10.

FOUNDATIONS OF MATHEMATICS 11 Topics in this course will include Measurement (rate and ratio, scale diagrams and factors), Geometry (properties of angles and triangles, sine law, cosine law), Logical Reasoning (inductive and deductive reasoning, problem solving strategies), Statistics (normal distributions, interpreting data) Relations and Functions (systems of equations and inequalities, quadratics) and a Mathematics Research Project. Prerequisite: Successful completion of Foundations and Pre-Calculus Mathematics 10

PRE-CALCULUS 11 Topics in this course will include Algebra and Number (absolute values, radicals, rational expressions), Trigonometry (angles in standard position, sine law, cosine law) and Relations and Functions (factoring, graphing, quadratics, systems of equations, sequences and series). Prerequisite: Successful completion of Foundations and Pre-Calculus Mathematics 10

APPRENTICESHIP AND WORKPLACE MATHEMATICS 12 Topics in this course will include Measurement (precision vs accuracy), Geometry (properties of angles, sine law & cosine law, transformations), Number (owning a vehicle, running a small business), Algebra (linear relations), Statistics (measures of central tendency) and Probability. Prerequisite: Successful completion of Apprentice and Workplace Mathematics 11.

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FOUNDATIONS OF MATHEMATICS 12 Topics included: Financial Math (investing, budgeting), Logical Reasoning (set theory, conditional statements), Probability/Odds (mutually exclusive events, combinations), Relations and Functions (polynomials, exponential and logarithmic functions, sine functions) and a Mathematics Research project. Prerequisite: Successful completion of Foundations of Mathematics 11. PRE-CALCULUS 12 Topics in this course will include Trigonometry (radian measure, angles in standard position, functions, equations, identities), Relations and Functions (composition of functions, transformations, inverses, logarithms, polynomials, radicals), Combinatorics (permutations, combinations, binomial expansions). Prerequisite: Pre-Calculus Mathematics 11

CALCULUS 12

Prerequisite/Co-requisite: Pre-Calculus 12

Calculus 12 is intended for students who have completed (or are concurrently taking) Principles of Mathematics 12 or who have completed an equivalent college preparatory course that includes algebra, geometry, and trigonometry. Taking this course will greatly improve the likelihood of success in Math courses at the post-secondary level. Topics include: developing the concept of a limit; evaluating limits; developing the concept of a derivative for a function; finding derivatives using a variety of techniques; using derivatives in applied problems, analyzing the characteristics of graphs using derivatives; recovering the original function from its derivative; and using integrals in applied problems.

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PHYSICAL EDUCATION PHYSICAL EDUCATION 10

Prerequisite: PE 9

OBJECTIVES:  To develop a positive attitude towards physical activity and a desire for lifelong participation.  To experience a wide variety of activities and to develop basic skills and knowledge in these areas.  To gain an understanding of physical fitness and a positive attitude towards its lifelong maintenance.  To develop positive self-esteem, personal and social behaviors through active involvement in a variety of physical activities.  Throughout the year students will experience co-ed and single gender settings PE 10 is a required course for the graduation program.

PHYSICAL EDUCATION 11/12

Prerequisite: PE 10 or 11 respectively

The aim of Physical Education is to enable all students to enhance their quality of life through active living. The Physical Education 11 and 12 curriculum builds on and expands the curriculum developed for Kindergarten to Grade 10. Physical Education 11 and 12 provides opportunities for students to experience a variety of recreational pursuits, career interests, and activities that promote life-long healthy living. Students focus their learning in areas of personal interest and participate in activities that promote social interaction, community responsibilities, and skill development. 

Personal Behaviours and Safety Practices - includes rules, routines, procedures, etiquette, and fair play.  Leadership and Community Involvement - leadership and organizational skills (grade 12), service and volunteer activities (grade 11). Grade 12 Leadership - students will prepare, present, and deliver specific physical activity units. Responsibilities include teaching their unit to the class highlighting rules, procedures, and safety practices. Grade 11 School and Community Involvement - students will volunteer 20 hours of approved service to the community.

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Students are expected to meet both the goals of the program and specific learning outcomes to the best of their ability. Feedback and suggestions will be given and students would do well by incorporating these suggestions into their daily efforts.

SUPERFIT:

10-12

Superfit is taken in the morning (7 am) before regular classes begin. OBJECTIVES: To offer a program that strongly emphasizes a high standard of fitness. The intent of the course is to improve the following aspects of individual fitness: Muscular Endurance Cardiovascular Endurance Flexibility Balance & Agility Fitness Concepts

Muscular Strength Hand-eye & Foot-eye coordination Attitude & Knowledge toward training Nutrition & Sports Medicine

ACTIVITIES: Students will be active in intense training, as well as participating in active sports and games. Possible activities include:

Weight Training Distance / Power Running Yoga Stretching Hill / Stair Runs

Cross Country Running Classroom Sessions Active sports Circuit Training

EVALUATION: Students will participate in regular fitness tests and assessments: pre, during & post tests Excellent attendance and punctuality will be imperative to achieve a high mark.

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SPORT SCHOOL HOCKEY PROGRAM It is the goal of this 8 credit program to provide the opportunity for students to pursue their personal hockey goals in an environment focused on developing the complete student athlete. Guiding and assisting students as they acquire the necessary prerequisite character attributes that afford success in the highly competitive world of hockey will be a primary focus. Time on the ice will be utilized to enhance individual fundamental skills while introducing elements of team play and strategies. While in the classroom, students will explore pertinent issues allowing them to gain insight into the many components of athletics. Once the ice is out, students will be immersed in a rigorous off ice conditioning program utilizing the latest techniques and equipment to gain strength, agility, speed and power. It is hoped that twice throughout the year, students will participate in field trips that should enhance their motivation and knowledge towards the game of hockey. As an integral part of the program, students will be involved in leadership activities. In the past, we have been heavily involved in cancer research fund raising and disaster relief projects.

In Class Curriculum The following topics will be investigated in an order best suited to assisting students as they progress throughout their hockey season.  Goal Setting We will start the year focusing on goal setting. It is imperative that all student athletes learn the benefits of proper goal setting and have the opportunity to practice their acquired skills in their daily lives.  Tryout Strategies With the majority of students involved in tryouts we will also be examining strategies to utilize while involved in these competitive and sometimes stressful opportunities.  Nutrition As students move into their season we will explore the latest research on proper fueling, allowing the students to be at their best throughout the season.  Hockey Fitness during the Season Utilizing the classroom and our Monday class in the gym, we will provide the opportunity for students to enhance their hockey related fitness as the year progresses.

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 Sport Psychology Being guided by the work of Saul Miller, the students will have the opportunity to acquaint themselves and put to practice the suggested strategies.  Hockey Futures Assignment This assignment will be utilized to allow the students to become familiar with the various avenues and routes they can travel through the hockey world and what is required for them to do so. This assignment illustrates how difficult it can be to achieve their goals, but handled the right way, serves as a tremendous motivator.  Living Away From Home With the success of many students comes the reality of living away from home. This unit is dedicated to teaching the students to deal with such issues as living with billets, completing high school away from home, life on the road and dealing with new freedoms and responsibilities.  Alcohol, Drugs and the Party Scene Unfortunately, good hockey players end up playing on Junior Hockey Teams at very young ages. This creates a unique set of circumstances related to being on a team with players between the ages of sixteen and twenty and the issues that arise.  Exercise Physiology As we move towards the off-ice conditioning segment of the program, the students will investigate the various energy systems and strength components required by hockey players. The students will gain the prerequisite knowledge to understand the purpose of the workouts they will be involved in.  Off-Ice Conditioning During the months of April, May and June students will be immersed in a strenuous and competitive environment, where they will be afforded the opportunity to enhance their personal hockey fitness. Pre and post testing will be utilized to measure success.

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STORM SOCCER, VOL LEYBALL, AND LEADERSHIP ACADEMY (Grades 10 -12) The Storm Soccer, Volleyball and Leadership Program is an affordable elite training program. The program is offered to meet the needs of high achieving student athletes. Students will gain the necessary tools required to perform at high levels of competition in soccer and/or volleyball. The curriculum will enable students to develop skills, fitness, knowledge and contacts for elite performance. Students will be introduced to high-level skill development in individual, partner, and group drills. The Leadership component will give students an opportunity to critically think and manage the potential of injury and risk associated with sport. Students will have the opportunity to obtain first-aid, coaching and officiating certification. The focus of the academy is to develop well-rounded athletes who are interested in pursuing soccer and/or volleyball at the provincial and post-secondary levels. Students enrolled in the academy are strongly encouraged to participate in school and community sports programs. Program Structure: First Semester: Volleyball 10 (2 credits)/ Leadership 10 (2 credits) Volleyball 11 (2 credits)/ Leadership 11 (2 credits) Volleyball 12 (2 credits)/ Leadership 12 (2 credits)

Second Semester: Soccer 10 (2 credits)/Leadership 10 (2 credits) Soccer 11 (2 credits)/Leadership 11 (2 credits) Soccer 12 (2 credits)/Leadership 12 (2 credits) Prerequisites: Students will apply in writing with references for acceptance into the program. Space will be limited to 24 soccer and 24 volleyball students. Application packages are available from the PE office or online at http://www.sd6.bc.ca/sss/index.php?page=267 There will be a monthly program fee to cover equipment and supplies, program resources, local travel, and guest coach expenses. The Volleyball/Leadership Program will be offered first semester with the Soccer/Leadership Program running second semester. The courses will alternate days of instruction. Students can enroll in both the Volleyball and Soccer Programs.

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SCIENCE SCIENCE FLOW CHART Biology 12

Chemistry 12

Geology 12

Physics 12

Biology 11

Chemistry 11

Earth Sci. 11

Physics 11

Science 10

SCIENCE 10

Prerequisite: Science 9

Science 10 further prepares students for the different branches of science they will encounter in grade 11: Life Science: Sustainability of ecosystems Physical Science: Chemistry and radioactivity/Motion Earth and Space Science: Energy transfer in natural systems/Plate tectonics Note: There is a mandatory province-wide final exam worth 20% of the final mark for Science 10.

EARTH SCIENCE 11

Prerequisite: Science 10

This is a field and laboratory based course investigating topics in geology, astronomy, oceanography, meteorology and earth history. Areas of study include rocks and minerals, weathering and erosion, earthquakes and volcanoes, solar system and universe, life in the oceans, weather phenomena, and the geologic time scale.

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BIOLOGY 11

Prerequisite: Science 10

Biology 11 is a course in which we study living things. We will start by looking at how living things are classified and where they came from. We will then take a look the kingdoms in biology, examining representative organisms from each.

FORENSIC SCIENCE 11

Prerequisite: None

Forensic Science 11 is an introductory course in which students will explore the field of science as it pertains to criminal law. Students will learn how to examine and process a crime scene, as well as learn and practice the actual techniques that forensic science experts use when analyzing such crime scene evidence as: fingerprints, hair, fibers, blood and body fluids, drugs, insects/maggots, bite marks, and human remains. Forensic Science is a locally developed course and therefore students enrolled must also complete at least one of the other science 11 courses offered (Biology 11, Chemistry 11, Earth Science 11, or Physics 11) in order to meet Ministry requirements for graduation.

CHEMISTRY 11

Prerequisite:

Science 10

Students in chemistry 11 examine practical (laboratory experiments) and theoretical aspects of the basics of chemistry. Major areas of study include the nature of matter, the mole concept and chemical reactions, atomic theory, solution chemistry, and organic chemistry. A scientific, hand-held calculator is essential for this course.

PHYSICS 11

Prerequisite: Science 10

Physics 11 is an introduction to classical mechanics. Major units covered in this course include motion, forces, energy and momentum, while minor units include waves and optics, special relativity, and nuclear fission and fusion. The course includes lab experiments. A scientific, hand-held calculator is essential for Physics 11.

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BIOLOGY 12

Prerequisite: Science 10

Biology 12 is a course in human biology. We will start by looking at the structure of cells, and the processes that go on within them. We will then learn how the digestive, circulatory, respiratory, nervous, excretory, and reproductive systems work together to maintain homeostasis.

CHEMISTRY 12

Prerequisite: Chemistry 11

Chemistry 12 picks up where Chemistry 11 ends. Students in this course learn both practical and theoretical aspects of reaction rates, systems in equilibrium, acid-base reactions, and electrochemistry. A scientific, handheld calculator is essential for this course.

GEOLOGY 12

Prerequisite: Science 10 Earth Science 11 recommended but not required

Geology 12 is a comprehensive field and laboratory course dealing with topics such rocks and minerals, weathering and erosion, fossils and geologic time, plate tectonics, mountain building and astronomy. Students will have the opportunity to explore our geologically diverse local area, and examine some of our many natural resources.

PHYSICS 12

Prerequisite: Physics 11 Physics 12 further expands on most sections covered in Physics 11 through lab work and theory. Units are problem-solving oriented, and include motion and forces in two dimensions, momentum and energy, gravitation, electricity, and electromagnetism. A scientific, hand-held calculator is essential for Physics 12.

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SOCIAL STUDIES SOCIAL STUDIES 10

Prerequisite: Social Studies 9

In Social Studies 10, students will study Canadian history from the events leading to Responsible Government through to the settling of the West. Course of study includes interpretation of current events, social issues, and the world around you. Geographic knowledge and skills previously acquired are reinforced and expanded through a study of World Geography. The approach to Grade 10 Social Studies is the integration of geography and history in the development of Canada. EXPECTATIONS: Students will be required to participate in oral and written assignments.

SOCIAL STUDIES 11

Prerequisite: Social Studies 10

The overall theme of SS 11 is the development of Canada throughout the twentieth century and its relationship with the rest of the world. We study the major events that have shaped Canada from previous to World War I to a contemporary understanding of Canada. This study is in the context of the grade eleven student understanding his/her role as an active and global citizen. Some important issues covered in the course include W.W.I, The Great Depression, W. W. II, Canada’s role in the U.N., U.S.A. Canada relations, globalization, aboriginal issues, immigration, the role of women, environmental issues as well as other major events affecting Canada. EXPECTATIONS: Besides regular attendance, students will be expected to participate fully in all classes. Both presentations and assignments as well as daily contributions will be necessary to demonstrate an understanding of the course content. Students missing classes will be expected to catch up on all missed work. EVALUATION: Evaluation is based on broad criteria, including the following: assignment completion, group cooperation, presentations, quizzes, unit test and a final exam. Strong attendance and a positive attitude are important for success in this course. There is a provincial final exam worth 20% of the course mark.

SOCIAL JUSTICE 12

Prerequisite: Open to all grade 11 and 12 students. No Provincial Exam. Offered every other year with History 12.

The goals of Social Justice 12 are to enable students to acquire knowledge that allows them to recognize and understand the causes of injustice, apply critical thinking and ethical reasoning skills to a variety of social justice issues, develop an understanding of what it means to act in a socially just manner, become responsible agents of change, making positive contributions toward a socially just world.

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There are three main units to this course:  Defining Social Justice  Recognizing and Analyzing Social Injustice  Moving toward a Socially Just World The format of the class will alternate between teacher-centered lectures and films and student presentations on various social justice issues historically and present day. One third of class time and evaluation will be focused on an action plan each student will develop to address outstanding issues in our community and beyond. Examples of action plans: volunteering at the food bank or other outreach agency, starting a petition or letter writing campaign, hosting a forum with experts on a topic, creating an art show on a social justice theme, making a video, etc . . .

SPECIAL INTEREST COURSES LEADERSHIP 10-12 (NOTE: Application Form required- students can get a hard copy from the school website or print off a copy from the website) The Leadership class is a unique opportunity for senior students to develop leadership skills in an environment that fosters cooperation, service & commitment. The students in this class are expected to develop leadership skills such as organization, initiative, motivation, public speaking, representation & advocacy through school and community-wide student-led projects. Enrollment in this class is through a selection process that includes an application process. Application forms can be found on the school website and at the office and need to come in with the Course Selection sheets. This course will be outside of the timetable and run year long (linear).

TEACHER ASSISTANT 11/12 (Peer Tutoring) (NOTE: Students need to see Mr. Pew to discuss further and to receive an approval form) The Teacher Assistant course allows senior students to take a leadership role within a junior classroom (gr. 8/9) and learn about what it takes to teach a class by helping the teacher with the class. Teacher Assistants may be responsible for helping with attendance, equipment, photocopying, and individual tutoring in class. They may even have the opportunity to help lead a lesson(s). To be a Teacher Assistant at Selkirk, a student must be considered a strong candidate and receive the permission of the classroom teacher first. Application forms can be found on the website and/or at the office.

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WORK EXPERIENCE 11/12 (NOTE: Students need to see Mr. Pew to discuss further and to receive a Work Experience package) Work experience is defined in legislation as “that part of an educational program that provides a student with an opportunity to participate in, observe or learn about the performance of tasks and responsibilities related to an occupation or career.” At the grade 11 & 12 level, students may take up to two courses (200 hours) of Work Experience. This normally happens outside of the school but may also include working with our lunch program at the school. The primary goal of work experience is to help students prepare for the transition from secondary school to the world of work. Through work experience, students have the opportunity to observe and practice generic employability skills required in the workplace, as well as technical and applied skills relating to specific occupations or industries. In most cases, students may not receive Work Experience credits in a paid job position; placements will be volunteer (non-paid) and based on the student’s future interests. To be accepted into an IDS course, students need to have demonstrated self-initiative, strong work habits, and the ability to work independently in the past. Other goals include helping students to: 

connect what they learn in the classroom with the skills, knowledge and attitudes needed in the workplace  gain the knowledge, skills, and attitudes needed to be successful in the world of work  develop job readiness skills for specific occupations and careers  understand the similarities and differences in behaviour standards between the workplace and school Application Form is required and can be picked up from the main office. Students interested in Work Experience should speak with the school counselor or administration.

INDEPENDENT DIRECTED STUDIES 11/12 (NOTE: Application Form required- students can see Mr. Pew to discuss further.) Independent Directed Studies involves a student spending a minimum of 100 hours exploring an area of personal interest, furthering his/her knowledge and skills in that area, and developing a project that includes a final presentation. Students may take up to 8 credits (two courses) of Independent Directed Studies in their grade 11 & 12 year. Students who take IDS will work under the direction of a teacher who will serve as their case manager, helping to guide the student and provide assessment on his/her project. Students may be a good candidate for IDS if they have an interest that is not covered by any of our courses, or if they want to spend more time studying a specific area. Components of an independent study program include:  Identifying and developing a focus  Developing skills in creative and critical thinking  Using problem solving and decision making strategies  Learning research skills

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 Developing project management strategies  Keeping learning logs  Evaluating the process and product  Sharing the product with an intended audience from beyond the classroom, and  Keeping a portfolio of results Independent studies help the student move forward from being teacher-directed to studentdirected. With teacher support and coaching the student learns how to decide on a focus, how to develop a plan of action and follow it through, and how to monitor the process. Students take part in developing criteria for evaluation and begin to work with the teacher as a partner. Independent study topics may include a variety of areas of that a student is passionate in and would like to explore further; however, to be considered for an Independent Directed Studies Project, a student must be committed to the project, be a solid independent learner, and be approved by administration, the school counselor, and/or the teacher in charge of Independent Directed Studies. An application form is required with details around the project and how it will be enough work to make up 4 credits (a regular 4 credit course equals 100 hours of class time). Students may work individually or in a small team of up to three on Independent Directed Studies project. Please contact the school if you have any questions about this. To apply:  Think about the area you would like to pursue  Fill out the application form  Talk to Mr. Challborn who will be one of your case managers and get him to sign your form; if there is another teacher that will be involved in helping support you with your IDS, get him/her to sign the form as well  Hand in your form at the office or to Mr. Pew  Applications will be reviewed by administration and Mr. Pew to determine if you have been approved for an IDS block in your timetable to pursue 4 credits in your area of interest

DISTANCE LEARNING SUPPORT BLOCK (NOTE: Application Form required- students can see Mr. Pew for more information.) Given Selkirk’s population, we are unable to offer every course a student might like to take. Because of this, some Selkirk students may apply to take one Distance Learning (on-line)course at the grade 10-12 level per school year, normally in a course that is not offered in our timetable. The teacher for these courses resides at another school, and often the only direct contact that the student has with the teacher is through email. It is important to recognize that distance learning can be difficult for students, and not all students are suited for this method of course delivery. Successful students typically have strong time management skills, are self-motivated, diligent, and able to work independently. The majority of Distance Learning courses being taken at Selkirk are through our district Distance Learning school, RMDL where Ed Main is the Principal; however, if RMDL is not able to offer a course, we can look for another DL that does. If you’re interested in seeing what courses are available through DL please visit RMDL’s website at www.rmdl.ca/ .

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Students in grade 11 or 12 may be eligible to schedule one DL (distance learning) support block in their timetable to work on a course they are taking online under the conditions outlined below: 

The student is deemed to be a suitable candidate for a DL course (good work habits and the ability to work independently). Students must complete the DL application form (posted on the website) and meet with administration, the counselor and/or the support block teacher before a support block is scheduled in their timetable.



Normally, the course must not already be offered at Selkirk.



The student understands that regular attendance and productive use of class time is expected, and the class time will be used for the DL course. (This block is not a ‘spare’).



The student agrees to make an honest effort to finish the course during the semester. Additional homework may be necessary.



The student and the support block teacher will monitor progress in the course on a regular basis. This may include creating a timeline (or calendar) with progress milestones clearly indicated.



Should the student not complete the course during the regular semester, the responsibility for completing the DL course will revert to the student and the DL teacher.

The teacher of the DL course is not based at Selkirk. This off-site DL teacher is responsible for the student’s grades and the final report card mark.

The support block teacher is the local supervisor at Selkirk. When Selkirk issues report cards, this teacher will provide comments on work habits and attendance. This teacher will also help with registration, provide advice and give assistance with technical issues. Parents are welcome to contact the local support teacher at any time.

PSYCHOLOGY 12

(Offered every other year with Law 12)

Topics covered include:  personal stress: when it occurs and how to deal with it  social, emotional, and intellectual development from birth to the teen years  personal traits and abilities  addictions and reasons for them  abnormal behaviors, psychological disorders, and their treatments  jobs and careers where understanding psychology is important In addition to these topics and other fundamental of psychology, students have the opportunity to research related areas of personal interest. Note: Psychology is a good course for students who may wish to go on to the college or university level and become familiar with the field of psychology; AND, it is a great course for students

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who have interests in the above topics but may not have the opportunity to take a psychology course in the future. EVALUATION: Marks are focused on classroom work completed, class participation in discussions and good attendance.

OUTDOOR CAREERS 11/12 & WORK EXPERIENCE This is a double block course configuration that combines Outdoor Careers 11/12 with Work Experience, to bring together the skills and geographical knowledge developed through outdoor pursuits and career options in outdoor related fields. Outdoor Careers/Work Experience is designed to utilize the vast potential of the natural environment in the Kimberley region and the East Kootenay. The goal of this unique integrated program, is to introduce you to a variety of outdoor skills, careers, recreation activities, conservation projects, local geography, and wilderness sustainability and ethics through many experience based activities, certificate courses, in-class projects, and volunteer work experience and placements.

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

Wilderness Recreation Activities: Students are introduced to a wide variety of outdoor activities such as snowshoeing, cross country skiing, ski touring, avalanche awareness, rock climbing, hiking, biking canoeing, navigation and orienteering skills, and basic mountaineering skills, winter camping, wilderness survival skills, and leave no trace wilderness ethics.



Certification Courses: Each student has the opportunity to become certified in a number of courses such as Occupational First Aid Level I, Avalanche Skills Training - Recreational Level, Forest Fire Fighting S-100, chainsaw and brushsaw operation and maintenance. There are nominal fees required to register in these courses to receive the certifications. Without the fees paid, students will take part in a version of the course but not receive certification.



Work Experience: In this portion of the course students are required to participate in 100 hours of job training, certification, career preparation and on-the-job experience in areas of interest to the students as well as the needs of local industry and community projects. Since we work very closely with local industry, local professionals and non-profits, we also delve into several aspects of career opportunities in parks, guiding, silviculture and forestry management, Bioengineering, Teaching, Recreational Activities. Hopefully, this leads to valuable experience and possibly to potential career choices in these fields.



Work Placements may include: Trail building, land reclamation projects, environmental conservation, fish and wildlife, guide outfitting, parks, ranger, forestry, first aid, government services, education/teaching, recreation,

and adventure or hospitality tourism, landscaping, farming, ranching, nursery technical, and forest fire fighting set-up.

Outdoor Careers & Work Experience Goals:  To develop a number of outdoor skills and increase competency, safety and variety of skills  To improve personal responsibility, leadership and ability to function in cooperative work settings  To increase student’s awareness and knowledge of various aspects of our local ecosystems, climate, weather and local geographical knowledge (as these affect our outdoor pursuits and outdoor careers)  To acquire relevant skills and knowledge that can be used in a variety of career choices.  To experience practical on-the-job skills, knowledge and training in recreation and resource related jobs in the East Kootenay

GEOGRAPHY 12: Geography is a discipline that integrates many subjects and addresses both the physical and humancreated systems of the world in the study of people, places, and environments. Geography bridges the gap between the sciences and the humanities, as we explore interrelationships, interdependencies, similarities, differences, spatial distribution and temporal distribution among living and non-living elements of our environment. Key Concepts of Geography 12:



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Geography has five basic themes that help us understand the physical, natural, and human environments. These themes provide a framework for organizing and analyzing geographic information.



This course is concerned with ideas and information that are relevant to many facets of everyday life.



The basic geographic knowledge, concepts, and skills developed in this course are helpful in the examination of conditions and issues that touch all our lives.



Understanding those geographic concepts and skills enhances our awareness of personal and social responsibilities as citizens in a rapidly changing world.

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Understanding those geographic concepts and skills enhances our awareness of concepts of resource demand and resource sustainability.

ARE YOU CONSIDERING A CAREER IN TRADES? There are two routes, senior secondary students can pursue, while in high school, if interested in a trade:

SECONDARY SCHOOL APPRENTICESHIP (SSA) 11 and 12 Secondary School Apprenticeship (SSA) is a career program that provides students with the opportunity to begin an apprenticeship while still in high school, and to earn high school credits for doing so (you can earn up to 8 Grade 11 credits and 8 Grade 12 credits). The program helps to encourage students to continue to pursue academic goals and to graduate. At the same time, it provides a smoother transition from school to work, and a quicker route to certification in a trade - and to the earning power that goes with it. The registration form you will need is available at: http://www.itabc.ca A Secondary School Apprenticeship involves part-time work within a trade – something many secondary students are doing anyway. Once they register as Secondary School Apprentices, such students can get academic credit for their work towards high school graduation and work experience credit towards completion of their apprenticeship. Like other apprentices, Secondary School Apprentices are responsible for finding an employer who will

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hire them and commit to their training. Your school's career counselor can provide more information and help you with the process of registering as a Secondary School Apprentice. The key benefit of the Secondary School Apprenticeship program is the head start you get on your career - you could be up to two years ahead of your peers in a career in the trades if you participate. If you have an interest in a Secondary School Apprenticeship, but are unsure of what type of trade you'd like to pursue, have a look at Industry Careers A-Z. (http://www.itabc.ca/Page496.aspx).It provides a good sense for the scope of the options, and detailed information on ones that interest you. Hidden Apprentices Secondary School Apprenticeships aren't just for students who are looking to enter the working world. You might already be a secondary school apprentice and not know it. If you are a high school student working part-time in a trade, you are probably a "hidden apprentice". By registering as a Secondary School Apprentice, you will be able to earn dual credit for the work you're already doing, become eligible for a $1,000 scholarship, and get a head start on earning your trade certification. Talk to your school's career counselor about the kind of work that qualifies, and about registering as a Secondary School Apprentice. Secondary School Apprenticeship Scholarships As an added bonus, secondary school apprentices can qualify for a $1,000 scholarship if they:   

complete at least 480 hours of paid work experience in their chosen trade; graduate with a C+ average on grade 12 numbered courses; and are still pursuing their apprenticeship six months after graduation.

Applications for a SSA Scholarship must be received within six months of your graduation date. Scholarship application forms should be submitted to your school district.

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ACCELERATED CREDIT ENROLMENT IN INDUSTRY TRAINING (ACE -IT) The ACE IT program allows high school students to earn credit towards their high school graduation as well as credit towards the technical training component of an apprenticeship or industry training program. To learn more about ACE IT, go to the ACE IT section of the Industry Training Authority website. Students at Selkirk can study at COTR in any one of the areas below.

SELKRIK SECONDARY SCHOOL ACE-IT PROGRAMS COLLEGE OF THE ROCKIES 2013

ACE IT Program

Start Date

Number of weeks

Number of Gr. 12 credits

Auto Service Technician

Sept. 6-Apr. 13

30

24

Carpentry

Sept. 6-Mar. 1

24

24

Culinary Arts (Cook)

Sept.-Mar

24

24

Culinary Arts (Cook)

Jan.-Jul

24

24

Electrician (Construction)

January

24

24

Electrician (Construction)

August

24

24

Hairstylist

September

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24

Heavy Duty Mechanic

Sept.6-May 25

30

24

Plumbing

Sept. 6-Feb. 9

21

20

Welding

September (Fixed Intake)28

24

Welding

Sept.-Aug. (Continuous) 30

24

If you are interested in pursuing either the SSA or ACE-IT Program, please indicate that, at the top of your course selection sheet.

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