introduction - woodland christian high school to your faith virtue; and to virtue knowledge ... ii...

Add to your faith virtue; and to virtue knowledge ... II Peter 1:5

INTRODUCTION Thank you for your interest in WOODLAND CHRISTIAN HIGH SCHOOL. We have assembled this course calendar to provide you with an introduction to the school, its program and its policies.

We encourage you to consider Woodland as your choice for secondary school. Here students receive an excellent education which prepares them for lives of Christian faith and service. Our graduates are very successful in university, college and a wide variety of workplaces.

In addition to the excellent academic experience students have here, they also have opportunities to be involved in a wide range of co-curricular activities including the creative arts: choral and instrumental music, and drama, intramural and varsity sports, student leadership, and a wide variety of clubs and activities. In each of these areas students are supported by staff and peers, all committed to the goal of ensuring that the high school experience is enjoyable and productive. All this work is rooted in the belief that we are a Christian community of learning dedicated to serving God in all that we do, as we ENFOLD, ENGAGE AND EQUIP students for lives of Christian faith and service. Students will be encouraged to discover their God given gifts and challenged to develop those gifts in a way that serves God and community.

Our integrated curricular program includes daily devotions and prayer, chapels and assemblies, and all of our courses being built upon the foundation of a Christian world-view. Students participate in regular guidance sessions individually, and in the larger group setting, to focus on healthy areas of growth and development, from the first day of school, through their transition to post-secondary education and life.

We are committed to building a positive Christian school culture on the foundation of Christ Jesus as Lord. The theme our student government chose for the 2017-2018 school year is “Love in Action” taken from Romans 12:9-21 “… be devoted to one another in love. Honour one another above yourselves.”

Woodland is a welcoming and safe place where all students can grow intellectually, physically, emotionally, and spiritually as we work together to serve God and our community.

We invite you to join us!

Sincerely,

John Van Pelt

Principal

This document was last modified on: 2017/11/14

W.C.H.S. Calendar 2017-2018 Page 1 of 44

HISTORY & STRUCTURE OF WOODLAND Woodland Christian High School was established in 1976 by a group of parents in the Cambridge area. They believed that it was their responsibility as parents and people of God to establish a school that in all of its programs would honour God by leading children to a deeper faith and a deeper understanding of what it meant to serve God. They believed that the education of their children was their responsibility, and chose not to defer that responsibility to government operated schools.

Woodland Christian High School began in September, 1976. For the first number of years it operated in a number of church buildings throughout Cambridge and Kitchener-Waterloo. The move to the present location occurred in 1979. Facilities were expanded in 1987, 2002 and 2014.

Woodland currently serves 338 students in Grades Nine to Twelve, each with various academic and social needs.

Woodland Christian High School is a parentally- controlled school and its structure reflects the conviction that God has given parents the primary responsibility for the education of their children. Woodland is owned and operated by the Cambridge District Association for Christian Education, an officially incorporated society of parents and friends of Christian education in Waterloo, Wellington and Perth Counties. The Association meets twice per year, usually in May and November, to conduct official business. All members of the Association are urged to attend these meetings.

One of the Association’s main items of business is the election of a Board of Directors which oversees the governance of the school. The Board of Directors conducts most of its business through a system of standing committees which are charged with the responsibility to carry out specific aspects of the school’s operations. The committees include Hospitality, Advancement, Finance, Program, Contract Partnership, Public Relations, Tuition Assistance, Transportation, Grievance and Property.

The school is divided into five chapters (local parent groups); one each in Cambridge, Drayton, Guelph, Kitchener-Waterloo, and Listowel. The primary tasks of the chapters are to raise funds, to advise the Board of Directors on nominations for persons to fill the vacancies that may exist in the board or its committees, and to support public relations and student recruitment efforts. Fundraising is centrally organized from the school and generously supported by these local chapters.

Every parent is considered a chapter member. As members each one does their part to serve the school community through our Volunteer Program. Many hands make light work and the burden of fundraising is shared by all chapter members either by volunteering time or through donations.

Parents may also choose to join the Cambridge District Association of Christian Education which governs Woodland Christian High School through annual membership fees. Parents who exercise this option are eligible to serve on the Board of Directors or its committees.

The Board of Directors also appoints ad hoc committees for specific tasks from time to time. The membership of the Board of Directors and the committees consists of parents of current or former students of the school.

Information regarding alumni association, society membership or donations is provided on our school website or by contacting the main office.


DISTINCTIVES OF A WOODLAND EDUCATION Vision and Mission Statement The vision and mission of Woodland Christian High School is to equip our students for lives of Christian faith and service.

Core Values Based on the vision and mission, as a community we value …

God's Word, the Bible Learning rooted in Christian faith Ongoing commitment to know God better Living the principles of trust, cooperation, and love Development of the individual gifts of our students Excellence in teaching and learning Stewardship of God's gifts Spiritually committed, professional teachers

Educational Approach At Woodland we value a holistic approach to education. We provide a wide variety of curricular and co-curricular options in order to Enfold, Engage and Equip students for lives of Christian faith and service.

Our educational approach ensures that students take courses from a variety of disciplines. This balance provides students with a well-rounded education.

All students in grades 9 and 10 take one half credit of Bible each year (Old Testament and New Testament focus), and have opportunity to choose two or more of our senior perspectives courses (taken from the Humanities, and Canadian & World Studies departments, as well as other approved courses).

All of our Woodland courses are foundationally built on one or more Worldview Themes. These themes connect the course content to the Biblical story of “Creation, Fall & Redemption, and Restoration”.

Classes also highlight connections between courses, subject areas, and the co-curricular activities of our school program.


Academic Focus Academic excellence and leadership development are a priority at Woodland. Our desire is that all students are fully equipped for lives of Christian faith and service now, and in the future. This equipping is holistic in that we desire that students are equipped academically, physically, socially, emotionally, and spiritually. Our extensive curricular and co-curricular programs ensure that students have every opportunity to succeed in an environment where it is desirable to excel. A high percentage of our students achieve honour roll status (with an average of 85% or greater). Almost without exception, our students are accepted to their post-secondary program of choice. Woodland alumni represent our school at universities and colleges across Canada and the United States, with excellent success. This is true for our all of our students; both those with intellectual giftedness, and those who require academic support.

Parents often ask us what “enrichment” options are available at Woodland. Our 9-12 academic program is designed to challenge students to go beyond content to deeper levels of engagement, inquiry and application. Students are encouraged to ask good questions, think, collaborate, design, present, and practice peer and self-evaluation and self-reflection. At each grade level, we offer curricular and co-curricular opportunities that develop students’ minds, souls, and bodies. Often large high schools will pursue the development of focus programs to attract students who are serious about school and have a strong desire to learn. At Woodland, our school is that focus group! Our students care about learning and desire to do their best in all areas of school work and life. Our curricular and co-curricular program is designed to foster academic growth and leadership development in students from day one.

Grade 9:

Students have the opportunity to select one special interest half credit course. These courses include programming and robotics, construction technology, web applications and design technology, or integrated arts. Students who excel in mathematics are eligible for our Math Enrichment program. If you are interested in this option, please contact the school.

Grade 10:

Students have the opportunity to take a variety of courses that complement the requirements at this grade level. Students can choose from courses in business, tech design, and a variety of arts credits. We offer a selection of technical courses that include photo editing and design, hospitality and tourism, and an introduction to health care. Students who excel in mathematics are eligible for our Math Enrichment program. Students who excel in science may take a grade 11 science course during the second semester of their grade 10 year.

Grade 11:

Students have the opportunity to choose from a wide variety of grade 11 course. Many of our students also opt to begin taking grade 12 university preparation (4U) courses during the second semester of grade 11. Grade 12 4U options that grade 11 students may select include Chemistry, Data Management, Functions, Biology, World Issues, Challenge and Change, Family Studies, Studies in Literature, Writer’s Craft, Philosophy, Politics, Business Leadership and Law. Students who have access to transportation may select co-op during their grade 11 year. Students who are interested may also take the Leadership credit (GPP) which includes a teaching-assistant internship with one of our staff.

Grade 12:

Students in grade 12 at Woodland are able to select from a wide variety of grade 12 University, College and Open level credits. Students are pushed beyond textbook learning through independent study units, projects, research papers, laboratory work, authentic productions and presentations of learning. Our 9 block schedule allows students to take 7 or 8 credit courses and still have room for a study period each day. Because we value a liberal arts approach to education, this also allows our math/science students room to take philosophy, music or art, and our more artistic students to take mathematics, business, or a technology course. Our senior students leave Woodland well prepared for post-secondary education. As stated earlier, our students are accepted into their program and institution of choice almost without exception.


Travel and Learn Program: Each year, students participate in an educational 3 to 5-day excursion (Grade 9 to Bruce Peninsula, Grade 10 to Quebec City, Grade 11 to Northern Ontario for a Winter Outdoor Leadership Training Experience, and Grade 12 to Washington, D.C.). The cost of these trips is included in your tuition. We also host an optional grade 12 trip to Europe, and two grade 12 Service trips (one in January and one in June). Past service groups have gone to Dominican Republic, Nicaragua, Guatemala, and Haiti. For more information about our integrated Travel and Learn program, please contact the school.

Theatre Experiences: Each year, students will have the opportunity to see a major theatre production (Stratford Festival or Shaw Festival etc.). Each grade will have the opportunity to attend a world-class production at a professional theatre. We ask that students dress up for these occasions. Teachers will intentionally integrate the actual play or themes from the play into the English curriculum for that year. Note that the cost of this excursion is already included in your tuition.

Affiliations Woodland Christian High School is approved to grant credits by the Ministry of Education and is an active member of the Ontario Alliance of Christian Schools (OACS) and of Christian Schools International (CSI). These organizations provide Woodland with a variety of support services, including financial advice, school inspections and reviews, curriculum materials and employee benefit packages. All of our staff are highly qualified, OTC (Ontario Teacher’s Certificate) certified teachers, many of whom also hold the CSTC (Christian School Teacher’s Certificate) and have Honours or Masters level education.

Our teachers maintain professional affiliations that include the Ontario College of Teachers, Ontario Christian Schools Teachers Association (Edifide), and many of the Ontario Departmental Teachers Associations (English, History, Science, Technology, Business etc.).

Diplomas Woodland offers students two diplomas: the Ontario Secondary School Diploma (OSSD) and the Woodland Christian High School Diploma (see page 13 for details). We are routinely inspected and permitted to grant credits and diplomas by the Ministry of Education.

The Woodland diploma is offered as an expression of our distinctiveness as a Christian school. All Woodland students are actively working towards the successful achievement of these two valued and complimentary diplomas.

Program Development and Policy Our program and procedures have been developed in compliance with the Ontario Ministry of Education’s core policy documents; Ontario Schools (2016) and Growing Success (2010). For further information regarding any of our policies or procedures, please contact the school.


Excellence in Teaching and Learning At Woodland, we are committed to:

Knowing our students and developing healthy communities of learning

Designing courses using backwards planning and differentiated instruction

Helping students find value in, and personal connection to the learning goals

Focusing content on the big ideas and essential questions of our courses

Ensuring students can achieve appropriate educational success

Building assessment practices that improve student learning.

Student and Graduate Profile The way we measure and ensure accountability to our vision and mission is by the presence of the following stages of student development:

Enfolding Lives: Viewing students as image bearers of God.

Knowing, understanding, and honouring students.

We honour students by knowing them: their unique personalities, gifts & abilities, and inviting them to participate in class and community activities.

Establishing a community undergirded by grace, forgiveness, and giving multiple chances.

Engaging Learners: Students are interested in our world, curious, able to think critically, and willing to take the risk to play with ideas and

concepts.

Teaching is focused on student learning, best practices, varied instructional processes, and measured results.

Equipping Leaders: The following habits of mind, heart, and hand will be the marks of Woodland graduates:

CHARACTER – integrity, wisdom, respect.

CREATIVITY – risk taking, joy in exploring, creativity, curiosity, craftsmanship.

COMPASSION – forgiveness, empathy, reflective, humble, serving others, seeing other perspectives.

COMPETENCE – communication, understanding, critical thinking, collaboration, problem solving, and demonstrated learning.

CHRISTIAN WORLDVIEW – biblical knowledge & understanding, discernment, stewardship, and the articulation/expression of a Christian faith.


FINANCES Woodland Christian High School, like other independent schools in the province of Ontario, receives no public funding. As a result, the school is wholly dependent on tuition payments, support from area churches, fundraising projects, and the generous donations made by friends of the school.

Approximately 88% of Woodland’s revenue comes from tuition. We have a family based tuition with a 20% surcharge for families with more than one student attending Woodland.

Parents who also have children attending a Christian elementary school are eligible for a 20% reduction in tuition.

Tuition covers the entire costs of education, including bus transportation, textbooks and all course related school trips.

The Cambridge District Association for Christian Education, which operates Woodland Christian High School, is registered with the Canada Revenue Agency as a charitable organization. Parents receive a receipt for tax purposes for the donation portion of tuition or the amount paid to the school above the calculated cost per pupil.

Tuition rates are based on budgetary needs and will be set each September by the finance committee. The base tuition rate for the 2015- 2016 school year was $14,980. The average tuition paid by a Woodland family with one student in attendance was approximately $13,210.

The cost per pupil for the 2015 tax year was approximately $6,600. The donation receipt of $6,610 reduces the actual out of pocket cost from $13,210 to approximately $10,566.

If you have any questions regarding Woodland finances or if you wish to know the tuition level for your particular situation, please contact our Business Administrator, Neil Klapwyk.

Families for whom the tuition cost is prohibitive are encouraged to apply for a Tuition Bursary made available through fundraising projects and donations. Bursaries extend the vision of Christian education to more and more families each year. If you wish to know more about this fund, would like an application form, or would consider contributing to the Bursary Fund, please contact our Business Administrator.

We acknowledge that the financial cost of Christian education is high. At the same time, we believe that the Christian education we offer is well worth the price. In a very real way, tuition is an investment in the future of our children, of the Christian community and of the world in which God has called us to serve. We believe that the investment you make in your child’s Christian education is an investment decision you will never regret.

TRANSPORTATION The Transportation Committee, which consists of representatives from each chapter and the Woodland Transportation coordinator, arranges bus services.

Prior to the beginning of each new school year, local chapter transportation coordinators will provide families with specific information about routes and pick up points. Acknowledging a number of constraints, one of them being that we cannot offer front door pickup for most of our students, the Transportation Committee does its utmost to ensure that the routes are convenient for as many Woodland families as possible.

A copy of the bus code of conduct is included in the Parent/Student Handbook. Please contact Neil Klapwyk, the transportation coordinator, or your chapter for more information on bussing.


CO-CURRICULAR INFORMATION Awards Woodland has a system of awards and prizes in place to encourage excellence and participation in all aspects of school life. These are administered by Student Council, by the Board of Directors, and by the staff. They are presented at Graduation and/or at the annual Awards Assembly in June. These awards also include our School’s Honour Roll for students achieving an 80% average, as well as Athletic and Academic Awards of Merit and Distinction. Students are encouraged to work toward these awards. Please refer to our Parent Student handbook for more information regarding our student awards.

Athletics The Woodland Cavaliers participate in District 8 of Central Western Ontario Secondary School Athletics (CWOSSA) and in the Ontario Christian Secondary Schools Athletic Association (OCSSAA). In these organizations our teams compete against other schools in Soccer, Basketball, Volleyball, Cross-country, Track and Field, and Badminton. Many of our teams have enjoyed great successes over the past years and we are proud of our school’s Varsity Athletics program. Practices and games are usually held outside of school hours and as a result, students and parents will be responsible for transportation. Coaches will provide a schedule of practices and games at the beginning of each season to assist in the planning of transportation. (For more information about our Varsity Team programs and current schedules, see our website at www.woodland.on.ca)

Arts We provide a variety of Arts co-curricular activities which include drama productions, choral music, chamber choir, jazz band, and a variety of Arts Council events. Instrumental music, theatre arts and visual arts instruction are also available but are offered as part of our curricular program. Each year there is a drama production which involves acting (sometimes singing), set/stage design, costuming/make-up and general backstage/technical expertise.

Clubs and Activities Students are encouraged to get involved in the life of our school. We provide a wide variety of exciting options in our co-curricular program. These include robotics, ModelUN, DECA, Chess and Games Clubs, Praise Team, Tech Crew, Photography, Book Club, Garden Club, as well as many others.

Student Government The Student Government functions as a liaison between staff and students, organizing, planning and overseeing co-curricular student activities. A body of eight elected members fill the positions of President, Treasurer/Secretary, General Member and six Council Directors.

All students can apply for general council positions.

Arts Council organizes and plans lunch concerts and any other arts related events, supports photography club, drama club, dance club, supports a school arts publication, and promotes the arts at Woodland

Athletic Council organizes school-wide intramurals, plans co-curricular trips to sporting events, leads pep rallies for Woodland teams, organizes Woodland clothing sales, and helps to promote athletic participation at the school

Public Relations & Stewardship Council (PRS) promotes activities organized by each council, promotes stewardship (through activities and awareness campaigns) at Woodland, including organization of food drives and the student mentorship program

Social Life Council plans and organizes social activities for school (dances, special lunch days, spirit days, formal, etc.) Large Events Council plans and organizes chapels, Ninerfest, Special Emphasis Week Spiritual Life Council runs prayer-at-the-pole, Bible studies, 24/7 prayer events, and organizes various outreach activities (i.e.:

Adopt-a- Family each Christmas)


ACADEMIC SUPPORT PROGRAMS Woodland is committed to providing learning support for all students. Our Student Success Team, which includes representatives from administration, guidance, teaching staff, support program facilitator, and educational assistants, work collaboratively to ensure that students have access to the learning support that they need. For details regarding enrichment opportunities for all students see the “Academic Focus” section of this document.

All Woodland students have access to our school-wide peer helping program and after school homework club. Teachers also regularly make themselves available at lunch hour to meet with students and provide extra help when required. In addition to these regular support options, the school also has an extensive academic support program for students with IEPs (individual educational plan based on a formal academic assessment), and an ESL program to support students for whom English is a second, or third language.

Academic Support This program serves the needs of students of all levels of ability who face challenges in their academic work, assisting them to identify their gifts, learning styles and unique learning needs. The goal of the program is to help students develop skills and strategies, not only to assist them in reaching their academic goals to the best of their abilities, but also to foster positive lifelong habits and skills. For a listing of specific courses, see the ASP section under course descriptions.

Our well-equipped learning lab and learning commons provide an open and inviting atmosphere, and is a welcoming space for ASP students during class time, and for all students during the lunch hour. Alternate credits may be available for certain students based on IEP information and need. Coordination of learning accommodations for students are facilitated through this program. For further information, please contact our Academic Support department (ext. 123)

ESL International student, as well as landed immigrants for whom English is not the first language, receive support through our ESL program. The main components of our ESL program include coordination of our “homestay” program, ESL courses (levels A through E), guided learning credits for ESL students, and conversation club, as well as regularly scheduled social activities that foster improved speaking skills, and healthy integrations with the life of the school. For more information regarding our ESL program, and admission process, please contact the school.


STUDENT SERVICES Guidance The Guidance department exists to provide support to students in a variety of ways. Grade 9 guidance focuses on the transition from elementary school, and integration or “Enfolding” into high school life. Grade 10 and 11 guidance focuses on “Engaging” students in the course selection process as they begin to explore career options beyond high school. Grade 12 guidance focuses on “Equipping” students to make smooth transitions into post-secondary options of work, apprenticeship or further education at community college or university. At all grade levels, the guidance department is committed to supporting student emotional and spiritual growth.

CAPS Woodland is pleased to partner with Shalem Mental Health Network to provide the Counselling Assistance Plan for Students (CAPS), which is a free counselling service from qualified Christian Counselors in the area. Students and families are provided with a toll free number that they can call. The service is confidential, and pairs students with a qualified Christian counselor in their local area. For more information, please contact our Guidance department.

Library The Library plays a central role in Woodland’s mission ‘to equip students for lives of Christian faith and service’. It acquires and maintains excellent resources, both paper and digital, to support the school’s curricular and co-curricular programs. A professional librarian promotes both the joy of reading and the development of information literacy, and is available to help students find and use information at school.

The Library maintains an online presence at: https://sites.google.com/a/woodland.on.ca/library-resource/.

The Library site is accessible at any time from the school’s main page to search either the school’s book catalogue or various research databases, and to provide other useful links to online tools and information. Our library hosts the regularly scheduled library club events, as well as our highly popular book club.

Technology for Learning

Woodland is a fully equipped with integrated technology for learning. All of our teaching classrooms are equipped with integrated instructional technology and students have access to computers during classes through our two fully equipped computer labs, banks of computers in several teaching spaces, and a portable Chromebook lab. Students have regular access to computers in our library and guidance/learning commons spaces throughout the school day. For more information regarding our school technology use policy, please contact the school.

School Nurse & Sick Room A public health nurse is available to the students at Woodland. Please inform the office if you wish to use this service.

The nurse’s station is available for students who become ill during the school day. We encourage students to stay home if they are sick. Parents are requested to pick up their sick student from school if they are unable to attend regular classes.

Gymnasium and Fitness Room The gymnasium and fitness room are made available to students during the noon hour for intramural and other fitness and recreational activities. Gym clothing and proper footwear must be worn by those participating in structured gym activities. No food or drinks are allowed in the gymnasium. The gym is off limits to students while classes and practices are in session.

Supervision in the gymnasium during the noon hour is done by staff members and Athletic Council leaders.


COMMUNICATION

As has been noted earlier, Woodland Christian High School is a parentally-controlled school. Participation of parents is essential to the operation of this school. Therefore, parents are encouraged to maintain close contact with the teachers of their children and to call them with any concerns that might arise.

Parents can also remain informed about school activities and issues in the following ways:

The Woodland website, especially the online calendar, is a vital communication tool. The calendar is updated regularly is used extensively by Athletics. Be sure to bookmark the website on your computer and devices: www.woodland.on.ca.

Course information, assignments, and due dates are posted regularly on class web-pages maintained by teachers. These web-pages are available to parents and students at classes.woodland.on.ca

Woodland issues a bi-weekly Woodland Watch which summarizes the highlights of daily activities at the school. The Woodland Watch is distributed to the parents through email.

Woodland’s Newsletter, The Woodlink, is issued at regular intervals during the school year and contains more substantial coverage of school affairs. It is distributed through churches or through the mail. It is also posted on the school’s website.

From time to time teachers or the administration may contact parents with specific concerns about student progress. Formal student reports are issued four times per year; in late October, early February, early April and late June. In cases where students are experiencing a high degree of difficulty, a student success form will accompany the report card.

Formal parent- teacher interviews are held twice per year, in November and April. Students are strongly encouraged to attend these interviews. Interim progress reports are issued in December and May for those students who are in danger of failing courses.

To facilitate communication parents are asked to provide their e-mail addresses to the school. These addresses will be used only to provide school information to parents.

Parents are welcome and strongly encouraged to contact their student’s teachers or the administration with any concerns that they might have about their student's progress or any other aspect of the school's operation.

USE OF PERSONAL ELECTRONIC DEVICES Since this school is a community of learning, students are discouraged from bringing IPods, MP3’s and cell phones or similar devices to school. Students are not allowed to use such devices in classrooms during the “teaching times” of the class. When a class is given “personal work time” teachers may, on rare occasions, allow students to listen to their own music. The only exceptions to this will be those with an authorized accommodation through the ASP program.

Some music, videos, and games are objectionable because they are, for example, violent, blasphemous or obscene. As such, these will not be permitted at Woodland and students must not bring such material to school on their personal devices or electronics.

Unless given permission by their teacher, students may not use their cell phones in class. Students who choose to ignore this expectation will have their cell phone confiscated and turned in to the office. The use of a personal laptop in class is also a privilege. Please see the Technology Policy and User Agreement for details.

http://www.woodland.on.ca/

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GENERAL EXPECTATIONS OF STUDENTS Woodland Christian High School is a community of learning. In this community all students and teachers are committed to dealing with each other in ways that are respectful and fair. These expectations are based on Christ's command that we are to love each other in everything that we are, say and do.

1. Teachers and students accept responsibility for the establishment of a positive learning environment in the classroom and hallways. Students are expected to uphold school standards of behavior while riding the school bus, and while participating in school related events after hours and at other locations.

2. Students will arrive for class on time and will remain in class for the entire period. 3. Students and teachers will be helpful and courteous to each other. 4. Students will come to class prepared to actively and positively engage in the learning process in a

cooperative and appropriate manner. 5. A student who, during the course of the day, finds it necessary to miss a class will first obtain permission

from the classroom teacher or the principal. 6. Students are responsible for all work missed due to absences. Teachers will provide help wherever

necessary. 7. Students will respect the rights and property of others and the property of the school.

More detailed descriptions of expectations for students are found in the Parent/Guardian/Student Handbook.

DRESS CODE FOR STUDENTS The guiding principles of our dress code are common sense and a reasonable expectation of what is considered appropriate dress for participation in our school learning environment. Clothing that is fine for home, or a day at the beach, may not be the appropriate “uniform” for the job of being a student. Proper student attire, within the parameters of the styles of the day, is the expectation. The following guidelines for all students will serve to clarify the intent of this policy:

Clothes should be to be neat and clean and in good repair. T-shirts and jeans are acceptable as long as they are neat, clean and in good repair and are not ripped or

adorned with slogans or advertising which would be in conflict with the stated aims of the school. Therefore, "beer shirts" and shirts with unacceptable slogans or graphics will not be allowed.

All undergarments must be fully concealed by tops and shorts/skirts/pants. Shorts and skirts/dresses must be BELOW finger-tip length (shorts must have a 4 inch min. in-seam). Leggings or

spandex shorts must be covered to fingertip length by a skirt or longer top. To be fair and consistent, hats are to be removed in the building. Clothing which is revealing in nature is not part of appropriate dress for school (e.g. skin tight clothing, spaghetti

straps; clothing exposing chest, midriff area, bare shoulder and/or back; open or muscle type shirts with deep arm-holes). This is similar to the policy of any professional environment where you would apply for a part-time job.

Parents/Guardians are asked to encourage their students to make wise choices while shopping for school attire.

It is school policy that students attend field trips in neat attire. Some trips will require more formal dress (plays, concerts), but all trips require neat attire that reflects well on both the student and the school. Reminder that our dress code applies to all school sponsored events, including evening sports events and weekend tournaments and field-trips. A slightly relaxed version of the dress code is in effect for our annual spring formal. For details, please consult administration.

In the final analysis, the administration will determine if clothing is in keeping with appropriate professional dress for the school environment. Students who wear clothes which are not in keeping with the dress code will be asked to change or may be asked to phone their parents to bring a change of clothes. Parents/Guardians will be informed of ongoing clothing issues.


STUDENT CODE OF CONDUCT 1. Students are expected to use their time wisely. Students from grade 9 through grade 10 are required to spend

their spare periods in supervised study areas as indicated on the time table. Students in grades 11 and 12 are encouraged to use their "spare" time constructively. They are not permitted to disturb any classes in progress. No students will be permitted to loiter in the hallways while classes are in progress. Spares are a privilege and inadequate classroom work or inappropriate behaviour may result in this privilege being taken away.

2. Woodland Christian High School is a smoke free environment. Therefore, no smoking is allowed anywhere on the property or anywhere within sight of the property or at any school function. This area includes the road in front of the school and woodlot to the north and west of the school property. This woodlot is private property and is off limits to students. This policy is in place to acknowledge that smoking is offensive to many in the Christian community, that is detrimental to health, and that the purchase of tobacco products by persons under the age of 19 is illegal. Students who are observed to be smoking in violation of this rule may be suspended from school for a period of up to five days.

3. The possession and consumption of alcohol at school or at school functions is prohibited and will result in a mandatory suspension of three to five days. The possession and consumption of illegal drugs at school or at school functions is prohibited and will result in a mandatory suspension of five to ten days. The police may be involved. Trafficking in illegal drugs at school or at school functions will result in a mandatory suspension. The police will be called and the administration will recommend the expulsion of the student(s) involved to the Board of Directors of the school.

4. Students are expected to use their automobiles responsibly while on or near school property. The school does not normally monitor the use of student vehicles during the school day. However, students who use their vehicles inappropriately will be required to submit their keys to the office. Students who maintain a pattern of irresponsible driving will not be allowed to bring vehicles to school.

5. Bullying and harassment are unacceptable at Woodland. Students who harass and intimidate others – either in person or via internet contact – may face a suspension of one to five days. Accusations of bullying between Woodland students will be investigated both on and beyond the actual grounds of the school.

6. Students who physically assault other students will face a suspension of three to ten days. Police may be called.

7. There will be no running or horseplay in the halls, classrooms, washrooms or change rooms at any time.

8. Since the classroom is a somewhat formal setting, students will not, for example, wear hats, eat, chew gum, sit with feet on tables, or tilt their chairs back. In short, they will conduct themselves in a manner that reflects courtesy and respect for their environment and the people in it.

9. Students are expected to come to all classes with the necessary materials and with their work done well.

10. Foul, blasphemous and inappropriate language is not acceptable at Woodland. Students who repeatedly use such inappropriate language may face a suspension of one to three days. Students who direct such inappropriate language at school staff or bus drivers will face a suspension of one to three days.

11. Games such as cards are permitted only in the Auditorium. Card games and other activities that do or might involve gambling or similar behaviour are prohibited.

It should be noted that in all cases of significant violations of school rules, the parents/guardians of the students involved will be contacted immediately.


ATTENDANCE Students are expected to attend all official school functions regularly and punctually. These include classes, chapels and assemblies. There is a direct relationship between attendance and success at school.

1. Excused Absences

Absences are excused when the reasons for that absence are sickness, an unavoidable conflict or permission from the office of the school. Students must make up the work missed during such absences. They must also contact their teachers on the day of their return to school regarding assignments or tests that they might have missed. In general, a student who has been absent for one day is responsible for all missed work the next day. Longer absences may require negotiation with staff members.

2. Unexcused Absences

Absences are unexcused if they do not fall into the category above. The class work missed must be made up by the student, but any tests or quizzes missed during an unexcused absence may not be made up. Students will normally receive a grade of zero for tests or quizzes missed during an unexcused absence. When some school buses are cancelled due to poor weather, but the school is open, students are expected to attend classes as on a normal school day. Leaving the school without permission under these circumstances will be considered an unexcused absence.

3. Absences due to Family Vacations

The school does not excuse students for vacations during the regular day’s school calendar. While teachers will help students catch up the work missed, the work assigned during that time is the student’s responsibility. Students are therefore expected to inform teachers well in advance of such vacation absences and to accept full responsibility for all work missed. Tests and quizzes missed during vacations will be made up prior to the absence or upon return. We ask that parents not remove students from school for family trips during the last three weeks of term as students must be present for cumulative activities and exams.

4. Skipped Classes

An absence is considered a "skip" if a student is absent from one or more classes without the knowledge or permission of parents and the office. The student is still responsible for all work done during that class and may be unable to make up the work. A skipped class may result in an after school detention. A pattern of skipping will result in parents/guardians being invited to the school to discuss the matter. Suspensions may also result.

5. Suspensions

Suspensions, for whatever reason, are defined as unexcused absences. In this case, however, staff will work to allow suspended students the opportunity of doing their work and earning good grades.

6. Explanations of Absences

Parents/Guardians are asked to inform the school before 9:30 AM if a student is going to be absent. A reason must be given for the absence so that the category of the absence can be determined. Students, at age 18, are presumed to be responsible for their presence at school. Therefore, such students are expected to inform the office of the reasons for their absences.

7. Absences During the School Day

Students who become ill during the day must come to the office to obtain permission to leave the school or go to the sick room. Those who leave the school property during the school day must sign out in the office before they leave and sign back in when they return.


8. Lates

Students are expected to be on time for classes. Lates will be dealt with by the classroom teacher. A pattern of lateness will result in noon detentions. If the pattern is not corrected, after school detentions may be assigned.

9. Detentions

Students may be assigned detentions to be served from during the lunch hour or after school from 3:25 PM until 5:00 PM for chronic lates and skipped classes or other violations as deemed appropriate by the administration. Students who use buses or who have part-time jobs will be expected to make alternate work or transportation arrangements. Parents/Guardians and students will be informed of after school detention at least one day prior to the date when it is to be served. Students are expected to arrive promptly for detentions. The time in detentions will be spent doing schoolwork.

10. Contact with Parents

If students have irregular or erratic attendance so that their ability to complete course work successfully is jeopardized, the following process will apply: When a student misses 10 class periods in any course, parents or guardians will receive an email from the classroom teacher alerting them to this attendance trend. When a student reaches 15 class periods missed in any course, the teacher will inform administration (VP student affairs), so that administration can contact the family to indicate our concern. . If the pattern of irregular attendance continues and the student misses 20 class periods in any course, the teacher will inform administration, and a meeting will be convened (organized by the teacher and/or admin) to address the situation. This meeting will involve the student, the parents or guardians, the course teacher, and the Vice Principal of Student Affairs.

11. Potential Impact of Absences

If a student misses more than 20 classes, please note that it will become increasingly difficult for teachers to assess that all expectations of a course are met by a student, and some modification of the student’s term grade may apply. This will be of particular importance in classes where daily interaction with the teacher and peers is an integral part of the assessment process (physical education, drama, art, music, science labs, etc.). In the unfortunate case where a student misses 50% or more classes, it may become impossible for a student to demonstrate that they have achieved a passing level of proficiency in the overall expectations of the course. In such cases, the student would not receive credit for the course.

12. Contacting Students

If parents/guardians need to contact their students during the school day, they may call the school office. While students are free to use cell phones during lunch time and spares, parents are asked to not call students when classes are in session.


THE CURRICULAR PROGRAM Graduation Requirements Diploma requirements for the Ontario School Diploma are set out by the Ministry of Education. Requirements for the Woodland Christian High School Diploma are set out by the school. All students must successfully complete 30 credits or the equivalent to graduate. They must also complete 40 hours of community service and pass the Grade 10 Literacy Test or the Ontario Literacy Course as prescribed by the Ministry of Education (Ontario Schools, 2016).

Students in Grade 9 and 10 earn credits in the academic, applied or open categories. In Grades 11 and 12 students earn credits in the university, university/college, college, or workplace preparation categories. It is advised that students not opt for the minimum requirements each year, but that they see schooling as an opportunity to receive as challenging an education as possible.

Students are expected to keep track of their progress, choosing courses which will serve them best in their career and future educational choices. Teachers and the Guidance Counsellors are always available for advice and counselling, to help students choose courses which will serve each of them to their individual advantage.

To meet the needs of individual students, the principal may replace up to three compulsory courses (or the equivalent in half courses) from the remainder of those that meet the compulsory credit requirements. In other words, in order to ensure that all students can graduate, in some cases compulsory courses may be replaced by other courses offered by the school. School policy in regards to credit equivalences, credit waiving or challenge, and the PLAR (prior learning assessment) process, have been established in accordance with the Ministry of Education policy documents (Ontario Schools, 2016)

Credit System A credit is granted in recognition of the successful completion of a course that has been scheduled for a minimum of 110 hours. A course is successfully completed if a student obtains a final mark of 50% or better.

Credits may also be earned by students in grades 10-12 through a Prior Learning Assessment and Recognition process (PLAR). In the PLAR process a student’s learning is assessed by means of an administered examination and accompanying documentation of appropriate equivalent instruction. In other cases, equivalency credits may be granted if a student has attended school at some point outside Ontario or in a non-inspected private school. For more information regarding the PLAR, credit equivalence, or credit waiving process, please contact the Guidance Department or Vice-Principal of Program (ext. 137).

For a variety of reasons (illness, concussion, mental health issues, personal or family difficulties etc.) students may require extended time to complete the requirements of a course. Woodland`s Student Success Team uses established criteria (based on school policies related to concussion, mental health and appropriate accommodations provided through ASP and ELL) to determine if students are eligible for a Credit Extension process. For more information, please contact the guidance department (ext. 119) or administration (ext. 137). In cases where a student has failed a course while at Woodland, credit recovery may be an option for that student. For information regarding the credit recovery policy and process, please contact the Vice-Principal of Program (ext. 137) or the Guidance Department (ext. 119).

School Scheduling For details regarding the school timetable, bell schedule, school year calendar, and other important school dates and details, please refer to the information, schedules, and calendar available on the school website: www.woodland.on.ca

http://www.woodland.on.ca/


STUDENT ACHIEVEMENT & DIPLOMA REQUIREMENTS Woodland Christian High School offers Ontario Ministry of Education authorized diplomas and certificates. These include the Ontario Secondary School Diploma, The Ontario Secondary School Certificate and the Certificate of Accomplishment. Specific requirements for these diplomas and certificates are outlined below:

Ministry Requirements for Graduation and the Ontario Secondary School Diploma (OSSD)

Compulsory Credits (Total 18) 4 credits in English (1 credit per grade) 1 credit in French as a second language 1 credit in Health and Physical Education 3 credits in Mathematics (at least 1 credit in Gr. 11 or 12) 1 credit in Canadian History 1 credit in the Arts 2 credits in Science 1 credit in Canadian Geography ½ credit in each of Civics and Career Studies

1 credit in Gr. 11/12 Science OR Technological Education

OR Computer Studies OR French as a Second Language OR Cooperative Education 1 credit in English OR French as a Second Language OR

Classical, International or Native Language OR Social Science and Humanities OR Canadian and World Studies OR Guidance and Career Education OR Cooperative Education 1 credit of Health and Physical Education OR Arts OR

Business Studies OR French as a Second Language OR Cooperative Education

(note: a maximum of 2 compulsory credits may be Cooperative Education)

Over and above the 18 compulsory credits, the following are also required: * Elective Credits (total of 12);

* 40 hours Community Involvement; and * High School Literacy Test (OSSLT)

Achievement of Credits at Woodland

In accordance with Ontario Schools policy (2016), and Growing Success (2010), Ontario High School credits are granted at Woodland based on the following:

a) 110 hours of classroom or equivalent instructional and learning time b) Students must achieve a minimum mark of 50% (based on Ministry Course Expectations and Achievement Chart

Guidelines for Assessment- see www.edu.gov.on.ca for details) c) Credits can be earned in the following categories

i) Grade 9 and 10 (Academic, Applied, and Essentials-Mathematics only) ii) Grade 11 and 12 (University, College, U/C, Open, Workplace-Mathematics only)

d) Accommodation Guidelines: i) Students with an IEP (Individual Educational Plan) are eligible for specific accommodations based on

their individual assessment/diagnosis ii) These accommodations do not prohibit a student’s ability to earn full credits

e) Modification Guidelines: i) Students with an IEP, and working at the applied, essentials, college or workplace level may have

modifications to the course expectations ii) Modifications may include including alternative expectations (Gr 9 & 10) iii) In the case where significant modifications are required, these modifications may prohibit a student’s

ability to earn full credits. For more information regarding our modified credit policy, please contact the school.

http://www.edu.gov.on.ca/


Ministry Requirements for Earning the Ontario Secondary School Certificate (OSSC)

The Ontario Secondary School Certificate will be granted on request to students who leave school before earning the Ontario Secondary School Diploma, provided that they have earned a minimum of 14 credits distributed as follows:

Compulsory credits (total of 7) 2 credits in English 1 credit in Canadian Geography or Canadian History 1 credit in Mathematics 1 credit in Science 1 credit in Health and Physical Education 1 credit in the Arts or Technological Education

Optional credits (total of 7) 7 credits selected by the student from available courses

The provisions for making substitutions for compulsory credits also apply to the Ontario Secondary School Certificate.

Ministry Requirements for Earning the Certificate of Accomplishment

Students who leave school before fulfilling the requirements for the Ontario Secondary School Diploma or the Ontario Secondary School Certificate may be granted a Certificate of Accomplishment. The Certificate of Accomplishment may be a useful means of recognizing achievement for students who plan to take certain vocational programs or other kinds of further training, or who plan to find employment after leaving school.

The Certificate of Accomplishment will be accompanied by the student’s Ontario Student Transcript.

NOTES:

1. Community Involvement: As part of diploma requirements, students must complete 40 hours of volunteer service in their communities. This requirement reflects our belief that we are called by God to work, not only for our own good but also in the service of others. Activities may be completed at any time during a student’s years at high school. These activities may take place, outside of normal instructional hours, in a variety of settings, including non-profit organizations and public sector institutions. Students may not fulfill this requirement through regular course activities. The Guidance department administers the records for community involvement. Students are expected to obtain the necessary forms and information there. See guidance webpage for information regarding appropriate ways to complete your service hour. You can also review the information available through the Ministry of Education website: www.edu.gov.on.ca/extra/eng/ppm/124a.html.

2. Literacy Test: The Provincial Test of Reading and Writing is written by all grade ten students and it is based on the expectations of the curriculum to the end of grade nine. The successful completion of this test is a requirement for graduation. If students do not complete the test successfully in grade ten, they will be provided with remedial assistance and with the opportunity to retake the test at a later date or they may take the course prescribed by the Ministry of Education (OLC4O1) as meeting the requirements of the literacy test. Under special circumstances, accommodations, deferrals and exemptions may be provided for some students. All students who currently have an Individual Education Plan are entitled to the accommodations outlined in the IEP. Parents, students, and/or student services may initiate any request for accommodations or deferrals. For more information and test preparation materials, please visit the EQAO website: http://www.eqao.com/en.

The test will serve both to determine whether students have acquired the reading and writing skills considered essential for literacy, and to provide confirmation that those students who have completed the test successfully have attained the provincial expectations for literacy. The test will identify those students who have not demonstrated the required skills and will identify areas in which these students need remediation. The test is normally scheduled for the end of March.

3. Course Selection for Elective Credits - The Guidance Department staff will provide assistance to students during the course selection process. Recommendations will be made based on a student's skills, interests, and post-secondary career aspirations. Tools such as myBlueprint will be used to aid this process. See page 19 for more information.

http://www.edu.gov.on.ca/extra/eng/ppm/124a.html

http://www.eqao.com/en


WOODLAND CHRISTIAN HIGH SCHOOL DIPLOMA As stated earlier, we value a holistic approach to education at Woodland. We provide a wide variety of curricular and co-curricular options in order to Enfold, Engage and Equip students for lives of Christian faith and service. Our Woodland Diploma requirements ensure that students take courses from a variety of discipline areas. This balance provides students with a well-rounded education in Math & Sciences; Arts; English & Languages; Humanities; Canadian & World Studies; Business, Computers & Technological Studies; and Physical Education & Health Related Studies.

All students in grades 9 and 10 take one half credit of Bible each year (Old Testament and New Testament focus), and have opportunity to choose two or more of our senior perspectives courses (taken from the Humanities, and Canadian & World Studies departments, as well as other approved courses).

All of our Woodland courses are foundationally built on one or more of our Worldview Themes. These themes connect the essential focus of courses to the Biblical story of “Creation, Fall & Redemption, and Restoration”. They also highlight connections between the courses, discipline areas, and co-curricular activities of our school program.

The following is a summary of why Woodland parents, students and alumni value the Woodland Diploma:

We love the foundational Christian worldview focus, the wide range of courses, and the opportunity for students to achieve their full potential, academically and spiritually.

We value the well-rounded curricular program, and the expectation that students will be challenged to take courses that lie both within and outside of their comfort zone.

Students who normally would take primarily maths and science courses in their senior year, graduate with a good grounding in humanities and the arts; and vice versa; all taught from a Christian perspective.

Going beyond the Ministry of Education's requirements, the Woodland Diploma values participation in religious education, maths and sciences, physical education, and the arts and humanities throughout a student's high school career.

We love that the school puts high priority on authentic learning opportunities, problem solving, goal setting, learning skills, character and community building, and service opportunities. All of these aspects combine to provide a framework for students to graduate as individuals Enfolded, Engaged, and Equipped for Lives of Christian Faith and Service.

Woodland Christian High School Diploma Requirements

In addition to the courses required to complete the OSSD, students must meet the following requirements:

1 Biblical Studies credit (HRE105, HRE205) 2 Perspectives Course credits (chosen from Senior Humanities or Canadian & World Studies, or other approved courses) 2 additional Mathematics and Science credits 1 Technology, Business or Computers credit (BTT/ICS) 1 additional Arts credit 1 Physical Education and Health related credit


STUDENT ACHIEVEMENT The Ontario Student Transcript The OST provides a comprehensive record of the student’s overall achievement in high school, and is maintained in accordance with Ministry of Education requirements (Ontario Schools, 2016; Ontario Student Transcript Manual, 2010)) It will include the following information:

all Grade 9 and 10 courses successfully completed by the student, with percentage grades obtained and credits earned

all Grade 11 and 12 courses completed or attempted by the student, including those with a failing grade, with percentage grades obtained and credits earned

all equivalent credits granted through the Prior Learning Assessment and Recognition (PLAR) equivalency process under OS or through the equivalency process under OSIS

all Grade 10 courses for which the student successfully challenged for credit through the PLAR challenge process, with percentage grades obtained and credits earned

all Grade 11 and 12 courses for which the student successfully or unsuccessfully challenged for credit through the PLAR challenge process, with percentage grades obtained and credits earned

identification of compulsory credits, including credits that are substitutions for compulsory credits identified by the ministry as diploma requirements

identification of all courses taken online or at another secondary school confirmation that the student has completed the forty hours of community involvement confirmation that the student has successfully completed the provincial secondary school literacy

requirement

Since September 1, 1999, the OST has also had to include a record of the achievement of exceptional students who have alternative learning expectations in an individualized, non- credit program.

Examinations and Culminating Activities All students will complete a final culminating activity in each course. This activity may be a formal examination or it may be some other activity that acts as a summary for the course content skills. The culminating activity measures the student achievement of the course objectives and is intended to be a summary of the major themes of the course. Culminating activities, other than exams, will occur near the end of the course. Teachers will describe the activity well before it is scheduled to occur.

Work done during the regular term is weighted as 70% of the final grade for each course, while the culminating activity (project, exam, or both) is evaluated at 30% of the final grade.

For specific details on exams, including dates and procedures, see the student and parent information handbook.

Woodland policy regarding exams and cumulative activities has been established in compliance with the Ministry Growing Success policy document (Growing Success, 2010).

The Ontario Student Record The Ontario Student Record is an ongoing, confidential record of a student’s educational progress through Ontario high schools. These records are kept on file in the office and are available to the administrative and teaching staff for the sole purpose of educational planning.

All students and parents or guardians of students under 18 years of age have the right to examine the contents of the OSR and receive a copy of its contents. The collection of this information is authorized by The Education Act and is maintained in accordance with Ministry of Education policies.


Reporting Student Achievement Evaluation of student achievement in based on a wide variety of activities including tests, independent studies, and cumulative activities at the end of each course, oral class work and research. Course assessment is based on the overall expectations for courses, and Achievement Charts as outlined in the Ministry course documents (see www.edu.gov.on.ca for specific course details), and Assessment policy as outlined in Growing Success (2010). Progress reports will be issued in November and April. These progress reports will include the current grade earned in the class, a checklist indicating performance in a variety of learning skills, and specific comments from teachers.

Assessment of Student Work This section outlines the assessment and evaluation guidelines for Woodland Christian High School as adapted from the OS and OACS policy documents. Our motivation for assessing and evaluating student performance is to provide on-going feedback to the student and parents/guardians, to help the student improve learning, and to determine a level of proficiency and mastery at the end of the course. It is our hope that all our efforts in the area of assessment and evaluation have student success and mastery of the course material as the primary goal. Assessment is used to determine how well students are learning the content of a specific course. Assessment tools include homework checks, quizzes, presentations, demonstrations, and the like. The goal of assessment is to let students and parents know if the student is meeting the objectives in a course. Assessment tools (tests, seminars, portfolios, projects, labs, etc) are done at the end of a unit or at the end of a course. Assessment of these items form the grade for a particular course. Final assessment occurs after the student has had a number of opportunities to learn the specific concept or skill. Assessment is measured according to the following categories prescribed by the Ministry of Education:

Knowledge (the course content)

Thinking (problem solving, analysis)

Communication (presentations, projects)

Connections (application, extension)

Assessment activities include diagnostic work (Assessment for Learning), on-going feedback (Assessment as Learning), and summative evaluations of student work (Assessment of Learning). Term reports will be issued in February and June. These reports will include specific percentage grade achievements along with learning skills assessments and teacher comments. Although progress reports are issued in November and April for all students, they are also issued when requested by parents or the guidance department. Parents and students will be invited to conferences with the teachers after the November and April reports.

At the beginning of each course, students will receive:

1. Course Syllabus (topics and books) 2. Course Timeline (content schedule ) 3. Tentative schedule of due dates for major assignments 4. List of assessment strategies they can expect in the course 5. Mark breakdown by Learning Category for the 70% term mark (which includes midterm exam) 6. Outline of format for the 30% Cumulative Activity

Woodland uses the MOST CONSISTENT and MOST RECENT work of a student to determine the grade in a course. The teacher measures the most consistent performance of a student, paying particular attention to the most recent evaluation.




Learning Skills Learning skills are assessed throughout the course, although they do not form part of the grade for a course. This is Ministry of Education policy. The learning skills are reported four times throughout the year and are accompanied by a written comment which highlights student strengths, weaknesses, and next steps.

UNDERSTANDING COURSE CODES Woodland’s academic program is inspected by the Ontario Ministry of Education and is based on the Ministry’s Ontario Secondary Schools Document: Ontario Schools, 2011. Every course in high school requires a unique COURSE CODE. All courses are identified by the first five characters as mandated by the Ministry of Education. The last character indicates the credit value of the course (i.e. 1=1 Credit, 5 = ½ Credit)

ENG 1D1 These three letters Identify the subject.

SUBJECT CODES: The first letter in the Course Code denotes the subject area:

A - The Arts B - Business Studies C - Canadian and World Studies E - English F - French G - Guidance and Career Education H - Humanities and Social Sciences M - Mathematics P - Health and Physical Education S - Science T - Technological Education

This number identifies the level of instruction:

1 - Grade 9 2 - Grade 10 3 - Grade 11 4 - Grade 12

This letter identifies the stream/destination.

GRADE 9-10 D=Academic P=Applied L=Locally Developed O=Open

GRADE 11-12 U=University C=College M=University/College E=Workplace O=Open


COURSE SELECTION Students are encouraged to begin planning for the future by considering where God wants them to serve. Prayer about decisions to set a life direction in harmony with God’s will is essential. Course choices are the first of many decisions about career, vocation, and further education. Every student has been blessed with talents, gifts, interests and abilities which are given so that God may be glorified.

When selecting courses, the following should be kept in mind:

It is generally an advantage to choose courses at the highest academic level where students can work effectively.

Apprenticeship programs, colleges, and universities often change their requirements for admission. Consult the most up-to-date information for post-secondary programs when making choices.

The final approval of optional course selections rests with the parents in consultation with students and guidance staff.

Guidance counsellors and teachers are always available to assist students in planning and making course selections.

Parents, students, and/or student services may initiate a request to waive a pre-requisite course. Request forms, available from the guidance office, must be completed by all the parties and must include the rationale for the request. The decision regarding the waiver of a pre-requisite will be made in the best interests of the student and the final decision will reside with the principal in consultation with school staff.

In the case that a required course is not offered at Woodland, it may be an option to enrol in a correspondence course, summer school, or night school course.

It is required that students be enrolled in a minimum number of courses while attending Woodland, regardless of graduation requirements. In grades 9 and 10 the minimum is 8.5 courses, in grade 11 the minimum is 8 courses, and in grade 12 the minimum is 7 courses.

Every attempt will be made to offer students a full complement of courses. In some cases, lack of sufficient student interest or staffing shortages may result in some courses being withdrawn. There are some courses that are offered in alternate years.

Correspondence and online courses are available to Woodland students when the course is needed for graduation and is not available at Woodland. Please see the Guidance office for details.

Credit Substitutions Under special circumstances, the Principal may waive a prerequisite (Ontario Schools 2016 7.2.3, p73), grant a substitute up to three compulsory credit requirements (OS 2016 6.2, p67), or grant Prior Learning Assessment and Recognition (PLAR) credits (OS 2016 7.2.5, p74).

Course Changes Students are asked to fill in course selection sheets during February for the following school year. The guidance counsellor and the rest of the staff are available to assist students in making appropriate choices. Once courses have begun, students are strongly advised to continue with their chosen courses. If a change is required, students must obtain permission for such a change from the guidance counsellor who will consult the subject teachers and the parents where appropriate. Students may change courses (or be added to a new course) during the first 10 school days of a 0.5 credit course and the first 15 school days of a 1.0 credit course.

Course Information Parents have access to all the Woodland Christian High School course outlines and the Ministry Curriculum documents for all the courses described in this section. Please contact the school office for further details. The course descriptions found in the next section are taken verbatim from Ministry of Education documents, as is required by Ministry regulation. Christian perspective statements precede the course descriptions. Parents are also encouraged to view our course outlines that are available at the school office or speak with our Program Vice-Principal or classroom teachers directly for more information. Course descriptions and expectations are also available through the Ministry of Education website: http://edu.gov.on.ca

http://edu.gov.on.ca/


Course Streams & Descriptions: • Academic – Students will learn the essential concepts of a subject and explore related materials. Emphasis will be on

theory and abstract thinking as a basis for future learning. Students might work independently, explore the “whys”, think creatively to solve problems, and develop ideas from research. These courses tend to appeal to students who are considering university or college as their destination after high school.

• Applied – Students will learn the essential concepts of a subject. Emphasis will be on the practical and hands-on applications of the concepts. Students might learn by doing, enjoy discussion, share ideas and apply them to their own lives. These courses tend to appeal to students who are considering community college or a workplace as their destination after high school.

• Open – These courses are intended as general enrichment and are designed to prepare students for further study in certain areas. Students will learn concepts and skills designed to prepare students for further study in the subject area. Expectations are designed for and appropriate for all students. Generally, the optional courses are offered in the open stream. Some examples of Open courses are Biblical Studies, Civics, Physical Education, Tech and Computer Studies.

In grades 11 and 12 the distinctions are as follows:

• University Preparation – These courses are similar to the academic courses in grades nine and ten, and are intended for students who are considering university or college as their destination after high school.

• University/College Preparation – These courses can be used for university admission but are often taken by students intending to go to community college.

• College Preparation – These courses are intended to prepare students for community college programs. • Workplace Preparation – These courses are usually taken by students who plan to go directly to work or into an

apprenticeship program after high school.


COURSES BY DEPARTMENT G R A D E 9 G R A D E 10 G R A D E 11 G R A D E 12

T H E A R T S : Music AMI1O1 AMI2O1 AMI3O1 AMI4M1

AMU3O1 AMU4M1 Visual Art AVI1O1 AVI2O1 AVI3M1 AVI4M1 Drama ADA1O1 ADA2O1 ADA3O1 ADA4M1 Integrated Arts ALC1O5 IDC4U1 B U S I N E S S :

Business BTT1O5 BBI2O1 BDP3O1 BOH4M1 BBB4M1

Accounting BAF3M1 C A N A D I A N A N D W O R L D S T U D I E S : Civics CHV2O5 Geography CGC1D1 CGF3M1 CGW4U1

CGC1P1 CGU4C1 History CHC2D1 CHW3M1 CHY4U1

CHC2P1 CHY4C1 Law CLN4U1 Politics CPW4U1 E N G L I S H : Academic ENG1D1 ENG2D1 ENG3U1 ENG4U1 Applied ENG1P1 ENG2P1 ENG3C1 ENG4C1 Literature ETS4U1 Writer’s Craft EWC4U1 English as a Second Language ESLAO1 ESLBO1 ESLCO1 ESLDO1 F R E N C H : Academic FSF1D1 FSF2D1 FSF3U1 FSF4U1 Applied FSF1P1 FSF2P1 FSF3O1 FSF4O1 G U I D A N C E : Career Studies GLC2O5 Leadership GPP3O1 Academic Support GLS1O1 GLE3O1 GLE4O1 GLS4O1 Literacy OLC4O1 Co-Op One or Two Credits

S O C I A L S T U D I E S A N D H U M A N I T I E S : Bible HRE1O5 HRE2O5 Family Studies HHS4U1

HHS4C1 Nutrition & Health HFA4C1 Exploring Religion and Philosophy HZT4U1

Challenge and Change in Society HSB4U1


G R A D E 9 G R A D E 10 G R A D E 11 G R A D E 12

M A T H E M A T I C S : Academic MPM1D1 MPM2D1 MCR3U1 MCT4C1 Applied MFM1P1 MFM2P1 MBF3C1 MAP4C1 Essentials LDCC LDCC MEL3E1 MEL4E1 Functions MCF3M1 MHF4U1 Calculus and Vectors

MCV4U1

Data Management MDM4U1 P H Y S I C A L E D U C A T I O N : Phys.Ed. & Health PPL1O1 PPL2O1 PPL3O1 PPL4O1 Exercise Science PSE4U1 Fitness PAF3O1 PAF4O1 S C I E N C E : Academic SNC1D1 SNC2D1 Applied SNC1P1 SNC2P1 Biology SBI3U1 SBI4U1

SBI3C1 Chemistry SCH3U1 SCH4U1

SCH4C1 Environmental Science SVN3M1 Physics SPH3U1 SPH4U1

SPH4C1 T E C H N O L O G Y : Computer Studies ICS2O5 ICS2O5 ICS3U1 ICS4U1 Communication Tech. TGJ1O5 TGJ2O5 TGJ3O1 Construction Tech. TCJ1O5 TCJ2O1 TCJ3C1 TCJ4C1 Health Care TPJ2O5 Hospitality & Tourism TFJ2O5 Technological Design TDJ2O1

** Not all courses are offered every year. Course selections should be made in consultation with a Woodland Guidance Counselor. Some courses not listed above may be able to be taken online.


DETAILED COURSE DESCRIPTIONS THE ARTS

We are made in the image of the Creator and we therefore have innate creativity which is expressed by different people in different ways. The Arts program at Woodland provides a wonderful opportunity for students to develop their creative talents the areas of visual art, music, and drama. Our Arts courses seek to educate, refine, and mobilize the inherent creativity in all students. All courses have a hands-on focus with both theory, Christian worldview and performance fully integrated in each.

VISUAL ARTS

Students learn to "see" more actively, intensely and reflect their vision in creative ways. The grade 9 level focuses on foundational skill development while the senior studio courses provide an environment conducive to individual expression and the development of a more robust portfolio of work. The grade 10 course acts as a bridge between the foundations in grade 9, and the studio environment of grade 11/12, allowing emerging aesthetic sense, and skills to develop and mature. Throughout the courses, students are exposed to a variety of artist and philosophies of art through regular study of art history.

Art 9 (AVI1O1) This course offers an overview of visual arts as a foundation for further study. Students will become familiar with the elements and principles of design and the expressive qualities of various materials through working with a range of materials, processes, techniques, and styles. They will learn and use methods of analysis and criticism and will study the characteristics of particular historical art periods and a selection of Canadian art and the art of other cultures. Prerequisite: None Art 10 (AVI2O1) This course emphasizes learning through practice; building on what students know; and introducing them to new ideas, materials, and processes for artistic thinking and experimentation. Student learning will include the refined application of the elements and principles of design, incorporating the creative and design processes, and the relationship between form and content. Students will also learn about the connections between works of art and their historical contexts. Course objectives may be achieved either through a comprehensive program or through a program focused on a particular art form (e.g., drawing, painting). Prerequisite: None Integrated Arts (ALC1O5) - This course integrates two or more of the arts (dance, drama, media arts, music, and visual arts), giving students the opportunity to produce and present integrated art works created individually or collaboratively. Students will demonstrate innovation as they learn and apply concepts, styles, and conventions unique to the various arts and acquire skills that are transferable beyond the classroom. Students will use the creative process and responsible practices to explore solutions to integrated arts challenges. Prerequisite: None Art 11 (AVI3M1) This course provides students with opportunities to further develop their skills and knowledge in visual arts. Students will explore a range of subject matter through studio activities, and will consolidate their practical skills. Students will also analyze art works and study aspects of Western art history, as well as art forms from Canada and other parts of the world. Prerequisite: Grade 9 or 10 Visual Arts, Open Art 12 (AVI4M1) This course focuses on the refinement of students’ skills and knowledge in visual arts. Students will analyze art forms; use theories of art in analysing and producing art; and increase their understanding of stylistic changes in modern and contemporary Western art, Canadian (including Native Canadian) art, and art forms from various parts of the world. Students will produce a body of work demonstrating a personal approach. Prerequisite: Grade 11 Visual Arts, University/College Preparation or Open Integrated Arts (IDC4U1) 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 of inquiry and research to effectively use a range of print, electronic, and mass media resources; to analyze 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. The expectations for his course are based on literature, writing, and visual arts at the grade 12 level. Prerequisite: one 4U course. Note : Students are only allowed to have 1 IDC course code on their transcript.


INSTRUMENTAL MUSIC

Students gain knowledge of the discipline of music through the study of its elements, structure, and history in a choral and instrumental setting. Information is practically applied to the choral music at hand. This leads to a discovery of students' individual God-given ability to communicate through music, enhancing their own creative potential to glorify their Creator. Choir is a co-curricular program at Woodland.

Band 9 (AMI1O1) - This course emphasizes the performance of music at a level that strikes a balance between challenge and skill and is aimed at developing technique, sensitivity, and imagination. Students will participate in creative activities that teach them to listen with understanding. They will also learn correct musical terminology and its appropriate use. Prerequisite: None

Band 10 (AMI2O1) - This course emphasizes performance of music at an intermediate level that strikes a balance between challenge and skill. Student learning will include participating in creative activities and listening perceptively. Students will also be required to develop a thorough understanding of the language of music, including the elements, terminology, and history. Prerequisite: None

Music 11 (AMU3O1) – small group ensembles: This course develops students’ musical literacy through performance and the preparation and presentation of music productions. Students will perform works at a level consistent with previous experience. Independently and collaboratively, students will use current technology and the creative and critical analysis processes to plan, produce, present, and market musical productions. Students will respond to, reflect on, and analyze music from various genres and periods, and they will develop skills transferable to other aspects of their life and their careers. Prerequisite: None

Band 11 (AMI3O1) – stage band: This course develops students’ musical literacy through performance and the preparation and presentation of music productions. Students will perform works at a level consistent with previous experience. Independently and collaboratively, students will use current technology and the creative and critical analysis processes to plan, produce, present, and market musical productions. Students will respond to, reflect on, and analyze music from various genres and periods, and they will develop skills transferable to other aspects of their life and their careers. Prerequisite: None

Music 12 (AMU4M1) – small group ensembles: This course provides students with the fundamental knowledge and skills needed to succeed in the music workplace. Students will, at a level consistent with previous experience, perform appropriate musical works. Independently and collaboratively, students will use current technology and the creative and critical analysis processes to plan, produce, and market music presentations that reflect a broad spectrum of workplace contexts. In addition, students will explore ethical and safe practices related to music. Prerequisite: Music, Grade 11, Open

Band 12 (AMI4M1) – stage band: This course provides students with the fundamental knowledge and skills needed to succeed in the music workplace. Students will, at a level consistent with previous experience, perform appropriate musical works. Independently and collaboratively, students will use current technology and the creative and critical analysis processes to plan, produce, and market music presentations that reflect a broad spectrum of workplace contexts. In addition, students will explore ethical and safe practices related to music. Prerequisite: Music, Grade 11, Open


DRAMA

Drama courses at Woodland are designed to build community and trust within a class so that students can interact with each other as they develop their skills as actors. Through theatre history, drama games, script work, and blocking exercises, students will develop self-confidence that enables them to become better actors through experience. The technical side of "behind-the-scenes" of theatre is also explored. Self-expression, creativity, story-telling, and the discerning of truth are key elements of the drama curriculum as students playfully engage with texts and one another.

Drama 9 (ADA1O1) - This course emphasizes the active exploration of dramatic forms and techniques, using material from a wide range of authors, genres, and cultures. Students will construct, discuss, perform, and analyze drama, and then reflect on the experiences to develop an understanding of themselves, the art form, and the world around them. Prerequisite: None

Drama 10 (ADA2O1) - 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. Prerequisite: None

Drama 11 (ADA3O1) - This course requires students to engage in dramatic processes and the presentation of dramatic works, and emphasizes the application of drama skills in other contexts and opportunities. Students will interpret and present works in a variety of dramatic forms, create and script original works, and critically analyze the processes involved in producing drama works. Students will develop a variety of skills related to collaboration and the presentation of drama works. Prerequisite: None

Drama 12 (ADA4M1) - 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 analyze how the knowledge and skills developed in drama are related to their personal skills, social awareness, and goals beyond secondary school. Prerequisite: Drama, Grade 11, University/College Preparation


BUSINESS/TECHNOLOGICAL STUDIES COMPUTERS/INFORMATION SCIENCE

The world around us is a constantly changing environment. We see computers, technology, and business playing an ever increasing role in the workforce, academics, the home, and the church. A background understanding of how computers work, what can be done with them, and how they can be used creatively, is essential for every person today.

Introduction to Computer Science (ICS2O5): 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. Prerequisite: None Computer Science 11 (ICS 3U1): 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. Prerequisite: None Computer Science 12 (ICS 4U1): This course introduces students to computer programming concepts and practices. Students will write and test computer programs, using various problem-solving strategies. They will learn the fundamentals of program design and apply a software development life-cycle model to a software development project. Students will also learn about computer environments and systems, and explore environmental issues related to computers, safe computing practices, emerging technologies, and postsecondary opportunities in computer-related fields. Prerequisite: None

BUSINESS Business courses at Woodland introduce students to the world of commerce, including the concepts, functions, and skills required to meet the challenges of operating businesses in local, national, and/or international markets. Students learn concepts and skills related to personal finance and entrepreneurship. Business is a major component of how societies develop, function, grow, and are sustained. In response to the creation mandate to “fill the earth and subdue it, rule and have dominion over it”, Christians are called to develop God’s world to its fullest potential while remaining stewards of creation. Students will become well versed in business vocabulary, struggle with key issues, develop opinions and respond to the role(s) we play within our business oriented society as Christians.

Introduction to Computers (BTT1O5): This course introduces students to information and communication technology in a business environment and builds a foundation of digital literacy skills necessary for success in a technologically driven society. Students will develop word processing, spreadsheet, database, desktop publishing, presentation software, and website design skills. Throughout the course, there is an emphasis on digital literacy, effective electronic research and communication skills, and current issues related to the impact of information and communication technology. Prerequisite: None

Introduction to Business (BBI 2O1): This course introduces students to the world of business. Students will develop an understanding of the functions of business, including accounting, marketing, information and communication technology, human resources, and production, and of the importance of ethics and social responsibility. This course builds a foundation for further studies in business and helps students develop the business knowledge and skills they will need in their everyday lives. Prerequisite: None

Entrepreneurship 11 (BDP3O1) - This course examines the importance of enterprising employees in today’s changing business environment. Students will learn about the skills and attributes of enterprising employees, the distinguishing features of their work environments, and the challenges and rewards of becoming an enterprising person. Students will also have an opportunity to demonstrate and develop enterprising skills by planning and organizing a school or community event. Prerequisite: None

Accounting (BAF3M1): 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. Prerequisite: None

Business Leadership (BOH4M1) - This course focuses on the development of leadership skills used in managing a successful business. Students will analyze 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. Prerequisite: None

Introduction to International Business (BBB4M1) - This course provides an overview of the importance of international business and trade in the global economy and explores the factors that influence success in international markets. Students will learn about the techniques and strategies associated with marketing, distribution, and managing international business effectively.


TECHNOLOGICAL DESIGN The technology program has been designed to offer students an introduction to technological studies through practical experience. An appreciation of the aesthetic component of design, and a willingness to apply these principles to practice are important components of the technology program. Students will expand their understanding of technological skills, they will develop an ability to analyze and solve problems and they will perform tasks logically and effectively. This is valuable because it nurtures gifts and aspects of character that often remain hidden in other courses. Students will be shown the need for appreciation, pride, and satisfaction that may be found in completing quality work through practical exercises.

Exploring Construction Technologies (TCJ1O5): This exploratory course introduces students to the concepts and skills in construction technology, which encompasses plumbing, electrical and network wiring, masonry, heating/cooling, carpentry, and woodworking. Students will develop an awareness of related environmental and societal issues, and will begin to explore secondary and postsecondary pathways leading to careers in the field. Prerequisite: None Exploring Communication Technologies (TGJ1O5): This exploratory course introduces students to concepts and skills in communications technology, which encompasses television/video and movie production, radio and audio production, print and graphic communications, photography, and interactive new media and animation. Students will develop an awareness of related environmental and societal issues, and will begin to explore secondary and postsecondary pathways leading to careers in the field. Prerequisite: None Communications Technologies (TGJ2O5) - 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. Prerequisite: None Technological Design (TDJ2O1): 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 an 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. Prerequisite: None Hospitality and Tourism (TFJ2O5) – This course provides students with opportunities to explore different areas of hospitality and tourism, as reflected in the various sectors of the tourism industry, with an emphasis on food service. Students will study culinary techniques of food handling and preparation, health and safety standards, the use of tools and equipment, the origins of foods, and event planning, and will learn about tourism attractions across Ontario. Students will develop an awareness of related environmental and societal issues, and will explore secondary and postsecondary pathways leading to careers in the tourism industry. Prerequisite: None Health Care (TPJ2O5) - This course introduces students to personal health promotion, child and adolescent health concerns, and a variety of medical services, treatments, and technologies. Students will become familiar with various instruments and equipment and will learn about human anatomy, organs, and body chemistry, as well as the effects that lifestyle choices can have on personal well-being. They will plan recreational activities for youth, perform a dietary analysis, and evaluate health care practices. Students will develop an awareness of environmental and societal issues related to health care, and will explore secondary and postsecondary pathways leading to careers in the field. Prerequisite: None Communications Technology: Broadcast and Print Production (TGJ3O1) - 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. Prerequisite: None Construction Technology (TCJ2O1): This course introduces students to building materials and processes through opportunities to design and build various construction projects. Students will learn to create and read working drawings; become familiar with common construction materials, components, and processes; and perform a variety of fabrication, assembly, and finishing operations. They will use a variety of hand and power tools and apply knowledge of imperial and metric systems of measurement, as appropriate. Students will develop an awareness of environmental and societal issues related to construction technology, and will explore secondary and postsecondary pathways leading to careers in the industry. Prerequisite: None Construction Engineering Technology (TCJ3C1/TCJ4C1) – This course focuses on the development of knowledge and skills related to residential construction. Students will gain hands-on experience using a variety of construction materials, processes, tools, and equipment; learn about building design and planning construction projects; create and interpret working drawings and sections; and learn how the Ontario Building Code and other regulations and standards apply to construction projects. Students will also develop an awareness of environmental and societal issues related to construction technology, and will explore career opportunities in the field. Prerequisite: None


ENGLISH The English program is made up of a series of interconnected and consecutive courses which provide students with opportunities to develop an awareness of, understanding of, and appreciation for language and literature. This program equips students with the academic skills necessary for post-secondary education and/or careers in the workplace. These skills centre on proficiency, clarity, and imagination in writing as well as accuracy and depth in comprehension. Other aspects of communication are also integrated, most particularly oral communication and the study of media.

A Christian world-view is expressed in all the courses. Students work at unpacking the literature being studied through the lens of a Christian worldview; evaluating human nature in all its aspects. Students are encouraged to critique content and search for truth in the various works of literature studied, moving beyond literary study into personal evaluation and response to literature which challenges, develops, and builds personal faith.

English 9 Academic (ENG1D1): This course is designed to develop the oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyze literary texts from contemporary and historical periods, interpret informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the use of strategies that contribute to effective communication. The course is intended to prepare students for the Grade 10 academic English course, which leads to university or college preparation courses in Grades 11 and 12. Prerequisite: None English 9 Applied (ENG1P1): This course is designed to develop the key oral communication, reading, writing, and media literacy skills students need for success in secondary school and daily life. Students will read, interpret, and create a variety of informational, literary, and graphic texts. An important focus will be on identifying and using appropriate strategies and processes to improve students’ comprehension of texts and to help them communicate clearly and effectively. The course is intended to prepare students for the Grade 10 applied English course, which leads to college or workplace preparation courses in Grades 11 and 12. English 10 Academic (ENG2D1): This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyze literary texts from contemporary and historical periods, interpret and evaluate informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the selective use of strategies that contribute to effective communication. This course is intended to prepare students for the compulsory Grade 1l university or college preparation course. Prerequisite: ENG 1D1 or ENG 1P1 English 10 Applied (ENG2P1): This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need for success in secondary school and daily life. Students will study and create a variety of informational, literary, and graphic texts. An important focus will be on the consolidation of strategies and processes that help students interpret texts and communicate clearly and effectively. This course is intended to prepare students for the compulsory Grade 11 college or workplace preparation course. Prerequisite: ENG 1D1 or ENG 1P1 English 11 University Preparation (ENG3U1): This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyze challenging literary texts from various periods, countries, and cultures, as well as a range of informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on using language with precision and clarity and incorporating stylistic devices appropriately and effectively. The course is intended to prepare students for the compulsory Grade 12 university or college preparation course. Prerequisite: ENG 2D1 English 11 College Preparation (ENG3C1): This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will study the content, form, and style of a variety of informational and graphic texts, as well as literary texts from Canada and other countries, and create oral, written, and media texts in a variety of forms for practical and academic purposes. An important focus will be on using language with precision and clarity. The course is intended to prepare students for the compulsory Grade 12 college preparation course Prerequisite: ENG3C1/ENG English 12 University Preparation (ENG4U1): This course emphasizes the consolidation of the literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyze a range of challenging literary texts from various periods, countries, and cultures; interpret and evaluate informational and graphic texts; and create oral, written, and media texts in a variety of forms. An important focus will be on using academic language coherently and confidently, selecting the reading strategies best suited to particular texts and particular purposes for reading, and developing greater control in writing. The course is intended to prepare students for university, college, or the workplace. Prerequisite: ENG 3U1 English 12 College Preparation (ENG4C1): This course emphasizes the consolidation of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyze a variety of informational and graphic texts, as well as literary texts from various countries and cultures, and create oral, written, and media texts in a variety of forms for practical and academic purposes. An important focus will be on using language with precision and clarity and developing greater control in writing. The course is intended to prepare students for college or the workplace. Prerequisite: ENG3C1


Studies in Literature (ETS4U1) - This course is for students with a special interest in literature and literary criticism. The course may focus on themes, genres, time periods, or countries. Students will analyze a range of forms and stylistic elements of literary texts and respond personally, critically, and creatively to them. They will also assess critical interpretations, write analytical essays, and complete an independent study project. Prerequisite: Grade 11 English, University Preparation The Writer’s Craft (EWC4U1): This course emphasizes knowledge and skills related to the craft of writing. Students will analyze models of effective writing; use a workshop approach to produce a range of works; identify and use techniques required for specialized forms of writing; and identify effective ways to improve the quality of their writing. They will also complete a major paper as part of a creative or analytical independent study project and investigate opportunities for publication and for writing careers. Prerequisite: English, Grade 11, University Preparation

FRENCH In today's society, communication skills, awareness and appreciation for other cultures, and the development of individual learning styles are essential. The curriculum offered by the French department is based on themes of high interest to the learner. Within each theme, a variety of language functions and related structural ideas as well as different items of cultural uniqueness are introduced. The French program provides for a balanced development of skills in listening, speaking, reading, and writing within the framework of a communicative-experiential approach.

As well, students are encouraged to see language as a gift from God to be used for clear and positive communication between ourselves and our neighbours. Through the study of French, students will also come to a better understanding of the culture and heritage of those with whom we share this country. By critically studying a second language and culture, students can also gain a better understanding of and appreciation for their own language and culture.

French 9 Academic (FSF1D1): This course emphasizes the further development of oral communication, reading, and writing skills. Students will build on and apply their knowledge of French while exploring a variety of themes, such as relationships, social trends, and careers. Thematic readings, which include a selection of short stories, articles, and poems, will serve as stepping stones to oral and written activities. Prerequisite: 600 hours of French Instruction or equivalent French 9 Applied (FSF1P1): This course emphasizes the development of oral communication, reading, and writing skills using broad-based themes. Students will use conversation, discussion and presentation to enhance their French comprehension and speaking skills. They will also read short stories, articles, poems, and songs, and write descriptions, letters, dialogues and invitations. Prerequisite: 600 hours of French Instruction or equivalent French 10 Academic (FSF2D1): This course enables students to increase their knowledge of the French language, further develop their language skills, and deepen their understanding and appreciation of francophone culture around the world. Exploring a variety of themes, students will develop and apply critical thinking skills in discussion, in their analysis and interpretation of texts, and in their own writing. Prerequisite: FSF1D1 French 10 Applied (FSF2P1): This course emphasizes the further development of oral communication, reading, and writing skills using a broad-based theme such as adolescence. Students will expand their knowledge of French by studying a series of theme- related topics, such as students’ rights and responsibilities, relationships with peers and adults, and part-time jobs. Prerequisite: Core French, Grade 9, Academic or Applied French 11 Open (FSF3O1): This course draws on a broad theme, such as leisure activities, to develop oral communication, reading, and writing skills. Students will give presentations, read a selection of short stories and articles, and produce a variety of written assignments. The use of correct grammar and appropriate language conventions in both spoken and written French will be emphasized throughout the course. Prerequisite: FSF 2D1/FSF 2P1 French 11 University Preparation (FSF3U1): This course draws on a variety of themes to promote extensive development of reading and writing skills and to reinforce oral communication skills. Students will gain a greater understanding of French-speaking cultures in Canada and around the world through their reading of a variety of materials, including a short novel or a play. Students will produce various written assignments, including a formal essay. The use of correct grammar and appropriate language conventions in both spoken and written French will be emphasized throughout the course. Prerequisite: FSF 2D1 French 12 Open (FSF4O1): This course focuses on the development of French-language skills that students can use in the business world or the workplace. Students will give presentations, read a selection of materials appropriate to the topics under study, and produce a variety of written assignments. The use of correct grammar and appropriate language conventions in both spoken and written French will be emphasized throughout the course. Prerequisite: FSF301 French 12 University Preparation (FSF4U1): This course draws on a variety of themes to promote extensive development of French- language skills. Students will consolidate their oral skills as they discuss literature, culture, and current issues. They will read a variety of texts and will write a formal essay. The use of correct grammar and appropriate language conventions in both spoken and written French will be emphasized throughout the course. Prerequisite: FSF 3U1


GUIDANCE AND CAREER EDUCATION Guidance courses at Woodland are in place to enhance personal exploration of students’ gifts and abilities and draw connections to possible education and career opportunities.

Students will work through activities and experiences designed to increase their knowledge of self, including their interests, abilities, gifts, and strengths. Through applied activities and planning for the future, students will exercise that knowledge as they learn to seek to glorify God in their lives, discovering the plans He has for them.

Career Studies 10 (GLC2O5) This course teaches students how to develop and achieve personal goals for future learning, work, and community involvement. Students will assess their interests, skills, and characteristics and investigate current economic and workplace trends, work opportunities, and ways to search for work. The course explores postsecondary learning and career options, prepares students for managing work and life transitions, and helps students focus on their goals through the development of a career plan. Prerequisite: None, Required course for graduation Leadership and Peer Support (GPP3O1): 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 teaching assistant or a peer tutor. Students will examine group dynamics and learn the value of diversity within groups and communities. Prerequisite: GLC 2O5

ACADEMIC SUPPORT PROGRAM (ASP) (For a complete description of ASP refer to page 9)

Learning Strategies Grade 9 (GLS1O1): This course focuses on learning strategies to help students become better, more independent learners. Students will learn how to develop and apply literacy and numeracy skills, personal management skills, and interpersonal and teamwork skills to improve their learning and achievement in school, the workplace, and the community. The course helps students build confidence and motivation to pursue opportunities for success in secondary school and beyond. Learning Strategies (GLS4O1/GLE4O1/GLE3O1): This course improves students’ learning and personal-management skills, preparing them to make successful transitions to work, training, and/or postsecondary education destinations. Students will assess their learning abilities and use literacy, numeracy, and research skills and personal-management techniques to maximize their learning. Students will investigate trends and resources to support their postsecondary employment, training, and/or education choices and develop a plan to help them meet their learning and career goals. Prerequisite: For GLS4O1 – none For GLE4O1 and GLE3O1 – recommendation of Principal Ontario Literacy Course (OLC4O1): This course is designed to help students acquire and demonstrate the cross-curricular literacy skills that are evaluated by the Ontario Secondary School Literacy Test (OSSLT). Students who complete the course successfully will meet the provincial literacy requirement for graduation. Students will read a variety of informational, narrative, and graphic texts and will produce a variety of forms of writing, including summaries, information paragraphs, opinion pieces, and news reports. Students will also maintain and manage a portfolio containing a record of their reading experiences and samples of their writing. Eligibility requirement: Students who have been eligible to write the OSSLT at least twice and who have been unsuccessful at least once are eligible to take the course. (Students who have already met the literacy requirement for graduation may be eligible to take the course under special circumstances, at the discretion of the principal.) NOTE: The following courses may be made available to students with IEPs who are working below grade level: MAT14, MAT2L, SNC1L, SNC2L, ENG1L, and ENG2L. For more information please contact our ASP office. English Language Learners (ESL(AO/BO/CO/DO)1) - These courses build on students’ previous education and language knowledge to introduce them to the English language and help them adjust to the diversity in their new environment. The course also provides students with the knowledge and skills they need to begin to adapt to their new lives in Canada. International students arriving at WCHS will take an English placement test within the first week of their arrival. Based on the age of the student, placement on the test and the decision of the ELL Coordinator, the students will be placed in the appropriate course. Placement in ESL classes will allow for proper transition from ESL credits to English literature credits. A timeline for this transition will be provided.


CO-OPERATIVE EDUCATION In senior grades, there is the opportunity to take co-operative education courses which offer the opportunity to extend and apply class experiences in workplace settings for credit. Cooperative Education is a planned experiential learning program that allows students to gain valuable work experience within business, industry, research or community service organizations. Students have the opportunity to discover their God-given abilities as they integrate work experience with elements of their prior learning.

For successful completion of cooperative education courses, students must complete a classroom component and a work experience component at a placement. Admission into the co-op program is based on a thorough review of a student’s interests and attendance record through an interview process.

Co-operative education provides the following benefits: Practical work experience in areas that complement personal strengths, interests, and educational needs. Experience in a workplace not usually available to students prior to formal training. Confirm career decisions before starting post-secondary education. Establish contacts in the workplace and develop marketable skills. Have opportunities to honour God in the workplace by reflecting His image through problem solving, demonstrating character and an attitude of service while striving to find their place in the world and a path toward a vocation.

For further information, see your guidance counsellor or speak to the co-op coordinator.

CO-OP: This course is a planned learning experience, for which credits are earned, that integrates classroom theory and learning experiences at a workplace to enable students to apply and refine the knowledge and skills acquired in a related curriculum course or a locally developed course.

Prerequisites: any course to which co-op experiences in being applied.

** No more than 2 Compulsory Credit can consist of Co-op.

Coop Characteristics

A planned career development for university/college bound and other students An opportunity for employers and school teachers to share in the educational process A realistic opportunity for students to apply test skills and knowledge learned in school An attempt to assist students in making the transition from school to work while observing the realities of the

labour market An opportunity for employers to assist in both training and career education

Placement Advantages

gives the employer the opportunity to take an active part in the school program provides an opportunity to make a contribution to the youth of the community compliments the employer in that their business is considered a desirable place to establish a training station assists in selection of personnel and provides an excellent source of full time employees develops supervisory skills in employees may increase staff motivation and work standards

Student Advantages

gains the knowledge and attitudes necessary for successful job performance encourages the student to remain in the community and become a participating citizen learns to assume responsibility and acquire good work habits receives introductory training for a potential career aids in the transition from school to work increases motivation to do work in other school subjects


CANADIAN & WORLD STUDIES GEOGRAPHY & WORLD ISSUES

Courses in geography examine both the physical world in which we live and the human actions that affect that world. It is necessary and appropriate for Christian students to study the physical systems of God's creation and human interactions with and alteration of those systems. Our Christian worldview allows students to engage as caretakers and stewards of God's world, and challenges them to live responsible, sustainable lives. Students are encouraged to look more deeply into these human actions in our three senior perspectives courses: World Issues, Canadian Law, and the Canadian and World Politics. These courses challenge students to discuss Canada’s local and global role in environmental, legal, and political discourse and stewardship.

Canadian Geography Grade 9 Academic (CGC1D1): This course explores Canada’s distinct and changing character and the geographic systems and relationships that shape it. Students will investigate the interactions of natural and human systems within Canada, as well as Canada’s economic, cultural, and environmental connections to other countries. Students will use a variety to geotechnologies and inquiry and communication methods to analyze and evaluate geographic issues and present their findings. Canadian Geography Grade 9 Applied (CGC1P1): This course focuses on geographic issues that affect Canadians today. Students will draw on personal and everyday experiences to learn about Canada’s distinct and changing character and the natural and human systems and global influences that shape the country. Students will use a variety of geotechnologies and inquiry and communication methods to examine practical geographic questions and communicate their findings. Prerequisite: None Physical Geography Grade 11 (CGF3M1): This course examines the major patterns of physical geography and the powerful forces that affect them. Students will investigate the dynamic nature of the earth, the evolving relationship between the planet and its people, and the factors that limit our ability to predict the changes that will occur. Students will use a wide range of geotechnologies and inquiry methods to investigate the distribution and interaction of the elements of their physical environment and to communicate their findings. Prerequisite: CGC 1D1 or CGC 1P1 World Geography: Urban Patterns and Interactions, Grade 12, College (CGU4C): This course examines cities around the world and the social, political, cultural, environmental, and economic factors that shape them. Students will study urban structures and systems, the impact of migrations on cities, and the impact of cities on the environment. Students will use geotechnologies and apply geographic concepts and inquiry methods to analyse issues and problems related to urban development and to formulate potential solutions. Prerequisite: Any university, university/college, or college preparation course in Canadian and world studies, English, or social sciences and humanities. World Issues 12 University Preparation (CGW4U1): This course examines the global challenges of creating a sustainable and equitable future, focusing on current issues that illustrate these challenges. Students will investigate a range of topics, including cultural, economic, and geopolitical relationships, regional disparities in the ability to meet basic human needs, and protection of the natural environment. Students will use geotechnologies and skills of geographic inquiry and analysis to develop and communicate balanced opinions about the complex issues facing Canada and a world that is interdependent and constantly changing. Prerequisite: Any college or university/college preparation course in Canadian and World Studies, English or social sciences and humanities Canadian and International Law (CLN4U1) - This course examines elements of Canadian and international law in social, political, and global contexts. Students will study the historical and philosophical sources of law and the principles and practices of international law and will learn to relate them to issues in Canadian society and the wider world. Students will use critical-thinking and communication skills to analyze legal issues, conduct independent research, and present the results of their inquiries in a variety of ways. Prerequisite: Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities. Canadian and World Politics (CPW4U1) - This course examines Canadian and world politics from a variety of perspectives. Students will investigate the ways in which individuals, groups, and states work to influence domestic and world events, the role of political ideologies in national and international politics, and the dynamics of international cooperation and conflict resolution. Students will apply critical-thinking and communication skills to develop and support informed opinions about current political conflicts, events, and issues. Prerequisite: Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities.


HISTORY The goal of the history department at Woodland is help equip students for lives of Christian faith and service. Part of this equipping is to know our collective story, to be able to learn from its successes and failures, and to be able to apply those lessons to their own experiences. For followers of Christ, the study of history offers an intimate view of God’s providential and purposeful plan of redemption. As the psalmist writes, “…the earth is the LORD’s, and the fullness thereof; the world and all who dwell within” (Psalm 24:1)

A careful and systematic study of history provides the students with, among many other things, the following skills, critical for the 21st century: the development of a keen and disciplined mind the ability to think linearly the ability to locate and record valuable information the ability to assess strengths and weaknesses of historical arguments the ability to synthesize information and draw conclusions.

Civics (CHV2O5): This course explores what it means to be an informed, participating citizen in a democratic society. Students will learn about the elements of democracy in local, national, and global contexts, about political reactions to social change, and about political decision-making processes in Canada. They will explore their own and other’ ideas about civics questions and learn how to think critically about public issues and react responsibly to them. Prerequisite: None Canadian History Grade 10 Academic (CHC2D1): This course explores the local, national, and global forces that have shaped Canada’s national identity from World War I to the present. Students will investigate the challenges presented by economic, social, and technological changes and explore the contributions of individuals and groups to Canadian culture and society during this period. Students will use critical-thinking and communication skills to evaluate various interpretations of the issues and events of the period and to present their own points of view. Prerequisite: None Canadian History Grade 10 Applied (CHC2P1): This course explores some of the pivotal events and experiences that have influenced the development of Canada’s identity as a nation, from World War I to the present. By examining how the country has responded to economic, social, and technological changes and how individuals and groups have contributed to Canadian culture and society during this period, students will develop their ability to make connections between historical and current events. Students will have opportunities to formulate questions, locate information, develop informed opinions, and present ideas about the central issues and events of the period. Prerequisite: None World History (CHW3M1): This course investigates the history of humanity from earliest times to the sixteenth century. Students will analyze diverse societies from around the world, with an emphasis on the political, cultural, and economic structures and historical forces that have shaped the modern world. They will apply historical inquiry, critical-thinking, and communication skills to evaluate the influence of selected individuals, groups, and innovations and present their own conclusions. Prerequisite: CHC2D1 or CHC2P1 World History University Preparation (CHY4U1): This course investigates the major trends in Western civilization and world history from the sixteenth century to the present. Students will learn about the interaction between the emerging West and other regions of the world and about the development of modern social, political, and economic systems. They will use critical-thinking and communication skills to investigate the historical roots of contemporary issues and present their conclusions. Prerequisite: Any university or university/college preparation course in Canadian and World Studies, English or social sciences and humanities World History College Preparation (CHY4C1): This course explores the history of the world since the sixteenth century, emphasizing the interaction between the emerging West and other regions of the world. Students will learn about a variety of economic, social, and political systems and the changes they have undergone over time. Students will apply their developing skills of historical inquiry to understand and communicate ideas about the forces that have formed our modern world. Prerequisite: Any university or university/college preparation course in Canadian and World Studies, English or social sciences and humanities.


MATHEMATICS Mathematics is a wide-ranging subject area; beautifully simple and yet complex at the same time. It is an activity that involves the exploration, contemplation, and enjoyment of abstract concepts, theoretical principles, as well as problem solving skill development. It is also a tool that offers practical connections to real-world problems and insight into patterns in our world. All of these aspects allow us to explore and experience the richness of beauty, complexity, harmony, and precision that God has imprinted into his creation. Mathematics informs how effective and honest use of measurements, information, models and statistics can be used to positively impact our world.

It is highly recommended that Woodland students take one mathematics course each year, as critical thinking, problem solving, and numeracy are essential 21st century skills. Students who plan to study mathematics, business, sciences, computer science, or engineering at the university level should plan on taking academic or university level courses. Students who plan to pursue study in areas such as humanities, liberal arts, community college, technical trades, and apprenticeship programs should take math courses at the applied or college level. For all students, the learning skills of responsibility, independent work, and self-regulation are essential for success in this field.

Math 9 Academic (MPM1D1): This course enables students to develop understanding of mathematical concepts related to algebra, analytic geometry, and measurement and geometry through investigation, the effective use of technology, and abstract reasoning. Students will investigate relationships, which they will then generalize as equations of lines, and will determine the connections between different representations of a relationship. They will also explore relationships that emerge from the measurement of three-dimensional objects and two-dimensional shapes. Students will reason mathematically and communicate their thinking as they solve multi-step problems. Prerequisite: None Math 9 Applied (MFM1P1): This course enables students to develop understanding of mathematical concepts related to introductory algebra, proportional reasoning, and measurement and geometry through investigation, the effective use of technology, and hands-on activities. Students will investigate real-life examples to develop various representations of linear relationships, and will determine the connections between the representations. They will also explore certain relationships that emerge from the measurement of three-dimensional objects and two-dimensional shapes. Students will consolidate their mathematical skills as they solve problems and communicate their thinking. Prerequisite: None Math 10 Academic (MPM2D1): 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 relationships 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 as they solve multi-step problems and communicate their thinking. Prerequisite: MPM 1D1 Math 10 Applied (MFM2P1): This course enables students to consolidate their understanding of relationships and extend their problem-solving and algebraic skills through investigation, the effective use of technology, and hands-on activities. Students will develop and graph equations in analytic geometry; solve and apply linear systems, using real-life examples; and explore and interpret graphs of quadratic relationships. Students will investigate similar triangles, the trigonometry of right-angled triangles, and the measurement of three-dimensional objects. Students will consolidate their mathematical skills as they solve problems and communicate their thinking. Prerequisite: MFM 1P1 or MPM 1D1 Essential Math 9 (LDCC) - This course emphasizes further development of mathematical knowledge and skills to prepare students for success in their everyday lives, in the workplace, and in the Grade 10 LDCC course. The course is organized in three strands related to money sense, measurement, and proportional reasoning. In all strands, the focus is on developing and consolidating key foundational mathematical concepts and skills by solving authentic, everyday problems. Students have opportunities to further develop their mathematical literacy and problem-solving skills and to continue developing their skills in reading, writing, and oral language through relevant and practical math activities. Prerequisite: None Essential Math 10 (LDCC) - This course emphasizes the extension of mathematical knowledge and skills to prepare students for success in their everyday lives, in the workplace, and in the Grade 11 Mathematics Workplace Preparation course. The course is organized in three strands related to money sense, measurement, and proportional reasoning. In all strands, the focus is on strengthening and extending key foundational mathematical concepts and skills by solving authentic, everyday problems. Students have opportunities to extend their mathematical literacy and problem-solving skills and to continue developing their skills in reading, writing, and oral language through relevant and practical math activities. Prerequisite: A Grade 9 Mathematics credit Math 11 College Preparation (MBF3C1): This course enables students to broaden their understanding of mathematics as a problem solving tool in the real world. Students will extend their understanding of quadratic relations; investigate situations involving exponential growth; solve problems involving compound interest; solve financial problems connected with vehicle ownership; develop their ability to reason by collecting, analysing, and evaluating data involving one variable; connect probability and statistics; and solve problems in geometry and trigonometry. Students will consolidate their mathematical skills as they solve problems and communicate their thinking. Prerequisite: MPM 2D1 or MPM 2P1


Math 11 University Preparation (MCR3U1): 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: MPM 2D1 Functions and Applications Grade 11 University/College (MCF3M1): This course introduces basic features of the function by extending students’ experiences with quadratic relations. It focuses on quadratic, trigonometric, and exponential functions and their use in modelling real-world situations. Students will represent functions numerically, graphically, and algebraically; simplify expressions; solve equations; and solve problems relating to applications. Students will reason mathematically and communicate their thinking as they solve multi-step problems. Prerequisite: Principles of Mathematics, Grade 10, Academic, or Foundations of Mathematics, Grade 10, Applied Mathematics for Work and Everyday Life, Grade 11 (MEL3E1): This course enables students to broaden their understanding of mathematics as it is applied in the workplace and daily life. Students will solve problems associated with earning money, paying taxes, and making purchases; apply calculations of simple and compound interest in saving, investing, and borrowing; and calculate the costs of transportation and travel in a variety of situations. Students will consolidate their mathematical skills as they solve problems and communicate their thinking. Prerequisite: Principles of Mathematics, Grade 9, Academic, or Foundations of Mathematics, Grade 9, Applied, or a Grade 10 Mathematics LDCC (locally developed compulsory credit) course. Mathematics of Data Management Grade 12 University (MDM4U1): This course broadens students’ understanding of mathematics as it relates to managing data. Students will apply methods for organizing and analysing large amounts of information; solve problems involving probability and statistics; and carry out a culminating investigation that integrates statistical concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. Students planning to enter university programs in business, the social sciences, and the humanities will find this course of particular interest. Prerequisite: Functions, Grade 11, University Preparation, or Functions and Applications, Grade 11, University/College Preparation Calculus and Vectors 12 University Preparation (MCV4U1): This course builds on students’ previous experience with functions and their developing understanding of rates of change. Students will solve problems involving geometric and algebraic representations of vectors, and representations of lines and planes in three- dimensional space; broaden their understanding of rates of change to include the derivatives of polynomial, rational, exponential, and sinusoidal functions; and apply these concepts and skills to the modelling of real-world relationships. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended for students who plan to study mathematics in university and who may choose to pursue careers in fields such as physics and engineering. Prerequisite: completion of, or concurrent enrolment in MHF4U1 Advanced Functions 12 University Preparation (MHF4U1): This course extends students’ experience with functions. Students will investigate the properties of polynomial, rational, logarithmic, and trigonometric functions; broaden their understanding of rates of change; and develop facility in applying these concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended both for students who plan to study mathematics in university and for those wishing to consolidate their understanding of mathematics before proceeding to any one of a variety of university programs. Prerequisite: MCR3U1 or MCT4C1 Mathematics for Work and Everyday Life, Grade 12 (MEL4E1): This course enables students to broaden their understanding of mathematics as it is applied in the workplace and daily life. Students will investigate questions involving the use of statistics; apply the concept of probability to solve problems involving familiar situations; investigate accommodation costs, create household budgets, and prepare a personal income tax return; use proportional reasoning; estimate and measure; and apply geometric concepts to create designs. Students will consolidate their mathematical skills as they solve problems and communicate their thinking. Prerequisite: Mathematics for Work and Everyday Life, Grade 11, Workplace Preparation Math 12 College Preparation (MAP4C1): This course enables students to broaden their understanding of real-world applications of mathematics. Students will analyze data using statistical methods; solve problems involving applications of geometry and trigonometry; simplify expressions; and solve equations. Students will reason mathematically and communicate their thinking as they solve multi-step problems. This course prepares students for college programs in areas such as business, health sciences, and human services, and for certain skilled trades Prerequisite: MBF 3C1 or MCR 3U1 Math 12 University/College Preparation (MCT4C1): This course enables students to extend their knowledge of functions. Students will investigate and apply properties of polynomial, exponential, and trigonometric functions; continue to represent functions numerically, graphically, and algebraically; develop facility in simplifying expressions and solving equations; and solve problems that address applications of algebra, trigonometry, vectors, and geometry. Students will reason mathematically and communicate their thinking as they solve multi-step problems. This course prepares students for a variety of college technology programs. Prerequisite: MCF3M1 or MCR3U1


PHYSICAL AND HEALTH EDUCATION Physical and Health Education is concerned with developing an understanding of what happens to the human body through physical activity. Physical development takes place through active and vigorous participation in class activities. Students will see that their bodies are good, created by God, and that they should develop and maintain good health for the glory of God. This involves learning of the physical (sports and related activities) as well as learning through the physical (developing the body, self-image, emotional and social development).

An increased enjoyment of physical activity results through the development of physical fitness and wellness. Greater challenges and demands are sought by the participant. This learning and enjoyment will hopefully have a carry-over value that will lead to a more constructive use of leisure time.

Physical Education 9 (PPL1O1): This course emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Students will learn movement skills and principles, ways to improve personal fitness and physical competence, and safety and injury prevention. They will investigate issues related to healthy sexuality and the use and abuse of alcohol, tobacco, and other drugs, and will participate in activities designed to develop goal-setting, communication, and social skills. Prerequisite: None Physical Education 10 (PPL2O1): This course emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Student learning will include the application of movement principles to refine skills; participation in a variety of activities that enhance personal competence, fitness, and health; examination of issues related to healthy sexuality, healthy eating, substance use and abuse; and the use of informed decision-making, conflict resolution, and social skills in making personal choices. Prerequisite: None Physical Education 11 (PPL3O1): This course focuses on the development of a healthy lifestyle and participation in a variety of enjoyable physical activities that have the potential to engage students’ interest throughout their lives. Students will be encouraged to develop personal competence in a variety of movement skills and will be given opportunities to practice goal- setting, decision-making, social, and interpersonal skills. Students will also study the components of healthy relationships, reproductive health, mental health, and personal safety. Prerequisite: None Physical Education 12 (PPL4O1): This course focuses on the development of a personalized approach to healthy active living through participation in a variety of sports and recreational activities that have the potential to engage students’ interest throughout their lives. Students will develop and implement personal physical fitness plans. In addition, they will be given opportunities to refine their decision-making, conflict-resolution, and interpersonal skills, with a view to enhancing their mental health and their relationships with others. Prerequisite: None Exercise Science 12 University Preparation (PSE4U1): This course focuses on the study of human movement and of systems, factors, and principles involved in human development. Students will learn about the effects of physical activity on health and performance, the evolution of physical activity and sports, and the factors that influence an individual’s participation in physical activity. The course prepares students for university programs in physical education, kinesiology, recreation, and sports administration. Prerequisite: Any Grade 11 university or university/college preparation course in Science or any Grade 11 or 12 open course in health and physical education Personal and Fitness Activities (PAF3O1/PAF4O1) - This course focuses on the development of a healthy lifestyle and participation in a variety of enjoyable physical activities that have the potential to engage students’ interest throughout their lives. Students will be encouraged to develop personal competence in a variety of movement skills, and will be given opportunities to practice goal- setting, decision-making, coping, social, and interpersonal skills. Students will also study the components of healthy relationships, reproductive health, mental health, and personal safety. The focus of this course is on weight training, cross-country running, swimming, aerobics, and fitness training. Prerequisites – none


SCIENCE It is the goal of our Science department to prepare students for a life in fellowship with, and in service to God. In order to do this, students need to see themselves as unique and special creatures who are also an intricate part of the body of Christ. While studies in chemistry, physics and biology help students to appreciate the detail and wonder of living and non-living systems, they also reinforce the fact that nothing exists in isolation. In seeking to understand the created, we come one step closer to a deeper understanding and appreciation for our Creator! In this age of technology and biomedical engineering, a firm understanding of scientific methods and theories is essential. Not only are we able to use appropriate technology to minister to the needs of others, but we are also able to speak to issues such as reproductive technology, genetic engineering, environmental problems and misuses of technology with a Christian voice.

GENERAL SCIENCE

Science 9 Academic (SNC1D1): This course enables students to develop their understanding of basic concepts in biology, chemistry, earth and space science, and physics, and to relate science to technology, society, and the environment. Throughout the course, students will develop their skills in the processes of scientific investigation. Students will acquire an understanding of scientific theories and conduct investigations related to sustainable ecosystems; atomic and molecular structures and the properties of elements and compounds; the study of the universe and its properties and components; and the principles of electricity. Prerequisite: None Science 9 Applied (SNC1P1): This course enables students to develop their understanding of basic concepts in biology, chemistry, earth and space science, and physics, and to apply their knowledge of science to everyday situations. They are also given opportunities to develop practical skills related to scientific investigation. Students will plan and conduct investigations into practical problems and issues related to the impact of human activity on ecosystems; the structure and properties of elements and compounds; space exploration and the components of the universe; and static and current electricity. Prerequisite: None Science 10 Academic (SNC2D1): This course enables students to enhance their understanding of concepts in biology, chemistry, earth and space science, and physics, and of the interrelationships between science, technology, society, and the environment. Students are also given opportunities to further develop their scientific investigation skills. Students will plan and conduct investigations and develop their understanding of scientific theories related to the connections between cells and systems in animals and plants; chemical reactions, with a particular focus on acid–base reactions; forces that affect climate and climate change; and the interaction of light and matter. Prerequisite: Science, Grade 9, Academic or Applied Science 10 Applied (SNC2P1): This course enables students to develop a deeper understanding of concepts in biology, chemistry, earth and space science, and physics, and to apply their knowledge of science in real-world situations. Students are given opportunities to develop further practical skills in scientific investigation. Students will plan and conduct investigations into everyday problems and issues related to human cells and body systems; chemical reactions; factors affecting climate change; and the interaction of light and matter. Prerequisite: Science, Grade 9, Academic or Applied

BIOLOGY

Biology 11 University Preparation (SBI3U1): This course furthers students’ understanding of the processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biodiversity; evolution; genetic processes; the structure and function of animals; and the anatomy, growth, and function of plants. The course focuses on the theoretical aspects of the topics under study, and helps students refine skills related to scientific investigation. Prerequisite: Science, Grade 10, Academic Biology 11 College Preparation (SBI3C1): This course focuses on the processes that occur in biological systems. Students will learn concepts and theories as they conduct investigations in the areas of cellular biology, microbiology, genetics, the anatomy of mammals, and the structure of plants and their role in the natural environment. Emphasis will be placed on the practical application of concepts, and on the skills needed for further study in various branches of the life sciences and related fields. Prerequisite: Grade 10 Science, Academic or Applied Environmental Science, Grade 11, University/College (SVN3M1): 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. Prerequisite: Grade 10 Science, Academic or Applied Biology 12 University Preparation (SBI4U1): This course provides students with the opportunity for in-depth study of the concepts and processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biochemistry, metabolic processes, molecular genetics, homeostasis, and population dynamics. Emphasis will be placed on the achievement of detailed knowledge and the refinement of skills needed for further study in various branches of the life sciences and related fields. Prerequisite: Biology, Grade 11, University Preparation


CHEMISTRY

Chemistry 11 University Preparation (SCH3U1): This course enables students to deepen their understanding of chemistry through the study of the properties of chemicals and chemical bonds; chemical reactions and quantitative relationships in those reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases. Students will further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as well as the impact of some common chemical reactions on society and the environment. Prerequisite: Science, Grade10, Academic Chemistry 12 College Preparation (SCH4C1): This course enables students to develop an understanding of chemistry through the study of matter and qualitative analysis, organic chemistry, electrochemistry, chemical calculations, and chemistry as it relates to the quality of the environment. Students will use a variety of laboratory techniques, develop skills in data collection and scientific analysis, and communicate scientific information using appropriate terminology. Emphasis will be placed on the role of chemistry in daily life and the effects of technological applications and processes on society and the environment. Prerequisite: Grade 10 Science, Academic or Applied Chemistry 12 University Preparation (SCH4U1): This course enables students to deepen their understanding of chemistry through the study of organic chemistry, the structure and properties of matter, energy changes and rates of reaction, equilibrium in chemical systems, and electrochemistry. Students will further develop their problem-solving and investigation skills as they investigate chemical processes, and will refine their ability to communicate scientific information. Emphasis will be placed on the importance of chemistry in everyday life and on evaluating the impact of chemical technology on the environment. Prerequisite: Chemistry, Grade 11, University Preparation

PHYSICS Physics 11 University Preparation (SPH3U1): This course develops students’ understanding of the basic concepts of physics. Students will explore kinematics, with an emphasis on linear motion; different kinds of forces; energy transformations; the properties of mechanical waves and sound; and electricity and magnetism. They will enhance their scientific investigation skills as they test laws of physics. In addition, they will analyze the interrelationships between physics and technology, and consider the impact of technological applications of physics on society and the environment. Prerequisite: Science, Grade 10, Academic Physics 12 College Preparation (SPH4C1): This course develops students’ understanding of the basic concepts of physics. Students will explore these concepts with respect to motion; mechanical, electrical, electromagnetic, energy transformation, hydraulic, and pneumatic systems; and the operation of commonly used tools and machines. They will develop their scientific investigation skills as they test laws of physics and solve both assigned problems and those emerging from their investigations. Students will also consider the impact of technological applications of physics on society and the environment. Prerequisite: Grade 10 Science, Academic or Applied Physics 12 University Preparation (SPH4U1): This course enables students to deepen their understanding of physics concepts and theories. Students will continue their exploration of energy transformations and the forces that affect motion, and will investigate electrical, gravitational, and magnetic fields and electromagnetic radiation. Students will also explore the wave nature of light, quantum mechanics, and special relativity. They will further develop their scientific investigation skills, learning, for example, how to analyze, qualitatively and quantitatively, data 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. Prerequisite: Physics, Grade 11, University Preparation


SOCIAL STUDIES AND HUMANITIES The Religious Studies program at Woodland consists of courses in the Old and New Testaments. While this material is familiar to many students with a Christian background, the overall aim of each Bible course is to motivate and challenge the student to participate in the unfolding drama of redemption and salvation. Students are encouraged to move toward a personal understanding of God's Word and to view Bible study as a unique and essential academic and spiritual discipline. All of our courses at Woodland are built on the foundation of scripture, and intentionally incorporate Christian worldview themes that relate specifically to specific departments and courses of study. We encourage students to take a variety of these perspectives courses at the senior level to fulfil the requirements of the Woodland Diploma.

The Humanities options listed below allow students to explore a wide variety of subjects (including family, food, philosophy, and the foundations of society) as we seek to move from identifying brokenness, to redemptive practice, and ultimately the hope of restoration. Students are encouraged to identify healthy practices that apply to all areas of life (physical, emotional and spiritual), and work towards incorporating these healthy habits of body, mind and heart into everyday life.

Bible 9 (HRE1O5): This course focuses on the establishment of the covenant between God and His chosen people, and the benefits of faithful obedience to that agreement or the disastrous results of breaking the covenant. Students are led to see the magnitude of God's love as He continually calls His people back through judges, kings, and prophets. Despite the continuous calls for covenant renewal, the people still fall away and eventually lose their land. However, God is faithful to His promises and brings the tribes of Benjamin and Judah back to the Promised Land. By God's faithfulness, the way is paved for the birth of Jesus Christ, the Saviour, and the beginning of the "new covenant". (Half credit) Prerequisite: None – This is a Locally-developed course, through the Ontario Alliance of Christian Schools Bible 10 (HRE2O5): This course carries on the history of revelation and redemption and will help students to gain greater insight into how the Old and New Testaments are, in reality, one continuous story of redemption. In Paul's letters, students will see the growth of the New Testament church and understand the different stages of its spiritual and doctrinal development. Students are shown a glimpse of the completion of all covenants and the final movement to the new creation in the book of Revelation. It is important that the students know we are living between the ascension and the return of Christ. The drama of redemption is still unfolding, and God is still writing the script in our time. (Half credit) Prerequisite: None - This is a Locally-developed course, through the Ontario Alliance of Christian Schools Exploring Religion and Philosophy (HZT4U1) - Students explore how different societies and people have tried to answer the big worldview questions regarding God, mankind, creation, moral order, and purpose. Using interdisciplinary sources and methodologies, students will examine a wide range of ideas and belief systems that have shaped cultural norms and activities. Students will examine how different worldviews have influenced and continue to influence contemporary society. Students will be challenged to examine and articulate their own worldview and demonstrate how it applies to contemporary social issues and personal experiences. Prerequisite: Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities. Challenge and Change in Society (HSB4U1): 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. Prerequisite: Any university or university/college preparation course in social sciences and humanities, English, or Canadian and world studies. Nutrition and Health (HFA4C1): This course focuses on the relationship between nutrition and health at different stages of life and on global issues related to food production. Students will investigate the role of nutrition in health and disease and assess strategies for promoting food security and environmental responsibility. Students will learn about healthy eating, expand their repertoire of food-preparation techniques, and refine their ability to use social science research and inquiry methods to investigate topics related to nutrition and health. Prerequisite: Any university, college, or university/college preparation course in social sciences and humanities, English, or Canadian and world studies.


Families in Canada (HHS4U1): This course enables students to draw on sociological, psychological, and anthropological theories and research to analyse the development of individuals, intimate relationships, and family and parent-child relationships. Students will focus on issues and challenges facing individuals and families in Canada’s diverse society. They will develop analytical tools that enable them to assess various factors affecting families and to consider policies and practices intended to support families in Canada. They will develop the investigative skills required to conduct and communicate the results of research on individuals, intimate relationships, and parent-child relationships. Prerequisite: Any university or university/college preparation course in social sciences and humanities, English, or Canadian and world studies Families in Canada (HHS4C1): This course enables students to develop an understanding of social science theories as they apply to individual development, the development of intimate relationships, and family and parent-child relationships. Students will explore a range of issues relating to the development of individuals and families in contemporary Canadian society as well as in other cultures and historical periods. They will develop the investigative skills required to conduct research on individuals, intimate relationships, and parent- child roles and relationships in Canada. Prerequisite: Any university, college, or university/college preparation course in social sciences and humanities, English, or Canadian and world studies.


ADMISSIONS POLICY RATIONALE: The purpose of this policy is to:

1. Maintain, safeguard and advance the distinctively Christian character and the vision and mission of Woodland Christian High School.

2. Ensure that all applications for admission are handled in a manner that is fair, transparent and consistently applied. 3. Ensure that all applicants for admission understand and support the unique Christian character of this school

as described in its documents.

POLICY: 1. Woodland Christian High School exists primarily to educate the children of Christian parents and to assist them in

fulfilling their

responsibility to nurture their children according to the teaching of God’s Word. Therefore, it is expected that parents who send their students to Woodland wish to see their children educated in accordance with the school’s basis and purpose, and that they will fully support the aims of the school’s policies and programs.

2. The admission of a student will be determined by:

a) The availability of an appropriate program, staffing and resources to meet the needs of the student. b) The willingness of parents/guardians and students to support the school’s policies and programs as

evidenced by their signature on the Student Enrollment Agreement and the Student Agreement Form included with the Application for Admission.

c) The availability of space in the classes required by the student. d) The acceptance by the parents/guardians of the responsibility for paying tuition and other fees. e) The availability of adequate information from the student’s previous school to enable the principal to

make an informed decision about the student’s placement. f) The principal’s determination that the student will be able to participate constructively in a structured

program of studies based on a Christian worldview.

3. Students below the age of majority are normally required to have the support of parents/guardians for their attendance at Woodland Christian High School. Students who are over the age of majority will follow the process for admission as if they were a parent/guardian.

4. In cases where the number of applications for admissions exceeds the capacity of the school to provide appropriate levels of service to students, a waiting list of eligible students will be created with the following priorities:

a) Students who currently have siblings in the school, or who have had siblings in the school in the past. b) Students who have been enrolled in schools affiliated with the Ontario Alliance of Christian Schools. c) Students whose parents/guardians have been contributing donors to the promotion of Christian education. d) Students who are new to Christian education.

5. Applicants who are not residents of Canada will be asked to provide proof of their citizenship or immigrant status in Canada.

6. The process of admissions will be directed by the principal. The Board of Directors will make final decisions on admission, based on the recommendation of the principal, and reserves the right to deny any application for admission if in its judgment such an admission would not be in the best interests of the school or the student(s) for whom the application is being made.

7. If an admission is based on false or misleading information, the Board of Directors, upon the recommendation of the principal, reserves the right to withdraw the approval of the application at any time.

If the applicants wish to challenge the decision of the principal on the rejection of an application for admission or on the grade or program placement of a student, they may appeal in writing to an Admissions Appeal Committee consisting of two members of the Board of Directors, one vice-principal and the principal. The decision of this committee will be final.

ACCESSING THE SCHOOL Phone Numbers: 519-648-2114 Email: [email protected] PRINCIPAL AND VICE-PRINCIPALS: Matters of any nature related to school: policy, personnel, students, incidents.

John Van Pelt .......................................................................... Principal ext. 133 Wayne Harris ........................................ Vice Principal Student Affairs ext. 135 Marjorie Sutherland ................................... Vice Principal Curriculum ext. 137

MAIN TELEPHONE LINE OF THE HIGH SCHOOL: Matters of general nature, need for assistance, information or referral/transfer to specific department or person.

Barb Reitsma ………………........................................ Office Administrator ext. 0 BUSINESS OFFICE: Matters related to total school chapters, financial business, tuition payments, financial assistance, fund-raising, planned giving, donations, or general and international admissions.

Neil Klapwyk .......................................................... Business Manager ext. 139 Julia Olsen .......................................................Administrative Assistant ext. 132 Paul Branan ............................... Advancement/Development Director ext. 141

Jennifer Zarnke .............. Office Assistant: Communications & Events ext. 132 STUDENT SERVICES: Matters related to guidance, personal student issues, curriculum planning, college and vocational information, or Academic Support.

Harvey Goossen ..................................................................... Academic Guidance ext. 117 Nathan Johnson .................................... Personal Guidance & Career Counselling ext. 119 Bernadine Verstraeten......................................... Transition to Grade 9 Guidance ext. 116 Marjorie Pasma ......................................................... Academic Support Program ext. 123 Matthew Hazenberg ................................................... English Language Learners ext. 115

ATHLETICS: Matters related to athletics: practices, coaches, events, incidents, and venues.

Jamie Wright .............................................................. Athletic Director ext. 207

VARIED TEACHERS: Matters related to specific classrooms and students; numbers published in the Student Directory.

NOTE: All Woodland staff can be contacted by email. Woodland uses a standard email format of [email protected] for example: Joe Smith = [email protected] When making contact with staff either by phone or email we request that you be respectful in your communication and mindful of the fact that they might not respond immediately but will respond in a timely fashion.



introduction - woodland christian high school to your faith virtue; and to virtue knowledge ... ii...

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