message from the principal
TRANSCRIPT
1
MESSAGE FROM THE PRINCIPAL
Much of what is generally known about Credo Christian High School probably comes through informal
communication links. Much of that information certainly has value but we’ve recognized a need to
ensure that parents, students and others in the school community have a more comprehensive picture
of why we're here, what we do and how it's carried out. Although our foundational positions of Reformed
Education remain constant, the “face” of Education is changing very rapidly. We need to be sure that
parents and others in the supporting community remain fully informed and therefore a revision of this
School Handbook is important.
This School Handbook will outline both our goals as well as our expectations. We've tried to show that
Reformed Education is best delivered when a community recognizes its joint responsibilities and when
those involved in the day to day work understand their individual responsibilities.
We continue to be grateful to a Covenant God who provides for us day to day. We pray that in
everything we say and do we may more and more reflect His image as we learn to walk with God in the
classroom and beyond.
H. H. Moes
September 2013
2
Table of Contents A. VISION AND HISTORY …………………………. p 7 1. The Underlying Motivation 2. A Christian School with a Reformed Perspective 3. Education Goals 4. History of Credo Christian High School 4.1 Deep Roots 4.2 Expansion 4.3 Joint Venture 4.4 A New Building 4.5 Expanding Programs
4.6 More Classrooms 4.7 Office Expansion 4.8 Technological Growth 4.9 The Future
B. ORGANIZATION AND GOVERNANCE ……….. p 11 1. Authority/Administrative Structure 1.1 High School Board 1.2 Board Responsibility 1.3 Organizational Structure 1.4 Combined Boards 2. Policy 2.1 Admittance 2.2 Conflict Management 2.3 Personal Information Protection Act 2.4 Supporting our Students 2.5 Discrimination and Harassment Policy 2.6 Acceptable Use of the Intranet 2.7 Field Trips 2.8 Special Education 2.9 Student Records 3. Ministry of Education 4. Federation of Independent Schools 5. Other Affiliations C. SCHOOL COMMUNITY ………………………….. p 20 1. A Team Approach 2. Administration (Principal/Assistant Principals) 3. Departments 4. Teaching Staff
3
5. Support Staff 6. Volunteers D. SCHOOL FACILITIES …………………………… p 23 1. Location 2. School Map 3. Computer Rooms 4. Gym Facilities 5. Telephone 6. Other Facilities E. ADMISSION, ENROLLMENT AND …………… p 27 FINANCIAL INFORMATION 1. Admission 2. Enrollment 3. Financial Information 3.1 Tuition Fees 3.2 Related School Fees 3.21 Caution Fee (Textbook Deposit)
3.22 Course Fees 3.23 School Annual 3.24 School Pictures 3.25 School Supplies 3.26 Other F. CURRICULUM ………………………………….. p 30 1. Curriculum Strands 1.1 Applied Skills 1.2 Planning 1.3 Fine Arts 1.4 Humanities 1.5 Mathematics & Sciences 2. Educational Planner 3. Graduation Credit Requirements 4. Curriculum – Course Descriptions 4.1 Grade 8 Intermediate Program 4.2 Grade 9 Intermediate Program 4.3 Grade 10 Graduation Program 4.4 Grade 11 Graduation Program 4.5 Grade 12 Graduation Program
4
5. Curriculum – Special Education 5.1 Education to All 5.2 Mainstreaming 5.3 Modified Program 5.4 Individual Assistance 5.5 Work Experience 5.6 Limitations 6. Curriculum – Promotion Policy 6.1 Junior High – Grade 8, 9 6.2 Required Courses G. EXTRA CURRICULAR ………………………… p 70 1. Student Action Leadership Team 2. Intramurals 3. Extramurals 3.1 Seasons of Play 3.2 League Participation 3.3 Student Participation 3.4 Additional Costs H. OPERATIONAL PROCEDURES ……………. p 73 1. Academic Achievement 2. Counselling 3. Deportment 4. Grading and Reporting 5. Equivalency, Challenge, Independent Studies and Challenge Credit Options 6. School Calendar I. TRANSPORTATION …………………………… p 79 1. C.T.M. - John Calvin School 2. CCSTA 3. Student Drivers 4. School Closure J. HEALTH AND SAFETY ………………………. p 81 1. Earthquake Drills/Fire Drills 2. Harassment 3. Providing Medication 4. Public Health
5
K. POST SECONDARY INFORMATION ………. p 83 1. Student Services 2. Scholarships 3. Where Do Students Go? 4. Entrance Requirements
6
A. VISION AND HISTORY
1. The Underlying Motivation …………………………. p 7 2. A Christian School With a Reformed Perspective... p 7 3. Education Goals ……………………………………. p 7 4. History of Credo Christian High …………………… p 8 4.1 Deep Roots ………………………………… p 8 4.2 Expansion …………………………………. p 8 4.3 Joint Venture ……………………………… p 8 4.4 A New Building ……………………………. p 8 4.5 Expanding Programs ……………………... p 9 4.6 More Classrooms …………………………. p 9 4.7 Office Expansion ………………………….. p 9 4.8 Technological Growth……………………… p 9 4.9 The Future…………………………………. p 9
7
A. VISION AND HISTORY
1. The Underlying Motivation
Within the Reformed community the responsibility for nurturing children is held in high
regard. At the baptism of their children, parents promise "to instruct this child...and to have
him instructed...to the utmost..." of their ability.
For many parents this promise has motivated them to send their children to Credo Christian
High School. Parents' most urgent desire is that their children be educated in a school
where the teaching is consistent with that of the home as well as the church. The school is
seen in large part as an extension of the home. The teachers are seen to have been
granted delegated responsibility under the direct supervision of a society elected board. All
teaching and learning and supporting activities are carried out in the conviction that the Bible
is the inerrant Word of God and so gives direction to what we say as well as do.
2. A Christian School with a Reformed Perspective
The educational program in a Reformed school must continually show the greatness of a
Covenant God.
This greatness becomes evident when in faith we explore the world in which we live. We
learn to “rule over the fish of the sea, and the birds of the air and over every living creature
that moves on the ground” (Genesis 1:28). We learn that God has created this world, that
he sustains it and that we have a responsibility to live a life in service to God. These
underlying Biblical principles must permeate all of the learning, must direct the thought
patterns and give shape and substance to subsequent actions. It must be evidenced in the
curriculum not only implicitly but also explicitly. Our common understanding of Biblical truth
is shaped by the Reformed Confessions (Heidelberg Catechism, Belgic Confession, Canons
of Dort). They help to direct, set the standard and to provide clarity, so that students are
enabled to more fully understand the Biblical imperatives implicit in a life given to service in
the kingdom of God.
The students are not the sum total of intellectual, physical, social and psychological
components. They are covenant children, set aside with a purpose and an obligation for
service. Their component parts are woven and knit together to form a spiritual unity.
The curriculum extends beyond the classroom and the traditional book learning and it
encompasses all school activities, the school atmosphere as well as the policies and
procedures that govern the daily operations. The curriculum is the master plan that outlines
the content, provides for a meaningful and balanced methodology, shapes the process,
initiates the response and evaluates the outcome.
3. Education Goals
Education does not begin or end with the school. The home and the church are also vital
centres of learning. The school as an extension of the home has a more narrowly defined
focus, which delineates its responsibilities from the home and the church.
In the widest context Education at school could be viewed as:
8
the systematic development or training of the mind through
instruction or study.
This training of the mind will find expression through all the variety and the complexity in the
curriculum thereby further developing skills while reinforcing the attitudes and values
inculcated in the home.
Education is a complex undertaking. We must continually recognize it to be a joint venture
requiring the cooperative efforts of the community yet driven by parental responsibility.
With this realization we can with some degree of confidence establish general educational
objectives which address components of our daily work as teachers and students. They
include the need…
to foster the development of creative and critical
thinking with the proper use of Biblical criteria for
discernment
to enable the maximum intellectual development of
each child so that he will use his God-given talents to
the best advantage in the service of our King.
Such development needs to be cultivated in a distinctive Christian atmosphere so that each
student can mature in social interaction with teachers and fellow students and so function as
a positive contributor in a school community.
Such general educational objectives must lead to further refinements as Biblical principles
are applied to the various subject areas within the school. Even then, more refinement and
application is needed for the day-to-day classroom instruction.
4. History of Credo Christian High School 4.1 Deep Roots
The history of Credo Christian High School reaches back to a meeting in November
of 1951 suggesting the need for Reformed Education. Many meetings later and
after much "labour of love" the William of Orange Christian School opened its doors
on September 5th, 1955 with an enrolment of 58 students in grades 1 through 8.
4.2 Expansion
After considerable growth and numerous expansions the membership at a meeting
in June 1971 adopted a motion to start a junior high school. In 1974, grade 9 was
added and in 1975 grade 10 was added to complete the junior high grades. In 1977
the board was asked to investigate the possibility of adding grades 11 and 12.
4.3 Joint Venture
The consideration to add grades 11 and 12 prompted a decision to establish a high
school in a separate building as a joint venture with the Abbotsford society (which
operated the John Calvin School in Yarrow). Grades 8, 9 and 10 students, along
with a newly formed grade 11 class, moved into rented facilities (from the
Vancouver Bible College in Surrey) and started a new academic year in September
of 1978. In 1979 grade 12 was added and in June of 1980 the first graduating class
(18 students) of the combined schools was presented.
9
4.4 A New Building
In September 1980 the staff and students moved into new facilities on 52nd Avenue
in Langley. The following year the completed building was dedicated and so the
work of teaching and learning took on a new sense of permanence. Enrolment at
Credo Christian High school continued to climb. Staff was added and soon it was
recognized that more programs were required to meet the needs of all the students.
4.5 Expanding Programs
In May 1985 the membership approved a building expansion to include an Industrial
Education shop, additional classroom, office and storage for an Industrial Education
(Technology) program. Through the generous support of Ladies auxiliaries, an
extensive Industrial Education and Home Economics program was started in
September 1985.
Enrolments continued to climb, more staff were added and projections for the future
suggested that soon further expansions would be needed.
4.6 More Classrooms
At a membership meeting in October 1989 unanimous approval was given to
proceed with a building program to add 8 classrooms (to include new science labs,
music room, and art room) as well as additional Physical Education change rooms.
In May of 1991 this addition was virtually completed. In September 1991,
Instrumental Music (Band) and Arts Foundations programs were started.
4.7 Office Expansion
In September 1997 office and library expansions were completed. Technology
enhancements increased accessibility for student learning.
4.8 Technological Growth
Renovations in the computer labs have enabled growth to include three complete
labs, fully networked and “on line.” Advancement into “cyberspace” has opened
new opportunities for learning.
In June 2009 a successful Capital Campaign gave the Board the green light to
begin renovating the gymnasium and begin construction of an additional
Technology classroom.
4.9 The Future
After years of declining student population, we are currently experiencing increased
student enrolment. Economic realities and family pressures continue to impact the
school. It is recognized there is a need for each generation to claim the vision and
to take ownership to develop Education faithfully in accordance with Biblical
principles as understood in the Reformed tradition.
10
B. ORGANIZATION AND GOVERNANCE
1. Legal Authority/Administrative Structure
1. 1 High School Board …………………….. p 11
1.2 Board Responsibility …………………. p 11
1.3 Organizational Structure …………….. p 12
1.4 Combined Boards…………………….. p 13
2. Policy
2.1 Admittance……………………………… p 13
2.2 Conflict Management………………….. p 13
2.3 Personal Information Protection Act…. p 14
2.4 Supporting Our Students……………… p 15
2.5 Discrimination & Harassment………… p 15
2.6 Acceptable Use of the Intranet………. p 16
2.7 Field Trips……………………………… p 16
2.8 Special Education…………………….. p 17
2.9 Student Records……………………… p 18
3. Ministry of Education …………………………………. p 18
4. Federation of Independent Schools (F.I.S.A.) ……… p 19
4. Other Affiliations ……………………………………… p 19
11
B. ORGANIZATION AND GOVERNANCE
1. Authority/Administrative Structure
Christian High School merged under one Legal Authority (Canadian Reformed School
Society of Langley) and became Credo Christian Schools -- operating two campuses,
each with its own principal. For contact purpose with the Ministry of Education, the High
School Principal acts in the capacity of superintendent.
A board of 8 Directors is elected from members of the Canadian Reformed School
Society of Langley. The Legal Authority, delegates to a special High School Board* of
directors, the responsibility of the day to day operations of the High School. This board
reports to the Legal Authority at combined meetings and requests ratification of the
actions taken on their behalf.
1.1 High School Board
The High School Society membership consists of the combined memberships of
the societies that operate the respective elementary schools (John Calvin School,
Credo Christian Elementary School and William of Orange Christian School). This
High School Society membership elects a 9 member board, three of which are
representatives from each of the elementary schools.
The board meets with the membership in the fall and the spring of each
academic year to present a review of the year's proceedings as well as to gain new
budget approvals. In addition the board and the school communicate through a
regular news bulletin...the Credo Chronicle.
1.2 Board Responsibility
The school board elected by the membership carries the final responsibility for the
education that takes place in the school.
The board's duties are outlined in the board’s Policy and Procedures Manual
(PPM) and include the responsibility…
to monitor and maintain a high quality of Reformed Education
to ensure that an adequate staffing complement is provided
to promote and encourage the ongoing professional growth of staff
members
to manage the financial resources in an educationally responsible way
to ensure that the physical premises are adequately maintained
to address any concerns that are properly brought to the attention of the
board
Much of the daily responsibility is delegated to the school principal and subsequently
to the staff.
The board’s main task is to establish policy within which the school
is enabled to make daily operational decisions and to ensure that
such policies are carried out in a responsible way.
Parents or members of the society who have concerns or questions relating to the
daily operation of the school are asked to bring them to the attention of the school
principal and/or staff. The board is prepared to further address such concerns if it
should appear to be necessary.
12
1.3 Organizational Structure
Credo Christian Schools (CCS)
Canadian Reformed School Association of
Langley
LEGAL AUTHORITY
Credo Christian High School (CCHS)
Membership
Consists of the combined memberships of
John Calvin (JC), Credo Christian Elem.
(CCES), and William of Orange (WO)
Elected
Two members
elected by each of
the JC, CCES,
and WO school
memberships
Appointed
One member
appointed by each of
the JC, CCES, and
WO boards
CCHS Board
9 members – 3 appointed and 6 elected
The CCS board is the legal authority for
Ministry of Education purposes
Principal
Assistant Principal
Support
Staff
Student
Services Staff
Athletic
Director
Department
Heads
Students Special
Education
13
1.4 Combined Boards
The boards of John Calvin School, Credo Christian Elementary, William of Orange
Christian School and Credo Christian High School are considered the Combined
Boards and meet in January and April of each year to consider matters of mutual
interest (i.e. salary committee reports, high school budget etc.).
2. Policy 2.1 Admittance Policy
Children who attend Credo Christian High School are children of parents who are
members of the Canadian Reformed Churches. The Board of Credo Christian
High School may make allowances for children of other denominations to be
enrolled. All families desiring admission for their children will be visited by the
Board.
Enrolment is available to every student who is a child of a confessing member of a
Church with whom the Canadian Reformed Churches have ecclesiastical fellowship
– American Reformed Churches, Gereformeerde Kerken (Netherlands, Free
Reformed Church of Australia, Free Reformed Churches of South Africa, Free
Church of Scotland, Presbyterian Church in Korea (Kosin), Reformed Church in the
United States and the United Reformed Church.
From time to time the above mentioned churches, through their Refugee
Committees, sponsor families from other parts of the world. The expectation for
these families is that over time they integrate into their respective church
communities. Enrolment is available to these students as long as the expectations
are being realized.
2.2 Conflict Management
The Board understands the need for developing policies and procedures,
reflecting biblical justice and procedural fairness, which can be used in managing
conflict.
Conflict is inevitable
In the context of a Christian School it is inevitable that from time to time there will
be disagreement about how best to deliver an educational program that meets
the expectations of all parents. The concern of a parent for a child is deeply felt.
It is very important that such concerns are respected and that appropriate
measures are taken to ensure that the school can balance the specific needs of
some parents and the more general needs of other members in the supporting
community.
Sometimes parents and teachers may simply need to agree to disagree over a
particular item. However, before reaching that stage, it is important that
reasonable steps have been taken in trying to resolve a particular concern.
A Biblical Model
Matthew 18 (vs: 15-20) is often cited as a biblical reference to help set out the
steps by which conflict can be managed. This passage, however deals in a
specific way with a “brother who sins against you”. Much of the conflict that may
arise in a school environment does not deal in a particular way with a “brother
who sins against you”. Nevertheless, there are some general biblical principles
that are imbedded in this passage of scripture that can be helpful in enabling a
14
better understanding between individuals. These principles include the need to
start solving problems by first dealing directly with those who are most closely
involved and then if necessary drawing others in, who may be at arms length, to
help resolve issues that persist.
The teaching of the ninth commandment, as summarized in the Heidelberg
Catechism (LD 43 - Q.A. 112) can also be helpful in managing conflict. This
teaching places due emphasis on ensuring that “false testimony” is not given and
that people are not judged “rashly and unheard” (on the basis of hearsay).
Instead there is a biblical injunction here, urging that steps are taken to ensure
the defense and promotion of the “neighbour’s honour and reputation”.
Ministry of Education – Independent Schools
The Independent Schools are governed by the Independent School Act. This
legislation is much less specific than its counterpart, The School Act, used for the
public schools. However, there remains an expectation by the Ministry that the
policies and procedures developed by the Independent Schools will follow what is
generally understood to be principles of “natural justice and procedural
fairness”. This includes the importance of developing policies that recognize:
discreet and independent stages for managing conflict
the right of people to know the nature of the allegations made against them
the right of people to respond directly to the individual making those
allegations.
a person’s right to know the process that will be followed in exploring an
issue in dispute.
the opportunity for an unbiased and unprejudiced appeal.
The Inspector of Independent Schools, through the process of External
Evaluation, ensures that schools have established policies and practices
reflecting “natural justice and procedural fairness”. By establishing such
practices the Independent Schools may be seen by the Ministry as acting in an
educationally responsible way that requires no further legislative intervention. This
will help to ensure that the school is seen by the Ministry to be able to resolve
issues internally rather than appeal to external support outside of the school (and
the church) community.
The board by adopting this policy recognizes and respects the place of the
Inspector of Independent Schools in ensuring that school authorities provide for
the development of specific procedures, which reflect “natural justice and
procedural fairness”. This policy is a reflection of biblical justice and
procedural fairness and is therefore the framework around which subsequent
policies are to be developed.
2.3 Personal Information Protection Act
The Board has responded to the need to articulate policies governing the
collection, use and disclosure of personal information collected with respect to
employees, volunteers, parents and students.
15
The Board has complied with Bill 38 - 2003, Personal Information Protection Act
by:
1. Appointing the CCHS principal as the Privacy Officer.
2. Approving a Personal Information Privacy Policy for Employees and
Volunteers (June 16, 2004), and a Personal Information Privacy
Policy for Parents and Students (June 16, 2004). These documents
are available upon request.
2.4 Supporting Our Students
Credo Christian High School recognizes its responsibility to provide a safe and
caring environment for its students. To this end, the school will take all necessary
steps to prevent the occurrence of student abuse while students are under its
care. Credo Christian High School will not tolerate any form of abuse either by its
employees, volunteers or students.
The Board has adopted Supporting our Students – A Guide for Independent
School Personnel Responding to Child Abuse as its official Child Abuse Policy.
2.5 Discrimination and Harassment Policy
Credo Christian High School recognizes that discrimination and harassment of
any kind has no place in the school community. It is contrary to God’s purposes
for man and the teachings of Jesus Christ. The school affirms the dignity and
freedom of the human person, as well as the inseparability of faith and justice in
Christian witness and service.
Credo Christian High School is a community whose interrelationships are
governed by mutual respect, shared responsibility and accountability. The school
strives to develop the whole person – intellectually, spiritually, physically, socially
and emotionally – in an atmosphere of caring and respect.
Parents, staff and students understand that - living in covenant relationship
requires an obedient heartfelt response to God’s promises and a life of
responsible stewardship.
Harassment includes:
Physical and verbal aggression/teasing
Intentional social alienation of other students, e.g. shunning
Intimidation
Cyber bullying using phones, social media, texting etc.
Making sexual advances
Engaging in improper physical contact
Making inappropriate comments
Procedure for dealing with harassment
Students are encouraged to report any conduct that makes them feel
uncomfortable, is bothersome, and is contrary to a healthy community. All reports
are handled with discretion in consultation with those involved.
a. Harassment may be reported verbally or in writing to:
Teachers
Counselors
Administrators
b. The report will be investigated by the administration and counselors. A
16
course of action will be determined by those involved. Ideally, the situation
will be mediated by counselors or administration. If mediation is not
successful, further disciplinary measures may be taken ranging from
detention to suspension or expulsion.
It is our goal to create and nurture a safe environment at CCHS. We expect
students and staff to treat everyone with respect and dignity.
KEEPING CCHS A SAFE PLACE (from Student Agenda)
Maintaining a safe and healthy community at school depends on you. Your words
and actions can have a positive or negative impact on those around you. To
keep things positive, please…
Use appropriate language – avoid swearing and gossip
Respect the property of others – avoid stealing or vandalism
Respect school property – clean up after yourself and report any damage
you notice or cause
Remember that the CRD Clean Air by-law prohibits smoking on school
grounds; in addition, CCHS expects students to refrain from smoking during
the school day and on school activities
Leave any items which would disrupt the school environment or would
appear to pose a threat to the safety of others at home, including: knives,
guns (imitation or real), laser pointers, water pistols, firecrackers, etc.
Remember that the possession of drugs or alcohol is illegal. Students must
not possess, distribute or use drugs or alcohol at school, during the school
day or on school activities.
In the event that you choose words or activities which are detrimental to yourself
or the school environment, the following will occur:
Parents may be contacted and a conference arranged
Inappropriate items may be confiscated
A detention, in-school or out-of-school suspension may be issued
A student may be placed on probation
In certain circumstances, expulsion may be recommended to the board
2.6 Acceptable Use of the Internet
Credo Christian High School appreciates the two edged sword associated with
student use of the internet and e-mail services. On the one hand, this technology
can provide a great educational benefit for our students; unfortunately, some
materials that are available on the internet may contain items that are illegal,
defamatory, offensive and very dangerous for our students. E-mail can become
equally problematic for our students if not used appropriately.
Teachers must encourage our students to avail themselves of the legitimate
advantages of these technologies, but they must also be vigilant to see that
students use them responsibly.
All students must sign an Acceptable Computer Use Policy.
2.7 Field Trips
Parents and students are to understand that field trips are an integral and
compulsory part of the curriculum. Staff members plan the details of these trips
on an individual basis and receive permission from Administration to provide
these positive education experiences to their students. Mutual trust, confidence,
17
and cooperation among all parties are fundamental to successful trips and
excursions.
Teachers are to notify parents of all arrangements and details pertaining to field
trips. This is to be done through an information letter to a parent to which is
attached a Parent Permission Form. The Permission Form must be signed by
the parent and returned to the teacher moderator by a specified date. The
Principal must receive a description and agenda of the field trip or excursion
including all information regarding billeting/accommodation and listing of
participating students and
The teacher moderator is to take along on the field trip –
a copy of each student’s Emergency Form (available from the school
secretaries)
copy of a passenger list for each vehicle, arrange sufficient adult supervision
cellular telephone
an approved first-aid kit and appropriate medical supplies for students with
special medical needs.
2.8 Special Education
Credo Christian High School offers a Special Education program. Enrolment is in
keeping with the school’s admission policy. As Christians we believe that we
must be an inclusive caring and sharing community, a covenant community in
relationship with God and our neighbour.
Inclusion gives special needs students the opportunity to share the gifts of
covenantal fellowship not only academically, but also socially and spiritually.
Inclusion benefits also those students who are not disabled. All students discover
that there are more similarities than differences between themselves and other
students.
The practice of including students with special needs in regular instructional
environments throughout their schooling is motivated by –
the desire to include all covenant children in a Reformed Christian
environment
the desire to meet the needs of the whole person
an appreciation of the social dimensions of growth and development
Learning outcomes are tailored to individual circumstances and needs. Individual
Educational Learning Plans are current, their goals and strategies are
measurable, support services are linked to the needs of the students and parents
are offered the opportunity to be consulted.
Credo Christian High School yearly reviews the education program of students
requiring special education. If required, the school will recommend to the Minister
of Education that a School Completion Certificate (Evergreen Certificate) be
awarded if the student has an IEP and is enrolled in an educational program that
is not designed to meet the requirements of the Graduation Program and
(a) in the case where all the learning outcomes of that student’s educational
program are contained in that IEP, the student meets the learning
outcomes contained in that student’s IEP, or
(b) in the case where not all the learning outcomes of that student’s
educational program are contained in the IEP, the student has successfully
completed that student’s educational program.
18
2.9 Student Records
Student records are kept in accordance with Ministry directives and are regularly
updated.
Contents of Student Records
In accordance with ministry requirements, (Student Records Order section 2),
student records will contain:
Form 1704
Inclusions as listed on the 1704 Form (health information, court orders,
support services information, legal documents
Individual Education Plans (IEP’s)
Case Management Plans (CMP’s)
Copies of the two most recent report cards or an official transcript of grades
Copies of passports for International students
Inclusions as listed on Form 1704
Notification of student being homeschooled
Optional Inclusions
Care Card number
Standardized test scores
Records of information which an educator deems relevant and important to the
educational program of the student
Awards information (Passport to Education information)
Samples of student work etc.
Required information is available to teachers, parents and students on a
need to know basis subject to the Personal Information Protection Act.
Copies of the above are stored in a fireproof filing cabinet and on an
external server (BCeSIS). Local documents are backed up on an external
hard drive daily. An additional backup copy is stored off site.
A more detailed Student Records Policy is available in the Credo Christian High
School Policy and Procedures Manual.
3. Ministry of Education
The school's responsibility to the Ministry of Education is outlined in the Independent School
Act. The main areas of accountability are concerned with...
Annual Report
Annual statistical reports are filed with the Ministry each October.
Certification
All teachers must be certified through the Teacher Regulation Branch.
Curriculum
The Ministry sets minimum time requirements and prescribes content. Latitude is
given for designating Board Authority Authorized (BAA) Courses (e.g. Bible 11, 12,
etc), which are thereby given provincial recognition for graduation purposes.
External Evaluation
The school is evaluated every six years to ensure that it complies with the
19
Independent School Act as a condition for continued funding.
Group 1
The school is registered as a Group 1 school and receives provincial grants
equivalent to 50% of the average per pupil cost of education in the Langley School
District.
Learning Assessment
The school participates in regular province wide curriculum assessment as well as
grade 10, 11 and 12 provincial examinations.
4. Federation of Independent Schools (F.I.S.A.)
The Federation (established in 1966) is an umbrella organization, which acts on behalf of its
members as liaison between schools and the government and other educational institutions.
In particular the Federation acts to:
ensure equitable sharing of education tax dollars
maintain independence while cooperating with government
increase public acceptance of Independent Schools
provide information on behalf of its members
maintain a central office for agencies that for ease of administration prefer not to
deal with many individual schools.
The high school, (along with the elementary feeder schools) is a member of F.I.S.A. through
the Associate Member Group (A.M.G.). The Combined Boards by joint agreement
(through its External Relations Committee) selects an individual nominated for an elected
position as director for the Federation. Our F.I.S.A. representative is Harry Moes.
5. Other Affiliations
Affiliations with other (Canadian Reformed) Schools in various parts of Canada is encouraged.
Distance often dictates an informal link established primarily through staff.
20
C. INSIDE THE SCHOOL COMMUNITY
1. A Team Approach ………………………………………...... p 21
2. Administration (Principal/Assistant Principal)……………. p 21
3. Departments ……………………………………………....... p 21
4. Teaching Staff ………………………………………………. p 22
5. Support Staff ………………………………………………… p 22
6. Volunteers …………………………………………………… p 22
C. INSIDE THE SCHOOL COMMUNITY
1. A Team Approach
To optimise the educational opportunities requires a concerted team effort. Through
participating societies, the parents elect a board to establish the school policies. Within
these school policies, the daily operational decisions are made by the principal and staff.
The board is responsible to ensure that decisions conform with the basis and direction
established for the school.
Much of what happens in school is determined by the curriculum that is selected. However
the values that are modelled, the principles that are held to be true as well as subsequent
actions, also contribute significantly in shaping the overall school program. All staff are
encouraged to set high standards of conduct consistent with their place and responsibility.
2. Administration (Principal/Assistant Principal)
The school administration is responsible for the daily operation. In particular, these
responsibilities can be grouped to include:
administrative functions
o scheduling, reporting, accounting
curriculum
o compliance, evaluation and revision
extra curricular
o promoting, managing
public relations
o Ministry of Education, community, parents
staffing
o deployment
student services
o course selection, counselling, deportment
3. Departments
Various curricular areas of the school’s operation which affect a large number of students and
staff have been designated as major departments. They include, Bible, English, Mathematics,
Physical Education, Science and Social Studies.
Responsibility for Department Heads have been established by the board to ensure that
curricular needs can be met.
22
4. Teaching Staff
A teacher’s responsibilities to a large extent are governed by the courses taught. These
duties include the need to:
ensure thorough planning to optimise daily classroom instruction
provide for ongoing student evaluation to ensure that instructional progress is
monitored and communicated as needed
monitor and supervise student behaviour at all times
assist with additional duties as needed
5. Support Staff
Support staff consists of Library assistants, teacher assistants, secretaries, bookkeeper and
housekeeping staff.
Library technician
o provide support to maintain the Library as a resource location for students
and teachers
Educational Assistants (EA)
o provide educational support as needed for students with particularly defined
learning difficulties
Administrative assistants
o provide clerical support to administration and teaching staff
Bookkeeper
o maintains financial records and accounts
o provides the necessary communication with board (Treasurer) and principal
Housekeeping (Currently - Robertson’s Building Service Maintenance)
o maintain and monitor cleanliness in and around the school premises
6. Volunteers
Transportation
A number of volunteers provide a valuable service through transporting students to
and from school events. There continues to be a need for a variety of such services.
Ladies Auxiliaries
Ladies auxiliaries in the various supporting school societies provide much needed
additional revenues for "extras" in the school. The school continues to be indebted
to their commitment and service.
23
D. SCHOOL FACILITIES
1. Location ………………………………………………… p 24
2. School Map ……………………………………………. p 25
3. Computer Rooms ………………………………………. p 26
4. Gym Facilities …………………………………………. p 26
5. Telephone …………………………………………….. p 26
6. Other Facilities ………………………………………… p 26
24
D. SCHOOL FACILITIES 1. Location The school property consists of about 6 acres adjacent to the Langley Canadian Reformed
Church at
21846 - 52 Avenue
Langley, British Columbia
V2Y 2M7
Phone: 604-530-5396
Fax: 604-530-8965
Email: [email protected]
The school also has a web site at www.credochs.com
25
2. School Map
The school has a total of 55,560 square feet available for instructional purposes.
Academic Classrooms Specialized Areas
---- LIBRARY
---- GYMNASIUM
108 113 - Resource Room
111 149 - Science Lab
112 172 - Science Lab
114 208 - Science Lab
115 144 - Computer Room
163 148 - Computer Room
165 152 - Computer Room
167 182 - Kitchen
203 184 - Sewing Room
205 190 - Drafting Room
---- AUTOMOTIVES
---- CARPENTRY AND JOINERY
201 - Art Room
202 - Music Room
Other Storage Rooms
150 - Furnace Room 170 - Lab Storage
168 - Girls Change Room 206 - Lab Storage
160 - Boys Change Room 161 - Janitor Room
26
3. Computer Rooms
Students may have access to the computer rooms provided prior permission has been
granted by the instructor. It should be noted that the computers in Room 148 are generally
unavailable in the evening due to an arrangement between the school and Langley School
District’s Continuing Education Department that provides evening classes on a fee for
service basis.
4. Gym Facilities The community may wish to make use of the gym facilities when available (for a nominal
fee). Arrangements for such use are to be coordinated through the school secretary,
Mrs. A. Horstman.
5. Telephone
The office phone is available for emergency use and for other valid reasons.
6. Other Facilities
The request for the use of all other school facilities can be directed to the principal.
27
E. ADMISSION, ENROLMENT AND FINANCIAL INFORMATION
1. Admission ……………………………………………… p 28
2. Enrolment …………………………………………….. p 28
3. Financial Information …………………………………. p 28
3.1 Tuition Fees ……………………………….. p 28
3.2 Related School Fees……………………… p 28
3.21 Caution Fee (Textbook Deposit)…... p 28
3.22 Course Fees……………………. p 29
3.23 School Annual …………………. p 29
3.24 School Pictures………………… p 29
3.25 School Supplies………………… p 29
3.26 Other…………………………….. p 29
28
E. ADMISSION, ENROLMENT AND FINANCIAL INFORMATION 1. Admission Admission is available to all children whose parents are members of the society. Others
who wish to be considered for admission must make a formal written request to the board.
2. Enrolments Provincial grants are based on registered enrolments living in Canada as of September 30
in each academic year.
Parents are urged to ensure that absence from school is limited, not only for academic
reasons, but also to ensure that provincial grants will not be adversely affected.
3. Financial Information 3.1 Tuition Fees
Tuition fees for members of the society are set at a family rate and are determined
on the basis of the grade in which the oldest family child is enrolled (either in the
high school or in any of the elementary feeder schools). Tuition fees for those who
are not members of the society are determined by the board.
The tuition fee levels for members are set by the boards of the participating
elementary schools and are subject to annual review.
Tuition Fee Structure – 2012/2013
Credo Elementary John Calvin William of Orange
Membership $110 $125 $125
Kindergarten $260 $375 $250
Elementary 1-3 $470 $570 $460
Elementary 4-7 $490 $570 $515
Junior High $635 $640 $650
Senior High $685 $680 $700
3.2 Related School Fees
There are a number of "school fees" that high school students are asked to provide
each year (or as needed).
3.21 Caution Fee (Textbook Deposit)
All students new to the school are to pay a $25 caution fee. Unreturned
books will be invoiced to the student in August. Each September students
are to ensure their caution fee account balance is at $25. These funds are
kept in trust. The interest received is used to help sponsor student
activities. Caution fee credit balances are paid back to students who leave
before graduating. The caution fee is used for the graduation gown rental
for students who leave at graduation.
29
3.22 Course Fees
Some specialized courses require students to pay a "course fee". The
annual rates for these are provided before September of each year.
3.23 School Annual
All students are strongly urged to purchase a School Annual. The cost for
production has been reduced significantly in recent years to ensure it
remains affordable for all. The price of an annual is $30 (cost is reviewed
annually).
3.24 School Pictures
Students may purchase school pictures early in the fall on a pre-payment
plan.
All students will have a picture taken. Only those who have pre-paid will be
issued a set of pictures. Those who have not purchased pictures will
receive a complimentary student I.D. card.
3.25 School Supplies
Students are responsible to ensure that they have all the required daily
supplies. Details are provided prior to school opening in September.
3.26 Other
From time to time students may be asked to pay for certain extras which
are not included in the school fees. Care is taken to ensure that these
extras are minimized. However, special events, field trips and particular
purchases (which students can keep) are costs, which are passed along
to the students.
30
F. CURRICULUM
1. Curriculum Strands …………………………………… p 31
1.1 Applied Skills …………………………… p 31
1.2 Planning…………. …………………….. p 32
1.3 Fine Arts ...……………………………… p 32
1.4 Humanities …………………………….. p 33
1.5 Mathematics & Sciences …………….. p 35
2. Educational Planner…………..………………………. p 37
3. Graduation Credit Requirements…………………….. p 39
4. Curriculum - Course Descriptions ……………………. p 41
5. Curriculum - Special Education………………………. p 68
6. Curriculum - Promotion Policy……………………….. p 69
31
F. CURRICULUM
The curriculum is the educational program offered by the school. This curriculum is organized into
various broad categories of curriculum strands within which are found courses offered. It may be
that courses can fall within two (apparently) different curriculum strands. This is particularly so in
grades 11 and 12 where graduation requirements can be met in a variety of ways.
1. Curriculum Strands
1.1 Applied Skills The Applied Skills includes the curriculum areas of Business Information, Home
Economics, Information Technology, and Technology Education.
1.11 Business Information
Students need economic, financial, and consumer skills to help them fulfil their roles
as Christian stewards in society. The knowledge, skills, attitudes, and work habits
developed in the Business Education program enable students to respond to post-
secondary opportunities and to the demands of the world of work.
The Business Education curriculum enhances students' learning by incorporating
the major goals of education into the context of a business environment. It
encourages students to apply problem solving, decision-making, and critical-
thinking skills to a variety of business-related situations, and to communicate
solutions to these problems.
Students live in a rapidly changing technological age. Business Education through
Computer Studies, incorporates technology and addresses the ethics and values
that technology presents. It provides students with skills of accessing and
processing information. Students are taught that proper application of their
computer skills should help them to “act justly, love mercy and walk humbly with
their God” (Micah 6:8).
Courses offered: Accounting 11, 12
Business Information Management 12
Digital Media 11
Journalism 12
Yearbook 12
1.12 Home Economics
Courses in Home Economics should aim to prepare students for a general life of
service, especially around the home, rather than for specific vocations. Students
need to learn to use God-given resources in practical and creative ways, as good
stewards of God's creation. They learn to develop skills which allow a degree of
independence in making discriminating choices and in solving practical problems.
Courses offered: Textiles (8), 11, 12
Foods & Nutrition 8
32
1.13 Technology Education (Industrial Education)
The Technology Education program helps students to understand the
place of technology in God’s creation and to develop skills to use
technology for the benefit of others.
The following major points are emphasized:
Helping students understand how man is using materials, tools and scientific
principles.
Giving initial technical experience to those students who are mechanically
inclined in their ability and interests.
Provides opportunities for career exploration in the field of technologies.
The Lord has given students a wide variety of interests and abilities. Each
should be provided with an educational opportunity that will enhance
this challenging responsibility in the best possible way.
Courses offered: Technology Education 9, 10
Carpentry Joinery 11, 12
Automotive Technology 11, 12
1.2 Planning
Planning allows an opportunity for students in their formative years to reflect on critical
choices. Within the context of a planning process students are encouraged to consider a
balanced and God pleasing personal development that responds in thankfulness to
covenant promises. Such personal growth is to further enable career development, which
recognizes that we are stewards of our time and talents.
Courses offered: Planning 9
(Health and Career Education 8 and 9 Learning Outcomes)
Planning 10
1.3 Fine Arts
Fine Arts include Art and Music.
1.31 Visual Arts
Visual Arts instruction develops the students’ visual literacy. It is important that
Christians recognize the place and responsibility of art in the world. Students who
receive art instruction and participate in art activities can develop a view of God's
world, which sees art as one important aspect of God's creation. They can find new
ways to express their perceptions and experiences through exploration, invention,
shaping and sharing. Their abilities to respond to God and His world through the
use of their gifts can be enhanced through instruction in art techniques. Patience
and personal discipline are also nurtured through the careful working out of
aesthetic problems.
Visual Arts Instruction develops the imagination. Imagination is the ability to
visualize a situation and consider in your mind’s eye whether something is right or
appropriate. The imagination is one of God’s greatest gifts to man. Made in the
image of God man can imagine multiple solutions to problems and recognize the
difference between good and bad responses.
33
In particular, Visual Arts can be an important means to
increase awareness of the aesthetics of creation
understand the function and meaning of works of art in human life
understand how works of art reflect the beliefs of the artist
develop the ability to apply Biblical norms to personal expressions
of views and emotions
develop the ability to see, think and visually express experiences
develop an understanding of the influences of Art by and on society
and the environment
development of students’ perception of the interrelatedness of all of
God’s creation
develop the ability to make decisions in the absence of rules
develop attention to nuances and the ability to shift aims in the
process
Courses offered: Visual Arts 10
Art Foundations 11, 12
Digital Media 12
1.32 Music
The cultural mandate is focused on subduing and ruling. Music is about responding
and expressing creations. God’s Word continues to beckon for the making of
music. “Sing to the Lord a new song…make music to the Lord with the harp.”
(Psalm 98) Music making was a central activity in the lives of Old Testament Israel
and ought to be no less so for us today. “Speak to one another with psalms, hymns
and spiritual songs. Sing and make music in your heart to the Lord…” (Ephesians
5:19. Through the study of music, students will be enabled to more fully understand
the dynamics of rhythm, pitch, intonation and tempo through exploring various styles
and compositions and so grow in recognizing the central place of music in the
service of our Lord.
Courses offered: Instrumental Music 9, 10, 11, 12
Choir 8 – 12 (if qualified staff is available)
1.4 Humanities Humanities include Biblical Studies, Social Studies as well as the various languages.
(English, Communications, French)
1.41 Biblical Studies
Biblical Studies forms the focal point of the curriculum. It introduces the student to
the most significant insights and truths of our Biblical heritage. Students explore the
story of covenant history as it unfolds from Genesis through Revelation and see
God's faithfulness in the foreshadowing of Christ in the Old Testament promises.
They learn to see the Biblical view of man, woman and child created in the "image
of God". The central Biblical themes of covenant, kingdom, church, world,
salvation, judgment, law and gospel are developed so that Biblical norms are seen
to apply to every area of life.
34
For Biblical Studies, the Bible is the main textbook, but it is a text with a difference.
We accept it as God’s authoritative textbook for life. We study it as God's Word
and seek to grow in the understanding that we must submit ourselves to it more
fully.
Courses offered: Bible 8, 9, 10, 11, 12
1.42 Social Studies
Social Studies is the study of God’s dealing with this world and its people to fulfil His
plan of salvation and to restore creation to its original purpose. It focuses on
people’s relationships with their social, physical, and cultural environments. Social
Studies is an interdisciplinary subject that draws upon history, geography,
economics, law, political science and other disciplines.
Social Studies includes the study of cultures throughout the ages and into the
present. It is designed to give students a deeper awareness of their place and task
in God’s world. This awareness is rooted in the knowledge that all wisdom and
power belong to God who changes times and seasons, raises and deposes rulers
and gives knowledge to the discerning (Daniel 2:20-21).
The study of the physical components of this world (geography) again bring
students to face creation and the subsequent fall. As stewards of this earth they are
enabled to understand both how it was made and what ought to be done to
preserve and maintain it. Throughout this exploration in social Studies, students are
enabled to see that God in His infinite mercy calls a people (Church) out of the
world to Himself, redeeming them from sin and death and sending them back into
the world to be His witnesses.
Courses offered: Social Studies 8, 9, 10, 11
History 12
Law 12
Geography 12 (not every year)
Comparative Civilizations 12 (not every year)
1.43 Languages
Language is the tool through which God chose to reveal Himself. He spoke the
creation into existence. By means of language God taught the man and woman He
had created. He revealed Himself to the patriarchs and the prophets in language
and these in turn spoke God's words using language. Through His written Word,
God reveals Himself to us.
We hold that man is called to respond obediently to God's mandate to exercise
dominion over the entire creation (Genesis 1) and that this response has a
verbal/linguistic dimension. However, obedient response was rendered impossible
by man's own wilful disobedience in paradise. With his fall, man also destroyed the
perfect lingual relationship that had existed. Through His one sacrifice on the cross,
Jesus Christ extends His healing powers also to language and to communication.
Christ Himself is the Word made flesh (John 1). Using words to perform miracles,
Christ revealed His domination over the structures of creation, which He Himself
made. As children who live in covenant fellowship with God, we are called upon to
magnify His name in deed, and also in word. Effective use of language enhances
our ability to perform the threefold office of prophet, priest, and king. To this end,
we teach language.
35
Courses offered: Communications 11, 12
English 8, 9, 10, 11, 12
French 8, 9, 10, 11, 12
Literature 12 (not every year)
1.5 Mathematics & Sciences 1.51 Mathematics
Mathematics is the discipline that investigates and describes the numerical and
spatial aspects of the universe around us. Through the study of numbers the
student is brought to a better understanding that God is a God of order and has put
the unchangeable laws of numbers in His creation for man to uncover and use.
Mathematics also contains a mental challenge which helps to foster an organized
reasoning capacity.
Experiences in Mathematics should enable students to have respect for God's laws
for creation and trust in the dependability of God upholding these law-structures.
Mathematical descriptions of the physical universe and phenomena occurring within
it, are concise and offer predictive capabilities and are further valuable for simple
and unambiguous communications. Mathematical skills, such as ordering,
analysing, predicting and interpreting, will help the students solve everyday
problems through quantitative analysis. Mathematics is, together with the study of
logic, another language in which we can more fully understand God's created world.
Courses offered: Mathematics 8, 9
Apprenticeship & Workplace Mathematics 10
Foundations of Mathematics 10 and Pre-Calculus 10
Apprenticeship & Workplace Mathematics 11
Foundations of Mathematics 11, 12
Pre-Calculus Mathematics 11, 12
1.52 Sciences
Science is the study of God's creation - the laws that He has placed there, the
control that He exhibits over it, and His continual providential care for the cosmos.
God prepared creation for mankind and presented it to him as a gift and a home to
live in. God desires that man should explore creation, discover its beauty, vastness
and intricacy, and to learn how to be its steward. Science plays a key role in all
these processes. The science curriculum allows the students to explore, discover
and appreciate the magnitude of God's creation, leading the student to stand in awe
of God and His creation and enabling them to see the role it plays in shaping
society.
Science is:
• a description of man’s attempts to search out, describe (in
mathematical terms as well as in words), understand and explain the order
that God has set in creation
• a human explanation of the phenomena of creation and so is subject to
sin and error in the interpretation of observations, in the conclusion making
process and in the presuppositions
• tentative and subservient to God’s revealed word, in that science must be
measured by God's word, knowing that man sees through a glass darkly
• a tool that helps us understand creation and enables man to exercise
36
stewardship over it thereby perhaps also alleviating some human suffering
and disease
Important to enable us to learn more about God (Article 2: Belgic Confession)
Courses offered: Science 8, 9, 10
Biology 11, 12
Chemistry 11, 12
Physics 11, 12
Science and Technology 11
37
2. EDUCATIONAL PLANNER
Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Bible Bible Bible Bible Bible
English English English* English/ English*
Communications Communications*
Math Math Mathematics*
Apprenticeship
/Work place
Mathematics
Apprenticeship
/Work place
English Lit **
Mathematics*
Foundations/
Pre-calculus
Mathematics
Foundations
Mathematics
Foundations
Mathematics
Pre-Calculus
Mathematics
Pre-Calculus
Science Science Science* Biology Biology
Chemistry Chemistry
Earth Science Physics
Physics
Social
Studies
Socials
Studies
Social Studies Social Studies* History
Law
Geography **
Comparative Civ**
French French French French French **
PhysEd Phys Ed Phys Ed Phys Ed Phys Ed
Fine Arts
& Ap Sk
Home Ec Textiles Textiles Textiles
Family Studies **
Band 9 Band 10 Band 11/12 Band 11/12
Tech Ed Tech Ed Drafting/Design
Digital Media
Accounting Accounting
Business Information
Journalism
Yearbook
Art Foundations Art Foundations
Planning Planning Graduation
Transitions
Daily
Physical
Activity
DPA DPA DPA DPA
Notes:
Courses with Government Exams *
Courses not offered every year **
38
An updated version will be included in the next printing of the School Handbook.
CREDO GRADUATION PROGRAM
GRAD PROGRAM - YEAR TEN
1. Biblical Studies 10
2. English 10
3. Social Studies 10
4. MATHEMATICS
__ Mathematics Foundations 10
__ Mathematics Pre-Calculus 10
__ Apprenticeship & Workplace Mathematics 10
5. Science 10
6. Physical Education 10
7. Planning 10 8. Elective Offerings
**Band, French
*Textiles Studies,
*Technology Education
__ ___________________
__ ___________________
__ ___________________
GRAD PROGRAM - YEAR ELEVEN
1. Biblical Studies 11
2. English 11 / Communications 11
3. Social Studies 11
4. MATHEMATICS
___ Apprenticeship & Workplace 11
___ Foundations 11
___ Pre-Calculus 11
5. SCIENCE
___ Biology 11, 12*
___ Chemistry 11
___ Physics 11
___ Earth Science 11
6. 10/11________________________
7. 10/11________________________
8. 10/11________________________
GRAD PROGRAM - YEAR TWELVE
9. English/Communications 12
10. Biblical Studies 12
11. History 12____________
12. 12 ________________________
13. 12 ________________________
14. 10/11/12 ___________________
15. 10/11/12____________________
16. 10/11/12____________________
* ___ Graduation Transitions requirement
(Physical Activity requirement)
* ___ Applied Skills/Fine Arts requirement
* ___ PE10 requirement
STUDENT PLANNER
ELECTIVE COURSES INCLUDE:
* Applied Skills ** Fine Arts
English Literature 12
Comparative Civilizations 12
Geography 12
History 12
Law 12
Family Studies 11, 12
Mathematics Foundations 11, 12
Mathematics Pre-Calculus 11, 12
Apprenticeship & Workplace Mathematics 11, 12
French 10, 11, 12
Biology 11, 12
Chemistry 11, 12
Earth Science 11
Physics 11, 12
*Automotive Technology 11
*Automotive Technology 11
*Carpentry and Joinery 11
*Carpentry and Joinery 12
*Drafting and Design 11
*Textiles 11, 12
*Accounting 11
*Accounting 12
*Business Information Management 12
*Digital Media 11
*Journalism 12
*Yearbook 12
**Art Foundations 11, 12
**Instrumental Music (Band) 10, 11, 12
Notes ----
STUDENT NAME
___________________________________
PARENT’S SIGNATURE
____________________________________
39
Physical Education
Physical Education 10 is required for all students.
To graduate students are also required to meet a provincial standard for physical activity and be
3. MINISTRY OF EDUCATION GRADUATION CREDIT REQUIREMENTS
Grade 10-12
80 credits (equivalent to twenty 4-credit courses) required for graduation
48 credits are Required Courses, including:
Biblical Studies 10 (4 credits), Biblical Studies 11 (4 credits) , Biblical Studies 12 (4 credits)
Language Arts 10 (4 credits), Language Arts 11 (4 credits), Language Arts 12 (4 credits)
Social Studies 10 (4 credits)
Social Studies 11, Canadian Civics 11 or BC First Nations Studies 12 (4 credits)
Science 10 (4 credits), Science 11 or 12 (4 credits)
Mathematics 10 (4 credits), Mathematics 11 or 12 (4 credits)
Physical Education 10 (4 credits)
Fine Arts or Applied Skills 10, 11 or 12 (4 credits)
Planning 10 (4 credits)
4 credits for Graduation Transitions
28 credits are Elective Courses
Minimum of 16 credits at the Grade 12 level including Language Arts 12. All Ministry-authorized and
Board/Authority-Authorized courses count.
CURRICULUM
Planning 10 is a four credit required course focused on education planning, career development, healthy
decision making, financial literacy and portfolio planning.
Students must complete 30 hours of work experience or community service as part of the Graduation
Portfolio Assessment.
Applied Skills and Fine Arts
4 credits are required in Fine Arts and/or Applied Skills at any time during Grade 10, 11 or 12. This can
include 2 credits from each area.
Students must be offered choice between the two areas.
40
assessed in other health related areas as part of the graduation Portfolio Assessment.
CHOICE AND FLEXIBILITY
Dual Credit
All public post-secondary credits will count towards graduation
Locally Developed Courses
There will be no limit to the number of Board/Authority-Authorized course credits that count as elective
credits towards graduation.
The ministry will provide standards for development and introduce an approval process
External Learning Credits
Increased options for students to earn Grade 10, 11 and 12 credits toward graduation by recognizing
other learning opportunities.
Planning 10 will promote information about and access to:
1) equivalency
2) external credentials,
3) challenge, and
4) independent directed studies
Schools will be able to offer students the independent directed studies option to a maximum of 4 credits
in each Ministry or Board/Authority-Authorized course.
EXAMINATIONS
Students are required to write 5 Graduation Program Examinations:
Grade 10 Language Arts (20%)
Grade 10 Science (20%)
Grade 10 Mathematics (20%)
Grade 11 or 12 Social Studies (20%)
A Grade 12 Language Arts exam - either for English 12, Communications 12, Technical and
Professional Communications 12, or Français Langue Première 12 (40%)
Graduation Program Exam marks blended with course marks in Language Arts 10, Mathematics 10,
Science 10 and Social Studies at the 11 or 12, depending on which course is chosen.
Except for the Language Arts 12 exams, all other Grade 12 exams are optional
41
4. CURRICULUM - COURSE DESCRIPTIONS
4.1 Intermediate Program - Grade 8
Bible 8 (Humanities)
This course is a return to the beginning of the Bible and is as such a study of beginnings
and firsts. Bible Study Eight is a more in-depth look at the books of Genesis to Judges
and a detailed discussion of the contemporary issues and lessons that arise from
examining these parts of Scripture. Students will work through the many units of this
course and will learn and discuss the themes of God’s creation of the world, man’s fall
into sin, God’s redemption, the fulfillment of His promise of a land for His people, and the
people’s cry for a king.
Resources: NIV Study Bible, NIV Life Application Bible
The Kingdom of God - Breisch
Bible Atlas - Dowley
Handbook to the Bible - Eerdmans
Videos That the World May Know - R. Vanderlaan
Promise and Deliverance - S. Degraaf
Search the Scriptures - Vanderwaal
Exploring Apologetics - CSI
Various other commentaries
English 8 (Humanities)
Not until the New Earth will man be able to say exactly what they mean, or to understand
fully what others say. This reality does not mean we cannot improve our language skills.
Rather it implies that we are never done working on our language skills. It is no surprise
then that language development has a prominent place in the curriculum of Credo
Christian High School even though the students graduating from elementary school know
how to speak, read, and write.
English 8 will build on the skills developed at the elementary level. Increasingly the
students will be required to practice their thinking skills by activities such as analyzing
content, commenting on meaning, and substantiating opinions. This will particularly be
done in the context of the study of novels, poems, and short stories. Much emphasis will
be placed on acquiring vocabulary required for these complex activities.
Resources: I Am David
Ventures I & II (short stories)
Light in the Forest/Old Man and the Sea
Roll of Thunder
Snow Goose
Fine Arts & Applied Skills (FNASK) (Four sections)
Home Economics 8 (Applied Skills)
As Christians we are taught in the Word that our bodies are God’s temple, and that
we serve as stewards on this earth. In Home Economics 8 students learn about
their dietary and physical requirements and practice making healthy food choices
which would contribute to their own life-long health and well-being. They will learn
about kitchen basics, about safety standards for basic food preparation, and about
managing resources effectively and wisely. The aim in grade eight is to provide
opportunities for students to develop the knowledge, skills, and attitudes that have
both immediate and future applications for being a good steward on this earth.
42
Resources: Food for Today (McGraw-Hill)
Food for Life (McGraw-Hill)
Information Technology 8 (Applied Skills)
Communication is essential for God’s covenant children. Therefore IT 8 provides
the first steps in a series of IT courses in which students will become familiar with
the proper use of computers. The goal of the IT 8 course is to make students
familiar with the personal computer. They are taught how to work the computer and
use different software programs such as Microsoft Word, Power Point, and Excel.
The focus of the course is on teaching students to be proficient with the keyboard,
working on the speed and the accuracy of their typing skills.
Resources: Ultra Key
Microsoft Office 2007
Introduction to Industrial Technology (Applied Skills)
This course is an initial introduction into the “shop” area of Credo. Students are
introduced to basic woodworking skills. They learn how to use simple hand tools
and the scroll saw. They produce a project that demonstrates use of basic wood
joints.
Sewing 8 (Applied Skills) *Not offered in 2013-14
This is an introductory course for the beginning sewer. It covers the parts of the
Janome sewing machine, how to thread it and fill a bobbin. The students learn
about stitch length, seam allowance and speed control by practicing on paper,
followed by fabric samples. They will also need to familiarize themselves with the
various equipment and supplies needed for basic sewing. For the practical part of
the course, a pre-cut apron will be sewn and a sewing sampler completed. A
quilted potholder will be sewn from scraps of the apron fabric. If time permits, a
small pincushion or stuffed toy may be completed.
Visual Arts 8 (Applied Skills)
The Visual Arts 8 program aims to help students develop their visual literacy and
their ability to perceive, respond, create, and communicate through visual means.
Learning objectives centre around image development and design strategies, visual
elements, and principles of art and design.
Techniques and processes are seen as tools which students learn to use to reflect
on the reality of their lives. Both in the work and in the discussions of the work
students entertain questions of meaning and values. They will be challenged to
consider these questions within the context of a Christian worldview.
This class involves students in drawing, painting, sculpture and ceramics as well as
the study of Art History.
Major topics include:
Colour Theory (colour wheel and colour mixing)
Perspective
Art History: Baroque, Romantic, Realism, Impressionism, Surrealism
Figure drawing studies
Media: pencil, conte and charcoal, clay, chalk and oil pastel, acrylic paint
Evaluation is based on context (art history, issues, etc.); processes, materials and
43
technologies; and student perceptions of and responses to art.
French 8 (Humanities)
Students will develop their skills of French communication and language appreciation by
reading and listening to others and to themselves, and by acquiring grammatical skills.
The grammatical concepts dealt with at the grade 8 level include such things as: regular and
irregular present tense verbs; reflexive verbs; the immediate future; intro to the past tense
with “avoir”; the formulation of questions; articles and adjectives. Basic vocabulary is taught
by considering themes such as “chez moi”, “les sports”, “mes passes-temps”, “les
vacances”. The grammatical and linguistic concepts are taught in the written as well as oral
form, using a variety of methods; e.g. dialogues, stories, games, videos, audio-cassettes.
Resources: Express
Bonne Route
Tell Me More Program
Mathematics 8 (Mathematics)
All grade 8 students are required to take Math 8. The focus on this course is to establish a
good understanding of the basic concepts in arithmetic, and to introduce the students to
algebra, geometry, measurement, statistics and probability. Whole numbers and integers
are studied to ensure students understand decimals, ratios, rates and percent. Further skills
are developed by considering measurement (perimeter, area and volume) as well as other
aspects of geometric figures. Students are taught how to approach problem solving in
Mathematics through a variety of applications.
Resources: Math Makes Sense
BC Mathematics Grade 8 Study guide and workbook
Science 8 (Sciences)
The grade 8 curriculum integrates the main components of science (Life, Physical and
Environmental Science) in 4 units.
o Cells and Systems including the cell, tissues and body systems: digestive,
excretory, circulatory, respiratory and immune.
o Optics including waves and the electromagnetic spectrum, the ray model of light,
mirrors and images, and human vision.
o Fluids and Dynamics including the kinetic molecular theory, fluids and density,
forces and pressure, and fluid systems.
o Water Systems on Earth including the water cycle, oceans, and water
environments.
Students will develop their laboratory, decision making and problem solving skills,
and they will be enabled to further develop their interests and abilities in preparation
for subsequent course selection in senior grades.
Resources: BC Science 8 and accompanying workbook
Social Studies 8 (Humanities)
How does God work through history? What does it mean to serve him from a position of
power, or from a position of weakness? Where can we see His hand in guiding and
restraining the nations of the world? In order to understand modern history and our
role/purpose in this world, it’s important to understand where our western democracies
have come from, and what foundations they are built upon.
44
In Social Studies 8, we look at the rise and fall of various western, Asian, and Islamic
civilizations from 500 – 1600 AD. We look at the impact the church has on the world, its
great triumphs and blunders, and the connection between Christianity and Islam both
historically and today. Students learn to analyze information, make critical judgements,
and have an eye for bias and perspective in modern and historical information. They are
challenged to answer the question about what their role should be in the great story of
world history, and to learn from the stories of others in the past.
Some of the specific topics covered are, the fall of the Roman Empire, the beginnings of
European nations such as France and Germany, the feudal system, the crusades, the
rise of Islam, the Renaissance, and the Reformation.
Resources: Patterns of Civilization, Beers
Story of the Old World, De Bie, Evenhouse
Physical Education 8 (Applied Skills)
Throughout the year students will be introduced to a wide range of activities including
mainstream sports such as volleyball, basketball, soccer, badminton, and softball. Basic
skills, knowledge of rules and fitness will be emphasized.
"Active Health" (level 1) will also be introduced and taught in a classroom setting and will
consider various questions relating to:
• shaping attitudes and behaviour
• anatomy
• exercise and training
• nutrition
• life management skills
• smoking
Fitness testing throughout the year will also be designed to improve and maintain an optimal
level of health and physical fitness.
Resources: School District #38 (Richmond) Level 1
PE Active Health Resource Book, Level 1
45
4.2 Intermediate Program - Grade 9
Bible 9 (Humanities)
Bible 9 continues the student’s study of scripture where Bible 8 left off. It is an Old
Testament survey covering key themes and issues from the book of Ruth to Job and from
Isaiah to Malachi. Students will be challenged to understand and discuss the themes of
covenant, the rise and fall of Israel, kingship, and study the prophets with a view to the
messianic promises for a new and better age.
Resources: NIV Study Bible, NIV Life Application Bible
The Bible Companion - Abingdon Press
The Kingdom of God - Breisch
Bible Atlas - Dowley
That the World May Know (Videos) - R. Vanderlaan
Promise and Deliverance - S. Degraaf
Search the Scriptures - Vanderwaal
Exploring Apologetics - CSI
Various other commentaries
English 9 (Humanities)
Because language is an integral part of the communication system God has given to
man, the written form of language, as well as the oral, is an integral part of English 9.
Solid writing, speaking, and listening skills are essential for adequate discipleship, and
students are encouraged to develop a broader appreciation for and greater command of
the English language.
A wide range of activities will be part of the literature study part of the course; things
ranging from vocabulary and composition activities, to speaking, listening, and reading
activities. Students will be encouraged to read literature always through the eyes of the
Christian, and be able to communicate positive Christian values. Literature topics to be
covered will include novels, poetry, and the short story.
For the non-literature part of the course, students will be expected to develop positive
attitudes toward language and the art of communicating. This part of the course includes
vocabulary building exercises, as well as grammar and language exercises.
Resources: Hiroshima by John Hersey
The Pearl by John Steinbeck
Cue for treason by Geoffrey Trease
Light a Single Candle by Beverly Butler
French 9 (Humanities)
Students will continue to see the creative power of God as He has revealed Himself in the
beauty of language. Students will develop their communicative abilities in the French
language, in both the written and spoken forms. Reading, writing, listening and speaking
are stressed as methods of communication.
The course is made up of six thematic units. The vocabulary, grammatical structures and
topics for discussion are related to the theme. Topics covered in this class include a visit
to Paris, Canadian diversity, volunteering and part time jobs..
Students will focus on present tense, but will be introduced to future and past tenses.
46
Some of the other grammatical structures discussed in this course are adjectives
(placement and formation), the comparative, the superlative, direct object pronouns, and
the imperative. Students will also memorize two French Bible verses each term.
Resources: Express 9e (textbook and cahier)
Tell Me More Program
A variety of handouts from other sources
IT 9 (Information Technology)
In today’s world computers are very useful tools. At school, work or home computer literacy
is virtually a must. In this term of Planning 9 students will be exposed to a variety of hands-
on-computer experiences. They will be introduced to Word, Excel and PowerPoint. These
tools are very useful for managing information, creating presentations and reports, and
communicating ideas and information to others in creative, God-pleasing ways.
Instrumental Music 9 (Fine Arts)
Band 9 teaches music through performance. By going through the motions and mechanics
of sound production, students learn to make music together in an aesthetically pleasing way.
Ear training and music appreciation is an integral and intentional part of this approach to
music making as different instruments (some of which are transposition instruments) are
played together.
Resources: Essential Elements 2000
Mathematics 9
In this course students will begin to apply the basic operations (addition, subtraction,
multiplication and division) to algebraic expressions. A formal study of equations and
inequations and their application to word problems is further undertaken. A continuation of
some geometric concepts and graphing techniques is also included.
Resources: Math Makes Sense
Math Power 9, McGraw-Hill Ryerson Limited
Grade 9 Academic Mathematics Workbook
Tree House Press/Math 9 Practice Unit Tests
Physical Education 9
In Physical Education 9 the activities introduced in grade 8 will be further developed. New
advanced skills will be introduced to enhance the students’ knowledge and understanding of
the activities undertaken.
Students will continue with "Active Health" studies using the Level II materials. In particular,
they focus on developing positive attitudes and a clear understanding of fitness and
exercise. Students will also be introduced to a unit of study on the effects of alcohol.
Fitness testing throughout the year will also be designed to improve and maintain an optimal
level of health and physical fitness.
Resources: School District #38 (Richmond) Level 2
P.E. Active Health Resource Book, Level 2
Planning 9 (Health and Career Education)
Health and Career Education is a course that makes up one third of the Planning 9 course.
This course focuses on exploring what it means to live effectively and meaningfully in the
Body of Christ. Planning 9 specifically focuses on life skills that are important not only at
school but at home and in the workforce.
47
Living in a Christ-like manner in today’s world can be challenging. This course intends to
offer you a place to discuss, learn, and develop valuable Christian life skills.
1. Healthy Living: Growing and changing; good health; healthy eating;
health risks
2. Healthy Relationships: 7 Habits of Highly Effective Teens Unit;
respecting others; Raising Teens in Today’s World – Project
3. The Graduation Program Introduction: Course requirements; exam
requirements; Portfolio introduction
4. Exploring Career Options: Pathways to careers; internet exploration
5. Employability Skills: Youth and employment; workplace skills;
Communication; The #1 Job Skill
6. Resumes and Cover Letters: Entering the world of work; the online
resume tutorial; developing a resume
Planning 9 (Information Technology)
In today’s world computers are very useful tools. At school, work or home computer literacy
is virtually a must. In this term of Planning 9 students will be exposed to a variety of hands-
on-computer experiences. They will be introduced to Word, Excel and PowerPoint. These
tools are very useful for managing information, creating presentations and reports, and
communicating ideas and information to others in creative, God-pleasing ways.
Science 9 (Science)
The four areas of study in this course are: Biology, Chemistry, Physics and Astronomy.
The Biology section focuses on reproduction. Students will examine cellular reproduction
and relate these processes to embryonic development. A comparison of sexual and
asexual reproduction will also be studied.
The Chemistry section focuses on atoms, elements and compounds. Students will
discover the structure and components of atoms and molecules and will use the periodic
chemical symbols of elements and formulae of ionic compounds.
The Physics section focuses on electricity. In this unit, students will examine the
functioning of static and current electricity. They will also compare series and parallel
circuits, using Om’s law to discover relationships between resistance, voltage and current.
Finally, students will relate electrical energy to power consumption.
The Astronomy section focuses on space exploration. Students will examine various
technologies related to the understanding and discovering of our universe and solar system,
explain astronomical phenomena as they relate to earth and analyze the implications of
space travel.
Resources: BC Science 9 textbook
Social Studies 9 (Humanities)
The Social Studies 9 program will introduce students to the geography, history and culture of
Europe and Canada during the period of 1500-1815. The students will examine the political
and economic changes in Europe and North America to learn how historic forces such as
revolution, imperialism, colonialism, and industrialization have had an impact on the world
and on the church.
Knowledge contributes to responsible stewardship when it is used by students to inform their
judgments, shape their opinions, solve problems, and guide their actions. The Social
48
Studies 9 learning outcomes focus on both content and process, and support a reflective
approach to interpreting a variety of perspectives on problems and issues. Students are
guided to see God’s hand in history, and to search out what their role and responsibility is in
relation to the great story of world history.
The instructional and assessment strategies will engage students in thoughtfully generating,
applying, and assessing ideas about the world. The students will be encouraged to make
logical connections between historical and contemporary events and issues; among different
regions, environments, and cultures around the world; between the curriculum and students’
personal interests, concerns, and career aspirations; and between social studies and other
subject areas such as the humanities and social science disciplines.
Resources: Crossroads, a Meeting of Nations, Michael Cranny, Prentice Hall Ginn,
1998
Technology Education 9
Technology Education 9 introduces students to the importance of technology, order and
design, creative and manual work. During Terms 1 & 2 students will explore the design,
operation and service of a small gas engine. They will have an opportunity to disassemble
a small engine, inspect for wear and reassemble the engine. Terms 3 & 4 will be spent
discussing the safety issues that pertain to the woodworking shop while looking at the
different types of hand and stationary power tools available in the shop and the methods
in which they can safely be used.
Resources: Wood Technology and Processes, Feirer and Feirer
Small Gas Engines, Alfred C. Roth
49
4.3 Graduation Program - Grade 10
Bible 10 (Humanities - BAA)
Bible 10 is a course that takes the students through the Gospels of Matthew, Mark, Luke
and John in a topical fashion. The students will be encouraged to observe, interpret and
apply the content of these Gospels by means of Inductive Bible Study. Throughout the
course the connectedness of Jesus with the Old Testament will be emphasized in
redemptive historical fashion.
1. Jesus as the second Adam came to complete what the first Adam could not.
2. Jesus is the fulfillment of the OT prophecies
3. Jesus has given the Church today the mandate to spread the Good News.
4. Jesus points his followers forward to the fulfillment of His redemptive historical
plan.
The students are encouraged to seek the kingdom of God by pursuing a living
relationship with their Maker. Like Jesus did, so teenagers today are encouraged to ‘grow
in stature, in wisdom and in favor with God and man (Luke 2:52).
Finally, where possible, Bible 10 students will be given the opportunity to include
community-oriented activities in their Graduation Transitions Plan.
English 10 (Humanities)
The English 10 program will involve students in the study of a variety of short stories, novels
and poems and in the composition of short stories, essays and poems.
Knowledge of literature contributes to responsible stewardship when it is used by students to
inform their judgments, shape their opinions, solve problems, and guide their actions.
Development of competency in writing helps the students express themselves with clarity
and creativity in response to what they learn about the world. A willingness and eagerness to
read expands their opportunities for knowledge and reflective thinking, and students are
encouraged to do so, and to apply what they’ve learned into their own lives and attitudes.
The instructional and assessment strategies will engage students in thoughtfully perceiving,
assessing, and generating ideas about the world. The students will be encouraged to
develop repertoires of skills and strategies to use as they anticipate, predict, confirm, and
critique meaning while reading, viewing, listening and responding.
In the context of in-class activities the students will be involved in various types of writing.
Students will produce several essays, short stories, poetry, and various other short writing
pieces. A focus is given on refining and improving skills through each stage, and emphasis
is placed on how to create a strong and well-balanced writing piece in every genre. Students
are encouraged to look critically at their own work, identify shortcomings, and refine them.
Resources:
To Kill a Mockingbird, Lee, Harper (1960), New York: Penguin Books, Inc.
Ten Top Stories, John, Davis (1664), New York: Bantam Books, Inc.
Romeo and Juliet, Shakespeare, William (1599). Total Study Edition, Toronto, Ontario:
Coles Publishing
Voice in Literature, Language, and Composition III. (1976) Toronto, Ontario:
Ginn and Company
Credo Style Guide 1999
Various collections of poetry and other short stories
50
French 10 (Humanities)
Students will continue to see the creative power of God as He has revealed Himself in the
beauty of language. Students will continue with the French language in both written and
spoken forms. Reading, writing, listening and speaking are stressed as methods of
communication.
The course is made up of five thematic units. The vocabulary, grammatical structures,
readings and topics for discussion are related to the theme. Topics covered in this class
include careers, identity, and a study of refugees and genocide. Students will become
increasingly aware that the French language cannot be studied in isolation and that
learning a second language provides tangible ways to show love to their neighbour.
Students will continue to develop their ability to express themselves in past and future
tenses as well as in the conditional and subjunctive modes. Some of the other
grammatical structures discussed in this course are. Students will also memorize two
French Bible verses each term.
Resources: Express 10e (textbook and cahier)
Tell Me More Program
A variety of handouts from other sources
Mathematics 10
Apprenticeship and Workplace Mathematics Grade 10
Mathematics is a language – a way of communicating ideas that help us understand
God’s created world. Communication plays an important role in helping students build
links between their informal, intuitive notion and the abstract language of mathematics. A
math activity help students relate mathematical concepts to real-world situations and
allows them to see how one mathematical idea can help them understand others.
Mathematics helps students to have respect for God’s laws for creation and trust on the
dependability of God in upholding these law-structures.
The main goals for the year are to:
* Solve problems
* Communicate and reason mathematically
* Make connections between mathematics and its applications
* Become mathematically literate
* Appreciate and value mathematics
* Make informed decisions
Resources: MathWorks (Pacific Educational Press)
Foundations of Mathematics and Pre-Calculus 10
Mathematics 10 provides a further continuation of the algebraic concepts introduced in
Grade 9. Stress is placed upon algebra (polynomials, equations etc.) and some exposure
to geometry and trigonometry is included.
Students are expected to become more proficient at presenting a coherent and well
structured solution to math problems. Emphasis is also placed on understanding how
algebra and geometry are related by studying linear functions.
Resources: Foundations & Pre-Calculus 10 (Pearson)
51
Instrumental Music 10 (Fine Arts)
This program is a continuation of Band 9 and builds on the same principles of teaching
music through performance in a Band setting. Students will study in depth the new notation,
time signatures and conducting patterns, focus on legato, staccato and tenuto playing. A
greater emphasis is also placed on the importance of music making as a community service
and as a commitment building activity. The band becomes a community in which people rely
on each other. Concerts, field trips, band festivals and other music activities are the means
to this end.
Physical Education 10
The aim of this course is to enable all students to develop knowledge, movement skills,
and positive attitudes and behaviors that contribute to a healthy, active lifestyle.
Throughout the year students will hopefully discover how they can honor God through
physical activity and healthy living.
There are 3 important components that make up the PE curriculum: Active Living,
Movement Skills, and Safety, Fair Play, and Leadership. These 3 components form the
basis for the manner in which students will be assessed.
Students will be given the opportunity to experience a rich variety of physical activities – in
the gym, on the field, and in alternative environments. These activities will be chosen to
complement the provincial IRP for Physical Education 10. Physical Education 10 is an
extension of the curricula for Physical Education from Kindergarten to Grade 9. Physical
Education is a required area of study from Kindergarten to Grade 10. Students must
complete Physical Education 10 in order to satisfy provincial graduation requirements.
Planning 10
It has been said that the decade from 15/16 to 26 years are the most critical in a person’s
life, since that is when most of us choose a career path, find a marriage partner, and as
Reformed Christians make a committed response to our baptism with the public
profession of our faith.
The aim of Planning 10 is to enable students to develop the skills they need to become
self-directed individuals who set goals, make thoughtful decisions, and take responsibility
for pursuing their goals throughout life. Planning 10 will allow students to become
conversant in the requirements for graduation, to explore education and career
possibilities, to examine aspects of healthy living (physical, emotional, spiritual) and to
develop proficiency in financial literacy.
Science 10 (Science)
The units of study in this course are divided into the areas of Life Science, Physical
Science, and Earth and Space Science. The Life Science unit deals with the
sustainability of ecosystems, focusing on the natural tendencies of ecosystems and how
humans have an impact on the environment. The Physical Science unit is subdivided into
a Chemistry section and a Physics section. The Chemistry section focuses on the
structure and characteristics of atoms and molecules, how they react, and how this
relates to radioactivity. In the Physics section, the concept of motion is studied. Finally,
the Earth and Space Science unit deals with energy transfer in natural systems, especially
relating to climate, and plate tectonics and its effects. Lab work is interspersed
throughout to help discover the concepts covered.
Resources: BC Science 10
52
Social Studies 10 (Humanities)
God has placed us in a diverse country and called us to be faithful to Him and our
neighbours at home and abroad. Since this faithfulness involves proper citizenship and
stewardship we must learn all we can about Canada, our home, the way it is governed,
the resources we have been given, and our trade relationships with other countries.
Social studies 10 includes the history of Canada from 1812 to 1914 which covers such
topics such as Confederation, the fur trade and settlement of the West. It also includes a
study of the economy of Canada and its trade relationships with the United States and
Pacific Rim Countries.
Resources: Horizons: Canada Moves West, Cranny et al.
Technology Education 10
The Tech Ed 10 program introduces students to the woodworking shop. After a
discussion on the safety issues that pertain to the woodworking shop we will discuss and
practice the safe use of the different types of hand tools and some of the stationary power
tools available in the shop. Students will develop their woodworking skills in the shop
while building projects that use the tools that have been discussed in the classroom.
Resources: Wood Technology and Processes, Feirer and Feirer
Textiles 10 (Applied Skills)
This is a diverse course covering several facets of the textile industry. It begins with an
introduction to the origins of clothing in the Garden of Eden and the subsequent historic
methods of decorating fabric and clothing. The students prepare samples of various fabric
dying/printing techniques and complete a bag with their dyed fabric. There is also a unit
on wardrobe planning, assessing garment quality and fit. Upon completion of their flannel
pajama pants, they utilize the fabric scraps in a quilted wall hanging.
There is a continuation from Grade 9 of the elements of design in clothing. The students
complete a booklet with fabric scraps and pictures illustrating the principles of texture,
proportion, balance, emphasis and rhythm. The students also sew a stuffed teddy bear
and a windsock featuring the Canadian maple leaf. Throughout the year they master
various sewing techniques which include smocking, machine embroidery, patch pockets,
center slotted zipper, grading seam allowances and understitching. They finish the year
with a recycling project.
Visual Arts 10 (Fine Arts)
The Visual Arts 10 program aims to help students develop their visual literacy and their
ability to perceive, respond, create, and communicate through visual means. Learning
objectives centre around image development and design strategies, visual elements, and
principles of art and design.
Techniques and processes are seen as tools which students learn to use to reflect on the
reality of their lives. Both in the work and in the discussions of the work students entertain
questions of meaning and values. They will be challenged to consider these questions
within the context of a Christian worldview.
This class involves students in drawing, painting, sculpture and ceramics as well as the
study of Art History. Homework assignments constitute an integral part of the program.
53
Major topics include:
Elements and Principles of Design
Colour Theory (colour wheel and colour mixing)
Art History: Baroque, Romantic, Realistic, Impressionistic
Portraiture and figure drawing studies
Media: pencil, chalk and charcoal, clay, chalk and oil pastel, acrylic paint, water
colour paint
Evaluation is based on an image development journal; context (art history, issues, etc.);
processes, materials and technologies; and student perceptions of and responses to art.
54
4.4. Graduation Program - Grade 11, 12 Accounting 11 (Applied Skills)
Accounting 11 is an introductory course which will cover many different topics but not get
too detailed with any one in particular. Accounting is a unique subject when compared
to the courses students may have taken in the past. Although it includes mostly basic
math principles, there is a lot of theory involved and this will seem foreign to most
students at the beginning. To learn accounting is to learn a new language, one that will
be very helpful as students move on in life. God commands us to be good stewards of
our money and accounting is one means by which we may better accomplish this goal.
We will work on manual bookkeeping in Accounting 11. This will involve
the following general topics:
Introducing the accounting equation
Building and interpreting basic financial statements
Working through the entire accounting cycle
Resources: Accounting 1, 6th Edition, Syme and Ireland
Study Guide and Working for Accounting 1
Art Foundations 11 (Fine Arts)
The Visual Arts 11 program aims to help students develop their visual literacy and their
ability to perceive, respond, create, and communicate with visual means. The learning
objectives centre around image development and design strategies, visual elements, and
principles of art and design.
Techniques and processes are seen as tools which students learn to use to reflect on the
reality of their lives. In both work and in discussions of work students will entertain questions
of meaning and values. They will be challenged to consider these questions within the
context of a Christian worldview.
In class students are involved in drawing, painting, sculpture, ceramics and print making as
well as the study of Art History. Homework assignments constitute an integral part of the
program.
Major topics include:
Elements and Principles of Design
Colour Theory
Basic Composition
Art History: Impressionism, Post-Impressionism
Media: pencil, charcoal, plaster, clay, watercolour, acrylic, printmaking inks
Still Life
Figure Drawing
3D Figure Sculpture
Pottery
Multicolour Prints
Evaluation is based on an image development journal; context (art history, issues, etc.);
processes, materials and technologies; and student perceptions of and responses to art.
Automotive Technology 11
The Technology courses offered at Credo are designed to assist students in identifying
the kinds of skills, attitudes, competencies, and qualities that form the foundation for a
career in technologies. Automotive Technology 11 provides students with a base of
55
knowledge and skills relating to the automobile. Students will be introduced to the
operation, service and repair of various automotive systems as they cover topics such as
shop safety practices, identifying and using tools and equipment, automotive engines, and
electrical systems.
Resources: Automotive Excellence Volume 1
Bible 11 (Humanities – BAA)
The development of the early Christian Church is the focus of the Bible 11 program. We
will trace the growth and development of this early church by studying the Book of Acts,
relevant sections of the Epistles to the churches, and the Book of Revelation. As much as
possible we will use the knowledge gained to reflect on our present church life.
In the process we will also deal with topics such as The Kingdom of God, the nature and
work of the Holy Spirit; evangelism and mission; and the five points of Calvinism also
known as the acronym TULIP.
We will conclude the year with a unit on the history of the Reformed Churches from the
Secession to the present.
Finally, as in Bible 10, students will be given the opportunity to include community-
oriented activities in their Graduation Transitions Plan.
Resources: NIV Study Bible
Biology 11 (Science)
Biology 11 provides students with an opportunity to closely examine the world that God has
created. We will examine the diversity of life on earth and the way in which each created
thing interacts with others. The course is divided into several distinct units:
Methods and Principles: focuses on Evolution, Classification and Levels of
Organization
Microbiology: focuses on Viruses and Bacteria
Plant Biology: focuses on Algae, Mosses, Ferns, Gymnosperms and Angiosperms
Animal Biology: focuses on a range of animals from the 9 Phyla
Ecology: focuses on components of the Biosphere, interactions between
organisms, ecosystems, and how humans affect creation
Resources: Biology
Handouts (notes, diagrams etc.) and Lab Experiments
Business Information Management 11 (Applied Skills)
This course is designed to strengthen word processing, spreadsheet, database, Power
point, publisher and photo shop skills. Using Microsoft Office, students are largely self
directed through a variety of assignments. This course integrates the different software
applications into various assignments that relate to business decisions, career choices,
and their own personal interests.
Resources: Microsoft Office, Adobe PhotoShop
Carpentry/Joinery 11 (Applied Skills)
Carpentry/Joinery 11 gives the students an opportunity to expand their woodworking
abilities and interests. The focus of the course is on the construction of furniture and
cabinetry. We will start with a discussion on safe work habits for a woodworking shop
environment and proper use of the various hand and power tools. Following a discussion
on furniture design and joinery techniques students will design and draw plans for a piece
56
of furniture that they will build in the shop.
Resources: Modern Woodworking, Wagner/Kicklighter
Chemistry 11 (Science)
A wide variety of topics is covered in this course. This is an introductory course which may
serve to propel students further along in science or may simply be considered as a one time
introduction to Chemistry. The subject deals with matter and its composition, properties,
and ability to change. As such, it relies heavily on the current atomic model and descriptions
of chemical change. The unit on Organic Chemistry will prove to be an invaluable asset to
students taking Biology courses. In this study, matter, beauty, harmony and order should
emerge as a tribute to the only Creator of all things. Special emphasis will be placed on lab
work and its requirements: measurement, calculations, mathematical analysis, assumptions,
theory formulation, predictions, error, safety, manipulation of equipment, etc.
This course extensively deals with the development of concepts. Students should be
proficient in mathematics to ensure optimum benefit from this course.
Resources: Heath Chemistry Text
Hebden Chemistry Book 1 (Problem Solving)
Nelson Chemistry Text
Classroom Video Series and various A/V resources
Communications 11/12 (Humanities)
Students in Communications 11 continue to study God’s gift of language in an integrated
way. Students will develop their language skills to communicate effectively with our
Heavenly Father and with others. Students will better understand the world in which they
live through reading, listening and viewing; and communicate their own values and beliefs
through writing, speaking and representation.
In Communications, students will examine a variety of texts focusing on comprehension
and practical skills rather than analysis. Themes discussed will include human nature,
evil, the individual and society, ethics and morals. Students will continue to develop their
research skills (Credo Style Guide/ essay/ research methods/ mechanics/ grammar),
composition skills (essay and genre writing) and to express themselves with clarity and
creativity in a range of communication genres.
Resources: A variety of short stories, essays, poems, articles and handouts
Lord of the Flies
Macbeth
Hamlet
Communications Handbook
Digital Media 11 (Applied Skills)
This course focuses on creatively using the computer to create various forms of digital
media. The students will be required to complete various challenging graphic layout and
design projects. Areas explored could include desktop publishing, website creation,
digital image and sound manipulation, movie making, animation or 3-D modelling. You will
be challenged to create media that is God-pleasing and reflects our great Creator.
Connections to possible future careers will also be made throughout the course. Resources: Adobe Classroom in a Book series
Adobe Photoshop, Illustrator, Flash
Various web-based sources and tutorials
57
Drafting and Design 11 (DD) (Applied Skills)
This course is an introductory course to drafting. Students will be able to identify and
demonstrate the proper use of drafting tools and practice drawing techniques using
industry standards to produce 2-D drawings. Following this aspect of the course students
will be introduced to computer assisted drafting (CAD) using the AutoCAD program. With
this program students will produce orthographic views, create 2-D drawings, and learn
how to dimension these objects. Finally, they will demonstrate their understanding of
drafting by producing working drawings used by the industry to create machine parts.
Resources: AutoCAD 2006 by Auto Desk
Basic Technical Drawing
English 11 (Humanities)
Students in English 11 continue their study of the amazing gifts of language and literature.
Students will experience artistry and creativity through the study of literature. They will
continue to develop their own creative and artistic works. They will hone their
communication skills in terms of reading and listening to understand others as well as
speaking and writing to share their own thoughts and ideas. Students will gain
understanding of world in which they live through reading, listening and viewing and
communicate their own values and beliefs through writing, speaking and representation.
Students will explore, analyze and respond to different themes in literature including
human nature, evil, the individual and society, ethics and morals, etc. In addition, students
will continue to develop their research skills (Credo Style Guide/ essay/ research
methods), composition skills (essay and genre writing), and to express themselves with
clarity and creativity in a wide range of communication genres.
Resources: A variety of short stories, essays, poems, articles and handouts
Lord of the Flies
Macbeth
French 11 (Humanities)
Students will continue to see the creative power of God as He has revealed Himself in the
beauty of language. Students will continue with the French language, in both written and
spoken forms. Reading, writing, listening and speaking are stressed as methods of
communication.
The course is made up of five thematic units. Vocabulary, grammatical structures,
readings and topics for discussion are all related to the theme. Topics covered in this
class include the cultures and traditions, and social issues such as poverty and
homelessness. In addition to these topics, students will learn about French literature and
francophone cultures around the world.
Students will continue to develop their ability to express themselves in past, present and
future tenses. Some of the other grammatical structures discussed in this course are the
futur antérieur, relative pronouns, and the conditional and subjunctive modes. Students
will also memorize two Bible verses each term.
Resources: Express 11e (textbook and cahier)
Le Bourgeois Gentilhomme
Tell Me More Program
Various articles and handouts from other sources
58
Mathematics 11
Apprenticeship and Workplace Mathematics 11
In this course you will extend your knowledge of mathematics that you have learned in
previous years. Mathematics is a language – a way of communicating ideas that help us
understand God’s created world. Math activities help students relate mathematical
concepts to real-world situations and allow students to see how one mathematical idea
can help them understand others. Mathematics helps students have respect for God’s
laws for creation and trust on the dependability of God in upholding these law-structures.
For the course we will be using the text, MathWorks 11.
The following lists the topics we will cover: Slope and Rate of Change, Graphical
Representations, Surface Area, Volume and Capacity, Trigonometry of Right Triangles,
Finance, Financial Services, and Personal Budgets.
Foundations of Mathematics 11 and Pre-Calculus 11
Foundations of Mathematics 11 is the introductory math course for senior academic
students. Throughout the course there will be an increasing emphasis on problem solving.
This will be done by considering the topics of radicals, exponents, rational expressions,
equations, functions, relations, transformations, geometry and trigonometry. The basic
functions of the graphing calculator are also introduced. This course is rigorous and should
be considered by students who have good understanding of basic mathematics principles
and who may need mathematics as a graduation or post secondary requirement.
Resources: Mathematics 11, Addison-Wesley (text and supplements)
Instrumental Music 11 (Fine Arts)
Students will create, listen to and perform music, demonstrating an understanding of the
expressive and physical properties of rhythm, melody, form and design. As they have
progressed technically, these students will be challenged to create, listen to and perform
music that will help them express an understanding and appreciation of the thoughts,
images and feelings the music express. A band tour may be part of the program. Students
will therefore be challenged to take initiatives toward concert performances.
Physical Education 11
The aim of this course is to enable all students to develop knowledge, movement skills,
and positive attitudes and behaviors that contribute to a healthy, active lifestyle.
Throughout the year students will hopefully discover how they can honor God through
physical activity and healthy living.
There are 3 important components that make up the PE curriculum: Active Living,
Movement Skills, and Safety, Fair Play, and Leadership. These 3 components form the
basis for the manner in which students will be assessed.
Students will be given the opportunity to experience a rich variety of physical activities – in
the gym, on the field, and in alternative environments. These activities will be chosen to
complement the provincial IRP for Physical Education 11.The Physical Education 11/12
curriculum builds on and expands the curricula developed for Kindergarten to Grade 10.
59
Physics 11 (Science)
This course provides an introduction to the natural laws in the Created order. Topics
presented are kinematics (the study of motion), electricity, waves and sound. Students
should be prepared to be involved with experimental work with small graphs. Skills to be
learned are: efficient manipulation of lab equipment, measurement and recording of data,
analysis and interpretation of data. Students are expected to have proficiency in
mathematics to ensure successful completion of this course.
Resources: Physics: Principles and Problems, Glencoe, Text and Lab Manual
Physics One, Gore
Science and Technology 11 (Science)
The course explores the world of science through the use of technology to solve various
design challenges. Students will develop an understanding of the nature of science and
technology, of the relationships between science and technology, and of the social
and environmental contexts of science and technology.
Social Studies 11 (Humanities)
Social Studies 11 is a course about Canada in the Twentieth Century. It is a course that
encourages a study of the history, political framework, and geography of our nation.
Throughout the early 20th Century immigrants flocked to Canada and have permanently
altered the social and cultural landscape. Periods of rapid growth were interrupted by wars,
economic depressions and natural disasters.
Canadian society has become increasingly urbanized and multicultural. Canada's towns
have become cities. Canada's governments have become increasingly complex and
intrusive. Canada's relationship to the rest of the world has become more independent and
more complex both in foreign policy and trade. These changes have often been the source
of tension and social and political conflict.
Students will be challenged to think Christianly and critically about these issues. They will be
encouraged to develop their skills in the areas of research, reporting, reasoning and
communication.
Resources: Canada: Our Century, Our Story, Fielding & Evans et al.
Towards Tomorrow: Canada in a Changing World: History,
Morton, Desmond, 1937
Towards Tomorrow: Canada in a Changing World: Politics,
Morton, Desmond, 1937
Social Studies Eleven: Student Workbook, Falk
Textiles 11 (Applied Skills)
This core textiles course covers the various sewing techniques necessary for basic
garment construction. It begins with the practical application of a lapped zipper and
properly stitched darts. These techniques are immediately applied to the first required
sewing project, a skirt. There is in-depth theory on proper fabric layout, grain line
identification and cutting techniques. There is also a brief introduction to the serger and a
review of basic fitting and pattern alterations. The second required project is a blouse,
with theory covering the making and attachment of collars and inserting set-in sleeves.
The students also master additional sewing techniques such as gathering, flat-felled
seams and in-seam pockets. There is a unit on Fashion Sketching and upon completion
of their blouse, students may start on a project of their own choosing.
60
4.5 Graduation Program - Grade 12
Accounting 12
Accounting 12 is a continuation of Accounting 11. This course will begin with a review of
what was learned last year and expand on those topics. Accounting 12 involves both
manual and computerized accounting therefore the second half of the year will be spent in
the computer lab.
The first half of the course will focus on working with changes to the accounting cycle.
The first change to be considered is how we will deal with a merchandising company and
the changes this will bring along. Other topics to be covered in the first half of the year
will be:
Cost of Goods Sold
Federal and Provincial tax
Various adjusting entries to the entire accounting cycle.
In the computer lab we will work through the entire accounting cycle for various
businesses, learning all the keyboard strokes involved in establishing and maintaining
financial statements for these companies.
Art Foundations 12 (Fine Arts)
The Visual Arts 12 program aims to help students develop their visual literacy and their
ability to perceive, respond, create, and communicate with visual means. The learning
objectives centre around image development and design strategies, visual elements, and
principles of art and design.
Techniques and processes are seen as tools which students learn to use to reflect on the
reality of their lives. Both in the work and in the discussion of the work, the students
entertain questions of meaning and values. They will be challenged to consider these
questions within the context of a Christian worldview.
Students are involved in drawing, painting, sculpture, ceramics, and print making as well as
study of Art History. Homework assignments constitute an integral part of the program.
Major topics include:
Elements and Principles of Design
Colour Theory
Process of Image Development
Composition and Design
Art History: Art through the ages (Cave Art to the Modern Era on a
rotating schedule
Media: pencil, charcoal, plaster, clay, watercolour, acrylic,
printmaking inks
Still Life
Figure Drawing
3D Portraiture
Landscapes
Abstract
Multi Media
Evaluation is based on an image development journal; context (art history, issues, etc.);
processes, materials and technologies.
61
Automotive Technology 12
The Technology courses offered at Credo will assist students in identifying the kinds of
skills, attitudes, competencies, and qualities that form the foundation for a career in
technologies. Automotive Technology 12 is designed to help students build on the base of
knowledge and skills introduced in Automotive Technology 11. Students will begin by
reviewing the operation of various automotive systems as they cover topics such as shop
safety practices and identifying and using tools and equipment. They will then be
introduced to the operation, service and repair practices of automotive brakes,
suspension and steering systems.
Resources: Automotive Technology, Erjavek
Bible 12 (Humanities)
Bible 12 rounds off the Bible curriculum at Credo. It challenges students to understand
and articulate what it means to hold to a Christian worldview in every area of life. Various
themes found in Scripture form the focus for this course: justification, sanctification and
Christian freedom (Romans); love and sexuality (Song of Songs); the fear of God as
wisdom (Proverbs); the secular versus the Christian worldview (Ecclesiastes); and
responding to God with his own words (Psalms).
Resources: NIV Study Bible
Biology 12 (Science)
Biology 12 provides students with an in-depth look at the functioning of the cell and the
human body. The first part of the course is spent studying the cell, including:
Cell Structure: Cell Organelles
Cell Compounds: Water, Acids, Bases, Buffers and the Molecules of Life (organic
molecules)
Protein Synthesis
Cell Transport: A close look at the cell membrane and movement of substances
through it
Enzymes
This part of the course involves a fair amount of chemistry and it is recommended that
students take Chemistry 11 and/or 12 if they desire to do well in Biology 12.
The second, and major, part of the course deals with several systems of the human body,
including the digestive, circulatory, respiratory, nervous, excretory and reproductive
systems. A good understanding of cell biology is necessary to do well in the anatomy
section of the course.
Resources: Inquiry Into Life
Handouts (Notes, Diagrams, etc.)
Lab Experiments
Carpentry/Joinery 12
In Carpentry/Joinery 12 students have the opportunity to further develop the skills
developed during Carpentry/Joinery 11. The first two terms of the course will focus on the
various practices of residential building construction including the following topics:
Building Materials
Construction Site Safety
Drawings & Specifications
Hand Tools
Portable Power and Shop Tools
Site Layout
62
Concrete Formwork
Frame Residential Housing
Students will also have the opportunity to complete a number of practical assignments
designed to help them to better understand the concepts of building construction.
During the last two terms, students will have the opportunity to further develop their skills
in residential construction by building a small shed/playhouse or they can hone their
woodworking skills as they design and build a furniture project of their choice.
Resources: Modern Carpentry
Principles and Practices of Light Construction
British Columbia Building Code
Chemistry 12 (Science)
This course covers few topic areas, but delves into much greater detail than is possible in
Chemistry 11. Specifically, this course covers: thermodynamics, reaction kinetics,
equilibrium, acid/base and redox reactions. Each section is accompanied by lab work that
may be done individually or in pairs. This is a course intended for those students inclined
towards a career in the sciences. The mathematical requirements of this course are quite
extensive.
Students should have successfully completed Chemistry 11, Mathematics 11 and will likely
be enrolled in Mathematics 12 to ensure optimal benefit from this course.
Resources: Heath Chemistry, Text and Lab Text
Hebden Chemistry 12, A Workbook for Students
The Key – Chemistry 12 Study Guide
Classroom Video Series and various A/V resources
Saunders Interactive Chemistry CD-ROM
Communications 12 (Humanities)
Using a variety of formats and sources, students will be encouraged to hone their language,
reading and composition skills.
Students will be urged to capitalize on the problem solving techniques learned in
Communications 11 and grow in confidence in their communication skills. The study of
novels, poetry, and short stories will enhance students' literal and critical comprehension.
As well, students' own writing will be generated in a variety of formats including journals,
reports, resumes, speeches, letters, advertisements and so on.
The focus for much of the work done in Communications is on variety rather than depth.
Students will be encouraged to broaden and strengthen those skills that are most important
to their post-secondary activities in the work force. Hence, for students in Communications,
the emphasis is on relevance and practicality rather than on preparation for further study in
these areas.
Resources: Communications Resource Book, Province of B.C., 1995
Communications Handbook, Nelson; Scarborough, 1994
Comparative Civilizations 12 (CCN) (not offered every year)
This course is intended to equip students with an awareness and understanding of other
civilizations and their belief systems. Students will study the world’s various Eastern and
Western cultures as these find expression in the arts, politics, family life and economics. At
all times, these cultures will be evaluated from a biblical perspective.
63
Resources: Worldviews: The Challenge of Choice, Ken Badley, Irwin, 1997
Which Way to God – CRC Publications
Drafting and Design 12 (DD)
Drafting and Design 12 is a continuation of Drafting 11. Students will continue with the
drawing of sectional views, auxiliary views, threads and fasteners, working drawings and
pictorial drawings. Students will also learn the basics of Architectural drawing and will
produce a series of drawings that would be included in the blueprints of a residential
home.
Resources: AutoCAD 2006 by Auto Desk
Basic Technical Drawing
Literature 12 (Humanities)
God has created language so that man can serve Him and his neighbour. Man can
acquaint himself with God’s will by reading His work. Praise to God may be expressed by
the spoken and written Word. Listening is a fundamental act of worship and service in
His kingdom.
Literature 12 focuses on English literature in its historical context. Through the study of
literature and the various writing forms, students will better understand the relationship
between literature and culture as well as the relationship of form to content.
Students are expected to experience a broad range of works of literature, as well as write
in a wide range of genres, from the personal letter to the formal research essay. A
variety of written forms will be exercised in order to expose students to the complexities of
audience and purpose in language and literature.
Resources: Adventures in English Literature, Damrosch, Leopold, et al
Timeless Voices, Timeless Themes, Kinsella, Kate, et al
The England of Literature, a Social History, Pooley, Robert C., et al
Term 1: Anglo-Saxon and Medieval
Term 2: Renaissance and 17th Century
Term 3: 18th Century and Romantics
Term 4: Victorian and 20th Century
French 12 (Humanities) (offered depending on student demand)
Students will continue to see the creative power of God as He has revealed Himself in the
beauty of language. Students will continue with the French language, in both the written
and spoken forms. Reading, writing, listening and speaking are stressed as methods of
communication.
This course is made up of thematic units. The vocabulary, grammatical structures,
readings and topics for discussion are all related to the theme. Topics covered in this
class include travel, the arts, the justice system and the environment. In addition to these
topics students will study French literature and francophone cultures around the world.
Students will continue to develop their ability to express themselves in past, present and
future tenses. Although the students will learn some new grammatical structures (the
subjunctive, indirect discourse, past perfect tense) this course focuses on using and
perfecting what has been learned in previous courses. Students will also memorize
several Bible verses each term.
64
Resources: Express 12e (textbook and cahier)
Cyrano de Bergerac
Tell Me More Program
Various articles and handouts from other sources
Geography 12
As Christians we believe that we are stewards of God’s creation. An intimate knowledge
of creation and man’s role in it helps us know and honour our Creator better and gives us
the tools to manage our environment to his glory and for the betterment of mankind.
Geography 12 focuses on physical geography. Students will study different aspects of the
lithosphere, biosphere, atmosphere and hydrosphere and their interaction with each
other. We study the role that humans play in the proper management of these four
spheres.
Resources: Earth Maters, Chasmer
Oxford Atlas, 7th Edition
Ministry of Education Manuals
Graduation Transitions
GraduationTransitions (Grades 10–12) is intended to prepare student for a
successful transition to life after secondary school. In order to do meet this goal
Graduations Transitions encourages student to take ownership of their own health and
learning, to demonstrate connections between their learning and their future, and to plan
for their growth and development as young Christians ready to take on added
responsibilities in God’s service. Areas covered: daily physical activity/nutrition/practices
for development of emotional & spiritual health; self-assessment and development of
employability skills; Intentional planning--from a Biblical perspective—for entry into post-
secondary education or the work place.
History 12
History 12 is a comprehensive survey of the 20th century. It is organized into six main units
namely: The Study of History, The World to 1919, The U.S.A. and the U.S.S.R. as Emerging
Powers, The Interwar Period, World War II and the Post-World War II Period. Major themes
to be highlighted include the impact of nationalism and imperialism, the nature of conflict and
resolution, the growth of internationalism, dominant religious and political philosophies, the
impact of technological and economic change and the changing role of the individual in
history.
Resources: Twentieth Century History, T. Howarth
The World This Century, N. deMarco
A Map History of the Modern World, B. Catchpole
Instrumental Music 12 (Fine Arts)
Students will have already honed their skills to an accomplished level, After Instrumental
Music 9, 10 and 11.
For those considering music beyond high school, we will study the theory of music
necessary for entry into a university or college music program. Also, we will look at the
technical skills necessary for the same.
This will not, however, be a year of purely theoretical study. The primary focus will be on
using the talents they have developed in order to show the beauty of God's creation and to
bring praise to the Creator through the principles of melody, harmony and rhythm.
65
Journalism 12 (JR) (BAA)
Students in this class are introduced to the basics of journalism with the final task being the
production of the school annual.
Some of the concepts covered are:
organization of a yearbook staff
development of theme
development of content (reporting, writing copy, headlines and captions)
photojournalism (photo shooting, cropping etc.)
elements of design (designing pages using graphics, photos, captions, copy and
white space)
Resources: Adobe In Design, Photoshop
Law 12
Citizens should know their rights and responsibilities. The legal maxim "ignorance of the law
is no excuse" illustrates the importance of knowledge of our political and legal systems. The
Law 12 course surveys the origins of our law, the constitution and our court system in
Canada.
Law 12 is designed to enhance self-confidence and personal growth by promoting
discussion and discernment in ethical, moral and legal decisions. The value of legal study
goes far beyond court structure and the content of laws. Students will visit courtrooms at
several locations and reinforce their theoretical learning with first-hand experience. Students
who learn to respect the rule of law and appreciate the benefits of our legal system will be
more likely to become active, productive, and well informed citizens.
Since immersion into Law is the best way to learn it, students will participate in numerous
case studies, role plays, and mock legal negotiations to experience the roles of lawyers,
plaintiffs, defendants, and judges. They are encouraged to research, argue effectively, and
carefully explore their own understanding and application of fundamental justice. They are
also guided through a biblical perspective on law and its issues, and how a Christian can
operate in both spheres with good conscience.
A variety of film resources are used in the course, including interviews and documentaries
on some of western civilizations most notorious criminals. Students will analyze their lives,
apply it to the rule of law and conscience, and work through criminal profiling and patterns of
behaviour.
Though the main focus of the course is on criminal law, it covers personal, business, family,
contract, and tort law – providing students with a good overview of the legal landscape and
its nuances.
Resources: All About Law, Murphy, Ferry Co., Jarman et al
Learning about Law, McGraw-Hill Ryerson Ltd., Buckingham et al
Criminal Law in Canada, Thompson Nelson, Verdun-Jones
Canadian Criminal Justice, Thompson Nelson, Griffiths
Literature 12 (Humanities)
God has created language so that man can serve Him and his neighbour. Man can
acquaint himself with God’s will by reading His work. Praise to God may be expressed by
the spoken and written Word. Listening is a fundamental act of worship and service in
His kingdom.
66
Literature 12 focuses on English literature in its historical context. Through the study of
literature and the various writing forms, students will better understand the relationship
between literature and culture as well as the relationship of form to content.
Students are expected to experience a broad range of works of literature, as well as write
in a wide range of genres, from the personal letter to the formal research essay. A
variety of written forms will be exercised in order to expose students to the complexities of
audience and purpose in language and literature.
Resources: Adventures in English Literature, Damrosch, Leopold, et al
Timeless Voices, Timeless Themes, Kinsella, Kate, et al
The England of Literature, a Social History, Pooley, Robert C., et al
Term 1: Anglo-Saxon and Medieval
Term 2: Renaissance and 17th Century
Term 3: 18th Century and Romantics
Term 4: Victorian and 20th Century
Physical Education 12
The aim of this course is to enable all students to develop knowledge, movement skills,
and positive attitudes and behaviors that contribute to a healthy, active lifestyle.
Throughout the year students will hopefully discover how they can honor God through
physical activity and healthy living.
There are 3 important components that make up the PE curriculum: Active Living,
Movement Skills, and Safety, Fair Play, and Leadership. These 3 components form the
basis for the manner in which students will be assessed.
Students will be given the opportunity to experience a rich variety of physical activities – in
the gym, on the field, and in alternative environments. These activities will be chosen to
complement the provincial IRP for Physical Education 12. The Physical Education 11/12
curriculum builds on and expands the curricula developed for Kindergarten to Grade 10.
Physics 12
Physics 12 is a rigorous and challenging course for those whose plans include the possibility
of a science-oriented career. Physics 12 takes the topics of the previous course (Physics
11) in much greater detail, namely: kinematics (the study of motion), forces, electrical
circuits and electromagnetism. The lab work is quite detailed and involves delicate
apparatuses but the resulting precision yields satisfaction and a sense of achievement. This
course relies heavily on the student's competency in algebra and trigonometry.
Resources: Physics, Hecht
Physics, Principles and Problems, Glencoe
Physics Two, Gore
The Key – Physics 12 Study Guide
The Physics 12 Handbook – Student Guide
Physics 12 – Student Notes and Problems (SNAP) – Castle Rock
Foundations of Mathematics 12
Mathematics 12 is a rigorous senior course that prepares students for subsequent post-
secondary math and science programs. The focus in this course is on understanding
various functions including quadratics, exponential, logarithmic, trigonometric, and
polynomial. Time is spent understanding sequences and series, as well as probability.
Students gain familiarity with the T1-83 graphing calculator as a means of solving problems
67
not only algebraically, but also graphically. Due emphasis is placed on problem solving
techniques to demonstrate various applications in mathematics.
Resources: MathPower 12 (McGraw-Hill Ryerson)
Textiles 12
This course begins with an introduction to the serger, threading the machine and
adjusting the looper tensions. Basic fitting and pattern alterations are reviewed. The
students are required to line their sewing projects so suitable fabrics are discussed. They
also learn the techniques used to design a lining pattern if it is not included with their
skirt/jacket pattern.
There is an extensive unit on Textile Science including fiber classification, characteristics
and identification. The students will master additional garment construction techniques
such as sewing uniform tucks (space, blind and pin), French seams, inserting a fly-front
zipper, sleeve plackets and making hip front pockets. A pattern drafting assignment will
introduce the students to the method used to convert a straight skirt into an A-line. Upon
completion of their required projects of a lined skirt and jacket, students may start on a
project of their own choosing.
Yearbook 12 (BAA)
Students acquire publishing and journalism skills while producing the school annual.
Students will be able to develop a wide variety of journalistic skills such as objective
reporting, interviewing, photography, editing and proofreading. Students will learn to use
computers effectively for desktop publishing and layout. Students interested in this
course should demonstrate strong team work and leadership skills, be able to work
independently, work well under pressure and be prepared to put in time outside of
regularly scheduled class time to produce a quality book.
Resources: A Guide to Yearbook Journalism, Herff Jones
A Guide to Adobe In Design CS2, Herff Jones
68
5. CURRICULUM - SPECIAL EDUCATION 5.1 Education for All
It has always been recognized that every student is unique and comes with his particular
strengths and weaknesses. The talents of one are not necessarily those of another.
Furthermore all students ought to be able to have some access to the education provided in
the Christian community. The school should be not only for the average or the gifted learner
but must also provide for the disadvantaged.
5.2 Mainstreaming
Most students can function within the regular classroom provided that course selection has
been sensitive to ability. Research demonstrates that low functioning students perform
better in more stimulating (higher academic level) classrooms.
Therefore priority is given to ensure that students are given instruction in a typical classroom
setting. Individual assistance is provided as necessary and as available.
5.3 Modified Program
Some students whose academic ability is significantly below that of the mainstream will still
remain in the regular classroom environment. However, these students will be placed on a
modified program and will be encouraged to achieve to the best of their ability level.
The grading and reporting for these students reflects the modified program they follow.
5.4 Individual Assistance
Students who cannot function within the classroom and whose presence within the room is
considered to be counterproductive may be given individual assistance (within and outside
of the regular classroom) as needed and as available.
5.5 Work Experience
Students whose academic ability is significantly limited and who could benefit particularly
from developing work skills through direct experience may be placed in a work experience
program.
5.6 Limitations
The school, in co-operation with parents, will work co-operatively to determine the extent to
which it can continue to meet the needs of particular students with significant disabilities.
69
6. CURRICULUM....PROMOTION POLICY 6.1 Junior High - Grade 8, 9
Promotion in Junior High is largely determined on an individual basis. A student can be
promoted after duly considering the following factors:
• number of courses completed
• alternatives, in subsequent years, for courses not completed
• past academic history
• availability of "summer school"
• unusual personal circumstances
In some cases it may be considered more appropriate to have students repeat all (or part) of
the work in a particular grade.
6.2 In order to graduate each student must complete:
Required Courses
Language Arts 10, 11, 12 12 credits
Social Studies 10, 11 8 credits
Science 10 4 credits
A Science 11 or 12 4 credits
A Mathematics 10 and 11 (or 12) 8 credits
Physical Education 10 4 credits
Planning 10 4 credits
A Fine Arts and /or Applied Skills
10, 11, 12 4 credits
Elective Courses
Students must earn at least a minimum of 28 elective credits for Grade 10-12 courses which
must include Biblical Studies 10, 11 and 12.
Graduation Transitions
Upon completion of the Graduation Transitions requirement students are awarded 4
credits.
70
G. EXTRA CURRICULAR
1. Student Action Leadership Team………………………………. p 71
2. Intramurals………………………...……………………………… p 71
3. Extramurals ……………………………………………………… p 71
3.1 Seasons of Play…………………………………. p 71
3.2 League Participation…………………………….. p 72
3.3 Student Participation…………………………….. p 72
3.4 Additional Costs………………………………….. p 72
71
G. EXTRA CURRICULAR Students can benefit much from their involvement in school sponsored extra curricular activities.
Developing organization skills, fostering commitment and learning responsibility are some of the key
benefits to this participation.
1. Student Action Leadership Team (S.A.L.T.) In the year 2000 we moved away from having an elected Student Council; instead we
have implemented SALT (Student Action Leadership Team). It has been a positive
change. Rather than having elections students apply for a position in SALT. This
approach allows for greater participation from a broader variety of students and prevents
the tendency of student leadership simply being a popularity contest. The overall goal of
SALT is to demonstrate and promote Christian leadership within the school and in our
community.
Each year more students apply than can be accommodated; the number selected ranges
between twenty to twenty-four students. Because the group is larger than an average
student council there is a wider range of talents and interests to draw from. Weekly
meetings typically begin with a devotional on leadership as well as a lesson. The bulk of
each meeting is spent planning activities to promote school spirit, to encourage interaction
across the grades and to engage students in helping others within our Christian
community and beyond.
2. Intramurals Students are encouraged to participate in intramural sports. These activities take place
during the day, primarily at lunch time. Students can participate in the following activities.
Others are added on a year by year basis.
Fall: Volleyball
Winter: 3 Point Shoot Out
21 Shoot Out
Indoor Soccer
Spring: Softball
Handball
In addition there are frequently a number of "challenge activities" that stimulates the
participation and interest of others.
3. Extra Murals Extra mural activities involves participation with students in other schools.
3.1 Seasons of Play
Fall: Cross Country
Boys Soccer
Volleyball
Winter: Basketball
Spring: Track and Field
Badminton
Girls Soccer
72
3.2 League Participation
Our students are registered for play at the Langley School District, Fraser Valley
and Provincial levels. Our students are also registered to participate in tournaments
coordinated by the B.C. Christian Secondary School Athletics Association
(BCCSSAA).
3.3 Student Participation
Students are encouraged to participate in these school sponsored activities. At the
same time we caution students to ensure that this participation does not unduly
affect the regular academic program. Students are responsible for any work
missed because of sports involvement. If a report card shows a failing mark in
more than one subject the student will need to withdraw from participation during
the next school term. Participation in extra mural sports activities requires the
completion of an EXTRA MURAL CONTRACT.
3.4 Additional Costs
The costs for running an extra curricular sports program are significant and varied.
Team registration, tournament fees, officials, uniforms and transportation make up
most of these costs.
Transportation to and from games continues to be a challenge in managing the
program. Parents have been most helpful in providing some of this transportation.
Staff often provides transportation for their teams by using their own vehicles. For
some time, the school has had a sports bus made available through the generous
support of the community. As much as possible the bus is used to transport team
members. Often there will be more than one team participating at the same time.
To accommodate the extra demand we continue to rely on parents, staff and other
volunteers to ensure the safe transport of our students.
The extra mural sports program is managed on a cost recovery basis as much as
possible. Therefore those who directly participate will be required to pay a “sports
participation fee” to help defray costs. For each team sport that students participate
in the costs are as follows:
All senior level volleyball/basketball $100
All junior and grade 8 level volleyball/basketball $ 50
Badminton $ 20
Cross Country $ 20
Soccer: Senior level $ 75
Soccer: Junior level $ 50
Track and Field $ 20
73
H. OPERATIONAL PROCEDURES 1. Academic Achievement ……………………………… p 74
2. Counselling ……………………………………………. p 74
3. Deportment ……………………………………………. p 75
4. Grading, Reporting & Promotion……………………. p 75
5. Equivalency, Challenge,
Independent Studies & Challenge ……………. p 76
6. School Calendar………………………………………. p 78
74 p 86
H. OPERATIONAL PROCEDURES It is important that all participants involved in a common undertaking know their respective
responsibilities.
A student Agenda (issued each September) outlines the daily operational procedures. Here, in this
School Handbook, we're providing a more general overview of our expectations. Parents are also
encouraged to familiarize themselves with the student Agenda.
1. Academic Achievement Students are expected to apply themselves diligently to their work. We recognize
there are differences in ability level. As much as possible we attempt to meet both
the interest and the ability of the student through the course selection process.
If it should appear that achievement is unacceptably low, then we will provide
suitable opportunities for improvement through....
• additional assistance
• placing the student on "contract"
• more frequent communication with parents
We must strive to maintain high standards of academic honesty. We recognize our
students are prone to the entire range of temptations in claiming credit for that
which they did not earn. We hereby remind you that we consider this to be serious
and will therefore deal with incidents accordingly.
Regular attendance is an important factor in ensuring satisfactory academic
achievement. Every effort needs to be made so that students are prepared and are
on time.
The completion of all homework and assignments is also a significant determinant
for success in school. Parents are encouraged to review with their children the
student agenda to ensure that the necessary work is being completed.
2. Counselling Counselling services are provided to address the problems associated with
• deportment
• personal concerns
• academic achievement
• post secondary and career options
It should be understood that in the event of suspected child abuse the school is under legal
obligation to report this to the Ministry of Child and Family Services. A "Child Abuse Policy"
has been developed and approved by the board. This policy outlines procedures that
protects both the interests of the child as well as the accused. Further details about this
policy are available upon request.
Concerns pointing to issues beyond the purview of the school will be sensitively handled.
Advice will likely include soliciting assistance from those beyond the school.
75
3. Deportment – Dress We expect that students will present themselves both in speech and conduct in an
appropriate fashion. The fruits of the spirit are love, joy, peace, patience, kindness,
goodness, faithfulness, gentleness and self-control. Students are encouraged to reflect in
their behaviour, due consideration for the rights of others. A complete description to outline
the expectations regarding matters of deportment and dress can be found in the Student
Agenda.
In the event that student conduct is found to be unacceptable, corrective steps will be taken.
These include opportunities to counsel students as well as the assignment of detentions and
suspensions.
We will maintain communication with parents as much as possible to ensure that discipline
problems are addressed cooperatively.
4. Grading, Reporting and Promotion The grading of academic achievement is based on the completion of daily work, term
assignments as well as tests and exams. Students are urged to schedule their time to
ensure preparedness.
Report cards are issued after each academic term. Parent-teacher interviews are
scheduled at the same time.
Parents may receive interim academic achievement reporting upon request.
An Honour Roll is maintained and lists students who have achieved an overall average of at
least 80%.
The promotion of students
For grades 8, 9 is largely determined on an individual basis. A number of
factors are taken into consideration.
- number of courses completed
- alternatives, in subsequent years, for courses not completed
- past academic history
- availability of “summer school”
- unusual personal circumstances
In some cases it may be considered more appropriate to have students repeat all
(or part of) the work in a particular grade.
For grades 11, 12 is governed by the Graduation Requirements determined by
the Ministry of Education and those of Credo Christian High School (completion
of Bible 11 and Bible 12).
76
5. Equivalency
Students enrolled at Credo Christian High School (CCHS) are entitled to apply for an
Equivalency review of their documented prior learning.
CCHS will award credit based on equivalency for Grades 10, 11 and 12 Ministry-
developed courses (including courses with a Graduation Program Exam) and board
authorized courses.
There is no limit to the number of credits granted through Equivalency. For the purpose of
determining Equivalency, comparison of courses may be based on factors such as
comparison of learning outcomes
comparison of general subject matter
comparison of depth or breadth of coverage of subject matter
comparison of assessment methods, instruments, and standards
To be deemed equivalent, there should be a match of approximately 80% or more of the
learning outcomes to either a Ministry-developed or board authorized Grade 10, 11 or 12
course.
CCHS may use "Transfer Standing" (TS) if it is not possible to determine a letter grade
and a percentage from the documentation.
Challenge (Undocumented Demonstrated Prior Learning)
Students enrolled at Credo Christian High School (CCHS) are entitled to undertake a free
Challenge process to assess their prior learning for any Ministry developed graduation
program course offered by any Board of Education in the Province that school year, as
well as any Board Authorized (BAA) course taught in the enrolling district that school year,
provided the student has not already challenged the course and received a passing
grade, or completed the course through previous enrolment, or been granted equivalency
for the course.
This entitlement does not include board authorized courses taught in a non-enrolling
district.
Prior to engaging in a Challenge process, schools must review any documentation of prior
learning that a student presents in order to determine if credit can be awarded through
Equivalency.
There is no limit to the number of credits that may be awarded through Challenge.
Procedures
Schools must document the Challenge assessment delivered to each student, including a
pre-Challenge Equivalency review, and the documentation must be made available to
Ministry auditors if requested.
Students should be able to demonstrate their readiness to Challenge a course based on
factors such as a recommendation from a previous teacher, or from evidence that
relevant learning has been acquired outside the regular classroom setting. Examples of
assessment strategies that could be used in a Challenge process include such things as
hands-on demonstrations, oral performances, interviews, written examinations, or
presentations of a collection of work.
A Challenge is successful when a student has achieved at least a C- and 50%.
77
External Credentials:
Students enrolled at Credo Christian High School (CCHS) are entitled to receive credit if
they have earned a Ministry-approved credential.
The Ministry of Education has sole authority to review and approve external credentials and
assessments, and to provide an official list of these approved credentials and assessments
to schools. School boards may not charge students for external credential reviews.
There is no limit to the number of credits a student may earn by using external credentials.
It is the responsibility of schools to ensure that students do not receive double credit for
credentials deemed equivalent.
Although external credentials may contribute towards graduation requirements, they may or
may not meet general or specific admissions requirements for post-secondary institutions. It
is the responsibility of students to verify admissions requirements for the post-secondary
institutions they plan to attend.
In order to earn credit for an approved credential, students must provide the appropriate
documentation proving successful completion of the external assessment, course or
program.
Students may have earned an approved external credential prior to entering Grade 10; if so,
they are awarded credit if they present their credential any time after they enter Grade 10.
Independent Directed Study (IDS)
Students enrolled at Credo Christian High Schools (CCHS) may initiate their own area of
learning and receive credit towards graduation. This policy is not a student entitlement but
an enabling policy intended to encourage schools to allow students to pursue further studies
of interest.
The learning outcomes of all Grade 10, 11 and 12 Ministry and board authorized courses
are eligible to be used in IDS. A student may study one or more learning outcomes in depth,
or study more broadly a wide variety of learning outcomes from a single course.
IDS credits may only be used to satisfy elective requirements.
IDS credits may be awarded by schools to students who have successfully completed
independent work based on a subset of outcomes of Grade 10, 11 or 12 Ministry courses or
board authorized courses.
The maximum value for a single IDS course is four credits, but there is no limit to the total
number of IDS credits a student may earn. The number of credits a student earns for IDS
will be set out in the plan developed by that student and a teacher, and approved by a
principal.
Reference Ministry Website
www.bced.gov.bc.ca/policy/policies/earning_credit_through.htm.
78
6. SCHOOL CALENDAR-2013/2014
September 3 .................................... Opening Assembly
3 ................................. First Day of Classes
9 ........................................... School Photos
October 10/11 ............................ CTABC Convention
14 .................................... Thanksgiving Day
November 5 ........................................... End of Term 1
11 .................................. Remembrance Day
14 .......................... First Term Report Cards
20 ....................... Parent/Teacher Interviews
20 ......Annual General Membership Meeting
28 ....................... Parent/Teacher Interviews
29 ................Professional Development Day
December 20 ............ Last day before Christmas Break
January 6 ......................... First Day of School…2014
21 ......................................... End of Term 2
30 ..................... Second Term Report Cards
31 ................Professional Development Day
February 5 ......................... Parent Teacher Interviews
10 .............................................. Family Day
March 17 ......................... First day of Spring Break
28 ......................... Last day of Spring Break
31 ....................................... School resumes
April 8 ........................................... End of Term 3
17 ......................... Third Term Report Cards
18 ............................................. Good Friday
21 ........................................ Easter Monday
........................... Parent Teacher Interviews
May 14 ..................... Grade 8 Parent Orientation
15 ............................................ Grade 8 Day
16 ................Professional Development Day
19 ............................................. Victoria Day
23 ............................ Spring Budget Meeting
June 13 ................................... Last day of school
16-20 (tentative) .................... EXAMINATIONS
26 .......................... Graduation Ceremonies
27 ................................ Graduation Banquet
79
I. TRANSPORTATION
1. C.T.M. - John Calvin School …………………………. p 80
2. CCSTA …………………………………………………. p 80
3. Student Drivers ………………………………………… p 80
4. School Closure ………………………………………… p 80
80
I. TRANSPORTATION The safe transport of students to and from school requires the cooperation and concerted effort of
many in the school community. Those who serve on "transportation committees" spend many
volunteer hours finding the most cost effective transportation routes. Bus drivers have a particularly
heavy responsibility in providing the daily service to and from school.
1. Committee of Transportation and Maintenance (C.T.M.) – John Calvin
Transportation for those from the east end of the Fraser Valley is arranged through the John
Calvin School C.T.M. Bus routes are finalized in August and parents are informed before
September.
2. Combined Christian Schools Transportation Association (C.C.S.T.A.)
Transportation for those in the west end of the Fraser Valley is under the direction of the
C.C.S.T.A. Mr. Dave Champ who manages the C.C.S.T.A.
3. Student Drivers Students who drive to and from school must exercise due care to ensure the safety of
others and to ensure that these privileges will in no way be limited. Students are to park
their vehicles at their own risk and are to use the west end of the parking lot beyond the
speed bump. The school assumes no responsibility for parked vehicles.
The school does not use student drivers for school-sponsored activities.
4. School Closure School closure for inclement weather is determined largely by those responsible for bus
transportation. It may happen that busses from a particular region are not able to operate.
Under these circumstances school may not be in session. When it appears imminent that
most students are unable to arrive safely will school be closed for the day.
Information regarding school closure will be posted on the school website
www.credochs.com.
81
J. HEALTH AND SAFETY 1. Earthquake Drills/Fire Drills …………………………... p 82
2. Harassment…………………………………………….. p 82
3. Providing Medication ………………………………….. p 82
4. Public Health …………………………………………… p 82
82
J. HEALTH AND SAFETY
1. Earthquake Drills/Fire Drills A fire drill is held on a regular basis. All students are informed about the procedures to be
followed in the event of a practice.
It is important to recognize that setting a false fire alarm is a serious offence (covered under
the Criminal Code of Canada). The school needs to deal with such an offence in a most
serious manner.
2. Harassment Every student should be free of fear of intimidation or harassment. Students who actively
and persistently engage in activities that engender fear and anxiety in others and/or which
make others feel devalued will be counselled accordingly (see page 16).
3. Providing Medication The school provides no medication. If it appears that a student is in need of medical
attention the parents will be contacted or if necessary the student will be taken to the
hospital for emergency treatment. It should be noted by parents who live in Washington that
any emergency medical costs incurred on account of a hospital visit will need to be paid by
the family.
4. Public Health Provision is made to have immunization of students done at school. Parents are notified
and must consent if students are to participate.
83
K. POST-SECONDARY INFORMATION 1. Student Services …………………………………….…. p 84
2. Scholarship……………………………………………… p 84
3. Where Do Students Go? .............................................. p 85
4. Entrance Requirements………………………………… p 85
84
K. POST-SECONDARY INFORMATION
1. Student Services Centre Students are encouraged to use the Student Services Centre to familiarize themselves with
career as well as post secondary options.
Parents are invited to participate actively in the discussions regarding post secondary
options. Interviews are scheduled during the winter months.
The courses offered provide students with opportunity to attend all the post-secondary
institutions in B.C. as well as in many other provinces. Because of the growing demand for
admission, students are encouraged to finalize their applications within the first two months
of their senior year.
2. Scholarships - Bursaries - Awards An ever-increasing number of scholarships and awards are becoming available. Students
are urged to consider alternatives.
Passport to Education
To offset the cost of future tuition fees, grade 10 and 11 students can earn $250 each
school year based on academic and non-academic achievements. Students must
check with the school counsellor for specific requirements. Starting in the 2006/07
school year, a student can earn a $500 passport stamp for Graduation Portfolio
achievements.
Dogwood District Authority Awards
Each year District Scholarships (valued at $1000) are awarded to students through
Ministry directed funds. Students with particular interests (other than academic) are
encouraged to submit a portfolio of their work by the middle of April. Awards are
announced at the June graduation ceremonies.
Provincial Scholarships
The Ministry of Education awards provincial scholarships (valued at $1000 or $2,500)
for students who achieve a high score in the grade 12 June examinations. These
scholarships are awarded late July (early August).
Fraser Valley Scholarship Foundation
Through the generous support of various individuals and corporations, the Fraser Valley
Scholarship Foundation is enabled to provide scholarships/bursaries to many worthy
applicants. Students wishing to apply should request applications.
University Entrance Scholarships
Each year entrance scholarships are made available by the various local universities.
Students wishing to apply should request applications for the university of their choice.
Community Scholarships – Bursaries
A list of other scholarships – bursaries is available upon request.
Governor General Bronze Medallion
Each year the top academic graduating student is awarded the Governor General
Bronze Medallion at the June graduation ceremonies.
85
3. Where Do Students Go? Graduates attend any number of post secondary institutions including:
British Columbia Institute of Technology
Dort College
Covenant Canadian Reformed Teachers' College
Kwantlen Polytechnic University
Providence College
Redeemer University
Simon Fraser University
Trinity Western University
University of the Fraser Valley
University of British Columbia
4. Entrance Requirements The academic requirements vary to some degree between institutions. More particularly,
students should pay close attention to the requirements for each program. Since much of
this material is susceptible to annual review and change students are encouraged to inquire
to be sure they have the most recent information.