Dartmouth High School95 Victoria Road

Dartmouth, Nova Scotia B3A 1V2

(902) 464-2457 Fax (902) 464-2384

Web Site: www.dhs.ednet.ns.ca

E-mail: dhs@hrsb.ns.ca

StudentRegistrationHandbook2010-11

DIRECTORY DHS

2009-10

Administrative Staff:Ms. E. Monard – Principal ....................................................... 464-2457 ext. 4001001Ms. M. Banfield – Vice-Principal ............................................. 464-2457 ext. 4001003Mr. J. Regan – Vice-Principal ................................................... 464-2457 ext. 4001002Mr. F. Lefort – Registrar ........................................................... 464-2457 ext. 4001004

Department Heads:Ms. J. MacDonald – Business & Technology/Immersion...... 464-2457 ext. 4001128Ms. D. Zinck – Fine Arts ........................................................... 464-2457 ext. 4001232Ms. T. McIntosh – Student Services ........................................ 464-2457 ext. 4001126Ms. S. Gannett – Liberal Arts ................................................... 464-2457 ext. 4001243Ms. M. Atkinson – Mathematics .............................................. 464-2457 ext. 4001214Mr. M. Chiasson – Science ....................................................... 464-2457 ext. 4001112

Counsellors:

Ms. W. Cameron......................................................................... 464-2457 ext. 4001007Ms. J. Adams............................................................................... 464-2457 ext. 4001006Mr. F. Lefort ................................................................................ 464-2457 ext. 4001004

Admin Assistants:Ms. T. Jordan - Main Office ..................................................... 464-2457 ext. 4001000Ms. J. Totino - Student Services ............................................... 464-2457 ext. 4001005

DARTMOUTH HIGH SCHOOL DIRECTORY

TABLE OF CONTENTS

DHS STUDENT REGISTRATION HANDBOOK 2010-11

Important Thoughts for Students and Parents ............................................................................... 2

Graduation Requirements ............................................................................................................... 3

Course Categories .......................................................................................................................... 4

Registration Issues ......................................................................................................................... 5

Steps in Selecting Courses ............................................................................................................ 7

Courses Offered: 2010-11 ............................................................................................................. 8

Education Planning Chart ............................................................................................................... 9

COURSE DESCRIPTIONS:

Options and Opportunities (O2) and Learning Strategies ..................................................................... 10

Co-operative Education ........................................................................................................... 11

English .................................................................................................................................... 12

ESL ........................................................................................................................................ 14

Family Studies ........................................................................................................................ 14

Fine Arts ................................................................................................................................. 16

Art .................................................................................................................................... 16

Drama ............................................................................................................................. 17

Music ............................................................................................................................... 18

French Immersion ................................................................................................................. 19

Languages

Core French .................................................................................................................... 22

German and Spanish ..................................................................................................... 22

Mathematics ........................................................................................................................... 23

Physical Education ................................................................................................................. 31

Sciences ................................................................................................................................. 32

Social Studies ...........................................................................................................................36

Technology & Business Education ....................................................................................... 39

POST SECONDARY STUDIES:

Important Websites: ................................................................................................................. 42

1

Welcome to Dartmouth High School for the 2010-11 School Year.

Dartmouth High School employs a two-semester schedule for the school year. The first semester extends fromSeptember to January and the second from February to June. A maximum of four credits can be attained in eachsemester within our school program.

Semestering generally permits more flexibility and greater educational opportunities for students. However, successfulperformance requires that students complete their homework assignments on a daily basis. Regular attendanceand good study habits are always factors in determining success, but especially under a semestered schedule.Classes missed, for any reason, can create serious difficulties. Excessive absenteeism could result in no creditbeing granted.

The number of credits required to graduate from high school in Nova Scotia is currently 18 and the number ofcompulsory credits is 13. This is an important factor in course selection and particular attention should be given tothe requirements on Page 3 to ensure that you are enrolled in courses that meet the graduation requirements.

Please read the contents of this book carefully and choose your courses wisely. Discuss career options with yourparents, teachers and guidance counsellors. It is very important to investigate the entrance requirements for variouspost-secondary institutions before you make your decisions. Dartmouth High’s guidance counsellors are veryknowledgeable about these requirements and can be of assistance in choosing a program of studies which willenable you to qualify for admission to the program of your choice.

With student achievement as its top priority, the HRSB has challenged all schools to engage in the Planning ForImprovement (PFI) process. This is a data driven approach to support and enhance student learning, while instillingthe value of life-long learning. Dartmouth High School is committed to the process of using data to meet thelearning needs of all students. It is our goal to engage students and to maximize their potential.

We continue to build a storng basis for this improvement through the establishment of a Professional LearningCommunity. This is the foundation upon which PFI is based and is a strong starting point for improving StudentAchievement.

We sincerely hope that your school year is successful both from an academic and extra-curricular perspective.

Eartha Monard

Principal

IMPORTANT THOUGHTS2

Graduation Requirements

Students must attain 18 credits to graduate.

No more than seven of the 18 credits may be from grade 10 courses; at least five creditsmust be at the grade 12 level.

The following are compulsory credits for graduation:

Language, Communication and Expression

♦♦♦♦♦ 3 English language arts credits: one at each grade level,.

♦♦♦♦♦ 1 Fine Arts credit: art, drama, dance or music

Science, Mathematics, and Technology

♦♦♦♦♦ 2 Mathematics credits.

♦♦♦♦♦ 2 Science credit: one from biology, chemistry, integrated science, or physics, and one other approvedscience course.

♦♦♦♦♦ 2 others credits from mathematics, science, or technology: eligible technology courses include:BusinessTechnology 11; Communications Technology 11; Communication Technology 12; ComputerProgramming 12; Design 11; Exploring Technology 10; Film and Video Production 12; SoftwareApplications 12; Multimedia 12, or Math for the Workplace 12

Personal Development and Society

♦♦♦♦♦ 1 Physical Education credit: eligible credits to meet this graduation requirement include:Physical Education 10, Physically Active Living 11, Mode de Vie Actif 11, Physical Education 11, Dance11, Yoga 11, Physical Education 12, Physical Education Leadership 12.

♦♦♦♦♦ 1 Canadian History credit: eligible credits to meet this graduation requirement include: Histoiredu Canada 11F, Canadian History 11; African Canadian Studies 11; and Mi’kmaq Studies 10.

♦♦♦♦♦ 1 Global Studies credit: Global Geography 12 or Global History 12 or Géographie Planétaire 12F

GRADUATION REQUIREMENTS 3

A. GRADUATION COURSES

These courses are designed for students who wish to obtain a graduation diploma with a view to proceeding toemployment, or some selected area of post-secondary study. (i.e private colleges or Community College)

Examples: English/Communications 11

Math Foundations 10

B. OPEN CATEGORY COURSES

Although none of these courses meet the specific entrance requirements of post-secondary institutions, individualcourses may meet entrance requirements of some institutions such as Community College or private colleges.

Examples: Child Studies 11

Communications Technology 12

C. ACADEMIC COURSES

These courses are designed for students who expect to enter university.

Examples: Math 10 or 11

English 11

D. ADVANCED COURSES

These courses are designed for students who have demonstrated an exceptional degree of academic ability orachievement in a particular subject area.

Examples: Advanced Chemistry 11

Advanced English 12

COURSE CATEGORIES4

TIME TABLE - DHS

PERIOD TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1 8:30- 9:50 A B D B C

2 10:00 - 11:20 B A C A D

3 12:20 - 1:40 C D B C A

4 1:50 - 3:10 D C A D B

REGISTRATION ISSUES

1. Courses OfferedCourses listed in this handbook will be offered as longas staff, facilities, and class size permit. The finaldecision on offering a particular course will be made bythe principal.

2. Registration TimesRegistration for all current grade 10 and 11 studentswill take place during March and April.

3. ‘Passing’ in High SchoolStudents progress through high school by accumulatingcredits (one credit/half credit per course passed). Tograduate, a student must successfully complete 18courses which include specific compulsory credits.Therefore, a student does not pass or fail a grade assuch; rather he/she passes or fails courses. As a result,a student may be taking a program of studies fromvarious grade levels.

4. Course LoadThe minimum number of courses that students areexpected to take throughout their high school years aretwenty-one:

♦ Grade 10 - 8 courses.♦ Grade 11 - 7 courses.♦ Grade 12 - 6 courses.

Note: Students are permitted to take up to 8 courses inany given year if they choose to do so.

5. Advanced CoursesCheck Courses Offered (page 8) to see our selection ofadvanced courses. Advanced courses are designed forstudents with interest and ability in a particular subjectarea. Students who do not have a history of highacademic achievement in a subject may have difficultywith advanced courses. Please consult your subjectteacher, subject department head or Student Servicesprior to registration.

6. Credit RestrictionsOnly one credit will be granted for two courses taken inthe same subject at the same grade level. Example: Math10 Foundations and Math 10 - only one credit is awarded.

7. Course ChangesBy the end of each semester, if a student is failing acourse that is a Recommended Prerequisite for a courseselected for the following year (i.e. failing English 10but registered for English 11), the student is advised tosee one of the counsellors to change the course selectedto ensure appropriate placement.

8. Subject FailuresSubject failures may require students to change course

registration. Re-registration will take place at the end ofJanuary or the end of June. Students who do not re-register at this time, will not be given specialconsideration in February or September.

9. Courses Changes at the Beginning of a Semester:Course changes will take place on a very limited basisand only for reasons deemed valid by a counsellor.Course changes will ONLY be considered during thefirst three days of a given semester.

10. PrerequisitesPrerequisites are recommended for certain coursesrequiring the student to possess particular cumulativeknowledge and skills. To ensure optimum academicsuccess for these courses, it is suggested that the‘Prerequisites’ listed be followed. If a student wishes toregister for a course and has not achieved the‘Recommended Prerequisites’, the student shouldconsult with a counsellor or subject department head.

11. New Grade 10 StudentsParents and students should select courses carefullykeeping in mind graduation requirements, interest andthe possible career path of the individual student.Parents are strongly advised to seek the advice of thejunior high staff regarding course registration for theirchildren.

12. Assessment and Evaluation PolicyThe Assessment and Evaluation Policy is outlined inthe DHS Plan for Communicating Learning found onour website (www.dhs.ednet.ns.ca). The policy will besent home with each student in September and Februaryalong with a course outline and an evaluation plan. Thisinformation will also be shared during our First andSecond Semester Curriculum Nights.

13. Withdrawal / Failure (W/F)DARTMOUTH HIGH SCHOOL DOES NOT ALLOWSTUDENTS TO DROP COURSES.Students who fail to meet the attendance requirementsfor a course will be designated as a “Withdrawal/Failure(W/F)” by a vice-principal and an appropiate failing markwill be assigned. This mark will appear on all reports forthe year and on all final official high school transcripts.The student must continue to attend a supervised studyhall in place of their W/F course.

14. Transcripts -The Official High School RecordA student transcript of marks is confidential andinformation pertaining to the transcript will not bereleased to a third party without written permission fromthe student/graduate.

Students/graduates must complete a transcript requestform.

REGISTRATION ISSUES 5

15. Course Changes for Second SemesterStudents and parents are reminded that staffing for firstand second semesters is assigned on the basis of springregistration. Therefore, all students are expected to followtheir second semester timetables for courses as assignedin September. However, a Grade 12 student who requiresa course change in order to be eligible to graduate or toapply to a post-secondary institution may be allowedto do so if enrollment and scheduling allow.

16. Residency RequirementsIn order for a student to attend Dartmouth High School,one of the following requirements must be met:

♦ The student must be living with his/her parent(s)/guardian(s) within the Dartmouth High Schoolboundaries.

♦ The student must possess a lease for and live in adwelling within the DHS boundaries.

17. Out-of-Area RequestParents/guardians may seek placements for students ina school outside their area.

The following criteria apply:

(a) Adequate accommodation is available within thereceiving school.

(b) Students will be responsible for their owntransportation and lunch provisions.

(c) Under certain circumstances students will berequired to pay an annual tuition fee to attend aschool supported by supplementary funding.

(d) The Board will not incur additional costs as a resultof the placement.

(e) Parents must secure an Out-of-Area Request Formfrom the area school in which the student is currentlyregistered. The form must be signed by the student’scurrent school principal.

Out-of-Area requests must be forwarded by the parents/guardians to the receiving school between April 1 andApril 30

Decisions on Out-of-Area transfer requests will be madeby the principal of the receiving school in the order inwhich the requests are received. These decisions willbe based upon: the number of students, the nature ofthe receiving class, and available resources in the school.All requests will be processed by June 30 of the year ofthe request.

18. Transferring to Dartmouth High During the School Year.

A. From another semestered school:

♦ Preferably the transfer would take place at thebeginning of second semester, so the students willbe present from the start of his/her courses.

♦ For students arriving during a semester, a similarplacement to the one at the previous school will bemade. This is subject to the limits caused by courseofferings, schedule and class size. Evaluation wouldbe determined on a case-by-case basis.

♦ Upon registering, transferring students must submitan up-to-date record of marks.

B. From a non-semestered school:

Students may not be able to take the same courseload as in their previous school. The maximum courseload at Dartmouth High School is four courses persemester. No credit can be given for incompletecourses taken at the previous school.

19. Transferring Credits From Outside Nova ScotiaIt is very common for students to transfer to NovaScotia during their high school years. Every attempt ismade to make the transfer of credits as fair as possible.Some guidelines (followed as closely as possible) are:

♦ Credits from other jurisdictions must be at a minimumGrade 10 level (or equivalent where a different gradesystem is used). The Nova Scotia definition of highschool (Grades 10-12) is always followed.

♦ Grade 10 (or equivalent) elsewhere will be consideredas matching Grade 10 in Nova Scotia.

♦ A full-time course is considered to yield one NovaScotia credit, regardless of the credit allocation inthe issuing province. For example, a standardNewfoundland course, yielding two credits in thatprovince, is interpreted as one Nova Scotia credit.

♦ Most course types and subjects are acceptable withsome exceptions, such as:♦ excessive numbers of similar courses.♦ courses offered at a lower level than the

Nova Scotia High School courses.♦ religious studies courses focused on a

particular religion or faith. These courses areexcluded as there are no equivalents in theNova Scotia system.

♦ Students arriving from outside Nova Scotia mustbring a copy of their transcript or report cards for allcompleted high school courses.

1. Students who have selected a course are expectedto continue in it for the semester. It is not in yourinterest to select courses haphazardly. Therefore,care should be taken initially to select a course at alevel suitable to ability, background and needs.

2. Carefully read all graduation requirements.It is the student’s responsibility to ensure that thesegraduation requirements are met.

6

3. Carefully read all course descriptions.4. Check with teachers to find out about specific course

requirements – labs, lectures, projects,Recommended Prerequisites, etc.

5. Discover how particular courses fit into any careerplans you may have.

6. Design a balanced program – Most high schoolstudents are still in the process of exploring careerchoices and therefore should keep open as manyfuture options as possible. The core program thatgenerally will provide a well-balanced program,allowing the student to further his/her studies inany direction, includes:English – Science – French – Fine ArtsMathematics – Social Studies – Technology

7. Investigate the entrance requirements of the post-secondary institutions you are considering.For example: University, Technical School,Community College, Canadian Forces, PrivateSchools

Important: Requirements for admission to post secondaryinstitutions (universities, community colleges, etc.) areconstantly changing. Accordingly, students should keepin close contact with teachers and counsellors so that theywill be aware of any new developments. Students shouldalso contact universities and community colleges directlyfor up-dated information.

Limited enrollment courses - Only very good academicstanding will ensure admission to some post-high schoolcourses with limited enrollments. Examples of such programsin the metro area are: nursing, most health–related fields,engineering (degree and technology), computer science,journalism, public relations, tourism, and many communitycollege courses.

Please note: This is not an all-inclusive list.8. Students entering grade 10 or 11 should plan the

courses to be taken during the remaining years inhigh school, even though it is possible that somechanges will be made in ensuing years.Students should pay particular attention to coursesthat have Prerequisites. For example: Science 10 isa Prerequisite for Physics 11 and Chemistry 11. (Referto the Education Planning Chart on page 9)

9. Before students make any final decision, they shouldseek advice and information from a number ofsources. Parents, subject teachers and StudentServices counsellors should all be consulted forassistance.

We wish you every success in choosing courses thatwill lead to a meaningful and rewarding program ofstudies.

A Note Regarding Math and ScienceMathematics – The mathematics courses taken andthe level of achievement in those courses are importantfactors in gaining admission to many post-secondaryprograms. This is true for both university and non-university bound students.

Students and parents should take care in choosing themathematics courses that meet students interests andabilities, along with career and educational plans. Sincemathematics is a basic requirement for many careers,students should make every effort to successfully completemath at the grade 12 level.

The academic Mathematics courses offered are: Math 10 /Math 11 / Math 11 Advanced / Math 12 / Math 12 Advanced/ Pre-Calculus Math 12 / Calculus 12.

Pre-Calculus Math 12 prepares students for university studyin Calculus and is often important or required for futurestudy in fields such as engineering, forestry, physicalscience, computer science, engineering technologies,pharmacy, veterinary medicine, medicine, dentistry, andeconomics.

Students considering further study in the area of science,engineering and mathematics should take Calculus 12.

In addition, further studies in the social sciences area (e.g.psychology, sociology) include basic statistics that requirea knowledge of Grade 12 academic math.

Science - Those students planning to study science or ascience-related program after high school should include atleast two of the following courses at the Grade 12 level:Physics, Chemistry, Biology.

Physics and Chemistry are often necessary for post-highschool study in medicine, dentistry, forestry, veterinarymedicine, health–related fields, engineering, and varioustechnologies. In addition, Physics is often required for studyin the electronics field. Biology is recommended for health–related fields.

STEPS IN SELECTING COURSES 7

COURSES OFFERED: 2010-11

GRADE 10

AcademicCore French 10Drama 10English 10English/Second Language 10-AExploring Technology 10Français 10 (Immersion)Geography 10German 10History 10Science 10Science 10F (Immersion)Mathematics 10Mi'kmaq Studies 10Music Instrumental 10Music Instrumental: Guitar 10Visual Art 10Spanish 10

Open CategoryBusiness 10ESL: Foundations 10CExploring Technology 10Family Studies 10Learning Strategies 10Physical Education 10Community Based Learning 10Career Development 10Cooperative Education 10

GraduationMathematics Essentials 10Mathematics Foundations 10

GRADE 11

AdvancedAdvanced Chemistry 11Advanced English 11Advanced Math 11Advanced Physics 11

AcademicAfrican Canadian Studies 11Art 11Biologie 11F(Immersion)Biology 11Business Technology 11Canadian History 11Chemistry 11Co-operative Education 11Core French 11Dance 11Design 11Drama 11English 11English/Second Language 11Français 11 (Immersion)Histoire du Canada 11F (Immersion)Mathematics 11Music Instrumental 11Oceans 11Physics 11Tourism 11

Open CategoryAccounting 11Mode de Vie Activ 11 (Immersion)Child Studies 11Co-operative Education 11Physical Education 11Physically Active Living 11Career Development 11Learning Strategies 11Physical Education: Yoga 11

GraduationEnglish Communications 11Mathematics Essentials 11Mathematics Foundations 11

GRADE 12

AdvancedAdvanced Biology 12Advanced Chemistry 12Advanced English 12Advanced Mathematics 12Advanced Physics 12

AcademicArt 12Biology 12Biologie 12F (Immersion)Business Management 12Calculus 12Geology 12Canadian Literature 12Chemistry 12Communications Technology 12Computer Programming 12Co-operative Education 12Core French 12Drama 12English 12English 12:African Heritage ArtsFilm & Video Production 12Français 12 (Immersion)Global Geography 12Géographie Planétaire 12F (Imm.)Global History 12Health and Human Services 12Investment & Finance 12Law 12Mathematics 12Multimedia 12Music Instrumental 12Philosophy 12Physics 12Physical Education Leadership 12Political Science 12Pre-Calculus Math 12Sociology 12 (Acad)Software Applications 12

Open CategoryCanadian Families 12Physical Education 12Co-operative Education 12Learning Strategies 12

GraduationEnglish Communication 12Mathematics Foundations 12Math For The Workplace 12

8

EDUCATION PLANNING CHART

Name:

Career Goal:

Educational Program After Completion of High School:

Entry Requirements:

1. Select the courses you would like to take for the next year(s), keeping in mind:

♦ graduation requirements based on the year you entered Grade 10

♦ courses available

♦ course requirements for education and career goals

♦ the Recommended Prerequisite courses

2. Write in courses that you are certain about, followed by the more tentative choices. Place a question mark (?)beside the less certain choices.

Grade 10 Grade 11 Grade 12

Credits Achieved/Planned: Credits Achieved/Planned: Credits Achieved/Planned:

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

6. 6. 6.

7. 7. 7.

8. 8. 8.

Total Credits: Total Credits: Total Credits:

Other possible courses: Other possible courses: Other possible courses:

Questions I would like answered / Additional information I would like to have:

9

10

Options and Opportunities (O2)

O2: Options and Opportunities provides a comprehensiveeducational program that bridges high school to post-secondary education, work and/or youth apprenticeshipsfor each student. The program is about helping studentsmake connections between what they are learning in schooland post-secondary programs and/or work.

High school students who participate in the program getexperience in a career academy and increased opportunitiesfor community-based learning such as cooperativeeducation credits. Students who graduate from O2 will havefulfilled all graduation requirements and earned a high schooldiploma. In addition, they will have also graduated with agreater understanding of their skills, knowledge andstrengths, a portfolio and career plan, four Co-operativeEducation credits and an understanding of the postsecondary options at NSCC and in apprenticeship.

O2 builds on initiatives introduced through the YouthPathways and Transitions strategy. O2 program componentsare Community-Based Learning Partnerships, Skills for theWorkplace, Career Academies, Integrated Career Educationand Planning, Instructional Teaming, Expanded CourseOptions, Connecting with Families, and Head Start in theTrades.

O2 is a full high school program (10-12) and is available tostudents entering grade 10 who need additional help withcareer and educational planning. Students must apply andparticipate, along with their families, in an admissionsprocess.

Learning Strategies 10(Open,1 credit)

Prerequisite: Students must be recommended by JuniorHigh Administration/Counsellor/Resource Teacher

Learning Strategies 10 is designed for students who haveexperienced significant difficulties in meeting the outcomesof their junior high school courses. This course will focuson literacy and numeracy skills, while developingorganizational skills and time management practices.

Learning Strategies 11(Open, 1 credit)

The Learning Strategies 11 course is delivered in anintegrated approach. The course enables students tonetwork with teachers and peers to maximize the potentialfor success in all courses while looking ahead to futurecareer interests. Students will gain an understanding oftheir learning needs and will learn how to be a confidentself-advocate. Students are expected to practice and usethe study skills, time management, organization skills andliteracy skills learned in LST10. Students will create aLifeWork Portfolio to prepare for study or work after highschool graduation.

Learning Strategies 12(Open, 1 credit)

The Learning Strategies 12 course will continue theinstruction in study skills, organization skills and timemanagement initiated in the grade 10 and 11 LearningStrategies courses. This course will focus on the refinementof reading comprehension and writing strategies. Studentswill also explore and plan for post high school educationand or employment while updating their LifeWork Portfolio.

OPTIONS & OPPORTUNITIES - LEARNING STRATEGIES

CO-OPERATIVE EDUCATION

CO-OPERATIVE EDUCATION

Co-Operative Education Grade 11 and 12 (Open/Academic,1 credit)

Co-operative Education involves a method oflearning that links school and workplace throughan active relationship between students, teachers,parents and community. This program provides theopportunity for a student to earn a high school creditwhen taken in conjunction with his/her othercourses. The program integrates in-school courseswith a 100 hour out-of-school placement. Theprogram enriches, enhances and reinforcesknowledge as the student integrates school subjectsand workplace learning.

There are many benefits to being in a co-op program. Skillssuch as time management, organization, punctuality, problemsolving and communication are developed. Useful andmarketable skills are developed to help students succeed inpost-secondary education and in a career. Students areexposed to up-to-date relevant information and technologyin an area that interests them.

The student indicates a career interest and is then matchedwith a business or institution that can provide a beneficiallearning experience. Placements have included law andarchitectural firms, chemical and marine labs, banks,hospitals, Law Enforcement, tourism, schools, veterinaryclinics, small and large business enterprises, photographystudios, service agencies, not-for-profit organizations, andmany others.

The practical experience provides a unique setting in whichto develop maturity, to gain self-knowledge, and to raiseself-esteem. After completing a co-operative educationprogram, students are better able to develop a career planbased on realistic, practical information and are betterequipped to make a smooth transition from school to post-secondary education or to work.

Many students acquire part-time employment following thecompletion of their placement. The co-op experience mayalso assist students in gaining admission to limitedenrolment programs at university and at community college.

Prior to the community-based component, students mustsuccessfully complete an in-school learning module whichis a minimum of 25 hours. This module includes self-assessment, career planning, resume writing, interviewprocess, reflective learning, health and safety. The out-of-school placement component is a minimum of 100 hours.

The final evaluation is the presentation of the student’sCareer Portfolio.

A student will receive a Co-operative Education 11 or 12credit upon the successful completion of learning outcomesdirectly related to the Employability Skills 2000+(Conference Board of Canada).

ELIGIBILITY/REGISTRATION/SELECTION

Students must be 16 years of age before the placementbegins. Students register for Co-op on the course selectionsheet. An application form will be completed and an interviewwill follow.

Final placement will be decided following discussions withthe student, the parent, teachers and employers.

11

12

ENGLISH

The senior high English language arts program continuesto emphasize the development and effective use of theessential processes of communication.

All students take English 10. At Grade 11 and 12 studentshave two main course options for specializing within theframework of outcomes defined for each grade level: English(academic credit) and English/Communications (graduationcredit) courses. All students work toward the sameoutcomes, but English and English/Communicationscourses are different in terms of pace, scope, emphasis,and resources.

In addition, Dartmouth High offers Advanced English 11and Advanced English 12. Both courses are academiccredits.

While different language processes are emphasized atdifferent times and in different courses, speaking, listening,reading, viewing, writing, and other ways of representingare integrated into a balanced total program. Primaryemphasis will always be on the students’ ability to learnand to communicate effectively through language.

The program at each level will expand students’ knowledgeof and experience with a broad range of spoken, written,and visual texts; extend the range of strategies they employto construct meaning; develop and refine the skills theyneed to describe, explain, argue, narrate, persuade, analyze,and evaluate; extend the range of complex and sophisticatedtexts students can create, interpret, and respond to; providechallenge and support to enable students’ development asthoughtful, articulate, literate people.

English 10 (Academic, 1 credit)

While all forms of communication - oral, written, and visual,whether expressive or receptive - are regarded as valuable,English 10 encourages proficiency in using oral languagefor a variety of purposes and develops written expressionin a variety of forms.

Learning experiences include:

• exploratory and informal talk: conversation, focuseddiscussion with an identifiable purpose, such asbrainstorming, speculating, and problem solvingstructured activities.

• dramatic representations: monologues, role playing,and improvisation.

• performance of texts.• formal presentations.

• focused listening activities to interpret and evaluateideas and information from a range of sources.

In addition, reading (short stories, poetry, drama, and severalnovels) and extensive writing are essential parts of theEnglish 10 curriculum; students develop proficiency inediting, revising, and proofreading drafts of their ownwriting, and are expected to use standard Englishappropriately in communication situations.

The learning environment for English 10 is flexible enoughto accommodate a wide range in students’ backgrounds,abilities, and interests.

English 11(Academic, 1 credit)

Prerequisite: English 10

English 12(Academic, 1 credit)

Prerequisite: English 11

English 11 and English 12 are intended for students whosegoals include post-secondary study. These coursesemphasize literary texts and enable students to study andgive detailed accounts of complex and sophisticated textsand issues; to be perceptive and analytical in makingsophisticated adult judgments; to be critical readers ofliterary texts; to be critical viewers; to express themselvesprecisely when writing for complex purposes; to be capableeditors of their own and others’ writing; to communicateconfidently and effectively in the formal style and languagerequired by some situations; to demonstrate control oflanguage processes.

Advanced English 11(Advanced, 1 credit)

Prerequisite: English 10Recommended Prerequisite: Successful completion ofEnglish 10 and demonstrated outstanding performancein relation to the curriculum outcomes prescribed byEnglish 10

Students extend their achievement of the curriculumoutcomes through wider and more varied readings,recordings and reporting. The course includes readingclassical novels, researching historical backgrounds, andapplying problems existing in past societies to today’s world.

ENGLISH

Advanced English 12 (Advanced, 1 credit)

Prerequisite: Outstanding Performance in English 11Recommended Prerequisite: Successful completion ofAdvanced English 11 with outstanding performance inrelation to the curriculum outcomes as prescribed inAdvanced English 11

Students experience the interrelated arts - literature, poetry,creative writing, formal writing, film, music, drama and visualarts. Individual creative performance is often expected,writing is demanding, and independent projects are required.Outside reading is a necessity. Learning is often self-directed.

English Communications 11(Graduation, 1 credit)

Recommended Prerequisite: English 10

English Communications 12(Graduation, 1 credit)

Recommended Prerequisite: Pass in Grade 11 English

English/Communications courses are intended for studentswho may wish additional support in their development asreaders and writers. English/Communications courses areintended to prepare students for lifelong learning byengaging them in practical and interesting learningexperiences closely related to their lives and to the worldthey will experience as adults.

English/Communications courses are intended to provideexperiences that enable students to

• develop intellectually, socially, and emotionally• meet the literacy demands of the outside world• be aware of ways language can entertain, inform,

and influence others• adapt their language to suit their purposes• have a sound basic knowledge of how to use English• extend their thinking through exploring a range of

issues• use language to the best of their ability in working

toward the full range of curriculum outcomes

English 12: African Heritage Language Arts (Academic, 1 credit)

English 12: African Heritage Language Arts is designed toprepare students to meet key stage outcomes for Grade 12including speaking and listening; reading and viewing; andwriting and other ways of representing, through a varietyof learning and teaching strategies. This course will engagestudents in a critical and analytical response to numerousliteracy texts, with a focus on African Heritage, including:short fiction, the novel, poetry, spoken word, and variouselements of African oral traditions. Students are givenincreased opportunities to demonstrate their ability asthoughtful, critical readers/viewers of literary and other texts.Effective argument is emphasized in oral, written forms andother ways of representing.

This course fulfills the English language arts requirementsfor graduation. All students will write the NS ProvincialExam.

Canadian Literature 12(Academic, I credit)

NOTE:Canadian Literature is an elective credit course anddoes not fulfill the compulsory English language artsrequirement.

This senior level course in Canadian Literature may beoffered in addition to English 12 for students who wish totake an additional senior English course.

Canadian Literature 12 has been developed in a modularstructure and consists of the following four modules:

Atlantic Canadian Identity (a compulsory module); Cultural/Regional Perspectives; Focused Study (this module can betaken more than once), and Canadian Voices. CanadianLiterature 12 combines text-centered and reader-centeredapproaches to the study of literature.

This course provides opportunities for students to becomeacquainted with a broad range of Canadian literature, toappreciate the rich literary heritage of Canada, and to reflectupon their understanding of the Canadian identity,community, and culture. Students should understand thatCanada has its own complex but distinctive literary tradition.

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ESL 11(Academic, 1 credit)

English as a Second Language 11, will provide studentswith at least 120 hours of extensive instruction in Englishper semester. This course will be an academic course forstudents entering grades 11 or 12, who have successfullycompleted ESL 10, or who are new arrivals at the grade 11level who have been assessed at a proficiency level 3 or 4according to the ESL Oral Language and LiteracyAssessment developed by the Nova Scotia Department ofEducation.

These students do not have language proficiency suitablefor English 11. This course prepares students to use Englishwith increasing accuracy in most classroom and socialsituations and to participate in society as informed citizens.Students will develop the reading, writing and oralpresentation skills required for success in all subjects.Students will study and interpret a variety of grade-leveltexts, develop communication skills through participationin formal debates and seminars, and extend their range ofresearch skills.

The content and organization for ESL 11 are similar toEnglish 11 ensuring that when students eventually reachEnglish 12, they have had similar experiences, backgroundknowledge, and materials to those experienced by English11 students. If the student is not able to meet the outcomesfor ESL 11 within the 120 hours, it is recommended that thestudent continue in ESL 11 until such time as these outcomeshave been met.

FAMILY STUDIES

Family Studies 10 (Open, 1 credit)

This course consists of major components A & B.

A. Foods and Nutrition

Foods and Nutrition is designed to enhance students’understanding of the relationship between one’s lifestyleand nutritional well-being, to help students apply thatknowledge to meal management and wise consumerdecisions, and to help students develop an appreciation ofone’s cultural heritage and its influence on food choices.This course is developed around three modules:

1. Nutrition and Health (adequate nutrition, nutrition and active living, and special concerns in nutrition)2. Meal Management (food consumerism, lifestyle trends, and technological influences)3. Food, Culture and You (Canadian food heritage,

ENGLISH AS ASECOND LANGUAGE

All students whose native language is not English will begiven a battery of diagnostic tests. Based on the results ofthese tests, students will be assigned to an appropriate ESL(English as a Second Language) course

ESL Foundations 10(Open, 1 credit)

English as a Second Language (ESL) Foundations 10, willprovide students with at least 120 hours of intensiveinstruction in English per semester. This course will be anelective credit course for students entering grades 10, 11,or 12 who have been assessed at Levels 1-3 according tothe ESL Oral Language and Literacy Assessment developedby the Nova Scotia Department of Education. Students willdevelop the ability to use oral and written English for dailyneeds, acquire basic conversation skills and vocabulary,and use simple sentence patterns. Students will also acquirebasic orientation information. If the student is not able tomeet the outcomes for ESL Foundations 10, or is not able toattain Level 3 proficiency within the 120 hours, it will benecessary to continue in ESL Foundations 10 until suchtime as those skill levels/proficiency levels are attained.

ESL 10: Academic(Academic, 1 credit)

English as a Second Language 10, will provide studentswith at least 120 hours of extensive instruction in Englishper semester. This course will be an academic course forstudents entering grades 10, 11, 12, who have been assessedat levels 3 and 4 according to the ESL oral Language andLiteracy Assessment developed by the Nova ScotiaDepartment of Education. Students will develop the reading,writing, and oral presentation skills required for success inall subjects. Students will study and interpret a variety ofgrade-level texts, develop communication skills throughparticipation in formal debates and seminars and extendtheir range of research skills. The content and organizationfor ESL 10 are similar to English 10 ensuring that whenstudents eventually reach English 12 they have had similarexperiences, background, knowledge, and materials to thoseexperienced by English 10 students. If the student is notable to meet the outcomes for ESL 10 it is recommended thatthe student continue in ESL 10 until such times as thoseoutcomes can be met.

ESL & FAMILY STUDIES

international foods, food and you today)

Although food preparation is not a required component ofthe curriculum, students may be given the opportunity toprepare a wide variety of foods including a multiculturalfoods lab.

B. Child Studies

An introductory course in Child Studies designed to helpstudents develop an awareness of parenting and otherchildcare givers, including day care. Students will analyzethe value of play and how to plan for children's nutritionalneeds. Students will be encouraged to develop anappreciation of music and reading for children. This courseis developed around five modules and will involve practicalexperiences and activities related to these modules.Students will be completing many practical hands on typesof activities involving planning, analyzing and creatingmaterials appropriate for children.

1. Caring for Children2. Learning through Play3. Nourishment for Children4. Storytime for Children5. Music for Children

Child Studies 11(Open, 1 credit)

Child Studies 11 is a course designed to help studentsexplore the meaning and implications of responsibleparenthood; to help them acquire current informationregarding reproduction, pregnancy, and childbirth; to helpthem explore significant issues of early childhood; and tohelp them apply the understanding of child development tothe care and guidance of children. The course is developedaround five modules:

• Decisions about Parenthood (the decision tobecome a parent, parenthood alternatives).

• The Beginning of Parenthood (human reproduction,pregnancy, childbirth, the newborn).

• Early Childhood Development (the infant, the toddler,the preschooler, the school-age child).

• Special Concerns in Child Development (daycare,children with special needs, children in crisis,support services, occupational opportunities withchildren).

• Practical Experiences with Children (in-school or out-of-school).

FAMILY STUDIES

Canadian Families 12(Open, 1 credit)

Canadian Families 12 is a course designed for the maturestudent who is interested in developing skills required forthe successful transition into independent living. Studentswill develop an understanding of the nature of families inhistorical, social, and cultural contexts to promote awarenessof the role played by economics, work, and shelter inmaintaining successful families; and to examine the physical,social, and emotional dimensions of family health inadopting a preventive approach to family well-being.

Some topics of study include: self-assessment, the family,independent living, relationships (healthy, unhealthy,engagement, common law, marriage), the decision to parent,separation, custody and divorce (legal and emotionalimplications).

Health & Human Services 12(Academic or Open - 1 credit)

May be offered as an Academic or Open credit in the sameclassroom depending on the outcomes completed by theindividual student.

The course provides students with an introduction to theskills and knowledge involved in careers related to the healthand human services domain.

Health and Human Services students will explore humandevelopment, ethics, helping process, interpersonal andpersonal development, wellness, written and verbalcommunications and related computer applications. Groupwork, case studies, community projects and agencyinteraction are some of the learning strategies used to ensurepractical application of the theory studied. CommunityBased Education*(volunteer and / or service learning) is arequired component used to enhance the knowledge andskills developed in the classroom.

Module Titles• Overview of the Helping Field• Volunteer Experience• Health & Human Services Systems• Career Connections• Personal and Professional Skills

* Community Based Education as outlined by the NovaScotia Department of Education

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Art 12(Academic, 1 credit)

Recommended Prerequisite: Art 11

In Art 12, the student will have the opportunity to do in-depth work in selected areas of the program. Specializationis encouraged. Drawing and design, and art history are thetwo required components, with one additional componentto be chosen from painting, printmaking, or sculpture, andone from the optional list of Art 11. Quality of work, in ideasand final work is essential and expected. As in Art 11,students must be able to discuss their artwork in informalclass critiques.

Students are tested regularly and must complete one writtenassignment. Two sketchbook assignments are part of theevaluation and at least one trip to a local art gallery will bearranged.

Dance 11 (Academic, 1 credit)

Dance 11 is an introductory course in dance, focusing onthe personal growth of the student. Through extensivecreative work in dance movement, individually and ingroups, students will gain confidence as they explore andcommunicate ideas in a wide range of dance forms. Theemphasis is on the process of creating dance throughimprovisation, and presenting dance in various forms.

Dance 11 consists of four components: elements ofmovement, creation and composition, dance and society,and presentation and performance.

Meets Fine Art or Physical Education requirement

ART AND DANCE

The aims of the high school art program include developingvisual perception and awareness, skill and confidence inartistic endeavors, skill in using art materials and in solvingproblems in the visual arts, and developing anunderstanding of art, including the ability to analyze andinterpret art history.

Visual Art 10(Academic, 1 credit)

Art 10 concentrates on developing basic art skills and anunderstanding of the core content of drawing and design,painting, sculpture, color theory, and art history. Studentsalso work in two of the following optional units: mixed media,pottery, metal embossing, paper-mache. To help the studentsdevelop their understanding of concepts in art and to preparethem for future studies in art, drawing/design; art historyshould be related to every aspect of the year’s work.

Art 11 (Academic, 1 credit)

Recommended Prerequisite: ART 10

Art 11 continues the concentration on drawing and designand art history (including contemporary art) and furtherdevelops skill and ability in the other core components ofpainting, printmaking, and sculpture. Increased time issuggested for the optional units listed in Art 11 to enablestudents to acquire greater understanding of the processesinvolved. Students must be able to discuss their art work ininformal class critiques. Two sketchbook assignments willbe part of the evaluation in Art 11. At least one trip to a localart gallery will be arranged.

FAMILY STUDIES (CON'T) & FINE ARTS

Drama 11 (Academic, 1 credit)

Recommended Prerequisite: Drama 10, and/or audition/interview

Drama 11 builds on the learning experiences providedthrough the Drama 10 course and focuses on the students’personal development. Beginning with foundationexperiences to develop student confidence and capability,the course allows students to explore movement and speechand to combine these in a greater range of dramatic forms.Selected dramatic forms will be dealt with in depth forpresentation.

Drama 11 emphasizes the process of creating script andbringing script to production. Students will create originalscripts or theatre pieces from other texts, including script.Students will also explore script using improvisation andother dramatic forms both to understand the original textand to create new script for performance.

The course will also explore the elements of theatreproduction and the skills required for presentation orperformance. They will make and incorporate artistic choicesregarding design elements, particularly with regards tolighting and sound, stage movement and blocking, as wellas costume (within the limitations of material and equipmentat DHS). Available technology will be used to facilitate thecreation and production of a theatre piece.

Drama 12(Academic, 1 credit)

Recommended Prerequisite: Drama 11, and/or audition/interview

Drama 12 is an academic performance course that furtherexplores theatre as an art form from the concepts introducedin Drama 10 and 11. Drama 12 students will perform severaltimes for a variety of audiences from elementary schoolstudents to adults. They will all write, direct, and act in apiece of theatre. The course is characterized by studentleadership and choice in a variety of different projects.Theatre history, children's theatre, and sketch comedy areall theatrical forms which have been explored previously inDrama 12. Students will have the opportunity to be selfdirective in furthering their own learning experiences inDrama and Theatre studies.

DRAMA

Drama 10 (Academic, 1 credit)

Drama 10 is an introductory course in drama focusing onthe personal, intellectual, and social growth of the student.Through extensive work in improvisation, both in small andlarge groups, students gain confidence as they explore andcommunicate ideas, experiences, and feelings in a range ofdramatic forms, such as dramatic movement and mime,dramatization, choral speech, choric drama, group drama,and Readers Theatre.

Drama 10 comprises four components: foundation,movement, speech, and theatre:

• The foundation component, which focuses on thebuilding of student confidence and trust and thecreation of a supportive learning environment,introduces students to the essential elements ofmovement and speech.

• Experiences in movement and speech are extendedin the movement and speech components andcombined in the exploration of the various dramaticforms.

• Opportunities for students to share and present theirwork are provided throughout the course, just asaspects of theatre may be shared at various pointsin the course. The theatre component enablesstudents to bring together all of their learning indrama and theatre by developing a theatre piece orscript. The course recommends work in collectivecreation-the development of original scripts bystudents using research, discussion, andimprovisation.

Drama 10 provides a foundation for future course work indrama and theatre.

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MUSIC

The chief aim of the music program is to develop thestudent’s aesthetic response, musical discrimination, andunderstanding of as many as possible of those diverseelements embodied in the term “music”.

Although all music courses are open to all students, it shouldbe noted that certain skills–especially performance andperceptual skills–are cumulative. The music teacher and/orthe school administration should be consulted before thestudent enrolls in Music Instrumental Band 10 if the studenthas not been involved in the Junior High InstrumentalProgram.

Dartmouth High School has a strong reputation forexcellence and innovation in its music program. All stylesof music are embraced, with a wide variety of performancespresented, from classical chamber music to jazz to traditionalconcert band. Course work encompasses performance skills,music theory, history and composition. Students areencouraged to pursue their own particular interests.

Music Instrumental Band is available for traditional concertband instruments. Students who play piano, strings or otherinstruments need to consult with the Dartmouth High Musicteacher before registering to discuss the availability ofinstruction on these instruments.

Music Instrumental Band 10(Academic, 1 credit)

Recommended Prerequisite: Consultation with JuniorHigh Music teacher or Dartmouth High Music teacher

Music 10 comprises the following components:

• performance• technical requirements• repertoire study• performing in an ensemble

Theory• elementary to intermediate rudiments• all major scales, key signatures, signs and terms• ear-training exercises

Music Instrumental Guitar 10

(Academic, 1 credit)Recommended Prerequisite: There is no prerequisite forMusic Instrumental: Guitar 10; however, a basicunderstanding of strumming and chords, the ability toread tablature or standard notation, and some facilitywith playing by ear will be helpful. Students arerequired to provide a six-string acoustic guitar in goodplaying condition.

Music 10 Guitar comprises the following components:

Performance

• technical requirements• repertoire study• performing in an ensemble

Theory

• elementary rudiments• all major scales, key signatures, signs and terms• ear-training exercises

Music Instrumental Band 11(Academic, 1 credit)

Recommended Prerequisite: Music 10; Consultationwith Dartmouth High Music teacher

Music 11 comprises the following components:

Performance• continuation of Music 10

Theory• intermediate level rudiments• emphasis on writing music, learning basic skills• ear-training exercises

Music Instrumental Band 12(Academic, 1 credit)

Recommended Prerequisite: Music 11; Consultation withDartmouth High Music teacher

Music 12 comprises the following components:

Performance

• continuation of Music 11• performance opportunities for music students

Theory

• further studies• group projects

FRENCH IMMERSION

The goal of the French Immersion program is to develop instudents a high degree of proficiency in French. Subjectstaught in French parallel those offered in the regularprogram. The exclusive use of French in the immersionclassroom guarantees maintenance of language skills in adual track school. This will be closely monitored by teachers.

Early French Immersion begins at the primary level. LateFrench Immersion begins at grade 7. These two groups ofstudents continue together for grades 10, 11, and 12.

To be eligible for the immersion graduation certificate,students at the high school level must:

• take the French language arts course in Grades 10,11, and 12.

• take, each year, a minimum of two courses whoselanguage of instruction is French.

• complete a total of nine courses in which thelanguage of instruction is French. This represents50 percent of the number of credits required forgraduation. The program is not intended forgraduates of the Core French Program.

Students who are eligible to register are:

• those who have completed the junior high early orlate French Immersion program. (at least three years)

• students from a francophone school living withinthe boundaries of Dartmouth High School or PrinceAndrew High School.

• students from early or late immersion programselsewhere in Canada.

• other qualified students may be required to pass aFrench proficiency test.

The following pattern is strongly suggested in order thatour French Immersion students can minimize potentialcourse conflicts.

Grade 10 - Francais 10Sciences 10FBiologie 11FMode de Vie Actif 11

Grade 11 - Francais 11Biologie 12FHistoire du Canada 11F

Grade 12 - Francais 12Geographie Planetaire 12F

Qualified students who wish to enroll in individual courses,rather than the entire program, may do so dependent onclass sizes.

French Immersion Language ArtsThe French Immersion language arts program is designedto allow students to:

• communicate effectively in French.• explore alternate forms of expression and

representation.• read and appreciate a variety of literary forms.• respond personally and critically to a variety of texts.• value French language and culture, among others.• reflect on their experiences and learning.

The outcomes for French language arts are grouped intofour main components:

• valuing language and cultural diversity.• listening and speaking.• reading and viewing.• writing and other ways of representing.

Outcomes

As a result of their cumulative experiences within the FrenchImmersion language arts program, these students shouldbe able to:

• demonstrate a positive attitude towards the Frenchlanguage and towards Francophone communitiesin a national and international context.

• demonstrate an understanding of and a respect fora diversity of cultures

• demonstrate their understanding of a wide range oftexts, considering the situation and their individualneeds.

• communicate in a variety of situations to respond totheir individual needs.

• use appropriate strategies and techniques tofacilitate their listening, speaking, reading andwriting experiences.

Français Immersion 10(Academic, 1 credit)

This immersion course emphasizes using French for a varietyof purposes. Students are engaged in listening and speakingexperiences that require them to communicate informationand respond orally to a variety of texts, such asconversations, speeches, and improvisations. Reading andliterature include articles, poems, short stories, and novels.Students are engaged in written activities through whichthey present information and express their feelings aboutdifferent events and situations. The course also exploresother forms of viewing and representing.

FRENCH IMMERSION 19

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Français Immersion 11(Academic, 1 credit)

Recommended Prerequisite: Français Immersion 10

In the Grade 11 French Immersion course, students continueto listen and respond to a variety of texts and to communicateorally information on various topics. Students are involvedin such activities as improvisation and drama. Reading andliterature include articles, poems, short stories and novels.Writing activities include letters, short stories, reports andresearch papers. The course also explores other forms ofviewing and representing.

Français Immersion 12(Academic, 1 credit)

Recommended Prerequisite: Français Immersion 11

In Grade 12, students continue to develop their listeningand oral skills in French while engaged in a wide range ofactivities. Reading and literature include many forms andgenres, including articles, poetry, legends, short stories,novels and drama. Students write informative reports, andresearch papers. The course also explores other forms ofviewing and representing.

Histoire du Canada 11(Academic, 1 credit)

Please Note:Histoire du Canada is one of the two course optionsmade available to DHS students to fulfill the compulsoryCanadian History credit for graduation.

This course explores the social, political and economichistory of Canada. Canada’s place on the world stage andthe role of the Atlantic Provinces in Canadian events will beconsidered. Topics will include the contributions andhistory of Native people, immigrants African Canadians andwomen. Research and assignments will form an importantpart in meeting the outcomes of this course. Students willdevelop their historigraphical skills.

Géographie Planétaire 12(Academic, 1 credit)

This course, which focuses on global geography, exploresmajor themes that help us to understand the nature andorigins of complex humanity/environment relationships inthe contemporary world. Guided by the fundamental themesand skills of modern geography, students will pursue thisexploration through eight compulsory units: Our Fragile

Planet: A Geographical Perspective; Perilous Processes: OurPlanet at Risk; The Peopled Planet: Standing Room Only?;Feeding the Planet: Food for Thought; Global Resources:The Good Earth; Global Factory: For Whose Benefit?;Urbanization: A Mixed Blessing; and The Future Planet:Under New Management. By using geographic skills andtechniques, learning and applying a body of skills andtechniques, learning and applying a body of geographicknowledge, and developing their own planet managementawareness, students will become informed global geographystudents.

The process of becoming informed will enable students topropose reasonable answers to the question upon whichNova Scotia’s global studies courses are built. “How didthe world arrive at its current state at the close of thetwentieth century?”

Sciences 10(Academic, 1 credit)

The Sciences 10F course is designed for a multi-skills class.As an introduction to science, various types of science willbe explored through the curriculum and students will beintroduced to the scientific method.

Sciences 10F consists of four units of study:

Unit 1 Sustainability of Ecosystems – explores the natureof interactions among wild life, the flow ofnutrients and sustainability of ecosystems.

Unit 2 Chemical Reactions – explores the nature ofchemical reactions, classification of materials andvarious chemical properties.

Unit 3 Motion – explores methods of interpretation ofscientific variables and graphical analysis, inparticular as they apply to uniform motion.

Unit 4 Weather Dynamics – examines the influence ofheat and water on the climate and weather.

Each unit will be accompanied by laboratory explorationswhere lab safety is stressed. Students will be activelyinvolved with the social and technological aspects ofscience. As a resource, each student will have the use ofthe Sciences 10F textbook and teacher generated materials.

Evaluation components typically include minor tests, majortests, assignments, labs, homework, projects and a finalexamination.

Biologie 11(Academic, 1 credit)

Recommended Prerequisite: Sciences 10

Biologie 11 and Biologie 12 emphasize the science themes:change, diversity, energy, equilibrium, matter, and systems.These themes allow teachers to show students theconnections within the science program and how individualsections of the program relate to the big ideas in science.

Biologie 11 consists of the following:

• an introduction to the cell as a basic unit of life, andthe exploration of the diversity of organisms in thebiosphere and the unity among living things byorganizational systems.

• an examination of those systems responsible forexchanging energy and matter with the environment,in addition to interacting with pathogenic organisms.The human organism is used as a principal modelfor this unit.

• an examination of the characteristics ofrepresentative ecosystems and the interaction oforganisms that mediate the flow of energy and matterthrough those ecosystems. This unit also exploreshow organisms change to fill available niches.

Evaluation components typically include tests, assignments,labs, homework, projects and a final examination.

Biologie 12(Academic, 1 credit)

Biologie 12 consists of four units of study:

Unit 1 Introduces cells as specialized biochemical unitsthat process various organic compounds. Thehuman organism is used as the principal model ina detailed examination of the chemical andelectrical systems that regulate change to maintainequilibria.

Unit 2 Uses the human organism as the principal modelfor a detailed examination of how genetic,hormonal, and environmental factors causechange during the reproduction and developmentof organisms.

Unit 3 Explores chromosomes, genes, and DNA and theirresponsibility for diversity and change in livingsystems. This topic is examined in detail over awide range of organizational levels from molecularto organism.

Unit 4 Explores equilibrium and change in populationgene pools and the consequences of such change

at the community, systems, and species level. Thetheory of evolution is included in this unit.

Evaluation components typically include tests, assignments,labs, homework, projects and a final examination.

Mode de Vie Actif 11(Open, 1 credit)

Please Note:Mode de Vie Actif 11 fulfills the Physical Educationrequirement for graduation.

La composante active du cours est conçue afin d’offrirauxélèves des occasions de vivre des expériences requérant del’activité et qui les engagent dans diverses formes d’activitésphysiques traditionnelles et non traditionnelles.

La composante théorique du cours permettra aux élèvesd’accroître leurs connaissances en ce qui concerne unealimentation saine, la prévention des blessures, la santémentale et émotionnelle, ainsi qu’une sensibilisationrelativement aux dangers des substances qui créent unedépendance en mettant en valeur le lien entre un mode devie sain et l’activité physique.

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LANGUAGES

Core French

The aim of second language teaching is to develop thelearner’s ability to communicate effectively in French. At alllevels, the focus is on a multidimensional curriculum thatintegrates communicative, experiential, culture, generallanguage education, and language components.

To be successful, second language learning must be relevantto the learner. Teaching materials that explore all domains ofstudents’ experiences are included in the curriculum. Theseinclude social, physical, leisure, civic, and intellectualdomains.

Culture and general language education are integrated intoevery unit. Through this general language educationcomponent, students develop an awareness of language,culture, and language-learning strategies. Languagebecomes progressively more complex. It is selectedaccording to the language needs of learners in relation toexperiences and activities and is presented and practiced incontext.

Learners are exposed to a variety of proficient languagemodels, and French is the language of the classroom.

OutcomesAs a result of their cumulative experiences in the CoreFrench program, by the end of grade 12 students willhave achieved the following outcomes:

Communication:Students will be able to communicate effectively inFrench and to interact appropriately in a variety ofsituations related to their interests and needs.

General Language Education:Students will be able to choose and use strategies thathelp both with communication in French and with theirgeneral education.

Culture:Students will be able to demonstrate an appreciation ofFrancophone cultures as well as an appreciation andunderstanding of Canada’s multicultural context.

Language:Students will be able to use certain language items incontext to facilitate communication in French in a varietyof situations.

French 10, 11, and 12(Academic, 1 credit each )

The senior high French program develops comprehension,communication, and interaction skills and strategies throughexperiential teaching materials that incorporate a variety ofauthentic documents. Topics, tasks, and final projects arealigned with students’ experiences and interests. Oral classpresentations are an important part of classroom activitiesand evaluation. Areas studied include the future, careerplans, the media, the arts, social and technological trends,as well as Francophone cultures and multiculturalism.

German 10(Academic, 1 credit)

The German program offered to senior high school studentsis designed to lead to proficiency in the language processesof listening, speaking, reading and writing. It also offersstudents the opportunity to learn the fundamentals ofGerman grammar and to acquire some familiarity with Germanculture. German videos and songs also contribute to thelearning of authentic material.

German 10 offers basic vocabulary and structures with someexpansion to permit more interesting content. Core materialsare presented in simple dialogues that gradually familiarizestudents with more complex material. Listeningcomprehension, reading and writing are also introduced atthis level.

Vocabulary and structures are presented in familiarsituations. Program materials provide a range of highfrequency vocabulary and expressions in the context ofdialogues. After students have practiced these, they makeobservations about structures they have used. Studentsare encouraged to learn how the elements of the languagerelate to each other. Videos, games, and role playingcontribute to the overall enjoyment of learning a foreignlanguage.

Spanish 10(Academic, 1 credit)

In Spanish 10, students learn to understand andcommunicate in Spanish with a minimum of grammar. Theyspend much time acquiring vocubulary and practicingessential language patterns.

23MATHEMATICS

MATHEMATICS

The mathematics courses taken and the level of achievementin those courses are important factors in gaining success inhigh school. This is true for both university and non-university bound students.

Students and parents should take care in choosing themathematics courses that meet students’ interests andabilities, along with career and educational plans.

Students should be aware of the spiral nature of themathematics curriculum in which ideas are introduced earlyand extended through periodic reviews that consider themin greater depth.

Grade 10 Math Options

Math 10 is an academic course designed for those who planto enter into fields requiring further post-secondary studyof mathematics. Examples include, but are not limited to, thesciences, engineering, and business administration atuniversity, college, or private institutions. Math foundations10 is designed for students who want to maintain a highstandard of mathematics but who do not intend to enterpost-secondary programs that require academic math as aprerequisite. It is important to note that students may stillbe able to enter many university programs such as Arts, aswell as the majority of community college programs withoutacademic level math. Please check with institutions or yourguidance counsellor to obtain accurate information onentrance requirements. Most of the curriculum outcomesdesignated for Math Foundations 10 are the same as thosedesignated for Math 10. The significant difference betweenthe two courses lies in the levels of performance expectedin regard to some outcomes.

Math 10 Essentials is designed for students who do notintend to pursue post-secondary study or who plan to enterprograms which do not have any math prerequisite.

Grade 11 and 12 Options

As students enter grade 11, some will continue their studiesworking on courses at the graduation level, MathFoundations 11 and Math Foundations 12. Students comingfrom Math 10 will make a choice between academic andadvanced courses.

Advanced or Academic?

Students working in advanced courses will typically havebeen very successful in prior math courses and will remainsuccessful because of their level of understanding ofprevious experiences, their willingness and ability to workin the abstract, and their work ethic.

Extensions in their study should include:

♦ more challenging open-minded problem solvingwhere solutions can be taken beyond the expectedto a higher level of awareness and abstraction

♦ more problems that combine more concepts, bringtogether more skills and procedures into onecontext.

♦ greater facility with and more need for algebraicmanipulation

♦ more opportunity to make conjectures, followed byproof

♦ more experience dealing with logic, and deductivereasoning

♦ more opportunity for reading and independentresearch, for the purpose of obtaining more depthand breadth, instilling a more positive attitudetowards and valuing mathematics

Pre-Calculus and Calculus 12

Pre-Calculus Math 12 prepares students for university studyin Calculus and is required for future study in fields such asengineering, forestry, physical science, computer science,engineering technologies, pharmacy, veterinary medicine,medicine, dentistry, and economics.

It is highly recommended that students considering furtherstudy in the area of science, engineering and mathematicstake Calculus 12.

In addition, studies in the social sciences area (e.g.psychology, sociology) include basic statistics that requireknowledge of Grade 11 and 12 academic math

Grade 10 Mathematics Courses

Math Essentials 10(Graduation, 1 credit)

Prerequisite: Successful completion of MathematicsGrade 8 and recommendation from the MathematicsGrade 9 teacher and counsellor.

The typical pathway for students who successfullycomplete Math Essentials 10 is Math Essentials 11. Thesetwo courses will provide successful students with two mathcredits as required for graduation. Math 10 Essentials willexplore the following subject areas:

Mental Math

♦ doubling and relating facts♦ adding facts♦ percent♦ multiplying and dividing by 10, 100, and 1000

Working and Earning

♦ finding a job♦ salary♦ hourly and overtime rate♦ commission

Deductions and Expenses

♦ deductions♦ living expenses♦ comparing expenses♦ purchasing power

Paying Taxes

♦ provincial and federal sales tax♦ other forms of taxation

Making Purchases

♦ making change♦ getting back fewer coins♦ taxes and total cost♦ discounts and sale prices♦ sales prices, taxes, and total cost

Buying Decisions

♦ the best buy♦ incentives to buy♦ cross-border shopping♦ buying decisions

Probability

♦ making predictions and decisions♦ probability experiments♦ simulations

Measuring and Estimating

♦ the metric and imperial systems♦ measuring lengths♦ estimatingTransformation and Design♦ geometric aspects of design♦ investigating design using technology♦ designing a logo♦ tiling a plane♦ designs involving tiling patterns

Buying a Car

♦ a driver’s license♦ owning and operating costs♦ the costs of irresponsible driving

Suggested Mathematics Course Sequence

Advanced Math 10 Advanced Math 11 Advanced Math 12 Pre-Calculus Math 12 Calculus 12

Academic Math 10 Math 11 Math 12

Graduation Math 10 Foundations Math 11 Foundations Math For The Workshop 12

Math 10 Essentials Math 11 Essentials Math 12 Foundations

Please note the following concerning Academic and Advanced Mathematics Courses1) Mathematics 10 is the pre-requisite for (a) Math 11 and/or Math 12

(b) Advanced Math 11 and/or Advanced Math 12

3) The recommended route to successfully complete Calculus 12 is as follows:

Math 10 Adv Math 11 Adv Math 12 Pre-Cal 12 Calculus 12

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Mathematics Foundations 10(Graduation, 1 credit)

Prerequisite: Successful completion of Grade 9Mathematics

Mathematics Foundations 10 will explore the followingsubject areas:

Data Management

♦ designing and conducting experiments♦ interpreting displays of data♦ studying distributions♦ examining scatter plots and trends

Networks and Matrices (Optional)

♦ translating between networks and matrices♦ understanding multiplication of matrices and powers

of matrices

Patterns and Equations

♦ representing patterns♦ developing equations from patterns♦ solving linear and quadratic equations♦ manipulating polynomials

Modeling and Functions

♦ interpreting and constructing graphs♦ exploring functions♦ modeling linear and non-linear regression

Trigonometry

♦ solving problems in similarity and right triangles,vectors, and bearings

♦ understanding the Pythagorean Theorem and testingits proofs

♦ applying right triangle trigonometry

Geometry of Packaging

♦ developing and applying perimeter, area, surfacearea, and volume

♦ discovering relationships between fixed perimetersand area and between fixed volumes and surfaceareas

♦ applying inductive reasoning

Mathematics 10(Academic, 1 credit)

Prerequisite: Successful completion of Grade 9 Mathand good to excellent performance in relation to thecurriculum outcomes prescribed for Grade 9 Math.

Mathematics 10 will explore the following subject areas:

Data Management

♦ designing and conducting experiments♦ interpreting displays of data♦ studying distributions, normal curve, and standard

deviation♦ examine scatter plots and trends

Networks and Matrices (Optional)

♦ translating between networks and matrices♦ understanding multiplication of matrices and powers

of matrices

Patterns and Equations

♦ manipulating polynomials♦ representing patterns♦ developing equations from patterns♦ solving equations (linear, quadratic, exponential,

simple radical and absolute value)

Modeling and Functions

♦ interpreting and constructing graphs♦ developing functions and function notation♦ understanding transformations of the quadratic and

absolute value functions♦ modeling linear and non-linear regression

Trigonometry

♦ solving problems in similarity and right triangles,vectors, and bearings

♦ understanding the Pythagorean Theorem and testingits proofs

♦ applying right triangle trigonometry

Geometry of Packaging

♦ developing and applying perimeter, area, surfacearea, and volume

♦ discovering relationships between fixed perimetersand area and between fixed volumes and surfaceareas

♦ applying inductive reasoning and developingarguments

Linear Programming

♦ interpreting and writing constraints♦ representing constraints algebraically as inequalities

and with graphs♦ solving systems of equations♦ solving linear programming problems using graphs

Grade 11 Mathematics Courses

Mathematics Essentials 11(Graduation, 1 credit)

Prerequisite: Completion of Math Essentials 10

The typical pathway for students who successfullycomplete Math Essentials 10 is Math Essentials 11. Thesetwo courses will provide successful students with two mathcredits as required for graduation.

Math Essentials 11 will explore the following subject areas:

Mental Math

♦ multiplication and division facts♦ adding and subtracting common fractions associated

with measurement♦ percent

Data Graphs

♦ interpreting graphs♦ constructing graphs♦ constructing and interpreting graphs

Collecting and Organizing Data

♦ sampling techniques♦ statistics in the media♦ organizing and interpreting data

Renting an Apartment

♦ availability of apartments♦ renting an apartment♦ rights and responsibilities of landlords and tenants♦ monthly apartment costs

Buying a Home

♦ looking for a home♦ buying a home♦ the costs of maintaining a home

Household Budgets

♦ affordable housing♦ components of a household budget♦ monthly budget♦ changing one item in a budget

Investing Money

♦ types of investments♦ Registered Retirement Savings Plans

Measurement and 2-D Design

♦ the Pythagorean Theorem♦ calculating perimeter and area♦ estimating perimeter and area♦ enlargements♦ scale drawings

Measurement and 3-D Design

♦ rectangular prisms♦ cylinders♦ 3-D drawings♦ scale models

Borrowing Money

♦ credit cards♦ delaying payments on credit card purchases♦ short-term borrowing♦ repaying loans

Taking a Trip

♦ planning a car trip♦ other modes of travel♦ reading schedules♦ traveling around

Mathematics Foundations 11(Graduation, 1 credit)

Prerequisite: Successful completion of MathematicsFoundations 10 or Mathematics 10

Mathematics Foundations 11 will explore the followingsubject areas:

Making Choices-Linear Programming:

♦ solving systems of linear equations using graphsand algebraic methods

♦ finding constraints with equations and graphs♦ using linear programming to find the optimal solution

to a problem

Independent Study:

♦ research, present and learn mathematicsindependently.

Decision Making in Consumer Situations:

♦ income, deductions and taxes♦ budgets and financial planning♦ costs of credit and transportation♦ simple and compound interest♦ developing and applying decision-making charts

Statistics:

♦ sampling, bias variability♦ exploring distributions♦ displaying and interpreting data♦ using normal curve, mean and standard deviation

Trigonometry:

♦ exploring areas of triangles♦ applying law of sines and cosines

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Mathematics 11(Academic, 1 credit)

Prerequisite: Successful completion of Mathematics 10.

Note:In some exceptional cases, those who havedemonstrated very good to outstanding performance inrelation to the curriculum outcomes for MathFoundations 10, have demonstrated initiative, and arerecommended by the school principal and/or teachermay enroll in Mathematics 11

Mathematics 11 will explore the following subject areas:

The Algebra of 3-Space:

♦ planes and three dimensions♦ solving systems of equations♦ relating the algebra and geometry♦ exploring the properties of matrices♦ using matrices to solve systems♦ system applications

Independent Study:

♦ students will research, present and learnmathematics independently

Trigonometry:

♦ periodic, sinusoidal functions♦ graphs of trigonometric functions and

transformations♦ exploring the unit circle and special rotations and

relationships♦ solving trigonometric equations♦ discovering and using identities♦ area formulas, law of sines and cosines

Statistics:

♦ descriptive statistics♦ inferential statistics♦ sampling distributions

Advanced Mathematics 11(Advanced, 1 credit)

Prerequisite: Successful completion of Mathematics 10and outstanding performance in relation to thecurriculum outcomes prescribed for Mathematics 10

Advanced Mathematics 11 will explore the following subjectareas:

The Algebra of 3-Space:

♦ visualize planes and three dimensions♦ finding equations of planes in 3-space♦ solving systems of equations♦ relating systems of equations

♦ relating the algebra and geometry♦ exploring and deriving the properties of matrices♦ using matrices to solve systems♦ system applications

Independent Study:

♦ students will research, present and learn mathematicsindependently

Trigonometry:

♦ periodic, sinusoidal functions♦ graphs of trigonometric functions and

transformations♦ exploring the unit circle and special rotations and

relationships♦ solving trigonometric equations♦ discovering and using identities♦ exploring radian measure relationships♦ sinusoidal regression♦ deriving and applying area formulas, law of sines

and cosines

Statistics:

♦ descriptive statistics♦ inferential statistics♦ sampling distributions♦ binomial experiments

Grade 12 Mathematics Courses

Math For The Workshop 12(Graduation, 1 credit)

This course provides a three-year course option for studentswho have earned the following credits: Math Foundations10, and Math Foundations 11, or Math Essentials 10 andMath Essentials 11

.Math for the Workplace 12 is designed for students lookingfor a course that will support their transition to NSCCprograms that require a High School Graduation Diploma asdistinct from specific math credits. This course will worktoward improving the students' mathematical knowledgebase, and most aspects of the course will be directly relatedto math that is needed in areas such as:

carpentry auto mechanics

cosmetology electronic technology

welding refrigeration

forestry masonry

electrical plumbing

This course will be modular and project-oriented to reflectthe type of learning that will occur when students move onto NSCC.The following is an outline of the course:

Module 1: Measurement

Module 2: Math in the Workplace Investigation

Module 3: Ratio, Rate, And Proportions

Module 4: Major Project

Please note: This course is can be used as an elective oras one of the two others from the "Math, Science orTechnology" Requirement. It can not count as a secondmath credit.

Mathematics Foundations 12(Graduation, 1 credit)

Prerequisite: Successful completion of MathematicsFoundations 10 or Mathematics 10.

Recommended Prerequisite: Successful completion ofMathematics Foundations 11 or Mathematics 11

Math Foundations 12 will explore the following subjectareas:

Sequences (Patterning):

♦ explore and develop understanding for three kindsof sequences —arithmetic, power and geometric

Quadratics:

♦ explore the pattern and properties♦ explore the graphs♦ solving the quadratic in applications

Exponential Growth:

♦ explore the pattern and properties♦ explore the graphs♦ applying exponential relationships (Compound

interest)♦ some properties of exponents

Circle Geometry:

♦ synthetic approach♦ properties and relationship theorems♦ distance and midpoint♦ informal proof♦ inductive and deductive thinking

Probability:

♦ fundamental principle of counting♦ tree and area diagrams♦ simulations♦ distinguish between permutations and combinations♦ understand factorial notation♦ combine permutations and probability

Mathematics 12(Academic, 1 credit)

Prerequisite: Successful completion of Mathematics 10Recommended Prerequisite: Successful completion ofMathematics 11

Mathematics 12 will explore the following subject areas:

Quadratics:

♦ quadratics as a power sequence♦ modeling and exploring patterns♦ determining the equation♦ exploring the graphs♦ developing the quadratic formula♦ solving for, and exploring, the roots

Rate of Change: (Optional)

♦ developing the concept♦ average rate of change♦ connect to quadratic♦ slope of the tangent line♦ instantaneous rate of change♦ estimate and calculate slopes at different points on

the curve

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Exponential Growth:

♦ modeling and patterns♦ recursiveness♦ properties and characteristics♦ explore graphs♦ instantaneous rate of change♦ transformations (advanced)♦ solve♦ exponential / log relationships♦ properties of logs

Circle Geometry:

♦ apply properties of circles♦ istance and midpoint♦ proof♦ properties and relationship theorems♦ algebra of the circle and ellipse (optional)♦ apply transformations (optional)

Probability:

♦ fundamental principle of counting♦ tree and area diagrams♦ conditional probabilities♦ simulations♦ distinguish between permutations and combinations♦ understand factorial notation♦ combine permutations, combinations and probability♦ Pascal’s Triangle and combinations♦ binomial expansion and distributions (optional)

Advanced Mathematics 12(Advanced, 1 credit)

Prerequisite: Successful completion of Math 10 anddemonstrated outstanding performance in relation tothe curriculum outcomes prescribed by Math 10Recommended Prerequisite: Successful completion ofAdvanced Mathematics 11

Advanced Math 12 will explore the following subject areas:

Quadratics:

♦ quadratics as a power sequence♦ modeling and exploring patterns♦ determining the equation♦ exploring the graphs♦ developing the quadratic formula♦ solving for the roots♦ exploring the nature of the roots

Rate of Change: (Optional)

♦ developing the concept♦ average rate of change♦ connect to quadratic

♦ slope of the tangent line♦ instantaneous rate of change♦ estimate and calculate slopes at different points on

the curve

Exponential Growth:

♦ modeling and patterns♦ ecursiveness♦ properties and characteristics♦ explore graphs♦ instantaneous rate of change♦ transformations (advanced)♦ solve♦ exponential / log relationships♦ properties of logs

Circle Geometry:

♦ inductive to deductive♦ distance and midpoint♦ proof♦ properties and relationship theorems♦ algebra of the circle and ellipse♦ apply transformations

Probability:

♦ fundamental principle of counting♦ tree and area diagrams♦ conditional probabilities♦ simulations♦ distinguish between permutations and combinations♦ understand factorial notation♦ combine permutations, combinations and probability♦ Pascal’s Triangle and combinations♦ binomial expansion and distributions

Pre-Calculus Mathematics 12(Advanced, 1 credit)

Prerequisites: Successful completion of AdvancedMathematics 11, and Advanced Mathematics 12 orsuccessful completion of Math 11and Math 12 anddemonstrated very good to outstanding performance inrelation to the curriculum outcomes prescribed for Math11 and Math 12

Pre-Calculus Math 12 will explore the following subject areas:

Sequences and Series

♦ recursive relations♦ series and sequence notation♦ developing and applying algorithms and formula♦ for series and sequences♦ concept of a limit♦ convergence and divergence applications of limit

♦ to series, area under the curve, and rate of change♦ proof by mathematical induction

Developing and Applying the Function Toolkit

♦ combinations and compositions of functions♦ polynomial equations and inequalities—patterns anδ

graphs♦ slopes and rate of change♦ rate of change in terms of limits♦ the derivative♦ graphs of slope functions♦ roots of polynomial equations♦ solving polynomial inequalities♦ max/min, critical values for sketching♦ developing the power rule♦ modeling with polynomial functions♦ modeling and examining rational functions♦ solving rational equations and operating on rational

expressions♦ exploring irrational, and absolute value functions♦ continuity, limits, and piecewise functions♦ modeling with exponential / logarithmic functions♦ developing ‘e’ and ‘ln’

Trigonometry

♦ using radians with sine X and cosine X♦ tangent function♦ reciprocal trigonometric functions♦ combinations of trigonometric functions♦ developing and applying the general rotational matrix♦ trigonometric identities, and equations♦ inverse trigonometric relations

Complex Numbers

♦ complex numbers - rectangular form♦ operations and graphs with complex numbers♦ polar coordinated♦ rectangular to polar form♦ operations in polar form♦ develop and apply De Moivre’s Theorem with

respect to powers

Calculus 12(Academic, 1 credit)

Prerequisite: Successful completion of Pre-CalculusMathematics 12

Note:This course is designed for students who are going tocontinue their studies in science and mathematics atthe university level.

Calculus 12 will explore the following:

Limits and Continuity

♦ rates of change and limits♦ continuity♦ rates of change and tangent lines

Derivatives

♦ derivative of a function♦ differentiability♦ rules for differentiation♦ velocity and other rates of change♦ derivative of trigonometric functions♦ chain rule♦ implicit differentiation♦ derivatives of exponential and logarithmic functions

Applications of Derivatives

♦ extreme values of functions♦ mean value theorem♦ connecting f and f ’ with the graph of f♦ modeling and optimization♦ linearization and Newton’s method♦ related rates

The Definite Integral

♦ estimating with finite sums♦ definite integrals♦ definite integrals and antiderivatives♦ fundamental theorem of calculus♦ trapezoidal rule

Differential Equations and Mathematical Modeling

♦ antiderivatives and slope fields (omit slope fields)♦ integration by substitution♦ integration by parts♦ exponential growth and decay♦ population growth

Application of Definite Integrals

♦ integral as a net change♦ areas in the plane♦ volumes♦ lengths of curves♦ applications from science and statistics

L’Hopital’s Rule

♦ l’Hopital’s rule

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Physical Education 12(Open, 1 credit)

This physical education course concentrates on fitnessopportunities, outdoor pursuits, and individual and dualgames. Many opportunities should be offered to learn andpractise leadership skills.

Physical Education: Yoga 11(Open, 1 credit)

Yoga 11 will introduce students to various styles andcharacteristics of yoga. It is an expectation that studentswill develop a lifelong personal practice of yoga for personalfitness and recreation. Students will be participating in avariety of activities that will include both physical practiceand classroom theory. The physical practice of yoga willinclude learning, developing, and practicing skills thatinvolve strength, flexibility, endurance, balance, poise,regulation of energy, and mental focus, all of which can beapplied to other physical activities. Classroom sessionseducate students about the relationship between nutritionand fitness, the history and philosophy of yoga includingvalues of non-violence, ethics, honesty and respect in thecontext of challenging physical activity.

This course is a specialized variant of Physical Education11 that is open to students from grade 11 and 12. It meetsthe requirements for a physical education credit. If thenumber of classes offered must be restricted, Grade 11students will have priority for enrolment.

Phys Ed Leadership 12(Aacademic, 1 credit)

Leadership 12 is a lifetime rewarding experience for anystudent who enrolls in this course. It will provide a varietyof leadership skill development activities and programs thatwill be challenging. Students will plan, work, and help peoplein community programs such as volunteering at foodshelters and day care centers, teaching elementary schooldaily physical activity sessions, assisting special needsstudents, and running intramural programs.

Students will learn decision-making, problem solving, andcommunication skills. They will teach class practicals,organize outdoor activities, and base camps for our Grade10 students. Students will be involved in school spiritactivities, group dynamics, and team building to developpositive social skills. Evaluation will be based onassignments, projects, and ongoing tasks that are assignedthroughout the course.

PHYSICAL EDUCATION

Every student is now required to have one physicaleducation credit in order to graduate. The credit can comefrom one of the courses listed on this page or Dance 11.

Physical Education 10(Open, 1 credit)

This course will provide students with a variety o fitnessand sport experiences to enhance their understanding ofpersonal fitness and growth. Physical Education 10includes some theory components, coupled withpredominantly active experiences whereby students willhave the opportunity to participate in a variety of indoorand outdoor fitness, sport, and recreational experiences.The emphasis of the curriculum is to provide students withexperiences that require them to take and reflect on theirpersonal responsibility for active, healthy living now andthroughout life.

The course is divided into four modules; Outdoor Pursuits,Exercise Science, Personal Fitness, and Leadership.

Physically Active Living 11(Open, 1 credit)

This full-credit course is designed to engage students in awide range of physically active experiences, with an overalltheme of exploring options and opportunities for beingactive for life, both in school and in their community.Physically Active Living 11 encompasses both an activityand a theory component, with an emphasis on engagementin physical activity.

The activity component of the course is designed toprovide opportunities for students in active experiencesthat engage youth in traditional and non-traditional formsof physical activity.

The theory component of the course will enhance studentunderstanding of healthy eating, injury prevention, mentaland emotional health, and addiction prevention highlightingthe connection between healthy living and being physicallyactive.

Physical Education 11(Open, 1 credit)

This physical education course places greater emphasison lifetime recreation activities, with a balance betweenindoor and outdoor activities. Physical fitness and thedevelopment of leadership skills continue as priorities.

PHYSICAL EDUCATION

SCIENCES

Please Note:

Those students planning to study science or a science-related program after high school must include at leasttwo of the following courses at the Grade 12 level:Physics, Chemistry, or Biology.Physics and Chemistry are often necessary for post-high school study in medicine, dentistry, forestry,veterinary medicine, health–related fields,engineering, and various technologies. In addition,Physics is often required for study in the electronicsfield. Biology is recommended for health–related fields.

Science 10(Academic, 1 credit)

The Science 10 course is designed for a multi-skills class.As an introduction to science, various types of science willbe explored through the curriculum and students will beintroduced to the scientific method. Science 10 consists offour units of study:

Unit 1 Sustainability of Ecosystems - explores the natureof interactions among wild life, the flow ofnutrients and sustainability of ecosystems.

Unit 2 Chemical Reactions - explores the nature ofchemical reactions, classification of materials andvarious chemical properties.

Unit 3 Motion - explores methods of interpretation ofscientific variables and graphical analysis, inparticular as they apply to uniform motion.

Unit 4 Weather Dynamics - examines the influence ofheat and water on the climate and weather.

Each unit will be accompanied by laboratory explorationswhere lab safety is stressed. Students will be activelyinvolved with the social and technological aspects ofscience. As a resource each student shall have the use ofthe Science 10 textbook and teacher generated materials.

Evaluation components typically include minor tests, majortests, assignments, labs, homework, projects and a finalexamination.

Oceans 11(Academic, 1 credit)

Oceans 11 offers students the opportunity to exploreaspects of global and local oceanography and current ocean-related issues. The course is designed to be flexible andmeet the needs and interests of Nova Scotian students byconnecting the study of oceanography with local economic

SCIENCES

and community interests. One of the priorities of the courseis to increase students’ knowledge of emerging neweconomies and opportunities in such areas as aquacultureand oceans management, which offer new careeropportunities.

Oceans 11 consist of four modules. Successful completionof four modules is required to earn one science credit.

Module I Oceans-Structure and Motion

Module II The Marine Biome

The remaining two modules are selected, based on schooland community interest, from:

Module III Aquaculture-Farming the Oceans

Module IV The Fisheries Resource

Module V Our Coastal Zones-Managing Their Use

Module VI Ocean Industries

Module VII Coastal Navigation

Evaluation components typically include tests, assignments,labs, homework, projects and a final examination.

Biology 11 (Academic, 1 credit)

Biology 11 and Biology 12 emphasize the science themes:change, diversity, energy, equilibrium, matter, and systems.These themes allow teachers to show students theconnections within the science program and how individualsections of the program relate to the big ideas in science.

Biology 11 consists of the following:

• an introduction to the cell as a basic unit of life, andthe exploration of the diversity of organisms in thebiosphere and the unity among living things byorganizational systems.

• an examination of those systems responsible forexchanging energy and matter with the environment,in addition to interacting with pathogenic organisms.The human organism is used as a principal modelfor this unit.

• an examination of the characteristics ofrepresentative ecosystems and the interaction oforganisms that mediate the flow of energy and matterthrough those ecosystems. This unit also exploreshow organisms change to fill available niches.

Evaluation components typically include tests, assignments,labs, homework, projects and a final examination.

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Biology 12(Academic, 1 credit)

Recommended prerequisite: Biology 11

Biology 12 consists of four units of study:

Unit 1 Introduces cells as specialized biochemical unitsthat process various organic compounds. Thehuman organism is used as the principal model ina detailed examination of the chemical andelectrical systems that regulate change to maintainequilibria.

Unit 2 Uses the human organism as the principal modelfor a detailed examination of how genetic,hormonal, and environmental factors causechange during the reproduction and developmentof organisms.

Unit 3 Eexplores chromosomes, genes, and DNA andtheir responsibility for diversity and change inliving systems. This topic is examined in detailover a wide range of organizational levels frommolecular to organism.

Unit 4 Explores equilibrium and change in populationgene pools and the consequences of such changeat the community, systems, and species level. Thetheory of evolution is included in this unit.

Evaluation components typically include tests, assignments,labs, homework, projects and a final examination.

Advanced Biology 12(Advanced, 1 credit)

Recommended prerequisites:Superior achievement inBiology 11

Students enrolled in this course will have multipleopportunities for independent study of topics in depth,making special efforts to relate the ideas and processes ofbiological sciences to those of the physical sciences andthe mathematical disciplines. It is mandatory for students inAdvanced Biology 12 to complete a significant independentresearch project that relies, for the most part, uponexperimental investigations.

Evaluation components typically include tests, assignments,labs, homework, projects and a final examination.

Chemistry 11(Academic, 1 credit)

Recommended prerequisites: Science 10 andMathematics 10Chemistry 11 consists of four units of study:

Unit 1 Investigates the changes in matter and energythat occur during chemical reactions by examiningtheir properties, identifying patterns andanalysing changes

Unit 2 Explores the quantitative relationships in chemicalreactions and provides opportunities for studentsto predict masses of substances reacted orproduced as a chemical change

Unit 3 Extends models of atoms to models of bonding toexamine how the properties of matter and thetheories of matter are related.

Unit 4 Investigates organic compounds and comparesorganic compounds to inorganic matter. Organicreactions in living and non-living systems are alsoinvestigated.

Evaluation components typically include minor tests, majortests, assignments, labs, homework, projects and a finalexamination.

Advanced Chemistry 11(Advanced, 1 credit)

Recommended prerequisites: Superior achievement inScience 10 , and Mathematics 10

Advanced Chemistry 11 takes an investigative approach tostudying chemistry. Students are expected to engage inopportunities to develop major concepts in chemistry andto demonstrate and apply these concepts in new and novelcontexts. The content topics for this course should parallelthe Chemistry 11 course but should provide for greaterdepth of treatment.

Evaluation components typically include minor tests, majortests, assignments, labs, homework, projects and a finalexamination.

Chemistry 12(Academic, 1 credit)

Recommended prerequisites: Chemistry 11 andacademic/advanced grade 11/12 Mathematics

Chemistry 12 consists of four units of study:

Unit 1 Explores how heat, a form of energy, is absorbedor released in chemical reactions. Changes inphysical and nuclear systems are explored forcomparison.

Unit 2 Explains that few chemical reactions proceed inone step and in one direction. Students investigatefactors affecting the rate of reactions and theproperties of chemical systems at equilibrium.

Unit 3 Deals with solutions, concentration and the detailsof acid / base solutions and reactions. Conceptssuch as pH and titration are included.

Unit 4 Examines electrochemical systems, analysesoxidation-reduction systems and quantifies thematter and energy involved.

Evaluation components typically include minor tests, majortests, assignments, labs, homework, projects and a finalexamination.

Advanced Chemistry 12(Advanced, 1 credit)

Recommended prerequisites: Advanced Chemistry 11and Academic/advanced grade 11/12 Mathematics

Advanced Chemistry 12 is a continuation of AdvancedChemistry 11. Students will study each topic covered in theChemistry 12 course in more depth. The students will alsocomplete an independent project that relies, for the mostpart, on experimental investigations.

Evaluation components typically include minor tests, majortests, assignments, labs, homework, projects and a finalexamination.

Physics 11(Academic, 1 credit)

Recommended prerequisites: Science 10 andMathematics 10

Physics 11 consists of the following topics:

• Introduction: scientific notation, significant figures,dimensional analysis

• Kinematics: vectors, motion, velocity, accelerationproblems and graphing

• Dynamics: forces, Newton’s laws, friction• Energy, Work and Power• Momentum: one-dimensional collisions• Waves: mechanical, electromagnetic, sound and light

Evaluation components typically include minor tests, majortests, assignments, labs, homework, projects and a finalexamination.

Advanced Physics 11(Advanced, 1 credit)

Recommended prerequisites: Superior achievement inScience 10 and Mathematics 10

Advanced Physics 11 consists of the following topics:

• Introduction: scientific notation, significant figures,dimensional analysis

• Kinematics: vectors, motion, velocity, accelerationproblems and graphing

• Dynamics: forces, Newton’s laws, friction• Energy, Work and Power• Momentum: one-dimensional collisions• Waves: mechanical, electromagnetic, sound and light

Advanced Physics 11 covers the same topics as Physics11, but deals with the topics in more depth and includes amajor research project.

Evaluation components typically include minor tests, majortests, assignments, labs, homework, projects and a finalexamination.

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Physics 12

(Academic, 1 credit)Recommended prerequisites: Physics 11 or AdvancedPhysics 11, academic/advanced grade 11/12Mathematics

Physics 12 consists of the following topics:

• Force, motion, work and energy• Fields: electric and magnetic• Waves and modern physics• Radioactivity

Evaluation components typically include minor tests, majortests, assignments, labs, homework, projects and a finalexamination.

Advanced Physics 12

(Advanced, 1 credit)Recommended prerequisites: Advanced Physics 11,academic and advanced grade 11/12 Mathematics

Advanced Physics 12 is a continuation of Advanced Physics11. The emphasis is on energy and the many forms it cantake. The topics include: momentum and the conservationof momentum, work, power, energy, kinetic and potentialenergy, electricity, Coulomb’s Law, circuits, electric fields,magnetism, magnetic fields, electromagnetic induction andelectromagnetic waves, the structure of the atom and thenucleus, nuclear energy and nuclear reactions, and a majorresearch project.

Evaluation components typically include minor tests, majortests, assignments, labs, homework, projects and a finalexamination.

Geology 12(Academic, 1 credit)

Canadian Geology 12 contains a balanced survey of thevarious aspects of the subject. Considerable emphasis isplaced on Canadian and Nova Scotia environments.

Topics include composition of the crust (minerals, rocks,chemical composition, volcanoes, weathering, and mineralresources), erosion (down slope movement, rivers, wind,glaciers, shorelines, and ground water), internal processes(earthquakes, continents, oceans, and plate tectonics), andearth history, including reference to the solar system.

Evaluation components typically include tests, assignments,labs, homework, projects and a final examination.

SOCIAL STUDIES

SOCIAL STUDIES

At the senior high level, students have the opportunity topursue the following disciplines: history, geography,sociology and political science.

In the senior high social studies program, students are giventhe opportunity to enlarge their body of knowledge and tocontinue to develop their range of appropriate skills.Through the independent use of libraries and of print,photographic, electronic, and other media, students will begiven the opportunity to pursue research projects thatsupplement the classroom experience.

The aims of historical study at the senior high level includethe following: to practice the skills of research and inquiry;to acquire a body of knowledge pertinent to a particulararea of study; to appreciate the nature of evidence and therole of perspective; to understand cause and effect and therelationships among major historical periods, events,situations and conditions; and to understand the role ofthe past in the present. History courses at the senior highlevel are sequenced so that students can pursue asequential program of historical study if they so choose.Grade 10 Ancient/Medieval History is a sound preparationfor Canadian History 11. The Grade 12 Global History coursecompletes the sequence.

The study of senior high geography addresses the natureof the planet and the forces that did and do shape it; thehuman settlement of the planet and the patterns thatsettlement reveals; the interaction of humanity and theenvironment; and the methods and resources geographersuse to study these. Senior high geography is founded uponthe themes of modern geography: location, region, pattern,spatial interaction, human/environment interaction, andculture. It is also founded upon the skills of geography,which include data collection, processing, analysis andinterpretation. Grade 10 Physical Geography preparesstudents for the Grade 12 Global Geography course, whichcompletes the geography sequence.

Mi’kmaq Studies 10(Academic, 1 credit)

Please Note:Mi’kmaq Studies 10 is one of three course optionsmade available to DHS students to fulfill the compulsoryCanadian History credit for graduation.

This course provides students’ with an understanding ofhistorical and contemporary issues in Mi’kmaq society. Thecourse considers the cultural, social, spiritual, and politicalevents, trends, and traditions in the history of the Mi’kmaq.The course uses an issue-based approach and considersbroad concepts such as justice, self-determination, politicalautonomy, education and schooling, the family, social andpolitical organizations, native rights, spiritual principles andpersonal/group identity. Students analyse historical andcontemporary issues in Mi’kmaq society, which enablesthem to achieve a greater understanding of and for theMi’kmaq contributions to society.

History 10(Academic, 1 credit)

This course, which focuses on ancient history, allowsstudents to develop an understanding of the concept ofcivilization by examining the origins of civilization andcomparing some civilizations that have contributed to thenature of the modern world.

The course has four broad chronological divisions: TheEvolution of Human Beings; The Birth of Civilizations(including Mesopotamia, Egypt, China, Africa, and theAmericas); Greece; and Rome.

Each of these divisions can be considered from a number ofpoints of view, including geography, archaeology, society,language, religion, and politics. Major themes could bedeveloped spanning a broad chronological period; forexample, agriculture, the development of government,religion, and revolutions.

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Geography 10(Academic, 1 credit)

This Grade 10 geography course deals with physicalgeography. This course has two sections. Part A, GraphicEnvironment, helps students develop an understanding ofand practical experience in constructing, using, andinterpreting some of the image, map and graphing skillsgeographers commonly use to analysis the environment.Part B, The Physical Environment, deals with the variousland, ocean, and atmospheric processes that are at worksculpting the face of the earth. These processes illustratethat Earth’s ecosystems are in delicate balance and requirecareful stewardship.

Eight units comprise the Physical Geography course:

Part A

Unit 1 Data Collection

Unit 2 Data Processing and Representation

Unit 3 Data Interpretation and Utilization

Part B

Unit 1 Geographic Perspective

Unit 2 Land Environment

Unit 3 Ocean Environment

Unit 4 Atmospheric Environment

Unit 5 A Small Blue Planet

African Canadian Studies 11 (Academic, 1 credit)

Please Note:African Canadian Studies 11 is one of three courseoptions made available to DHS students to fulfill thecompulsory Canadian History credit for graduation.

This course is designed to give students a soundunderstanding of the global experiences, achievements andcontributions of people of African descent, with a focus onthe Canadian experience. Such topics as early Africankingdoms, the Atlantic Slave Trade, the civil rightsmovement and local communities and challenges of thefuture, are covered. In order to meet the knowledge andskills outcomes students will be asked to participate inguided readings of texts, videos, and conversations withguest speakers, research and a possible trip to the BlackCultural Centre.

Canadian History 11(Academic, 1 credit)

Please Note:Canadian History 11 is one of the three course optionsmade available to DHS students to fulfill the compulsoryCanadian History credit for graduation.

The Canadian History 11 course explores persistentquestions that address five important themes. These themesare: globalization, development, governance, sovereignty,and justice. Students will explore these themes in the contextof Canada’s history while meeting the outcomes of thecourse. Canada has a rich and complex history, in manyways, because of its people, their perspectives, and ourgeography.

Research and assignments will form an important part inmeeting the outcomes of this course. Students will developtheir historigraphical skills. Students will gain experienceworking independently and with others to achieve therequired outcomes.

Global Geography 12(Academic, 1 credit)

Recommendation: Grade 12 students only, or Grade 11students after consultation with the Social StudiesDepartment Head

This course, which focuses on global geography, exploresmajor themes that help us to understand the nature andorigins of complex humanity/environment relationships inthe contemporary world.

Guided by the fundamental themes and skills of moderngeography, students will pursue this exploration througheight compulsory units: Our Fragile Planet: A GeographicalPerspective; Perilous Processes: Our Planet at Risk; ThePeopled Planet: Standing Room Only? Feeding the Planet:Food for Thought; Global Resources: The Good Earth; GlobalFactory: For Whose Benefit?; Urbanization: A MixedBlessing; and The Future Planet: Under New Management.By using geographic skills and techniques, learning andapplying a body of skills and techniques, learning andapplying a body of geographic knowledge, and developingtheir own planet management awareness, students willbecome informed global geography students.

The student’s development of geographic skills, techniquesand geographic literacy will build upon the base establishedin Geography 10.

Global History 12(Academic, 1 credit)

Recommendation: Grade 12 students only, or Grade 11students after consultation with the Department Head

This course is designed to have students examine historyof the post World War II era from three perspectives – social,political and economic – and to use research and inquiry togain knowledge and insight. Throughout the course,students will address the focus questions or themes of thevarious units of study, the most important being: How didthe world arrive at its current state at the beginning of the21st century, and how we can make it better for futuregenerations? The units of study are: The Cold War, TheUnited Nations, The Collapse of the Soviet Union and theEnd of the Cold War, The European Union and NAFTA,Africa after Independence, Asia at a Crossroads, and MiddleEast: Conflict or Compromise.

Research and assignments will form an important part inmeeting the outcomes of this course. Students will gainexperience working independently and with others toachieve the required outcomes.

Political Science 12(Academic, 1 credit)

This course is designed to have students examinegovernment and politics. The outcomes of the program areto have students better able to think, articulate, andcommunicate both in a personal and public forum. Thethree major areas of study are: the concept of politics, acomparison of democracies and other systems, and a focuson the Canadian parliamentary system. In order to meetthese outcomes, students will be asked to participate inresearch, field trips, and conversations with guest speakers,model parliament, as well as text work and case studies.

Sociology 12(Academic, 1 credit)

Recommendation: Grade 12 students or strong academicGrade 11 Students

This course is designed to be the ‘knot’ that binds all thesocial sciences together from a ‘people’ point of view.Sociology 12 is designed to give students an understandingof the various aspects of sociology. Students will haveopportunities to think more broadly about the world as theyprepare to leave high school and to gain self-awarenessfrom the perspective of human behaviour and socialinteraction. This course will help students develop anunderstanding and appreciation for differing personalities,behaviours, cultures, and social issues. Evaluation will takemany forms. Students are expected to take an active role inthis course.

Philosophy 12

(Academic, 1 credit)Recommended Prerequisite: Superior reading andwriting skills.

Do you enjoy asking questions? Can you ask goodquestions without feeling uncomfortable with answers thatare uncertain or incomplete? Do you think logically andbecome frustrated or annoyed by answers that simply appealto authority or emotion? Have you been exposed tophilosophy?

This course will allow you to read and evaluate the claimsmade by some of the best thinkers and writers in the historyof western civilization. Selected works from Plato, Rich,Descartes, Frye, de Saussure, Hume, Kant, Spivak, Kristeva,Nietzsche, Russell, and others will provide plenty of materialfor thought and reflection. Through the study ofphilosophy, students will have the opportunity to thinkabout and debate some of the most important issues thathave become central to western culture.

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TECHNOLOGY& BUSINESS EDUCATION

Technology and Business Education are an integral part ofthe total program of education in our high schools. Thecombination of Technology and Business Educationsubjects with other course selections will enable the studentto develop the necessary knowledge, abilities, attitudes,skills and understanding to effectively function and developas individuals, employees, and members of the community.

Because technology and business are constantly evolving,course content will reflect recent advancements and howthese advancements affect today’s society. Students areencouraged to explore through experimentation andresearch.

Grade 10 Courses

Business 10(Open, 1 credit)

This is an introductory business course. By the end of thiscourse students should understand basic principles ofaccounting, marketing, finance, economics, management,and entrepreneurship, among other business concepts.Students may have a chance to participate in a stock marketsimulation and compete against other students in our class.Students will use technology for research and presentations.At the end of this course, students will be able to makeinformed decisions as consumers, employees, andresponsible citizens.

Exploring Technology 10(Academic, 1 credit)

This course requires students to utilize a broad range ofresources to conduct research, develop strategies, pondersolutions, solve problems and effectively report findings.Students will participate in a range of interactive activitiesthat will enable them to demonstrate their understanding oftechnology as it relates to everyday life. Each learningactivity has been specifically designed to stimulate creativethinking and to teach each learner how to adapt to thetechnology of the future.

Career Development 10(Open, 1 credit)

Career Dev 10 is designed to help students to understandand manage themselves, their personal lives and resources(including financial resources, and to develop the ability toorganize and shape their careers.

Students in Career Development 10 develop their abilitiesto communicate, think and deal with theri feelings. Theyexplore realistic personal goals, assess theri own abilitie,and realize how these actions affect theri learning anddecision-making processes. They develop awareness oftheri place in the community and the value to their personalgrowth of giving service to the community.

Career Development 10 consists of the following modules:

Module 1: Personal DevelopmentModule 2: Career AwarenessMudule 3: Workplace ReadinessModule 4: Financial ManagementModule 5: LifeWork Portfolio

Grade 11 Courses

Accounting 11(Open, 1 credit)

This course may be taken in Grade 10.

This introductory course will develop in students anunderstanding of accounting as it relates to personal andbusiness bookkeeping procedures. Content will includeaccounting careers, terminology, and accounting concepts,principles and practices. This is an excellent foundationcourse for students who may one day wish to open theirown business or who are considering post-secondarystudies in a business-related field. The following topics arecovered in the introductory course: the accounting equation,business transactions, journalizing and posting, theprocessing of cash receipts and payments, financialstatements, and the complete accounting cycle for amerchandising firm.

TECHNOLOGY & BUSINESS EDUCATION

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Business Technology 11(Open, 1 credit)

This course may be taken in Grade 10.

Business Technology 11 provides an introduction tobusiness practices, concepts, and terminology throughextensive use of technology. Students will use KeyboardingSoftware throughout the semester to learn correctkeyboarding skills while developing speed and accuracywith the alphabetic and numeric keyboard. Project-basedmodules on business communications, electronic business,marketing, social responsibility and ethics will help studentsdevelop personal management, teamwork, problem-solving,and critical thinking skills. This course not only givesstudents exposure to the role of technology in businessbut also provides a unified approach to incorporatingtechnology across the curriculum. Students will use commonbusiness software - Microsoft Office (Word, Excel andPowerPoint) to draft, edit and publish original documentationand presentations such as: graphic displays (posters,announcements, tickets, invitations, etc.), expense forms,personal business letters, tables, memos, and newsletters.Students will learn correct formatting techniques for reportswith footnotes, endnotes, works cited and bibliographypages such as those that are used in secondary and postsecondary education. Business Technology 11 is acceptedas a required technology credit.

Design 11 (Academic, 1 credit)

This course may be taken in Grade 10.

Design 11 involves students using information technologiesto develop the visual arts skills needed to solve designproblems. Students will conduct inquiries into design issuesusing a variety of traditional art materials and computers.Students work independently and as part of design teamsto explore design in a range of practical contexts. Modulesfor this course include the following: Design Fundamentals,Communications Design, The Built Environment, ProductDesign, and Design Team or Independent Project.

Tourism 11(Academic, 1 credit)

This course may be taken in Grade 10.

This course is designed for students who are interested inthe fast-growing Hospitality/Tourism industry. Emphasiswill be placed on developing skills in communication,problem solving, decision making, information processing,organization, and working both independently and as a teamplayer. Students will use technology in researching,

planning, and designing brochures for the purpose ofadvertising and promoting various sectors of the tourismindustry both provincially and globally. Units will includeintroduction to tourism, history, culture, tourism issues,effective communication, awareness, career exploration,tourism design and development, and the tourismprofessional. Objectives reflect employer expectations ofthe basic skills, knowledge and attitudes necessary for anentry-level position in the industry. Get an edge on findinga job in this exciting industry by meeting people working inTourism and by including Tourism 11 on your resume.

Grade 12 Courses

Business Management 12 (Academic, 1 credit)

This course is designed to reflect change in economic andbusiness environments and to develop students’ analytical,program solving, and communication skills through anunderstanding of how companies operate and are managedfrom both employer and employee perspectives. The coursefocuses on active, experiential learning and on developingthe knowledge, skills, and attitudes required to identifyopportunities and meet the challenges of the businessenvironment. Business Management 12 comprises fourunits: The Management Environment, Managing Business,Managing Change, and Independent Research.

Communications Technology 12(Academic, 1 credit)

This course provides opportunities for students to becomeinvolved in a wide range of communications and technologyapplications. Communications Technology 12 providesstudents the opportunity to explore and to understandcommunications through the use of digital media. Studentswill produce audio/video production assignments andmultimedia presentations that may include animation, slideand video presentations, audio applications, reproduction,theatre production and computer generated graphics.Students will be given the opportunity to explore otherprogram applications that are available for computercommunication through ‘shareware’ and downloads. Thescope of this program is limited only by the ideas of thestudent and their desire to try.

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Computer Programming 12 (Academic, 1 credit)

Recommended Prerequisite: Math 10 Academic

Computer Programming 12 teaches logical, structuredthinking and helps students develop innovative and creativeproblem-solving skills.

Students gain new tools to describe, break down, and solvereal-world problems. Students develop their abilities byusing a structured programming language. ComputerProgramming applies to a wide variety of fields: scientistsprogram to model statistical processes like bacterial growth,mathematicians program to break encrypted messages,businesses program to reduce costs and maximize profit,and computer sciences program to develop web serviceslike instant messaging software, facebook, and google.Students in last year's Computer Programming 12 courseprogrammed strategies for a video game.

Film and Video Production 12(Academic, 1 credit)

Film and Video Production 12 involves students in theproduction of a film or video. Students work independentlyand as part of a production team to explore roles in the filmindustry, develop skills required in production roles, developa critical awareness of historical and cultural aspects offilm, and work through the process of producing a film orvideo from script development to final edit. Modules forthis course include Fundamentals, Production Team Skills,Film Industry Disciplines and Careers, and Film Developmentand Production.

Investment and Finance 12(Academic, 1 credit)

This course will prepare students for the rigors of investmentand financial security. Topics include financial planning(income tax, banking, budgeting); methods of investment(stocks, bonds, mutual funds, T-bills, RRSPs and RESPs);risk and return; life-stage investing; and investment math(yields, returns, fees and commissions). Resource supportwould include speakers, periodicals and extensive use ofthe Internet. Students may have a chance to participate inthe JA Business Game simulation and compete against otherschools in the province. They will also compete in a stockmarket simulation. By the end of the course, students willhave a solid foundation of investment strategies and will bewell prepared to start their own investment portfolio.

Law 12 (Academic, 1 credit)

The Canadian Law course is designed to provide studentswith knowledge of law and its function in society and the

skills and attitudes that will enable students to understandthe legal process. Course content includes the Canadianlegal system, crimes and crime control, injuries and wrongs,human rights, property rights, promises and agreements,business relations, family relations, and courts and trials.Legal case studies assist students to recognize legalproblems, to apply legal concepts, and to participate in classdiscussions. Students are given the opportunity to visitSmall Claims Court, Provincial Court and/or the SupremeCourt. Each semester guest speakers from the CriminalJustice System (police, probation, lawyer, judge/justice, etc.)visit the class. Students also participate in group projectsand a mock trial if time permits.

Software Applications 12(Academic, 1 credit)

This is a computer technology course designed to providestudents with the knowledge and skills necessary to usethe computer as a tool to augment academic programs andpersonal or community endeavours. This will beaccomplished through extensive use of the Internet,Microsoft Office Software and Windows. It will emphasizethe use of the computer as a learning tool, as a researchtool, and will involve the facilitation of report/letter writing,organization and manipulation of data, problem solving andpresentation skills. Students will learn how to search theInternet efficiently as well as learn the “ins and outs” of e-mail..

Multimedia 12(Academic, 1 credit)

Recommended Prerequisite: Art 10, Art 11, or portfolioand Computer proficiency

Students should have Art 10, Art 11, or a portfolio whichshowcases the student's skills. Students should also posessa level of competency with computers. Multimedia refers tothe integration of varied technologies for the exploration ofconcepts and skills using software applications andtraditional art making methods. Students will produce aseries of individual and collaborative projects.This course is intended to develop artistic skills as criticalthinkers in the production of original multimedia products.These activities and discussions will help students toacquire an understanding of the aesthetic/artisticimplications of multimedia products, and become aware ofand respect for the ethical/social and legal implications ofmultimedia production. Students will be expected to applythe elements and principles of design to construct multimediaproducts that efficiently and effectively communicate ideasand concepts.

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