2016-17 Course Selection Guide Grades 9-12 ocsb.ca

Chairperson Elaine McMahon

Director of Education Denise Andre

Ottawa Catholic Secondary Schools 11

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12b

3 6 13

16 12a

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1 All Saints High School

5115 Kanata Avenue Kanata, Ontario K2K 3K5 Tel: 613-271-4254

2 Holy Trinity Catholic High School

180 Katimavik Road Kanata, Ontario K2L 4A7 Tel: 613-591-9955

3 Immaculata High School

140 Main Street Ottawa, Ontario K1S 5P4 Tel: 613-237-2001

4 Lester B. Pearson Catholic High School 2072 Jasmine Crescent Gloucester, Ontario K1J 8M5 Tel: 613-741-4525

5 Mother Teresa High School

440 Longfields Drive Nepean, Ontario K2J 4T1 Tel: 613-823-1663

6 Notre Dame High School

10 St. Mark High School

7 Sacred Heart High School

11 St. Matthew High School

710 Broadview Avenue Ottawa, Ontario K2A 2M2 Tel: 613-722-6565

5870 Abbott Street Stittsville, Ontario K2S 1X4 Tel: 613-831-6643

8 St. Francis Xavier High School 3740 Spratt Road Gloucester, Ontario K1V 2M1 Tel: 613-822-7900

9 St. Joseph High School

3333 Greenbank Road Nepean, Ontario K2J 4J1 Tel: 613-823-4797

1040 Dozois Road Manotick, Ontario K4M 1B2 Tel: 613-692-2551

6550 Bilberry Drive Orléans, Ontario K1C 2S9 Tel: 613-837-3161

12a St. Nicholas Adult High School WEST: 893 Admiral Avenue Ottawa, Ontario K1Z 6L6 Tel: 613-228-8888 12b CENTRAL: 20 Graham Avenue Ottawa, Ontario K1S 5P4 Tel: 613-234-2768

13 St. Patrick’s High School

2525 Alta Vista Drive Ottawa, Ontario K1V 7T3 Tel: 613-733-0501

14 St. Paul High School

2675 Draper Avenue Ottawa, Ontario K2H 7A1 Tel: 613-820-9705

15 St. Peter High School

750 Charlemagne Blvd. Orléans, Ontario K4A 3M4 Tel: 613-837-9377

16 St. Pius X High School 15 1481 Fisher Avenue Ottawa, Ontario K2C 1X4 Tel: 613-225-8105

Catholic Education Centre

570 West Hunt Club Road Nepean, Ontario K2G 3R4 613-224-2222 | Website: ocsb.ca

Ottawa Catholic Secondary Schools

Table ofContents BOARD VISION................................................... 2 BOARD MISSION................................................ 2 MESSAGE FROM THE DIRECTOR.................... 2 BOARD OF TRUSTEES...................................... 3 FAMILIES OF SCHOOLS.................................... 4 GENERAL INFORMATION.................................. 5 Access to Ontario Curriculum................................................. 5 Assessment & Evaluation........................................................ 5 Code of Conduct..................................................................... 5 Equity and Inclusive Education............................................... 5 Technology-Leading and Learning for Innovation................... 5 e-Learning............................................................................... 6 The Family Welcome Centre for Newcomers.......................... 6 Learning Commons................................................................. 6 Ontario Student Record (OSR)................................................ 6 Ontario Student Transcript (OST)............................................ 7 Ontario Secondary School Literacy Test & the Ontario Secondary School Literacy Course............................ 7 Student Transfers & Athletic Eligibility.................................... 7

SPECIAL PROGRAM INFORMATION................ 8

Chaplaincy Program................................................................ 8 Student Success..................................................................... 8 Supervised Alternative Learning............................................. 9 English as a Second Language (ESL) and English Literacy Development (ELD)....................................... 9 Secondary ESL/ELD credit courses........................................ 9 French Programs..................................................................... 9 Guidance & Career Education Program................................ 10 Cooperative Education and Experiential Learning................ 10 Peer Assistance Programs.................................................... 11 Special Education Programs and Services........................... 11 Transition to High School...................................................... 12 Non-Credit Alternative K Courses......................................... 14

PATHWAY PLANNING...................................... 15



Pathway Planning.................................................................. 15 Religious Education............................................................... 15 Access to Course Information............................................... 15 Definition of a Credit............................................................. 15 Parental/Guardian Involvement............................................. 15 Certificate of Accomplishment.............................................. 16 Ontario Secondary School Certificate Requirements........... 16 Ontario Secondary School Diploma Requirements.............. 16 Community Involvement Activities........................................ 17 PLAR for Secondary Students.............................................. 17 PLAR for Mature Students.................................................... 18 Types of Courses................................................................... 18 Substitutions for Compulsory Credit Requirements............. 19 St. Nicholas Adult High School............................................. 20 Continuing Education............................................................ 21

Ontario Schools’ Pathways

Course Code Explanation..................................................... 22 Pathway Planning Guide....................................................... 23 myBlueprint Education Planner............................................. 24 Religious Education............................................................... 25 The Arts................................................................................. 26 Business Studies................................................................... 28 Canadian and World Studies................................................. 29 Economics, Law and Politics.............................................. 29 Geography.......................................................................... 30 History................................................................................. 31 Computer Studies................................................................. 32 English................................................................................... 33 English as a Second Language & English Literacy Development............................................ 35 First Nations, Métis and Inuit Studies................................... 36 French as a Second Language............................................. 37 Guidance and Career Education........................................... 38 Health and Physical Education............................................. 39 Interdisciplinary Studies........................................................ 40 International Languages........................................................ 41 Mathematics.......................................................................... 42 Science.................................................................................. 43 Social Sciences & Humanities............................................... 44 Technological Education....................................................... 46

Ontario Schools’ Course Descriptions

Religious Education............................................................... 51 The Arts................................................................................. 52 Business Studies................................................................... 56 Canadian & World Studies – Economics, Law & Politics...... 58 Canadian & World Studies – Geography.............................. 59 Canadian & World Studies – History..................................... 61 Computer Studies................................................................. 62 English................................................................................... 63 English Literacy Development (ELD) Courses....................... 65 English as a Second Language (ESL) Courses..................... 66 First Nations, Métis and Inuit Studies................................... 67 French as a Second Language............................................. 68 Subjects Taught in French.................................................. 69 Guidance & Career Education............................................... 70 Cooperative Education.......................................................... 71 Health & Physical Education................................................. 71 Interdisciplinary Studies........................................................ 73 International Languages........................................................ 75 Mathematics.......................................................................... 75 Science.................................................................................. 77 Social Sciences & Humanities............................................... 80 Technological Education....................................................... 82 SPECIALIZED PATHWAYS..........................................93 Ontario Youth Apprenticeship Program (OYAP).................. 94 Dual Credits........................................................................ 95 Specialist High Skills Major Programs................................ 97 Focus Programs................................................................ 111

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Ottawa Catholic Secondary Schools

Our Vision

Ottawa Catholic School Board

At the Ottawa Catholic School Board, all students are inspired and guided to realize their spiritual, social and academic potential and to take their place in the world as thoughtful, well-rounded citizens.

Message from the Director of Education

Our Mission The mission of the Ottawa Catholic School Board is to provide all our students with a well-rounded education for the mind, body and spirit through an emphasis on academic excellence, social responsibility and Catholic values.

Dear Students of the Ottawa Catholic School Board, As you begin or continue on your high school journey, take a moment and think about the changes in our schools since you started in Kindergarten. You have been part of a digital transformation in all of our schools, integrating technology into every facet of your learning. As an example, you have seen ‘the library’ become the Learning Commons, a place for collaboration and creativity while you increasingly use digital resources to learn. As well, the on-line course selection process in all schools is another example of how we leverage digital to support your pathway planning. We encourage you to take time to study this High School Course Selection Guide to discover your options. Your success continues to be our highest priority. To realize this goal, we are proud to offer a variety of courses and programs required for you to become successful in your chosen post-secondary career. As a learner who will graduate to enter a diverse, globalized workforce, our course offerings are designed to equip you with the relevant skills and knowledge to pursue your dreams with great confidence. This guide is also a handbook to help you plan your pathway from Grades 9 to 12. I encourage you to consider opportunities for experiential learning throughout your time in high school, such as Cooperative Education, or the many Specialized Pathways (page 93) such as the Specialist High Skills Major and Focus Programs. These course clusters in a particular field of study can help you investigate your interests and career options. 2 | 2016-2017 Course Selection Guide Grades 9-12

On page 23 of this book is a Pathway Planning Guide that gives you valuable information on what is required every step of the way in your course selection. Remember also to use myBlueprint.ca/ocsb, where you are able to set goals, explore courses, select occupations of interest, and research valuable information about apprenticeships, college and university programs, and workplace opportunities across Canada. Parents and guardians are encouraged to create an account and explore myBlueprint with you. Regardless of your chosen pathway, this guide and myBlueprint will help you keep track of what is required to reach your goals and aspirations. As you journey through high school, may God continue to bless you, guide you and keep you in the palm of His hands.



Denise Andre Director of Education

Ottawa Catholic Secondary Schools

Board of Trustees Zone 7: (Kitchissippi/Bay) Betty-Ann Kealey VIce-Chairperson

Zone 6: (Knoxdale-Merivale/ College) Elaine McMahon Chairperson

Zone 1: (West Carleton-March/ Stittsville-Kanata West/ Rideau-Goulbourn/Osgoode) John Curry

Zone 5: (Beacon HillCyrville/ Innes) Joanne MacEwan

ZONE 2: (Kanata NorthKanata South) Sandra Moore

Zone 3: (Orléans/ Cumberland) Brian Coburn

Zone 4: (Barrhaven/GloucesterSouth Nepean) Spencer Warren, PMP

Zone 8: (Alta Vista/ Gloucester-Southgate) Mark D. Mullan

Zone 9: (River-Capital) Kathy Ablett, R.N.

Zone 10: (Rideau-Vanier/ Rideau-Rockcliffe/Somerset) Thérèse Maloney Cousineau

Benjamin McLellan-Campbell Student Trustee

Mark Penner Student Trustee

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Families of Schools All Saints High School Principal: Sean Kelly Georges Vanier Catholic St. Gabriel St. Isidore St. Michael Corkery St. Michael Fitzroy

Holy Trinity Catholic High School

Sacred Heart High School Principal: Alex Belloni Guardian Angels Holy Spirit St. Philip St. Stephen

St. Francis Xavier High School

Principal: Jennifer Oake Holy Redeemer St. Anne St. James St. Martin de Porres

Principal: John Pedari St. Bernard St. Jerome *(Findlay Creek/Leitrim portion of St. Thomas More directed to St. Francis Xavier High School)

Immaculata High School

St. Joseph High School

Principal: Christopher Mes Assumption Corpus Christi St. Brigid St. Michael (Ottawa)

Lester B. Pearson Catholic High School

Principal: Bill Walsh Good Shepherd Our Lady of Mount Carmel St. Brother André St. John Paul II Thomas D’Arcy McGee Catholic

Mother Teresa High School

Principal: Sue Arbour New Half Moon Bay Catholic Elementary School (to open September 2016) St. Cecilia St. Elizabeth Ann Seton St. Emily St. Patrick (Nepean)

St. Mark High School Principal: André Potvin St. Catherine St. Leonard St. Mary

St. Matthew High School

Principal: Gerard Stephenson Monsignor Paul Baxter St. Andrew St. Luke (Nepean)

Principal: Debbie Clark Chapel Hill Catholic Convent Glen Catholic Divine Infant St. Kateri Tekakwitha

Notre Dame High School

St. Patrick’s High School

Principal: Michael Curry Dr. F.J. McDonald Catholic Our Lady of Fatima St. Anthony **St. Daniel St. Elizabeth St. George

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Principal: Brid McDonald St. Patrick’s Intermediate Holy Cross Holy Family Prince of Peace **St. Gemma St. Luke (Ottawa) St. Marguerite d’Youville St. Thomas More* *(Findlay Creek/Leitrim area only directed to St. Francis Xavier High School)

St. Paul High School Principal: Geoff Edwards Our Lady of Peace Our Lady of Victory St. John the Apostle St. Rose of Lima

St. Peter High School

Principal: Norma McDonald Our Lady of Wisdom St. Clare St. Dominic St. Francis of Assisi St. Theresa

St. Pius X High School

Principal: William Barrett Frank Ryan Catholic Intermediate St. Augustine St. Gregory **St. John XXIII St. Monica St. Rita Uplands Catholic

St. Nicholas Adult High School

Principal: Eugene Milito

Continuing & Community Education Principal: Eugene Milito

**Students have option to attend more than one high school. For details, please call your local neighbourhood school. General inquiries regarding course selection should be directed to the Student Services Department at the secondary school.

Ottawa Catholic Secondary Schools

General Information Access to Ontario Curriculum

All Ontario Curriculum Ministry documents and course profiles are available at each high school and available online at the Ministry of Education website: www.edu.gov.on.ca. Locally Developed Courses are found at www.edugains.ca.

Assessment and Evaluation

Assessment is the process of gathering, from a variety of sources, information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course.

Evaluation is the process of judging the quality of student learning on the basis of established criteria and assigning a value to represent that quality. In Ontario high schools, the value assigned is in the form of a percentage grade. The percentage grade reflects the corresponding level of achievement as described in the achievement charts in the provincial policy document of each discipline. A student must achieve at least 50% in order to earn credit for a course; 70% of the grade will be based on assessment of learning throughout the course, 30% of the grade will be based on a final evaluation, suitable to the course (i.e. a combination of rich summative task and/or examination, etc.) that will be conducted towards the end of the course.

The Provincial Report Card for Grades 9-12 is the formal means of communicating student achievement. The report card focuses on two distinct but related aspects of student achievement — the achievement of curriculum expectations and the development of learning skills and work habits. These aspects are reported in two separate sections of the report card.

Code of Conduct

Catholic schools exist for the purpose of providing the opportunity for students to develop their spiritual, intellectual, physical and social abilities as outlined in the Ottawa Catholic School Board’s Mission Statement and Strategic Plan. These abilities can best be developed in an atmosphere in which students feel safe and comfortable. To this end, the principles included in the Ontario Code of Conduct and the Board’s Safe Schools policies apply to all students in the Ottawa Catholic School Board. In addition, students must adhere to the school’s policies as outlined in the student’s agenda and/or school website.

Equity and Inclusive Education

The Board’s Equity and Inclusive Schools policy is available in its entirety on the Board website. As indicated in the policy, “the Board recognizes that all people are created in the image and likeness of God and, as such, all people have the right to be treated with dignity, respect and fairness.”

The policy also outlines Religious Accommodation Guidelines such as “Board staff will provide reasonable accommodation for students’ and staffs’ religious beliefs and practices, while also protecting

its denominational rights.” For further information, parents should contact the school principal to request specific religious accommodations for their child. School staff is trained in areas such as: cultural proficiency, safe school reporting, bullying prevention, differentiated instruction and assessment that reflects the rich diversity of our students. Staff will continue to provide students with leadership opportunities that celebrate diversity. To assist in school improvement and renewal, school climate surveys will be completed every second year. The results of these surveys will be shared with each safe school team. Our Board Spiritual Theme is ‘Restore One Another in A Spirit of Gentleness’. The language of this theme connects to many areas of personhood and community, encouraging wellness and resilience.

Technology - Leading and Learning for Innovation

Students attending any of our schools have an opportunity to learn in a technology-rich environment where high speed wireless access is available for all students, staff and visitors. This environment provides access to a variety of digital tools, including Google Apps for Education and a rich collection of digital learning resources which can be accessed from school and at home, through the student and staff portals found on every school website. In addition to Board-supplied equipment, students are permitted to use their own mobile devices to access our network as long as they follow the Board and school Acceptable Use Guidelines. Digital citizenship is reviewed each year

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from kindergarten to grade twelve with grade-appropriate lessons from our Samaritans on a Digital Road resource. The infrastructure and policies in our Board enable learning to continue beyond the classroom walls and into a more flexible, globally-connected learning environment.

e-Learning

An e-Learning course is conducted entirely online using a Learning Management System (LMS). Taking an e-Learning course gives students more flexibility in their timetable and opportunities to earn credits while building valuable technical and independent learning skills that will be beneficial to any post-secondary pathway. Several e-Learning courses are offered by high schools throughout the Board and may be scheduled as part of a day school student’s timetable. Additional courses offered by school Boards from across Ontario can also be accessed based on availability. Success in e-Learning courses requires students to be independent and self-motivated learners. Interested students should visit the Board website at ocsb.ca/eLearning to view course offerings within the OCSB, and complete the application process as indicated, to begin the consultation with their guidance counsellor.

The Family Welcome Centre for Newcomers The Family Welcome Centre for Newcomers helps families with school-aged children who do not speak English at home and have not been educated in English. This includes students who: • are new to Canada or Ontario • are returning from out-of-country • are permanent residents, Canadian citizens, refugees, or those with diplomatic status, work or study permits • are transferring from a Frenchlanguage school in Canada, with little to no English language experiences • have been living in Canada for less than six months

Documents Required • Birth Certificate of student • Immigration documents of student, including passport, or proof of Canadian citizenship • Parent’s proof of address (such as a driver’s license, or a utility bill) • Official report cards / transcripts of student for the last two (2) years • Immunization records of student • Ottawa Catholic School Board Registration Form The Family Welcome Centre is located at the Ottawa Catholic School Board, Catholic Education Centre, 570 West Hunt Club Road, Nepean. Appointments are necessary. Please phone and make an appointment at 613-233-5670.

Learning Commons

The aim of the Learning Commons is to encourage students to become lifelong learners. The Learning Commons provides an engaging and collaborative integrated learning environment that provides flexibility to meet the needs of all students. It is an area for collaboration and inquiry, where students and educators come together to share ideas, explore possibilities and create new knowledge. Databases such as GALE and Destiny provide information and access to digital collections while at school or from home to support student inquiry and research. The Learning Commons staff recommends digital resources to support curriculum and assist students to critically assess and synthesize information that is available at their fingertips. Whether on paper or ebooks, reading for pleasure remains an important part of the Learning Commons, with flexible and comfortable furniture inviting students and staff to nurture a lifelong love for reading. Large, open spaces become gathering places to support classes coming together to engage in crosscurricular or multi-grade rich tasks. Interactive whiteboards facilitate large and small group collaboration and interaction with digital learning objects.

Learning Commons play a central role in supporting innovation as technology is leveraged to deepen and accelerate student learning across our Board.

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Ontario Student Record (OSR)

The Ontario Student Record (OSR) is an ongoing record of a student’s educational progress through schools in Ontario. The Education Act requires that the principal of a school collect information “for inclusion in a record, in respect of each student enrolled in the school and to establish, maintain, retain, transfer and dispose of the record.” The Act also regulates access to an OSR and states that the OSR is “privileged for the information and use of supervisory officers and the principal and teachers of the school for the improvement of instruction” of the student. Each student and the parent(s)/guardian(s) of a student who is not an adult (that is, a student who is under the age of 18) must be made aware of the purpose and content of and have access to, all of the information contained in the OSR. The Ontario Student Transcript and report cards are kept in the Ontario Student Record file which also contains other academic information relating to the student’s education. The OSR is usually housed in the main office or in Student Services at your school.

Ottawa Catholic Secondary Schools

Ontario Student Transcript (OST)

The Ontario Student Transcript (OST) provides an official and complete record of the student’s performance in Grades 9 to 12.

The OST includes: • Both successful and unsuccessful attempts at completing Grade 11 and 12 courses; • All Grade 9 and 10 courses successfully completed by the student, with percentage grades obtained and credits earned; • Identification of compulsory credits, including credits that are substitutions for compulsory credits identified by the Ministry as diploma requirements; • Confirmation that the student has completed the 40 hours of community involvement; • Confirmation that the student has successfully completed the Ontario Secondary School Literacy Test or the Ontario Secondary School Literacy Course. The OST will also include a record of the achievement of exceptional students who have alternative learning expectations in an individualized, non-credit program. The OST is an official component of the OSR and is stored in the student’s OSR folder. Full Disclosure The Ministry has mandated “Full Disclosure” for Grade 11 and 12 courses. This mandate requires that any Grade 11 and 12 courses a student attempts, repeats, fails or completes successfully must be indicated on the student’s transcript. A student has up to five days following the release of the first Provincial Report Card (i.e. midsemester report card) to drop a course so that it is not reflected on the OST. Any course dropped following this period will have the percentage grade at the time of the drop, recorded on the OST.

The Ontario Secondary School Literacy Test and the Ontario Secondary School Literacy Course

To earn a secondary school diploma, all students must successfully complete the Ontario Secondary School Literacy Test OR the Ontario Secondary School Literacy Course (OLC4O). Students, who have been eligible to write the Ontario Secondary School Literacy Test (OSSLT) at least twice and have been unsuccessful at least once, are eligible to take this course to achieve both a Grade 12 credit and their literacy credential for graduation. Please note: a student may enrol directly in OLC4O if there are extenuating circumstances (i.e. English language proficiency level, illness, injury). If, through no fault of his/her own, a student has not been able to participate in either the test or the course, an adjudication process has been established. For further information, please contact Student Services at your school.

Accommodations, Deferrals and Exemptions for the Ontario Secondary School Literacy Test Accommodations — The necessary accommodations must be made to ensure that students who are receiving special education programs and services and who have an Individual Education Plan (IEP) have a fair and equal opportunity to successfully complete the Secondary School Literacy Test. Students needing such accommodations may or may not have been formally identified as exceptional by an Identification, Placement and Review Committee (IPRC). The accommodations made will be the same as those that are set out in the student’s IEP and that are available to the student in the course of his or her regular school work, including examinations and other forms of evaluation. While accommodations such as alternative forms of print and extra time are acceptable, the actual content of the Secondary School Literacy Test must not be altered.

Deferrals — Students with an IEP and/or identified as exceptional learners and students registered in English as a Second Language/ English Literacy Development (ESL/ ELD) courses, may benefit from a deferral of the OSSLT. If a parent or an adult student requests a deferral, the principal will determine whether or not a deferral should be granted and, if so, for what period of time. A principal may also initiate consideration of a deferral. The principal will make his or her decision in consultation with the parent or adult student and appropriate school staff. In cases where the parent or adult student disagrees with the decision of the principal, the parent or adult student may ask the appropriate supervisory officer to review the matter. Exemptions — Students whose IEP indicates that the student is not working towards the attainment of a secondary school diploma may, with parental consent and the approval of the principal, be exempted from participating in the Ontario Secondary School Literacy Test. Students who do not successfully complete the Literacy Test or Ontario Literacy Course will not be able to receive a secondary school diploma. Should the learning expectations contained in the student’s IEP be revised at some point so as to allow the student to work towards the attainment of the secondary school diploma, the student would be expected to successfully complete the Ontario Secondary School Literacy requirement.

Student Transfers and Athletic Eligibility

School transfers may affect a student’s eligibility to participate in a specific sport. Consult with the school’s Physical Education Department Head under the direction of the principal for information about the National Capital Secondary School Athletic Association and Ontario Federation of School Athletic Association’s eligibility policy for sports. Information regarding transfer policies can also be found at www.fatdog.ca under NCSSAA/ Administrative Documents and www.ofsaa.on.ca.

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Special Program Information Chaplaincy Program

The chaplaincy leader is available for students, staff and parents so that all may participate in developing a community that expresses the Gospel values of Jesus Christ. The chaplaincy leader provides a presence in the school that helps create a Christian community of faith, care, concern and compassion among staff and students. They animate community worship, prayer and social action projects. The chaplaincy leader also fosters liaisons with local parish communities and the Archdiocese of Ottawa. Large group liturgical services for the seasons and feasts in the Church are celebrated. Personal faith development is enhanced through pastoral counselling, youth ministry, class visits, social action projects and retreats.

Student Success

The Ottawa Catholic School Board strives to improve opportunities for success of ALL students. This encompasses four areas: Community, Culture and Caring, Literacy, Numeracy and Pathways. Community, Culture and Caring addresses Catholic character formation, First Nations, Métis and Inuit awareness initiatives, environmental stewardship and student voice.

Programs to increase Literacy and Numeracy have been developed and are being implemented with differentiated opportunities to support all learners. Student Success initiatives focus on helping students to make successful transitions to support their pathways. These transitions are facilitated through a number of opportunities available to our students, including Focus programs, Specialist High Skills Major, Dual Credit opportunities and the Destination Employability Pathway. All students will keep an online record of their Individual Pathways Plan (IPP) through myBlueprint, starting in grade 7 and continuing through to grade 12. Students and parents are encouraged to access this IPP together, to explore options and to complete the course selection process in an online format. Achievement Centre Each secondary school has an Achievement Centre, which offers a variety of learning opportunities for students who may benefit from an alternative to the regular programming. It may also serve as a re-entry point for students who have been away from school for an extended period of time. Achievement Centres provide support for credit recovery, flexible timetabling, experiential learning and alternate opportunities for credit accumulation. External Achievement Centres In an attempt to meet the needs of all of our learners, four external Achievement Centres have been established outside the school setting.

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These include: • St. Mary’s Achievement Centre: provides academic and wellness programming for pregnant teens. Please contact Immaculata High School for more details. • St. John Bosco Achievement Centre: provides academic support for youth involved with the justice system as a transition to return to the regular system. Please contact Immaculata High School for more details. • Operation Come Home: provides academic support for youth who are street-involved and hoping to reconnect with the community. Please contact Lester B. Pearson Catholic High School for more details. • Algonquin Achievement Centre: provides an opportunity for high school leavers to become familiar with the college setting while completing their diploma. Please contact St. Paul High School for more details. All of these programs facilitate the continued acquisition of credits required for the Ontario Secondary School Diploma. Credit Recovery “Credit recovery is designed to help regular day school students at the secondary level meet the expectations of a course they have completed but for which they have received a failing grade.” Growing Success: Assessment, Evaluation and Reporting in Ontario Schools (GS), 2010, 84.

Ottawa Catholic Secondary Schools

“Where a student does not achieve the curriculum expectations of a course, the principal and teaching staff, in consultation with the parents and the student, will determine what type of program would best enable the student to meet the expectations and earn credit for the course. Students should be allowed to repeat only the material relating to the expectations not achieved, providing that the eligibility requirements for credit recovery are met. Alternatively, the student may repeat the entire course. Credit recovery may be delivered as part of the regular day school program and/or at summer school. Instruction must be delivered by a qualified teacher.” Ontario Schools Kindergarten to Grade 12 Policy and Program Requirements (OS), 2011, 73-74. Credit recovery opportunities may be offered through a variety of formats to support the learner and the effective demonstration of the expectations of the course. These formats may include continuous intake, e-Learning and regular classroom delivery models. For further information, please contact the school administration.

Supervised Alternative Learning (SAL)

Supervised Alternative Learning (SAL) is an option that allows alternative programming for students 14 to 17 years of age. “SAL may be useful for encouraging young people who are at risk of not graduating to continue their learning, if they are not attending school regularly and if other retention strategies have not been successful.” Supervised Alternative Learning: Policy and Implementation (SAL), 2010, 5. A SAL program is intended to re-engage young people through individualized plans that may include credit accumulation, life skills,

volunteering, certifications, cooperative education and counselling. Students participating in the SAL program are mentored by a caring adult.

English as a Second Language (ESL) and English Literacy Development (ELD)

The Ottawa Catholic School Board offers English as a Second Language (ESL) and English Literacy Development (ELD) support for students who are English language learners at the secondary level. English as a Second Language (ESL) support is provided for students who have recently immigrated to Canada, have come from Canadian communities or school systems in which a language other than English is spoken or taught, or were born in Canada and may require assistance in learning English. English Literacy Development (ELD) support is also provided for students who, due to various factors, have not had the opportunity to develop ageappropriate literacy and numeracy skills in their first language. Students taking ELD courses receive support for both language acquisition and academic upgrading.

Secondary ESL/ELD credit courses

At the secondary level, four centres offer language learning support to students who are English language learners: Lester B. Pearson Catholic, Mother Teresa, St. Patrick’s and St. Pius X High Schools. ESL credit courses (ESLAO to ESLEO) are available to students on the ESL credit pathway. ELD credit courses (ELDAO to ELDEO) are available to students on the ELD credit pathway. Up to three ESL or ELD courses can be applied to the four compulsory English credits required for diploma purposes. These courses are designed to support students as they develop cognitive academic language proficiency in various content areas. These courses are credit bearing for diploma purposes.

Factors Affecting Second Language Acquisition There are many factors which influence second-language acquisition including level of first-language literacy; previous educational experience and exposure to English; language(s) spoken at home; stage of acculturation; possible effects of trauma; length of time in Canada; possible presence of learning exceptionalities (both giftedness or learning disabilities); and past educational experiences. All of these factors are of equal importance.

French Programs A Vision for FSL

“Students in English-language school boards have the confidence and ability to use French effectively in their daily lives. The vision for French as a Second Language (FSL) in Ontario encompasses a heightened awareness of the value of learning French and extends beyond the development of French-language skills to include the broader advantages to be gained from learning more than one language.” A Framework for French as a Second Language in Ontario Schools, Kindergarten to Grade 12, 2013, 8. OCSB students have the opportunity to select one of two French programs. In both programs, “the FSL curriculum strives, ultimately, to foster an interest in language learning that continues not only during a student’s time in school but later in life. The FSL curriculum is therefore founded on seven fundamental concepts, or “enduring ideas,” which focus, from Grade 1 to Grade 12, on the development of skills that are also necessary as a basis for lifelong language learning. These enduring ideas are: • Goal Setting and Reflection • Emphasis on Critical and Creative Thinking Skills • Making Real-World Connections • Lifelong Language Learning • Interdependence of Language and Culture

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Ottawa Catholic Secondary Schools

• Authentic Oral Communication: Reception, Production and Interaction • Listening, Speaking, Reading and Writing: Interconnected but Distinct • Development of Language Learning Strategies.” The Ontario Curriculum, French as a Second Language, 2013, 8. Core French (FSF) The Core French program consists of one Academic or Applied course of French Language Arts in grade 9, 10, 11 and 12. In these courses, students improve and reinforce previously acquired language skills in reading, writing and communication. They expand their vocabulary and improve their language skills through varied oral and written activities and cultural elements are integrated. Students who complete four French language courses, including the Grade 11 and 12 Core French courses are awarded the Core French certificate issued by the school board. (Ottawa Catholic School Board). Immersion French (FIF) This Immersion program helps students to develop a high degree of fluency in the French language through the study of subjects taught in French and French Language Arts. Cultural elements are integrated in reading, writing and communication activities. Students who successfully complete 10 courses (4 language courses and 6 additional credits) in the French Immersion Program are awarded the French Immersion certificate issued by the school board (Ottawa Catholic School Board). Please note: A cooperative education placement, linked to a French credit, may be included toward the six (6) additional credits required for the Immersion Certificate.

Guidance and Career Education Program

Our secondary school guidance and career education program is governed by Creating Pathways to Success in combination with section 2.4 of Ontario Schools, K-12. For educational, social and career/life success in the 21st century, students will need to develop effective work habits and the skills to make sound decisions, solve problems, plan effectively, work independently, communicate well, research, evaluate themselves realistically and explore new educational and career opportunities. Through our comprehensive guidance and career education program, students will develop an understanding of themselves and their relationships with others in a Catholic context. The guidance and career education program focuses on three areas of learning: student development, interpersonal development and career development. Students will complete a range of career/life activities in all curriculum subjects; the compulsory Career Studies course (0.5 credit); and individual assistance with academic and career counselling. In accordance with Creating Pathways to Success Policy, 2013, students will create and maintain an Individual Pathways Plan (IPP) through the online planning tool, myBlueprint.ca/ocsb. Guidance counsellors may schedule meetings with students and students may request meetings with a guidance counsellor. Parents, teachers and/or school administrators may also advocate on behalf of students, for meetings with guidance counsellors. Student confidentiality is respected in personal counselling situations. As needed, however, consultation with other professional personnel will take place to best support and serve individual needs.

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Student Services at each school provides a variety of resources, support and counselling on academic success; career/life, pathway and post-secondary options and planning; and personal and social topics. Accessing and using these resources is considered essential to students making a successful transition from secondary school to adult life. All staff members, including classroom teachers and guidance counsellors, have a contributing role in supporting all students to develop their awareness and knowledge of education and career/life planning.

Cooperative Education and Experiential Learning

Planned learning experiences that take place in the community, including job shadowing and job twinning, work experience and virtual work experience, cooperative education and school-work transition pathways provide students who are enrolled in courses of all types and all disciplines with the opportunity to enhance their school programs. Experiential learning includes all activities and initiatives that provide students opportunities to explore the world of work through real world experiences. These may include workplace site visits, career fairs and guest speakers, or may include opportunities in curriculum courses, to learn about, practise and apply, industry-specific skill sets. Experiential learning can assist all students to gain greater awareness and knowledge of the possible pathways to their desired careers or fields of study. To gain greater perspective of the world of work, students may choose to engage in: a job shadow or job twinning experience for a half or full day; or a short term work experience, which may occur over several days. All experiential learning activities are intended to enhance students’ exposure to and awareness of the world of work, by highlighting the relevance of and

Ottawa Catholic Secondary Schools

connections to their curriculum courses. As such, there is no additional credit value attached to these forms of experiential learning. Cooperative education is a hands-on method of learning that allows students to earn secondary school credits towards their OSSD by combining in-school studies with related work experiences. The student’s learning activities at the work placement are closely aligned to one or more related linked course(s) in which the student is enrolled or which he or she has successfully completed. The cooperative education course and the related linked course(s) together constitute a student’s cooperative education program. Students apply to be considered for a cooperative education program during the course selection procedure and an application and interview are part of the process. A maximum of two credits in cooperative education can count as compulsory credits in Groups 1, 2 or 3. See page 16 for more information. Destination Employability Destination Employability is a collection of experiential learning and real-life applications to assist students in discovering interests and aptitudes, and how they align with skills and learning. This allows students to develop transferrable skills to make a successful transition from school to work. For more information contact Student Services at your school. The Ontario Youth Apprenticeship Program (OYAP) The Ontario Youth Apprenticeship Program (OYAP) allows students to begin an apprenticeship-training program while still in high school. Students enrolled full-time in school who have completed 16 credits and who are 16 years of age, may begin their apprenticeship training by taking a cooperative education program in any of the skilled trades and technical occupations. Careers in construction, manufacturing, transportation and the service industries are available. OYAP

gives students an opportunity to Live the Skilled Life! and advance their training before completing high school. Once students graduate from high school they continue training through the Ministry of Training, Colleges and Universities (MTCU) apprenticeship program to receive their certification (c/o Ontario College of Trades). There are also programs in partnership with Algonquin College and local school boards that provide the students with Level 1 (out of two or three required levels) apprenticeship courses. This program is a multi-board initiative for graduating Grade 12 students who have completed their compulsory credits. Students graduate with an Ontario Secondary School Diploma, initial work experience (full day cooperative education in an apprenticeable trade) and their first level of in-school apprenticeship training completed. These students will also gain equivalent high school credits for the Level 1 apprenticeship course. These programs are related to the Dual Credits. OYAP Level 1 Dual Credit Program Opportunities at Algonquin College can be reviewed at this link: http://www. algonquincollege.com/ap/oyap/ Other Level 1 programs may be available pending enrolment numbers and approval by MTCU. See page 95 for more information on Dual Credits. For further information on these programs and others, contact Student Services at your school.

Peer Assistance Programs Feedback collected by the Minister’s Student Advisory Council (MSAC) provides valuable Student Voice perspective on a variety of issues. Student leaders indicate that support for their peers facing the challenges and stressors of day-today life is of paramount importance to them and is a necessary condition for student achievement and success. Along with the school program supports available for all

students, peer assistance programs provide a valuable resource and an excellent leadership opportunity for all involved. The OCSB has a long history of support for and success with peer assistance programs, including facilitating opportunities for leadership development. All peer assistance programs are designed to foster student-to-student support for a variety of topics, from helping with school-based transitions, to mentoring and mediation, to tutoring. In the OCSB, peer assistance initiatives exist under many different names in each of our schools reflecting the unique needs and priorities of each school community. In all programs, peer leaders receive coaching and support from a staff member to help them connect and be supportive to peers in need. For more information about peer assistance programs, contact Student Services at your school.

Special Education Programs and Services

The Ottawa Catholic School Board’s approach to special education is based upon the principle of meeting students’ needs within the most enabling environment, ensuring students grow and develop as unique individuals. As members of a Christian community and in accordance with Ministry of Education and Training direction, the Board actively promotes the goal of inclusive education. We believe that individual gifts and strengths must be identified and used as the starting point for developing programs which will nurture growth and learning. Our goal is to enable learners to reach their fullest potential, thus enabling them to take their place as independently as possible within society.

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Ottawa Catholic Secondary Schools

All high schools within the Ottawa Catholic School Board have facilities, resources, support personnel and equipment necessary for developing and implementing special education programs and services. Additional information regarding the Board’s policies and procedures for special education services, the Special Education Advisory Committee (SEAC), the Special Education Report and the Parent Guide to Special Education Programs and Services can be obtained directly from the home school or viewed electronically at www.ocsb.ca. The central Special Education and Student Services Department can be reached by calling 613-224-2222.

Resource Programming Every school has special education resource staff who facilitate the special education programming in that school. They have opportunities to interact with and support students and classroom teachers on a regular basis. Resource teachers facilitate the development, implementation, and evaluation of the Individual Education Plan for students who require accommodations, modifications and/or alternate expectations to meet the demands of their program. As members of the school improvement team, resource teachers work in collaboration with administration, the school team and school board staff to support exceptional learners in achieving their potential.

Transition to high school: Commonly asked questions What is an Individual Education Plan? An Individual Education Plan is a written plan that describes the special education program and/or services required by a particular student. An Individual Education Plan (IEP) outlines how the school will address these expectations through appropriate accommodations, modifications and/or alternative programs/courses, as well as specific instructional and assessment strategies. The IEP is updated on a regular basis as the student’s strengths and needs change. What will my child’s IEP look like in high school? It will look very similar to the one that was developed for your child in Grade 8. Your child’s strengths and areas of needs will be identified and this information will be used to develop your child’s educational program. The IEP will outline the special education programs and services that your child is to receive, and a statement of the methods by which the student’s progress will be reviewed.

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Does my child require an IPRC? Students who have behavioural, communicational, intellectual, physical, or multiple exceptionalities may require special education programs and/or services to benefit fully from their school experience. Such students may be referred to an Identification, Placement and Review Committee (IPRC). Access to special education programs and services are not limited to students identified through the IPRC process. Parents retain the right to initiate the IPRC process for any reason; however, an IPRC is not required when both the school and the parent agree that the student should be placed in the regular classroom. Schools provide special education programs and/or services to meet students’ educational needs and prepare an IEP based on formal assessments even if the student has not been identified as exceptional.

Ottawa Catholic Secondary Schools

Special Education - Accommodations, Modifications and Alternative Expectations

What are accommodations?

What are modified learning expectations?

Accommodations include individualized teaching and assessment strategies, environmental changes or individualized equipment that supports student access to curriculum and demonstration of the achievement of expectations. Accommodations do not alter the learning expectations from the provincial curriculum. Accommodations alone may be made when the student is able to meet the learning expectations of the grade or course.

How will these affect high school credits?

Modified learning expectations are changes to grade or course expectations. Modifications refer to the changes that are made to the grade level expectations for a subject or course to meet the needs of the student. They may include:

How will these affect high school credits?

• expectations from a different grade level; • an increase or decrease in the number and/or complexity of the learning expectations for the regular grade level. Alternative expectations may be written for students who need an individualized program that is not based on the Ontario Curriculum.

What are alternative expectations?

Alternative expectations may be coded as K Courses which are alternative (non-credit) courses. e.g. KCC- Transit Training and Community Exploration

A student who receives accommodations will be working towards achieving curriculum expectations at grade level and a credit will be granted if a passing grade is achieved.

A student who receives modified learning expectations will be working towards curriculum expectations that differ from grade level. The principal, in consultation with the schoolbased special education team, will determine whether achievement of the modified expectations (depending on the degree of modification) will result in successful completion of the course and will determine whether the student will be eligible to receive a credit for the course. How will these affect high school credits? Alternative expectations are not for credit. A student who receives alternative expectations will be assessed in relation to the expectations set out in the IEP.

Other examples of alternative programs include: social skills, orientation and mobility and personal care programs.

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Ottawa Catholic Secondary Schools

What should your child consider when choosing the level of Grade 9 courses: K Courses, Locally Developed Compulsory course, Applied or Academic? If your child is currently receiving accommodations only and is meeting grade level expectations, he or she will likely take locally developed, applied or academic courses. Which one he or she takes will depend on his or her individual strengths.

If your child is receiving any modified learning expectations and/ or alternative learning expectations in his or her current program he or she may be considered for Locally Developed Compulsory credit courses. If your child is pursuing a pathway that includes non-credit alternative courses, these may be coded as K Courses. Your child’s guidance counsellor, resource teacher and subject teachers can provide additional information and recommendations to support course selection that best suits your child.

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Non-Credit Alternative K Courses KAL Creative Arts for Enjoyment and Expression KBB Money Management and Personal Banking KCC Transit Training and Community Exploration KCW Exploring Our World KEN Language and Communication Development KGL Personal Life Skills KGW Exploring the World of Work KHD Social Skills Development KHI Culinary Skills KMM Numeracy and Numbers KNA First Canadians KPF Personal Health and Fitness KPH Choice Making for Healthy Living KPP Self Help and Self Care KSN Exploring Our Environment

Ottawa Catholic Secondary Schools

Pathway Planning Pathway Planning

Making a choice about a secondary school pathway is a task that involves thought, consideration and planning. The Ontario education system permits course choices best suited to students’ abilities, needs and aspirations. To plan secondary school pathways, students are encouraged to follow these recommendations: • consult with parents/guardians regarding course selection; • discuss course selections with subject teachers and guidance counsellors; • create sample long-range plans using the Pathway Planning Guide found on page 23; • use myBlueprint.ca/ocsb (see page 24 for more information); • refer to the Catholic Graduate Expectations on the back cover of this publication.

Religious Education

Catholic schools provide a distinctive faith-based educational experience that includes courses in Religious Education. These courses have both an educational and religious dimension. As an educational activity, students will have opportunities for the development of knowledge related to religious literacy, concepts and ideas, not only of Catholicism, but also of the religions of the world and philosophy. The Family Life component of Religious Education courses includes learning about healthy relationships, anti-bullying and moral decision-making connected to life issues. The academic demands of these courses

Compulsory Credit There is a set of 18 mandatory credits that students must successfully complete in order to meet the requirements for an Ontario Secondary School Diploma (OSSD).

are equal to those of any other course. All Religious Education courses are approved for accreditation by the Ministry of Education and count towards fulfilling the secondary school diploma requirements. Students will derive knowledge and skills from the study of Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacramental Life and Family Life. For these reasons, students are required by the Ottawa Catholic School Board to take one course in Religious Education in each year of secondary school.

Access to Course Information

The courses offered by the Ottawa Catholic School Board have been developed according to the requirements of the Ontario Ministry of Education. A description of each course may be found in the Course Description section of this booklet. More detailed courses of study are kept on file with the school principal and are available for students and parents upon request. The Ontario Curriculum is available at the schools and on the Ministry of Education’s website: www.edu.gov.on.ca and www.curriculum.org.

Definition of a Credit

Optional Credit Students must successfully complete 12 additional credits from areas of interest and/or pathways. These credits will contribute to the 30-credit requirement for an Ontario Secondary School Diploma (OSSD). Prerequisite Course Prerequisite refers to a course that must be successfully completed in order to be eligible to enrol in another course at the next grade level.

Parental/Guardian Involvement

The school has the responsibility to communicate clearly and fully the Ministry diploma requirements and school expectations and standards. Parents/guardians have the right of selection of courses for their children. When the student and parent(s)/guardian(s) sign the Student Course Contract, they assume full responsibility for the choices they have selected. A student who is 18 years of age or older may select courses without parental/guardian approval or a 16/17 year old who has withdrawn from parental control.

A credit is granted in recognition of successful completion of a course for which a minimum of 110 hours of learning time has been scheduled.

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18 COMPULSORY CREDITS

Certificate of Accomplishment

Students who do not fulfill the requirements for the Ontario Secondary School Diploma or the Ontario Secondary School Certificate may be granted a Certificate of Accomplishment. The Certificate of Accomplishment may be a useful means of recognizing achievement for students who plan to continue with vocational programs, other training opportunities and/or employment after leaving school.

Ontario Secondary School Certificate Requirements The Ontario Secondary School Certificate will be granted on request to students who have earned a minimum of 14 credits distributed as outlined in the chart below. Compulsory Credits (7)

English 2 Canadian Geography or Canadian History 1 Mathematics 1 Science 1 Health and Physical Education 1 Arts or Technological Education 1



Optional Credits +7

TOTAL

14

Students must earn the following compulsory credits to obtain an Ontario Secondary School Diploma: English 4* Math 3 Science 2 Canadian Geography 1 Canadian History 1 The Arts 1** Health and Physical Education 1 French as a Second Language 1 Career Studies 0.5 Civics 0.5 SUB-TOTAL

Plus one credit from each of the following groups: Group 1: additional credit in English, or French as a second language, or a Native language, or a classical or an international language, or Social Sciences and the Humanities, or Canadian and World Studies, or Guidance and Career Education, or Cooperative Education*** Group 2: additional credit in Health and Physical Education, or the Arts, or Business Studies, or French as a Second Language, or Cooperative Education*** Group 3: additional credit in Science (Grade 11 or 12), or Technological Education, or French as a Second Language****, or Computer Studies, or Cooperative Education***

TOTAL

Ontario Secondary School Diploma Requirements To earn an Ontario Secondary School Diploma (OSSD), a student must earn a minimum of 30 credits, including 18 compulsory credits and 12 optional credits. Students must also complete 40 hours of community involvement activities and must pass the Ontario Secondary School Literacy Test or the Ontario Secondary School Literacy Course (OLC4O). The combination of compulsory and optional courses is designed to provide all students with the essential knowledge and skills they will need to function effectively in any area of activity, as well as the opportunities to acquire the specialized knowledge and skills they will need to succeed in their chosen post-secondary endeavours.

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In addition to the compulsory credits, students must complete: • 12 optional (elective) credits+ • 40 hours of community involvement activities • The Ontario Secondary School Literacy Requirement *A maximum of 3 credits in English as a Second Language (ESL) or English Literacy Development (ELD) may be counted towards the 4 compulsory credits in English, but the fourth must be a credit earned for a Grade 12 compulsory English course. **The Grade 9 Expressions of First Nations, Métis, and Inuit Cultures course may be used to meet the compulsory requirement in the arts. ***A maximum of 2 credits in Cooperative Education can count as compulsory credits. ****In Groups 1, 2 and 3, a maximum of 2 credits in French as a Second Language can count as compulsory credits, one from Group 1 and one from either Group 2 or Group 3. + The 12 optional credits may include up to 4 credits earned through approved dual credit courses. Dual credits cannot be used as substitutions for compulsory credit requirements.

Ottawa Catholic Secondary Schools

Community Involvement Activities As part of the diploma requirements, students must complete a minimum of 40 hours of community involvement activities. It must take place outside of school instructional and learning time, starting the summer after the student completes grade 8. The Community Involvement requirement is designed to encourage students to develop awareness and understanding of civic responsibility and of the role they can play in supporting and strengthening their communities. The requirement will benefit communities, but its primary purpose is to contribute to students’ development. It will provide opportunities for students to learn about the contributions they can make to the community. Students are first informed about diploma requirements, including the Community Involvement requirement, in Grades 7 and 8. The procedures for completing the require­ments are outlined in the Ottawa Catholic School Board Community Involvement form available on the Board’s website (www.ocsb.ca). Students, in collaboration with their parents/guardians, will decide how they will complete the Community Involvement requirement. Consultation with a guidance counsellor is recommended. Community Involvement activities may take place in a variety of settings, including not-for-profit organizations, public sector institutions (including hospitals) informal settings and businesses engaged in charitable or community service initiatives. Students may not fulfill the requirement through activities that are counted towards a credit (cooperative education for example), through paid work, or by assuming duties normally performed by a paid employee. The community involvement requirement is to be completed outside the student’s normal

instructional hours — that is, the activities are to take place in the student’s designated lunch hours, after school, on weekends, or during school holidays. Students will maintain and provide a record of their Community Involvement activities. Completion of the required 40 hours must be confirmed by the organizations or persons supervising the activities. Documentation (Community Involvement Form) attesting to the completion of each activity must be submitted by the student. The Community Involvement Form must include for each activity the name of the person or organization with which the community involvement was completed, a description of volunteerism, the dates and hours, the signatures of the student and his or her parent/guardian and a signed acknowledgement by the person (or a representative of the organization) involved. The principal will decide whether the student has met the requirements of both the Ministry and the Board for these activities. Community Involvement Forms are available at the school and on the Board’s website (www.ocsb.ca); please note on the back of this form which activities are eligible and ineligible. Should you have questions, please consult with Student Services and the principal. Additional resource site: www.volunteerottawa.ca Liability Insurance Coverage for the High School’s Community Involvement Program Community sponsors should be advised that students who are performing volunteer work are protected by the school board’s liability insurance while they are performing their required forty (40) hours of community involvement service. Community sponsors are also protected by the Board’s liability insurance for claims that arise out of our students’ volunteer activities for your organizations. Community sponsors should also be aware that, like job-shadowing and other similar work-experiences, students do not have accident insurance, nor Workplace Safety

Insurance coverage through the school board. It is recommended that students involved in the program purchase Student Accident Insurance. Applications may be completed at www.insuremykids.com. The school board expects the community sponsors to ensure that student volunteers are provided with safety instructions and are trained and supervised to ensure a safe and mutually beneficial volunteer experience.

PLAR for Secondary Students

Prior Learning Assessment and Recognition (PLAR) is a formal process that allows, in exceptional situations, a student to claim a credit towards the Ontario Secondary School Diploma. The process recognizes knowledge and skills acquired outside of secondary school. Exceptional situations include those where a student is behind in credits, or requires a reduced schedule. Students are required to present evidence/proof of the knowledge and skills detailed in the expectations of the relevant Ontario Curriculum Policy Document, of the course for which credit is being sought. All Ontario Curriculum Policy Documents can be found at: www.edu.gov.on.ca/eng/curriculum/ secondary/subjects.html. PLAR is a two-stage process. The initial application for PLAR begins with the home high school’s Student Services Department and includes credit review and course planning through to the end of high school. The application may include certificates, authorized formal training and awards relevant to the curriculum of the course being challenged. The guidance counsellor will review the application with the student. When the student completes the PLAR application, it is then forwarded to the Coordinator of Student Success. If the application is deemed acceptable, the student may proceed to the second stage of PLAR, the Formal Evaluation Stage. The formal evaluation must have a

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Ottawa Catholic Secondary Schools

balance between written work and practical demonstration of the subject/discipline. Assessment strategies may include written assignments, demonstrations/ performances, laboratory work, quizzes, etc. Grade 9 courses are not eligible for the PLAR process. A maximum of four credits may be granted through PLAR for grade 10, 11 and 12 courses with a maximum of two credits granted in any one subject area. A PLAR assessor will be assigned to the student, based on the specific subject area. Assessment and evaluation strategies for the challenge process must include a formal evaluation (30% of the final mark) and a variety of other assessment strategies appropriate for the particular course (70% of the final mark). Please note that the PLAR application package must be completed and submitted to the Coordinator of Student Success by October 31, of the current year.

PLAR for Mature Students

Prior Learning Assessment and Recognition (PLAR) for Mature Students is the formal evaluation and credit-granting process through which mature students, who are enrolled in a secondary school course, may obtain credits for prior learning. Mature students may obtain credits towards the Ontario Secondary School Diploma (OSSD) for knowledge and skills that they have acquired, in both formal and informal ways, outside secondary school.

The PLAR process involves: a) Grade 9 and 10 individual assessment/equivalency process b) Grade 11 and 12 equivalency process

In all cases, the knowledge and skills gained through education, work experience and training must be directly related to the provincial curriculum expectations. By using this process, mature students may be granted up to 26 credits towards their OSSD by the principal.

For more information and details about how to apply, or to obtain a brochure on the PLAR Process for Mature Students and Facts Sheets on each PLAR process, contact the PLAR Coordinator, Continuing and Community Education Department at the following address:

St. Nicholas Adult High School 893 Admiral Avenue Ottawa, Ontario K1Z 6L6 Tel : 613-228-8888

For further information, please contact Student Services at your school.

Types of Courses Academic courses in Grades 9 and 10 focus on the essential concepts of the discipline plus additional related concepts. They develop students’ knowledge and skills by emphasizing theoretical and abstract applications of the essential concepts while incorporating practical applications. The emphasis will be on theory and abstract thinking as a basis for future learning and problem solving. Applied courses in Grades 9 and 10 focus on the essential concepts of the discipline. They develop students’ knowledge and skills by emphasizing practical, concrete applications of the essential concepts while incorporating theoretical applications as appropriate. In applied courses, familiar, real-life situations will be used to illustrate ideas and students will be given more opportunities to experience practical applications of the concepts they study. Interdisciplinary courses in Grade 11 or 12 provide an integrated approach to learning. These courses are developed by connecting different subjects through themes, issues or problems that require knowledge from the selected areas. For example, an interdisciplinary studies course in small business would integrate studies in technological design and business entrepreneurship. For specific interdisciplinary courses, see Student Services at your school.

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K courses consist of alternative expectations that are developed to help students with special education needs acquire knowledge and skills that are not represented in the Ontario curriculum. Because they are not part of a subject or course outlined in the provincial curriculum documents, alternative expectations are considered to constitute alternative programs or alternative courses. Some students may remain in secondary school for up to 7 years, with a planned Community Living pathway. Students may experience a specific K course subject area twice in one year and several times over many years. Each experience will be unique, with its own K course code and learning goals consistent with those recorded on the student’s IEP. At the secondary level, the student will not be granted a credit for the successful completion of a K Course that consists of alternative expectations. Locally developed compulsory credit courses are offered in English, Mathematics and Science in Grades 9 and 10. Open courses in Grades 9 and 10 are offered in all subjects other than those offered as academic, applied and locally developed. For example, open courses are offered in visual arts, music and health and physical education, but not in English, mathematics, science, French as a second language, history or geography. An open course comprises a set of expectations that is suitable for all students and is not linked to any specific post-secondary destination. These courses are designed to provide students with a broad educational base that will prepare them for their studies in Grades 11 and 12 and for productive participation in society.

Ottawa Catholic Secondary Schools

Transfer Course To transfer from Grade 9 Applied Math to Grade 10 Academic Math, a student must take the transfer course MPM1H. Please consult your guidance counsellor for information regarding this course description. Please see page 25 for subject pathways and page 51 for course descriptions. Grade 9 Program Grade 9 students may take a program consisting of the following courses: • Religious Education 1 credit • English 1 credit • Mathematics 1 credit • Science 1 credit • Health and Physical Education 1 credit • Geography 1 credit • French as a Second Language: Core or Immersion 1 credit In addition to these seven courses, students will choose one other course. Grade 10 Program Grade 10 students may take a program consisting of the following courses: • Religious Education • English • Mathematics • Science • History • Civics • Career Studies

1 1 1 1 1 0.5 0.5

credit credit credit credit credit credit credit

In addition to these six courses, students will choose two other courses.

Grade 11 and 12 Destination Based Courses In grades 11 and 12, students will focus more on individual interests and identify and prepare for initial post-secondary goals. There are four destination-related types of courses. College (C): College preparation courses provide students with the knowledge and skills needed to meet the entrance requirements for most college programs and possible apprenticeships. Courses focus on practical applications and also examine underlying theories. Open (O) courses in Grades 11 and 12 are appropriate for all students. These courses allow students to broaden their knowledge and skills in a particular subject that may or may not be directly related to their post-secondary goals, but that reflect their interests. University/College (M): University/ College preparation courses are offered to prepare students to meet the entrance requirements of certain university and college programs. They focus on both theory and practical applications.

Advanced Placement The Advancement Placement Courses (AP) are international courses written by university professors, which allow students to write an exam in a specific area that will earn them credits or advanced standing at most universities in Canada and abroad. For further information, please see Student Services at your school.

Substitutions for Compulsory Credit Requirements In order to provide the flexibility to tailor individual student’s courses to program and need and to support a student’s progress through secondary school, principals may substitute up to three compulsory credits with courses from other subject areas specified in the list of compulsory credit requirements (including Groups 1, 2 and 3). “Substitutions should be made to promote and enhance student learning or to respond to special needs and interests.” OS, 2011, 61.

University (U): University preparation courses provide students with the knowledge and skills they need to meet university entrance requirements. Courses emphasize theoretical aspects of the subject and also consider related applications. Workplace (E): Workplace preparation courses prepare students to move directly into the workplace after high school or to be admitted into select apprenticeship programs or other training programs in the community. Courses focus on employment skills and on practical workplace applications of the subject content. Many workplace preparation courses involve cooperative education and work experience placements, which allow students to get practical experience in a workplace. 2016-2017 Course Selection Guide Grades 9-12 | 19

Ottawa Catholic Secondary Schools

St. Nicholas Adult High School ads.ocsb.ca Helping people 18 years and older who need: • Specific credit courses • To complete their high school diploma • Prerequisites for college or university This unique school is designed to meet the needs of the adult learner. Students: • Develop an individual learning plan based on their goals • Are acknowledged as self-motivated, goal-driven and independent learners We offer day school, online and Credits@Work courses • 75 different credit courses • All of the courses can be completed online • Credit recovery, cooperative education and experiential learning • Access to PLAR (Prior Learning Assessment and Recognition) and MSE (Mature Student Evaluation) Two locations for your convenience West Campus 893 Admiral Ave. 613-228-8888 Ave.

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St. Paul University Immaculata High School

Walk-in Registrations Continuous intake: Monday to Friday - 8:30 a.m. - 3 p.m. At registration students must bring: • A high school transcript(s) • Photo identification • Proof of address • Proof of date of birth • $20 consumable fee • Immigration papers (if applicable) 20 | 2016-2017 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools

Continuing

Education

613-228-3338 www.fallconnections.com Summer School Credit Program This is an intensive program offered across the region during the month of July. A variety of learning opportunities are possible for students during this session. The program is open to all Ontario residents. Adults wishing to enrol in Summer School must contact the Summer School Office and provide proof of having acquired the prerequisite prior to registering for the program. We offer online summer school courses. Check website for further information. Registration: Information for registration and courses offered for Summer School will be available by early May. Students currently attending a day school will have the opportunity to pre-register for Summer School through Student Services at their school. For more information on Summer School Credit programs call 613-727-7757 or visit our website: www.summerconnections.com

International Languages Secondary (Credit) Program SITE LOCATION LANGUAGE Frank Ryan 128 Chesterton Dr., Ottawa SPANISH, PUNJABI, ITALIAN Holy Trinity Catholic HS 180 Katimavik Rd., Kanata MANDARIN (SIMPLIFIED) TURKISH St. Clare 2133 Gardenway Dr., Orléans MANDARIN (SIMPLIFIED) St. George 130 Keyworth Ave., Ottawa RUSSIAN St. Joseph HS 3333 Greenbank Rd., Barrhaven MANDARIN (SIMPLIFIED) St. Nicholas Adult HS 893 Admiral Ave., Ottawa POLISH St. Patrick Intermediate 1485 Heron Rd., Ottawa GERMAN KOREAN St. Thomas More 1620 Blohm Dr., Ottawa MANDARIN (TRADITIONAL) Saturday mornings, 9:00 am to 12:30 pm • September to June This program will enable students to prepare for post-secondary studies and careers in the fields of business, trade and communications; foster global awareness and understanding; enhance student exchanges and develop training skills for international/global employment opportunities. All courses follow Ministerial guidelines and are accepted as credits towards a high school diploma. The courses are intended for eligible regular day school students and adults who are Ontario residents. Current graduation requirements recognize at least one credit in a third language. Open to all students. Fee:

Consumables/Activity Fee $10 payable first day of class. A fee is charged to all non-Ontario residents.

For more information call 613-228-3338 or www.fallconnections.com. 2016-2017 Course Selection Guide Grades 9-12 | 21

Ottawa Catholic Secondary Schools

Ontario Schools’ Pathway Please consult your school course contract for the courses offered at your school. Not all courses described in this calendar are offered at every high school. Specific questions regarding individual school courses should be directed to personnel in Student Services at your school. Courses use a six-character course code for identification. The first five characters of the course code are set out by the Ministry of Education. The sixth character is used by school boards to identify a specific characteristic of the course. Examples below explain how to decode a course code.

ENG 1 D R This school indicator is used to distinguish course characteristics. R = Regular M = Male I = Immersion F = Female This letter identifies the course type. Grades 9-10 D = Academic P = Applied O = Open L = Locally Developed Grades 11-12 U = University C = College E = Workplace O = Open M = University/College

This indicator is used to distinguish the grade level or for ESL and ELD the level of English language proficiency. 1 = Grade 9 3 = Grade 11 2 = Grade 10 4 = Grade 12 A, B, C, D, E = for ESL English language proficiency and ELD

These three letters identify the subject. Subject Codes: the first letter in the course code denotes the course’s department area. A = The Arts B = Business C = Canadian & World Studies E = English and ESL and ELD F = French G = Guidance & Career Education H = Humanities & Social Sciences I = Interdisciplinary or Computer Studies L = International Languages M = Mathematics N = First Nation, Métis & Inuit Studies P = Physical Education S = Sciences T = Technological Education

A Pathway Planning Guide and information about myBlueprint.ca/ocsb have been included on the following pages to assist in the course selection process. 22 | 2016-2017 Course Selection Guide Grades 9-12

HRT 3 M I

Ministry of Education LEARNING SKILLS • Responsibility • Organization • Independent Work • Collaboration • Initiative • Self-Regulation

Ontario Skills Passport (OSP) WORK HABITS • Working Safely • Teamwork • Reliability • Organization • Working Independently • Initiative • Self-Advocacy • Customer Service • Entrepreneurship

Ontario Skills Passport (OSP) www.skills.edu.gov.on.ca ESSENTIAL SKILLS • Reading Text • Writing • Document Use • Computer Use • Oral Communication • Numerical Money Math • Scheduling or Budgeting and Accounting • Measurement and Calculation • Data Analysis • Numerical Estimation • Job Task Planning & Organizing • Decision Making • Problem Solving • Finding Information

PROGRAM INPUTS EXPLORATION

COMMITMENT

Work Experience



Credit Total = Compulsory = Optional =

Work Experience

Guest Speakers, Industry Tours, Job Shadowing, Job Twinning, Career Fairs,

Credit Total = Compulsory = Optional =

Cooperative Education

Guest Speakers, Industry Tours, Job Shadowing, Job Twinning, Career Fairs, Work Experience,

EXPERIENTIAL LEARNING

Religion

Grade 11 Year 3

Credit Total = Compulsory = Optional =

Cooperative Education

Guest Speakers, Industry Tours, Job Shadowing, Job Twinning, Career Fairs, Work Experience,

Religion

Grade 12 Year 4

Secondary School Diploma requirements Community Involvement hours completed: Grade 9____hrs Grade 10____hrs Grade 11____hrs Grade 12____hrs = Total Hours _____ Ontario Secondary School Literacy Test passed (if applicable): __Yes or Ontario Secondary School Literacy Course __Yes

Please consult myBlueprint.ca/ocsb for the courses offered at your school. Not all courses described in this calendar are offered at every high school. Specific questions regarding individual school courses should be directed to your guidance counsellor. Religious Education may fulfill 4 of the optional credits. The grade 11 World Religions course may count as a Social Science compulsory credit in Group 1. When selecting courses, make sure you are meeting diploma requirements. Consider the entry requirements of your postsecondary destination when making course selections, especially in grades 11 and 12. Use myBlueprint.ca/ocsb to assist in your planning.

Credit Total = Compulsory = Optional =

Guest Speakers, Industry Tours, Job Shadowing, Job Twinning, Career Fairs,

Religion

Religion



Grade 10 Year 2

Grade 9 Year 1

Ottawa Catholic School Board mandatory Religious Education - 4 credits (1 per grade). As an educational activity, students will have opportunities for the development of knowledge related to religious literacy, concepts and ideas, not only of Catholicism but also of the religions of the world and philosophy. The academic demands of these courses are equal to those of any other course. All Religious Education courses are approved for accreditation by the Ministry of Education and count towards fulfilling the secondary school diploma requirements.

AWARENESS

Pathway Planning Guide

Students who do not fulfill the requirements for the Ontario Secondary School Diploma or the Ontario Secondary School Certificate may be granted a Certificate of Accomplishment. The Certificate of Accomplishment may be a useful means of recognizing achievement for students who plan to continue with vocational programs, other training opportunities and/or employment after leaving school.

Certificate of Accomplishment

❏ 2 credits in English ❏ 1 credit in Math ❏ 1 credit in Science ❏ 1 credit in Canadian Geography or Canadian History ❏ 1 credit in Health & Physical Education ❏ 1 credit in Arts or Technological Education ❏ 7 Optional Credits 14 Total for OSSC

Ontario Secondary School Certificate (OSSC) Requirements

18 Compulsory Credits - Students must earn the following compulsory credits to obtain the Ontario Secondary School Diploma: ❏ 4 credits in English ❏ 3 credits in Math ❏ 2 credits in Science ❏ 1 credit in Canadian Geography ❏ 1 credit in Canadian History ❏ 1 credit in Arts ❏ 1 credit in Health and Physical Education ❏ 1 credit in French as a Second Language ❏ 0.5 credit in Career Studies ❏ 0.5 credit in Civics Plus 1 credit from each of the following groups: *Group 1 *Group 2 *Group 3 In addition to the compulsory credits, students must complete: 12 Optional Credits 40 hours Community Involvement Activities The Provincial Literacy Requirement 30 Total for OSSD

Ontario Secondary School Diploma (OSSD) Requirements

PROGRAM OUTCOMES

Ottawa Catholic Secondary Schools

2016-2017 Course Selection Guide Grades 9-12 | 23

Ottawa Catholic Secondary Schools

24 | 2016-2017 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools

Pathway for Religious Education Living in our modern world, you will be facing many rapid and fundamental changes in all spheres of your life. Religious Education will help you to gain a moral and religious framework to help you meet these challenges. Religious Education will aid you as a student to a deeper understanding of the person and teachings of Jesus Christ and of the Catholic faith. This will be accomplished by examining the various strands within each course: Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacrament and Family Life. Religious Education will assist you in developing a religious literacy that will help you to appreciate the religious dimensions of the world, of human experience and of our multi-religious society. Religious Education will assist you in the process of ethical and moral formation within a culture that all too often fails to recognize the centrality of the human person and the importance of community. Religious Education respects both your personal freedom and responsibility to become the best person that you can be. Students in Religious Education and all other courses are called upon to develop character based on the Ontario Catholic School Graduate Expectations and the Gospel of Jesus Christ. Our Catholic Character Formation includes the Gospel values of Faith, Hope, Love, Community, Dignity of the Human Person, Stewardship for Creation, Justice and Excellence. Your study of religious education and philosophy can continue on into the university setting, including graduate and doctoral studies. In the world of work, employers are seeking out individuals who know how to communicate, how to work as a team and how to live and act out of ethical principles. Religious Education will help you to develop all of these aspects of who you are and more. Students are educated in the recognition of the centrality of a loving God and the dignity of all people. Religious Education prepares you to live a better life and to contribute to a better world. Our Religious Education includes digital citizenship. This is completed through an online resource, Samaritans on the Digital Road. Each grade explores a specific verse from Jesus’ parable of the Good Samaritan. The parable verses serve as a guide for the lessons, which aim to build student awareness and skills for participating in the online world. Students learn the meaning of being a “citizen” and transfer those skills to the online world as a “digital citizen.” They learn how to contribute to social good and how to navigate the moral challenges found “on the road” of the Internet. More information can be found on the OCSB website at ocsb.ca/digital-citizenship.

World Religions and Belief Traditions in Daily Life Grade 11, Open HRF3O Be With Me Grade 9, Open HRE1O

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Christ and Culture Grade 10, Open HRE2O

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Church and Culture Grade 12, Open HRE4O Page 51

Church and Culture Grade 12, University/College HRE4M Page 51

World Religions and Belief Traditions: Perspectives, Issues and Challenges Grade 11, University/College HRT3M

Philosophy: Questions and Theories Grade 12, University HZT4U Page 52

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This chart maps out all the courses in the discipline and shows the link between courses and the possible prerequisites for them. It does not attempt to depict all possible movements from course to course. The page number indicates the location of the course description. 2016-2017 Course Selection Guide Grades 9-12 | 25

Ottawa Catholic Secondary Schools

Pathway for The Arts Experience in the Arts — dance, drama, media arts, music and the visual arts — plays a valuable role in the education of all students. Learning in, through and about the Arts involves using the mind, body, heart and soul to achieve intellectual, social, emotional and spiritual well-being. The Arts stimulates a wide variety of learning styles and increases a student’s learning potential. The Arts nourish the imagination and develop a sense of beauty, while providing unique ways for students to gain insights into the world around them. The program, in all grades, is designed to develop a range of skills in practical and creative activity in the various Arts, as well as an appreciation of works of art. Students will also develop critical and analytical skills in the study of the Arts and the ability to communicate in a variety of ways. All of the Arts communicate through complex symbols — verbal, visual and aural — and help students understand aspects of life in different ways. They identify common values, both aesthetic and human, in various works of art and, in doing so, increase their understanding of others and learn that the Arts can have a civilizing influence on society. Participation in Arts courses helps students develop their ability to listen and observe and enables them to become more self-aware and self-confident. It encourages them to take risks, to solve problems in creative ways and to draw on their resourcefulness. Links can also be made between the Arts and other disciplines. Symmetry in musical structure can be related to mathematical principles. Mathematics skills can be applied to drafting a stage set to scale, or to budgeting an arts performance. Students learn writing, reading and media literacy skills to communicate understanding in an Arts courses. The first two years in grades 9 and 10 are designed to appeal to students’ interests and imagination and provide a basis for more intensive and specialized study. In grades 11 and 12, emphasis is placed on acquiring more advanced skills and applying them in more complex ways. An important aim of the Grade 11 and 12 courses is to help students understand the world in which they live and to help them make choices that will not only enrich their lives, but prepare them for a variety of careers.

Creative Process “Students are expected to learn and use the creative process to help them acquire and apply knowledge and skills in the Arts. Use of the creative process is to be integrated with use of the critical analysis process in all facets of the Arts curriculum as students work to achieve the expectations in the three strands. Creativity involves the invention and the assimilation of new thinking and its integration with existing knowledge. Creativity is an essential aspect of innovation. Sometimes the creative process is more about asking the right questions than it is about finding the right answer. It is paradoxical in that it involves both spontaneity and deliberate, focused effort. Creativity does not occur in a vacuum. Art making is a process requiring both creativity and skill and it can be cultivated by establishing conditions that encourage and promote its development. Teachers support an atmosphere and setting that is conducive to creativity - one in which students are not afraid to suggest alternative ideas and take risks.” The Ontario Curriculum, Grades 9 and 10 The Arts, 2010, 14. For more information on the Arts, visit the following websites of interest: Ontario Arts Council www.arts.on.ca/site4.aspx, Council of Dance Educators www.code.on.ca, www.artsalive.ca, www.nac-cna.ca, www.cappies.com

26 | 2016-2017 Course Selection Guide Grades 9-12

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Integrated Arts Grade 9, Open ALC1O

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Dance Grade 9, Open ATC1O

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Dance Grade 10, Open ATC2O

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Drama Grade 9, Open ADA1O

Dance Grade 11, University/College ATC3M

Dance Grade 12, University/College ATC4M

Dance Grade 11, Open ATC3O

Dance Grade 12, Workplace ATC4E

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Drama Grade 11, University/College ADA3M Page 53

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Drama Grade 12, University/College ADA4M Page 53

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Drama Grade 10, Open ADA2O

Drama Grade 11, Open ADA3O

Media Arts Grade 10, Open ASM2O

Media Arts Grade 11, University/College ASM3M

Media Arts Grade 12, University/College ASM4M

Media Arts Grade 11, Open ASM3O

Media Arts Grade 12, Workplace ASM4E

Music Grade 11, University/College AMU3M

Music Grade 12, University/College AMU4M

Music Grade 11, Open AMU3O

Music Grade 12, Workplace AMU4E

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Music Grade 9, Open AMU1O

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Music Grade 10, Open AMU2O

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Drama Grade 12, Workplace ADA4E

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Exploring and Creating the Arts Grade 12, Open AEA4O

Any Grade 9 or 10 arts course

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Visual Arts Grade 9, Open AVI1O

Visual Arts Grade 11, University/College AVI3M

Visual Arts Grade 12, University/College AVI4M

Visual Arts Grade 10, Open AVI2O

Visual Arts Grade 11, Open AVI3O

Visual Arts Grade 12, Workplace AVI4E

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This chart maps out all the courses in the discipline and shows the link between courses and the possible prerequisites for them. It does not attempt to depict all possible movements from course to course. Schools may offer special focus courses in the Arts (some examples are Drama - Production, Drama - Music Theater, Music – Guitar, Music – Repertoire, Music – Stage Band, Music – Vocal/Choral, Visual Arts - Crafts , Visual Arts – Ceramics, Visual Arts - Photography). Every optional course that is offered in dance, dramatic arts, music and visual arts must be based on the expectations of a credit course that are set out in the provincial curriculum policy documents for the Arts. Students demonstrate achievement of the course expectations through learning activities, which relate to the focus of these courses. See www.edu.gov.on.ca. The page number indicates the location of the course description. 2016-2017 Course Selection Guide Grades 9-12 | 27

Ottawa Catholic Secondary Schools

Pathway for Business Studies Business activity affects the daily lives of all Canadians as they work, play, spend, save and invest. It influences jobs, incomes and opportunities for personal enterprise. Business has a significant effect on the standard of living and quality of life of Canadians, which future generations will inherit. To be successful in tomorrow’s world, citizens must be prepared to engage in business activity with confidence and competence. All young people need to understand how business functions, its role in our society, the opportunities it generates, the skills it requires and the potential impact it can have on our lives and society, today and in the future. The Business Studies program will build a strong foundation for those who wish to move on to further study and training in specialized areas such as: • management • accounting • entrepreneurship • international business • information technology • marketing • computer applications Courses in Business Studies will provide practical skills for those who wish to move directly into the world of business, or into post-secondary education at community colleges, university or commercial training programs. For more information on high school programs geared for careers in business, see Student Services at your school or consult the occupation planner in myBlueprint.ca/ocsb.

Information and Communication Technology in Business Grade 9 or 10, Open BTT1O/2O Page 56

Introduction to Business Grade 9 or 10, Open BBI1O/2O

Financial Accounting Fundamentals Grade 11, University/College BAF3M Page 56

Marketing: Goods, Services, Events Grade 11, College BMI3C Page 57

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International Business Fundamentals Grade 12, University/College BBB4M

Page 57

Business Leadership: Management Fundamentals Grade 12, University/College BOH4M Page 57

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Entrepreneurship: The Venture Grade 11, College BDI3C

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Information & Communication Technology: The Digital Environment Grade 11, Open BTA3O Page 57

Entrepreneurship: The Enterprising Person Grade 11, Open BDP3O

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This chart maps out all the courses in the discipline and shows the link between courses and the possible prerequisites for them. It does not attempt to depict all possible movements from course to course. The page number indicates the location of the course description.

Financial Accounting Principles Grade 12, University/College BAT4M

Accounting Essentials Grade 11, Workplace BAI3E

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Marketing: Retail and Service Grade 11, Workplace BMX3E

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Entrepreneurship: Venture Planning in an Electronic Age Grade 12, College BDV4C

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Information and Communication Technology: Multimedia Solutions Grade 12, College BTX4C Page 57 Information and Communication Technology in the Workplace Grade 12, Workplace BTX4E Page 57

Accounting for a Small Business Grade 12, Workplace BAN4E

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International Business Essentials Grade 12, Workplace BBB4E

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Business Leadership: Becoming a Manager Grade 12, Workplace BOG4E Page 58

Ottawa Catholic Secondary Schools

Pathway for Canadian and World Studies Grade 9 to 12 Canadian and World Studies curriculum will enable students to become responsible, active citizens within the diverse communities to which they belong. As well as becoming critically thoughtful and informed citizens who value an inclusive society, students will develop the ability to use the “concepts of disciplinary thinking” to investigate issues, events, and developments, to determine and apply appropriate criteria to evaluate information and evidence and to make informed judgements. Students use the components of the inquiry process to develop skills that they need in order to think critically, solve problems, reach supportable conclusions and communicate ideas. In grades 9 and 10 the Canadian and World Studies program offers compulsory courses in geography, history, and civics (politics). Students must take one of the Grade 9 geography courses (Issues in Canadian Geography), and one of the Grade 10 history courses (Canadian History since World War I). The Grade 10 course Civics and Citizenship is a half-credit compulsory course. In grades 11 and 12 Canadian and World Studies courses include economics, geography, history, law, and politics. Students may use a senior level course credit to fulfill additional compulsory credit diploma requirements.

Canadian and World Studies – Economics, Law and Politics Economics The Individual and the Economy Grade 11, University/College CIE3M Page 58

Canadian History since World War I Grade 10, Academic CHC2D

Page 61

Canadian History since World War I Grade 10, Applied CHC2P

Page 61

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Law Understanding Canadian Law Grade 11, University/College CLU3M

Page 58

Understanding Canadian Law in Everyday Life Grade 11, Workplace CLU3E

Page 58

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Making Personal Economic Choices Grade 12, Workplace CIC4E

Page 58

Canadian and International Law Grade 12, University CLN4U Page 59

Legal Studies Grade 12, College CLN4C

Page 58

Politics Civics and Citizenship Grade 10, Open CHV2O

Analysing Current Economic Issues Grade 12, University CIA4U

Politics in Action: Making Change Grade 11, Open CPC3O Page 59

Canadian and International Politics Grade 12, University CPW4U Page 59

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

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Ottawa Catholic Secondary Schools

Canadian and World Studies – Geography

Regional Geography Grade 11, University/College CGD3M

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Issues in Canadian Geography Grade 9, Academic CGC1D

World Issues: A Geographic Analysis Grade 12, University CGW4U

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Forces of Nature: Physical Processes and Disasters Grade 11, University/College CGF3M

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Issues in Canadian Geography Grade 9, Applied CGC1P

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

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Any college preparation course in Canadian and world studies, English, or social sciences and humanities Travel and Tourism: A Geographic Perspective Grade 11, Open CGG3O

The Environment and Resource Management Grade 12, University/College CGR4M Page 60

World Issues: A Geographic Analysis Grade 12, College CGW4C

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Living in a Sustainable World Grade 12, Workplace CGR4E Page 60

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Canadian and World Studies – History American History Grade 11, University CHA3U

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World History to the End of Fifteenth Century Grade 11, University/College CHW3M Canadian History since World War I Grade 10, Academic CHC2D

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Canadian History since World War I Grade 10, Applied CHC2P

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A locally developed Grade 10 course in Canadian History

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Canada: History, Identity, and Culture Grade 12, University CHI4U Page 62

World History since the Fifteenth Century Grade 12, University CHY4U

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

World History since the Fifteenth Century Grade 12, College CHY4C

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

World History since 1900: Global and Regional Interactions Grade 11, Open CHT3O Page 61

Adventures in World History Grade 12, Workplace CHM4E

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Ottawa Catholic Secondary Schools

Pathway for Computer Studies Computer studies are relevant for all students because it incorporates a broad range of transferable problemsolving skills and techniques, including logical thinking, creative design, synthesis and evaluation. It also teaches generically useful skills in such areas as communication, time management, organization and teamwork. Students live in a technologically rich world and computer studies will provide them with the knowledge and skills to better understand the underpinnings of current computer technology and prepare them for emerging technologies. The major focus of these courses is the development of programming skills, which are useful skills that can be used in all pathways. The computer studies program will build a strong foundation for those who wish to move on to further study and training in specialized areas such as game development, computer programming, technology administration, database analysis, multimedia and web production, analytics, computer science, education, computer engineering, software engineering and information technology. These courses will introduce students to the excitement and opportunities afforded by this dynamic field and will begin to prepare them for a wide range of rewarding careers.

Introduction to Computer Studies ICS2O

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Introduction to Computer Programming ICS3C

Computer Programming ICS4C

Introduction to Computer Science ICS3U

Computer Science ICS4U

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Ottawa Catholic Secondary Schools

Pathway for English The English program includes compulsory courses for graduation and optional courses, which are electives. The compulsory courses emphasize strong core competencies in reading, writing, oral communication and media studies. Students must take a compulsory English credit in each of grades 9 through 12. They may choose between academic, applied and locally developed courses in grades 9 and 10. In grades 11 and 12, students may choose from three types of courses: university preparation, college preparation and workplace preparation. The elective course available for grades 9 and 10 is ELS2O-Literacy Skills. Elective courses also are available in grades 11 and 12. These optional courses allow students to explore individual interests and to deepen and extend the knowledge and skills acquired in the compulsory courses through more thematic and specialized study. Students may choose to take one of the optional English courses to fulfill an additional compulsory credit requirement for graduation. The English curriculum recognizes the central importance of language and literature in learning and everyday life and prepares students for the literacy demands they will face as members of a global community. Equally important, it should encourage students to develop a lifelong love of reading and writing. Skills acquired in English courses will be useful in all career paths, particularly social science, government services and education and arts and culture.

Compulsory Courses English ENG1D Grade 9, Academic Page 63

English ENG1P Grade 9, Applied Page 63

English ENG1L Grade 9, LDCC Page 63

English ENG2D Grade 10, Academic Page 63

English ENG2P Grade 10, Applied Page 63

English ENG2L Grade 10, LDCC Page 63

English ENG3U Grade 11, University

English ENG4U Grade 12, University

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English ENG3C Grade 11, College

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English ENG4C Grade 12, College

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English ENG3E Grade 11, Workplace

English ENG4E Grade 12, Workplace

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Ottawa Catholic Secondary Schools

Optional Courses

English ENG3U Grade 11, University

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Literacy Skills: Reading and Writing ELS2O Grade 10, Open

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Canadian Literature ETC3M Grade 11, University/College

Studies in Literature ETS4U Grade 12, University

English ENG3C Grade 11, College

The Writer’s Craft EWC4U Grade 12, University

Media Studies EMS3O Grade 11, Open

Studies in Literature ETS4C Grade 12, College

Presentation and Speaking Skills EPS3O Grade 11, Open

The Writer’s Craft EWC4C Grade 12, College

English ENG3E Grade 11, Workplace

Communication in the World of Business and Technology EBT4O Grade 12, Open

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English ENG2D Grade 10, Academic

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English ENG2P Grade 10, Applied

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English ENG2L Grade 10 Locally Developed Course

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Ontario Secondary School Literacy Course OLC4O Grade 12, Open

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Ottawa Catholic Secondary Schools

Pathway for English as a Second Language and English Literacy Development Courses in English as a Second Language (ESL) assist students whose first language is not English, to learn the language of instruction. Students develop English Language proficiency skills beginning in Level 1 with a focus on oral and written English skills for daily needs. Courses continue to prepare students to use English with increasing accuracy in focusing on the development of reading, writing and oral presentation skills required for success in all subjects. Depending on the student’s previous experience with English, they may be placed in ESL Level 1, 2, 3, 4 or 5. For example, a student who has been in full-time education in the country of origin but who has never studied English would be placed in ESL Level 1. English Literacy Development (ELD) courses provide literacy development for students who have significant gaps in their education. These courses are for students of all language backgrounds who have recently arrived from countries where access to education may have been very limited. Some may have had few opportunities to develop literacy skills in any language yet have sufficient knowledge of oral English to benefit from literacy instruction in English. A student from an English-speaking country who has had limited opportunities to develop literacy skills may also benefit from placement in an ELD course. Students who have no knowledge of English and who have not had opportunities to develop literacy skills in their own language may benefit from placement in both ESL and ELD courses. The chart below shows how most students may progress through their ESL and/or ELD courses and into mainstream English courses. Not all students will follow this sequence exactly and individual students may vary in the rate at which they progress through the levels.* English Literacy Development

English as a Second Language ESL Level 1 ESLAO Page 67

ESL Level 2 ESLBO Page 67

ESL Level 3 ESLCO

Mainstream English Courses ENG 1P/1D ENG 2P/2D ENG 3E/4E

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*ENG 3U/3C ENG 4U/4C Page 64

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ESL Level 4 ESLDO Page 67

ELD Level 1 ELDAO Page 66

ELD Level 2 ELDBO Page 66

ELD Level 3 ELDCO Page 66

ELD Level 4 ELDDO Page 66

ELD Level 5 ELDEO Page 66

Mainstream English Courses ENG 1L/2L ENG 1P/2P ENG 3E/4E

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*ESL Level 5 ESLEO Page 67

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Ottawa Catholic Secondary Schools

Pathway for First Nations, Métis and Inuit Studies The First Nations, Métis and Inuit Studies program includes four courses which are electives. However, the grade 9 credit Expressions of First Nations, Métis, and Inuit Cultures (NAC1O) may be used as the compulsory Arts credit which is a graduation requirement. The prerequisites for Contemporary First Nations, Métis, and Inuit Issues and Perspectives (NDA3M) and World Views and Aspirations of First Nations, Métis, and Inuit Peoples in Canada (NBV3E) are either grade 10 First Nations, Métis and Inuit Peoples in Canada or grade 10 Canadian History Since World War I (Academic or Applied). The First Nations, Métis and Inuit Studies courses provide students with a wide range of knowledge and skills related to Indigenous peoples in Canada. These courses better enable students to understand both current and past issues at all levels: locally, federally and globally. The study of the courses also increase the students’ understanding of the unique contributions of the First Peoples to Canada’s mosaic, as well as deepen their understanding of Aboriginal culture, history and worldview. In doing so, students will also develop a deeper understanding of their own identity and worldview.

Expressions of First Nations, Métis, and Inuit Cultures NAC1O Grade 9 Open Page 67

First Nations, Métis and Inuit Peoples in Canada NAC2O Grade 10 Open Page 67

Contemporary First Nations, Métis, and Inuit Issues and Perspectives NDA3M Grade 11 University/College Preparation Page 68

World Views and Aspirations of First Nations, Métis, and Inuit Peoples in Canada NBV3E Grade 11 Workplace Preparation Page 68

36 | 2016-2017 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools

Pathway for French as a Second Language The Core and Immersion French programs’ common purpose is to develop students’ communicative competence. In both programs, language is highly contextualized and all four skills - listening, speaking, reading and writing - are regularly used. Teachers and students must use French as a means of communication in class, to allow opportunity for an authentic use of the language. The cultural aspect is integrated into daily instruction. The two programs differ in the focus and in the language competency expected of students. Language learning is a lifelong process. Students are encouraged to seek additional exposure to the language and to seek opportunities to interact in French outside the classroom, in order to become fluent. FSL programs benefit all students whether or not they plan post-secondary studies in French. Studies show that learning another language has positive effects on intellectual growth. It improves overall school performance and develops superior problem-solving skills, making students more creative and better at solving complex problems. It improves students’ understanding of their own language and culture, opens the door to other cultures and helps with understanding and appreciating people from other countries. It increases job and business opportunities in the many careers where knowing another language is an asset, with a potential for higher income and career advancement.

Core French Grade 9, Academic FSF1D

Core French Grade 10, Academic FSF2D

Core French Grade 11, University FSF3U

Core French Grade 12, University FSF4U

Core French Grade 9, Applied FSF1P

Core French Grade 10, Applied FSF2P

Core French Grade 11, Open FSF3O

Core French Grade 12, Open FSF4O

French Immersion Grade 10, Academic FIF2D

French Immersion Grade 11, University FIF3U

French Immersion Grade 12, University FIF4U

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Core French Grade 9, Introductory, Open FSF1O

Page 68

French Immersion Grade 9, Academic FIF1D

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The page numbers indicates the location of the course description. Note: The prerequisite for Grade 9 Immersion French is the elementary Immersion French program (3800 hours of instruction in French), or equivalent. 2016-2017 Course Selection Guide Grades 9-12 | 37

Ottawa Catholic Secondary Schools

Pathway for Guidance and Career Education The Guidance and Career Education Program offers open courses designed to help students develop learning and interpersonal skills as well as to identify their educational and career interests and to explore related opportunities. At the centre of the program is the compulsory Grade 10 Career Studies course in which students learn how to identify and pursue goals in education, work and community activities. The Grade 9 Learning Strategies course, which is optional, focuses on the development of knowledge and skills that will benefit all students. The optional guidance and career education courses offered in grades 11 and 12 revisit some of the fundamental concepts and topics introduced in grades 9 and 10 and explore those issues in greater depth and complexity, as appropriate to students’ developmental stages. All guidance and career education courses encourage both community-based learning and career exploration through community involvement activities, work experience, cooperative education, volunteering, job shadowing, school-work transition programs, apprenticeship programs and internships or mentorships. These courses will help students relate what they learn in school to the community, understand and value of education, recognize the learning opportunities available to them, make choices from among those opportunities and adapt to changing circumstances. The Guidance and Career Education Program will help students make transitions throughout their lives – from family to school, from school to school, from school to work and from school to lifelong learning. A credit course in Guidance and Career Education meets the criteria for a Group 1 compulsory credit for diploma purposes. A maximum of two credits in cooperative education can count as compulsory credits for Group 1, Group 2 and/ or Group 3. The following websites provide useful career planning information: myBlueprint – myBlueprint.ca/ocsb * Ontario Skills Passport – www.skills.edu.gov.on.ca Employment Ontario Ottawa Network – www.eoon.ca OYAP – www.ocsb.ca/oyap

www.oyap.com

Labour Market Ottawa – www.labourmarketottawa.ca Cooperative Education COP3X

*More information about myBlueprint can be found on page 24 of this guide.

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Cooperative Education COP4X

Page 71

Learning Strategies I: Skills for Success in Secondary School Grade 9, Open GLS1O/GLE1O

Career Studies (half-credit) (compulsory) Grade 10, Open GLC2O

Designing Your Future Grade 11, Open GWL3O

Discovering The Workplace Grade 10, Open GLD2O

Leadership and Peer Support Grade 11, Open GPP3O

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Advanced Learning Strategies: Skills for Success After Secondary School Grade 12, Open GLS4O/GLE4O

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Navigating The Workplace Grade 12, Open GLN4O

Page 70

This chart maps out all the courses in the discipline. It does not attempt to depict all possible movements from course to course. The page number indicates the location of the course description. Note: GLE1O and GLE2O are offered under special circumstances in consultation with Student Services. 38 | 2016-2017 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools

Pathway for Health and Physical Education The Health and Physical Education curriculum prepares students to make healthy choices today, promote and lead healthy active lives in the future. Students develop the knowledge and skills that enable them to thrive in an everchanging world. The secondary Health and Physical Education curriculum comprises four Healthy Active Living Education (HALE) courses, one in each of Grades 9 through 12, and three specialized destination courses in Grades 11 and 12 which provide students with knowledge and skills related to specialized areas that they may choose to pursue after graduation. The HALE courses promote the skills needed to develop resilience and a sense of self, communicate effectively, interact positively with others and think critically and creatively. Students are exposed to a wide range of physical activities in a variety of categories (target, net/wall, striking/fielding, territory, body management) indoors and outdoors. They also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own choices and behaviours, as well as various factors in the world around them, affect their own and others’ health and well-being. Learning fundamental movement skills and applying movement strategies in various physical activities help students increase their comfort, confidence, competence, and proficiency with movement, thereby increasing their rates of overall physical activity and improving their health. Students are required to earn one compulsory credit in Health and Physical Education towards their Ontario Secondary School Diploma, and may also take a Health and Physical Education course to meet the Group 2 additional compulsory credit requirement. Recreation and Healthy Active Living Leadership Grade 12, University/ College PLF4M Page 73

Healthy Active Living Education Grade 9, Open PPL1O

Page 71

Healthy Active Living Education Grade 10, Open PPL2O

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Healthy Active Living Education Grade 11, Open PPL3O

Healthy Active Living Education Grade 12, Open PPL4O

Any Grade 11 university or university/college preparation course in science

Introductory Kinesiology Grade 12, University PSK4U

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Health for Life Grade 11, College PPZ3C

Page 72

The HALE courses may also be delivered with a focus on a particular set of activities. The intent behind focus courses is not to focus on a single sport – in other words, not to offer a “basketball course” but rather to give students the opportunity to experience a variety of physical activities as they acquire knowledge and skills related to healthy living. All focus courses MUST include the healthy living expectations and MUST integrate the development of living skills throughout the course. Examples of HALE focus courses: Healthy Living and Outdoor Activities, Healthy Living and Personal and Fitness Activities, Healthy Living and Large-Group Activities, Healthy Living and Individual and SmallGroup Activities. The page number indicates the location of the course description. 2016-2017 Course Selection Guide Grades 9-12 | 39

Ottawa Catholic Secondary Schools

Pathway for Interdisciplinary Studies Interdisciplinary courses provide an integrated approach to learning. These courses are developed by connecting different subjects through themes, issues or problems that require knowledge from the selected areas. For example an interdisciplinary studies course in small business would integrate studies in technological design and business entrepreneurship. For specific interdisciplinary courses, see Student Services at your school. Students may take a maximum of three interdisciplinary studies courses - one each of Interdisciplinary Studies, Grade 11, Open; Interdisciplinary Studies, Grade 12, University Preparation; and Interdisciplinary Studies, Grade 12, Open.

Maximum of ONE IDC3O credit

Maximum of ONE IDC4O credit

Maximum of ONE IDC4U credit Interdisciplinary Studies Mentorship IDC4U1

Interdisciplinary Studies Applied Journalism IDC3O1

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Interdisciplinary Studies Police Sciences/Foundations IDC3O2

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Interdisciplinary Studies Management Sports & Event Planning IDC4U2

Interdisciplinary Studies Introduction to Police Foundations IDC4O1 Page 73

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Interdisciplinary Studies Fire Services & Fire Protection IDC4O2

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Interdisciplinary Studies Global Awareness through Theatre IDC4U4 Page 74

Interdisciplinary Studies The Global Citizen in Action IDC4U5

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Courses in Interdisciplinary Studies, Grades 11 and 12 Grade 11

Course Name Interdisciplinary Studies

Course Type Open

Course Code IDC3O

Prerequisite None

12 Interdisciplinary Studies University IDC4U

Any University or University/College preparation course

12

None

Interdisciplinary Studies

40 | 2016-2017 Course Selection Guide Grades 9-12

Open

IDC4O

Ottawa Catholic Secondary Schools

Pathway for International Languages Language is our principal means of communication. As technology brings people and societies from around the world closer together, the ability to communicate in more than two languages becomes increasingly important. The study of languages beyond French and English, the two Canadian official languages, helps students to express themselves with confidence and develops their ability to solve problems and to think creatively. These skills enable students to analyse and use information from around the world and to communicate effectively in the international language both for business and personal purposes. The International Language program develops students’ oral communication and listening skills and enhances their general learning skills. Students who are multilingual also develop a greater sensitivity towards others and respect for the diverse peoples who make up the communities in which they live. In addition, because language learning is closely related to culture, students have the opportunity to explore related areas of study such as history, geography, music, art, business and world issues. Knowledge of international languages allows students to communicate effectively, value diversity and participate productively in the international community.

Italian LWIBO

Page 75

Spanish LWSBO

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Spanish LWSCO

Page 75

This chart maps out all the courses in the discipline and shows the link between courses and the possible prerequisites for them. It does not attempt to depict all possible movements from course to course. The page number indicates the location of the course description. 2016-2017 Course Selection Guide Grades 9-12 | 41

Ottawa Catholic Secondary Schools

Pathway for Mathematics Unprecedented changes that are taking place in today’s world will profoundly affect the futures of today’s students. To meet the demands of the world in which they will live, students will need to adapt to changing conditions and to learn independently. They will require the ability to use technology effectively and the skills for processing large amounts of quantitative information. Today’s mathematics curriculum must prepare students for their future. The development of sophisticated yet easily used calculators and computers is changing the role of procedure and technique in mathematics. Operations that have been an essential part of a procedures-focused curriculum for decades can now be accomplished quickly and effectively using technology, so that students can now solve problems that were previously too time consuming to attempt and can focus on underlying concepts. Mathematical knowledge becomes meaningful and powerful in application. This curriculum embeds the learning of mathematics in the solving of problems based on real-life situations. Rich problem-solving situations can be drawn from closely related disciplines, such as computer science, physics, or technology, as well as from subjects historically thought of as distant from mathematics, such as geography or art. The philosophy of the grade 9 and grade 10 courses reflects the belief that students learn mathematics effectively when they have initial opportunities to explore through hands-on experiences, followed by careful guidance into an understanding of the abstract mathematics involved. To transfer from Grade 9 Applied to Grade 10 Academic Math, a student must take a transfer MPM1H course. Grade 11 and 12 courses in this curriculum build on the knowledge of concepts and the skills developed in the earlier grades, extending students’ knowledge in new areas and requiring them to solve more complex problems. Students in grades 11 and 12 will continue to develop key skills and make connections through the exploration of applications. The understanding of abstract mathematics is central to the curriculum in grades 11 and 12 and its development may occur in various ways.

T

Calculus and Vectors Grade 12, University MCV4U

Page 76

Transfer Course (MPM1H)

Functions Grade 11, University MCR3U Page 76

Principles of Mathematics Grade 9, Academic MPM1D Page 75

Foundations of Mathematics Grade 9, Applied MFM1P Page 75

Mathematics Grade 9 Locally Developed Course MAT1L Page 75

Principles of Mathematics Grade 10, Academic MPM2D

T

Page 75

Foundations of Mathematics Grade 10, Applied MFM2P Page 75

Mathematics Grade 10 Locally Developed Course MAT2L Page 76

Functions and Applications Grade 11, University/College MCF3M Page 76

Advanced Functions Grade 12, University MHF4U

Page 76

Math of Data Management Grade 12, University MDM4U Page 77

Math for College Technology Grade 12, College MCT4C Page 77

Foundations for College Math Grade 11, College MBF3C Page 76

Math for Work and Everyday Life Grade 11, Workplace MEL3E Page 76

Foundations for College Math Grade 12, College MAP4C

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Math for Work and Everyday Life Grade 12, Workplace MEL4E

This chart maps out all the courses in the discipline and shows the link between courses and the possible prerequisites for them. It does not attempt to depict all possible movements from course to course. The page number indicates the location of the course description. 42 | 2016-2017 Course Selection Guide Grades 9-12

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Ottawa Catholic Secondary Schools

Pathway for Science The impact of science on our lives will continue to grow as the 21st century unfolds. Science underpins much of what we now take for granted, from lifesaving pharmaceuticals to clean water, the places we live and work in, computers and other information technologies and how we communicate with others. Scientific literacy for all is a goal of science education throughout the world. A scientifically literate person can read and understand media reports about science, critically evaluate the information presented and confidently engage in discussions about decision-making activities regarding issues that involve science. Achieving a high level of scientific literacy is not the same as becoming a scientist. The notion of thriving in a science-based world applies as much to a small businessperson, a lawyer, a construction worker, a car mechanic or a travel agent as it does to a doctor, an engineer, or a research scientist. While the specific knowledge and skills for each of these occupations vary, the basic goal of thriving in a science-based world remains the same. Science courses have been designed for a wide variety of students, taking into account their interests and possible pathways – from apprenticeship, to college, to university and to workplace. The three goals of the science program are as follows: 1. to relate science to technology, society and the environment; 2. to develop the skills, strategies and habits of mind required for scientific inquiry; 3. to understand the basic concepts of science. Throughout the secondary science program, students will have opportunities to interact with living things and to work with a variety of equipment and materials. Courses in grade 9 and 10 science are organized into strands that include biology, chemistry, earth and space science and physics. The content and skills of the grade 7 and 8 program creates a strong foundation for students entering grade 9. Please Note: Some schools choose to offer selected science courses (SBI3C, SCH4C, SPH4C) in alternate years. Students may have to consider course planning over two years.

Biology Grade 11, University SBI3U

Page 78

Science Grade 10, Academic SNC2D Science Grade 9, Academic SNC1D

Page 78

Chemistry Grade 11, University SCH3U

Page 78

Physics Grade 11, University SPH3U

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Science Grade 9, Applied SNC1P

Any Grade 11 University, University/College, or College preparation course in science

Page 77

Earth and Space Science Grade 12, University SES4U Page 79

Biology Grade 12, University SBI4U

Page 79

Chemistry Grade 12, University SCH4U

Page 79

Physics Grade 12, University SPH4U

Page 79

Science Grade 12, University/College SNC4M Page 80

Science Grade 10, Applied SNC2P

Page 78

Environmental Science Grade 11, University/ College SVN3M Page 78

Biology Grade 11, College SBI3C

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Science Grade 9 Locally Developed Course SNC1L Page 77

Science Grade 10 Locally Developed Course SNC2L Page 78

Environmental Science Grade 11, Workplace SVN3E Page 78

Chemistry Grade 12, College SCH4C

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Physics Grade 12, College SPH4C

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Science Grade 12, Workplace SNC4E

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This chart maps out all the courses in the discipline and shows the link between courses and the possible prerequisites for them. It does not attempt to depict all possible movements from course to course. The page number indicates the location of the course description. 2016-2017 Course Selection Guide Grades 9-12 | 43

Ottawa Catholic Secondary Schools

Pathway for Social Sciences and Humanities The social sciences – represented in this curriculum by courses in equity studies, family studies, and general social sciences – explore individual and collective human behaviour and needs as well as patterns and trends in society. The humanities – represented in the curriculum by courses in philosophy and world religions – explore fundamental questions and ideas about human nature and the human condition (see Religious Education section for descriptors of Philosophy and Religion). Although the subject areas in the social sciences are very different from one another, they all explore the ways in which individuals influence and are influenced by families, communities, cultures, institutions, and societies, and by ideas, norms, and values. Today and in the future, students need to be critically literate in order to synthesize information, make informed decisions, communicate effectively, and thrive in an ever-changing global community. Through sustained practice, students develop their planning, processing, problem-solving, and decision-making capabilities, often while exploring issues of deep personal relevance. Individual courses provide students with a foundation for a variety of possible post-secondary destinations: positions in the retail and service industries; college programs in community services (e.g. early childhood education, child and youth work, and developmental services work), creative endeavours (e.g. the fashion industry, fashion design, garment construction, and food preparation), or business (e.g. human resources); and university programs in fields such as anthropology, business studies, education, environmental studies, family and child studies, food and nutrition sciences, gender studies, health sciences, human resources, philosophy, psychology, religious studies, social work, and sociology.

44 | 2016-2017 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools

Exploring Family Studies Grade 9 or 10, Open HIF1O/2O

Any Grade 11 or 12 University or University/College preparation course in social sciences and humanities, English, or Canadian and world studies

Food and Nutrition Grade 9 or 10, Open HFN1O/2O

Introduction to Anthropology, Psychology and Sociology Grade 11, University HSP3U

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Introduction to Anthropology, Psychology and Sociology Grade 11, College HSP3C

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Working with Infants and Young Children Grade 11, College HPW3C Page 80

Understanding Fashion Grade 11, College HNC3C

Equity and Social Justice: From Theory to Practice Grade 12, University/College Preparation HSE4M

Page 82

Challenge and Change in Society Grade 12, University HSB4U Page 82

Nutrition and Health Grade 12, University HFA4U

Page 82

Nutrition and Health Grade 12, College HFA4C

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Families in Canada Grade 12, College HHS4C

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Raising Healthy Children Grade 11, Open HPC3O

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Families in Canada Grade 12, University HHS4U

Page 81

Human Development Through the Lifespan Grade 12, University/College HHG4M

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Working with School-Age Children and Adolescents Grade 12, College HPD4C

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The World of Fashion Grade 12, University/College HNB4M

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Personal Life Management Grade 12, Open HIP4O

Page 81

This chart maps out all the courses in the discipline and shows the link between courses and the possible prerequisites for them. It does not attempt to depict all possible movements from course to course. The page number indicates the location of the course description. 2016-2017 Course Selection Guide Grades 9-12 | 45

Ottawa Catholic Secondary Schools

Pathway for Technological Education We live in a technological world. Technological innovation influences all areas of life, from the actions of individuals to those of nations. It addresses basic human needs and provides the tools and processes for the exploration of both the known and the unknown world. The power of technology, its pervasiveness and its continual advances demand that today’s students become problem solvers who are self-sufficient, entrepreneurial and technologically literate. Students must acquire the technological skills and knowledge required to participate in a competitive, global economy. They must become critical and innovative thinkers, able to question, understand and respond to the implications of technological innovation, as well as to find solutions and develop products. Technological Education focuses on developing your ability to work creatively and competently with technologies that are central to your life as you meet the challenges and opportunities of the 21st century. Technological Education covers a broad range of courses leading to careers across a wide spectrum of disciplines. Many of the sectors also offer emphasis courses, to allow for a greater focus on one area of the sector.

These courses fall under several main areas:

Communications (TGJ) Covering careers in print and web based publishing, graphics, journalism, advertising, multimedia production, animation, photography and broadcasting Emphasis courses include: Interactive New Media and Animation (TGI), Photography and Digital Imaging (TGP), Print and Graphic Communication (TGG), TV, Video and Movie Production (TGV) Computer Engineering Technology (TEJ) Covering career paths in computer and networking hardware, computer systems, programming and electronics engineering Construction (TCJ, TWJ) Careers in residential and commercial construction, architecture, furniture making and related skilled trades Green Industries (THJ) Covering careers in agriculture, forestry, horticulture, landscaping and the environment Hairstyling and Aesthetics (TXJ) Covering careers in hairstyling, cosmetology and salon and spa management Health (TPJ, TOJ) Covering careers in health care, geriatrics, childcare and medicine Hospitality and Tourism (TFJ) Careers in restaurants, hotels, travel agencies, tourist attractions, outdoor adventure and related skilled trades Emphasis courses include: Cooking (TFC), Culinary Arts and Management (TFR), Tourism and Travel Planning (TFT) Manufacturing (TMJ) Careers in machining, welding, electronic control systems, engineering, product design, mass production and related skilled trades Emphasis courses include: Robotics and Control Systems (TMR) Technological Design (TDJ) Careers in architecture, engineering, industrial design, graphic design, marketing, commercial product design Emphasis courses include: Architectural Design (TDA), Robotics and Control System Design (TDR) Transportation (TTJ) Careers in automotive servicing, small engines, marine, aircraft maintenance, service centres, dealerships and related skilled trades Emphasis courses include: Auto Service (TTA), Auto Body (TTB), Small Engine and Recreational Equipment (TTS) Technological Education provides you with the skills and knowledge necessary for success in today’s and tomorrow’s world. A program in Technological Education can prepare you for direct careers in the workforce, or for post-secondary education at community colleges, universities or commercial training programs. Technological Education can also prepare you for apprenticeships in the skilled trades and technical occupations. For more information on high school programs geared for apprenticeships in the skilled trades or college programs, see Student Services at your school. 46 | 2016-2017 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools

Pathway for Technological Education Communications Technology Exploring Technologies Grade 9, Open TIJ1O Page 82



Communications Technology Grade 10. Open TGJ2O Page 83

Exploring Communications Technologies Grade 9, Open TGJ1O Page 82

Communications Technology Grade 11, University/College TGJ3M Page 83

Communications Technology Grade 12, University/College TGJ4M Page 83

Communications Technology Broadcast and Print Production Grade 11, Open TGJ3O Page 83

Communications Technology Digital Imagery and Web Design Grade 12, Open TGJ4O Page 83

Computer Engineering Technology Grade 11, University/College TEJ3M Page 84

Computer Engineering Technology Grade 12, University/College TEJ4M Page 84

Computer Technology Exploring Technologies Grade 9, Open TIJ1O Page 82





Computer Technology Grade 10, Open TEJ2O Page 83

Exploring Computer Technology Grade 9, Open TEJ1O Page 83



Computer Engineering Technology Grade 11, Workplace TEJ3E Page 84



Computer Engineering Technology Grade 12, Workplace TEJ4E Page 84

Construction Technology Exploring Technologies Grade 9, Open TIJ1O Page 82 Exploring Construction Technology Grade 9, Open TCJ1O Page 84

Construction Technology Grade 10, Open TCJ2O Page 84

Construction Engineering Technology Grade 11, College TCJ3C Page 84

Construction Engineering Technology Grade 12, College TCJ4C Page 85

Construction Technology Grade 11, Workplace TCJ3E Page 85

Construction Technology Grade 12, Workplace TCJ4E Page 85



Custom Woodworking Grade 11, Workplace TWJ3E Page 85



Custom Woodworking Grade 12, Workplace TWJ4E Page 85

2016-2017 Course Selection Guide Grades 9-12 | 47

Ottawa Catholic Secondary Schools

Green Industries Exploring Technologies Grade 9, Open TIJ1O Page 82





Green Industries Grade 10, Open THJ2O Page 85

Exploring Green Industries Grade 9, Open THJ1O Page 85

Green Industries Grade 11, University/ College THJ3M Page 86



Green Industries Grade 12, University/ College THJ4M Page 86

Green Industries Grade 11, Workplace THJ3E Page 86



Green Industries Grade 12, Workplace THJ4E Page 86

Hairstyling and Aesthetics Grade 11, Workplace TXJ3E Page 86

Hairstyling and Aesthetics Grade 12, Workplace TXJ4E Page 87

Hairstyling and Aesthetics Exploring Technologies Grade 9, Open TIJ1O Page 82

Hairstyling and Aesthetics Grade 10, Open TXJ2O Page 86

Exploring Hairstyling and Aesthetics Grade 9, Open TXJ1O Page 86

Health Care Exploring Technologies Grade 9, Open TIJ1O Page 82



Health Care Grade 10, Open TPJ2O Page 87

Exploring Health Care Grade 9, Open TPJ1O Page 87



Health Care Grade 11, College TPJ3C Page 87

Health Care Grade 11, University/ College TPJ3M Page 87



Health Care Grade 12, College TPJ4C Page 87



Health Care Grade 12, University/ College TPJ4M Page 87

Child Development and Gerontology Grade 12, College TOJ4C Page 87



48 | 2016-2017 Course Selection Guide Grades 9-12

Health Care: Support Services Grade 12, Workplace TPJ4E Page 88

Ottawa Catholic Secondary Schools

Hospitality and Tourism Exploring Technologies Grade 9, Open TIJ1O Page 82

Hospitality and Tourism Grade 10, Open TFJ2O Page 88

Exploring Hospitality and Tourism Grade 9, Open TFJ1O Page 88

Hospitality and Tourism Grade 11, College TFJ3C Page 88

Hospitality and Tourism Grade 12, College TFJ4C Page 88

Hospitality and Tourism Grade 11, Workplace TFJ3E Page 88

Hospitality and Tourism Grade 12, Workplace TFJ4E Page 88

Manufacturing Technology Grade 11, College TMJ3C Page 89

Manufacturing Technology Grade 12, College TMJ4C Page 89

Manufacturing Technology Exploring Technologies Grade 9, Open TIJ1O Page 82

Exploring Manufacturing Technology Grade 9, Open TMJ1O Page 89



Manufacturing Technology Grade 10, Open TMJ2O Page 89





Manufacturing Technology Grade 11, Workplace TMJ3E Page 89

Manufacturing Technology Grade 12, Workplace TMJ4E Page 89

Manufacturing Engineering Technology Grade 11, University/ College TMJ3M Page 89

Manufacturing Engineering Technology Grade 12, University/ College TMJ4M Page 89

2016-2017 Course Selection Guide Grades 9-12 | 49

Ottawa Catholic Secondary Schools

Technological Design Exploring Technologies Grade 9, Open TIJ1O Page 82

Technological Design Grade 10, Open TDJ2O Page 90

Exploring Technological Design Grade 9, Open TDJ1O Page 90

Technological Design Grade 11, University/ College TDJ3M Page 90

Technological Design Grade 12, University/College TDJ4M Page 90

Technological Design and the Environment Grade 11, Open TDJ3O Page 90

Technological Design and the Twenty-First Century Grade 12, Open TDJ4O Page 90

Transportation Technology Exploring Technologies Grade 9, Open TIJ1O Page 82



Transportation Technology Grade 10, Open TTJ2O Page 91

Exploring Transportation Technology Grade 9, Open TTJ1O Page 90

50 | 2016-2017 Course Selection Guide Grades 9-12



Transportation Technology Grade 11, College TTJ3C Page 91



Transportation Technology: Vehicle Ownership Grade 11, Open TTJ3O Page 91



Transportation Technology Grade 12, College TTJ4C Page 91

Transportation Technology: Vehicle Maintenance Grade 12, Workplace TTJ4E Page 91

Ottawa Catholic Secondary Schools

Ontario Schools’ Course Descriptions RELIGIOUS EDUCATION

Students are required by the Ottawa Catholic School Board to take one course in Religious Education in each year of secondary school.

Be With Me (HRE1O)

1 credit

This course uses the Beatitudes and Ten Commandments as a framework to examine the attitudes and actions that characterize the Christian life. Students will examine the following topics: Be Alive, Be Faithful, Be Loving, Be Obedient, Be Just, Be Honest, Be Generous, Be Forgiving and Be Hopeful. Students are encouraged to grow in these Gospel values while actively engaging in a variety of challenging educational activities. ____________________________________

Christ and Culture (HRE2O)

1 credit

This course requires students to explore the shaping culture through Gospel values. Students will explore the foundational topics of what does it mean to be human, what is culture and Christ and culture. Other topics that will be examined are on friendship and intimacy, living together in solidarity and relating to the Church and world. Connections between the church and contemporary culture are explored in terms of what it means to be a responsible adolescent in a secular, pluralistic world.

World Religions and Belief Traditions in Daily Life (HRF3O) 1 credit

This course enables students to study world religions and belief traditions in local, Canadian and global contexts. Students will explore aspects of the human quest for meaning and will examine world religions and belief traditions as exemplified in various sacred teachings and principles, rites and passages. They will also study the interaction throughout history between society and various belief traditions and will have opportunities to develop research and inquiry skills related to the study of world religions and belief traditions. Prerequisite: None ____________________________________

World Religions and Belief Traditions: Perspectives, Issues and Challenges (HRT3M) 1 credit

This course provides students with opportunities to explore various world religions and belief traditions. Students will develop knowledge of the terms and concepts relevant to this area of study, will examine the ways in which religions and belief traditions meet various human needs and will learn about the relationship between belief and action. They will examine sacred writings and teachings, consider how concepts of time and place influence different religions and belief traditions and develop research and inquiry skills related to the study of human expressions of belief. Prerequisite: None

Church and Culture (HRE4O)

1 credit

This course invites students to consider the many personal and social issues related to being a Catholic Christian in the modern world. Many dimensions of the human person are considered: personal development, morality, justice, appreciating creation, relationships, communication, human sexuality, sexual morality and marriage. Students are invited to consider what it means to be a truly discerning and responsible person. ____________________________________

Church and Culture (HRE4M - University/ College Preparation) 1 credit

This course explores a Catholic understanding of moral living where students learn the philosophical and scriptural foundations of ethical thinking and action. The search for the good in life will be traced through a consideration of the good life, norms for moral living, freedom, justice and mercy. Various moral and social issues are studied and evaluated including the importance of human sexuality and marriage. The experience and tradition of the Catholic Church will be considered throughout.

• PLEASE REMEMBER •

The following pages list Ontario Ministry of Education course offerings. All of these courses will NOT be offered in EACH school. Please consult your course offerings on myBlueprint.ca/ocsb for the courses being offered at YOUR school. 2016-2017 Course Selection Guide Grades 9-12 | 51

Ottawa Catholic Secondary Schools

Philosophy: Questions and Theories (HZT4U) 1 credit

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

THE ARTS INTEGRATED ARTS Integrated Arts (ALC1O)

1 credit

This course integrates two or more of the arts (dance, drama, media arts, music and visual arts), giving students the opportunity to produce and present art works created individually or collaboratively. Students will demonstrate innovation as they learn and apply concepts, styles and conventions unique to the various arts and acquire skills that are transferable beyond the classroom. Students will use the creative process and responsible practices to explore solutions to integrated arts challenges. Prerequisite: None

Dance (ATC3M – University/ College Preparation) 1 credit

DANCE Dance (ATC1O)

1 credit

This course gives students the opportunity to explore their technical and compositional skills by applying the elements of dance and the tools of composition in a variety of performance situations. Students will generate movement through structured and unstructured improvisation, demonstrate an understanding of safe practices with regard to themselves and others in the dance environment and identify the function and significance of dance within the global community. Prerequisite: None ____________________________________

Dance (ATC2O)

1 credit

This course emphasizes the development of students’ technique and creative skills relating to the elements of dance and the tools of composition in a variety of performance situations. Students will identify responsible personal and interpersonal practices related to dance processes and production, and will apply technologies and techniques throughout the process of creation to develop artistic scope in the dance arts. Prerequisite: None ____________________________________

Dance (ATC3O)

1 credit

This course emphasizes the development of students’ movement vocabulary relating to global dance genres and of their understanding of the elements of dance and the tools of composition in a variety of performance situations. Students will research and explain how physical, intellectual and artistic skills developed in dance can be applied in a wide range of careers. They will apply technologies and techniques throughout the process of creation and presentation and reflect on how studies in the dance arts affect personal identity. Prerequisite: None

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This course emphasizes the development of students’ artistry, improvisational and compositional skills and technical proficiency in global dance genres. Students will apply dance elements, techniques, and tools in a variety of ways, including performance situations; describe and model responsible practices related to the dance environment; and reflect on how the study of dance affects personal and artistic development. Prerequisite: Dance, Grade 9 or 10, Open ____________________________________

Dance (ATC4M – University/ College Preparation) 1 credit

This course emphasizes the development of students’ technical proficiency, fluency in the language of movement in global dance genres and understanding of the dance sciences. Students will explain the social, cultural and historical contexts of dance; apply the creative process through the art of dance in a variety of ways; and exhibit an understanding of the purpose and possibilities of continuing engagement in the arts as a lifelong learner. Prerequisite: Dance, Grade 11, University/College Preparation ____________________________________

Dance (ATC4E- Workplace Preparation)

1 credit

This course enables students to develop performance and interpersonal skills through the study of dance. Students will apply the elements of dance and the tools of composition to develop a physical vocabulary that can be used to create and communicate through dance. Students will research and explain how physical, intellectual and artistic skills developed in the dance arts are transferable to a wide range of careers and workplace environments. They will develop an understanding of practices associated with healthy living, the benefits of self-discipline and the importance of continuing engagement in the arts. Prerequisite: Dance, Grade 11, Open

Ottawa Catholic Secondary Schools

Drama (ADA3M – University/ College Preparation) 1 credit

DRAMA Drama (ADA1O)

1 credit

May also be offered with a focus on Production (ADD1O) This course provides opportunities for students to explore dramatic forms and techniques, using material from a wide range of sources and cultures. Students will use the elements of drama to examine situations and issues that are relevant to their lives. Students will create, perform, discuss and analyse drama and then reflect on the experiences to develop an understanding of themselves, the art form and the world around them. Prerequisite: None ____________________________________

Drama (ADA2O)

1 credit

May also be offered with a focus on Music Theatre (ADB2O), or Production (ADD2O) This course provides opportunities for students to explore dramatic forms, conventions and techniques. Students will explore a variety of dramatic sources from various cultures and representing a range of genres. Students will use the elements of drama in creating and communicating through dramatic works. Students will assume responsibility for decisions made in the creative and collaborative processes and will reflect on their experiences. Prerequisite: None ____________________________________

Drama (ADA3O)

1 credit

May also be offered with a focus on Music Theatre (ADB3O), or Production (ADD3O) This course requires students to engage in dramatic processes and the presentation of dramatic works, and emphasizes the application of drama skills in other contexts and opportunities. Students will interpret and present works in a variety of dramatic forms, create and script original works and critically analyse the processes involved in producing dramatic works. Students will develop a variety of skills related to collaboration and the presentation of dramatic works. Prerequisite: None

May also be offered with a focus on Music Theatre (ADB3M), or Production (ADD3M), or Film and Video (ADV3M) This course requires students to create and perform in dramatic presentations. Students will analyse, interpret and perform dramatic works from various cultures and time periods. Students will research various acting styles and conventions that could be used in their presentations and analyse the functions of playwrights, directors, actors, designers, technicians and audiences. Prerequisite: Drama, Grade 9 or 10, Open ____________________________________

Drama (ADA4M - University/ College Preparation) 1 credit

May also be offered with a focus on Music Theatre (ADB4M), or Production (ADD4M), or Film and Video (ADV4M) This course requires students to experiment individually and collaboratively with forms and conventions of both drama and theatre from various cultures and time periods. Students will interpret dramatic literature and other text and media sources while learning about various theories of directing and acting. Students will examine the significance of dramatic arts in various cultures and will analyze how the knowledge and skills developed in drama are related to their personal skills, social awareness and goals beyond secondary school. Prerequisite: Drama, Grade 11, University/College Preparation ____________________________________

Drama (ADA4E – Workplace Preparation)

1 credit

This course requires students to create and present a variety of dramatic works relevant to the workplace. Students will develop character both through hands-on experience and project-based learning to build trust and collaborative skills and develop self-confidence. Students will also explore skills related to the study of drama that can be applied in the workplace. Prerequisite: Drama, Grade 11, Open

EXPLORING AND CREATING IN THE ARTS Exploring and Creating the Arts (AEA3O, AEA4O)

1 credit

This course offers students the opportunity to explore connections between dance, drama, media arts, music and/or visual arts. Students will use the creative process individually and/or collaboratively to produce integrated art works that draw on various disciplines and they will critically analyse art works and determine how interpreting these works affects their own development. Students will develop responsible practices that are transferable beyond the classroom. They will explore solutions to integrated arts challenges and discover that art is everywhere, influencing and reflecting society. Prerequisite: Any Grade 9 or 10 Arts course

MEDIA ARTS Media Arts (ASM2O)

1 credit

Media Arts (ASM3O)

1 credit

This course enables students to create media art works by exploring new media, emerging technologies such as digital animation and a variety of traditional art forms such as film, photography, video and visual arts. Students will acquire communications skills that are transferable beyond the media arts classroom and develop an understanding of responsible practices related to the creative process. Students will develop the skills necessary to create and interpret media art works. Prerequisite: None ____________________________________

This course enables students to create media art works using available and emerging technologies such as computer animation, digital imaging, video and a variety of media. Students will explore the elements and principles of media arts, the connections between contemporary media art works and traditional art forms and the importance of using responsible practices when engaged in the creative process. Students will develop the skills necessary to create and interpret media art works. Prerequisite: None

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Ottawa Catholic Secondary Schools

Media Arts (ASM3M - University/ College Preparation) 1 credit

This course focuses on the development of media arts skills through the production of art works involving traditional and emerging technologies, tools and techniques such as new media, computer animation and web environments. Students will explore the evolution of media arts as an extension of traditional art forms, use the creative process to produce effective media art works, and critically analyse the unique characteristics of this art form. Students will examine the role of media artists in shaping audience perceptions of identity, culture and community values. Prerequisite: Media Arts, Grade 10, Open, or any Grade 9 or 10 arts course ____________________________________

Media Arts (ASM4M - University/ College Preparation) 1 credit

This course emphasizes the refinement of media arts skills through the creation of a thematic body of work by applying traditional and emerging technologies, tools and techniques such as multimedia, computer animation, installation art and performance art. Students will develop works that express their views on contemporary issues and will create portfolios suitable for use in either career or postsecondary education applications. Students will critically analyse the role of media artists in shaping audience perceptions of identity, culture and community values. Prerequisite: Media Arts, Grade 11, University/College Preparation ____________________________________

Media Arts (ASM4E – Workplace Preparation)

1 credit

This course focuses on a practical approach to a variety of media arts challenges specific to the interests of the student and provides students with opportunities to examine media arts in relationship to the world of work. Students will develop works that express their views on contemporary issues and will create portfolios suitable for use in postsecondary work experiences. Students will critically analyse the role of media artists in shaping audience perceptions of identity, culture and community values, particularly within the context of the workplace. Prerequisite: Media Arts, Grade 11, Open

Music (AMU3O)

MUSIC Music (AMU1O)

1 credit

May also be offered with a focus on Guitar (AMG1O), Stage Band (AMH1O), Repertoire (AMR1O), Vocal/Choral (AMV1O) This course emphasizes the creation and performance of music at a level consistent with previous experience and is aimed at developing technique, sensitivity and imagination. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance and a range of reflective and analytical activities. Students will develop an understanding of the conventions and elements of music and of safe practices related to music and will develop a variety of skills transferable to other areas of their life. Prerequisite: None *This course is strongly recommended to students intending to pursue studies in Music Grades 10-12. ____________________________________

Music (AMU2O)

1 credit

May also be offered with a focus on Guitar (AMG2O), Stage Band (AMH2O), Repertoire (AMR2O), Vocal/Choral (AMV2O) This course emphasizes the creation and performance of music at a level consistent with previous experience. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance and a range of reflective and analytical activities. Students will develop their understanding of musical conventions, practices and terminology and apply the elements of music in a range of activities. They will also explore the function of music in society with reference to the self, communities and cultures. Prerequisite: None, however, AMU1O recommended

54 | 2016-2017 Course Selection Guide Grades 9-12

1 credit

May also be offered with a focus on Guitar (AMG3O), Stage Band (AMH3O), Repertoire (AMR3O), Vocal/Choral (AMV3O) This course develops students’ musical literacy through performance and the preparation and presentation of music productions. Students will perform works at a level consistent with previous experience. Independently and collaboratively, students will use current technology and the creative and critical analysis processes to plan, produce, present and market musical productions. Students will respond to, reflect on and analyse music from various genres and periods and they will develop skills transferable to other aspects of their life and their careers. Prerequisite: None, however, AMU2O recommended. ____________________________________

Music (AMU3M - University/ College Preparation) 1 credit

May also be offered with a focus on Guitar (AMG3M), Stage Band (AMH3M), Repertoire (AMR3M), Vocal/Choral (AMV3M) This course provides students with opportunities to develop their musical literacy through the creation, appreciation, analysis and performance of music, including traditional, commercial and art music. Students will apply the creative process when performing appropriate technical exercises and repertoire and will employ the critical analysis processes when reflecting on, responding to and analysing live and recorded performances. Students will consider the function of music in society and the impact of music on individuals and communities. They will explore how to apply skills developed in music to their life and careers. Prerequisite: Music, Grade 9 or 10, Open

Ottawa Catholic Secondary Schools

Music (AMU4M - University/ College Preparation) 1 credit

May also be offered with a focus on Guitar (AMG4M), Stage Band (AMH4M), Repertoire (AMR4M), Vocal/Choral (AMV4M) This course enables students to enhance their musical literacy through the creation, appreciation, analysis and performance of music. Students will perform traditional, commercial and art music and will respond with insight to live and recorded performances. Students will enhance their understanding of the function of music in society and the impact of music on themselves and various communities and cultures. Students will analyse how to apply skills developed in music to their life and careers. Prerequisite: Music, Grade 11, University/College Preparation ____________________________________

Music (AMU4E – Workplace Preparation)

1 credit

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

VISUAL ARTS Visual Arts (AVI1O)

1 credit

This course is exploratory in nature, offering an overview of visual arts as a foundation for further study. Students will become familiar with the elements and principles of design and the expressive qualities of various materials by using a range of media, processes, techniques and styles. Students will use the creative and critical analysis processes and will interpret art within a personal, contemporary and historical context. Prerequisite: None

Visual Arts (AVI2O)

1 credit

May also be offered with a focus on Crafts (AWA2O), Ceramics (AWC2O), Photography (AWQ2O) This course enables students to develop their skills in producing and presenting art by introducing them to new ideas, materials and processes for artistic exploration and experimentation. Students will apply the elements and principles of design when exploring the creative process. Students will use the critical analysis process to reflect on and interpret art within a personal, contemporary and historical context. Prerequisite: None. AVI1O recommended ____________________________________

Visual Arts (AVI3O)

1 credit

May also be offered with a focus on Crafts (AWA3O), Interior Design (AWH3O), Printmaking/Sculpture (AWO3O), Photography (AWQ3O) This course focuses on studio activities in the visual arts, such as drawing, painting, sculpture, photography, printmaking, collage and/or multimedia art. Students will use the creative process to create art works that reflect a wide range of subjects and will evaluate works using the critical analysis process. Students will also explore works of art within a personal, contemporary, historical, and cultural context. Prerequisite: None, however, AVI2O recommended. ____________________________________

Visual Arts (AVI3M - University/ College Preparation)

1 credit

May also be offered with a focus on Photography (AWQ3M) This course enables students to further develop their knowledge and skills in visual arts. Students will use the creative process to explore a wide range of themes through studio work that may include drawing, painting, sculpting and printmaking, as well as the creation of collage, multimedia works and works using emergent technologies. Students will use the critical analysis process when evaluating their own work and the work of others. The course may be delivered as a comprehensive program or through a program focused on a particular artform (e.g. photography, video, computer graphics, information design). Prerequisite: Visual Arts, Grade 9 or 10, Open

Visual Arts (AVI4M - University/ College Preparation)

1 credit

Visual Arts (AVI4E – Workplace Preparation)

1 credit

May also be offered with a focus on Crafts (AWH4M), Photography (AWQ4M) This course focuses on enabling students to refine their use of the creative process when creating and presenting two- and three-dimensional art works using a variety of traditional and emerging media and technologies. Students will use the critical analysis process to deconstruct art works and explore connections between art and society. The studio program enables students to explore a range of materials, processes and techniques that can be applied in their own art production. Students will also make connections between various works of art in personal, contemporary, historical and cultural contexts. Prerequisite: Visual Arts, Grade 11, University/College Preparation ____________________________________

This course focuses on a practical approach to a variety of art and design projects related to the workplace. Students will use the creative process to produce a traditional and/or digital portfolio of their work in a variety of media. Students may focus on various aspects of visual arts, including advertising, ceramics, fashion design, graphic arts, jewellery design and/or web design. Prerequisite: Visual Arts, Grade 11, Open

Schools may offer special focus courses in the Arts. Every optional course that is offered in dance, dramatic arts, music and visual arts must be based on the expectations of a credit course that are set out in the provincial curriculum policy documents for the Arts. Students demonstrate achievement of the course expectations through learning activities, which relate to the focus of these courses. See www.edu.gov.on.ca.

2016-2017 Course Selection Guide Grades 9-12 | 55

Ottawa Catholic Secondary Schools

BUSINESS STUDIES The Business Studies Certificate

The Business Studies Certificate is awarded to students who have pursued a concentrated study in business by completing a minimum number of Business Studies credits. Students are required to complete a minimum of five (5) credits, either through Business Studies courses (‘B’ codes), CIC3E, CIE3M, CIA4U (Economics), or cooperative education credits tied to Business courses. See your guidance counsellor for more information. ____________________________________

Introduction to Business (BBI1O, BBI2O)

1 credit

This course introduces students to the world of business. Students will develop an understanding of the functions of business, including accounting, marketing, information technology, human resources and production and of the importance of ethics and social responsibility. This course builds a foundation for further studies in business and helps students develop the business knowledge and skills they will need in their everyday lives. ____________________________________

Information and Communication Technology in Business (BTT1O, BTT2O) 1 credit

This course introduces students to information and communication technology in a business environment and builds a foundation of digital literacy skills necessary for success in a technologically driven society. Students will develop word processing, spreadsheet, database, desktop publishing, presentation software and website design skills. Throughout the course, there is an emphasis on digital literacy, effective electronic research and communication skills and current issues related to the impact of information and communication technology.

Financial Accounting Fundamentals (BAF3M - University/ College Preparation)

1 credit

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

Accounting Essentials (BAI3E - Workplace Preparation) 1 credit

This course introduces students to the accounting cycle of a service business. Students will use computer application software to record business transactions and to prepare financial statements. Students will also investigate banking and cash management, decision-making, ethical behaviour and career opportunities in the field of accounting. Prerequisite: None ____________________________________

Financial Accounting Principles (BAT4M - University/ College Preparation)

1 credit

This course introduces students to advanced accounting principles that will prepare them for post-secondary studies in business. Students will learn about financial statements for various forms of business ownership and how those statements are interpreted in making business decisions. This course further develops accounting methods for assets and introduces accounting for partnerships, corporations and sources of financing. Prerequisite: Financial Accounting Fundamentals, Grade 11, University/ College Preparation

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Accounting for a Small Business (BAN4E - Workplace Preparation)

1 credit

Entrepreneurship: The Venture (BDI3C – College Preparation)

1 credit

This course further develops students’ understanding of the fundamentals of accounting by having them examine each component of the accounting cycle, with an emphasis on the merchandising business. Students will use computer application software to learn how accounting is practised in the workplace. Students will acquire an understanding of payroll systems, inventory, specialized journals, subsidiary ledgers, income tax reporting and budgeting. Prerequisite: Accounting Essentials, Grade 11, Workplace Preparation ____________________________________

This course focuses on ways in which entrepreneurs recognize opportunities, generate ideas and organize resources to plan successful ventures that enable them to achieve their goals. Students will create a venture plan for a student-run, school-based, or summer business. Through hands-on experiences, students will have opportunities to develop the values, traits and skills most often associated with successful entrepreneurs. Prerequisite: None ____________________________________

Entrepreneurship: The Enterprising Person (BDP3O) 1 credit

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

Ottawa Catholic Secondary Schools

Entrepreneurship: Venture Planning in an Electronic Age (BDV4C – College Preparation) 1 credit

This course provides students with the opportunity to develop and apply entrepreneurial skills through the creation of a venture plan that capitalizes on the potential of e-commerce. Students will research and identify an opportunity for a venture. They will then complete the components of a venture plan that includes a website. Prerequisite: None ____________________________________

Information and Communication Technology: The Digital Environment (BTA3O) 1 credit

This course prepares students for the digital environment. Using a hands-on approach, students will further develop information and communication technology skills through the use of common business software applications. The concept and operation of e-business will be explored and students will design and create an e-business website. The skills developed in this course will prepare students for success in the workplace and/or postsecondary studies. Prerequisite: None ____________________________________

Information and Communication Technology: Multimedia Solutions (BTX4C – College Preparation) 1 credit

This course provides students with the opportunity to apply their information and communication technology skills while working in a team environment. Through a project-based approach, students will have opportunities to integrate common business software applications and apply multimedia techniques. Students will further develop their understanding of electronic business and e-commerce environments. The skills acquired in this course will prepare students for success in post-secondary studies and in their future careers. Prerequisite: Information and Communication Technology: The Digital Environment, Grade 11, Open

Information and Communication Technology in the Workplace (BTX4E - Workplace Preparation) 1 credit

This course provides students with the opportu­ni­ty to further develop essential work­place skills in information and communi­cation technology while working in a team environment. Using a project-based approach, students will focus on integrating software applications and applying multimedia software features. Students will ex­pand their understanding of e-business and e-commerce environments and workplace ethics. This course will prepare students for a successful transition from secondary school to the workplace. Prerequisite: Information and Communication Technology: The Digital Environment, Grade 11, Open ____________________________________

International Business Fundamentals (BBB4M - University/ College Preparation) 1 credit

This course provides an overview of the importance of international business and trade in the global economy and explores the factors that influence success in international markets. Students will learn about the techniques and strategies associated with marketing, distribution and managing international business effectively. This course prepares students for post-secondary programs in business, including international business, marketing and management. Prerequisite: None ____________________________________

International Business Essentials (BBB4E - Workplace Preparation) 1 credit

This course provides an introduction to internat­ional business. Students will explore the economic relationships that Canada has developed with other nations and the impact of these relation­ships on productivity, prices and variety of goods. This course also introduces students to a variety of career opportunities in international business. Prerequisite: None

Marketing: Goods, Services, Events (BMI3C - College Preparation)

1 credit

This course introduces the fundamental concepts of product marketing, which includes the marketing of goods, services and events. Students will examine how trends, issues, global economic changes and information technology influence consumer buying habits. Students will engage in marketing research, develop marketing strategies and produce a marketing plan for a product of their choice. Prerequisite: None ____________________________________

Marketing: Retail and Service (BMX3E - Workplace Preparation) 1 credit

This course focuses on marketing activities in the retail and service sectors. Students will examine trends and global influences on marketing decisions and will learn about the importance of customer service in developing a customer base and maintaining customer loyalty. Through hands-on learning, students will develop personal selling and information technology skills that will prepare them for a variety of marketing-related positions in the workplace. Prerequisite: None ____________________________________

Business Leadership: Management Fundamentals (BOH4M - University/ College Preparation) 1 credit

This course focuses on the development of leadership skills used in managing a successful business. Students will analyse the role of a leader in business with a focus on decision making, management of group dynamics, workplace stress and conflict, motivation of employees and planning. Effective business communication skills, ethics and social responsibility will be emphasized throughout the course. Prerequisite: None

2016-2017 Course Selection Guide Grades 9-12 | 57

Ottawa Catholic Secondary Schools

Business Leadership: Becoming a Manager (BOG4E - Workplace Preparation)

1 credit

This course helps students prepare for managerial positions in their future careers. Students will focus on the development of core skills required to become a successful manager, including operations management, inventory control, marketing, financial planning, scheduling and communication. Students will also explore the management challenges of hiring, training and motivating employees and complying with legal requirements. Prerequisite: None ____________________________________

CANADIAN & WORLD STUDIES - ECONOMICS, LAW & POLITICS The Individual and the Economy (CIE3M)

1 credit

This course explores challenges facing the Canadian economy as well as the implications of various responses to these challenges. Students will explore the economic role of business, labour and government, as well as their own role as individual consumers and contributors and how all of these influence stability and variability in the Canadian economy. Students will apply the concepts of economic thinking and the economic inquiry process, including economic models, to investigate the impact of economic decisions. Prerequisite: Canadian History since World War I, Grade 10, Academic or Applied

Making Personal Economic Choices (CIC4E)

1 credit

This course provides students with a fundamental understanding of a variety of key economic issues and practices, helping them develop their ability to make informed economic choices in their day-to-day lives. Students will examine practical financial matters, such as personal budgeting, taxes, credit and debt, and savings and investment, as well as various economic issues, such as those related to the underground economy, economic inequality, and consumer behaviour. Students will apply the concepts of economic thinking, the economic inquiry process, and economic models to investigate various economic issues and structures and to analyse the impact of economic decisions, including their own decisions, at the individual, community, and national levels. Prerequisite: Canadian History since World War I, Grade 10, Academic or Applied, or the locally developed compulsory course (LDCC) in Canadian history ____________________________________

Analysing Current Economic Issues (CIA4U)

1 credit

This course examines current national and global economic trends and policies from diverse perspectives. Students will explore the impact of choices that individuals and institutions, including governments, make in responding to local, national and global economic issues such as globalization and global economic inequalities, trade agreements, national debt, taxation, social spending and consumer debt. Students will apply the concepts of economic thinking and the economic inquiry process, including economic models, to investigate and develop informed opinions about, current economic issues and to help them make reasoned economic decisions. Prerequisite: Any University or University/College preparation course in Canadian and World Studies, English, or Social Sciences and Humanities

58 | 2016-2017 Course Selection Guide Grades 9-12

Understanding Canadian Law in Everyday Life (CLU3E) 1 credit

This course enables students to develop a practical understanding of laws that affect the everyday lives of people in Canada, including their own lives. Students will gain an understanding of the need for laws, and of their rights, freedoms, and responsibilities under Canadian law. Topics include laws relating to marriage, the workplace, cyberbullying, and criminal offences. Students will begin to develop legal reasoning skills and will apply the concepts of legal thinking and the legal studies inquiry process when investigating legal issues that are relevant to life in Canada today. Prerequisite: Canadian History since World War I, Grade 10, Academic or Applied, or the locally developed compulsory course (LDCC) in Canadian history ____________________________________

Understanding Canadian Law (CLU3M) 1 credit

This course explores Canadian law, with a focus on legal issues that are relevant to the lives of people in Canada. Students will gain an understanding of laws relating to rights and freedoms in Canada; our legal system; and family, contract, employment, tort, and criminal law. Students will develop legal reasoning skills and will apply the concepts of legal thinking and the legal studies inquiry process when investigating a range of legal issues and formulating and communicating informed opinions about them. Prerequisite: Canadian History since World War I, Grade 10, Academic or Applied ____________________________________

Legal Studies (CLN4C)

1 credit

This course provides a foundation for students who wish to pursue a career that requires an understanding of law. Students will explore the importance of law, analysing contemporary legal issues and their relevance to daily life. They will investigate the requirements for various law-related careers as well as legal responsibilities in the workplace. Students will apply the concepts of legal thinking and the legal studies inquiry process to investigate their rights and responsibilities, legal processes and structures, and the role of law in a changing society. Prerequisite: Civics and Citizenship, Grade 10, Open

Ottawa Catholic Secondary Schools

Canadian and International Law (CLN4U)

1 credit

This course explores a range of contemporary legal issues and how they are addressed in both Canadian and international law. Students will develop an understanding of the principles of Canadian and international law and of issues related to human rights and freedoms, conflict resolution, and criminal, environmental, and workplace law, both in Canada and internationally. Students will apply the concepts of legal thinking and the legal studies inquiry process, and will develop legal reasoning skills, when investigating these and other issues in both Canadian and international contexts. Prerequisite: Any University or University/College preparation course in Canadian and world studies, English, or social sciences and humanities ____________________________________

Civics and Citizenship (CHV2O) 1 credit This course explores rights and responsibilities associated with being an active citizen in a democratic society. Students will explore issues of civic importance such as healthy schools, community planning, environmental responsibility and the influence of social media, while developing their understanding of the role of civic engagement and of political processes in the local, national and/or global community. Students will apply the concepts of political thinking and the political inquiry process to investigate and express informed opinions about, a range of political issues and developments that are both of significance in today’s world and of personal interest to them. Prerequisite: None

Politics in Action: Making Change (CPC3O)

1 credit

This course enables students to develop plans for change in the local, national, and/or global community. Students will explore various issues, investigating their causes as well as their impact, and determining where change is needed, and why. They will examine the effectiveness of various problem-solving strategies used by individuals and groups that have brought about and/or are attempting to bring about political change in democratic societies. In addition, students will analyse the role and perspectives of governments and other stakeholders in relation to issues of political importance and will consider factors affecting their own and others’ political engagement. Students will apply the concepts of political thinking and the political inquiry process as they investigate various issues of political importance and develop a plan of action to address a selected issue. Prerequisite: Civics and Citizenship, Grade 10, Open ____________________________________

Canadian and International Politics (CPW4U)

1 credit

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

CANADIAN & WORLD STUDIES - GEOGRAPHY Issues in Canadian Geography (CGC1P)

1 credit

Issues in Canadian Geography (CGC1D)

1 credit

This course focuses on current geographic issues that affect Canadians. Students will draw on their personal and everyday experiences as they explore a range of issues, including food and water supplies, competing land uses and interactions with the natural environment, developing their awareness that issues that affect their lives are interconnected with issues in other parts of the world. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate choices related to sustainable living in Canada. Prerequisite: None ____________________________________

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

2016-2017 Course Selection Guide Grades 9-12 | 59

Ottawa Catholic Secondary Schools

Regional Geography (CGD3M)

1 credit

This course explores interrelationships between the land and people in a selected region as well as interconnections between this region and the rest of the world. Students will explore the region’s environmental, socio-economic, and cultural characteristics and will investigate issues related to natural resources, economic development and sustainability, population change, globalization, and quality of life. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate a range of geographic issues in the region. Note: This course is developed and delivered with a focus, to be determined by the school, on the geography of a selected region of the world. Prerequisite: Issues in Canadian Geography, Grade 9, Academic or Applied ____________________________________

Travel and Tourism: A Geographic Perspective (CGG3O) 1 credit

This course focuses on issues related to travel and tourism within and between various regions of the world. Students will investigate unique environmental, sociocultural, economic and political characteristics of selected world regions. They will explore travel patterns and trends as well as tensions related to tourism and will predict future tourism destinations. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate the impact of the travel industry on natural environments and human communities. Prerequisite: Canadian Geographic Issues, Grade 9, Academic or Applied

Forces of Nature: Physical Processes and Disasters (CGF3M)

1 credit

Living in a Sustainable World (CGR4E)

1 credit

In this course, students will explore physical processes related to the earth’s water, land, and air. They will investigate how these processes shape the planet’s natural characteristics and affect human systems, how they are involved in the creation of natural disasters, and how they influence the impacts of human disasters. Throughout the course, students will apply the concepts of geographic thinking and the geographic inquiry process and use spatial technologies to analyse these processes, make predictions related to natural disasters, and assess ways of responding to them. Prerequisite: Issues in Canadian Geography, Grade 9, Academic or Applied ____________________________________

This course examines the impact of human activity on the natural environment. Students will explore the use of natural spaces and resources and how planning decisions and consumer choices affect natural systems. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate practical solutions to environmental issues, enabling them to make more sustainable decisions at home and in the workplace. Prerequisite: Canadian Geographic Issues, Grade 9, Academic or Applied

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The Environment and Resource Management (CGR4M) 1 credit

This course investigates interactions between natural and human systems, with a particular emphasis on the impacts of human activity on ecosystems and natural processes. Students will use the geographic inquiry process, apply the concepts of geographic thinking, and employ a variety of spatial skills and technologies to analyse these impacts and propose ways of reducing them. In the course of their investigations, they will assess resource management and sustainability practices, as well as related government policies and international accords. They will also consider questions of individual responsibility and environmental stewardship as they explore ways of developing a more sustainable relationship with the environment. Prerequisite: Any University, University/ College, or College preparation course in Canadian and world studies, English, or social sciences and humanities ___________________________________

World Issues: A Geographic Analysis (CGW4C) 1 credit

This course explores many difficult challenges facing Canada and the world today – challenges such as unequal access to food, water, and energy; urbanization; globalization; and meeting the needs of a growing world population while ensuring the sustainability of the natural environment. Students will explore these and other world issues from environmental, social, economic, and political perspectives, while applying the concepts of geographic thinking, the geographic inquiry process, and spatial technologies to guide and support their investigations. Prerequisite: Issues in Canadian Geography, Grade 9, Academic or Applied

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World Issues: A Geographic Analysis (CGW4U) 1 credit

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

CANADIAN & WORLD STUDIES - HISTORY Canadian History since World War I (CHC2P)

1 credit

This course focuses on the social context of historical developments and events and how they have affected the lives of people in Canada since 1914. Students will explore interactions between various communities in Canada as well as contributions of individuals and groups to Canadian heritage and identity. Students will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating the continuing relevance of historical developments and how they have helped shape communities in presentday Canada. Prerequisite: None

Canadian History since World War I (CHC2D)

1 credit

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

World History to the end of the Fifteenth Century (CHW3M) 1 credit

This course explores the history of various societies and civilizations around the world, from earliest times to around 1500 CE. Students will investigate a range of factors that contributed to the rise, success, and decline of various ancient and premodern societies throughout the world and will examine life in and the cultural and political legacy of these societies. Students will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating social, political, and economic structures and historical forces at work in various societies and in different historical eras. Prerequisite: Canadian History since World War I, Grade 10, Academic or Applied

American History (CHA3U)

1 credit

This course explores key aspects of the social, economic, and political development of the United States from precontact to the present. Students will examine the contributions of groups and individuals to the country’s evolution and will explore the historical context of key issues, trends, and events that have had an impact on the United States, its identity and culture, and its role in the global community. Students will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating various forces that helped shape American history. Prerequisite: Canadian History since World War I, Grade 10, Academic or Applied ____________________________________

World History since 1900: Global and Regional Interactions (CHT3O) 1 credit

This course focuses on major developments in world history from 1900 to the present. Students will explore the causes and consequences of global and regional conflicts, the impact of significant individuals and social movements, and the effects of social, economic, and political developments around the world. Students will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating interactions within and between nations and other historical developments and events, including those that continue to affect people in various parts of the world. Prerequisite: Canadian History since World War I, Grade 10, Academic or Applied, or the locally developed compulsory course (LDCC) in Canadian history

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Adventures in World History (CHM4E)

1 credit

This course examines significant developments and events in world history from earliest times to the present. Students will explore a variety of social, cultural, economic, and political developments in different regions of the world and during different periods. In addition to investigating how conflict, religion, work, and technology have helped shape people’s lives, students will examine the contributions of some significant individuals to our global heritage. Students will apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating a variety of human experiences in world history. Prerequisite: Canadian History since World War I, Grade 10, Academic or Applied, or the locally developed compulsory course (LDCC) in Canadian history ____________________________________

World History since the Fifteenth Century (CHY4C)

1 credit

This course explores key developments and events in world history since approximately 1450, with a focus on interactions within and between various regions. Students will examine social, economic, and political developments and how they have affected different peoples. Students will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating key turning points in world history and historical forces that have shaped our world. Prerequisite: Any University, University/ College, or College preparation course in Canadian and world studies, English, or social sciences and humanities

World History since the Fifteenth Century (CHY4U)

COMPUTER STUDIES 1 credit

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

Canada: History, Identity and Culture (CHI4U)

1 credit

This course traces the history of Canada, with a focus on the evolution of our national identity and culture as well as the identity and culture of various groups that make up Canada. Students will explore various developments and events, both national and international, from precontact to the present, and will examine various communities in Canada and how they have contributed to identity and heritage in Canada. Students will investigate the development of culture and identity, including national identity, in Canada and how and why they have changed throughout the country’s history. They will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, as they investigate the people, events, and forces that have shaped Canada. Prerequisite: Any University or University/College preparation course in Canadian and world studies, English, or social sciences and humanities

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Computer Studies (ICS2O)

1 credit

This course introduces students to computer programming. Students will plan and write simple computer programs by applying fundamental programming concepts and learn to create clear and maintainable internal documentation. They will also learn to manage a computer by studying hardware configurations, software selection, operating system functions, networking and safe computing practices. Students will also investigate the social impact of computer technologies and develop an understanding of environmental and ethical issues related to the use of computers. Prerequisite: None ____________________________________

Introduction to Computer Programming (ICS3C - College Preparation) 1 credit

This course introduces students to computer programming concepts and practices. Students will write and test computer programs, using various problem-solving strategies. They will learn the fundamentals of program design and apply a software development life-cycle model to a software development project. Students will also learn about computer environments and systems and explore environmental issues related to computers, safe computing practices, emerging technologies, and post-secondary opportunities in computer-related fields. Prerequisite: None ____________________________________

Introduction to Computer Science (ICS3U - University Preparation)

1 credit

This course introduces students to computer science. Students will design software independently and as part of a team, using industrystandard programming tools and applying the software development life-cycle model. They will also write and use subprograms within computer programs. Students will develop creative solutions for various types of problems as their understanding of the computing environment grows. They will also explore environmental and ergonomic issues, emerging research in computer science and global career trends in computer-related fields. Prerequisite: None

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Computer Programming (ICS4C - College Preparation) 1 credit

This course further develops students’ computer programming skills. Students will learn object-oriented programming concepts, create object-oriented software solutions and design graphical user interfaces. Student teams will plan and carry out a software development project using industry-standard programming tools and proper project management techniques. Students will also investigate ethical issues in computing and expand their understanding of environmental issues, emerging technologies and computer-related careers. Prerequisite: Introduction to Computer Programming, Grade 11, College Preparation ____________________________________

Computer Science

(ICS4U - University Preparation)

1 credit

This course enables students to further develop knowledge and skills in computer science. Students will use modular design principles to create complex and fully documented programs, according to industry standards. Student teams will manage a large software development project, from planning through to project review. Students will also analyse algorithms for effectiveness. They will investigate ethical issues in computing and further explore environmental issues, emerging technologies, areas of research in computer science and careers in the field. Prerequisite: Introduction to Computer Science, Grade 11, University Preparation

ENGLISH English (ENG1L)

1 credit

English (ENG1P)

1 credit

This course provides foundational literacy and communication skills to prepare students for success in their daily lives, in the workplace and in the Grade 10 LDCC course. The course is organized into strands that develop listening and speaking skills, reading and viewing skills and writing skills. In all strands, the focus is on developing foundational literacy skills and on using language clearly and accurately in a variety of authentic contexts. Students develop strategies and put into practice the processes involved in speaking, listening, reading, viewing, writing and thinking and reflect regularly upon their growth in these areas. ____________________________________

This course is designed to develop the key oral communication, reading, writing and media literacy skills students need for success in secondary school and daily life. Students will read, interpret and create a variety of informational, literary and graphic texts. An important focus will be on identifying and using appropriate strategies and processes to improve students’ comprehension of texts and to help them communicate clearly and effectively. The course is intended to prepare students for the Grade 10 applied English course, which leads to college or workplace preparation courses in Grades 11 and 12. ____________________________________

English (ENG1D)

1 credit

This course is designed to develop the oral communication, reading, writing and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyse literary texts from contemporary and historical periods, interpret informational and graphic texts and create oral, written and media texts in a variety of forms. An important focus will be on the use of strategies that contribute to effective communication. The course is intended to prepare students for the Grade 10 academic English course, which leads to university or college preparation courses in Grades 11 and 12.

English (ENG2L)

1 credit

English (ENG2P)

1 credit

English (ENG2D)

1 credit

In this course, students focus on extending their literacy and communication skills to prepare for success in their daily lives, in the workplace, in the English Grade 11 Workplace Preparation course, or in the English: Contemporary Aboriginal Voices, Grade 11 Workplace Preparation course. The course is organized into strands that extend listening and speaking skills, reading and viewing skills and writing skills. In all strands, the focus is on refining foundational literacy skills and on using language clearly and accurately in a variety of authentic contexts. Students build on their strategies and engage in the processes involved in speaking, listening, reading, viewing, writing, and thinking and reflect regularly upon their growth in these areas. Prerequisite: English, Grade 9 credit ____________________________________

This course is designed to extend the range of oral communication, reading, writing and media literacy skills that students need for success in secondary school and daily life. Students will study and create a variety of informational, literary and graphic texts. An important focus will be on the consolidation of strategies and processes that help students interpret texts and communicate clearly and effectively. This course is intended to prepare students for the compulsory Grade 11 college or workplace preparation course. Prerequisite: English, Grade 9, Academic or Applied ___________________________________

This course is designed to extend the range of oral communication, reading, writing and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyse literary texts from contemporary and historical periods, interpret and evaluate informational and graphic texts and create oral, written and media texts in a variety of forms. An important focus will be on the selective use of strategies that contribute to effective communication. This course is intended to prepare students for the compulsory Grade 11 University or college preparation course. Prerequisite: English, Grade 9, Academic or Applied

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English (ENG3E - Workplace Preparation)

1 credit

This course emphasizes the development of literacy, communication and critical and creative thinking skills necessary for success in the workplace and in daily life. Students will study the content, form and style of a variety of contemporary informational, graphic and literary texts; and create oral, written and media texts in a variety of forms for practical purposes. An important focus will be on using language clearly and accurately in a variety of formal and informal contexts. The course is intended to prepare students for the compulsory Grade 12 workplace preparation course. Prerequisite: English, Grade 10 Credit ____________________________________

English (ENG3C - College Preparation)

1 credit

This course emphasizes the development of literacy, communication and critical and creative thinking skills necessary for success in academic and daily life. Students will study the content, form and style of a variety of informational and graphic texts, as well as literary texts from Canada and other countries and create oral, written and media texts in a variety of forms for practical and academic purposes. An important focus will be on using language with precision and clarity. The course is intended to prepare students for the compulsory Grade 12 college preparation course. Prerequisite: English, Grade 10, Applied ___________________________________

English (ENG3U - University Preparation)

1 credit

This course emphasizes the development of literacy, communication and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse challenging literary texts from various periods, countries and cultures, as well as a range of informational and graphic texts and create oral, written and media texts in a variety of forms. An important focus will be on using language with precision and clarity and incorporating stylistic devices appropriately and effectively. The course is intended to prepare students for the compulsory Grade 12 University or college preparation course. Prerequisite: English, Grade 10, Academic

English (ENG4E - Workplace Preparation)

OPTIONAL COURSES 1 credit

This course emphasizes the consolidation of literacy, communication and critical and creative thinking skills necessary for success in the workplace and in daily life. Students will analyse informational, graphic and literary texts and create oral, written and media texts in a variety of forms for workplacerelated and practical purposes. An important focus will be on using language accurately and organizing ideas and information coherently. The course is intended to prepare students for the workplace and active citizenship. Prerequisite: English, Grade 11, Workplace Preparation ____________________________________

English (ENG4C - College Preparation)

1 credit

This course emphasizes the consolidation of literacy, communication and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse a variety of informational and graphic texts, as well as literary texts from various countries and cultures and create oral, written and media texts in a variety of forms for practical and academic purposes. An important focus will be on using language with precision and clarity and developing greater control in writing. The course is intended to prepare students for college or the workplace. Prerequisite: English, Grade 11, College Preparation ____________________________________

English (ENG4U)

1 credit

This course emphasizes the consolidation of the literacy, communication and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse a range of challenging literary texts from various periods, countries and cultures; interpret and evaluate informational and graphic texts; and create oral, written and media texts in a variety of forms. An important focus will be on using academic language coherently and confidently, selecting the reading strategies best suited to particular texts and particular purposes for reading and developing greater control in writing. The course is intended to prepare students for University, College, or the workplace. Prerequisite: English, Grade 11, University Preparation

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Literacy Skills (ELS2O)

1 credit

Canadian Literature (ETC3M)

1 credit

Media Studies (EMS3O)

1 credit

This course is designed to help students strengthen essential reading and writing skills, providing them with the extra literacy support they need in order to graduate. Students will read informational, graphic and literary texts, with a focus on locating information, identifying main ideas and supporting details, building vocabulary and consolidating skills in the application of key comprehension strategies. The course will also help students develop core learning strategies. Prerequisite: English, Grade 9 credit ____________________________________

This course emphasizes the study and analysis of literary texts by Canadian authors for students with a special interest in Canadian literature. Students will study the themes, forms and stylistic elements of a variety of literary texts representative of various time periods and of the diverse cultures and regions of Canada, and will respond personally, critically and creatively to them. Prerequisite: English, Grade 10, Academic or Applied ____________________________________

This course emphasizes knowledge and skills that will enable students to understand media communication in the twenty-first century and to use media effectively and responsibly. Through analysing the forms and messages of a variety of media works and audience responses to them and through creating their own media works, students will develop critical thinking skills, aesthetic and ethical judgement and skills in viewing, representing, listening, speaking, reading and writing. Prerequisite: English, Grade 10, Academic or Applied

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Presentation and Speaking Skills (EPS3O)

1 credit

This course emphasizes the knowledge and skills required to plan and make effective presentations and to speak effectively in both formal and informal contexts, using such forms as reports, speeches, debates, panel discussions, storytelling, recitations, interviews and multimedia presentations. Students will research and analyse the content and characteristics of convincing speeches and the techniques of effective speakers; design and rehearse presentations for a variety of purposes and audiences; select and use visual and technological aids to enhance their message; and assess the effectiveness of their own and others’ presentations. Prerequisite: English, Grade 10, Academic or Applied ____________________________________

Communication in the World of Business and Technology (EBT4O) 1 credit

This course emphasizes practical writing and communication skills that are needed in the world of business and technology. Students will analyse the characteristics of effective models of business and technical communications; gather information to write reports, business letters, memos, manuals, instructions and brochures; and integrate graphics and text, using technology appropriately for formatting and special effects. They will also make a number of oral and visual presentations. Prerequisite: English, Grade 11, University Preparation, College Preparation, or Workplace Preparation ____________________________________

Studies in Literature (ETS4C)

1 credit

This course is for students with a special interest in literature. The course may focus on themes, genres, time periods, or countries. Students will study a variety of forms and stylistic elements of literary texts and respond personally, critically and creatively to them. They will also investigate critical interpretations and complete an independent study project. Prerequisite: English, Grade 11, College Preparation

Studies in Literature (ETS4U)

1 credit

This course is for students with a special interest in literature and literary criticism. The course may focus on themes, genres, time periods, or countries. Students will analyse a range of forms and stylistic elements of literary texts and respond personally, critically and creatively to them. They will also assess critical interpretations, write analytical essays and complete an independent study project. Prerequisite: English, Grade 11, University Preparation ____________________________________

The Writer’s Craft (EWC4C)

1 credit

This course emphasizes knowledge and skills related to the craft of writing. Students will investigate models of effective writing; use a workshop approach to write a variety of works; and make considered decisions for improving the quality of their writing. They will also complete a creative or analytical independent study project and investigate opportunities for publication and for writing careers. Prerequisite: English, Grade 11, College Preparation ____________________________________

The Writer’s Craft (EWC4U)

1 credit

This course emphasizes knowledge and skills related to the craft of writing. Students will analyse models of effective writing; use a workshop approach to produce a range of works; identify and use techniques required for specialized forms of writing; and identify effective ways to improve the quality of their writing. They will also complete a major paper as part of a creative or analytical independent study project and investigate opportunities for publication and for writing careers. Prerequisite: English, Grade 11, University Preparation

Ontario Secondary School Literacy Course (OLC4O) 1 credit

This course is designed to help students acquire and demonstrate the cross-curricular literacy skills that are evaluated by the Ontario Secondary School Literacy Test. Students who complete the course successfully will meet the provincial literacy requirement for graduation. Students will read a variety of informational, narrative and graphic texts and will produce a variety of forms of writing, including summaries, information paragraphs, opinion pieces and news reports. Students will also maintain and manage a literacy portfolio containing a record of their reading experiences and samples of their writing.

Eligibility

Students who have been eligible to write the Ontario Secondary School Literacy Test (OSSLT) at least twice and have been unsuccessful at least once, are eligible to take this course to achieve both a Grade 12 credit and their literacy credential for graduation. ____________________________________

ENGLISH LITERACY DEVELOPMENT (ELD) COURSES These courses are designed for English language learners with limited prior schooling who have not had opportunities to develop ageappropriate literacy skills in any language. These students are from areas of the world where educational opportunities have not been consistently available. Their needs differ in the following two important ways from the needs of their peers who are on the ESL credit pathway and that arrive with age-appropriate schooling: • They have significant gaps in their education. • They need more intensive support for a longer period of time. ELD courses provide an accelerated program of literacy development for these students. ELD credit courses (ELDAO to ELDEO) are available to English language learners on the ELD credit pathway. Up to three ELD courses can be

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applied to the four compulsory English credits required for diploma purposes. There are five ELD courses based on levels of literacy development and proficiency in English. Depending on learners’ previous educational experience, first-language literacy skills and knowledge of English, students may be placed in ELD Level 1, 2, 3, 4, or 5. For example, a newly arrived student with no prior formal schooling and no first-language literacy skills would be placed in ELD Level 1. A student with some prior schooling and some knowledge of English might be placed in ELD Level 2 or 3. ____________________________________

English Literacy Development, Level 1 (ELDAO)

1 credit

This course is intended for English language learners who have had limited access to schooling and thus have significant gaps in their firstlanguage literacy skills. Students will use basic listening and speaking skills to communicate in English for everyday purposes; develop readiness skills for reading and writing; begin to read highly structured texts for everyday and school-related purposes; and use basic English language structures and sentence patterns in speaking and writing. The course will also help students become familiar with school routines and begin to adapt to their new lives in Canada. Prerequisite: None ____________________________________

English Literacy Development, Level 2 (ELDBO)

1 credit

This course is intended for English language learners who have had limited access to schooling and thus have gaps in their first-language literacy skills. Students will use their developing listening and speaking skills to communicate in English; develop reading strategies to understand a variety of simple texts; produce simple forms of writing; apply increasing knowledge of English grammatical structures; expand their vocabulary; and develop fundamental study skills. The course will also provide opportunities for students to use school and community resources and build their knowledge of Canada and diversity. Prerequisite: English Literacy Development, Level 1

English Literacy Development, Level 3 (ELDCO)

1 credit

This course builds on students’ growing literacy and language skills and extends their ability to communicate in English about familiar and school-related topics. Students will improve their literacy skills through a variety of contextualized and supported reading and writing tasks; distinguish between fact and opinion in short written and oral texts; complete short guided-research projects; make brief oral presentations; and engage in a variety of cooperative learning activities. The course will also enable students to further develop their study skills and personalmanagement strategies and broaden their understanding of Canadian diversity and citizenship. Prerequisite: English Literacy Development, Level 2 ____________________________________

English Literacy Development, Level 4 (ELDDO)

1 credit

This course extends students’ literacy skills and ability to apply learning strategies effectively and teaches them how to use community resources to enhance lifelong learning. Students will engage in a variety of guided reading, writing and viewing tasks; use media and community resources to complete guided-research projects; and communicate for a variety of academic and everyday purposes with increasing accuracy and fluency. This course further develops the critical thinking skills students will need to participate in Canadian society as informed citizens. Prerequisite: English Literacy Development, Level 3

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English Literacy Development, Level 5 (ELDEO)

1 credit

This course provides students with skills and strategies that will allow them to continue their education successfully and pursue pathways to employment that may involve apprenticeship and/or cooperative education programs. Students will develop greater independence in reading and writing, as well as in interpreting media texts; use a range of media and community resources; and communicate both orally and in writing on a variety of topics. This course also expands the critical thinking skills students will need in order to contribute to Canadian society as informed citizens. Prerequisite: English Literacy Development, Level 4 ____________________________________

ENGLISH AS A SECOND LANGUAGE (ESL) COURSES These courses are designed for English language learners who have had opportunities to develop language and literacy skills in their own language appropriate to their age or grade level. Most English language learners are in this group. These learners may be entering secondary school from elementary school alongside their English-speaking peers, or they may be entering secondary school in Ontario having recently arrived from other countries. They can read and write in their own language within the expected range for students of their age in their own country. They can build on their existing first-language skills when learning English in an ESL program. ESL credit courses (ESLAO to ESLEO) are available to English language learners on the ESL credit pathway. Up to three ESL language courses can be applied to the four compulsory English credits required for diploma purposes. There are five ESL courses based on levels of language proficiency in English. Depending on a learners’ previous experience with English, students may be placed in ESL Level 1, 2, 3, 4, or 5. For example, a student who has been in full-time education in his or her country of origin but who has never studied English would be placed in ESL Level 1. A student who

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has been in full-time education in his or her own country and has studied some English might be placed in ESL Level 2 or 3 on the basis of the initial English language assessment.

English as a Second Language, Level 1 (ESLAO) 1 credit

This course builds on students’ previous education and language knowledge to introduce the English language and help students adjust to their new cultural environment. Students will use beginning English language skills in listening, speaking, reading and writing for everyday and essential academic purposes; use basic English language structures and simple sentence patterns in short conversations; read short adapted texts; and write phrases and short sentences. The course also provides students with the knowledge and skills they need to begin to adapt to their new lives in Canada. Prerequisite: None ____________________________________

English as a Second Language, Level 2 (ESLBO) 1 credit

This course expands students’ listening, speaking, reading and writing skills in English for everyday and academic purposes. Students will participate in conversations, in structured situations, on a variety of familiar and new topics; link English sentences to compose paragraphs; read a variety of texts designed or adapted for English language learners; and expand their knowledge of English grammatical structures and sentence patterns. The course also supports students’ continuing adaptation to the Ontario school system by expanding their knowledge of diversity in their new province and country. Prerequisite: English as a Second Language, Level 1

English as a Second Language, Level 3 (ESLCO) 1 credit

This course extends students’ skills in listening, speaking, reading and writing in English for a variety of everyday and academic purposes. Students will make short classroom presentations; read a variety of adapted and original texts in English; and write using a variety of forms of text. Students will also expand their academic vocabulary and their study skills to facilitate the transition to the mainstream school program. This course also introduces students to the rights and responsibilities inherent in Canadian citizenship and to a variety of current Canadian issues. Prerequisite: English as a Second Language, Level 2 ____________________________________

English as a Second Language, Level 4 (ESLDO) 1 credit

This course prepares students to use English with increasing fluency and accuracy in classroom and social situations and to participate in Canadian society as informed citizens. Students will develop the reading, writing and oral presentation skills required for success in all school subjects. They will study and interpret a variety of grade-level texts; extend listening and speaking skills through participation in discussions and seminars; write narratives, articles, and summaries in English; and respond critically to various print and media texts. Prerequisite: English as a Second Language, Level 3 ____________________________________

English as a Second Language, Level 5 (ESLEO) 1 credit

This course provides students with the skills and strategies they need to make the transition to college and university preparation courses in English and other secondary school disciplines. Students will be encouraged to develop independence in a range of academic tasks. They will participate in debates and lead classroom workshops; read and interpret literary works and academic texts; write essays, narratives and reports; and apply a range of learning strategies and research skills effectively. Students will further develop their ability to respond critically to print and media texts. Prerequisite: English as a Second Language, Level 4

FIRST NATIONS, MÉTIS AND INUIT STUDIES Expressions of First Nations, Métis, and Inuit Cultures (NAC1O) 1 credit

This course explores various First Nations, Métis, and Inuit art forms (media arts, music, dance, drama, storytelling, visual art, installation and performance art, clothing design, and architectural design), giving students the opportunity to create, present, and analyse integrated art works infused with First Nations, Métis, and Inuit perspectives. Students will examine relationships between art forms and individual and cultural identities, histories, and values. Students will demonstrate innovation as they learn and apply art-related concepts, styles, and conventions and acquire skills that are transferable beyond the classroom. Students will use the creative process and responsible practices to explore solutions to integrated arts challenges. Prerequisite: None ___________________________________

First Nations, Métis, and Inuit Peoples in Canada (NAC2O) 1 credit

This course explores the histories of First Nations, Métis, and Inuit peoples in Canada from precontact to the present day. Students will examine the impact of past social, cultural, economic, political, and legal trends and developments on First Nations, Métis and Inuit communities and individuals. Students will apply the concepts of historical thinking and the historical inquiry process to investigate a range of issues, events, and interactions that have affected First Nations, Métis, and Inuit peoples, including those that continue to affect relations between Aboriginal peoples and other Canadians today. Prerequisite: None

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Contemporary First Nations, Métis, and Inuit Issues and Perspectives (NDA3M) 1 credit

This course explores existing and emerging issues of local, regional, and national importance to First Nations, Métis, and Inuit peoples in Canada. Students will analyse diverse perspectives on issues and events related to land, community, governance, identity, culture, and global trends. Using the concepts of political thinking and the tools of political inquiry, students will explore their own and others’ ideas and investigate issues to determine what needs to change and why. Students are also given the opportunity to develop their own problem-solving strategies to address an issue of their choice. Prerequisite: Grade 10 First Nations, Métis, and Inuit Peoples in Canada, Open, or Grade 10 Canadian History since World War I, Academic or Applied ___________________________________

World Views and Aspirations of First Nations, Métis, and Inuit Peoples in Canada (NBV3E) 1 credit

This course explores diverse world views and aspirations of First Nations, Métis, and Inuit peoples in Canada. Students will examine issues of identity facing First Nations, Métis, and Inuit individuals and communities with respect to changing relationships with the land, nature, one another, and Canada. Students will explore their own world views, and the factors that shape world views over time, to develop an understanding of how traditional and contemporary values influence the aspirations of First Nations, Métis, and Inuit peoples. Prerequisite: Grade 10 First Nations, Métis, and Inuit Peoples in Canada, Open, or Grade 10 Canadian History since World War I, Academic, Applied, or a locally developed compulsory course (LDCC)

FRENCH AS A SECOND LANGUAGE Core French (FSF1O)

1 credit

Core French (FSF1P)

1 credit

This is an introductory course for students who have little or no knowledge of French or who have not accumulated the minimum 600 hours of elementary Core French instruction. Students will acquire communicative and literacy skills in French, in guided and interactive settings. Students will develop fundamental communication skills through discussing situations and issues that are relevant in their daily lives. ____________________________________

This course provides opportunities for students to communicate and interact in French in structured situations on everyday topics and to apply their knowledge of French in everyday situations. Students will continue to develop language knowledge and skills introduced in the elementary Core French program, through practical applications and concrete examples and will use creative and critical thinking skills in various ways. They will also enhance their understanding and appreciation of diverse Frenchspeaking communities and will develop the skills necessary to become lifelong language learners. Prerequisite: Minimum of 600 hours of elementary Core French instruction, or equivalent ____________________________________

Core French (FSF1D)

1 credit

This course provides opportunities for students to communicate and interact in French with increasing independence, with a focus on familiar topics related to their daily lives. Students will continue to develop language knowledge and skills by using language-learning strategies introduced in the elementary Core French program and will apply creative and critical thinking skills in various ways. They will also enhance their understanding and appreciation of diverse French-speaking communities and will develop the skills necessary to become life-long language learners. Prerequisite: Minimum of 600 hours of elementary Core French instruction, or equivalent

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French Immersion (FIF1D)

1 credit

Core French (FSF2P)

1 credit

Core French (FSF2D)

1 credit

This course provides opportunities for students to speak and interact in French independently in a variety of real-life and personally relevant contexts. Students will develop their ability to communicate in French with confidence by using language-learning strategies introduced in the elementary French Immersion program. Students will enhance their knowledge of the language through the study of FrenchCanadian literature. They will also continue to increase their understanding and appreciation of diverse French-speaking communities and to develop the skills necessary to become life-long language learners. Prerequisite: Minimum of 3800 hours of instruction in elementary French Immersion, or equivalent ____________________________________ This course provides opportunities for students to communicate in French about everyday matters and topics of personal interest in real-life situations. Students will exchange information, ideas and opinions with others in structured, guided and increasingly spontaneous spoken interactions. Students will continue to develop their language knowledge and skills through the consolidation of language-learning strategies for interpreting texts and communicating clearly. They will also increase their understanding and appreciation of diverse French-speaking communities and will continue to develop the skills necessary to become lifelong language learners. Prerequisite: Core French, Grade 9, Academic or Applied ____________________________________ This course provides opportunities for students to communicate in French about personally relevant, familiar and academic topics in real-life situations with increasing independence. Students will exchange information, ideas and opinions with others in guided and increasingly spontaneous spoken interactions. Students will continue to develop their language knowledge and skills through the selective use of strategies that contribute to effective communication. They will also increase their understanding and appreciation of diverse French-speaking communities and will continue to develop the skills necessary to become lifelong language learners. Prerequisite: Core French, Grade 9, Academic or Applied

Ottawa Catholic Secondary Schools

French Immersion (FIF2D)

1 credit

This course provides students with extensive opportunities to communicate, interact and think critically and creatively in French. Students will use a variety of languagelearning strategies in listening, speaking, reading and writing and will respond to and interact with print, oral, visual and electronic texts. Students will develop their knowledge of the French language through the study of contemporary and historically wellknown French European literature. They will also continue to increase their understanding and appreciation of diverse French-speaking communities and to develop the skills necessary to become life-long language learners. Prerequisite: French Immersion, Grade 9, Academic or Applied ____________________________________

Core French (FSF3O)

1 credit

This course provides opportunities for students to speak and interact in French in real-life situations. Students will continue to develop their communication skills, making connections to previous experiences and using newly acquired language knowledge and skills. They will also continue to increase their understanding and appreciation of diverse French-speaking communities and to develop the skills necessary for lifelong language learning. Prerequisite: Core French, Grade 10, Academic, Applied ____________________________________

Core French (FSF3U)

1 credit

This course offers students extended opportunities to speak and interact in real-life situations in French with greater independence. Students will develop their creative and critical thinking skills through responding to and exploring a variety of oral and written texts. They will continue to broaden their understanding and appreciation of diverse Frenchspeaking communities and to develop the skills necessary for lifelong language learning. Prerequisite: Core French, Grade 10, Academic

French Immersion (FIF3U)

1 credit

Core French (FSF4O)

1 credit

This course provides opportunities for students to consolidate the communication skills required to speak and interact with increasing confidence and accuracy in French in a variety of academic and social contexts. Students will apply language-learning strategies while exploring a variety of concrete and abstract topics and will increase their knowledge of the language through the study of French literature from around the world. They will also continue to deepen their understanding and appreciation of diverse French-speaking communities and to develop the skills necessary to become lifelong language learners. Prerequisite: French Immersion, Grade 10, Academic ____________________________________

This course provides a variety of opportunities for students to speak and interact in French. Students will use language learning strategies in a variety of real-life situations and personally relevant contexts. They will continue to develop their creative and critical thinking skills through responding to and interacting with a variety of oral and written texts. Students will also continue to develop their understanding and appreciation of diverse French-speaking communities, as well as the skills necessary for lifelong language learning. Prerequisite: Core French, Grade 11, Open ____________________________________

Core French (FSF4U)

1 credit

This course provides extensive opportunities for students to speak and interact in French independently. Students will apply language-learning strategies in a wide variety of real-life situations and will continue to develop their creative and critical thinking skills through responding to and interacting with a variety of oral and written texts. Students will also continue to enrich their understanding and appreciation of diverse French-speaking communities and to develop the skills necessary for lifelong language learning. Prerequisite: Core French, Grade 11, University Preparation

French Immersion (FIF4U)

1 credit

This course provides students with extensive opportunities to communicate, interact and think critically and creatively in French. Students will consolidate languagelearning strategies and apply them while communicating about concrete and abstract topics and will independently respond to and interact with a variety of oral and written texts. Students will study a selection of French literature from the Middle Ages to the present. They will also continue to enrich their understanding and appreciation of diverse Frenchspeaking communities and to develop the skills necessary to become lifelong language learners. Prerequisite: French Immersion, Grade 11, University Preparation ____________________________________

SUBJECTS TAUGHT IN FRENCH Please refer to your school’s course contract for any other courses taught in French.

Géographie (CGC1Dl)

1 Immersion Credit

Religion (HRE1OI)

1 Immersion Credit

For course description, please refer to Issues in Canadian Geography (CGC1D), Page 59. ____________________________________

For course description, please refer to Religion (HRE1O), Page 51. ____________________________________

Vie active et santé (PPF1OI, PPM1OI, PPL1OI) 1 Immersion Credit

For course description, please refer to Healthy Active Living Education (PPM1O, PPF1O, PPL1O), Page 71. ____________________________________

Histoire du Canada depuis la Première Guerre Mondiale (CHC2DI) 1 Immersion credit

For course description, please refer to Canadian History since World War I (CHC2D), Page 61. ____________________________________

Religion (HRE2OI)

1 Immersion Credit

For course description, please refer to Religion (HRE2O), Page 51.

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Exploration des choix de carrières (GLC2OI) 0.5 Immersion credit

For course description, please refer to Career Studies (GLC2O), Page 70. ____________________________________

Éducation a la citoyenneté (CHV2OI) 0.5 Immersion credit

For course description, please refer to Civics & Citizenship (CHV2O), Page 59. ____________________________________

Etude des religions croyances et traditions (HRT3MI) 1 Immersion credit

For course description please refer to World Religions (HRT3M), Page 51. ____________________________________

IL’Église et la culture (HRE4MI) 1 Immersion credit

For course description, please refer to Church and Culture (HRE4M), Page 51. ____________________________________

GUIDANCE AND CAREER EDUCATION Learning Strategies 1: Skills for Success in Secondary School (GLS1O/GLE1O/GLE2O) 1 credit

This course focuses on learning strategies to help students become better, more independent learners. Students will learn how to develop and apply literacy and numeracy skills, personal management skills and interpersonal and teamwork skills to improve their learning and achievement in school, the workplace and the community. The course helps students build confidence and motivation to pursue opportunities for success in secondary school and beyond. Prerequisite for GLE1O, GLE2O recommendation of principal, GLS1O none ____________________________________

Career Studies (GLC2O)

0.5 credit

This course teaches students how to develop and achieve personal goals for future learning, work and community involvement. Students will assess their interests, skills and characteristics and investigate current economic and workplace trends, work opportunities and ways to search for work. The course explores post-secondary learning and career options, prepares students for managing work and life transitions and helps students focus on their goals through the development of a career plan. Prerequisite: None

Discovering the Workplace (GLD2O)

1 credit

This course provides students with opportunities to discover and develop the workplace essential skills and work habits required to be successfully employed and helps students make plans for continued learning and work. Students will develop an understanding of work through practical hands-on experiences in the school and in the community, using real workplace materials. They will investigate occupations of interest through experiential learning opportunities, such as worksite visits, job shadowing, work experience, simulations and entrepreneurial projects. Prerequisite: None ____________________________________

Designing Your Future (GWL3O) 1 credit

This course prepares students to make successful transitions to post-secondary destinations as they investigate specific post-secondary options based on their skills, interests and personal characteristics. Students will explore the realities and opportunities of the workplace and examine factors that affect success, while refining their job search and employability skills. Students will develop their portfolios with a focus on their targeted destination and develop an action plan for future success. Prerequisite: None ____________________________________

Leadership and Peer Support (GPP3O)

1 credit

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

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Advanced Learning Strategies: Skills for Success After Secondary School (GLS4O/GLE4O) 1 credit

This course improves students’ learning and personal management skills, preparing them to make successful transitions to work, training and/or post-secondary education destinations. Students will assess their learning abilities and use literacy, numeracy and research skills and personal management techniques to maximize their learning. Students will investigate trends and resources to support their post-secondary employment, training and/or education choices and develop a plan to help them meet their learning and career goals. Prerequisite for GLS4O, none. Prerequisite for GLE4O recommendation of principal ____________________________________

Navigating the Workplace (GLN4O) 1 credit This course provides students with workplace opportunities to develop the essential skills and work habits required for success in all types of workplaces. Students will explore occupations and careers of interest through participation in real workplace experiences. They will make plans for continued learning and work, work with others to design learning experiences and investigate the resources and support required to make a smooth transition to their post-secondary destination. Prerequisite: None

Ottawa Catholic Secondary Schools

COOPERATIVE EDUCATION (COP2X, COP3X, COP4X) A cooperative education course must be based on a related course(s) from an Ontario curriculum policy document or on a Ministry-approved locally developed course in which the student is enrolled or has successfully completed. Any Ministry-approved course may be used as a cooperative education link. The cooperative education course and the related in school course(s) constitute the student’s cooperative education program, designed to suit the individual student’s strengths, skills, interests, needs and future career plans. Students apply to take a cooperative education course during the course selection process. The application process is followed by an interview to determine the student’s suitability for the program. Prior to placement, the student attends structured orientation and preplacement sessions as part of the classroom component of the cooperative education program. In collaboration with students, subject teachers and placement supervisors, cooperative education teachers prepare personalized placement learning plans (PPLPs), which include a description of the curricular knowledge and skills and the employability skills that students will demonstrate at their placements. All placements for cooperative education, work experience or schoolwork transition programs must be arranged by the school. Cooperative education courses involve a partnership between education and community businesses and organizations. A maximum of two credits in Cooperative Education can count as compulsory credits towards their Ontario Secondary School Diploma (OSSD). Students may obtain 1-4 credits within a semester. In exceptional circumstances a student may pursue a fifth coop credit.

HEALTH AND PHYSICAL EDUCATION PPL Series: Healthy Active Living Education Grade 9-12 Healthy Active Living Education (PPL1OF - all girls; PPL1OM - all boys; PPL1OR - coed) 1 credit This course equips students with the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively. Prerequisite: None

*NOTE: Students may select PPL1O and/or a focus course from the PPL1O series (PAF, PAL, PAI, PAR, PAD). Please see the brief descriptors for these Focus courses listed at the end of the PPL series and refer to the specific school addendum to select from the Focus courses offered at your school. ____________________________________

Healthy Active Living Education (PPL2OF - all girls; PPL2OM - all boys; PPL2OR - coed) 1 credit

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

*NOTE: Students may select PPL2O and/or a focus course from the PPL2O Series (PAF, PAL, PAI, PAR, PAD). Please see the brief descriptors for these focus courses listed at the end of the PPL series and refer to the specific school addendum to select from the focus courses offered at your school. ____________________________________

Healthy Active Living Education (PPL3OF- all girls; PPL3OM - all boys; PPL3OR - coed) 1 credit

This course enables students to further develop the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities and exposure to a broader range of activity settings, students enhance their movement competence, personal fitness, and confidence. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively. Prerequisite: None Activity fees may be applied. Please check with the Physical and Health Education Dept. in your school. *NOTE: Students may select PPL3O and/or a focus course from the PPL 3O series (PAF, PAL, PAI, PAR, PAD). Please see the brief descriptors for these focus courses listed at the end of the PPL series and refer to the specific school addendum to select from the focus courses offered at your school.

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Ottawa Catholic Secondary Schools

Healthy Active Living Education (PPL4OF – all girls; PPL4OM - all boys; PPL4OR - coed)

*FOCUS Courses in the PPL Series (Grades 9, 10, 11 and 12) 1 credit

This course enables students to further develop the knowledge and skills they need to make healthy choices. It places special emphasis on how students can maintain the habits of healthy, active living throughout their lives as they make the transition to adulthood and independent living. Through participation in a wide range of physical activities in a variety of settings, students can enhance their movement competence, personal fitness, and confidence. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively. Prerequisite: None Activity fees may be applied. Please check with the Physical and Health Education Dept. in your school. *NOTE: Students may select PPL4O and/or a focus course from the PPL 4O series (PAF, PAL, PAI, PAR, PAD). Please see the brief descriptors for these focus courses listed at the end of the PPL series and refer to the specific school addendum to select from the focus courses offered at your school.

The HALE (Healthy Active Living Education) courses may also be delivered with a focus on a particular group of physical activities as the medium through which students will achieve the curriculum expectations. All focus courses must include the healthy living expectations and must integrate the development of living skills throughout the course. The intent behind focus courses is not to focus on a single sport – in other words, not to offer a “basketball course” but rather to give students the opportunity to experience a variety of physical activities as they acquire knowledge and skills related to healthy living. Examples of HALE focus courses: Healthy Living and Outdoor Activities, Healthy Living and Personal and Fitness Activities, Healthy Living and LargeGroup Activities, Healthy Living and Individual and Small-Group Activities. A student may take more than one HALE course for credit in each of Grades 9, 10, 11, and 12, provided that the focus of each course is different. The possible focus courses (with the corresponding course codes) are: PAF - Healthy Active Living Education: focus on a minimum of 4 Personal and Fitness Activities Course code for each grade: All Girls’ classes – PAF1OF, PAF2OF, PAF3OF, PAF4OF All Boys’ classes – PAF1OM, PAF2OM, PAF3OM, PAF4OM Co-ed classes – PAF1OR, PAF2OR, PAF3OR, PAF4OR PAI – Healthy Active Living Education: focus on a minimum of 4 Individual and Small Group Activities All Girls’ classes – PAI1OF, PAI2OF, PAI3OF, PAI4OF All Boys’ classes – PAI1OM, PAI2OM, PAI3OM, PAI4OM Co-ed classes – PAI1OR, PAI2OR, PAI3OR, PAI4OR PAL – Healthy Active Living Education: focus on a minimum of 4 Large-group Activities All Girls’ classes – PAL1OF, PAL2OF, PAL3OF, PAL4OF All Boys’ classes – PAL1OM, PAL2OM, PAL3OM, PAL4OM Co-ed classes – PAL1OR, PAL2OR, PAL3OR, PAL4OR

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PAR – Healthy Active Living Education: focus on Rhythm and Movement All Girls’ classes – PAR1OF, PAR2OF, PAR3OF, PAR4OF All Boys’ classes – PAR1OM, PAR2OM, PAR3OM, PAR4OM Co-ed classes – PAR1OR, PAR2OR, PAR3OR, PAR4OR PAD – Healthy Active Living Education: focus on Outdoor Activities All Girls’ classes – PAD1OF, PAD2OF, PAD3OF, PAD4OF All Boys’ classes – PAD1OM, PAD2OM, PAD3OM, PAD4OM Co-ed classes – PAD1OR, PAD2OR, PAD3OR, PAD4OR Activity fees for focus courses will vary depending on the additional costs to run the program. Please check with the Physical and Health Education Dept. in your school. Students may take the following additional Health and Physical Education courses– PPZ3O, PLF4C and PSE4U for credit along with courses from the PPL Series Courses. ____________________________________

Health for Life (PPZ3C)

1 credit

This course enables students to examine the factors that influence their own health practices and behaviours as well as those factors that contribute to the development of healthy communities. It emphasizes the concept of wellness, which addresses all aspects of well-being – physical, cognitive, emotional, spiritual, and social – and promotes healthy eating, physical activity, and building and maintaining a positive sense of self. Students will develop the skills necessary to make healthy choices and create a personal wellness plan. They will also design initiatives that encourage others to lead healthy, active lives. The course prepares students for college programs in health sciences, fitness, wellness, and health promotion. Prerequisite: None (Students may take Health for Life in addition to a course in Healthy Active Living for credit in Grade 11 if they choose to do so)

Ottawa Catholic Secondary Schools

Recreation and Healthy Active Living Leadership (PLF4M – University/ College Preparation) 1 credit

This course enables students to explore the benefits of lifelong participation in active recreation and healthy leisure and to develop the leadership and coordinating skills needed to plan, organize, and safely implement recreational events and other activities related to healthy, active living. Students will also learn how to promote the benefits of healthy, active living to others through mentoring and assisting them in making informed decisions that enhance their well-being. The course will prepare students for university programs in physical education and health and kinesiology and for college and university programs in recreation and leisure management, fitness and health promotion, and fitness leadership. Prerequisite: Any health and physical education course A completed application and/or teacher recommendation may be required for this course selection. ____________________________________

Introductory Kinesiology (PSK4U – University Preparation) 1 credit

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

INTERDISCIPLINARY STUDIES

Police Sciences/ Foundations (IDC3O2)

Interdisciplinary courses provide an integrated approach to learning. These courses are developed by connecting different subjects through themes, issues or problems that require knowledge from the selected areas. For example, an interdisciplinary studies course in small business would integrate studies in technological design and business entrepreneurship. For specific interdisciplinary courses, see Student Services at your school. * Students may take only one interdisciplinary course per grade, per level. Students may take a maximum of three interdisciplinary studies courses one each of Interdisciplinary Studies, Grade 11, Open; Interdisciplinary Studies, Grade 12, University Preparation; and Interdisciplinary Studies, Grade 12, Open. ____________________________________

Applied Journalism (IDC3O1)

1 credit

This course combines the expectations for Interdisciplinary Studies, Grade 11, Open with selected expectations from two or more other courses, (e.g., Media Arts, Grade 11 (ASM3O) The Enterprising Person, Grade 11 (BDP3O) Media Studies, Grade 11 (EMS3O) Communications Technology, Grade 11 (TGJ3M). This course will help students create informative print, media and electronic products for school and community audiences in diverse formats (e.g., yearbook entries, newspapers, radio and television broadcasts, photojournalism, web pages). Students will investigate sources of information and compare differing perspectives on key issues, developing both a sense of news and news judgment. They will also learn editorial conventions and practices, principles of print and web design and management skills and will explore legal and ethical uses of information that is made public, as well as journalism careers.

1 credit

This course combines the expectations for the Interdisciplinary Studies, Grade 11 Open with selected expectations from the following courses: Grade 11, Health for Life (PPZ3O), Grade 11, Chemistry (SCH3U), Grade 11, Biology (SBI3U/C) and Grade 11, Law (CLU3M). The Police Sciences course will include aspects of law and research with physical education and forensic science. Students will be conducting legal research, arguing cases before a mock court and will be expected to complete physical training to assist in the preparation for the police physical readiness exam. They will also be learning how to process a crime scene using current forensic science techniques. The final project of the course will be to set up a crime scene to be solved and then use the evidence in a mock trial. ____________________________________

Introduction to Police

Foundations (IDC4O1)

1 credit

This course combines the expectations for the Interdisciplinary Studies, Grade 12 Open with selected expectations from the following courses: Grade 11, Understanding Canadian Law (CLU3M), Grade 12, Chemistry (SCH4C) and Grade 12, Healthy and Active Living Education (PAF4O). Topics and themes are explored using an interdisciplinary approach. Students will be expected to describe and critically analyze the existing concepts, problem solving formats and organizational systems within the field of law enforcement. Research skills will be developed and used to assist in the production and presentation of an interdisciplinary product. Throughout the course students will be provided with the opportunity to develop the fitness and skills necessary to complete the Physical Readiness Evaluation for Police (PREP). Information literacy and systems thinking will be used by the students to not only understand the field of law enforcement but to make a contribution towards development in this field.

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Ottawa Catholic Secondary Schools

Fire Service and Fire Protection (IDC4O2)

1 credit

This course combines the expectations for the Interdisciplinary Studies, Grade 12 Open with selected expectations from the following courses: Grade 12, Healthy Active Living Education: Focus on Personal and Fitness Activities (PAF4O), Grade 12, Chemistry (SCH4C), Grade 11, Biology (SBI3C). The Fire Service and Fire Protection course will focus on introducing key core concepts such as fire chemistry and fire behaviour. Students will engage in physical training and its theory in order to prepare for the CPAT physical test for firefighters. In addition, as a potential First Responder, students will cover First Aid and CPR. The course is designed to introduce students to the rewarding career of a firefighter through similar curriculum covered in drill school and exposing them to tangible activities that simulate the instruction that career firefighters receive during their training. ____________________________________

Mentorship (IDC4U1)

1 credit

This course combines the expectations for the Interdisciplinary Studies, Grade 12 University, with selected expectations from the following courses: Grade 11, Leadership and Peer Support (GPP3O), Grade 12, Challenge and Change in Society (HSB4U) and Grade 12, Families in Canada (HHS4U). All course descriptions can be found in the Ottawa Catholic School Board Course Selection Guide. Students acquire the theoretical understandings contained in the Interdisciplinary Studies course to become knowledgeable and skilled in the practice of mentorship. Students explore human relations, communication and behavior; learning strategies and barriers; and personality and leadership styles that affect individuals in educational and social settings. During the process, students have many opportunities to develop and consolidate their knowledge and skills in different subject areas; they are motivated to solve problems, make decisions, create personal meaning and present findings beyond the scope of a single subject or discipline. A key aspect of this program is the mentoring of students in grade seven, eight and nine during which time the senior students apply the knowledge and skills that they have developed.

Students are paired with senior students and through the mentoring process, they improve their literacy, numeracy, communication and planning skills and become more independent and successful learners. Prerequisite: Any University or University/College preparation course ____________________________________

Management Sports and Event Planning (IDC4U2)

1 credit

This course combines the expectations for the Interdisciplinary Studies, Grade 12 University with selected expectations from the following courses: Grade 11, Marketing: Goods, Services, Events (BMI3C), Grade 12, Analysing Current Economic Issues (CIA4U), Grade 12, Canadian and International Law (CLN4U), Grade 12, Financial Accounting Principles (BAT4M) and Grade 12, Healthy Active Living (PPL4O). All course descriptions can be found in the Ottawa Catholic School Board Course Selection Guide. This course explores the important role that sports and entertainment play in our modern economy. Using diverse resources and research methods, students will analyze the depiction of sports and entertainment in a variety of media. Students will obtain an understanding of business fundamentals and how to apply these fundamentals to sport and entertainment. This course will cover the following topics: marketing essentials, marketing sports, products/ services unique to sports marketing, sports media, stadium design, sales, visual merchandising, marketing entertainment, legal issues for sports and entertainment and others. Prerequisite: Any University preparation course or University/College preparation course.

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Global Awareness through Theatre (IDC4U4)

1 credit

This course combines the expectations for Interdisciplinary Studies, Grade 12 University with selected expectations from the following courses: Grade 12, Drama – Music Theatre (ADB4M) and Challenge and Change in Society (HSB4U). This course will focus on using the arts as a means of expression and incentive for social change. In conjunction with social development organizations, students will be able to apply theories learned in sociology and psychology to move towards a better understanding of required elements for social change. The course will examine the impact of modern psychology on Canadian society and the influence the arts have on these definitions. Students will use musical theatre as the chosen art form to induce change. In the creation of a musical production, students will use developed skills in theatre performance to present work that focuses on social awareness, social development, move through barriers (personal and social) and global development. Prerequisite: Any University Preparation course or University/College Preparation course ___________________________________

The Global Citizen in Action (IDC4U5)

1 credit

This course combines the expectations for Interdisciplinary Studies, Grade 12 University, with selected expectations from the following courses: Grade 12, World Issues: Geographic Analysis (CGW4U), Grade 12, Canadian and World Politics (CPW4U) and Grade 12, Analysing Current Economic Issues (CIA4U). This course will focus on allowing students to take action on issues that are important to them. Students will learn how various non-governmental and governmental agencies deal with social injustices at a local, national and global level and they will critically analyse the effectiveness and transparency of various NGOs. They will study the economic and social impacts of problems like poverty and environmental destruction, as well as the role that governments, corporations and aid agencies can play in addressing these issues. Prerequisite: Any University or University/College preparation course

Ottawa Catholic Secondary Schools

INTERNATIONAL LANGUAGES

MATHEMATICS

The following International Languages credit courses are offered at some of our high schools. Please consult Student Services at your school for other language offerings.

Italian (LWIBO)

1 credit

This course introduces students to language elements they will need to begin to communicate with native speakers. Students will participate in practical activities in which they can apply their knowledge and skills and will begin to explore careers that require knowledge of Italian. They will explore aspects of the culture of countries where Italian is spoken, including social customs, music and food, by participating in cultural events and activities involving both print and technological resources. ____________________________________

Spanish (LWSBO)

1 credit

This course introduces students to language elements they will need to begin to communicate with native speakers. Students will participate in practical activities in which they can apply their knowledge and skills and will begin to explore careers that require knowledge of Spanish. They will explore aspects of the culture of countries where Spanish is spoken, including social customs, music and food, by participating in cultural events and activities involving both print and technological resources. ____________________________________

Spanish (LWSCO)

1 credit

This course provides students with opportunities to further develop their oral communication skills in Spanish, increase their confidence in using the language in practical situations and continue to investigate related career opportunities. Students will be involved in activities that promote the use of the language in reallife situations. They will also continue their exploration of the culture of countries where Spanish is spoken. Although students will continue to expand their vocabulary and repertoire of language structures, the language they will use at this level will still be simple. Please refer to the Continuing and Communication Education Department website, www.winterconnections.com, for additional course offerings. Please note that these courses are taught on SATURDAY ONLY.

Foundations of Mathematics (MFM1P) 1 credit

This course enables students to develop understanding of mathematical concepts related to introductory algebra, proportional reasoning and measurement and geometry through investigation, the effective use of technology and handson activities. Students will investigate real-life examples to develop various representations of linear relationships and will determine the connections between the representations. They will also explore certain relationships that emerge from the measurement of three-dimensional objects and twodimensional shapes. Students will consolidate their mathematical skills as they solve problems and communicate their thinking. Learning through handson activities and the use of concrete examples is an important aspect of this course. Successful completion of this course prepares students for Foundations of Mathematics, Grade 10, Applied. Please note: Students who wish to take Principles of Mathematics, Grade 10, Academic after completing this course, will need to take a transfer course (MPM1H). ____________________________________

Principles of Mathematics (MPM1D) 1 credit This course enables students to develop understanding of mathematical concepts related to algebra, analytic geometry and measurement and geometry through investigation, the effective use of technology and abstract reasoning. Students will investigate relationships, which they will then generalize as equations of lines and will determine the connections between different representations of a relationship. They will also explore relationships that emerge from the measurement of three-dimensional objects and two-dimensional shapes. Students will reason mathematically and communicate their thinking as they solve multi-step problems. Learning through abstract reasoning is an important aspect of this course. Successful completion of this course prepares students for Principles of Mathematics, Grade 10 Academic or Foundations of Mathematics, Grade 10, Applied.

Locally Developed Mathematics (MAT1L) 1 credit This course emphasizes further development of mathematical knowledge and skills to prepare students for success in their everyday lives, in the workplace, in the Grade 10 LDCC course and in the Mathematics Grade 11 and Grade 12 Workplace Preparation courses. The course is organized by three strands related to money sense, measurement and proportional reasoning. In all strands, the focus is on developing and consolidating key foundational mathematical concepts and skills by solving authentic, everyday problems. Students have opportunities to further develop their mathematical literacy and problem-solving skills and to continue developing their skills in reading, writing and oral language through relevant and practical math activities. ____________________________________

Foundations of Mathematics (MFM2P) 1 credit

This course enables students to consolidate their understanding of relationships and extend their problem-solving and algebraic skills through investigation, the effective use of technology and hands-on activities. Students will develop and graph equations in analytic geometry; solve and apply linear systems, using real-life examples; and explore and interpret graphs of quadratic relationships. Students will investigate similar triangles, the trigonometry of right-angled triangles and the measurement of three-dimensional objects. Students will consolidate their mathematical skills as they solve problems and communicate their thinking. Prerequisite: Grade 9, Mathematics, Applied or Academic ____________________________________

Principles of Mathematics (MPM2D) 1 credit

This course enables students to broaden their understanding of relationships and extend their problem-solving and algebraic skills though investigation, the effective use of technology and abstract reasoning. Students will explore quadratic relationships and their applications; solve and apply linear systems; verify properties of geometric figures using analytic geometry; and investigate the trigonometry of right and acute triangles. Students will reason mathematically as they solve multi-step problems and communicate their thinking. Prerequisite: Grade 9, Mathematics, Academic or Grade 9, Mathematics, Transfer Course

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Ottawa Catholic Secondary Schools

Locally Developed Mathematics (MAT2L)

1 credit

This course emphasizes the extension of mathematical knowledge and skills to prepare students for success in their everyday lives, in the workplace and in the Mathematics Grade 11 and Grade 12 Workplace Preparation courses. The course is organized by three strands related to money sense, measurement and proportional reasoning. In all strands, the focus is on strengthening and extending key foundational mathematical concepts and skills by solving authentic, everyday problems. Students have opportunities to extend their mathematical literacy and problemsolving skills and to continue developing their skills in reading, writing and oral language through relevant and practical math activities. Prerequisite: A Grade 9 Mathematics credit ____________________________________

Mathematics for Work and Everyday Life (MEL3E – Workplace Preparation) 1 credit This course enables students to broaden their understanding of mathematics as it is applied in the workplace and daily life. Students will solve problems associated with earning money, paying taxes and making purchases, apply calculations of simple and compound interest in saving, investing and borrowing and calculate the costs of transportation and travel in a variety of situations. Students will consolidate their mathematical skills as they solve problems and communicate their thinking. Prerequisite: Mathematics, Grade 9, Academic, Applied, or Grade 10, Locally Developed

Foundations of College Mathematics (MBF3C – College Preparation) 1 credit

This course enables students to broaden their understanding of mathematics as a problem-solving tool in the real world. Students will extend their understanding of quadratic relations, as well as of measurement and geometry, investigate situations involving exponential growth, solve problems involving compound interest, solve financial problems connected with vehicle ownership and develop their ability to reason by collecting, analyzing and evaluating data involving one and two variables. Students will consolidate their mathematical skills as they solve problems and communicate their thinking. Prerequisite: Foundations of Mathematics, Grade 10, Applied ____________________________________

Functions and Applications (MCF3M – University/College Preparation) 1 credit

This course introduces basic features of the function by extending students’ experiences with quadratic relations. It focuses on quadratic, trigonometric and exponential functions and their use in modeling real-world situations. Students will represent functions numerically, graphically and algebraically, simplify expressions, solve equations and solve problems relating to financial and trigonometric applications. Students will reason mathematically and communicate their thinking as they solve multi-step problems. Prerequisite: Principles of Mathematics, Grade 10, Academic, or Foundations of Mathematics, Grade 10, Applied. ____________________________________

Functions (MCR3U - University Preparation)

1 credit

This course introduces the mathematical concept of the function by extending students’ experiences with quadratic relations. Students will investigate properties of discrete and continuous functions, including trigonometric and exponential functions; represent functions numerically, algebraically and graphically; solve problems involving applications of functions and develop facility in simplifying polynomial and rational expressions. Students will reason mathematically and communicate their thinking as they solve multi-step problems. Prerequisite: Principles of Mathematics, Grade 10, Academic 76 | 2016-2017 Course Selection Guide Grades 9-12

Advanced Functions (MHF4U – University Preparation)

1 credit

Calculus and Vectors (MCV4U – University Preparation)

1 credit

This course extends students’ experience with functions. Students will investigate the properties of polynomial, rational, logarithmic and trigonometric functions; broaden their understanding of rates of change; and develop facility in applying these concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended both for students who plan to study mathematics in university and for those wishing to consolidate their understanding of mathematics before proceeding to any one of a variety of university programs. Prerequisite: Functions, Grade 11, University Preparation, or Mathematics for College Technology, Grade 12, College Preparation ____________________________________

This course builds on students’ previous experience with functions and their developing understanding of rates of change. Students will solve problems involving geometric and algebraic representations of vectors and representations of lines and planes in three-dimensional space; broaden their understanding of rates of change to include the derivatives of polynomial, rational, exponential, and sinusoidal functions; and apply these concepts and skills to the modelling of real-world relationships. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended for students who plan to study mathematics in university and who may choose to pursue careers in fields such as physics and engineering. Prerequisite: Advanced Functions, Grade 12, University Preparation

Ottawa Catholic Secondary Schools

Mathematics of Data Management (MDM4U – University Preparation)

1 credit

This course broadens students’ understanding of mathematics as it relates to managing data. Students will apply methods for organizing large amounts of information; solve problems involving probability and statistics; and carry out a culminating project that integrates statistical concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. Students planning to enter university programs in business, the social sciences and the humanities will find this course of particular interest. Prerequisite: Functions and Applications, Grade 11, University/ College Preparation, or Functions, Grade 11, University Preparation ____________________________________

Foundations for College Mathematics (MAP4C – College Preparation) 1 credit

This course enables students to broaden their understanding of realworld applications of mathematics. Students will analyse data using statistical methods; solve problems involving applications of geometry and trigonometry; simplify expressions; and solve equations. Students will reason mathematically and communicate their thinking as they solve multi-step problems. This course prepares students for a variety of college health and human sciences programs. Prerequisite: Foundations for College Mathematics, Grade 11, College Preparation

Mathematics for College Technology (MCT4C – College Preparation) 1 credit

This course enables students to extend their knowledge of functions. Students will investigate and apply properties of polynomial, exponential and trigonometric functions; continue to represent functions numerically, graphically and algebraically; develop facility in simplifying expressions and solving equations; and solve problems that address applications of algebra, trigonometry, vectors and geometry. Students will reason mathematically and communicate their thinking as they solve multi-step problems. This course prepares students for a variety of college business, computer engineering and technology programs. Prerequisite: Functions and Applications, Grade 11, University/ College Preparation Function, Grade 11 University Preparation ____________________________________

Mathematics for Work and Everyday Life (MEL4E - Workplace Preparation) 1 credit

This course enables students to broaden their understanding of mathematics as it is applied in the workplace and daily life. Students will investigate questions involving the use of statistics; apply the concept of probability to solve problems involving familiar situations; investigate accommodation costs and create household budgets; use proportional reasoning; estimate and measure; and apply geometric concepts to create designs. Students will consolidate their mathematical skills as they solve problems and communicate their thinking. Prerequisite: Mathematics for Work and Everyday Life, Grade 11, Workplace Preparation

SCIENCE Locally Developed Science (SNC1L) 1 credit

This course emphasizes reinforcing and strengthening science-related knowledge and skills, including scientific inquiry, critical thinking and the relationship between science, society and the environment, to prepare students for success in everyday life, in the workplace and in the Environmental Science Grade 11 Workplace Preparation course. Students explore a range of topics including science in daily life, properties of common materials, (life sustaining processes in simple and complex organisms) and electrical circuits. Students have the opportunity to extend mathematical and scientific process skills and to continue to develop their skills in reading, writing and oral language through relevant and practical science activities. ____________________________________

Science (SNC1P)

1 credit

Science (SNC1D)

1 credit

This course enables students to develop their understanding of basic concepts in biology, chemistry, earth and space science and physics and to apply their knowledge of science to everyday situations. They are also given opportunities to develop practical skills related to scientific investigation. Students will plan and conduct investigations into practical problems and (issues related to the impact of human activity on ecosystems); the structure and properties of elements and compounds; space exploration and the components of the universe; and static and current electricity. Prerequisite: None ____________________________________

This course enables students to develop their understanding of basic concepts in biology, chemistry, earth and space science and physics and to relate science to technology, society and the environment. Throughout the course, students will develop their skills in the processes of scientific investigation. Students will acquire an understanding of scientific theories and conduct investigations related to sustainable ecosystems; atomic and molecular structures and the properties of elements and compounds; the study of the universe and its properties and components; and the principles of electricity. Prerequisite: None

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Ottawa Catholic Secondary Schools

Locally Developed Science (SNC2L) 1 credit

This course emphasizes reinforcing and strengthening science-related knowledge and skills, including scientific inquiry, critical thinking and the environmental impact of science and technology, to prepare students for success in everyday life, in the workplace and in the Science Grade 11 Workplace Preparation course. Students explore a range of topics including science in the media, interactions of common materials, (interdependence of organisms in communities) and using electrical energy. Students have the opportunity to extend mathematical and scientific process skills and to continue developing their skills in reading, writing and oral language through relevant and practical science activities. ____________________________________

Science (SNC2P)

1 credit

This course enables students to develop a deeper understanding of concepts in biology, chemistry, earth and space science and physics and to apply their knowledge of science in real-world situations. Students are given opportunities to develop further practical skills in scientific investigation. Students will plan and conduct investigations into everyday problems and issues related to human cells and body systems; chemical reactions; factors affecting climate change; and the interaction of light and matter. Prerequisite: Science, Grade 9, Academic or Applied ____________________________________

Science (SNC2D)

1 credit

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

Biology (SBI3C - College Preparation)

1 credit

Biology (SBI3U - University Preparation)

1 credit

This course focuses on the processes that occur in biological systems. Students will learn concepts and theories as they conduct investigations in the areas of cellular biology, microbiology, genetics, the anatomy of mammals and the structure of plants and their role in the natural environment. Emphasis will be placed on the practical application of concepts and on the skills needed for further study in various branches of the life sciences and related fields. Prerequisite: Science, Grade 10, Academic or Applied ____________________________________

This course furthers students’ understanding of the processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biodiversity; evolution; genetic processes; the structure and function of animals; and the anatomy, growth and function of plants. The course focuses on the theoretical aspects of the topics under study and helps students refine skills related to scientific investigation. Prerequisite: Science, Grade 10, Academic ____________________________________

Chemistry (SCH3U - University Preparation)

1 credit

This course enables students to deepen their understanding of chemistry through the study of the properties of chemicals and chemical bonds; chemical reactions and quantitative relationships in those reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases. Students will further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as well as the impact of some common chemical reactions on society and the environment. Prerequisite: Science, Grade 10, Academic

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Environmental Science (SVN3M - University/College Preparation) 1 credit

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

Environmental Science (SVN3E - Workplace Preparation) 1 credit

This course provides students with the fundamental knowledge of and skills relating to environmental science that will help them succeed in work and life after secondary school. Students will explore a range of topics, including the impact of human activities on the environment; human health and the environment; energy conservation; resource science and management; and safety and environmental responsibility in the workplace. Emphasis is placed on relevant, practical applications and current topics in environmental science, with attention to the refinement of students’ literacy and mathematical literacy skills as well as the development of their scientific and environmental literacy. Prerequisite: Science, Grade 9, Academic or Applied, or a Grade 9 or 10 locally developed compulsory credit (LDC) course in science

Ottawa Catholic Secondary Schools

Physics (SPH3U - University Preparation)

1 credit

This course develops students’ understanding of the basic concepts of physics. Students will explore kinematics, with an emphasis on linear motion; different kinds of forces; energy transformations; the properties of mechanical waves and sound; and electricity and magnetism. They will enhance their scientific investigation skills as they test laws of physics. In addition, they will analyse the interrelationships between physics and technology and consider the impact of technological applications of physics on society and the environment. Prerequisite: Science, Grade 10, Academic ____________________________________

Biology (SBI4U - University Preparation)

1 credit

This course provides students with the opportunity for in-depth study of the concepts and processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biochemistry, metabolic processes, molecular genetics, homeostasis and population dynamics. Emphasis will be placed on the achievement of detailed knowledge and the refinement of skills needed for further study in various branches of the life sciences and related fields. Prerequisite: Biology, Grade 11, University Preparation ____________________________________

Chemistry (SCH4C - College Preparation)

1 credit

This course enables students to develop an understanding of chemistry through the study of matter and qualitative analysis, organic chemistry, electrochemistry, chemical calculations and chemistry as it relates to the quality of the environment. Students will use a variety of laboratory techniques, develop skills in data collection and scientific analysis and communicate scientific information using appropriate terminology. Emphasis will be placed on the role of chemistry in daily life and the effects of technological applications and processes on society and the environment. Prerequisite: Science, Grade 10, Academic or Applied

Chemistry (SCH4U- University Preparation)

1 credit

This course enables students to deepen their understanding of chemistry through the study of organic chemistry, the structure and properties of matter, energy changes and rates of reaction, equilibrium in chemical systems and electrochemistry. Students will further develop their problem-solving and investigation skills as they investigate chemical processes and will refine their ability to communicate scientific information. Emphasis will be placed on the importance of chemistry in everyday life and on evaluating the impact of chemical technology on the environment. Prerequisite: Chemistry, Grade 11, University Preparation ____________________________________

Earth and Space Science (SES4U - University Preparation) 1 credit

This course develops students’ understanding of Earth and its place in the universe. Students will investigate the properties of and forces in the universe and solar system and analyse techniques scientists use to generate knowledge about them. Students will closely examine the materials of Earth, its internal and surficial processes, and its geological history and will learn how Earth’s systems interact and how they have changed over time. Throughout the course, students will learn how these forces, processes, and materials affect their daily lives. The course draws on biology, chemistry, physics and mathematics in its consideration of geological and astronomical processes that can be observed directly or inferred from other evidence. Prerequisite: Science, Grade 10, Academic

Physics (SPH4C - College Preparation)

1 credit

Physics (SPH4U - University Preparation)

1 credit

This course develops students’ understanding of the basic concepts of physics. Students will explore these concepts with respect to motion; mechanical, electrical, electromagnetic, energy transformation, hydraulic and pneumatic systems; and the operation of commonly used tools and machines. They will develop their scientific investigation skills as they test laws of physics and solve both assigned problems and those emerging from their investigations. Students will also consider the impact of technological applications of physics on society and the environment. Prerequisite: Science, Grade 10, Academic or Applied ___________________________________

This course enables students to deepen their understanding of physics concepts and theories. Students will continue their exploration of energy transformations and the forces that affect motion and will investigate electrical, gravitational and magnetic fields and electromagnetic radiation. Students will also explore the wave nature of light, quantum mechanics and special relativity. They will further develop their scientific investigation skills, learning, for example, how to analyse, qualitatively and quantitatively, data relating to a variety of physics concepts and principles. Students will also consider the impact of technological applications of physics on society and the environment. Prerequisite: Physics, Grade 11, University Preparation

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Ottawa Catholic Secondary Schools

Science (SNC4M - University/ College Preparation)

1 credit

This course enables students, including those pursuing postsecondary programs outside the sciences, to increase their understanding of science and contemporary social and environmental issues in health-related fields. Students will explore a variety of medical technologies, pathogens and disease, nutritional science, public health issues and biotechnology. The course focuses on the theoretical aspects of the topics under study and helps refine students’ scientific investigation skills. Prerequisite: Science, Grade 10, Academic or any Grade 11 University, University/College, or College preparation course in Science ____________________________________

Science (SNC4E - Workplace Preparation)

1 credit

This course provides students with fundamental science knowledge and workplace skills needed to prepare them for success beyond secondary school. Students will explore hazards in the workplace, chemicals in consumer products, disease and its prevention, electricity at home and at work and nutritional science. Emphasis is placed on current topics in science and relevant, practical activities that develop students’ literacy and mathematical literacy skills and enhance their scientific literacy. Prerequisite: Science, Grade 10, Applied, or a Grade 10 locally developed compulsory credit (LDC) course in science

SOCIAL SCIENCES AND HUMANITIES Food and Nutrition (HFN1O/2O)

1 credit

This course focuses on guidelines for making nutritious food choices. Students will investigate factors that influence food choices, including beliefs, attitudes, current trends, traditional eating patterns, food marketing strategies and individual needs. Students will also explore the environmental impact of a variety of food choices at the local and global level. The course provides students with opportunities to develop food preparation skills and introduces them to the use of social science research methods in the area of food and nutrition. Prerequisite: None ____________________________________

Exploring Family Studies (HIF1O/2O) 1 credit

This course explores, within the context of families, some of the fundamental challenges people face: how to meet basic needs, how to relate to others, how to manage resources and how to become responsible members of society. Students will explore adolescent development and will have opportunities to develop interpersonal, decision-making and practical skills related to daily life. They will learn about the diverse ways in which families function in Canada and will use research skills as they explore topics related to individual and family needs and resources. Prerequisite: None ____________________________________

Understanding Fashion (HNC3C) 1 credit

This course introduces students to the world of fashion. Students will gain an understanding of theories related to fashion trends and of how culture, media, fashion cycles, retailing and social and environmental factors influence fashion trends and consumer behaviour. Students will use various tools, technologies and techniques safely and correctly to create fashion items. They will apply knowledge of fibres, fabrics and the elements and principles of design when creating and assessing fashion-related products. Students will develop research skills as they investigate topics related to fashion. Prerequisite: None 80 | 2016-2017 Course Selection Guide Grades 9-12

Raising Healthy Children (HPC3O) 1 credit

This course focuses on the skills and knowledge parents, guardians and caregivers need, with particular emphasis on maternal health, pregnancy, birth and the early years of human development (birth to six years old). Through study and practical experience, students will learn how to meet the developmental needs of young children, communicate with them and effectively guide their early behaviour. Students will develop their research skills through investigations related to caregiving and child rearing. Prerequisite: None ____________________________________

Working with Infants and Young Children (HPW3C)

1 credit

This course prepares students for occupations involving children from birth to six years of age. Students will study theories about child behaviour and development and will have opportunities for research and observation and for practical experiences with young children. Students will become familiar with occupational opportunities and requirements related to working with infants and young children. They will also have opportunities to develop research and critical-thinking skills as they investigate and evaluate current research about early childhood education. Prerequisite: None ____________________________________

Introduction to Anthropology, Psychology and Sociology (HSP3C) 1 credit

This course introduces students to theories, questions and issues related to anthropology, psychology and sociology. Students learn about approaches and research methods used by social scientists. They will be given opportunities to apply theories from a variety of perspectives, to conduct social science research and to become familiar with current issues within the three disciplines. Prerequisite: None

Ottawa Catholic Secondary Schools

Introduction to Anthropology, Psychology and Sociology (HSP3U) 1 credit

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

The World of Fashion (HNB4M)

1 credit

This course gives students the opportunity to explore the world of fashion. Students will learn how to create a fashion product using various tools, techniques and technologies while developing their practical skills. Students will learn about various factors that affect the global fashion industry, the needs of specialized markets and the impact of fibre and fabric production and care. In addition, they will learn about social and historical influences on fashion. Students will apply research skills when investigating aspects of the fashion world. Prerequisite: Any University, College, or University/College preparation course in social sciences and humanities, English, or Canadian and World Studies ____________________________________

Personal Life Management (HIP4O) 1 credit

This course focuses on preparing students for living independently and working successfully with others. Students will learn to manage their personal resources to meet their basic needs for food, clothing and housing. They will also learn about their personal, legal and financial responsibilities and develop and apply interpersonal skills in order to make wise and responsible personal and occupational choices. Students will apply research and inquiry skills while investigating topics related to personal life management. The course emphasizes the achievement of expectations through practical experiences. Prerequisite: None

Human Development Throughout the Lifespan (HHG4M) 1 credit

This course offers a multidisciplinary approach to the study of human development throughout the lifespan. Students will learn about a range of theoretical perspectives on human development. They will examine threats to healthy development as well as protective factors that promote resilience. Students will learn about physical, cognitive and socialemotional development from the prenatal period through old age and will develop their research and inquiry skills by investigating issues related to human development. Prerequisite: Any University, College, or University/College preparation course in social sciences and humanities, English, or Canadian and World Studies ____________________________________

Families in Canada (HHS4C)

1 credit

This course enables students to develop an understanding of social science theories as they apply to individual development, the development of intimate relationships and family and parent-child relationships. Students will explore a range of issues relating to the development of individuals and families in contemporary Canadian society as well as in other cultures and historical periods. They will develop the investigative skills required to conduct research on individuals, intimate relationships and parent-child roles and relationships in Canada. Prerequisite: Any University, College, or University/College preparation course in social sciences and humanities, English, or Canadian and World Studies

Families in Canada (HHS4U)

1 credit

Nutrition and Health (HFA4C)

1 credit

This course enables students to draw on sociological, psychological and anthropological theories and research to analyse the development of individuals, intimate relationships and family and parent-child relationships. Students will focus on issues and challenges facing individuals and families in Canada’s diverse society. They will develop analytical tools that enable them to assess various factors affecting families and to consider policies and practices intended to support families in Canada. They will develop the investigative skills required to conduct and communicate the results of research on individuals, intimate relationships and parent-child relationships. Prerequisite: Any University or University/College preparation course in social sciences and humanities, English, or Canadian and World Studies ____________________________________

This course focuses on the relationship between nutrition and health at different stages of life and on global issues related to food production. Students will investigate the role of nutrition in health and disease and assess strategies for promoting food security and environmental responsibility. Students will learn about healthy eating, expand their repertoire of food-preparation techniques and refine their ability to use social science research and inquiry methods to investigate topics related to nutrition and health. Prerequisite: Any University, College, or University/College preparation course in social sciences and humanities, English, or Canadian and World Studies

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Ottawa Catholic Secondary Schools

Equity and Social Justice: From Theory to Practice (HSE4M) 1 credit

This course enables students to develop an understanding of the theoretical, social, and historical underpinnings of various equity and social justice issues and to analyse strategies for bringing about positive social change. Students will learn about historical and contemporary equity and social justice issues in Canada and globally. They will explore power relations and the impact of a variety of factors on equity and social justice. Students will develop and apply research skills and will design and implement a social action initiative relating to an equity or social justice issue. This course uses the Catholic Companion to Equity and Social Justice (ICE) to support the curriculum. Prerequisite: Any university, college, or university/college preparation course in social sciences and humanities, English, or Canadian and world studies ____________________________________

Nutrition and Health (HFA4U)

1 credit

This course examines the relationships between food, energy balance and nutritional status; the nutritional needs of individuals at different stages of life; and the role of nutrition in health and disease. Students will evaluate nutrition-related trends and will determine how food choices can promote food security and environmental responsibility. Students will learn about healthy eating, expand their repertoire of food-preparation techniques and develop their social science research skills by investigating issues related to nutrition and health. Prerequisite: Any University or University/College preparation course in social sciences and humanities, English, or Canadian and World Studies

Working with School-Age Children and Adolescents (HPD4C) 1 credit

This course prepares students for occupations involving school-age children and adolescents. Students will study a variety of theories about child behaviour and development, and will have opportunities for research and observation and for practical experiences with older children. Students will become familiar with occupational opportunities and requirements related to working with older children and adolescents. They will develop research skills used in investigating child and adolescent behaviour and development. Prerequisite: Any University, College, or University/College preparation course in social sciences and humanities, English, or Canadian and World Studies ____________________________________

Challenge and Change in Society (HSB4U) 1 credit This course focuses on the use of social science theories, perspectives and methodologies to investigate and explain shifts in knowledge, attitudes, beliefs and behaviour and their impact on society. Students will critically analyse how and why cultural, social and behavioural patterns change over time. They will explore the ideas of social theorists and use those ideas to analyse causes of and responses to challenges such as technological change, deviance and global inequalities. Students will explore ways in which social science research methods can be used to study social change. Prerequisite: Any University or University/College preparation course in social sciences and humanities, English, or Canadian and World Studies.

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TECHNOLOGICAL EDUCATION The Technological Education Certificate

The Technological Education certificate is awarded to students who have pursued a concentrated study in technology by completing a minimum number of Technological Education credits. Students are required to complete a minimum of five (5) credits, either through Technological Education courses (‘T’ codes), or cooperative education credits tied to Technological Education courses. See your guidance counsellor for more information. ____________________________________

Exploring Technologies (TIJ1O) 1 credit

This course enables students to further explore and develop technological knowledge and skills introduced in the elementary science and technology program. Students will be given the opportunity to design and create products and/or provide services related to the various technological areas or industries, working with a variety of tools, equipment and software commonly used in industry. Students will develop an awareness of environmental and societal issues and will begin to explore secondary and post-secondary education and training pathways leading to careers in technology-related fields. Prerequisite: None ____________________________________

Communications Technology Exploring Communications Technology (TGJ1O) 1 credit

This exploratory course introduces students to concepts and skills in communications technology, which encompasses television/video and movie production, radio and audio production, print and graphic communications, photography, and interactive new media and animation. Students will develop an awareness of related environmental and societal issues, and will begin to explore secondary and postsecondary pathways leading to careers in the field. Prerequisite: None

Ottawa Catholic Secondary Schools

Communications Technology (TGJ2O) 1 credit

This course introduces students to communications technology from a media perspective. Students will work in the areas of TV/video and movie production, radio and audio production, print and graphic communications, photography, and animation. Student projects may include computer-based activities such as creating videos, editing photos, working with audio, cartooning, developing animations and designing web pages. Students will also develop an awareness of environmental and societal issues related to communications technology and explore secondary and post-secondary education and training pathways and career opportunities in the various communications technology fields. Prerequisite: None ____________________________________

Communications Technology (TGJ3M - University/ College Preparation) TGJ3M1 1 credit TGJ3M2 2 credits

May also be offered with an emphasis on: Print and Graphic Communication (TGG), Interactive New Media and Animation (TGI3M), Photography and Digital Imaging (TGP), TV, Video and Movie Production (TGV) This course examines communications technology from a media perspective. Students will develop knowledge and skills as they design and produce media projects in the areas of live, recorded and graphic communications. These areas may include TV, video and movie production; radio and audio production; print and graphic communications; photography; digital imaging; broadcast journalism; and interactive new media. Students will also develop an awareness of related environmental and societal issues and explore college and university programs and career opportunities in the various communications technology fields. Prerequisite: None

Communications Technology: Broadcast and Print Production (TGJ3O) TGJ3O1 1 credit TGJ3O2 2 credits

This course enables students to develop knowledge and skills in the areas of graphic communication, printing and publishing, audio and video production and broadcast journalism. Students will work both independently and as part of a production team to design and produce media products in a projectdriven environment. Practical projects may include the making of signs, yearbooks, video and/or audio productions, newscasts and documentaries. Students will also develop an awareness of related environmental and societal issues and explore secondary and postsecondary education and training pathways and career opportunities in the various communications technology fields. Prerequisite: None ____________________________________

Communications Technology (TGJ4M - University/ College Preparation) TGJ4M1 1 credit TGJ4M2 2 credits

May also be offered with an emphasis on: Print and Graphic Communication (TGG), Interactive New Media and Animation (TGI3M), Photography and Digital Imaging (TGP), TV, Video and Movie Production (TGV) This course enables students to further develop media knowledge and skills while designing and producing projects in the areas of live, recorded and graphic communications. Students may work in the areas of TV, video and movie production; radio and audio production; print and graphic communications; photography; digital imaging; broadcast journalism; and interactive news media. Students will also expand their awareness of environmental and societal issues related to communications technology and will investigate career opportunities and challenges in a rapidly changing technological environment. Prerequisite: Communications Technology, Grade 11, University/ College Preparation

Communications Technology: Digital Imagery and Web Design (TGJ4O) TGJ4O1 1 credit TGJ4O2 2 credits

This course enables students to develop knowledge and skills in the areas of photography, digital imaging, animation, 3D modelling and web design. Students will work both independently and as part of a production team to design and produce media products in a projectdriven environment. Practical projects may include photo galleries, digital images, animations, 3D models, and websites. Students will also expand their awareness of environmental and societal issues related to communications technology and explore post-secondary education, training and career opportunities. Prerequisite: None ____________________________________

Computer Technology Exploring Computer Technology (TEJ1O)

1 credit

This exploratory course introduces students to concepts and skills in computer technology, which encompasses computer systems, networking, interfacing and programming, as well as electronics and robotics. Students will develop an awareness of related environmental and societal issues and will begin to explore secondary and postsecondary pathways leading to careers in the field. Prerequisite: None ____________________________________

Computer Technology (TEJ2O) 1 credit

This course introduces students to computer systems, networking, and interfacing, as well as electronics and robotics. Students will assemble, repair and configure computers with various types of operating systems and application software. Students will build small electronic circuits and write computer programs to control simple peripheral devices or robots. Students will also develop an awareness of environmental and societal issues related to the use of computers and will learn about secondary and postsecondary pathways and career opportunities in computer technology. Prerequisite: None

2016-2017 Course Selection Guide Grades 9-12 | 83

Ottawa Catholic Secondary Schools

Computer Technology (TEJ3E - Workplace Preparation) TEJ3E1 1 credit TEJ3E2 2 credits

This course enables students to develop knowledge and skills related to computer hardware, networks, operating systems and other software. Students will use utility and application software and learn proper procedures for installing, maintaining and troubleshooting computer systems and networks. Students will develop an awareness of environmental and societal issues related to the use of computers and will learn about apprenticeships and other employment opportunities in the field of computer technology that they may choose to pursue after graduation. Prerequisite: None ____________________________________

Computer Engineering Technology (TEJ3M - University/ College Preparation) TEJ3M1 1 credit TEJ3M2 2 credits

This course examines computer systems and control of external devices. Students will assemble computers and small networks by installing and configuring appropriate hardware and software. Students will develop knowledge and skills in electronics, robotics, programming and networks and will build systems that use computer programs and interfaces to control and/or respond to external devices. Students will develop an awareness of environmental and societal issues related to the use of computers and will learn about college and university programs leading to careers in computer engineering. Prerequisite: None

Computer Technology (TEJ4E - Workplace Preparation) TEJ4E1 1 credit TEJ4E2 2 credits

This course enables students to further develop their practical understanding of computer hardware, software, networks and operating systems. Students will use utility and application software and will follow proper procedures for installing, maintaining and troubleshooting computer systems and networks. In addition to demonstrating an understanding of the ethical use and environmental effects of computers, students will develop marketable skills and assess career opportunities in the field. Prerequisite: Computer Technology, Grade 11, Workplace Preparation ____________________________________

Engineering Technology (TEJ4M - University/ College Preparation) TEJ4M1 1 credit TEJ4M2 2 credits

This course extends students’ understanding of computer systems and computer interfacing with external devices. Students will assemble computer systems by installing and configuring appropriate hardware and software and will learn more about fundamental concepts of electronics, robotics, programming and networks. Students will examine environmental and societal issues related to the use of computers and explore postsecondary pathways leading to careers in computer engineering and related fields. Prerequisite: Computer Engineering Technology, Grade 11, University/ College Preparation

84 | 2016-2017 Course Selection Guide Grades 9-12

Construction Technology Exploring Construction Technology (TCJ1O) 1 credit

This exploratory course introduces students to concepts and skills in construction technology, which encompasses plumbing, electrical wiring, masonry, heating/cooling, carpentry and woodworking. Students will develop an awareness of related environmental and societal issues and will begin to explore secondary and post-secondary pathways leading to careers in the field. Prerequisite: None ____________________________________

Construction Technology (TCJ2O) 1 credit

This course introduces students to building materials and processes through opportunities to design and build various construction projects. Students will learn to create and read working drawings; become familiar with common construction materials, components and processes; and perform a variety of fabrication, assembly and finishing operations. They will use a variety of hand and power tools and apply knowledge of imperial and metric systems of measurement, as appropriate. Students will develop an awareness of environmental and societal issues related to construction technology, and will explore secondary and postsecondary pathways leading to careers in the industry. Prerequisite: None ____________________________________

Construction Engineering Technology (TCJ3C - College Preparation) TCJ3C1 1 credit TCJ3C2 2 credits

This course focuses on the development of knowledge and skills related to residential construction. Students will gain hands-on experience using a variety of construction materials, processes, tools and equipment; learn about building design and planning construction projects; create and interpret working drawings and sections; and learn how the Ontario Building Code and other regulations and standards apply to construction projects. Students will also develop an awareness of environmental and societal issues related to construction technology, and explore career opportunities in the field. Prerequisite: None

Ottawa Catholic Secondary Schools

Construction Technology (TCJ3E - Workplace Preparation) TCJ3E1 1 credit TCJ3E2 2 credits

This course enables students to develop technical knowledge and skills related to carpentry, masonry, electrical systems, heating and cooling and plumbing for residential construction. Students will gain hands-on experience using a variety of materials, processes, tools and equipment to design, layout and build projects. They will create and read technical drawings, learn construction terminology, interpret building codes and regulations and apply mathematical skills as they develop construction projects. Students will also develop an awareness of environmental and societal issues related to construction technology and explore postsecondary and career opportunities in the field. Prerequisite: None ____________________________________

Construction Engineering Technology (TCJ4C - College Preparation) TCJ4C1 1 credit TCJ4C2 2 credits

This course enables students to further develop knowledge and skills related to residential construction and to explore light commercial construction. Students will gain hands-on experience using a variety of materials, processes, tools and equipment and will learn more about building design and project planning. They will continue to create and interpret construction drawings and will extend their knowledge of construction terminology and of relevant building codes and regulations, as well as health and safety standards and practices. Students will also focus on environmental and societal issues related to construction engineering technology and explore career opportunities in the field. Prerequisite: Construction Engineering Technology, Grade 11, College Preparation

Construction Technology (TCJ4E - Workplace Preparation) TCJ4E1 1 credit TCJ4E2 2 credits

This course enables students to further develop technical knowledge and skills related to residential construction and to explore light commercial construction. Students will continue to gain hands-on experience using a variety of materials, processes, tools and equipment; create and interpret construction drawings; and learn more about building design and project planning. They will expand their knowledge of terminology, codes and regulations and health and safety standards related to residential and light commercial construction. Students will also expand their awareness of environmental and societal issues related to construction technology and explore entrepreneurship and career opportunities in the industry that may be pursued directly after graduation. Prerequisite: Construction Technology, Grade 11, Workplace Preparation ____________________________________

Custom Woodworking (TWJ3E - Workplace Preparation) TWJ3E1 1 credit TWJ3E2 2 credits

This course enables students to develop knowledge and skills related to cabinet making and furniture making. Students will gain practical experience using a variety of the materials, tools, equipment and joinery techniques associated with custom woodworking. Students will learn to create and interpret technical drawings and will plan, design and fabricate projects. They will also develop an awareness of environmental and societal issues related to the woodworking industry and explore apprenticeships, post-secondary training and career opportunities in a field that may be pursued directly after graduation. Prerequisite: None

Custom Woodworking (TWJ4E - Workplace Preparation) TWJ4E1 1 credit TWJ4E2 2 credits

This course enables students to further develop knowledge and skills related to the planning, design and construction of cabinets and furniture for residential and/ or commercial projects. Students will gain further experience in the safe use of common woodworking materials, tools, equipment, finishes and hardware and will learn about the entrepreneurial skills needed to establish and operate a custom woodworking business. Students will also expand their awareness of health and safety issues and environmental and societal issues related to woodworking and will explore career opportunities that may be pursued directly after graduation. Prerequisite: Custom Woodworking, Grade 11, Workplace Preparation ____________________________________

Green Industries Exploring Green Industries (THJ1O) 1 credit

This exploratory course introduces students to concepts and skills related to the green industries – agriculture, forestry, horticulture and landscaping. Students will develop an awareness of related environmental and societal issues and will begin to explore secondary and post-secondary pathways leading to careers in the field. Prerequisite: None ____________________________________

Green Industries (THJ2O)

1 credit

This course introduces students to the various sectors of the green industries – agriculture, forestry, horticulture, floristry and landscaping. Using materials, processes and techniques commonly employed in these industries, students will participate in a number of hands-on projects that may include plant or animal propagation; production, maintenance and harvesting activities; the development of floral or landscaping designs; and/or related construction activities. Students will also develop an awareness of environmental and societal issues related to green industry activities, learn about safe and healthy working practices and explore secondary and post-secondary education and training pathways and career opportunities in the various industry sectors. Prerequisite: None

2016-2017 Course Selection Guide Grades 9-12 | 85

Ottawa Catholic Secondary Schools

Green Industries (THJ3E - Workplace Preparation) THJ3E1 THJ3E2

1 credit 2 credits

This course enables students to develop knowledge and skills related to agriculture, floristry, forestry, horticulture and landscaping. Students will learn to identify a broad range of plant and animal species; examine factors that affect the growth of plants and animals and the quality of products derived from them; and develop process, design and maintenance skills required in the green industries. Students will also learn about safe and healthy working practices, develop an awareness of environmental and societal issues related to green industry activities and learn about apprenticeships and other post-secondary education and training opportunities, as well as employment opportunities that may be pursued directly after graduation. Prerequisite: None ____________________________________

Green Industries (THJ3M - University/ College Preparation) THJ3M1 1 credit THJ3M2 2 credits This course enables students to develop knowledge and skills related to agriculture, forestry, horticulture, and landscaping. Students will study the identification, growth and management of plants and animals and develop process, design and management skills required in the green industries. Students will also examine social and economic issues related to the green industries, learn about safe and healthy working practices, study industry standards and codes and will explore postsecondary education programs and career opportunities. Prerequisite: None

Green Industries (THJ4E - Workplace Preparation) THJ4E1 THJ4E2

Hairstyling and Aesthetics 1 credit 2 credits

This course enables students to gain further experience with a variety of industry procedures and operations and to acquire additional industryspecific skills. Students will study more complex processes, develop more advanced design and maintenance skills and explore ways of enhancing environmental sustainability. They will also examine social and economic issues related to the green industries, learn about safe and healthy working practices, study industry standards and codes and explore career opportunities in the various industries. The knowledge and skills acquired in this course will prepare students for the workplace and apprenticeship training. Prerequisite: Green Industries, Grade 11, Workplace Preparation ____________________________________

Green Industries (THJ4M - University/ College Preparation) THJ4M1 1 credit THJ4M2 2 credits

This course focuses on more complex concepts and skills related to the green industries. Students will focus on developing process skills, design and management techniques and ways of enhancing environmental sustainability. They will also examine social and economic issues related to the green industries, learn about safe and healthy working practices, study industry standards and codes and explore career opportunities. The knowledge and skills acquired in this course will prepare students for more specialized studies at the college and university level. Prerequisite: Green Industries, Grade 11, University/College Preparation

86 | 2016-2017 Course Selection Guide Grades 9-12

Exploring Hairstyling and Aesthetics (TXJ1O)

1 credit

This exploratory course introduces students to concepts and skills related to hairstyling and aesthetics, including hair, nail and skin care applications. Students will develop an awareness of related environmental and societal issues and will begin to explore secondary and post-secondary pathways leading to careers in the field. Prerequisite: None ____________________________________

Hairstyling and Aesthetics (TXJ2O) 1 credit

This course presents hairstyling, make-up and nail care techniques from a salon/spa perspective. Through a variety of school and communitybased activities, students learn fundamental skills in hairstyling, giving manicures and facials and providing hair/scalp analyses and treatments. Students also consider related environmental and societal issues and explore secondary and post-secondary pathways leading to careers in the field of hairstyling and aesthetics. Prerequisite: None ____________________________________

Hairstyling and Aesthetics (TXJ3E - Workplace Preparation) TXJ3E1 1 credit TXJ3E2 2 credits

This course enables students to develop knowledge and skills in cosmetology and offers a variety of applications that will equip students to provide services for a diverse clientele. Students identify trends in the hairstyling and aesthetics industry, learn about related health and safety laws and expand their communication and interpersonal skills through interactions with peers and clients. Students consider environmental and societal issues related to the industry and acquire a more detailed knowledge of apprenticeships and direct entry work positions. Prerequisite: None

Ottawa Catholic Secondary Schools

Hairstyling and Aesthetics (TXJ4E - Workplace Preparation) TXJ4E1 1 credit TXJ4E2 2 credits

Health Care (TPJ3C - College Preparation) TPJ3C1 TPJ3C2

Health Care

Health Care (TPJ3M - University/ College Preparation) TPJ3M1 1 credit TPJ3M2 2 credits

This course enables students to develop increased proficiency in a wide range of hairstyling and aesthetics services. Working in a salon/spa team environment, students strengthen their fundamental cosmetology skills and develop an understanding of common business practices and strategies in the salon/ spa industry. Students expand their understanding of environmental and societal issues and their knowledge of post-secondary destinations in the hairstyling and aesthetics industry. Prerequisite: Hairstyling and Aesthetics, Grade 11, Workplace Preparation ____________________________________

Exploring Health Care (TPJ1O) 1 credit

This exploratory course introduces students to concepts and skills related to health care, which encompasses personal health promotion, child and adolescent health concerns and various medical services, treatments, instruments and technologies. Students will develop an awareness of related environmental and societal issues and will begin to explore secondary and post-secondary pathways leading to careers in the field. Prerequisite: None ____________________________________

Health Care (TPJ2O)

1 credit

This course introduces students to personal health promotion, child and adolescent health concerns and a variety of medical services, treatments and technologies. Students will become familiar with various instruments and equipment and will learn about human anatomy, organs and body chemistry, as well as the effects that lifestyle choices can have on personal well-being. They will plan recreational activities for youth, perform a dietary analysis and evaluate health care practices. Students will develop an awareness of environmental and societal issues related to health care and will explore secondary and post-secondary pathways leading to careers in the field. Prerequisite: None

1 credit 2 credits

This course focuses on the development of knowledge and skills that will benefit students planning a career in the health care field. Students will learn about human anatomy and physiology, homeostasis, vital signs, disease prevention and treatment, how lifestyle choices affect health and well-being and conventional and complementary methods of disease prevention and treatment. Students will develop an awareness of health and safety issues, environmental and societal issues related to health care and career opportunities in the field. Prerequisite: None ____________________________________

This course focuses on the development of knowledge and skills that will benefit students planning a career in the health care field. Students will learn about human anatomy and physiology, homeostasis, vital signs, disease prevention and treatment, how lifestyle choices affect health and well-being and conventional and complementary methods of disease prevention and treatment. Students will develop an awareness of workers’ health and safety issues, environmental and societal issues related to health care and career opportunities in the field. Prerequisite: None ____________________________________

Health Care (TPJ4C - College Preparation) TPJ4C1 1 credit TPJ4C2 2 credits

This course focuses on the development of clinical skills needed to assess general health status. Students will learn about accepted health care practices and about how to perform various basic procedures using appropriate instruments and equipment. They will learn about the human immune system, pathology and disease prevention and treatment. Students will also expand their awareness of workers’ health and safety issues, environmental and societal issues related to health care and postsecondary destinations in the field. Prerequisite: Health Care, Grade 11, College Preparation

Health Care (TPJ4M - University/ College Preparation) TPJ4M1 1 credit TPJ4M2 2 credits

This course focuses on the development of clinical skills needed to assess general health status. Students will learn about accepted health care practices and about how to perform various procedures using appropriate instruments and equipment. They will learn about the human immune system, pathology, and disease prevention and treatment. Students will also expand their awareness of workers’ health and safety issues, environmental and societal issues related to health care and post-secondary destinations in the field. Prerequisite: Health Care, Grade 11, University/College Preparation ____________________________________

Child Development and Gerontology (TOJ4C - College Preparation) TOJ4C1 1 credit TOJ4C2 2 credits

This course enables students to examine the stages of child development and the aging process. Students will study the processes of disease and factors contributing to health and well-being in early and later life and will develop skills required to meet the needs of children and older adults (care skills). Students will also learn about legislation governing the care of children and older adults; evaluate social and recreational activities, programs and services for improving quality of life; and develop an awareness of health and safety issues, environmental and social issues and career opportunities related to child care and gerontology. Prerequisite: None

2016-2017 Course Selection Guide Grades 9-12 | 87

Ottawa Catholic Secondary Schools

Health Care: Support Services (TPJ4E - Workplace Preparation) TPJ4E1 1 credit TPJ4E2 2 credits

This course enables students to develop the basic skills needed for careers in a range of health care support services. Students will practise and apply a variety of clinical procedures and infection control skills as they learn about principles of infection control, service excellence and the nature of the health care industry. Students will also investigate workers’ health and safety issues, environmental and societal issues related to health care and career opportunities in the field. Prerequisite: None ____________________________________

Hospitality and Tourism Exploring Hospitality and Tourism (TFJ1O)

1 credit

This exploratory course introduces students to concepts and skills related to hospitality and tourism, focusing on the areas of food handling, food preparation, the origins of foods, event planning and local tourism. Students will develop an awareness of related environmental and societal issues and will begin to explore secondary and post-secondary pathways leading to careers in the field. Prerequisite: None ____________________________________

Hospitality and Tourism (TFJ2O) 1 credit

This course provides students with opportunities to explore different areas of hospitality and tourism, as reflected in the various sectors of the tourism industry, with an emphasis on food service. Students will study culinary techniques of food handling and preparation, health and safety standards, the use of tools and equipment, the origins of foods and event planning and will learn about tourism attractions across Ontario. Students will develop an awareness of related environmental and societal issues and will explore secondary and post-secondary pathways leading to careers in the tourism industries. Prerequisite: None

Hospitality and Tourism (TFJ3E - Workplace Preparation) TFJ3E1 1 credit TFJ3E2 2 credits

This course enables students to acquire knowledge and skills related to the food and beverage services sector of the tourism industry. Students will learn how to prepare, present and serve food using a variety of tools and equipment and will develop an understanding of the fundamentals of providing high quality service to ensure customer satisfaction and the components of running a successful event or activity. Students will develop an awareness of health and safety practices, environmental and societal issues and career opportunities in the food and beverage services sector. Prerequisite: None ____________________________________

Hospitality and Tourism (TFJ3C - College Preparation) TFJ3C1 1 credit TFJ3C2 2 credits

May also be offered with an emphasis on: Cooking (TFC), Culinary Arts and Management (TFR), Tourism and Travel Planning (TFT) This course enables students to develop or expand knowledge and skills related to hospitality and tourism, as reflected in the various sectors of the tourism industry. Students will learn about preparing and presenting food, evaluating facilities, controlling inventory and marketing and managing events and activities and will investigate customer service principles and the cultural and economic forces that drive tourism trends. Students will develop an awareness of health and safety standards, environmental and societal issues and career opportunities in the tourism industry. Prerequisite: None

88 | 2016-2017 Course Selection Guide Grades 9-12

Hospitality and Tourism (TFJ4E - Workplace Preparation) TFJ4E1 1 credit TFJ4E2 2 credits

This course enables students to further develop knowledge and skills related to the food and beverage services sector of the tourism industry. Students will demonstrate proficiency in using food preparation and presentation tools and equipment; plan nutritious menus, create recipes and prepare and present finished food products; develop customer service skills; and explore event and activity planning. Students will expand their awareness of health and safety practices, environmental and societal issues and career opportunities in the food and beverage services sector. Prerequisite: Hospitality and Tourism, Grade 11, Workplace Preparation ____________________________________

Hospitality and Tourism (TFJ4C - College Preparation) TFJ4C1 1 credit TFJ4C2 2 credits

This course enables students to further develop knowledge and skills related to the various sectors of the tourism industry. Students will demonstrate advanced food preparation and presentation skills; increase health and wellness knowledge; develop tourism administration and management skills; design and implement a variety of events or activities; and investigate principles and procedures that contribute to high-quality customer service. Students will expand their awareness of health and safety issues, environmental and societal issues, and career opportunities in the tourism industry. Prerequisite: Hospitality and Tourism, Grade 11, College Preparation

Ottawa Catholic Secondary Schools

Manufacturing Technology Exploring Manufacturing Technology (TMJ1O) 1 credit

This exploratory course introduces students to concepts and skills related to manufacturing technology, which encompasses technical drawing, properties and preparation of materials, manufacturing techniques and control systems. Students will develop an awareness of related environmental and societal issues and will begin to explore secondary and post-secondary pathways leading to careers in the field. Prerequisite: None ____________________________________

Manufacturing Technology (TMJ2O) 1 credit

This course introduces students to the manufacturing industry by giving them an opportunity to design and fabricate products using a variety of processes, tools and equipment. Students will learn about technical drawing, properties and preparation of materials and manufacturing techniques. Student projects may include a robotic challenge, a design challenge, or a fabrication project involving processes such as machining, welding, vacuum forming, or injection moulding. Students will develop an awareness of environmental and societal issues related to manufacturing and will learn about secondary and post-secondary pathways leading to careers in the industry. Prerequisite: None ____________________________________

Manufacturing Technology (TMJ3E - Workplace Preparation) TMJ3E1 1 credit TMJ3E2 2 credits

This hands-on, project-based course is designed for students planning to enter an occupation or apprenticeship in manufacturing directly after graduation. Students will work on a variety of manufacturing projects, developing knowledge and skills in design, fabrication and problem solving and using tools and equipment such as engine lathes, milling machines and welding machines. In addition, students may have the opportunity to acquire industry standard certification and training. Students will develop an awareness of environmental and societal issues related to manufacturing and will learn about pathways that lead to careers in the industry. Prerequisite: None

Manufacturing Technology (TMJ3C - College Preparation) TMJ3C1 1 credit TMJ3C2 2 credits

This course enables students to develop knowledge and skills through hands-on, project based learning. Students will acquire design, fabrication and problem-solving skills while using tools and equipment such as lathes, mills, welders, computer-aided machines, robots and control systems. Students may have opportunities to obtain industry-standard certification and training. Students will develop an awareness of environmental and societal issues related to manufacturing and will learn about pathways leading to careers in the industry. Prerequisite: None ____________________________________

Manufacturing Engineering Technology (TMJ3M University/College Preparation) TMJ3M1 1 credit TMJ3M2 2 credits

May also be offered with an emphasis on: Robotics and Control Systems (TMR) This course enables students to develop knowledge and skills related to design, process planning, control systems and quality assurance. Students will use a broad range of tools and equipment and will combine modern manufacturing techniques and processes with computer-aided manufacturing as they develop critical decision-making, problem-solving and project management skills. Students will develop an awareness of environmental and societal issues related to manufacturing and will learn about pathways leading to careers in the industry. Prerequisite: None ____________________________________

Manufacturing Technology (TMJ4E - Workplace Preparation) TMJ4E1 1 credit TMJ4E2 2 credits This project-driven, hands-on course builds on students’ experiences in manufacturing technology. Students will further develop knowledge and skills related to the use of engine lathes, milling machines, welding machines and other related tools and equipment as they design and fabricate solutions to a variety of technological challenges in manufacturing. Students may have opportunities to acquire industrystandard training and certification. Students will expand their awareness of environmental and societal issues and of career opportunities in the manufacturing industry. Prerequisite: Manufacturing Technology, Grade 11, Workplace Preparation

Manufacturing Technology (TMJ4C - College Preparation) TMJ4C1 1 credit TMJ4C2 2 credits

This course enables students to further develop knowledge and skills related to machining, welding, print reading, computer numerical control (CNC), robotics and design. Students will develop proficiency in using mechanical, pneumatic, electronic, and computer control systems in a project-based learning environment and may have opportunities to obtain industry-standard training and certification. Students will expand their awareness of environmental and societal issues and career opportunities in the manufacturing industry. Prerequisite: Manufacturing Technology, Grade 11, College Preparation ____________________________________

Manufacturing Engineering Technology (TMJ4M - University/ College Preparation) TMJ4M1 1 credit TMJ4M2 2 credits

May also be offered with an emphasis on: Robotics and Control Systems (TMR) This course enables students to further develop knowledge and skills related to design, process planning, control systems, project management, quality assurance and business operations. Students will use a broad range of tools and equipment, enhance their skills in computer-aided design and collaborate in managing a project. Students will critically analyse and solve complex problems involved in manufacturing products. Students will expand their awareness of environmental and societal issues and of career opportunities in the manufacturing industry. Prerequisite: Manufacturing Engineering Technology, Grade 11, University/College Preparation

2016-2017 Course Selection Guide Grades 9-12 | 89

Ottawa Catholic Secondary Schools

Technological Design Exploring Technological Design (TDJ1O) 1 credit

This exploratory course introduces students to concepts and skills related to technological design, which involves the development of solutions to various design challenges and the fabrication of models or prototypes of those solutions. Students will develop an awareness of related environmental and societal issues and will begin to explore secondary and post-secondary pathways leading to careers in the field. Prerequisite: None ____________________________________

Technological Design (TDJ2O)

1 credit

May also be offered with an emphasis on: Robotics and Control System Design (TDR) This course provides students with opportunities to apply a design process to meet a variety of technological challenges. Students will research projects, create designs, build models and/or prototypes and assess products and/or processes using appropriate tools, techniques and strategies. Student projects may include designs for homes, vehicles, bridges, robotic arms, clothing, or other products. Students will develop an awareness of environmental and societal issues related to technological design and will learn about secondary and post-secondary education and training leading to careers in the field. Prerequisite: None ____________________________________

Technological Design and the Environment (TDJ3O) TDJ3O1 1 credit TDJ3O2 2 credits

Technological Design (TDJ3M) TDJ3M1 1 credit TDJ3M2 2 credits

May also be offered with an emphasis on: Architectural Design (TDA), Robotics and Control System Design (TDR) This course examines how technological design is influenced by human, environmental, financial and material requirements and resources. Students will research, design, build and assess solutions that meet specific human needs, using working drawings and other communication methods to present their design ideas. They will develop an awareness of environmental, societal and cultural issues related to technological design and will explore career opportunities in the field, as well as the college and/or university program requirements for them. Prerequisite: None ____________________________________

Technological Design in the Twenty-first Century (TDJ4O) TDJ4O1 1 credit TDJ4O2 2 credits

This course focuses on the relationship between society and technological development. Students will use appropriate tools, techniques and strategies to research, design, build and assess prototypes for products and/or processes that respond to society’s changing needs. Students will describe how social factors, including culture, media, politics, religion and environmental concerns, influence technological design. Students will also learn about professional practices in the field and will research postsecondary pathways leading to careers related to technological design. Prerequisite: None

This course enables students to apply a systematic process for researching, designing, building and assessing solutions to address specific human and environmental challenges. Through their work on various projects, students will explore broad themes that may include aspects of industrial design, mechanical design, architectural design, control system design and/or apparel design. Students will develop an awareness of environmental and societal issues related to technological design and will learn about secondary and postsecondary pathways leading to careers in the field. Prerequisite: None 90 | 2016-2017 Course Selection Guide Grades 9-12

Technological Design (TDJ4M - University/College) TDJ4M1 1 credit TDJ4M2 2 credits

May also be offered with an emphasis on: Architectural Design (TDA), Robotics and Control System Design (TDR) This course introduces students to the fundamentals of design advocacy and marketing, while building on their design skills and their knowledge of professional design practices. Students will apply a systematic design process to research, design, build and assess solutions that meet specific human needs, using illustrations, presentation drawings and other communication methods to present their designs. Students will enhance their problem solving and communication skills and will explore career opportunities and the post-secondary education and training requirements for them. Prerequisite: Technological Design, Grade 11, University/College Preparation ____________________________________

Transportation Technology Exploring Transportation Technology (TTJ1O) 1 credit

This exploratory course introduces students to concepts and skills related to transportation technology, which encompasses the maintenance, servicing and repair of various types of vehicles, aircraft and/or watercraft. Students will develop an awareness of related environmental and societal issues and will begin to explore secondary and post-secondary pathways leading to careers in the field. Prerequisite: None

Ottawa Catholic Secondary Schools

Transportation Technology (TTJ2O) 1 credit

This course introduces students to the service and maintenance of vehicles, aircraft and/or watercraft. Students will develop knowledge and skills related to the construction and operation of vehicle/craft systems and learn maintenance and repair techniques. Student projects may include the construction of a self-propelled vehicle or craft, engine service, tire/wheel service, electrical/battery service and proper body care. Students will develop an awareness of related environmental and societal issues and will explore secondary and postsecondary pathways leading to careers in the transportation industry. Prerequisite: None ____________________________________

Transportation Technology: Vehicle Ownership (TTJ3O) TTJ3O1 1 credit TTJ3O2 2 credits

This general interest course enables students to become familiar with the options and features of various vehicles, issues of registration and the legal requirements affecting vehicle owners. Students will also learn about vehicle financing and insurance, vehicle maintenance, emergency procedures and the responsibilities of being a vehicle owner. Students will develop an awareness of environmental and societal issues related to vehicle ownership and use and will explore career opportunities in the transportation industry. Prerequisite: None

Transportation Technology (TTJ3C - College Preparation) TTJ3C1 1 credit TTJ3C2 2 credits

May also be offered with an emphasis on: Auto Service (TTA), Auto Body (TTB), Small Engine and Recreational Equipment (TTS) This course enables students to develop technical knowledge and skills as they study, test, service and repair engine, electrical, suspension, brake and steering systems on vehicles, aircraft and/or watercraft. Students will develop communication and teamwork skills through practical tasks, using a variety of tools and equipment. Students will develop an awareness of environmental and societal issues related to transportation and will learn about apprenticeship and college programs leading to careers in the transportation industry. Prerequisite: None ____________________________________

Transportation Technology: Vehicle Maintenance (TTJ4E - Workplace Preparation) TTJ4E1 1 credit TTJ4E2 2 credits

Transportation Technology (TTJ4C - College Preparation) TTJ4C1 1 credit TTJ4C2 2 credits

May also be offered with an emphasis on: Auto Service (TTA), Auto Body (TTB), Small Engine and Recreational Equipment (TTS) This course enables students to further develop technical knowledge and skills as they study, test, service and repair engine management systems; power trains; steering/control, suspension, brake and body systems on vehicles, aircraft and/or watercraft; and/or small engine products. Students will refine communication and teamwork skills through practical tasks, using a variety of tools and equipment. Students will expand their awareness of environmental and societal issues related to transportation and their knowledge of apprenticeship and college programs leading to careers in the transportation industry. Prerequisite: Transportation Technology, College Preparation, Grade 11

This course introduces students to the servicing, repair and maintenance of vehicles through practical applications. The course is appropriate for all students as a general interest course to prepare them for future vehicle operation, care and maintenance, or for entry into an apprenticeship in the motive power trades. Students will develop an awareness of environmental and societal issues related to transportation and will learn about careers in the transportation industry and the skills and training required for them. Prerequisite: None

2016-2017 Course Selection Guide Grades 9-12 | 91

Ontario Youth Apprenticeship Program........... 94 Dual Credits........................................................ 95 Specialist High Skills Major Programs............. 97 Focus Programs............................................... 111

2016-2017 Course Selection Guide Grades 9-12 | 93

OYAP

Start “Living the Skilled Life” by exploring rewarding careers before you finish high school! The Ontario Youth Apprenticeship Program (OYAP) is a way for students to begin their apprenticeship training on the job while meeting high school diploma requirements. OYAP is an agreement between the student, the school and an employer who will provide the on-the-job training leading to certification in a trade or technical occupation. There are over 150 careers that use the apprenticeship pathway. Some examples: Service Industry cook, baker, hairstylist, network cabling specialist, help desk professionals, child and youth worker, teacher assistant, horticulture technician, etc. Motive Power automotive service technician, truck and coach mechanic, marine mechanic, small engine technician, aircraft technician, autobody technician, automotive electronic technician, etc. Construction carpenter, cabinet maker, painter, plumber, electrician, refrigeration and air conditioning mechanic, brick and stone mason, drywall finisher, etc. Manufacturing locksmith, millwright, welder, machinist, tool and die maker, CNC programmer, precision metal fabricator, etc. Students can pursue their apprenticeships through cooperative education placements in an apprenticeship trade or through special OYAP programs in an apprenticeship program that combine Apprenticeship in the Skilled Trades Level 1 training with full day cooperative education placements in the Skilled Trades. (e.g. Automotive Service Technician, Cook, General Carpenter, Auto Body, and Collision Damage Repairer)

See Student Services at your school and visit the website at

www.ocsb.ca/oyap

94 | 2016-2017 Course Selection Guide Grades 9-12

www.oyap.com

Specialist High Skills Major Programs

2016-2017 Course Selection Guide Grades 9-12 | 97

What is a Specialist High Skills Major? The Specialist High Skills Major (SHSM) is a Ministryapproved specialized program that allows students to focus their learning on a specific economic sector while meeting the requirements for the Ontario Secondary School Diploma. The program also assists students in their transition from secondary school to apprenticeship training, college, university, or the workplace. A SHSM enables students to gain sector-specific skills and knowledge in the context of career-related learning environments and helps them focus on graduation and pursuing post-secondary goals. The Ministry of Education supports school boards and secondary schools with the publication of the SHSM Implementation Guide and the following sector-specific guides: Arts and Culture, Energy, Environment, Health and Wellness, Horticulture and Landscaping, Information and Communications Technology, Justice, Community Safety and Emergency Services, Non-profit, and Transportation. For more information, go to www.edu.gov.on.ca/morestudentsuccess/SHSM.asp or see Student Services at your school. For more information on SHSM, please visit www.ocsb.ca/hs-programs/options/shsm

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Ottawa Catholic Secondary Schools

Arts & Culture SHSM Required Components 1. Courses 4 - Arts & Culture Major Course credits (minimum one Grade 11, one Grade 12) 2 - Cooperative Education credits 1 - English credit (Grade 11 or 12)* 1 - Business Studies/Canadian and World Studies credit (Grade 11 or 12)* *Ontario curriculum credits that involve one or more Contextualized Learning Activities delivered in the context of the Arts and Culture sector. 2. Sector-recognized Certification and Training Courses • Three compulsory certifications: Standard First Aid, WHMIS (generic), CPR (Level C) with AED • Three additional certifications and/or training courses as specified in the sector-specific guide • No substitutions or changes in the number of required certifications and training courses/programs are permitted

• University pathway: A guided tour of the Art Gallery at Carleton University • Workplace pathway: Job shadowing a stage manager • All Pathways: tour of the Ottawa School of Speech and Drama An experiential (exploring) learning activity connected with the student’s post-secondary pathway can be considered a “reach ahead” (focusing) experience. The activity can be recorded only once on the student’s SHSM Record as either an experiential learning activity or a “reach ahead” experience. 5. Ontario Skills Passport (OSP) • Description of skills and work habits used in a wide variety of occupations • Developed by the Ministry of Education, the Ministry of Training, Colleges and Universities and Human Resources and Social Development Canada (HRSDC) Educators and employers share a consistent understanding and approach to the delivery of the skills and work habits needed for the workplace. Skills learned through OSP are designed to be transferable and of maximum benefit to the student.

3. Experiential Learning • Opportunities to explore, observe and participate in a variety of Arts and Culture experiences and careers • One-on-one observation of a cooperative education student in an Arts and Culture sector placement (job twinning) • A day long observation of an Arts and Culture sector employee (job shadowing) • One to two week work experience with a sector employee (e.g. GLN4O) • Volunteer experience in an Arts and Culture associated facility

Learners and job seekers can use the OSP to identify needed skills and work habits, to plan further skill development for a smooth transition to the workplace and/or post-secondary education and to track skill development for current (résumé) and future (career goals) use.

4. “Reach Ahead” Experiences • Opportunities range from experiential learning of several hours to full courses • Must be connected to the student’s post-secondary pathway • Should have an assignment or task assigned to the experience (e.g. reflection paper)

Teachers and guidance counsellors can use OSP to assist students and parents in identifying relevant information about skills and work habits needed for particular occupations and careers.

Possible opportunities for the different pathways: • Apprenticeship training pathway: Job shadowing an entertainment industry sound technician (e.g. community theatre volunteering) • College pathway: Monitoring classes in broadcasting courses

Employers can use the OSP for assessing the performance of individuals in the workplace, for recording performance demonstrated in the workplace and for hiring and training employees.

Contact Info: All Saints High School Michelle Hay Tel.: 613-271-4254 St. Peter High School Bernard Leger Tel.: 613-837-9377 2016-2017 Course Selection Guide Grades 9-12 | 99

Ottawa Catholic Secondary Schools

Aviation and Aerospace SHSM Required Components: 1. Courses 4 - Aviation and Aerospace Major Course credits (minimum one Grade 11, one Grade 12) 2 - Cooperative Education credits 1 - English credit (Grade 11 or 12)* 1 - Math credit (Grade 11 or 12)* 1 - Business Studies/Canadian and World Studies/ Science credit (Grade 11 or 12)* *Ontario curriculum credits that involve one or more Contextualized Learning Activities delivered in the context of the Aviation and Aerospace sector. 2. Sector-recognized Certification and Training Courses • Three compulsory certifications: Standard First Aid, WHMIS (generic), CPR (Level C) with AED • Four additional certifications and/or training courses as specified in the sector-specific guide • No substitutions or changes in the number of required certifications and training courses/programs are permitted 3. Experiential Learning • Opportunities to explore, observe and participate in a variety of Aviation and Aerospace experiences and careers • One-on-one observation of a cooperative education student in an Aviation and Aerospace sector placement (e.g. turbine engine technician, job twinning) • A day long observation of an Aviation and Aerospace sector employee (job shadowing) • One to two week work experience with a sector employee (e.g. aircraft maintenance engineer) • Attendance at an aviation and aerospace sector trade show, a conference, a symposium, or a job fair • Participation in a local, provincial, or national contest or competition with a focus on aviation and aerospace • A tour of a local aviation museum, air force base, airport, or manufacturing facility 4. “Reach Ahead” Experiences • Opportunities range from experiential learning of several hours to full courses • Must be connected to the student’s post-secondary pathway • Should have an assignment or task assigned to the experience (e.g. reflection paper) 100 | 2016-2017 Course Selection Guide Grades 9-12

Possible opportunities for the different pathways: • Apprenticeship training pathway: Visiting an approved apprenticeship delivery agent in the sector • College pathway: Interviewing a college student enrolled in a sector specific program • University pathway: Observing a university class in a sector-related program • Workplace pathway: Interviewing an employee in the sector An experiential (exploring) learning activity connected with the student’s post-secondary pathway can be considered a “reach ahead” (focusing) experience. The activity can be recorded only once on the student’s SHSM Record as either an experiential learning activity or a “reach ahead” experience. 5. Ontario Skills Passport (OSP) • Description of skills and work habits used in a wide variety of occupations • Developed by the Ministry of Education, the Ministry of Training, Colleges and Universities and Human Resources and Social Development Canada (HRSDC) Educators and employers share a consistent understanding and approach to the delivery of the skills and work habits needed for the workplace. Skills learned through OSP are designed to be transferable and of maximum benefit to the student. Learners and job seekers can use the OSP to identify needed skills and work habits, to plan further skill development for a smooth transition to the workplace and/or post-secondary education and to track skill development for current (résumé) and future (career goals) use. Employers can use the OSP for assessing the performance of individuals in the workplace, for recording performance demonstrated in the workplace and for hiring and training employees. Teachers and guidance counsellors can use the OSP to assist students and parents in identifying relevant information about skills and work habits needed for particular occupations and careers. Pending Ministry of Education approval: St. Francis Xavier High School Kyle Blakely Tel.: 613-822-7900

Ottawa Catholic Secondary Schools

Business SHSM Required Components: 1. Courses 4 - Business Major Course credits (minimum one Grade 11, one Grade 12) 2 - Cooperative Education credits 1 - English credit (Grade 11 or 12)* 2 - Math credits (Grade 11 and 12)* (for workplace pathways, 2 English credits, and 1 math credit) *Ontario curriculum credits that involve one or more Contextualized Learning Activities delivered in the context of the Business sector. 2. Sector-recognized Certification and Training Courses • Four compulsory certifications: Standard First Aid, WHMIS (generic), CPR (Level C) with AED, customer service • Two additional certifications and/or training courses as specified in the sector-specific guide • No substitutions or changes in the number of required certifications and training courses/programs are permitted 3. Experiential Learning • One-on-one observation of a cooperative education student at a placement in the business sector (an example of job twinning) • A day-long observation of a business person (an example of job shadowing) • One- or two-week work experience with a member of a business professional in the sector (an example of work experience) • Attendance at a retail show (e.g. a home show or craft show), conference, or workshop focusing on the business sector • Participation in a local, provincial, or national contest or competition with a focus on business (e.g. a business plan competition or stock market competition) • Working with a mentor within the business community (e.g. to provide assistance in creating a business plan) • A tour of the local chamber of commerce 4. “Reach Ahead” Experiences • Opportunities range from experiential learning of several hours to full courses • Must be connected to the student’s post-secondary pathway • Should have an assignment or task assigned to the experience (e.g. reflection paper)

Possible opportunities for the different pathways: • Apprenticeship training pathway: Visiting an approved apprenticeship delivery agent in the sector • College pathway: Interviewing a college student enrolled in a sector specific program • University pathway: Observing a university class in a sector-related program • Workplace pathway: Interviewing an employee in the sector An experiential (exploring) learning activity connected with the student’s post-secondary pathway can be considered a “reach ahead” (focusing) experience. The activity can be recorded only once on the student’s SHSM Record as either an experiential learning activity or a “reach ahead” experience. 5. Ontario Skills Passport (OSP) • Description of skills and work habits used in a wide variety of occupations • Developed by the Ministry of Education, the Ministry of Training, Colleges and Universities and Human Resources and Social Development Canada (HRSDC) Educators and employers share a consistent understanding and approach to the delivery of the skills and work habits needed for the workplace. Skills learned through OSP are designed to be transferable and of maximum benefit to the student. Learners and job seekers can use the OSP to identify needed skills and work habits, to plan further skill development for a smooth transition to the workplace and/or post-secondary education and to track skill development for current (résumé) and future (career goals) use. Employers can use the OSP for assessing the performance of individuals in the workplace, for recording performance demonstrated in the workplace and for hiring and training employees. Teachers and guidance counsellors can use the OSP to assist students and parents in identifying relevant information about skills and work habits needed for particular occupations and careers. Pending Ministry of Education approval: Sacred Heart High School Mark Byrne Tel.: 613-831-6643 2016-2017 Course Selection Guide Grades 9-12 | 101

Ottawa Catholic Secondary Schools

Energy SHSM Required Components: 1. Courses 4 - Energy Major Course credits (minimum one Grade 11, one Grade 12) 2 - Cooperative Education credits 1 - Math credit (Grade 11 or 12)* 1 - English credit (Grade 11 or 12)* 1 - Business Studies or Canadian & World Studies or Science (Grade 11 or 12)* *Ontario curriculum credits that involve one or more Contextualized Learning Activities delivered in the context of the Energy sector. 2. Sector-recognized Certification and Training Courses • Four compulsory certifications: Standard First Aid, WHMIS (generic), CPR (Level C) with AED • Three additional certifications and/or training courses as specified in the sector-specific guide • No substitutions or changes in the number of required certifications and training courses/programs are permitted 3. Experiential Learning • Activities that expose you to the energy sector through tours, attendance at trade shows, or working with a professional in the sector • Opportunities to apply your knowledge in a real world setting 4. “Reach Ahead” Experiences • Opportunities range from experiential learning of several hours to full courses • Must be connected to the student’s post-secondary pathway • Should have an assignment or task assigned to the experience (e.g. reflection paper) Possible opportunities for the different pathways: • Apprenticeship training pathway: Visiting an approved apprenticeship delivery agent to investigate a program of interest to the SHSM student • College pathway: Interviewing a college student enrolled in a program of interest to the SHSM student, in order to learn about that program • University pathway: Observing a university class in the SHSM student’s program of interest 102 | 2016-2017 Course Selection Guide Grades 9-12

• Workplace pathway: Interviewing an employee in the field of work that the SHSM student is considering An experiential (exploring) learning activity connected with the student’s post-secondary pathway can be considered a “reach ahead” (focusing) experience. The activity can be recorded only once on the student’s SHSM Record as either an experiential learning activity or a “reach ahead” experience 5. Ontario Skills Passport (OSP) • Description of skills and work habits used in a wide variety of occupations • Developed by the Ministry of Education, the Ministry of Training, Colleges and Universities and Human Resources and Social Development Canada (HRSDC) Educators and employers share a consistent understanding and approach to the delivery of the skills and work habits needed for the workplace. Skills learned through OSP are designed to be transferable and of maximum benefit to the student. Learners and job seekers can use the OSP to identify needed skills and work habits, to plan further skill development for a smooth transition to the workplace and/or post-secondary education and to track skill development for current (résumé) and future (career goals) use. Employers can use the OSP for assessing the performance of individuals in the workplace, for recording performance demonstrated in the workplace and for hiring and training employees. Teachers and guidance counsellors can use OSP to assist students and parents in identifying relevant information about skills and work habits needed for particular occupations and careers. Contact Info: Mother Teresa High School Susan Ragaisis Tel.: 613-823-1663

Ottawa Catholic Secondary Schools

Environment SHSM Required Components: 1. Courses 4 - Environment Major Course credits (minimum one Grade 11, one Grade 12) 2 - Cooperative Education credits 1 - Math credit (Grade 11 or 12)* 1 - Grade 11 or 12 English credit (Grade 11 or 12)* *Ontario curriculum credits that involve one or more Contextualized Learning Activities delivered in the context of the Environment sector. 2. Sector-recognized Certification and Training Courses • Four compulsory certifications: Standard First Aid, WHMIS (generic), CPR (Level C) with AED, Global Positioning Systems • Three additional certifications and/or training courses as specified in the sector-specific guide • No substitutions or changes in the number of required certifications and training courses/programs are permitted 3. Experiential Learning • Activities that expose you to the environment sector through tours, attendance at trade shows, or working with a professional in the sector • Opportunities to apply your knowledge in a real world setting 4. “Reach Ahead” Experiences • Opportunities range from experiential learning of several hours to full courses • Must be connected to the student’s post-secondary pathway • Should have an assignment or task assigned to the experience (e.g. reflection paper) Possible opportunities for the different pathways: • Apprenticeship training pathway: Visiting an approved apprenticeship delivery agent to investigate a program of interest to the SHSM student • College pathway: Interviewing a college student enrolled in a program of interest to the SHSM student, in order to learn about that program • University pathway: Observing a university class in the SHSM student’s program of interest • Workplace pathway: Interviewing an employee in the field of work that the SHSM student is considering

An experiential (exploring) learning activity connected with the student’s post-secondary pathway can be considered a “reach ahead” (focusing) experience. The activity can be recorded only once on the student’s SHSM Record as either an experiential learning activity or a “reach ahead” experience. 5. Ontario Skills Passport (OSP) • Description of skills and work habits used in a wide variety of occupations • Developed by the Ministry of Education, the Ministry of Training, Colleges and Universities and Human Resources and Social Development Canada (HRSDC) Educators and employers share a consistent understanding and approach to the delivery of the skills and work habits needed for the workplace. Skills learned through OSP are designed to be transferable and of maximum benefit to the student. Learners and job seekers can use the OSP to identify needed skills and work habits, to plan further skill development for a smooth transition to the workplace and/or post-secondary education and to track skill development for current (résumé) and future (career goals) use. Employers can use the OSP for assessing the performance of individuals in the workplace, for recording performance demonstrated in the workplace and for hiring and training employees. Teachers and guidance counsellors can use OSP to assist students and parents in identifying relevant information about skills and work habits needed for particular occupations and careers. Contact Info: Notre Dame High School Clint Monahan Tel.: 613-722-6565 Sacred Heart High School Glenn Carr Tel.: 613-831-6643 St. Mark High School Janice O’Neill Tel.: 613-692-2551

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Ottawa Catholic Secondary Schools

Health & Wellness SHSM Required Components 1. Courses 4 - Health & Wellness Major Course credits (minimum one Grade 11, one Grade 12) 2 - Cooperative Education credits 1 - English credit (Grade 11 or 12)* 1 - Math credit (Grade 11 or 12)* 1 - Science/Social Sciences credit (Grade 11 or 12)* *Ontario curriculum credits that involve one or more units Contextualized Learning Activities delivered in the context of the Health and Wellness sector. 2. Sector-recognized Certification and Training Courses • Four compulsory certifications and/or training courses: CPR (Level C) with AED, Standard First Aid, WHMIS (generic), infection control • Two additional certifications and/or training courses as specified in the sector-specific guide • No substitutions or changes in the number of required certifications and training courses/programs are permitted 3. Experiential Learning Activities • Opportunities to explore, observe and participate in a variety of health and wellness sector experiences and careers • One-on-one observation of a cooperative education student in a health and wellness setting (job twinning) • A day long observation of a health and wellness sector employee (job shadowing) • One to two week work experience with a sector employee (e.g. GLN4O) • Volunteer experience in a health and wellness setting (also 40 hours community service) • Cooperative Education placement in a sectorrecognized facility • Attendance at a health and wellness sector career fair 4. “Reach Ahead” Experiences • Opportunities range from experiential learning of several hours to full courses • Must be connected to the student’s post-secondary pathway • Should have an assignment or task assigned to the experience (e.g. reflection paper) Possible opportunities for the different pathways: • Apprenticeship training pathway: Job shadowing an early childhood educator 104 | 2016-2017 Course Selection Guide Grades 9-12

• College pathway: Monitoring classes in a health and wellness sector college program • University pathway: Job shadowing a physiotherapist for a day • Workplace pathway: Job shadowing a personal care support worker • All pathways: Tour of a health and wellness facility An experiential (exploring) learning activity connected with the student’s post-secondary pathway can be considered a “reach ahead” (focusing) experience. The activity can be recorded only once on the student’s SHSM Record as either an experiential learning activity or a “reach ahead” experience. 5. Ontario Skills Passport (OSP) • Description of skills and work habits used in a wide variety of occupations • Developed by the Ministry of Education, the Ministry of Training, Colleges and Universities and Human Resources and Social Development Canada (HRSDC) Educators and employers share a consistent understanding and approach to the delivery of the skills and work habits needed for the workplace. Skills learned through OSP are designed to be transferable and of maximum benefit to the student. Learners and job seekers can use the OSP to identify needed skills and work habits, to plan further skill development for a smooth transition to the workplace and/ or post-secondary education and to track skill development for current (résumé) and future (career goals) use. Employers can use the OSP for assessing the performance of individuals in the workplace, for recording performance demonstrated in the workplace and for hiring and training employees. Teachers and guidance counsellors can use OSP to assist students and parents in identifying relevant information about skills and work habits needed for particular occupations and careers. Contact Info: Holy Trinity Catholic High School St. Patrick’s High School Tanya Noble-Moore Susie Kruzlics Tel.: 613-591-9955 Tel.: 613-733-0501 St. Matthew High School Phak Chin Tel.: 613-837-3161 Pending Ministry of Education approval: All Saints High School Erin Connelly Tel.: 613-271-4254

Ottawa Catholic Secondary Schools

Horticulture and Landscaping SHSM Required Components: 1. Courses 4 - Horticulture and Landscaping Major Course credits (minimum one Grade 11, one Grade 12) 2 - Cooperative Education credits 1 - English credit (Grade 11 or 12)* 1 - Math credit (Grade 11 or 12)* 1 - Business Studies or Science credit* (Grade 11 or Grade 12) *Ontario curriculum credits that involve one or more Contextualized Learning Activities delivered in the context of the Horticulture and Landscaping sector. 2. Sector-recognized Certification and Training Courses • Four compulsory certifications: Standard First Aid, WHMIS (generic), CPR (Level C) with AED, plant identification • Three additional certifications and/or training courses as specified in the sector-specific guide • No substitutions or changes in the number of required certifications and training courses/programs are permitted 3. Experiential Learning • Activities that expose you to the horticulture and landscaping sector through tours, attendance at trade shows, or working with a professional in the sector • Opportunities to apply your knowledge in a real world setting 4. “Reach Ahead” Experiences • Opportunities range from experiential learning of several hours to full courses • Must be connected to the student’s post-secondary pathway • Should have an assignment or task assigned to the experience (e.g. reflection paper) Possible opportunities for the different pathways: • Apprenticeship training pathway: Visiting an approved apprenticeship delivery agent to investigate a program of interest to the SHSM student • College pathway: Interviewing a college student enrolled in a program of interest to the SHSM student, in order to learn about that program

• University pathway: Observing a university class in the SHSM student’s program of interest • Workplace pathway: Interviewing an employee in the field of work that the SHSM student is considering An experiential (exploring) learning activity connected with the student’s post-secondary pathway can be considered a “reach ahead” (focusing) experience. The activity can be recorded only once on the student’s SHSM Record as either an experiential learning activity of a “reach ahead” experience. 5. Ontario Skills Passport (OSP) • Description of skills and work habits used in a wide variety of occupations • Developed by the Ministry of Education, the Ministry of Training, Colleges and Universities and Human Resources and Social Development Canada (HRSDC) Educators and employers share a consistent understanding and approach to the delivery of the skills and work habits needed for the workplace. Skills learned through OSP are designed to be transferable and of maximum benefit to the student. Learners and job seekers can use the OSP to identify needed skills and work habits, to plan further skill development for a smooth transition to the workplace and/or post-secondary education and to track skill development for current (résumé) and future (career goals) use. Employers can use the OSP for assessing the performance of individuals in the workplace, for recording performance demonstrated in the workplace and for hiring and training employees. Teachers and guidance counsellors can use OSP to assist students and parents in identifying relevant information about skills and work habits needed for particular occupations and careers. Contact Info: St. Patrick’s High School Leonard St. Clair, Helen Zettel Tel.: 613-733-0501

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Ottawa Catholic Secondary Schools

Hospitality and Tourism SHSM Required Components: 1. Courses 4 - Hospitality and Tourism Major Course credits (minimum one Grade 11, one Grade 12) 2 - Cooperative Education credits 1 - English credit (Grade 11 or 12)* 1 - Math credit (Grade 11 or 12)* 1 - Business Studies/Science credit (Grade 11 or 12)* *Ontario curriculum credits that involve one or more Contextualized Learning Activities delivered in the context of the Hospitality and Tourism sector. 2. Sector-recognized Certification and Training Courses • Four compulsory certifications: Standard First Aid, WHMIS (generic), CPR (Level C) with AED, customer service • Two additional certifications and/or training courses as specified in the sector-specific guide • No substitutions or changes in the number of required certifications and training courses/programs are permitted 3. Experiential Learning • Opportunities to explore, observe and participate in a variety of Hospitality and Tourism experiences and careers • One-on-one observation of a cooperative education student in an Hospitality and Tourism sector placement (e.g. turbine engine technician, job twinning) • A day long observation of an Hospitality and Tourism sector employee, such as a chef (job shadowing) • One to two week work experience with a sector employee (e.g. local tourist attraction) • Attendance at a hospitality or tourism sector trade show, a conference, a symposium, or a job fair • Participation in a local, provincial, or national contest or competition with a focus on hospitality and tourism • A tour of a tourism or hospitality business • One-on-one observation of a cooperative education • Assisting at a community competition or event. 4. “Reach Ahead” Experiences • Opportunities range from experiential learning of several hours to full courses • Must be connected to the student’s post-secondary pathway • Should have an assignment or task assigned to the experience (e.g. reflection paper) 106 | 2016-2017 Course Selection Guide Grades 9-12

Possible opportunities for the different pathways: • Apprenticeship training pathway: Visiting an approved apprenticeship delivery agent in the sector • College pathway: Interviewing a college student enrolled in a sector specific program • University pathway: Observing a university class in a sector-related program • Workplace pathway: Interviewing an employee in the sector An experiential (exploring) learning activity connected with the student’s post-secondary pathway can be considered a “reach ahead” (focusing) experience. The activity can be recorded only once on the student’s SHSM Record as either an experiential learning activity or a “reach ahead” experience. 5. Ontario Skills Passport (OSP) • Description of skills and work habits used in a wide variety of occupations • Developed by the Ministry of Education, the Ministry of Training, Colleges and Universities and Human Resources and Social Development Canada (HRSDC) Educators and employers share a consistent understanding and approach to the delivery of the skills and work habits needed for the workplace. Skills learned through OSP are designed to be transferable and of maximum benefit to the student. Learners and job seekers can use the OSP to identify needed skills and work habits, to plan further skill development for a smooth transition to the workplace and/or post-secondary education and to track skill development for current (résumé) and future (career goals) use. Employers can use the OSP for assessing the performance of individuals in the workplace, for recording performance demonstrated in the workplace and for hiring and training employees. Teachers and guidance counsellors can use the OSP to assist students and parents in identifying relevant information about skills and work habits needed for particular occupations and careers. Pending Ministry of Education approval: St Patrick’s High School Linda LoFaro Tel.: 613-733-0501

Ottawa Catholic Secondary Schools

Information & Communications Technology SHSM Required Components: 1. Courses 4 - Information & Communications Technology Major Course credits (minimum one Grade 11, one Grade 12) 2 - Cooperative Education credits 1 - Math credit (Grade 11 or 12)* 1 - English credit (Grade 11 or 12)* 1 - Science or Business Studies or Art credit (Grade 11 or 12)* *Ontario curriculum credits that involve one or more Contextualized Learning Activities delivered in the context of the Information & Communications Technology sector. 2. Sector-recognized Certification and Training Courses • Three compulsory certifications: Standard First Aid, WHMIS (generic), CPR (Level C) with AED • Three additional certifications and/or training courses as specified in the sector-specific guide • No substitutions or changes in the number of required certifications and training courses/programs are permitted 3. Experiential Learning • Activities that expose you to the information and communications technology sector through tours, attendance at trade shows, or working with a professional in the sector • Opportunities to apply your knowledge in a real world setting • Participation in a local, provincial, or national skills competition with Skills Canada 4. “Reach Ahead” Experiences • Opportunities range from experiential learning of several hours to full courses • Must be connected to the student’s post-secondary pathway • Should have an assignment or task assigned to the experience (e.g. reflection paper) Possible opportunities for the different pathways: • Apprenticeship training pathway: Visiting an approved apprenticeship delivery agent to investigate a program of interest to the SHSM student

• College pathway: Interviewing a college student enrolled in a program of interest to the SHSM student, in order to learn about that program • University pathway: Observing a university class in the SHSM student’s program of interest • Workplace pathway: Interviewing an employee in the field of work that the SHSM student is considering An experiential (exploring) learning activity connected with the student’s post-secondary pathway can be considered a “reach ahead” (focusing) experience. The activity can be recorded only once on the student’s SHSM Record as either an experiential learning activity or a “reach ahead” experience. 5. Ontario Skills Passport (OSP) • Description of skills and work habits used in a wide variety of occupations • Developed by the Ministry of Education, the Ministry of Training, Colleges and Universities and Human Resources and Social Development Canada (HRSDC) Educators and employers share a consistent understanding and approach to the delivery of the skills and work habits needed for the workplace. Skills learned through OSP are designed to be transferable and of maximum benefit to the student. Learners and job seekers can use the OSP to identify needed skills and work habits, to plan further skill development for a smooth transition to the workplace and/or post-secondary education and to track skill development for current (résumé) and future (career goals) use. Teachers and guidance counsellors can use OSP to assist students and parents in identifying relevant information about skills and work habits needed for particular occupations and careers. Teachers and guidance counsellors can use OSP to assist students and parents in identifying relevant information about skills and work habits needed for particular occupations and careers. Contact Info: All Saints High School Tom Brooks Tel.: 613-271-4254 Pending Ministry of Education approval: St. Paul High School Sacred Heart High School Chris Dorey Richard Walker Tel.: 613-820-9705 Tel.: 613-831-6643 2016-2017 Course Selection Guide Grades 9-12 | 107

Ottawa Catholic Secondary Schools

Justice, Community Safety and Emergency Services SHSM Required Components 1. Courses 4 - Justice, Community Safety and Emergency Services Major Course credits (minimum one Grade 11, one Grade 12) 2 - Cooperative Education credits 1 - Math credit (Grade 11 or 12)* 1 - English credit (Grade 11 or 12)* *Ontario curriculum credits that involve one or more Contextualized Learning Activities delivered in the context of the Justice, Community Safety and Emergency Services sector. 2. Sector-recognized Certification and Training Courses • Four compulsory certifications: Standard First Aid, WHMIS (generic), CPR (Level C) with AED, conflict resolution • Three additional certifications and/or training courses as specified in the sector-specific guide • No substitutions or changes in the number of required certifications and training courses/programs are permitted 3. Experiential Learning • Activities that expose you to the justice, community safety and emergency services sector through tours, attendance at trade shows, or working with a professional in the sector • Opportunities to apply your knowledge in a real world setting 4. “Reach Ahead” Experiences • Opportunities range from experiential learning of several hours to full courses • Must be connected to the student’s post-secondary pathway • Should have an assignment or task assigned to the experience (e.g. reflection paper) Possible opportunities for the different pathways: • Apprenticeship training pathway: Visiting an approved apprenticeship delivery agent to investigate a program of interest to the SHSM student • College pathway: Interviewing a college student enrolled in a program of interest to the SHSM student, in order to learn about that program 108 | 2016-2017 Course Selection Guide Grades 9-12

• University pathway: Observing a university class in the SHSM student’s program of interest • Workplace pathway: Interviewing an employee in the field of work that the SHSM student is considering An experiential (exploring) learning activity connected with the student’s post-secondary pathway can be considered a “reach ahead” (focusing) experience. The activity can be recorded only once on the student’s SHSM Record as either an experiential learning activity or a “reach ahead” experience. 5. Ontario Skills Passport (OSP) • Description of skills and work habits used in a wide variety of occupations • Developed by the Ministry of Education, the Ministry of Training, Colleges and Universities and Human Resources and Social Development Canada (HRSDC) Educators and employers share a consistent understanding and approach to the delivery of the skills and work habits needed for the workplace. Skills learned through OSP are designed to be transferable and of maximum benefit to the student. Learners and job seekers can use the OSP to identify needed skills and work habits, to plan further skill development for a smooth transition to the workplace and/or post-secondary education and to track skill development for current (résumé) and future (career goals) use. Employers can use the OSP for assessing the performance of individuals in the workplace, for recording performance demonstrated in the workplace and for hiring and training employees. Teachers and guidance counsellors can use OSP to assist students and parents in identifying relevant information about skills and work habits needed for particular occupations and careers. Contact Info: St. Pius X High School Kim Wu Tel.: 613-225-8105

Lester B. Pearson Catholic High School Patrick Easton Tel.: 613-741-4525

Pending Ministry of Education approval: St. Francis Xavier High School Dean Prigent Tel.: 613-822-7900

Ottawa Catholic Secondary Schools

Non-profit SHSM Required Components: 1. Courses 4 - Non-profit Major Course credits (minimum one Grade 11, one Grade 12) 2 - Cooperative Education credits 1 - Math credit (Grade 11 or 12)* 1 - English credit (Grade 11 or 12)* *Ontario curriculum credits that involve one or more Contextualized Learning Activities delivered in the context of the Non-profit sector. 2. Sector-recognized Certification and Training Courses • Four compulsory certifications: Standard First Aid, WHMIS (generic), CPR (Level C) with AED, ethical considerations • Three additional certifications and/or training courses as specified in the sector-specific guide • No substitutions or changes in the number of required certifications and training courses/programs are permitted 3. Experiential Learning • Activities that expose you to the non-profit sector through tours, attendance at trade shows, or working with a professional in the sector • Opportunities to apply your knowledge in a real world setting 4. “Reach Ahead” Experiences • Opportunities range from experiential learning of several hours to full courses • Must be connected to the student’s post-secondary pathway • Should have an assignment or task assigned to the experience (e.g. reflection paper) Possible opportunities for the different pathways: • Apprenticeship training pathway: Visiting an approved apprenticeship delivery agent to investigate a program of interest to the SHSM student • College pathway: Interviewing a college student enrolled in a program of interest to the SHSM student, in order to learn about that program

• University pathway: Observing a university class in the SHSM student’s program of interest • Workplace pathway: Interviewing an employee in the field of work that the SHSM student is considering An experiential (exploring) learning activity connected with the student’s post-secondary pathway can be considered a “reach ahead” (focusing) experience. The activity can be recorded only once on the student’s SHSM Record as either an experiential learning activity or a “reach ahead” experience. 5. Ontario Skills Passport (OSP) • Description of skills and work habits used in a wide variety of occupations • Developed by the Ministry of Education, the Ministry of Training, Colleges and Universities and Human Resources and Social Development Canada (HRSDC) Educators and employers share a consistent understanding and approach to the delivery of the skills and work habits needed for the workplace. Skills learned through OSP are designed to be transferable and of maximum benefit to the student. Learners and job seekers can use the OSP to identify needed skills and work habits, to plan further skill development for a smooth transition to the workplace and/or post-secondary education and to track skill development for current (résumé) and future (career goals) use. Employers can use the OSP for assessing the performance of individuals in the workplace, for recording performance demonstrated in the workplace and for hiring and training employees. Teachers and guidance counsellors can use OSP to assist students and parents in identifying relevant information about skills and work habits needed for particular occupations and careers. Contact Info: Holy Trinity High School Maureen Bourke Tel.: 613-591-9955

2016-2017 Course Selection Guide Grades 9-12 | 109

Ottawa Catholic Secondary Schools

Transportation SHSM Required Components 1. Courses 4 - Transportation Major Course credits (minimum one Grade 11, one Grade 12 2 - Cooperative Education credits 1 - Math credit (Grade 11 or 12)* 1 - English credit (Grade 11 or 12)* 1 - Science or Business Studies Credit (Grade 11 or 12)* *Ontario curriculum credits that involve one or more Contextualized Learning Activities delivered in the context of the Transportation sector. 2. Sector-recognized Certification and Training Courses • Four compulsory certifications: Standard First Aid, WHMIS (generic), CPR (Level C) with AED, Health & Safety (basic) • Three additional certifications and/or training courses as specified in the sector-specific guide • No substitutions or changes in the number of required certifications and training courses/programs are permitted 3. Experiential Learning • Activities that expose you to the transportation sector through tours, attendance at trade shows, or working with a professional in the sector • Opportunities to apply your knowledge in a real world setting • Participation in a local, provincial, or national skills competition with Skills Canada 4. “Reach Ahead” Experiences • Opportunities range from experiential learning of several hours to full courses • Must be connected to the student’s post-secondary pathway • Should have an assignment or task assigned to the experience (e.g. reflection paper) Possible opportunities for the different pathways: • Apprenticeship training pathway: Visiting an approved apprenticeship delivery agent to investigate a program of interest to the SHSM student • College pathway: Interviewing a college student enrolled in a program of interest to the SHSM student, in order to learn about that program 110 | 2016-2017 Course Selection Guide Grades 9-12

• University pathway: Observing a university class in the SHSM student’s program of interest • Workplace pathway: Interviewing an employee in the field of work that the SHSM student is considering An experiential (exploring) learning activity connected with the student’s post-secondary pathway can be considered a “reach ahead” (focusing) experience. The activity can be recorded only once on the student’s SHSM Record as either an experiential learning activity of a “reach ahead” experience. 5. Ontario Skills Passport (OSP) • Description of skills and work habits used in a wide variety of occupations • Developed by the Ministry of Education, the Ministry of Training, Colleges and Universities and Human Resources and Social Development Canada (HRSDC) Educators and employers share a consistent understanding and approach to the delivery of the skills and work habits needed for the workplace. Skills learned through OSP are designed to be transferable and of maximum benefit to the student. Learners and job seekers can use the OSP to identify needed skills and work habits, to plan further skill development for a smooth transition to the workplace and/ or post-secondary education and to track skill development for current (résumé) and future (career goals) use. Employers can use the OSP for assessing the performance of individuals in the workplace, for recording performance demonstrated in the workplace and for hiring and training employees. Teachers and guidance counsellors can use OSP to assist students and parents in identifying relevant information about skills and work habits needed for particular occupations and careers. Contact Info: Lester B. Pearson Catholic High School Sean Burke Tel.: 613-741-4525 Pending Ministry of Education approval: St. Matthew High School St. Paul High School Jason Galloway Chad Legault Tel.: 613-837-3161 Tel.: 613-820-9705

Getting into Focus Programs 2016-2017 Course Guide

2016-2017 Course Selection Guide Grades 9-12 | 111

What are Focus Programs? Focus Programs are packages of courses that concentrate on a particular field of interest or training to provide students with both (academic) curriculumspecific and workplace experience, which will help build a foundation for a career sector. These programs enable students to come together to benefit from specialized equipment and teacher expertise. Focus Programs are designed to help high school students make well-informed choices about career opportunities and post-secondary pathways which will assist a smooth transition to apprenticeship, post-secondary education and the world of work. At the grade 9 and 10 levels, Focus Awareness Programs are intended to engage learners who may benefit from an experiential approach to learning. These programs present students with authentic learning experiences that help them make connections with the world around them. Focus Awareness Programs involve creative timetabling to capture student interest. At the grade 11 and 12 levels, Focus Exploration Programs provide students the opportunity to concentrate on a targeted area of study. For inquiries about course fees and/or transportation, please call the school contact or principal at the school hosting the Focus Program.

112 | 2016-2017 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools

SAWS (Students Achieving Workplace Skills) Notre Dame High School Grade 9 Program Length: 1 Year No Cost

Program Description This two semester package of courses will concentrate on all aspects of work as a general contractor, from student client meetings, research, design, cost analysis and fabrication of community based projects. A wide variety of construction disciplines will be utilized to complete these projects. The courses will be construction oriented and will include; measurement, technical reporting, research, analysis, sketching and detailed drawing. In addition, community involvement is an integral part of this course through projects, presentations and community contacts. Students will have the opportunity to work with skilled professionals, thereby enhancing their career options. Students will spend the mornings in the regular courses and the afternoons in the Construction room for their Focus Program courses. FULL YEAR CREDIT PACKAGE Semester 1 Credit #1: Exploring Technologies

TIJ1O

Semester 2 Credit #1: Construction

TCJ1O

Credit #2: Religion

HRE1O

Credit #2: Geography

CGC1P

Credit #3: Compulsory of Student’s choice

Credit #3: Compulsory of Student’s choice

Credit #4: Compulsory of Student’s choice

Credit #4: Compulsory of Student’s choice

Prerequisites: None Contact: Steve Watzenboeck, Notre Dame High School, 613-722-6565

2016-2017 Course Selection Guide Grades 9-12 | 113

Ottawa Catholic Secondary Schools

Transportation

Lester B. Pearson Catholic High School Grade 9 Program Length: 1 Year No Cost Program Description This program is comprised of a selection of transportation-related courses. During semester one, the Exploring Technologies course will focus on transportation-related curriculum and the math course will support projects and assignments from the technology course. During semester 2, the English course will include the development of literacy skills through transportation-related content and the Discovering the Workplace course will provide opportunities to investigate career opportunities in the transportation sector. The remainder of their courses will follow the regular grade 9 curriculum. FULL YEAR CREDIT PACKAGE Semester 1 Credit #1: Transportation TTI1O

Semester 2 Credit #1: English

Credit #2: Math MFM1P/MAT1L

Credit #2: Discovering the Workplace

Credit #3: Compulsory of student’s choice

Credit #3: Compulsory of student’s choice

Credit #4: Compulsory of student’s choice

Credit #4: Compulsory of student’s choice

Contact: Colleen Connor, Lester B. Pearson Catholic High School, 613-741-4525

114 | 2016-2017 Course Selection Guide Grades 9-12

ENG1P/1L GLD2O

Ottawa Catholic Secondary Schools

Global Gourmet St. Peter High School Grade 11 or 12 Semester 2 Cost: $40

Program Description Provide an intensive experience in the food and beverages services sector of the tourism industry with a secondary emphasis on regional, national and global trends in travel and tourism. Note: This course fee is used to purchase food to support the hospitality portion of the program. ONE SEMESTER CREDIT PACKAGE Credit Credit Credit Credit

#1: Hospitality and Tourism

TFJ3E

#2: Travel and Tourism

CGG3O

#3: Cooperative Education

COP3X

#4: Cooperative Education

COP3X

Prerequisites: None Contact: Judy Stensch, St. Peter High School, 613-837-937

2016-2017 Course Selection Guide Grades 9-12 | 115

Ottawa Catholic Secondary Schools

Emergency Response Services Mother Teresa High School Grade 11 or 12 Semester 1 Cost: $200

Program Description This focus program will centre on the various careers that contribute to Emergency Care (policing, firefighting, paramedics, nursing). The program will provide development of the knowledge, skills and theory needed to explore these careers in a high school setting. Opportunities for experiential learning and access to current professionals in the respective fields will support career exploration. Please visit a Youtube video of the program in action by visiting www.ss.mths.ca and select Specialized Programs. It is intended to be a lead-in course of study for those interested in pursuing one or more of the careers linked to it as well as provide an opportunity for all students to explore related careers in a school setting. Note: This course fee is used to allow students to obtain certifications in CPR, First Aid and AED. They will also be able to keep their fitness clothing. ONE SEMESTER CREDIT PACKAGE Credit Credit Credit Credit

#1: Police Sciences/Foundations

IDC3O2

#2: Police Services and Fire Protection IDC4O2 #3: Health Care

TPJ3C/4E

#4: Compulsory of student’s choice

English or Math or Religion

Prerequisite: None Contact: Randall Baird, Mother Teresa High School, 613-823-1663

116 | 2016-2017 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools

Mobile Apps and Game Development All Saints High School Grade 11 or 12 Semester 1 No Cost

Program Description In the Mobile Apps and Game Development Focus Program, students will gain real world experience creating mobile apps, games, web pages and video content for web sites. Students acquire concrete skills working with the latest technologies and software. They will learn to develop apps in Flash. Along with animation and character design, students learn game interfacing and Action Script coding. Students develop projects in teams and learn the importance of team work. Throughout the program, students will build an electronic web page portfolio, which may be used for post-secondary applications. With the knowledge gained through this Focus Program students may work from home as design consultants or use their knowledge to help market their small business. The Mobile Apps and Game Development Focus Program gives students experience in the expanding fields of design and media. The program gives them the skills to become proficient in emerging technologies to participate in the global economy. ONE SEMESTER CREDIT PACKAGE Credit Credit Credit Credit

#1: Communications Technology

TGJ3M2 or TGJ4M1

#2: Communications Technology

TGJ3M2 or TGI4M1

#3: Photography

AWQ3M

#4: Compulsory course in English, Math or Religion

Prerequisites: Visual Arts, grade 9 or 10 Open (for AWQ3M) TGJ3M1 or 2 (for TGJ4M or TGI4M) Contact: Tom Brooks, All Saints High School, 613-271-4254

2016-2017 Course Selection Guide Grades 9-12 | 117

Ottawa Catholic Secondary Schools

The Business of Sport Management St. Francis Xavier High School Grade 11 or 12 Semester 1 No Cost

Program Description This program will provide students considering studies in Business Studies at post-secondary a commerce-focused program that is task and project-oriented. This offers an opportunity for exposure to industry experts, case study scenarios and hands-on learning through presentations and field trips. Twenty-first century classroom learning technologies will be integrated throughout the program. ONE SEMESTER CREDIT PACKAGE Credit #1: Sports Marketing and Event Planning Credit #2: Business Leadership Management Credit #3: Intro to Accounting/Financial Accounting

IDC4U2*

Credit #4: Compulsory credit

English, Math or Religion

BOH4M BAF3M or BAT4M

Prerequisites: Any 3U/M course for IDC4U2. *Note: Students may only complete one IDC4U credit. Contact: Jennifer Wood or Keith DeCoste, St. Francis Xavier High School, 613-822-7900

118 | 2016-2017 Course Selection Guide Grades 9-12

Ottawa Catholic Secondary Schools

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Ottawa Catholic Secondary Schools

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Just make the call! 613-228-8888 West Campus: 893 Admiral Avenue, Ottawa K1Z 6L6 Central Campus: 20 Graham Avenue, Ottawa K1S 5P4 There are new ways to earn your high school diploma! Whether you work full or part-time, need upgrading or need to stay home. We will get you started on the right path. At St. Nicholas Adult High School, we help you develop the program that is right for you.

St. Nicholas is the right choice… • Over 3000 graduates since 1990

• Self-paced and individualized learning • High school credits from grades 9 to 12 • Free education for residents of Ontario • Two locations, Central and West • Friendly, caring staff • Child care for eligible students at the West Campus • Mature Student Evaluations (MSE) • Prior Learning Assessment and Recognition (PLAR)

Programs

Registration

Check out our website ads.ocsb.ca for dates & times for our walk-in registration OR call 613-228-8888 (West) – 613-234-2768 (Central). Students may not be registered in another secondary school. Bring the following to register: • a copy of your high school transcript • photo identification • proof of your current address • proof of your date of birth • $20 consumable fee (If you are a landed immigrant or have refugee status, please bring in your immigration papers.)

• Online Community Learning

• • • • •

Credits@ Work ESL Credits Cooperative Education Essential Skills Training High school preparation • Workplace preparation

We work with you to… • Determine your personal learning style • Identify your strengths • Research career interests • Complete your career portfolio Visit our website for more information: ads.ocsb.ca

Ontario Catholic School Graduate Expectations "Catholic education addresses this search for meaning, this desire of the person to understand human life as an integration of body, mind and spirit. Rooted in this vision, Catholic education fosters the search for meaning as a lifelong spiritual and academic quest. The expectations guiding the journey of learning for all students in Catholic schools, therefore, are described not only in terms of knowledge and skills, but necessarily in terms of values, attitudes and actions informed by reason and faith.” Institute for Catholic Education (ICE). Ontario Catholic School Graduate Expectations. Toronto, ON: ICE, 2011, 15. As a student on a journey toward graduation from a Catholic school, therefore, you are challenged to meeting the following Catholic Graduate Expectations: A discerning believer formed in the Catholic Faith community who celebrates the signs and sacred mystery of God’s presence through words, sacrament, prayer, forgiveness, reflection and moral living. An effective communicator, who speaks, writes and listens honestly and sensitively, responding critically in light of gospel values. A reflective, creative and holistic thinker who solves problems and makes responsible decisions with an informed moral conscience for the common good.

A self-directed, responsible, lifelong learner who develops and demonstrates their God-given potential. A collaborative contributor who finds meaning, dignity and vocation in work which respects the rights of all and contributes to the common good. A caring family member who attends to family, school, parish and the wider community. A responsible citizen who gives witness to Catholic social teaching by promoting peace, justice and the sacredness of human life.

Catholic Education Centre 570 West Hunt Club Road Nepean, Ontario K2G 3R4 | 613-224-2222 ocsb.ca

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