Course Calendar

2006-2008
COURSE CALENDAR
BISHOP SMITH CATHOLIC ST. JOSEPH’S

HIGH SCHOOL HIGH SCHOOL
RENFREW COUNTY CATHOLIC DISTRICT SCHOOL BOARD
OUR VISION
INSPIRED BY OUR RICH HERITAGE AND CHALLENGED BY THE STRUGGLES

OF OUR PAST, WE ARE AN INCLUSIVE CATHOLIC EDUCATIONAL COMMU-
NITY CALLED TO EXPRESS OUR MISSION AS CHURCH TO PASS ON THE
GOOD NEWS OF JESUS CHRIST, TO MAKE IT RELEVANT IN THE WORLD TO-
DAY, AND TO BE THE HOPE FOR THE FUTURE.
IN A SPIRIT OF FREEDOM, AFFIR- OPEN TO MYSTERY AND ENDLESS DISCOV-

MATION AND CELEBRATION TO- ERY IN THE LORD, WE ARE CALLED TO…
DAY, WE STRIVE TO…
• Facilitate an active faith journey rooted in • Develop and implement a distinctive Catholic
prayer and the sacraments. curriculum based on the Ontario Catholic
School Graduate Expectations.
• Enhance relationships among members of the • Make a difference as faith-filled community
home, school, parish and extended builders.
community.
• Foster a world view shaped by the Catholic • Challenge the consumer culture with lives
conversation about life’s meaning and dedicated to the principles of social justice in
purpose. the spirit of gospel values.
• Nurture the giftedness, self-worth and • Model a servant leadership style following the
potential of each individual. example of Jesus.
• Reverence the dignity of the whole person. • Claim our role as global stewards cherishing
the environment and all life in it.
• Integrate the Catholic faith tradition in a criti- • Engage in the pursuit of life-long learning.
cal analysis of the arts, media and
technology. • Love unconditionally.
• Sustain safe school environments character-
ized by warmth, hospitality, good
humour and joy.
This is what Yahweh asks of you: only this,

to act justly, to love tenderly and to walk humbly with your God.
Micah 6:8
Re-animated by the Catholic Community of Renfrew County: 2002
St. Joseph's High School
Course Calendar 2006-2008
TABLE OF CONTENTS
A Message from the Director of Education. . . . . . . . . . . . . . . . . . . . . .. . . 1
The Principal’s Message . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . .5
Administration & General Information . . . . . .. . . . . . . . . . . . . . . . . . . . . . .6
Information for Parents & Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..7
Faith Dimensions . . . ….... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Chaplaincy & Religious Services . . . . . ….... . . . . . . . . . . . . . . . . . . . .7
Code of Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Academic Responsibilities . . . . . . . . . . . . . . . . …... . . . . . . . . . . . . . . 8
Truancy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Behavioural Responsibilities. . . . . . . . . . . . . . . …… . . . . . . . . . . . . . 11
Smoking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..11
Dress Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ……. . . . . . . .. . . .12
Drug & Alcohol Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Program and Diploma Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Prior Learning Assessment and Recognition (PLAR) . . . . . . . . . . . . . . . 15
Student Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Co-operative Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Ontario Youth Apprenticeship Program (OYAP) . . . . . . . . . . . . . . . . . . . .19
Partnering to Articulate for Student Success (PASS) . . . . . . . . . . . . . . . .20
Remedial Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
School Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
The Students at Risk Initiative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Special Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Alternate School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Course Information for Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Transfer Courses— Policies & Procedures . . . . . . . . . . . . . . . . . . . . . . . .24
The Organization of Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Religious Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Business Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Canadian and World Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
French as a Second Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
Guidance and Career Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Health and Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 46
Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Social Sciences and Humanities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Technological Education/Computer Studies . . . . . . . . . . . . . . . . . . . . . . 57
Page 3
St. Joseph’s
Joseph's High School
Course
Course Calendar
Calendar 2006
2006-2008
–2008
A Message From Our

DIRECTOR OF EDUCATION
In a spirit of freedom, affirmation and celebration today, we strive to facilitate an

active faith journey rooted in prayer and the sacraments…
This first article in our school board vision statement refers to a most important jour-
ney. Where will it take us? How do we get there from here?
These are the fundamental questions of life. The answers will vary in detail from
person to person. Yet, while the questions are complex and of extreme importance,
the ultimate answer is beautifully simple.
Our faith journey will take us to greatness, for it will continually lead us closer to
MISSION STATEMENT God. The beauty of our Catholic education system is that we can support each
other in this critical journey. When one tires, another is there to provide support. If
Inspired by our rich heri- one of us feels lost, others can point to the right path. When the trip seems too
tage and challenged by long or too hard, our fellow travellers give us encouragement.
the struggles of our
past, we are an inclusive This is what a community is all about.
Catholic educational
community called to ex- As members of the Renfrew County Catholic District School Board, we have the
press our mission as privilege of living, working and learning in a dynamic faith community. Our beliefs
church to pass on the are part of everything we do. God’s presence is among us.
Good News of Jesus
Christ, to make it rele- We witness to that presence every day – in prayer and the sacraments, but also in
vant in the world today, our day-to-day encounters with one another.
and to be the hope for
the future. Our Catholic educational community is focused on one goal – helping our students
achieve success. As one of the 5,400 students in our system, you are at the centre
of every decision we make and everything we do. I am proud of the dedication and
THE RENFREW cooperation that makes our schools centres of excellence. Parents, teachers, lead-
COUNTY CATHOLIC ers, clergy and community work together on your behalf. They do it because they
believe in you. Their commitment and faith is the foundation of our Catholic educa-
DISTRICT SCHOOL tion system. It is what truly makes our 20 elementary schools and two secondary
BOARD schools “Schools to believe in!”
I wish each of you a meaningful faith journey and success in your academic pur-
suits.
Yours very truly,
Lorne Keon
Director of Education
Page 4
Course Calendar 2006 –2008
THE PRINCIPAL’S
MESSAGE
Welcome to the 2006-2008 Course Calendar, which we hope will last

you for the next few years of your high school career. If you lose it, you
can find it on the school’s web-site.
The purpose of the Course Calendar is to provide you, in one place,

with as much information as possible about your school and the
courses we offer as you make decisions about your academic future. Refer to it often and
make it a working document.
Of course, you will want to involve others as you make your decisions. At the school, your
subject teachers, homeroom teachers, the Guidance Counsellor and Student Success
Teacher are just some of the people who can provide assistance. At home, your parents
should be heavily involved as you make decisions. Ultimately, decisions you make are
yours.
As a Catholic high school, St. Joseph’s seeks to “sponsor the integral education of the hu-
man person through a clear educational project of which Christ is the foundation Congrega-
tion for Catholic Education). We strive to model the life of Jesus to those within our school
and to the broader community, not just in what we say but in who we are. Our Board’s Vision
Statement and the Catholic Graduate Expectations are just two examples of “pointers” by
which we can guide our journey in this endeavour. It is up to each of us to be disciples in and
for our school and community, not just tourists. Expressed in another way, it is my hope that
your journey during your years at St. Joseph’s are marked by a constant concern for we, not
just me.
All the best as we walk on together!
Jaimie L. Perry
Principal
Terry Fox Run For Cancer

In September, 2005 St. Joseph’s High
School participated in the annual Terry
Fox Run as the event was expanded to
include schools on the 20th anniversary
of Terry Fox’s original run. Pictured
above are students just before embark-
ing and as they leave the school.
Page 5
ADMINISTRATION & GENERAL INFORMATION
ST. JOSEPH’S HIGH SCHOOL
WHERE YOU CAN FIND US

St. Joseph’s High School is located at:
835 First Street, Renfrew, Ontario K7V 4E1

Phone: 613-432-5846 Fax: 613-432-9511
e-mail: jperry@rccdsb.edu.on.ca (Principal)
WEB SITE: Visit our Web Site on the Internet at: http://www.rccdsb.edu.on.ca/sjh
Principal…………………………………………..…...Jaimie L. Perry
Vice-Principal …………………………………..…….Mary-Lise Rowat
Pastoral Animator……………………….…..……….David Afelskie
Guidance Counsellor………………………....……..Susan Whalen-Bunkis
School-Based Social Worker……………..………..Weiling Yap
School Nurse……………………………………....… Kim Shalla
School Council Chairperson…………..….………..Cindy Colotelo
Program Leaders (Academic):

Mathematics/Business & Tech. Education…….……………...Derek Lennox
Canadian and World Studies/Guidance/English…….……….David Rowat
Science/ Phys. Ed./ Secondary Curriculum…………………...Russ Connors
Religious Education/Special Education/The Arts…………...Jason Dedo
The School Secretaries: ………………………………………………...Nancy Lance & Susan Love
SCHOOL MOTTO: SCIENTIA CUM AMICITIA

“LEARNING WITH FRIENDSHIP”
ST. JOSEPH’S HIGH SCHOOL is a Roman Catholic school operated under the jurisdiction of the
Renfrew County Catholic District School Board which is located at :
499 Pembroke Street, West, Pembroke, Ontario K8A 5P1
Phone: 613-735-1031 or 1-800-267-0191 Fax: 613-735-2649
e-mail: boardoffice@rccdsb.edu.on.ca Web Page: http://www.rccdsb.edu.on.ca
Board Chairperson………………..……………………………………...Andy Bray

Director of Education…………………………..…………….…………..Lorne Keon
Superintendent of Education……….…………….…….………………Michele Arbour
YOUR SCHOOL’S TIMETABLE AND DAILY SCHEDULE

Bishop Smith Catholic High School and St. Joseph’s High School operate on a two-semester timetable, with
each semester consisting of two terms. Each school day consists of four 75 minute periods.
Students from Grades 9 to 11 are expected to be enrolled in four courses each semester.
Students in Grade 12 will be permitted partial timetables if they have obtained

a minimum of 23 credits. Any exception to this guideline will be considered on an individual basis and with
the Ministry of Education’s full-disclosure transcript policy in mind by the principal in consultation with
parents and Student Services personnel.
Page 6
INFORMATION FOR
PARENTS & STUDENTS
FAITH DIMENSIONS
As part of the Church’s mission in the world, Bishop Smith Catholic High School and St. Joseph’s High School
participate in the educational ministry of the Church as expressed in the Board’s vision statement: to pass on the Good
News of Jesus Christ, to make the gospels relevant in the world today and to be the hope for the future.
Both schools animate their ministries in many ways: Religious Education Curricula, morning prayer, weekly or bi-
monthly Masses in our chapels, retreats for students and many social justice projects that minister to those less
fortunate in our own communities and beyond. Each year, a group of staff and students is selected to visit our twinned
high schools in the Dominican Republic, through the mission of The Grey Sisters.
Two pastoral animators serve to nourish and enhance these aforementioned faith dimensions. Their role is essentially
one of presence calling everyone to live out the message of Jesus, “ to love one another.” They are also available to
staff, students and parents for guidance and support for the spiritual and emotional well-being of all.
Everyone who attends or who teaches or who works at both high schools is called to serve the faith life of their
respective schools: support staff, teachers and students. We are all called by God to take seriously both the
professional and the vocational dimensions of our educational ministry. With the support of our parishes, our parents
and our Board, we strive diligently to become and to be “Schools to believe in!”
CHAPLAINCY & RELIGIOUS SERVICES

PASTORAL SERVICES and PASTORAL TEAM
The Pastoral Counsellor is available to the school community and provides a variety of services. Students, as well as
other family members, have access to the Pastoral Minister for consultation on matters pertaining to personal problems,
home life or social issues.
Facilitating the spiritual growth of students and with students through the school’s Pastoral Team comes through
personal contact, ministry projects and religious education consultation.
In recognition of the Catholic school as an extension of “Church” the Pastoral Minister coordinates activities in
conjunction with the parish communities of the students.
Community prayer and sacramental celebrations, as central realities of our Catholic Faith, are coordinated by the
Chaplain. Students are expected to participate fully in the community prayer and the sacramental life of the school.
Frequent opportunity to celebrate our faith is what distinguishes us as a Catholic school community.
CHAPEL
Each high school has a beautiful chapel, a prayerful environment for staff and students. It is suitable for small group
liturgies and affords a quiet place for prayer and reflection. Priests from various parishes preside at these liturgies.
THE CERAMIC IMAGE OF ST. JOSEPH (at St. Joseph’s High School)
Mounted outside the Chapel is a ceramic artwork depicting St. Joseph. This beautiful work of art by Montreal artist,
Philippe Bilideau, is a donation from St. Francis Xavier Parish given in the name of a former Bishop of Pembroke, The
Most Reverend Joseph Raymond Windle. It was unveiled and dedicated by His Excellency, Bishop Windle, on November
8, 1996.
Page 7
CODE OF BEHAVIOUR
STUDENT CONDUCT
ACADEMIC AND BEHAVIOURAL EXPECTATIONS
ST. JOSEPH’S HIGH SCHOOL
The following is a summary of key student rights and responsibilities as outlined in the Code of Behaviour, which
predates Ontario’s Safe Schools Act, 2000. The Student Code of Behaviour has evolved over a number of years
through input by students, parents, staff, parish and community representatives. Its purpose is to create and main-
tain a positive and Christian learning environment in which each student can develop his/her full potential and to
assist the student in reaching his/her goals. This Code was reviewed and ratified in June, 2001 by the St. Joseph’s
School Council and is consistent with the legislative expectations of the Safe Schools Act.
STUDENT RIGHTS
• be able to acknowledge God openly
• maintain Catholic values in an open way
• learn in an environment of self-respect, mutual respect and friendship
• be taught in an environment where the student is aware of what is expected and to have ac-
cess to additional assistance where needed
• be taught by teachers who behave at all times in a professional manner; respect each student
as a person; are willing to put in an extra effort where needed and help students achieve the
best education possible
• be taught in an atmosphere where the student can grow spiritually, mentally, physically, socially
and emotionally and develop the values necessary to become mature, responsible citizens who
can successfully function in the outside world
ACADEMIC RESPONSIBILITIES
ATTENDANCE
You are expected to attend school regularly and to attend all your classes when you are at school.
At St. Joseph's High School attendance is an essential component of all courses. Therefore, students and parents/
guardians are advised that you must be in attendance in all your classes except when absent for valid reasons.
VALID REASONS, which will not count as absences for the purpose of this policy are:
(a) illness or accident where a doctor's letter or certificate is received by the office;
(b) absence due to participation in school sponsored extra-curricular activities or field trips when authorized by
the Principal or a teacher;
(c) absence due to a required court appearance or visit to a legal professional when supported by a letter from a
legal professional or a subpoena.
Please note that ALL absences are recorded on your report card.
FREQUENT ABSENTEEISM
Students need to be aware that frequent absenteeism, even for valid reasons, can make it impossible for the
teacher to assess your progress. This is particularly true when several tests are missed. In such a case, the credit
may be lost. Students need to be present if teachers are to properly assess and evaluate performance of course
expectations.
RETURNING FROM AN ABSENCE
1. Upon returning from an absence, you are required to report to the office, present a note from a parent or
guardian explaining the reason for the absence, and acquire a slip to be admitted back to classes. Stu-
dents who are 18 years of age or older may take responsibility for signing their own notes providing the
parent/guardian agrees in writing. A form for this purpose is available from the school secretary.
2. Parents have the option of calling the school rather than writing a note. Please call the school before 8
a.m. on the day of or prior to the absence and leave a message on the school answering machine.
3. Absent students have a responsibility to make up missed work and assignments.
Page 8
TRUANCY
Students who are under 16 years of age are legally required in Ontario to attend school. Students sixteen years of
age and older who choose to attend St. Joseph's High School agree, in making that choice, to be bound by our at-
tendance policies. The only recognized reasons for missing a class are permission from the Principal, illness or
accident, a medical appointment which cannot be scheduled outside of class time, a legal or court appointment or a
genuine family emergency. Attendance at homeroom periods is compulsory.
AN OUTSIDE JOB IS NEVER AN ACCEPTABLE REASON TO MISS SCHOOL.
If you are illegally absent from class, you can expect:

(a) on the first offense in a semester that detentions will be assigned to make up for time missed. Be aware that
the school regularly calls home when students are absent and so your parents/guardians will be informed;
(b) on the occasion of the second and subsequent truancies you may be suspended and additional penalties
may be assigned.
PUNCTUALITY
You are expected to be on time for all your periods including your TAG (Teacher Advisor Group) period.
Late arrivals to class disrupt the teaching and learning process. Please consult your Student Agenda for further
details regarding punctuality.
CLASS PREPARATION AND PARTICIPATION

You are expected to fulfill all course requirements. This includes being prepared for all classes by bringing the
required materials to class as indicated by your teachers; to have homework completed; to hand in assignments on
the due dates and to prepare for tests and examinations. You are expected to participate in a constructive manner
in class.
ASSESSMENT AND EVALUATION

According to the Ministry of Education and Training, the primary purpose of assessment and evaluation is to im-
prove student learning. Information gathered through assessment helps teachers to determine students’ strengths
and weaknesses in their achievement of the curriculum expectations in each course. This information also serves
to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing overall
effectiveness of programs and classroom practices.
Assessment is the process of gathering information from a variety of sources (including assignments, demonstra-
tions, projects, performances, and tests) that accurately reflects how well a student is achieving the curriculum
expectations in a course. As part of assessment, teachers provide students with descriptive feedback that guides
their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the
basis of established criteria, and assigning a value to represent that quality. In Ontario secondary schools, the
value assigned will be in the form of a percentage grade.
Everything that we do at S.J.H.S. is to ensure that students have opportunities to improve their learning.
It is for
that reason that we expect students to participate and do their best in all activities, to com-
plete and submit all assignments, and to be prepared and present for all tests.
ABSENCE FROM FINAL EXAMINATIONS

A student who is absent from a final examination because of illness or accident requires a doctor's letter or certifi-
cate attesting to the fact that he/she was medically unable to write the examination. Normally, no exceptions to the
rule are possible; therefore, if illness or accident will cause you to miss an examination, call the school and let us
know and then SEE YOUR DOCTOR.
ABSENCE FROM IN-CLASS TESTS and SUMMATIVE ASSIGNMENTS

Students who miss in-class tests and summative assignments due to illness or accident require a note from their
parents just as any absence does. If the absence was ABSOLUTELY UNAVOIDABLE due to illness or accident, the
student must make arrangements with their teachers for alternate assessments.
However, STUDENTS ARE CAUTIONED that frequent absences from class tests may make it impossible for the
teacher to assess your progress and this may result in LOSS OF THE CREDIT.
It is the student's responsibility to inform the teacher in advance if a test or a major presentation is going to be
missed due to extra-curricular or unavoidable circumstances. Arrangements may then be made for alternate as-
sessment. Prior permission of the classroom teacher is required in such cases for the student to participate in the
extra-curricular activities. A student’s participation may be in jeopardy without prior notification to their teacher.
Page 9
FAILURE TO SUBMIT SUMMATIVE ASSIGNMENTS ON OR BY THE DUE DATE

Summative assignments must be submitted on or by the due date. Students who wait until the final day to submit
projects or assignments have a responsibility to insure that they are in the hands of their teacher on that date.
(a) If you are unavoidably absent on the due date because of illness or other VALID reason, it is still your respon-
sibility to insure that someone brings the project or assignment to your teacher. If a student is unable to hand
in an assignment by the due date, the student must see the teacher for alternate arrangements.
(b) Students who are truant from a class or classes in order to work on a project or assignment without the prior
knowledge and permission of the teacher(s) are, first of all, subject to the usual penalty for truancy.
(c) Failure to complete and submit a summative assignment may result in loss of credit.
(d) It is the student's responsibility to inform the teacher in advance when extra-curricular activities are scheduled
at the same time that a major in-class assignment is being carried out. Academic responsibilities take prece-
dence over extra-curricular activities!
LIBRARY POLICY
The Sister Clare Gallagher Library is open to students when a teacher/librarian is available.
1. The library is a place for reading, quiet study, and literary and computer research.
2. Books may normally be borrowed for a two-week period. They must be signed out and processed through the
security system by the teacher/librarian.
3. Food, drinks and playing cards are not permitted in the library.
TEXTBOOKS/MUSICAL INSTRUMENTS AND OTHER LOANED MATERIAL

You are expected to maintain textbooks, musical instruments and other materials that are loaned to you by the Ren-
frew County Catholic District School Board in good condition. Students will be billed for lost or damaged text-
books. Musical instruments, materials or supplies will not be loaned to a student who has not settled his/her ac-
count.
REPORTING TO PARENTS
Reports of student progress are issued four times per year - in November, February, April and early July. The July
report card will be mailed home. The other reports will be sent home with students. There are usually two Parent-
Teacher Interview Days. One is in October and a second one in late March or early April. Parents may request an
update of student progress at any time by contacting the school.
HOMEWORK
Homework is an essential part of the learning process at the high school level. It is necessary in order to under-
stand course material and master it.
It is difficult to pinpoint exactly how much homework is necessary because there are a great number of factors
which contribute such as the grade level, the level of difficulty being attempted, the student's ability in the subject
area, attentiveness in class and the individual student's style of learning. There are, however, a few guidelines that
parents and students can follow:
⇒ The norm is that every student should have some homework. A student who claims that there is never any
homework is simply not spending the time necessary to master the work.
⇒ Homework is not only written work. It includes on-going study and review of each day’s lessons. There are
also long-term projects in several courses that need to be worked on over a period of time. When there is no
written work assigned, the student should be using it as an opportunity to review.
⇒ At the opposite end of the scale is the problem of the student who always seems to have too much homework.
If this is the case with your child, you would be well advised to investigate the situation with the teachers and/
or the Guidance Counsellor. Students need recreational time and continuous work is not a healthy situation.
⇒ Generally speaking, the amount of homework increases with each higher grade level. Where a grade 9 student
might have an average of one hour of work per night, a grade 12/OAC student might easily require two-and-a
half or three hours.
A SPECIAL NOTE ON PLAIGIARISM

With the proliferation of materials now available on the internet, it is more crucial than ever that students cite work
properly. Our school views plagiarism as a serious matter. Students who copy other people’s work
and present it as their own on any assessment can expect the following penalties:
First offence: Zero on that project. Warning of suspension, and a letter describing the incident will be given to
the department head of that course.
Second offence: Zero on that project, and a three-day suspension.
Third offence: Zero on that project, suspension and possible loss of credit.
Students can easily avoid plagiarism by not copying other people’s work, and by using proper referencing tech-
niques. Check with your teacher if you are not sure.
Page 10
PART-TIME JOBS AND ACADEMIC WORK

While part-time jobs can provide a student with many benefits, the student needs to be aware that their first job is
school. All too often students become over-involved in part-time work and see their marks suffer. Remember part-
time work can be hazardous to your marks!
It is not acceptable to miss school in order to work and work is not a valid excuse for not completing homework or
assignments. Your future career is more important than a part-time job now.
UNSCHEDULED PERIODS
Students with unscheduled periods (spares) are expected to avoid disturbing classes in session by:
⇒ reporting to the library for quiet studying or reading, or,
⇒ reporting to the cafeteria or Town Square, or,
⇒ being outside on the school grounds, or,
⇒ if you have permission, leaving the school grounds entirely.
(Permission to Leave School Property Forms are available from the main office.)
BEHAVIOURAL RESPONSIBILITIES
LEAVING SCHOOL PROPERTY

From the time you get on the school bus, or (if you walk to school), from the time that you step onto the school
property, we are responsible for you. This applies throughout the school day with the exception of lunch hour and
excluding students who have permission to sign out on spares. NEVER LEAVE THE SCHOOL PROPERTY DURING
THE SCHOOL DAY UNLESS YOU HAVE THE PERMISSION OF THE SCHOOL OFFICE.
RESPECT FOR PROPERTY

You are expected to treat the school grounds, school buses, the school buildings and everything in the school in-
cluding desks, walls, change rooms, books and furniture with care and respect. This includes the personal prop-
erty of others. FOOD AND DRINK ARE LIMITED TO THE CAFETERIA AND OUTSIDE THE SCHOOL BUILDING. Stu-
dents are not permitted to eat
or drink in the hallways and stairways of the school. Eating in classrooms may be permitted by individual teachers.
Students are expected to keep the cafeteria clean, heed the instructions of the supervisors and cafeteria staff, and
return all dishes, cutlery and trays to the proper location in the cafeteria. Failure to do so may lead to a loss of
cafeteria privileges.
RESPECT FOR PROPERTY AND OUR NEIGHBOURS

In addition to treating school property and other peoples' personal property with care and respect, we must recog-
nize that our neighbours also deserve respect and the peace and enjoyment of their property. Therefore, you are
asked not to loiter on the streets and the median adjacent to school property nor walk on neighbours' properties.
SMOKING
Smoking on school property in Ontario is prohibited by law. Given that there is not sufficient time to leave school
property and return for next class, smoking is not permitted after morning TAG and between classes (mid morning
and mid afternoon). Students are advised that the Tobacco Enforcement Officer regularly visits the school grounds
and that the fine for smoking on school property is $114.
ACCEPTABLE LANGUAGE AND BEHAVIOUR

You are expected to use proper language and good manners in dealing with others.
RESPECT FOR SELF

You are expected to come to school related activities free from the influence of alcohol and other mood-modifying
substances.
RESPECT FOR OTHERS

You are expected to be courteous and considerate in your dealings with other students, teachers and support staff.
Your responsibility extends beyond the school property. In walking to and from school or while riding the bus,
your conduct reflects not only on yourself but also on your school and you are expected to respect the rights and
property of our neighbours and the community at large.
ABUSE AND INTIMIDATION

Physical, verbal and written abuse, harassment, or intimidation of any member of the St. Joseph's community is not
permitted. Any such activity by a student will lead to severe disciplinary action and, where warranted, police au-
thorities will be summoned and charges laid. Harassment of any kind will not be tolerated. Rudeness, foul lan-
guage and improper gestures toward any member of the school community are unacceptable under all circum-
stances.
Page 11
BEHAVIOUR ON BUSES
Students travelling by school bus are subject to the same rules that govern behaviour at school. This applies to
regular morning and evening service and any other time buses (or taxis or private vehicles) are used to transport
students including on field trips and travelling to and from extra-curricular activities. Smoking is not permitted on
school buses. Because of the dangers associated with children who have allergies that can lead to anaphylactic
shock when exposed to certain food substances, nuts and highly scented products are not allowed on the school
buses. School board policy forbids eating food on school buses. The penalty for misbehaviour may include sus-
pension of bus privileges of up to 10 months under the Board’s Transportation Policy.
ALERGIES AND HEIGHTENED SENSITIVITIES

Because of the dangers for students with allergies and heightened sensitivities, the excessive use and application
of heavily perfumed products, hair sprays, deodorants etc., is not permitted. All students are expected to be re-
spectful and considerate to those with environmental sensitivities. STUDENTS WHO HAVE ALLERGIES OR FOR
THAT MATTER ANY MEDICAL CONDITION MUST NOTIFY THE OFFICE.
EXTRA-CURRICULAR RESPONSIBILITIES
You are expected to maintain your academic responsibilities and to fulfill your other responsibilities as a St. Jo-
seph’s High School student in order to maintain the privilege of participating in extra-curricular activities. If you
make a commitment to an extracurricular activity, you are expected to fulfill it.
N.B. A student who joins then drops an activity is irresponsible and places the activity in jeopardy for the other stu-
dents. A student who drops an activity without the permission of either the teacher advisor/coach or the Principal
may lose the privilege of participating in all extra-curricular activities for the following two semesters.
CELLULAR PHONES / PAGERS / PERSONAL ELECTRONIC DEVICES

As these disrupt the teaching/learning process, students are not permitted to bring cellular phones and pagers to
school. So that an appropriate learning environment can be maintained, the playing of radios, personal stereos or
tape recorders will not be permitted during the school day. These devices should be stored in student lockers.
APPROPRIATE STANDARDS OF DRESS AND GROOMING

You are expected to ensure that your dress, grooming and ornamentation reflect good taste and responsible atti-
tudes at all times.
DRESS CODE
School is your place of work and so it is expected that you will dress and groom yourself appropriately. Attire
which is not consistent with expectations of a school-work environment or with the philosophy of a Catholic-
Christian high school may not be worn. This includes:
⇒ T-shirts with rude, vulgar or suggestive statements on them.

⇒ Track suits or sweat suits, except during physical education class participation in sports activities.
⇒ Mini-skirts. (Skirts must reach within the wearer’s palm width to the knees when standing.)
⇒ Muscle shirts or tops which do not cover the midriff or low cut or backless.
⇒ Halter tops, tube tops or tank tops. Shoulder tops must be covered.
⇒ Hats, caps, visors as well as other head coverings deemed inappropriate by the principal, may not
be worn in the buildings.
⇒ Torn or ripped clothing.
⇒ Sunglasses except where required for medical reasons.
⇒ Short shorts. (Shorts cannot be shorter than the wearer’s palm width from the knee.)
⇒ Jewelry, facial decorations, hair styles and tattoos, which in the opinion of the principal or vice-
principal call undue attention to the wearer or which are distracting or inappropriate in a work place
or Catholic-Christian high school, may not be worn.
⇒ Students are not permitted to wear coats in class.
⇒ Footwear must be worn at all times in the school buildings.
⇒ Any clothing which in the judgment of the principal is in poor taste or not suitable in the context of
the school.
PHYSICAL EDUCATION DRESS

A school approved physical education uniform must be worn for P. E. classes. Students who come inappropriately
dressed for Physical Education class cannot participate and, therefore, will be marked absent. Non-marking soles
are required on gym shoes.
Page 12
INAPPROPRIATE DISPLAYS OF AFFECTION

In the context of the school, kissing, holding hands and romantic hugging are inappropriate.
SKATEBOARDS AND ROLLER-SKATES

Because of the safety considerations, the use of skateboards and roller-skates is not permitted on school property.
SNOWBALLS
The Lord made the snow to fall on the ground. Please leave it there as the chance of injury to other students is a
concern.
GUM CHEWING / CHEWING TOBACCO / SPITTING

Gum chewing is not permitted during classes. The use of chewing tobacco is prohibited at all times on campus.
Spitting is highly inappropriate behaviour and is not tolerated.
DETENTIONS / SCHOOL COMMUNITY SERVICE

Office detentions and/or school community service may be assigned for misbehaviour or failure to carry out your
responsibilities. They are generally held at lunchtime. Students who are assigned office detentions will receive
written notification of the date(s) on which such detentions are to be served. Teachers' detentions do not require
written notice.
If you are assigned to a detention and/or school community service, it is your responsibility to present yourself at
the specified time and place. If you feel that a detention was unfairly assigned, you may appeal to the teacher for
reconsideration of the penalty. If, however, the teacher, having heard your appeal, decides that the detention is
justified, it must be served. You do not have the right to refuse to serve a detention.
Detentions may be held at noon hour or after school (with sufficient notice to parents). Following after-school de-
tentions, the student may make use of the late busing service if he/she lives beyond the normal walking zone.
USE OF ALCOHOL OR DRUGS

The use or possession of such substances or being under their influence on school property or when in attendance
at any off-campus school activity is considered a most serious offense which may lead to immediate suspension or
even being asked to withdraw from school entirely.
DRUG / ALCOHOL - SEARCHES

Students should be aware that the school works closely with the Ontario Provincial Police to check that a “Drug
Free Zone” is maintained. This may include periodic searches by trained drug dogs.
STUDENT LOCKERS - SEARCHES

School lockers are the property of the school and are loaned to students. The school reserves the right to inspect
the contents of lockers from time to time in the interests of insuring a “Drug Free Zone” on school property. (See
also: Violence Free Schools Policy, 1996, R.C.R.C.S.S.B.)
BOOK BAGS
Students are required to leave book bags in their lockers, or in another safe area as designated by the classroom
teacher (i.e. front or back of class). The administration reserves the right to ask that all book bags, gym bags,
purses etc., be kept out of the classroom, library or cafeteria, if safety becomes a concern.
DISMISSAL AT THE END OF CLASS

Students are to remain seated until excused by their teacher. The bell is not a signal to automatically rise and leave
and it is rude to do so.
CONSEQUENCES OF NOT FULFILLING RESPONSIBILITIES

A St. Joseph’s High School student is expected to behave in an appropriate manner at all times whether in class,
on campus or participating in off-campus activities. A student who chooses not to fulfill his/her obligations can
expect that every action has its consequences. You are responsible for your own work and behaviour. Should you
choose not to do your work or to misbehave, expect that the following will occur:
· For a minor, first time offense, counseling by the teacher involved and/or a school counselor and/or Vice-
Principal and/or the Principal.
· Loss of privileges usually associated with the area in which the lack of responsibility was shown.
· Teacher or Office detentions to make up lost time or to help emphasize the seriousness of the situation.
· Contact with parents to make them directly aware of the problem.
· Suspension from a class where the problem is occurring.
· Suspension from school for periods of time up to 20 days in length each to clearly establish the unaccept-
ability of the behaviour or because of a repetition of unacceptable behaviour.
· Request that the student withdraw from school
Page 13
PROGRAM AND DIPLOMA REQUIREMENTS
ONTARIO SECONDARY SCHOOL DIPLOMA

A student entering Grade 9 in the 1999-2000 school year or in subsequent years must complete the diploma
requirements outlined by the Ontario Secondary School OSS document. Ministry Website: http://www.
edu.gov.on.ca.
In order to earn an Ontario Secondary School Diploma, a student must:
• Earn 30 credits (18 compulsory and 12 optional)
• Complete 40 hours of community involvement activities
• Successfully complete the provincial secondary school literacy requirement
Compulsory Credits (Total of 18) Optional Credits (Total of 12)

⇒ 4 credits in English (1 credit per grade) In addition to the 18 compulsory credits,
⇒ 1 credit in French as a second language students must earn 12 optional credits, 4 of which
⇒ 3 credits in mathematics (at least 1 credit in Grade 11 are Religion credits. Selection of optional courses
will be determined by students’ planned career
or 12)
destination. Consultation with parents, Tag teachers
⇒ 2 credits in science and guidance teachers will help students determine
⇒ 1 credit in Canadian Geography the best optional courses for their educational
⇒ 1 credit in Canadian History program.
⇒ 1 credit in the arts To ensure thorough academic preparation,
⇒ 1 credit in health and physical education students are encouraged to explore a wide variety of
⇒ .5 credit in civics optional courses and may choose to stay in
secondary school beyond four years.
⇒ .5 credit in career studies
Plus
⇒ 1 additional credit in English, or a third language, or
social sciences and the humanities, or Canadian and
world studies, or guidance and career education, or
cooperative education.
St. Joseph’s High School requires that
⇒ 1 additional credit in health and physical education,
or the arts, or business studies or cooperative
students take a course in Religious Edu-
education. cation in each year of secondary school.
⇒ 1 additional credit in science (Grade 11 or 12) or
technological education (Grades 9-12), or cooperative
education.
2006 Junior Girls’ Volleyball

COUNTY CHAMPS
Congratulations to our Junior Girls’ Volleyball Team
who won the County Championship for the second
year in a row in February 2006. Pictured here are:
(back row l to r) Coach Russ Connors, Kelsie Riopelle,
Kirsti McMann, Jeremy Harris, Caroline Pilon, Sydni
Keindel, Jessica McNulty, Danielle Miller; (front row l
to r) Erica Riopelle, Melissa Brydges, Lauren Enright,
Lindsay Vaive, Amy Madigan and in front Sheena
Pallen.
Page 14
ONTARIO SECONDARY SCHOOL CERTIFICATE

The Ontario Secondary School Certificate will be granted on request to students who leave school
before earning the Ontario Secondary School Diploma, provided that they have earned a minimum of 14
credits as outlined below. The provisions for making substitutions for compulsory credits also apply to the
Ontario Secondary School Certificate.
Compulsory Credits (Total of 7) Optional Credits (Total of 7)

⇒ 2 credits in English ⇒ 7 credits selected by the student from
⇒ 1 credit in Canadian geography or Canadian available courses
history
⇒ 1 credit in mathematics
⇒ 1 credit in science
⇒ 1 credit in health and physical education
⇒ 1 credit in the arts or technological education
CERTIFICATE OF ACCOMPLISHMENT
Students who leave school before fulfilling the requirements for the Ontario Secondary School Diploma
or Certificate may be granted a Certificate of Accomplishment. This Certificate may be used for students
who plan to take certain vocational programs or training or who plan to find employment after leaving
school. There are no compulsory courses required for this Certificate.
PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Under the direction of the Principal, students may earn credits based upon the skills and knowledge
acquired outside of secondary school through a challenge or equivalency process. Students enrolled in
Ontario secondary schools or inspected private schools may have their skills and knowledge evaluated in
order to earn credits towards the OSSD.
⇒ Challenge Process: Students must successfully complete formal tests and a variety of other
assessment strategies pertaining to a particular course such as written work and assignments,
laboratory work and overall performance. A maximum of four credits may be obtained this way
with no more than 2 from one subject area.
⇒ Equivalency Process: Students who are eligible for equivalency credits are those who transfer to
Ontario secondary schools from non-inspected private schools or schools outside of Ontario.
Students must see the guidance counsellor and submit an application package to the principal
during the first month of the semester.
Alternative Ways of Earning Credits Towards the OSSD
Most students earn their credits while attending classes in a secondary school setting. For
those students who are unable to do so there are alternate ways to work towards achieving
their requirements for an Ontario Secondary School Diploma. These include
correspondence courses offered by the Independent Learning Centre, independent study,
private study, continuing education and summer school. Check with your Guidance Office
to explore the options available to you. Please refer to website: www.ILCCEI.com.
Page 15
40 Hours of Community Involvement

Students must complete a minimum of 40 hours of community involvement as a requirement of the Ontario Secondary
School Diploma. The purpose of the community involvement requirement is to encourage students to develop
awareness and understanding of civic responsibility and of the role they can play and the contributions they can make in
supporting and strengthening their communities. These hours cannot be started until the September of entry into
Secondary School.
Community involvement activities may take place in a variety of settings, including businesses, not-for-profit
organizations, public sector institutions (including hospitals), and informal settings. Eligible activities are outlined in the
R.C.C.D.S.B. Community Involvement pamphlet (available in your Student Services Office). In collaboration with their
parents, the students will decide how they will complete this requirement, outside of normal instructional hours. The
hours may not be part of a credit program and students may not be paid for their work. Once the student receives
approval from the principal or guidance counsellor students are to obtain a Community Involvement form from the
Guidance area. Students will maintain a record of these hours on a Community Involvement Form which must be
returned to the Student Services Office upon completion. Check the link on your school’s website for more information.
Provincial Secondary School Literacy Test and Course
All students must successfully complete the Ontario Secondary Schools literacy requirement in order to earn a
secondary school diploma. A test will be administered in the fall of the student’s Grade 10 school year. The test will be
based on the Ontario curriculum expectations for language and communication, in particular reading and writing, up to
the end of Grade 9. Students who are not successful will be provided with remedial assistance and given the opportunity
to rewrite the test. Student who are not successful after two opportunities may take the Ontario Secondary School
Literacy course in grade 12. Successful completion of the course fulfills the literacy requirement.
Accommodations: Necessary accommodations will be made for students receiving special education and who have an
Individual Education Plan (IEP) to successfully complete the test. While accommodations such as alternative forms of
print and extra time may be offered, the actual content of the literacy test will not be altered.
Deferrals: Some students may benefit from deferral of the test if they have not yet acquired the level of proficiency in
English required for successfully completing the test. The principal, in consultation with the parents, will determine
whether or not a deferral should be granted and, if so, for what period of time.
Exemptions: Only student whose IEP indicates that the students is not working towards the attainment of an OSSD may,
with parental consent and the approval of the principal, be exempted from completing the Literacy Test.
Substitutions for Compulsory Courses

To meet individual students’ needs, the principal may replace up to five compulsory courses with courses from the
remainder of those that meet the compulsory credit requirements. The total number of credits required for an Ontario
Secondary School Diploma remains at thirty. Each substitution will be noted on the student’s Ontario Student
Transcript.
Annual Education Plan (AEP)

Each student in Grade 8 to 12 must prepare an Annual Education Plan with the assistance of their parents, guidance
counsellors and teacher-advisors. Students will use the AEP to set short and long term goals and review and revise
them each year. The AEP will identify the students’ goal for academic achievement; the course selections for the next
year, any extracurricular activities, cooperative education programs or work experience opportunities the student may be
participating in (both in and out of school; and a range of possible post secondary goals.
The plan will be reviewed at least twice a year. Students in Grades 8 to 11 will review their AEP with their parents and
teacher-advisor while students in Grade 12 should consult with their parents and guidance counsellors.
WRESTLING
WITH RESULTS!
March, 2006 was a

productive month at EOS-
SAA for wrestlers (l to r)
Amanda Seeley, Amber Ben-
nett, Jasmine Scobie, Leesa
Fleury and Jessica Schnei-
der. Congratulations girls!
Page 16
STUDENT SERVICES
In its support and enrichment of the school’s Catholic values, educational philosophy, and curriculum
content; and in its set purpose of striving to meet the needs of students, teachers, parents, and commu-
nity, and in its development and implementation of instructional programs designed to foster and en-
hance both personal and interpersonal growth, and academic and career awareness, Student Services
endeavour to provide a program vital and integral to the school, its students, and the community. From
Grade 8 to 12’s, the Student Services program is directed at providing students with the opportunity:
⇒ to develop and expand a knowledge and understanding of self,
⇒ to grow in effective understanding of effective relationship,
⇒ to acquire the knowledge, skills, and attitudes needed to make
appropriate post-secondary academic or to work related decisions,
⇒ to explore potential careers.
In its effort to meet these objectives, a sampling of the services offered through Student Services in-
cludes:
1. Career and Vocational Planning
2. Educational Counselling and Planning
3. Personal Counselling DID YOU KNOW?
4. Orientation Programs
5. Timetabling and Timetable Changes
6. Registration Program
7. Information Sessions - College, University and Career
8. Community Liaison
9. Maintenance of Students Transcripts and Records
10. Resource Materials
The working career of grade 9 students
11. Peer Support Program
12. Work Experience actually begins on the first Wednesday in
13. Student Exchange Program November? It’s true! All grade 9 students
that day participate in Take Our Kids to
Work. It’s a one-day job shadowing
experience that sees the student go to
work with a parent, relative or friend to get
a taste of the work world.
PROCEDURES FOR STUDENTS WHO FAIL OR WHO DO NOT COMPLETE COURESES
Where a student has completed a course within the school year or semester but has not been success-
ful in demonstrating achievement of the curriculum expectations to a passing level, the principal and
teaching staff, in consultation with the parents and the student, should determine what procedure or
type of program would best enable the student to meet the expectations and earn credit for the course.
Arrangements include:
- The student repeats the course another semester or year.

- If available, the student may enroll in a remedial summer school program.
- Under administration and department recommendation the student may enroll in a credit
recovery program where the student should be allowed to repeat only the material relating
to the expectations not achieved.
Page 17
COOPERATIVE EDUCATION
Students apply to take a cooperative education course during the course selection process. A counseling and
interviewing process conducted by cooperative education teachers, in collaboration with guidance, subject
teachers and administrators determines the applicants suitability for the program. The focus of pre-course coun-
seling and interviewing should be inclusion, not exclusion. These sessions should be solution-oriented and de-
signed to ensure that all students have fair access to these programs. Prior to their placements, students attend
structured orientation sessions as part of the classroom component of the program.
Cooperative education courses include a classroom component, comprising of pre-placement and integration
activities, and a placement component. Students earn cooperative education credits by integrating classroom
theory with planned learning experiences in the community to achieve learning based on the curriculum expecta-
tions of the related course. Placements should provide students with challenging opportunities to apply and ex-
tend their knowledge, and practice and refine the skills acquired in the related course to demonstrate achieve-
ment of placement expectations that reflect current workplace practices and standards.
Cooperative education experiences should provide students with sufficient time and opportunity in any place-
ment for satisfactory skill development, career exploration, and personal growth. There are many choices for
cooperative education placements. The student’s interests dictate the type of placement that may be suitable for
that student. Placements will help students make informed career choices in their chosen field (s): educational
assistant, mechanic, lawyer, nurse, bank teller, electrician etc.
There are many choices to suit your interests. All interested students should contact Student Services and set
up an interview with a Cooperative Education teacher.
NEW: A maximum of 2 credits in cooperative education can count as compulsory credits.
Page 18
ONTARIO YOUTH APPRENTICESHIP PROGRAM (OYAP)
OYAP is a unique school-work transition program that allows students a risk-free opportunity to start
job training in a skilled trade while earning high school cooperative education credits. Students must
be 16 years of age and have at least 16 credits to be eligible. Students enrolled in OYAP will be credited
with skills and hours towards the student’s apprenticeship requirements. Benefits of OYAP may include
the following now while in high school or in the student’s future once they have been enrolled in this
program:
⇒ having an opportunity to explore careers
⇒ gaining a practical approach to job training
⇒ a good salary in a trade after high school
⇒ a solid job future after high school because there is a shortage of skilled trades
⇒ modest training costs for the apprenticeship training at College once the student has been hired by
an employer after high school
There are over 170 skilled trades in the Province of Ontario. Here is a list of just a few:
auto body repair early childhood educator electrician auto service technician
industrial millwright general carpenter hairstylist general machinist
sheet metal worker horticulturalist parts person cook
educational assistant plumber brick/stone mason
For more information on OYAP, students should speak to their high school Guidance teachers or the
OYAP coordinator.
HAVE YOU GIVEN ANY THOUGHT

TO A CAREER IN A SKILLED TRADE?
OYAP CO-OP
Page 19
PARTNERING TO ARTICULATE FOR STUDENT SUCCESS (PASS)
Partnering to Articulate for Student Success is a school/college/industry partnership that provides di-
rection for students exploring career possibilities in the areas of Hospitality and Tourism, Electronics,
Photonics, and Electro-Mechanical Technologies and Business.
In the Eastern Ontario region, Algonquin College, Loyalist College, St. Lawrence College and nine local
school boards have partnered and are working with local industry to offer students a pathway into the
colleges’ programs.
The focus of the program is on math, science, technology, language and literacy skills as well as the de-
velopment of employability skills that have been identified by the partners.
The PASS program is open to any grade 11 or 12 student enrolled in a school where the “pathway”
courses are offered.
Benefits for Students

- an articulated entry into college programs
- an awareness of college programs and opportunities
- the acquisition of life-long learning skills
- the enhancement of employability skills
i.e. PASS Business Pathway Timetable
For more information, see your guidance counsellor.

Second Semester 2005 at Bishop Smith Catholic High School
Page 20
REMEDIAL HELP
Students requiring remedial help are expected to make arrangements with their class-
room teachers for extra help. Where students require more extensive help, support
may be provided through the Special Education Department and Guidance Depart-
ment. In some cases the Guidance Department may assign a peer tutor provided a
volunteer is available to help at that time.
SCHOOL RESOURCES
The school library resource centre provided access to books, magazines and periodicals for student
research with the help of a teacher-librarian. Computers are also available here for students to do
electronic research and to allow students to prepare papers and projects. The school computer centre
provides computers for students to work on assignments and projects with the help of a computer teacher. Stu-
dents may also have access to work on projects in the technology centre under the supervision of their technology
teacher.
THE STUDENT SUCCESS INITIATIVE
The Student Success initiative is a province-wide program designed to provide assistance to students in
Grades 7 to 12 who need extra help to succeed in school and prepare for the transition from school to
the workplace or post secondary education and training. The Ministry of Education has invested signifi-
cant resources in this program.
Highlights of the initiative include:
• A new Grade 12 Literacy Course (OSSLC)

This course will now be offered to all students who have failed the Ontario Literacy Test, after
having two chances to write it. Students will have multiple opportunities to practice and master
skills included on the Literacy Test, before being asked to independently demonstrate their
achievement of these skills. Success in this course will mean that the student has met the re-
quirements of the Literacy Test.
• Literacy supports for Grades 7 to 12 teachers

Research shows that student achievement improves when literacy strategies are explicitly
taught to students and are used regularly in all subject areas, even at the high school level. New
resources and professional development opportunities are being provided to all teachers to
help them implement a “literacy across the curriculum” approach in their classes.
• New program pathways models for workplace transition

All students need program pathways that are clearly aligned with their strengths, interests and
learning styles. Going to university or college is not the pathway of preference for everyone.
Schools are now focusing on more appropriate programming for our young people moving di-
rectly to the world of work after high school. This will include a greater variety of in-school and
work-based experiences.
• Numeracy supports
This aspect of the students at risk initiative will be an area of special focus in the 2005-2006
school year.
For more information on this initiative, students should speak to the Student Success Teacher,
their subject teachers, high school guidance counsellor or the designated Student Success
Principal for the Renfrew County Catholic District School Board.
Page 21
SPECIAL EDUCATION PLAN

Special Education provides a variety of services to students who are identified as “exceptional”. Stu-
dents may be identified as having a communication exceptionality (e.g. A learning disability), an intel-
lectual exceptionality, or a behavioural or physical exceptionality. The support given to such a stu-
dent is determined by the Individual Placement and Review Committee (IPRC) through an annual re-
view. Identified students are monitored on a regular and ongoing basis through the use of an Indi-
vidualized Education Plan (IEP) which is continuously updated by subject teachers.
The SPECIAL EDUCATION ADVISORY COMMITTEE (S.E.A.C.) is a local committee

SEAC mandated by the Ministry of Education, whose role is to make recommendations to
the Board in any matter affecting the establishment, development and delivery of
Special Education Programs and services for exceptional students.
The members of S.E.A.C. meet in order to support students with special needs, and their parents.
Membership is made up of associations, parents, Board and community representatives. S.E.A.C.
meetings are open to the public. Interested individuals are welcome to call the Special Education De-
partment at their child’s school for more information.
SCHOOL BASED COUNSELLOR/ FAMILY and CHILDREN SERVICES SOCIAL

WORKER
To a good number of students, vital to our support is the role played by the School Based Counsel-
lor. This service is intended to provide counselling within the high school setting designed to assist
students with school, personal, and family-oriented difficulties. Students are able to obtain assis-
tance directly, or can be brought to the attention of the service by a teacher, a parent, or a member
of school administration. It is intended that counselling provided through this position will reduce
the number of students requiring additional assistance outside the school. However, if additional
help is required or desired, the facilitator’s role is to assist the department in making such referrals
and to maintain liaison with out of school helpers for the benefit of the student.
ALTERNATE SCHOOL
RATIONALE
The Alternate School provides an alternate setting and alternate learning style for those students who
struggle in the regular school setting. It provides an adult style of learning in that more responsibility is
placed on the students for their learning. Attendance becomes their responsibility and not their parents.
STRUCTURE
It is a classroom situated in an off-campus setting. The hours are from 9:00 a.m. until 3:00 p.m. with lunch
from 11:30 to 12:30.
The students work on one course at a time. They are strongly encouraged to complete compulsory sub-
jects first. An accurate account of all students’ attendance is kept. Students within the classroom work
independently under the tutelage of the Alternate School teacher. A variety of courses will be going on at
one time. If most students who are in the classroom are missing the same course, the teacher may de-
cide to teach that course for a period of time everyday. This may provide the students with some variety
to their day and they sometimes miss the classroom instruction style of learning.
Some students, such as young mothers may not be able to attend daily, but will touch base regularly with
the Alternate School teacher so that their progress can be monitored and evaluated.
STUDENT PROFILE
⇒ Poor attendance ⇒ Difficulty relating to many authority figures
⇒ Young mothers ⇒ Illness
⇒ 16 to 21 year old students ⇒ Able to work independently
⇒ Pregnancy (although this may suit some students others may prefer to remain in the regular school
setting)
Page 22
COURSE INFORMATION FOR STUDENTS
TYPES OF COURSES
GRADES 9 AND 10
In Grade 9 and 10, students should choose a combination of academic, applied and open courses in order
to add to their knowledge and skills, explore their interests and determine the best type of program to undertake
in Grades 11 and 12.
Academic courses focus on the essential concepts of the discipline and explore related concepts. They
develop students’ knowledge and skills by emphasizing theoretical, abstract applications of the essential
concepts and using practical applications as appropriate.
Applied courses also focus on the essential concepts of the discipline but develop the students’ knowledge
and skills by emphasizing practical, concrete applications and using theoretical applications as appropriate.
Locally Developed courses are designed to accommodate students who experience difficulty with the
provincial curriculum. Students are placed in these courses based upon information from the I.P.R.C. process
and the recommendation of teachers and counsellors.
Open courses are offered in Grades 9 to 12 and are designed to prepare students for further study in certain
subjects. Open courses are credit-based and are counted towards the 30 credits required to achieve an OSSD.
GRADES 11 AND 12
In Grade 11 and 12, students will focus more closely on their own interests and identify and prepare for their
postsecondary goals. The option to explore other learning experiences such as cooperative education, work
experience and apprenticeship programs is available.
University preparation courses are designed to help students acquire the knowledge and skills they will
need to qualify for entrance into university programs. The range and content of these courses will allow
students to prepare for university and their chosen career while emphasizing theoretical aspects and including
concrete applications.
College preparation courses are designed to help students acquire the knowledge and skills they will
need to qualify for entrance into college programs. The range and content of these courses will prepare
students for most college programs and related careers while emphasizing concrete applications of the
theoretical material and the development of critical thinking and problem-solving skills.
University/College preparation courses are designed to equip students with the knowledge and skills
they need to meet the entrance requirements for specific university and college programs
Workplace preparation courses are designed to equip students with the knowledge and skills they will
need for direct entry into the workplace or admission into apprenticeship programs. The range and content of
these courses will aid students in preparing for many jobs, training programs and careers while emphasizing
workplace applications of the course content.
Page 23
CROSS OVER MATERIAL
When a student plans to switch from one course type in Grade 9 to the other in Grade 10 in the same sub-
ject, the principal must inform the student and his or her parents/guardians that the student will be
strongly encouraged to successfully complete additional course work of up to 30 hours and as defined by
the ministry in order to demonstrate achievement of the learning expectations that are included in the one
Grade 9 course but not the other. This additional course work will be the responsibility of the student and
parent.
A student wishing to change course types between Grades 10 and 11 and/or Grades 11 and 12 may, for
example:
⇒ take a transfer course that will bridge the gap between course types;
⇒ Take a course of another type (e.g., academic) that will satisfy the prerequisites for a course in a
higher grade (e.g., a university preparation course) that the student wishes to take;
⇒ Take a summer course or undertake independent study to achieve the uncompleted expectations that
are required to enter the new program.
TRANSFER COURSES—POLICIES & PROCEDURES
The purpose of transfer courses is to enable students who alter their post-secondary plans to transfer from
one type of course to another in Grades 10, 11, and 12. Transfer courses are designed to provide the knowl-
edge and skills required to bridge the gap between two courses of different types. In most cases, transfer
courses are shorter and more focused than other types of courses, and can be delivered in a variety of
ways. These courses will provide partial credits, since they require students to demonstrate achievement
of new curriculum expectations. The credits earned will qualify as optional credits towards the diploma re-
quirements. Transfer courses are not remedial instruction provided to enable students to achieve the cur-
riculum expectations of a course that they have failed to complete successfully; they are designed to ade-
quately prepare students to meet the expectations of a different type of course. These courses will be of-
fered in the summer if sufficient numbers warrant.
RECORDING AND REPORTING
The Ontario Student Transcript (OST)
The Ontario Student Transcript (OST) provides a comprehensive record of a student’s overall achieve-
ment in high school. The credits that a secondary school student has earned towards completing the
requirements for a graduation diploma will be recorded on the OST. It will include the following informa-
tion:
⇒ The student’s achievement in Grades 9 and 10 with percentage grades earned and credits gained for
successfully completed credit courses
⇒ A list of all Grade 11 and 12 courses taken or attempted by the student with percentage grades
earned and credits gained (students repeating a course for which they have already earned a credit
will earn only one credit for the completion of that course)*
⇒ Identification of any course that has been substituted for one that is compulsory
⇒ Confirmation of the community involvement requirement completion
⇒ The student’s final result on the provincial secondary school literacy test
⇒ Any indication of extraordinary circumstances affecting the student’s achievement in a Grade 11 or
12 course
*Within five days after the issue of the midterm report card, courses from which the student has not
withdrawn will appear on the student’s transcript.
Page 24
RECORDING AND REPORTING (cont’d)
The Ontario Student Record (OSR)
The Ontario Student Record is the record of a student’s educational progress through school in Ontario.
The OSR is established at the school where the student begins his or her education in Ontario and
contains information pertaining to that student such as report cards, Ontario Student Transcript
(Secondary School), documentation file, an office index card and any additional information identified as
being conducive to the improvement of the instruction of the student. The OSR is an ongoing record
and will be transferred if the student transfers to another school in Ontario. Each student and parent(s)
of a student who is not an adult may have access to the information contained in the OSR and should
contact the Student Services Department should they wish to view the contents.
COURSE CHANGES
Students are permitted to make course changes with the approval of the Guidance Counsellor and
parents/guardians until the end of the second week of school in September for first semester courses
and until the end of the second week of classes in February for the second semester. Again, students in
senior courses are reminded that the Ministry of Education has a “full disclosure” policy in effect with
respect to transcripts. A record of all courses, including those dropped, or failed or repeated appears
on transcripts 5 days after the release of the mid-term report card for each term.
DID YOU
KNOW?
The Parents’ Foundation of St. Joseph’s High School for over 25 years has been fundraising for the
school, chiefly through the Annual Lottery and Benefit Dinner. 40% of Annual Lottery profits is given di-
rectly to Student Council. Check the link at www.rccdsb.edu.on.ca/sjh for more information about the Par-
ents’ Foundation of St. Joseph’s High School.
Page 25
The Organization of Courses for students entering Secondary School

on September 1999 or later.
GRADE 12 University University/

College Workplace
Preparation College Open
Preparation Preparation
Courses Preparation Courses
Courses Courses
Courses
Transfer Courses
GRADE 11 University/
University College Workplace
College Open
Preparation Preparation Preparation
Preparation Courses
Courses Courses Courses
Courses
Transfer Courses
GRADE 10 Locally
Open
Academic Courses Applied Courses Developed
Courses Courses
GRADE 9 Locally
Open
Academic Courses Applied Courses Developed
Courses Courses
Page 26
THE CREDIT SYSTEM

A credit is granted in recognition of the successful completion of a course that has been scheduled
for a minimum of 110 hours. Credits are granted by the Principal for courses that have been developed
or approved by the Ministry of Education and Training.
COURSE CODE EXPLANATION

Each course code is comprised of a series of letters and numbers. The code identifies the course of
study, the year or grade level and the type of course being offered.
For example
ENG 1 D
ENGLISH
ACADEMIC
The first three
characters indicate the The fifth character indicates the course
subject course code as type or level.
outlined in the Ministry
of Education Common O ⇒ Open (Gr. 9 to 12)
Course Codes. D ⇒ Academic (Gr. 9 & 10)
P ⇒ Applied (Gr. 9 & 10)
L ⇒ Locally Developed (Gr. 9 & 10)
GRADE 9
U ⇒ University (Gr. 11 & 12)
The number indicates the grade level. C ⇒ College (Gr. 11 & 12)
Grade 9 ⇒ 1 M ⇒ University/College (Gr. 11 & 12)
Grade 10 ⇒ 2 E ⇒ Workplace (Gr. 11 & 12)
Grade 11 ⇒ 3 K ⇒ Non Credit Life Skills
Grade 12 ⇒ 4
COURSE DESCRIPTIONS
The following pages contain descriptions and prerequisite charts for all courses offered at Bishop
Smith Catholic High School and St. Joseph’s High School. The information is broken down into the
following categories:
Arts Business Studies

Canadian and World Studies English
French as a Second Language Guidance and Career Education
Health and Physical Education Mathematics
Science Social Sciences and Humanities
Technological Education
This information should be used by students and parents in selecting courses that will guide the
student in the right direction to their post secondary destination. For more information, please contact
the Student Services Department in your high school.
Page 27
RELIGIOUS EDUCATION
HRT3M HRE4O
HRE1O World Religions Religious Education
Religious Education Grade 11, Grade 12, Open
Grade 9, Open University/College Church and Culture
HRF3O HRE4M
World Religions Religious Education
HRE2O Grade 11, Open Grade 12, University/
Religious Education College
Grade 10, Open Church and Culture
HRE 1O Religious Education – Be With Me: Called to Journey—Grade 9 Open

This course invites students to a deeper understanding of both the joy and the demands of following in
the way of Christ and living out the call to discipleship as it is described in the Scriptures. Using the
Beatitudes as a touchstone, students examine the attitudes and actions that characterize the Christian
life. In the Family Life Education strand, students explore a variety of topics related to the themes of
personhood, interpersonal relationships and sexuality. They are encouraged to understand and nurture
within themselves the virtues which will enable them to deepen their relationship with God in and
through Christ in the context of a Spirit-filled community.
HRE2O Religious Education—Christ and Culture- Grade 10, Open

This course examines the relationship between the person and message of Christ and the dominant atti-
tudes of contemporary culture. Central to this course is the sacramental nature of Jesus and through
His incarnation, the sacra mentality of the Catholic Church, persons, and all of creation. Beginning with
students’ own life experiences, seen in light of the Gospel narratives, students acquire a deeper and
more systematic knowledge of Christ, his message and His Church. Connections between the Church
and contemporary culture are explored in terms of what it means to be a responsible adolescent devel-
oping as members of a Catholic, Christian community while living within the context of a secular soci-
ety. In the Family Life Education strand, students explore a variety of topics related to the themes of
person-hood, interpersonal relationships and sexuality. PREREQUISITE: None
HRF 3O World Religions: Beliefs and Daily Life, - Grade 11,Open

This course examines various themes related to faith and culture. It explores issues related to every
religious tradition, such as the existence of God, good and evil, consequences of actions, self-
understanding and self-esteem, family life, the environment, war and peace, medical ethics, and life after
death. In the Family Life Education strand, students explore a variety of topics related to the themes of
personhood, family relationships and sexuality.
This kind of reflection in a reli-

gious context enables students to
recognize an element of simi-
larity in the aspirations and claims DID YOU KNOW….That presently in Ontario,
of people of different religious undergraduate theology courses are offered at
backgrounds. It can help to break King’s College and Brescia College, London, at St.
down prejudices and misconcep-
tions about other religious tradi-
Jerome’s University, Waterloo, University of St.
tions and, at the same time, Michael’s College, Toronto and University of
strengthen and affirm the stu- Sudbury? Thinking of a career in Catholic
dents’ own search for answers to education? Consider an undergrad in theology!
life’s meanings.
Page 28
RELIGION (cont’d)
HRT 3M World Religions: Beliefs, Issues and Religious Traditions—Grade 11, University/
College
World Religions introduces students to the various expressions and responses to humanity’s encounter
with mystery in our quest for life’s meaning. The course explores the life wisdom found in the responses
of the major faith traditions to the compelling questions concerning the spiritual dimension of human
experience, self-understanding, and the role of the individual within the family. In the Family Life
Education strand, students explore a variety of topics related to the themes of personhood, family
relationships, and sexuality.
Its purpose is to familiarize students with the language of religious discourse and to develop their
awareness of the place and function of religion in human culture. This exploration can lead students to a
more authentic adherence to their religious tradition and a deeper commitment to the Catholic faith. It can
help to break down prejudices and misconceptions about other religious traditions and, at the same time,
strengthen and affirm the students’ own search for answers to life’s meaning
HRE40 Church & Culture-Grade 12, Open

This course assists students in their development of the skills and knowledge necessary to live lives of full
maturity. Within the Catholic faith tradition, it is believed that this growth towards human maturity is best
served when students are able to define themselves authentically in relation to their God, to other people
and to their world. In the Family Life Education strand, students explore a variety of topics related to the
themes of personhood, interpersonal relationships and sexuality.
Students will demonstrate a knowledge of the prophetic tradition in Scripture, become familiar with the
social teachings of the Catholic Church, explore contemporary notions of spirituality and prayer, and
recognize the importance, power, and potential of the human person in relation to morality and personal
choices concerning personal choices concerning future life paths.
HRE 4M Religious Education – Church and Culture, Grade 12, College/University

This course is directed toward the clear identification of Catholic moral principles and the concrete
application of these principles in the lives of students. The course proceeds from foundational beliefs
rooted in Sacred Scripture concerning justice and peace to an exploration of the principles that shape
Christian life. In the Family Life Education strand, students explore a variety of topics related to the themes
of personhood, interpersonal relationships and sexuality.
Special attention is given to the interaction between the Church and culture. The modern world is
characterized by a multiplicity of values, philosophies, and ideologies. In a democratic, pluralistic society,
these concepts may creatively reinforce one another or they may compete with and contradict one another.
The Christian moral life is a call to follow Jesus Christ, to believe in the redemptive love of God for
humankind and to proclaim and incarnate the reign of God as inaugurated by Jesus Christ. This course is
intended to prepare the senior student for this lifelong task.
For the past

several years,
FOOD FOR the vice-
principals of
THOUGHT! Bishop Smith
and St. Jo-
s e p h ’ s have held a friendly com-
petition to determine which school
could raise the most food for our local
food banks in the annual Vice-
Principals’ Food Drive. Pictured here is
some of the food gathered for the 2005
drive. Thank you to everyone for mak-
ing a difference!
Page 29
ARTS
DRAMATIC ARTS
ADA1O ADA3M ADA4M
Dramatic Arts Dramatic Arts Dramatic Arts
Grade 9. Open Grade 11, University/College Grade 11, University/College
ADA2O ADA3O ADA4O

Dramatic Arts Dramatic Arts Dramatic Arts
Grade 10, Open Grade 11, Open Grade 12, Open
ADA1O Dramatic Arts—Grade 9, Open (B.S.C.H.S.)

This course emphasizes the active exploration of dramatic forms and techniques, using material from a
wide range of authors, genres, and cultures. Students will construct, discuss, perform, and analyze drama,
and then reflect on the experiences to develop an understanding of themselves, the art form, and the world
around them. PREREQUISITES: None
ADA2O Dramatic Arts—Grade 10, Open

This course requires students to actively explore dramatic forms and techniques, using their own ideas and
concerns as well as sources selected from a wide range of authors, genres, and cultures. Student learning
will include identifying and using the principles of space, time, voice, and movement in creating, sustaining,
and communicating authentic roles within a drama. Students will assume responsibility for decisions made
in the creation and presentation of the drama, and will analyze and reflect on the experience.
PREREQUISITE: None
ADA3M Dramatic Arts—Grade 11, University/College Preparation

This course requires students to create and to perform dramatic presentations. Students will analyze,
interpret, and perform works of drama from various cultures, including Western plays from around 1900.
Students will also do research on different acting styles and conventions for their presentations, create
original works, and analyze the functions of playwright, director, actor, producer, designer, technician, and
audience. PREREQUISITE: ADA1O or ADA2O
ADA3O Dramatic Arts—Grade 11, Open:

This course requires students to create and to present dramatic works. Students will do research on and
study such types of contemporary theatre as docudrama and forum theatre. They will interpret and present
works in a variety of dramatic forms; create and script original works; analyze and reflect on dramatic
works; and develop their communication skills and other skills useful in a variety of careers.
PREREQUISITE: ADA1O or ADA2O
ADA4M Dramatic Arts—Grade 12, University/College Preparation

This course requires students to experiment with forms and conventions in dramatic literature, and to
create/adapt and present dramatic works. Students will do research on dramatic forms, conventions,
themes, and theories of acting and directing from different historical periods, and apply their knowledge of
these in analyzing and interpreting dramatic literature, including Canadian works and works from various
cultures in the last twentieth century. Students will also examine the significance of dramatic arts in various
cultures. PREREQUISITE: ADA3M
ADA4O Dramatic Arts—Grade 12, Open

This course requires students to create and present a variety of dramatic works. Students will present
works by Canadian and other playwrights, and develop original material based on personal narratives, local
community issues, or global concerns. They will have hands-on experiences with various aspects of
dramatic arts productions, including performance, set design, lighting, costumes, stage and technical
management, and marketing. Students will also explore possible careers related to the dramatic arts.
PREREQUISITES: ADA3O or ADA3M
Page 30
MEDIA ARTS
Any Grade 9 or 10
arts course Any Grade 11 arts course
ASM2O ASM3O ASM4O

Media Arts Media Arts Media Arts
Grade 10, Open Grade 11, Open Grade 12, Open
ASM2O Media Arts—Grade 10, Open (B.S.C.H.S.)

This course will develop students’ artistic knowledge and skills by
introducing them to current media arts technologies and processes.
Student learning will include the analysis, appreciation, and production of
media art, using a variety of traditional techniques (e.g., photography, film,
photocopy art, video, analog, analog sound recording) and emergent
technologies (e.g., computer, digital camera, scanner, multimedia,
animation). PREREQUISITE: None.

This course emphasizes the development of the knowledge and skills
required for the production of media art works (e.g., robosculpture,
photocopy art, computer animation with synthesized sound). Students will
develop an appreciation of the history of media arts through analyzing specific works, and will create media
art works using a variety of technologies (e.g., digital camera, photo-imaging software, computer-modeling
software, synthesizer, videotape, multi-track sound recording). PREREQUISITE: Any Grade 9 or 10 course
in the arts.

This course emphasizes the development of the knowledge and skills required for the production of
interactive media art forms (e.g., interactive art installations, interactive videos, simulations, network art).
Students will analyze and evaluate media art works, and will create their own works using a variety of
technologies and processes (e.g., computer graphics, photo-imaging, digital video production techniques,
electro-acoustics). Students will maintain a portfolio of their media art works. PREREQUISITE: Any Grade
11 course in the arts.
Page 31
MUSIC
AMU1O/AMI1O AMU3M
Music/Instrumental Band Music
Grade 9. Open Grade 11, University/College AMU4M
Music
Grade 12, University/College
AMU2O/AMI2O AMU3O
Music/Instrumental-Band Music
Grade 10, Open Grade 11, Open
AMU1O/AMI1O Music/Instrumental Band—Grade 9, Open

This course emphasizes the performance of music at a level that strikes a balance between challenge and
skill and is aimed at developing technique, sensitivity, and imagination. Students will participate in creative
activities that teach them to listen with understanding. They will also learn correct musical terminology and
its appropriate use. PREREQUISITE: None
AMU2O/AMI2O Music/Instrumental Band—Grade 10, Open ( B.S.C.H.S.)

This course emphasizes performance of music at an intermediate level that strikes a balance between
challenge and skill. Student learning will include participating in creative activities and listening
perceptively. Students will also be required to develop a thorough understanding of the language of music,
including the elements, terminology, and history. PREREQUISITE: None
AMU3M Music—Grade 11, University/College

This course emphasizes the appreciation, analysis, and performance of various kinds of music, including
Baroque and Classical music, Popular music, Canadian and Non-Western music. Students will perform
technical exercises and appropriate repertoire, complete detailed creative activities, and analyze and
evaluate live and recorded performances. They will continue to increase their understanding of the
elements of music while developing their technical and imaginative abilities. PREPREQUISITE: AMU1O,
AMI1O, AMU2O, AMI2O
AMU3O Music—Grade 11, Open

This course develops students’ artistic knowledge and skills through the performance of music and the
preparation of music productions. Students will perform appropriate works, particularly works in
contemporary popular styles. Independently and in groups, they will also plan, market, and produce music
productions, making use of appropriate technology, and will evaluate the results. PREREQUISITE: AMU1O,
AMI1O, AMU2O, AMI2O
AMU4M Music—Grade 12, University/ College

This course emphasizes the appreciation, analysis, and performance of music from the romantic period and
the twentieth century, including art music, jazz, popular music, and Canadian and non-Western music.
Students will concentrate on developing interpretive skills and the ability to work independently. They will
also complete complex creative projects. PREPREQUISITE: AMU3M or AMU3O
Page 32
VISUAL ARTS
AVI1O AVI3M
Visual Arts Visual Arts
Grade 9. Open Grade 11, University/College
AVI4M
Visual Arts
AVI2O AVI3O
Visual Arts Visual Arts
Grade 10, Open Grade 11, Open
AVI1O Visual Arts—Grade 9, Open

This course offers an overview of visual arts as a foundation for further study. Students will become
familiar with the elements and principles of design and the expressive qualities of various materials
through working with a range of materials, processes, techniques, and styles. They will learn and use
methods of analysis and criticism and will study the characteristics of particular historical art periods and a
selection of Canadian art and the art of other cultures. PREREQUISITES: None
AVI2O Visual Arts—Grade 10, Open (B.S.C.H.S.)

This course emphasizes learning through practice; building on what students know; and introducing them
to new ideas, materials, and processes for artistic thinking and experimentation. Student learning will
include the refined application of the elements and principles of design, incorporating the creative and
design processes, and the relationship between form and content. Students will also learn about the
connections between works of art and their historical contexts. Course objectives may be achieved either
through a comprehensive program or through a program focused on a particular art form (e.g., drawing,
painting). PREREQUISITE: None
AVI3M Visual Arts—Grade 11, University/College Preparation

This course provides students with opportunities to further develop their skills and knowledge in visual
arts. Students will explore a range of subject matter through studio activities, and will consolidate their
practical skills. Students will also analyze art works and study aspects of Western art history, as well as art
forms from Canada and other parts of the world. PREREQUISITE: AVI1O or AVI2O
AVI3O Visual Arts—Grade 11, Open

This course focuses on studio activities in one or more of the visual arts. Students will create art works
that explore a wide range of subject matter, and will evaluate art works, providing grounds for their
aesthetic judgments. They will also examine historical and cultural contexts of Western art (including
Canadian art) and art from various world cultures to support their study of specific media. PREREQUISITE:
AVI1O or AVI2O
AVI4M Visual Arts—Grade 12, University/College

This course focuses on the refinement of students’ skills and knowledge in visual arts. Students will
analyze art forms; use theories of art in analyzing and producing art; and increase their understanding of
stylistic changes in modern and contemporary Western art, Canadian (including Native Canadian) art, and
art forms from various parts of the world. Students will produce a body of work demonstrating a personal
approach. PREREQUISITE: AVI3O
Page 33
BUSINESS STUDIES
BUSINESS
BBI2O Introduction to Business—Grade 10, Open
This course introduces students to the world of business, including the concepts, functions, and skills
required for meeting the challenges of operating a business in the twenty-first century on a local, national,
and/or international scale. Students will also learn concepts and skills related to personal finance,
entrepreneurship, and international business. PREREQUISISTE: None
ACCOUNTING
BAF3M BAT4M
Introduction to Financial Accounting Principles of Financial Accounting
Grade 12, University/College Grade 12, University/College
BAI3E BAN4E
Introduction to Accounting Accounting for a Small Business
Grade 12, Workplace Grade 12, Workplace
BAF3M Financial Accounting Fundamentals,—Grade 11, University/College Preparation

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
BAI3E Accounting Essentials—Grade 11, Workplace Preparation (S.J.H.S.)

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 behavior, and career
opportunities in the field of accounting. PREREQUISITE: None
BAT4M Financial Accounting Principles—Grade 12, University/College Preparation

This course introduces students to advanced accounting principles that will prepare them for
postsecondary 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: BAF3M
BAN4E Accounting for a Small Business—Grade 12, Workplace Preparation (S.J.H.S.)

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: BAI3E
Page 34
INFORMATION TECHNOLOGY
BTA3O BTX4C
Information Technology Information Technology
Applications in Business In Business
Grade 11, Open Grade 12, College
BTX4E
Information Technology
in Business
Grade 12, Workplace
BTA3O Information and Communication Technology The Digital Environment—Grade 11,

Open (S.J.H.S.)
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
BTX4C Information and Communication Technology: Multimedia Solutions—Grade 12,

College Preparation (S.J.H.S.)
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 postsecondary studies and in their
future careers. PREREQUISITE: BTA3O
BTX4E Information and Communication Technology in the Workplace—Grade 12, Workplace

(S.J.H.S.)
This course provides students with the opportunity to develop essential workplace sills 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
MARKETING
BMI3C Goods, Services, Events—Grade 11, College Preparation
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
Page 35
INFORMATION TECHNOLOGY CONT’D
ENTREPRENEURIAL STUDIES
BDV4C Venture Planning in an Electronic Age– Grade 12, College Preparation (B.S.C.H.S.)
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: BDI3C
SEMI-FORMAL SCENES - DECEMBER, 2005
Page 36
CANADIAN AND WORLD STUDIES
CIVICS
CHV2O Civics—Grade 10, Open
This course explores what it means to be an informed, participating citizen in a democratic society. Students will
learn about the elements of democracy in local, national, and global contexts, about political reactions to social
change, and about political decision-making processes in Canada. They will explore their own and others’ ideas
about civics questions and learn how to think critically about public issues and react responsibly to them.
s. PREREQUISITE: None THIS COURSE IS A COMPULSORY COURSE WITH A CREDIT VALUE OF .5
ECONOMICS, LAW and POLITICS
Economics
CIE3M
CIA 4U
The Individual
Analysing Current Economic
and The Economy
Issues-Grade 12, University
Preparation
CHC2D
Canadian History Since World
War 1
Grade 10, Academic
Law
CLU3M
Understanding Canadian Law
CHC2P
War 1 CLU3E
Grade 10, Applied Understanding Canadian Law
Grade 11, Workplace
CIE3M The Individual and The Economy—Grade 11, University/College Preparation

(BSCHS ONLY)
This course explores economic concepts relating to the Canadian economic system that will help students
make informed decisions about how to use resources to satisfy wants and needs. Students will use
economic concepts and models, as well as methods of economic inquiry, to analyze the choices they will
make during their lives as consumers, contributors, and citizens in a mixed economy. PREREQUISITE:
CHC2D or CHC2P.
CIA4U Analysing Current Economic Issues-Grade 12, University Preparation (SJHS ONLY)
This course investigates the nature of the competitive global economy and explores how individuals and societies
can gain the information they need to make appropriate economic decisions. Students will learn about the principles
of microeconomics and macroeconomics, apply economic models and concepts to interpret economic information,
assess the validity of statistics, and investigate marketplace dynamics. Students will use economic inquiry and
communication skills to analyse current economic issues, make informed judgments, and present their findings.
Prerequisite: Any university or university/college preparation course in Canadian and world studies, English, or
social sciences and humanities.
Page 37
LAW CLU3M Understanding Canadian Law—Grade 11, University/College Preparation

This course explores Canadian law with a focus on legal issues that are relevant to people’s everyday lives.
Students will investigate fundamental legal concepts and processes to gain a practical understanding of Canada’s
legal system, including the criminal justice system. Students will use critical-thinking, inquiry,
and communication skills to develop informed opinions on legal issues and apply this
knowledge in a variety of ways and settings, including case analysis, legal research projects,
mock trials, and debates. PREREQUISITE: CHC2D or CHC2P
CLU3E Understanding Canadian Law—Grade 11, Workplace Preparation

This course gives students practical information about legal issues that directly affect their
lives. Students will examine the need for laws in society, the roots of Canada’s legal system,
the rights and freedoms that people in Canada enjoy, and the basic elements of criminal law
and dispute resolution. Through experiences such as mock trials, debates, and case studies,
students will apply inquiry and communication skills to develop and express opinions on legal
topics of interest to them. PREREQUISITE: CHC2D or CHC2P (With the approval of the
ministry, a locally developed Grade 10 course in Canadian History may also serve as the prerequisite.)
GEOGRAPHY
CGF3M
CGW4U
Physical Geography: Patterns,
Canadian & World Issues: A
Processes & Interactions
CGC1D Geographic Analysis Grade 12,
Geography of Canada University/College
Grade 9, Academic
CGG 3O
Regional Geography, Travel and
CGC1P
Tourism, Grade 11, Open
Geography of Canada
Grade 9, Applied
Any Grade 11 or 12 university or

university/college preparation
course in Canadian and World
Studies, English or Social
Sciences and Humanities
CGC1D Geography of Canada—Grade 9, Academic

This course explores Canada’s distinct and changing character and the geographic systems and relationships that
shape it. Students will investigate the interactions of natural and human systems within Canada, as well as Can-
ada’s economic, cultural, and environmental connections to other countries. Students will use a variety of geo-
technologies and inquiry and communication methods to analyse and evaluate geographic issues and present
their findings. PREREQUISITE: None
CGC1P Geography of Canada—Grade 9, Applied

This course focuses on geographic issues that affect Canadians today. Students will draw on personal and every-
day experiences as they learn about Canada’s distinct and changing character and the natural and human sys-
tems and global influences that shape the country. Students will use a variety of geotechnologies and inquiry and
communication methods to examine practical geographic questions and communicate their findings..
PREREQUISITE: None
CGF3M Physical Geography: Patterns, Processes, and Interactions—Grade 11,

University/College
This course examines the main elements of the physical environment (climate, soils, landforms, oceans, vegeta-
tion), the processes that shape them, and the relationship between the environment and human beings. Students
will apply a wide range of geographic tools and methods to explore the distribution and ongoing evolution of the
elements of the physical environment on a variety of scales, from local to global. PREREQUISITE: CGC1D or
CGC1P
CGT3E: Geographics: The Geographer’s Toolkit, Grade 11, Workplace Preparation

` (BSCHS ONLY)
This course examines the use of geotechnologies, such as cartography, remote sensing, surveying, and geo-
graphic information systems (GIS), in the workplace, with an emphasis on applications, relevant to business, gov-
ernment, and the local community. Students will acquire practical experience in the collection, manipulation, inter-
pretation, and display of geographic information, with a view to developing skills in areas such as desktop map-
ping, graphic. PREREQUISITE: CGC1D or CGC1P
Page 38
CGG3O: Regional Geography: Travel and Tourism, Grade 11,

GEOGRAPHY (cont’d) Open
This course focuses on travel and tourism to examine the unique
characteristics of selected world regions from a geographic perspective. Students will develop an under-
standing and appreciation of the ways in which the natural environments, economies, cultures, and other
aspects of world regions interact. PREREQUISITE: CGC1D or CGC1P
CGW4U Canadian and World Issues: A Geographic Analysis (BSCHS ONLY)

This course examines the global challenges of creating a sustainable and equitable future, focusing on cur-
rent issues that illustrate these challenges. Students will investigate a range of topics, including cultural,
economic, and geopolitical relationships, regional disparities in the ability to meet basic human needs, and
protection of the natural environment. Students will use geotechnolgies and skills of geographic inquiry
and analysis to develop and communicate balanced opinions about the complex issues facing Canada and
a world that is interdependent and constantly changing. PREREQUISITE: Any grade 12 University or Uni-
versity/College in Canadian and World Studies, English, or Social Science and Humanities.
HSP3M CGW4U
HISTORY Twentieth Century History Canadian & World Issues
Grade 11 Universityy/College Grade 12, University
CHC2D
Canadian History Since World CHW3M CHY4U
War 1 World History to the World History:
Grade 10, Academic Sixteenth Century The West and the World
Grade 11, University/College Grade 12, University
CHC2P
Canadian History Since World Any Grade 11 or 12 university CHY4C
War 1 or university/college World History:
Grade 10, Applied preparation course in Canadian The West and the World
and World Studies, English or Grade 12, College
Social Sciences and Humanities.
CHC2L
CHM4E
War 1 Any 11 or 12 college
Adventures in World History
Grade 10, Locally Developed preparation course in Canadian
Grade 12, Workplace
and World Studies, English, or
Social Sciences and Humanities.
CHC2D Canadian History Since World War 1—Grade 10, Academic

This course explores the local, national, and global forces that have shaped Canada's national identity from World
War I to the present. Students will investigate the challenges presented by economic, social, and technological
changes and explore the contributions of individuals and groups to Canadian culture and society during this period.
Students will use critical-thinking and communication skills to evaluate various interpretations of the issues and
events of the period and to present their own points of view.
PREREQUISITE: None
CHC2P Canadian History Since World War 1—Grade 10, Applied

This course explores some of the pivotal events and experiences that have influenced the development of Canada's
identity as a nation from World War I to the present. By examining how the country has responded to economic,
social, and technological changes and how individuals and groups have contributed to Canadian culture and society
during this period, students will develop their ability to make connections between historical and current events.
Students will have opportunities to formulate questions, locate information, develop informed opinions, and present
ideas about the central issues and events of the period.
PREREQUISITE: None
Page 39
CHW3M World History to the Sixteenth Century—Grade 11, University/College

This course investigates the history of humanity from earliest times to the sixteenth century. Students will ana-
lyse diverse societies from around the world, with an emphasis on the political, cultural, and economic structures
and historical forces that have shaped the modern world. They will apply historical inquiry, critical-thinking, and
communication skills to evaluate the influence of selected individuals, groups, and innovations and to present
their own conclusions.
Prerequisite: Canadian History Since World War I, Grade 10, Academic or Applied
CHI4U Canada: History, Identity, and Culture, Grade 12, University Preparation (SJHS ONLY )
This course explores the challenges associated with the formation of a Canadian national identity. Students will
examine the social, political, and economic forces that have shaped Canada from the pre-contact period to the
present and will investigate the historical roots of contemporary issues from a variety of perspectives. Students
will use critical-thinking and communication skills to consider events and ideas in historical context, debate is-
sues of culture and identity, and present their own views.
Prerequisite: Any university or university/college preparation course in Canadian and world
studies, English, or social sciences and humanities.
CHY4U World History: The West and the World—Grade 12, University
This course investigates the major trends in Western civilization and world history from the sixteenth century to
the present. Students will learn about the interaction between the emerging West and other regions of the world
and about the development of modern social, political, and economic systems. They will use critical-thinking and
communication skills to investigate the historical roots of contemporary issues and present their conclusions.
Prerequisite: Any university or university/college preparation course in Canadian and World Studies, English, or
social sciences and humanities.
CHY4C World History: The West and the World—Grade 12, College (SJHS ONLY)
This course explores the history of the world since the sixteenth century, emphasizing the interaction between
the emerging West and other regions of the world. Students will learn about a variety of economic, social, and
political systems and the changes they have undergone over time. Students will apply their developing skills of
historical inquiry to understand and communicate ideas about the forces that have formed our modern world.
Prerequisite: Any university, university/college, or college preparation course in Canadian and world studies,
English, or social sciences and humanities.
CHM4E Adventures in World History—Grade 12, Workplace (SJHS ONLY)

This course explores a variety of human experiences in world history from earliest times to the present. Students
will learn about a wide range of societies and cultures, examining such things as systems of government, tech-
nological developments, work, art, and religion. Students will apply methods of research and inquiry to examine
human societies in many different times and places and to communicate points of view about their findings.
Prerequisite: CHC2D or CHC2P (With the approval of the ministry, a locally developed Grade 10 course in
Canadian History may also serve as the prerequisite.)
CPW4U - Canadian and World Politics (BSCHS ONLY)

This course examines national and international political issues from a variety of perspectives. Students will
learn about the rights and responsibilities of individuals, groups, and states within the international community;
analyse the different ways in which Canada tries to settle its conflicts with other nations; and evaluate the role of
nationalist and internationalist ideologies in shaping relations among states. PREREQUISITE: Any university or
university/college preparation course in Canadian and world studies, English or social sciences and humanities.
Page 40
St. Joseph’s High School
Course Calendar 2006-2008
ENGLISH
ENG1D ENG2D ENG3U ENG4U

English English English English
Grade 9, Academic Grade 10, Academic Grade 11, Academic Grade 12, University
EWC4U(BSCHS ONLY)
The Writer’s Craft
Grade 12, University
ENG1P ENG2P ENG3C ENG4C

Grade 9, Applied Grade 10, Applied Grade 11, College Grade 12, College
ETC3M EWC4C
Canadian Literature English
Grade 11, University/ Grade 12, College
College
EMS3O
Media Studies
Grade 11, Open
ENG1L ENG2L ENG3E ENG4E

Grade 9 Grade 10 Grade 11, Workplace Grade 12, Workplace
Locally Developed Locally Developed
ELS3O
NOTE: Shaded areas are compulsory courses. Literacy Skills:
Reading and Writing
OLC4O
Grade 11, Open
Ontario Secondary
School Literacy
ENG1L English—Grade 9, Locally Developed

This course emphasizes the key reading, writing, oral communication and thinking skills students need for success in
secondary school and in their daily lives. In particular, the program works toward preparing students to enter the
Grade 11 course in English, workplace and to complete the literacy test successfully. Students read a variety of narra-
tive and expository forms, poetry, and drama and practice successfully. Students read a variety of narrative and ex-
pository forms, poetry, and drama and practice the skills necessary for clear and accurate spoken and written lan-
guage. In particular, course activities will help develop confidence and self-esteem and provide motivation to succeed
in school and life. PREREQUISITE: None
ENG2L English—Grade 10, Locally Developed
The grade 10 Locally Developed English course aims to enhance the self-worth of the adolescent in a Catholic school
setting through the further development of skills inherent in literacy and critical thinking. IN particular, the Locally De-
veloped English course works toward preparing students for the Grade 11 English workplace course and reinforces the
skills essential for completion of the Provincial Test of Reading and Writing. The Locally Developed Grade 10 English
course provides ongoing remediation and support for students while reinforcing the development of self-confidence
and skills of interdependent learning. This sample profile consists of five units and a Language appendix. Three units
are provided as a model; the other two units are defined, but not developed. A variety of teaching strategies and
tools are suggested as a framework for teachers to develop the remaining units according to local needs. A key fea-
ture of the course is to ensure that the goal setting in the students’ Annual Education Plan (AEP) or Individual Educa-
tion Plan (IEP) pertaining to literacy will be supported by the curriculum. PREREQUISITE: ENG1L
Page 41
ENGLISH (COMPULSORY)
ENG1D English—Grade 9, Academic
This course emphasizes analytic reading, writing, oral communication, and thinking skills that students need
for success in secondary school academic programs and their daily lives. Students will study and interpret
texts from contemporary and historical periods, including lays, short stories, and short essays, and will
investigate and create media works. An important focus will be the correct and effective use of spoken and
written language. PREREQUISITE: None
END1P English—Grade 9, Applied

This course emphasizes key reading, writing, oral communication, and thinking skills that students need for
success in secondary school and their daily lives. Students will study plays, short stories, and newspaper
and magazine articles, and will describe and create media works. An important focus will be the correct use
of spoken and written language. PREREQUISITE: None
ENG2D English—Grade 10, Academic

This course extends the range of analytic, reading, writing, oral communication, and thinking skills that
students need for success in secondary school academic programs. Students will study and interpret
challenging texts from contemporary and historical periods, including novels, poems, plays, and opinion
pieces, and will analyze and create effective media works. An important focus will be the thoughtful use of
spoken and written language. PREREQUISITE: ENG1D or ENG1P
ENG2P English—Grade 10, Applied

This course extends the range of key reading, writing, oral communication, and thinking skills that students
need for success in all areas of the curriculum. Students will study novels, poems, magazines, and reports,
and will describe, design, and produce effective media works. An important focus will be the clear and
coherent use of spoken and written language. PREREQUISITE: ENG1D or ENG1P
ENG3U English—Grade 11, University

This course emphasizes the development of literacy, critical thinking, and communication skills. Students
will analyze challenging texts from various periods; conduct research and analyze the information gathered;
write persuasive and literary essays; and analyze the relationship among media forms, audiences, and media
industry practices. An important focus will be on understanding the development of the English language.
PREREQUISITE: ENG2D
ENG3C English—Grade 11, College

will study the content, form, and style of informational texts and literary works from Canada and other
countries; write reports, correspondence, and persuasive essays; and analyze media forms, audiences, and
media industry practices. An important focus will be on establishing appropriate voice and using business
and technical language with precision and clarity. PREREQUISITE: ENG2D
ENG3E English—Grade 11, Workplace

will study the content, form, and style of informational texts and literary works; write explanations, letters,
and reports; and investigate the connections among media forms, audiences, and media industry practices.
An important focus will be on using language clearly, accurately, and effectively in a variety of contexts.
PREREQUISITE: ENG2P
ENG4U English—Grade 12, University

This course emphasizes consolidation of literacy, critical thinking, and communication skills. Students will
analyze a range of challenging texts from various time periods, countries, and cultures; write analytical and
argumentative essays and a major paper for an independent literary research project; and apply key concepts
to analyze media works. An important focus will be on understanding academic language and using it
coherently and confidently in discussion and argument. PREREQUISITE: ENG3U
Page 42
ENG4C English—Grade 12, College

This course emphasizes consolidation of literacy, critical thinking, and
communication skills. Students will analyze informational texts and literary
works from various time periods, countries, and cultures; write research
reports, summaries, and short analytical essays; complete an independent
study project; and analyze the interactions among media forms, audiences,
and media industry practices. An important focus will be on establishing
appropriate style and using business and technical language effectively.
PREREQUISITE: ENG3C
ENG4E English—Grade 12, Workplace

This course emphasizes consolidation of literacy, critical thinking, and communication skills. Students
wills study informational texts and literature from various countries and cultures; write summaries, reports,
résumés, and short essays; complete an independent research project; and explain the connections among
media forms, audiences, and media industry practices. An important focus will be on using specialized
language related to the workplace accurately and coherently in appropriate contexts. PREREQUISITE:
ENG3E
OPTIONAL ENGLISH COURSES
ETC3M Canadian Literature—Grade 11, University/College

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: ENG2D or ENG2P
ELS3O Literacy Skills: Reading and Writing—Grade 11, Open

This course emphasizes the strengthening of essential reading and writing skills. Students will read short
plays, short stories, novels, poems, and newspaper and magazine articles and opinion pieces, with
particular attention to locating important information, identifying main ideas and supporting details,
extending personal knowledge, responding imaginatively, and using specific strategies to expand
vocabulary. An important focus will be on writing clear, accurate, and coherent narratives, summaries,
reports, letters, and short essays, using correct grammar, punctuation, and spelling. PREREQUISITE:
None.
EWC4U The Writer’s Craft, Grade 12, University Preparation (BSCHS ONLY)
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.
EWC4C The Writer’s Craft, Grade 12, College Preparation

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, (BSCHS ONLY)
OLC 4O Ontario Secondary School Literacy Course, Grade 12, Open

This course is designed to help students acquire and demonstrate the cross-curricular literacy
skills that are evaluated by the Ontario Secondary School Literacy Test (OSSLT). Students who
complete the course successfully will meet the provincial literacy requirement for graduation.
Students will read a variety of informational, narrative, and graphic texts and will produce a
variety of forms of writing, including summaries, information paragraphs, opinion pieces, and
new 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 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.
Page 43
FRENCH AS A SECOND LANGUAGE

FSF1D FSF2D FSF3U FSF4U
Core French Core French Core French Core French
Grade 9 Grade 10 Grade 11 Grade 12
Academic Academic University University
FSF1P FSF2P FSF3O FSF4O

Core French Core French Core French Core French
Grade 9 Grade 10 Grade 11 Grade 12
Applied Applied Open Open
FSF1D Core French—Grade 9, Academic

This course emphasizes the further development of oral communication, reading, and writing skills.
Students will build on and apply their knowledge of French while exploring a variety of themes, such as
relationships, social trends, and careers. Thematic readings, which include a selection of short stories,
articles, and poems, will serve as stepping stones to oral and written activities. PREREQUISITE: Mini-
mum of 600 hours of French instruction, or equivalent
FSF1P Core French—Grade 9, Applied

This course emphasizes the concurrent development of oral communication, reading, and writing skills,
using a broad-based theme such as the media. Students will enhance their ability to understand and
speak French through conversations, discussions, and presentations. They will also read short stories,
articles, poems, and songs, and write brief descriptions, letters, dialogues, and invitations. PREREQUI-
SITE: Minimum of 600 hours of French instruction, or equivalent
FSF2D Core French—Grade 10, Academic

This course enables students to increase their knowledge of the French language, further develop their
language skills, and deepen their understanding and appreciation of francophone culture around the
world. Exploring a variety of themes, students will develop and apply critical thinking skills in discus-
sion, in their analysis and interpretation of texts, and in their own writing. PREREQUISITE: FSF1D or
FSF1P
FSF2P Core French—Grade 10, Applied

This course emphasizes the further development of oral communication, reading, and writing skills us-
ing a broad-based theme such as adolescence. Students will expand their knowledge of French by
studying a series of theme-related topics, such as students’ rights and responsibilities, relationships
with peers and adults, and part-time jobs. PREREQUISITE: FSF1D or FSF1P
FSF3U Core French—Grade 11, University

This course draws on a variety of themes to promote extensive development of reading and writing
skills and to reinforce oral communications skills. Students will gain a greater understanding of French-
speaking cultures in Canada and around the world through their reading of a variety of materials, includ-
ing a short novel or a play. Students will produce various written assignments, including a formal es-
say. The use of correct grammar and appropriate language conventions in both spoken and written
French will be emphasized throughout the course. PREREQUISITE: FSF2D
FSF3O Core French—Grade 11, Open

This course draws on a broad theme, such as leisure activities, to develop oral communication, reading
and writing skills. Students will give presentations, read a selection of short stories and articles, and
produce a variety of written assignments. The use of correct grammar and appropriate language con-
ventions in both spoken and written French will be emphasized throughout the course. PREREQUISITE:
FSF2D or FSF2P
FSF4U Core French—Grade 12, University

This course draws on a variety of themes to promote extensive development of French-language skills.
Students will consolidate their oral skills as they discuss literature, culture, and current issues. They
will read a variety of texts and will write a formal essay. The use of correct grammar and appropriate
language conventions in both spoken and written French will be emphasized throughout the course.
PREREQUISITE: FSF3U
Page 44
GUIDANCE AND CAREER EDUCATION

GLE1O Learning Strategies 1: Skills for Success in Secondary School—Grade 9, Open
This course explores learning strategies and helps students become better, more independent learners
while increasing their personal management skills, both in school and in other contexts. Students will learn
how to develop and apply a range of strategies to improve their learning and achievement, particularly their
literacy, numeracy, communication, and planning skills. This course will increase student’s confidence,
motivation, and ability to learn. PREREQUISITE: Recommendation of Principal
GLC2O Career Studies—Grade 10, Open

This course teaches students how to develop and achieve personal goals in education and work and
contribute to their communities. Student learning will include assessing their own knowledge, skills, and
characteristics and investigating economic trends, workplace organization, work opportunities, and ways to
search for work. The course explores postsecondary learning options, prepares students for community-
based learning, and helps them build the capabilities needed for managing work and life transitions.
Students will design action plans for pursing their goals. PREREQUISITE: None
THIS COURSE IS A COMPULSORY COURSE WITH A CREDIT VALUE OF .5
GPP30 Leadership and Peer Support, Grade 11, open

This course prepares and motivates students to provide leadership and assistance to others in their
schools and communities. Students will develop skills in communication, interpersonal relations, coaching,
leadership, teamwork, and conflict management, and apply them in roles such as tutoring, mentoring, and
student council involvement. Students will also learn the value and complexity of social diversity, while
acquiring an appreciation of the importance of contributing to their communities and helping others
throughout their lives. PREREQUISITE: GLC2O
GLS1O Learning Strategies, Skills for Success in Secondary School Grade 9, Open
This course explores learning strategies and helps students become better, more independent learners
while increasing their personal management skills, both in school and in other contexts. Students will learn
how to develop and apply a range of strategies to improve their learning and achievement, particularly their
literacy, numeracy, communication, and planning skills. This course will increase students’ confidence,
motivation, and ability to learn.
GLD2O Discovering the Workplace

This course provides students with opportunities to discover and develop the workplace essential skills
and work habits required to be successfully employed. Students will develop an understanding of work
through practical hands-on experiences in the school and the community, using real workplace materials.
They investigate occupations of interest through experiential opportunities (eg. Worksite visits, hearing
guest speakers, job shadowing, work experience, simultations and entrepreneurial projects). This course
helps students make plans for continued learning and work. PREREQUISITE: None
GLN4O Navigating the Workplace
This course provides students with opportunities to develop the workplace 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 work experiences (eg. Information interviews, work experiences). They will
make plan 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.
Students who appear to be candidates for these courses will be contacted for discussion of these
opportunities. PREREQUISITE: None
Page 45
HEALTH AND PHYSICAL EDUCATION
PPL1O Healthy Active Living Education—Grade 9, Open

This course emphasizes regular participation in a variety of enjoyable physical activities that promote
lifelong healthy active living. Students will learn movement skills and principles, ways to improve personal
fitness and physical competence, and safety and injury prevention. They will investigate issues related to
healthy sexuality and the use and abuse of alcohol, tobacco, and other drugs, and will participate in
activities designed to develop goal-setting, communication and social skills. PREREQUISITE: None

This course emphasizes regular participation in a variety of enjoyable physical activities that promote
lifelong healthy active living. Student learning will include the application of movement principles to refine
skills; participation in a variety of activities that enhance personal competence, fitness, and health;
examination of issues related to healthy sexuality, healthy eating, substance use and abuse; and the use of
informed decision-making, conflict resolution and social skills in making personal choices.
PREREQUISITE: None

This course focuses on the development of a healthy lifestyle and participation in a variety of enjoyable
physical activities that have the potential to engage students’ interest throughout their lives. Students will
be encourage to develop personal competence in a variety of movement skills and will be given
opportunities to practice goal-setting, decision-making, social, and interpersonal skills. Students will also
study the components of healthy relationships, reproductive health, mental health, and personal safety.
PREREQUISITE: None (Students may not take both grade 11 courses)
PPL4O Healthy Active Living Education– Grade 12, Open

This course focuses on the development of a personalized approach to healthy active living through
participation in a variety of sports and recreational activities that have the potential to engage students’
interests throughout their lives. Students will develop and implement personal physical fitness plans. In
addition, they will be given opportunities to refine their decision-making, conflict-resolution, and
interpersonal skills, with a view to enhancing their mental health and their relationships with others.
PREREQUISITE: None
PSE4U Exercise Science—Grade 12, University

This course focuses on the study of human movement and of systems, factors, and principles involved in
human development. Students will learn about the effects of physical activity on health and performance,
the evolution of physical activity and sports, and the factors that influence an individual’s participation in
physical activity. The course prepares students for university programs in physical education, kinesiology,
recreation, and sports administration. PREREQUISITE: Any Grade 11 university or university/college
preparation course in Science, or any Grade 11 or 12 open course in Health and Physical Education.
Any Grade 11 university or

PSE4U
PPL1O (PPF/PPM) university/college preparation
Exercise Science
Healthy Active Living Education course in science.
Grade 12, University
Grade 9, Open
PPL3O (PPF/PPM)
Healthy Active Living Education PPL4O
Grade 11, Open Healthy Active Living Education
PPL2O (PPF/PPM) Grade 12, Open
Healthy Active Living Education
Grade 10, Open
PAD3O
Outdoor Activities
Grade 11, Open
Page 46
MATHEMATICS
MGA4U
MCR3U Geometry and Discrete
Functions & Relations Mathematics
Grade 11, University Grade 12, University
MPM2D MCB4U
Principles of Advanced Functions &
Mathematics Introductory Calculus
Grade 10, Academic Grade 12, University
MCF3M MDM4U
Functions Mathematics of Data
Grade 11 Management
University/College Grade 12, University
MPM1D MCT4C
Principles of Mathematics for
Mathematics College Technology
Grade 9, Academic Grade 12, College
MFM2P
MFM1P MBF3C MAP4C
Foundations of
Foundations of Mathematics of College and
Mathematics
Mathematics Personal Finance Apprenticeship Math
Grade 20, Applied
Grade 9, Applied Grade 11, College Grade 12, College
MAT1L
MAT2L MEL3E MEL4E
Mathematics
Mathematics Mathematics for Mathematics for
Grade 9
Grade 10 Everyday Life Everyday Life
Locally Developed
Locally Developed Grade 11, Workplace Grade 12, Workplace
NOTE: The dotted line indicates that the Grade 11 university preparation course Functions and Relations may also
serve as a prerequisite for the Grade 12 college preparation courses.
MPM1D Principles of Mathematics—Grade 9, Academic

This course enables students to develop generalizations of mathematical ideas and methods through the
exploration of applications, the effective use of technology, and abstract reasoning. Students will
investigate relationships to develop equations of straight lines in analytic geometry, explore relationships
between volume and surface area of objects in measurement, and apply extended algebraic skills in
problem solving. Students will engage in abstract extensions of core learning that will deepen their
mathematical knowledge and enrich their understanding. PREREQUISITE: None
MFM1P Foundations of Mathematics—Grade 9, Applied

This course enables students to develop an understanding of mathematical concepts related to
introductory algebra, proportional reasoning, and measurement and geometry through investigation, the
effective use of technology, and hands-on activities. Students will investigate real-life examples to develop
various representations of linear relations, and will determine the connections between the representations.
They will also explore certain relationships that emerge from the measurement of three-dimensional figures
and two-dimensional shapes. Students will consolidate their mathematical skills as they solve problems
and communicate their thinking. PREREQUISITE: None
Page 48
MATHEMATICS (Cont’d)
Students enrolled in academic or applied grade 9 math courses take a 3-5

day test run by the Education Quality and Accountability Office toward
DID YOU the end of their course? The province-wide test measures student
KNOW? knowledge of the math curriculum and provides the school with infor-
mation regarding programming. Check out www.eqao.com for
more information.
MAT1L Locally Developed Compulsory Credit Course, Mathematics—Grade 9

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 Grade 11 and
Grade 12 Mathematics 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 solving
skills and to continue developing their skills in reading, writing, and oral language through relevant and
practical math activities. PREREQUISITE: None
MPM2D Principles of Mathematics—Grade 10, Academic

This course enables students to broaden their understanding of relationships and extend their problem-
solving and algebraic skills through investigation, the effective use of technology, and abstract reasoning.
Students will explore quadratic relations 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 and communicate their thinking as they solve multi-step
problems. PREREQUISITE: MPM1D or MFM1P
MFM2P Foundations of Mathematics—Grade 10, Applied

This course enables students to consolidate their understanding of linear relations 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 relations. Students will investigate
similar triangles, the trigonometry of right triangles, and the measurement of three-dimensional figures.
Students will consolidate their mathematical skills as they solve problems and communicate their thinking.
PREREQUISITE: MPM1D or MFM1P
MAT2L Locally Developed Compulsory Credit Course, Mathematics—Grade 10
This course emphasizes the extension of mathematical knowledge and skills to prepare students for
success in their everyday lives, in the workplace, and in the Grade 11 and Grade 12 Mathematics Workplace
Preparation courses. The course is organized by three major strands related to money sense,
measurement, and proportional reasoning. In all strands, the focus is on strengthening and extending key
foundational mathematical concepts and skills by solving authentic, everyday problems.
Students have opportunities to extend their mathematical literacy and problem-solving skills and to
continue developing their skills in reading, writing, and oral language through relevant and practical math
activities. PREREQUISITE: MPM1D, MPM1P or MAT1L
MCR3U Functions—Grade 11, University

This course introduces the mathematical concept of the function by extending students’ experiences with
linear and quadratic relations. Students will investigate properties of discrete and continuous functions,
including trigonometric and exponential functions; represent functions numerically, algebraically, and
graphically; solve problems involving applications of functions; and develop facility in simplifying
polynomial and rational expressions. Students will reason mathematically and communicate their thinking
as they solve multi-step problems. PREREQUISITE: MPM2D
Page 49
MATHEMATICS (Cont’d)
MCF3M Functions—Grade 11, University/College

This course introduces some financial applications of mathematics and extends students’ experiences with
functions. Students will solve problems in personal finance involving applications of sequences and
series; investigate properties and applications of trigonometric functions; develop facility in operating with
polynomials, rational expressions, and exponential expressions; develop an understanding of inverses and
transformations of functions; and develop facility in using function notation and in communicating
mathematical reasoning. PREREQUISITE: MPM2D
MBF3C Mathematics of Personal Finance—Grade 11, College

This course enables students to broaden their understanding of mathematics as a problem-solving tool in
the real world. Students will extend their understanding of quadratic relations; investigate situations
involving exponential growth; solve problems involving compound interest; solve financial problems
connected with vehicle ownership; and develop their ability to reason by collecting, analysing, and
evaluating data involving one and two variables. Students will consolidate their mathematical skills as they
solve problems and communicate their thinking.
PREREQUISITE: MFM2P
Page 50
MATHEMATICS (cont’d)
MEL3E Mathematics for Everyday Life—Grade 11, Workplace

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: MPM1D ,MFM1P or MAT 14
MCB4U Advanced Functions and Introductory Calculus—Grade 12, University

This course builds on students’ experience with functions and introduces the basic concepts and skills of
calculus. Students will investigate and apply the properties of polynomial, exponential, and logarithmic
functions; broaden their understanding of the mathematics associated with rates of change; and develop
facility with the concepts and skills of differential calculus as applied to polynomial, rational, exponential,
and logarithmic functions. Students will apply these skills to problem solving in a range of applications.
PREREQUISITE: MCR3U or MCF3M
MGA4U Geometry and Discrete Mathematics—Grade 12, University

This course enables students to broaden mathematical knowledge and skills related to abstract
mathematical topics and to the solving of complex problems. Students will solve problems involving
geometric and Cartesian vectors, an intersections of lines and planes in three-space. They will also
develop an understanding of proof, using deductive, algebraic, vector, and indirect methods. Students will
solve problems involving counting techniques and prove results using mathematical induction.
PREREQUISITE: MCR3U
MDM4U Mathematics of Data Management—Grade 12, University

This course broadens students’ understanding of mathematics as it relates to managing information.
Students will apply methods for organizing large amounts of information; apply counting techniques,
probability, and statistics in modeling and solving problems; and carry out a culminating project that
integrates the expectations of the course and encourages perseverance and independence. Students
planning to pursue university programs in business, the social sciences, or humanities will find this course
of particular interest. PREREQUISITE: MR3U or MCF3M
MAP4C College and Apprenticeship Mathematics—Grade 12, College

This course equips students with the mathematical knowledge and skills they will need in many college
programs. Students will use statistical methods to analyze problems; solve problems involving the
application of principles of geometry and measurement to the design and construction of physical models;
solve problems involving trigonometry in triangles; and consolidate their skills in analyzing and
interpreting mathematical models. PREREQUISITE: MBF3C or MCF3M (or MCR3U)
MCT4C Mathematics for College Technology—Grade 12, College

This course equips students with the mathematical knowledge and skills needed for entry into college
technology programs. Students will investigate and apply properties of polynomial, exponential, and
logarithmic functions; solve problems involving inverse proportionality; and explore the properties of
reciprocal functions. They will also analyze models of a variety of functions, solve problems involving
piecewise-defined functions, solve linear-quadratic systems, and consolidate key manipulation and
communication skills. PREREQUISITE: MCF3M (or MCR3U)
MEL4E Mathematics for Everyday Life—Grade 12, Workplace

This course enables students to broaden their understanding of mathematics as it is applied in important
areas of day-to-day living. Students will use statistics in investigating questions of interest and apply
principles of probability in familiar situations. They will also investigate accommodation costs and create
household budgets; solve problems involving estimation and measurement; and apply concepts of
geometry in the creation of designs. PREREQUISITE: MEL3E
Page 51
SCIENCE
SBI3U SBI4U
Biology Biology
Grade 11, University, Grade 12, University
SCH3U SCH4U
SNC2D Chemistry Chemistry
Science Grade 11, University Grade 12, University
Grade 10, Academic
SPH3U SPH4U
Physics Physics
SNC1D Grade 11, University Grade 12, University
Science
Grade 9, Academic
SNC1P
Science
Grade 9, Applied
SBI3C
Biology
Grade 11, College
SCH4C
Chemistry
Grade 12, College
SNC2P
Science
Grade 10, Applied SPH4C
Physics
Grade 12, College
SNC3E SNC4E
Science Science
Grade 11, Workplace Grade
SNC1D Science—Grade 9, Academic

This course enables students to understand basic concepts in biology, chemistry, earth and space science,
and physics; to develop skills in the processes of scientific inquiry; and to relate science to technology,
society, and the environment. Students will learn scientific theories and conduct investigations related to
cell division and reproduction; atomic and molecular structures and the properties of elements and
compounds; the universe and space exploration; and the principles of electricity. PREREQUISITE: None
SNC1P Science—Grade 9, Applied

This course enables students to understand basic concepts in biology, chemistry, earth and space science,
and physics; to develop practical skills in scientific investigation; and to apply their knowledge of science
to everyday situations. Students will design and conduct investigations into practical problems and issues
related to cell division and reproduction, the structure and properties of elements and compounds,
astronomy and space exploration, and static and current electricity. PREREQUISITE: None
SNC1L Science—Grade 9, Locally Developed

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 Grade 11 Science 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
Page 52
SCIENCE (cont’d)
SNC1L Cont’d
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. PREREQUISITE: None
SNC2D Science—Grade 10, Academic

This course enables students to develop a deeper understanding of concepts in biology, chemistry, earth
and space science, and physics; to develop further skills in scientific inquiry; and to understand the
interrelationships among science, technology, and the environment. Students will conduct investigations
and understand scientific theories related to: ecology and the maintenance of ecosystems; chemical
rations, with particular attention to acid-base reactions; factors that influence weather systems; and
motion. PREREQUISITE: SNC1D or SNC1P
SNC2P Science—Grade 10, Applied

This course enables students to develop a deeper understanding of concepts in biology, chemistry, earth
and space science, and physics; to develop further their practical skills in scientific investigation; and to
apply their knowledge of science to real-world situations. Students will design and conduct investigations
into everyday problems and issues related to ecological sustainability, chemical reactions, weather
systems, and motion. PREREQUISITE: SNC1D or SNC1P
SNC3E Science—Grade 11, Workplace

This course provides students with the science-related knowledge and skills they need to help them make
informed decisions in the workplace and in their personal lives. Students will explore a range of topics,
including materials and safety; electrical circuits; micro-organisms, the human immune system and
defenses against disease; and the impact of humans on the environment., Emphasis is placed on relating
these topics directly to students’ experiences both in the world of work and in daily life. PREREQUISITE:
SNC1D or SNC1P
SNC4E Science—Grade 12, Workplace

This course provides students with the science-related knowledge and skills they need to help them make
informed decisions in the workplace and in their personal lives. Students will explore a range of topics,
including chemistry at home and at work; communications technology; medical technology; gardening,
horticulture, landscaping and forestry; and alternative life-sustaining environments. Emphasis is placed on
relating these topics directly to students’ experiences both in the world of work and in daily life.
PREREQUISITE: SNC3E
BIOLOGY
SBI3U Biology—Grade 11, University
This course furthers students’ understanding of the processes involved in biological systems. Students
will study cellular functions, genetic continuity, internal systems and regulation, the diversity of living
things, and the anatomy, growth, and functions of plants. The course focuses on the theoretical aspects of
the topics under study, and helps students refine skills related to scientific investigation. PREREQUISITE:
SNC2D
SBI3C Biology—Grade 11, College

This course focuses on the processes involved in biological systems. Students will learn concepts and
theories as they conduct investigations in the areas of cellular biology, microbiology, animal anatomy and
physiology, plant structure and physiology, and environmental science. 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: SNC2D or SNC2P
SBI4U Biology—Grade 12, University

This course provides students with the opportunity for in-depth study of the concepts and processes
associated with biological systems. Students will study theory and conduct investigations in the areas of
metabolic processes, molecular genetics, homeostatis, evolution, and population dynamics. Emphasis will
be placed on achievement of the detailed knowledge and refined skills needed for further study in various
branches of the life sciences and related fields. PREREQUISITE: SBI3U
Page 53
CHEMISTRY
SCH3U Chemistry—Grade 11, University
This course focuses on the concepts and theories that form the basis of modern chemistry. Students will
study the behaviours of solids, liquids, gases, and solutions; investigate changes and relationships in
chemical systems; and explore how chemistry is used in developing new products and processes that
affect our lives and our environment. Emphasis will also be placed on the important of chemistry in other
branches of science. PREREQUISITE: SNC2D
SCH4U Chemistry—Grade 12, University

This course enables students to deepen their understanding of chemistry through the study of organic
chemistry, energy changes and rates of reaction, chemical systems and equilibrium, electrochemistry, and
atomic and molecular structure. Students will further develop problem-solving and laboratory skills as they
investigate chemical processes, at the same time refining their ability to communicate scientific
information. Emphasis will be placed on the important of chemistry in daily life, and on evaluating the
impact of chemical technology on the environment. PREREQUISITE: SCH3U
SCH4C Chemistry—Grade 12, College

This course introduces students to the concepts that form the basis of modern chemistry. Students will
study qualitative analysis, quantitative relationships in chemical reactions, organic chemistry and
electrochemistry, and chemistry as it related to the quality of the environment. Students will employ 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 in the development of new technologies and products. PREREQUISITE: SNC2D or SNC2P
PHYSICS
SPH3U Physics—Grade 11, University

This course develops students’ understanding of the basic concepts of physics. Students will study the
laws of dynamics and explore different kinds of forces, the quantification and forms of energy (mechanical,
sound, light, thermal, and electrical), and the way energy is transformed and transmitted. They will develop
scientific-inquiry skills as they verify accepted laws and solve both assigned problems and those emerging
from their investigations. Students will also analyze the interrelationships between physics and
technology, and consider the impact of technological applications of physics on society and the
environment. PREREQUISITE: SNC2D
SPH4U Physics—Grade 12, University

This course enables students to deepen their understanding of the concepts and theories of physics.
Students will explore further the laws of dynamics and energy transformations, and will investigate
electrical, gravitational, and magnetic fields; electromagnetic radiation; and the interface between energy
and matter. They will further develop inquiry skills, learning, for example, how the interpretation of
experimental data can provide indirect evidence to support the development of a scientific model. Students
will also consider the impact on society and the environment of technological application of physics.
PREREQUISITE: SPH3U
SPH4C Physics—Grade 12, College (B.S.C.H.S.)

This course develops students’ understanding of the basic concepts of physics. Students will explore
these concepts as they relate to mechanical, electrical, fluid (hydraulic and pneumatic), and
communications systems, as well as to the operation of commonly used tools and equipment. They will
develop scientific-inquiry skills as they verify accepted 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: SNC2D or SNC2P
Page 54
SOCIAL SCIENCES AND HUMANITIES
HPC3O Parenting—Grade 11, Open (SJHS ONLY)

This course focuses on the skills and knowledge needed to promote the positive and healthy nurturing of
children, with particular emphasis on the critical importance of the early years to human development.
Students will learn how to meet the developmental needs of young children, communicate and discipline
effectively, and guide early behaviour. They will have practical experiences with infants, toddlers, and
preschoolers, and will learn skills in researching and investigating questions relating to parenting.
PREREQUISITE: None
HSP3M Introduction to Anthropology, Psychology and Sociology—Grade 11, University

(BSCHS ONLY)
This course introduces the theories, questions, and issues that are the major concerns of anthropology,
psychology and sociology. Students will develop an understanding of the way social scientists approach
the topics they study and the research methods they employ. Students will be given opportunities to
explore theories from a variety of perspectives and to become familiar with current thinking on a range of
issues that have captured the interest of classical and contemporary social scientists in the three
disciplines. PREREQUISITE: None.
HHS4M Individuals and Families in a Diverse Society—Grade 12, University/College

(BSCHS ONLY)
This course applies current theories and research from the disciplines of anthropology, psychology, and
sociology to the study of individual development, family behaviour, intimate and parent-child relationships,
and the ways in which families interact within the diverse Canadian society. Students will learn the
interpersonal skills required to contribute to the well-being of families, and the investigative skills required
to conduct and evaluate research about individuals and families.
PREREQUISITE: Any University, university/college, or college preparation course in social sciences and
humanities, English, or Canadian and world studies.
HSB4M Challenge and Change in Society—Grade 12, University/College (SJHS ONLY)

This course examines the theories and methodologies used in anthropology, psychology, and sociology to
investigate and explain shifts in knowledge, attitudes, beliefs, and behaviour and their impact on society.
Students will analyze cultural, social, and biological patterns in human societies, looking at the ways in
which those patterns change over time. Students will also explore the ideas of classical and contemporary
social theorists, and will apply those ideas to the analysis of contemporary trends. PREREQUISITE: Any
university, university/college, or college preparation course in Social Sciences and Humanities, English or
Canadian and World Studies
HIP3E Managing Personal Resources (BSCHS ONLY)

This course prepares students for living independently and working successfully with others. Students
learn to manage their personal resources (Including talent, money, and time), to develop interpersonal
skills, and to understand economic influences on workplace issues, in order to make wise and responsible
personal, as well as occupational, choices. The course emphasizes the achievement of expectations
through practical experiences and introduces students to skills used in researching and investigating
resource management.
HPD4E Parenting and Human Development (BSCHS ONLY)

This course prepares students for occupations involving older children, and for the responsibility of
parenting, with emphasis on school-age children and adolescent children, Students will learn, through
practical experience in the community, how early child development affects later development, success in
school, and personal and social well-being throughout life, and how children and parents change over time.
This course also develop students’ skills in researching and investigating various aspects of parenting and
human development.
Page 55
SOCIAL SCIENCES AND HUMANITIES CONT’D
PHILOSOPHY
HZT4U Philosophy: Questions and Theories—Grade 12, University (BSCHS ONLY)

This course addresses three (or more) of the main areas of philosophy: metaphysics, logic, epistemology,
ethics, social and political philosophy, and aesthetics. Students will learn critical-thinking skills, the main
ideas expressed by philosophers from a variety of the world’s traditions, how to develop and explain their
own philosophical ideas, and how to apply those ideas to contemporary social issues and personal
experiences. The course will also help students refine skills used in researching and investigating topics in
philosophy. PREREQUISITE: Any university or university/college preparation course in Social Sciences
and Humanities, English, or Canadian and World Studies.
Page 56
TECHNOLOGICAL EDUCATION
TTI1O Integrated Technologies—Grade 9, Open
This course enables students to understand the technological and computer concepts they will need in order
to design, develop, and build usable products or to deliver services, as well as to pursue further
technological studies. Students will use the technological design process and a variety of tools and software
to solve problems, complete projects, and strengthen their communication skills. PREREQUISITE: None
COMMUNICATIONS TECHNOLOGY
TGJ2O TGJ3M TGJ4M

Communications Technology Communications Technology Communications Technology
Grade 10, Open Grade 11, University/College Grade 12, University/College
TGJ2O Communications Technology—Grade 10, Open (B.S.C.H.S.)

This course requires students to complete a range of communications technology projects. These may
include creating printed stationery, short videos, computer-generated animations, and graphical
information displays. Students will learn to transfer information using electronic, live, and graphic
communication methods. The knowledge and skills they will develop will provide a basis for careers in
areas such as publishing, advertising, print production, animation, photography, and journalism.
PREREQUISITE: None
TGJ3M Communications Technology—Grade 11, University/College

This course examines communications systems and design and production processes in the areas of
electronic, live, recorded, and graphic communications. Students will develop knowledge and skills
relating to the assembly, operation, maintenance, and repair of the basic and more complex components of
a range of communications systems. Students will also study industry standards and regulations and
health and safety issues, and will explore careers, the importance of lifelong learning, and the impact of
communications technology on society and the environment. PREREQUISITE: None
TGJ4M Communications Technology—Grade 12, University/College

This course examines communications systems and design and production processes in the areas of
electronic, live, recorded, and graphic communications. Students will create, manage, and distribute
complex electronic, graphic, recorded, or audio-visual projects independently and in project teams.
Students will also study industry standards and regulations and health and safety issues, and will explore
careers, the importance of lifelong learning, and the impact of communications technology on society and
the environment. PREREQUISITE: TGJ3M
CONSTRUCTION TECHNOLOGY
TCJ3M TCJ4M
Construction Technology Construction Technology
Grade 11, College Grade 12, College
TCJ2O
Construction Technology
Grade 10, Open TCJ3E TCJ4M
Construction Technology Construction Technology
TCJ2O Construction Technology—Grade 10, Open (BSCHS ONLY)

This course requires students to design, build, and evaluate projects using design instruments and
machine and hand tools. Students will solve technological problems through a variety of media; identify
and describe building materials and other resources needed to construct, maintain, and service buildings;
identify support systems and components; apply safety rules related to materials, processes, and
equipment; identify common architectural styles; and identify careers related to construction technology.
PREREQUISITE: None
Page 57
CONSTRUCTION TECHNOLOGY (cont’d)

TCJ3C Construction Technology—Grade 11, College (BSCHS ONLY)
This course focuses on residential and light construction systems related to commercial, industrial and/or
recreational construction. Students will learn about the tools, materials, equipment, and methods used in
the light construction industry; structural analysis and design; presentation and working drawings; and
auxiliary systems. They will also estimate materials and labour costs; study industry standards and
building codes; consider health and safety issues and energy conservation; and explore careers and the
impact of construction technology on society and the environment. PREREQUISITE: None
TCJ3E Construction Technology—Grade 11, Workplace (BSCHS ONLY)

This course focuses on residential and light construction systems related to commercial, industrial and/or
recreational construction; the development of generic employment skills; and preparation for
apprenticeship and training programs. Students will learn about and gain practical experience with various
types of materials, processes, labour, tools, and equipment used in the construction industry; technical
drawings; and auxiliary systems. They will also study industry standards and building codes; consider
health and safety issues; and explore careers, the importance of lifelong learning, and the impact of
construction technology on society and the environment. PREREQUISITE: None
TCJ4C Construction Technology—Grade 12, College (BSCHS ONLY)

This course focuses on advanced residential construction, more complex construction systems, and the
introduction of heavy construction related to commercial, industrial and/or recreational construction.
Students will learn about the tools, materials, equipment, and methods used in the light and heavy
construction industries; structural analysis and design; presentation and working drawings; and auxiliary
systems. They will also estimate materials and labour costs; study industry standards and building codes;
consider health and safety issues; and explore energy conservation, careers, and the impact of
construction technology on society and the environment. PREREQUISITE: TCJ3C
TCJ4E Construction Technology—Grade 12, Workplace (BSCHS ONLY)

This course focuses on advanced residential and more complex construction systems, as well as the
introduction of heavy construction, related to commercial, industrial, and/or residential construction;
advanced practical workplace applications; and the development of generic employment skills and
independent learning skills. Students will examine the materials, processes, labour, tools, and equipment
used in the construction industry; technical drawings; auxiliary systems; and landscaping. They will also
study industry standards and building codes; consider health and safety issues; and explore careers,
lifelong learning opportunities and the impact of construction technology on society and the environment.
PREREQUISITE: TCJ3E
HOSPITALITY AND TOURISM

TFJ2O Hospitality and Tourism—Grade 10, Open (BSCHS ONLY)
This course emphasizes the scope of the hospitality and tourism industry. Students will study food origins,
food-handling techniques and food preparation, health and safety standards, and the use of specialized
tools and equipment. They will also investigate travel and tourism activities in Ontario, develop effective
communication and management skills, and identify career opportunities in the hospitality and tourism
industry. PREREQUISITE: None
Page 58
HOSPITALITY AND TOURISM (cont’d)

TPE3E Hairstyling and Aesthetics, Grade 11, Workplace Preparation (SJHS ONLY)
This course provides students with opportunities to learn techniques in hairstyling and aesthetics that meet
industry standards, using appropriate materials and equipment. Students will identify trends in the hairstyl-
ing and aesthetics industry; describe scientific and physical processes used in beauty services; learn to
respect environmental, health, and safety laws; and explore career opportunities. The course may focus on
either hairstyling or aesthetics, or may include a combination of both areas. PREREQUISITE: None
TFT3C Hospitality, Grade 11, College Preparation (SJHS ONLY)

This course helps students understand the features, trends, and guidelines of the hospitality industry, as
well as learn the basic requirements of serving customers. Students will acquire skills related to preparing
and presenting food, evaluating facilities, controlling inventory, and marketing special events. They will
also learn about economic and environmental impacts, health and safety standards, and career opportuni-
ties related to the hospitality industry.
PREREQUISITE: None
TFH3E Hospitality and Tourism, Grade 11, Workplace Preparation (SJHS ONLY)
This course focuses on food preparation and management, and hospitality and tourism activities, equip-
ment, and facilities. Students will learn how to prepare, present, and serve food; plan, manage, and pro-
mote activities; and use the necessary equipment. Throughout the course, they will learn the fundamentals
of providing high-quality service and customer satisfaction. Students will also study the occupational
health and safety standards and laws regulating the hospitality and tourism industry, explore the industry’s
social and environmental impacts, and identify possible career paths. PREREQUISITE: None
TFS4C Tourism—Grade 12, College (SJHS ONLY)

This course provides students with opportunities to analyse the characteristics and standards of the tour-
ism industry, determine the factors that promote its success, and investigate principles and procedures
that contribute to high-quality customer service. Students will also assess facilities and activities that at-
tract tourists, and study communication and customer service techniques. In addition to exploring career
opportunities, students will analyse the relationship between tourism and the economy and propose ways
to enhance the performance of the industry. Students should be prepared to participate in a number of out-
door, including winter-time, activities. There is a course fee of $250.00 to alleviate field trip costs. PREREQ-
UISITE: None
Page 59
MANUFACTURING TECHNOLOGY
TMJ3C
Manufacturing Engineering
Technology
Grade 11, College
TMJ3C Manufacturing Engineering Technology—Grade 11, College (SJHS ONLY)

This course focuses on design principles; electronic, pneumatic, and hydraulic control systems; and
traditional and advanced manufacturing processes. Students will solve problems and make the critical
decisions necessary to develop efficient production systems. Hey will also study the broad range of career
opportunities available in the manufacturing sector and their educational requirements, and will research
the scope of the manufacturing industry and the impact of its produces on individuals, society, and the
environment. PREREQUISITE: None
TECHNOLOGICAL DESIGN
TDJ3M TDJ4M
Technological Design Technological Design
TDJ2O
Technological Design
Grade 10, Open TDJ3E TDJ4M
Technological Design Technological Design
TDJ4E
Technology Design
Grade 12, Workplace
TDJ2O Technological Design—Grade 10, Open (B.S.C.H.S.)

This course requires students to design and develop innovative products and services. Students will learn
the following: how to identify user needs related to specified design problems; the physical properties of
selected materials and their application in product design; techniques to create physical products and
services; various presentation techniques; how to test and evaluate design solutions; and the implications
of technology on the development of products or services. They will also become aware of design-related
careers. PREREQUISITE: None
TDJ3M Technological Design—Grade 11, University/College

This course provides students with opportunities to apply the principles of technological design to
challenges in communications, manufacturing, electronics, transportation, architecture, industrial and
consumer products, health and safety equipment, and environmental services. Students will identify user
needs, estimate labour and material costs, analyse material characteristics, and illustrate design solutions,
using traditional and computer-based methods. They will also acquire the basic design skills required for
postsecondary studies in engineering, manufacturing, architecture, and construction. PREREQUISITE:
None
Page 60
TDJ3E Technological Design—Grade 11, Workplace (S.J.H.S.)

This course provides students with opportunities to apply the principles of basic design to technological
challenges in industry, engineering, architecture, manufacturing, and graphics. Students will develop
problem-solving and design skills through the use of technical drawings and illustrations, model building,
testing, and marketing. They will also become aware of consumer, business, and environmental issues in
the creation and marketing of products or services, and the educational requirements of design-related
careers. PREREQUISITE: None
TDJ4M Technological Design—Grade 12, University/College

This course provides students with opportunities to solve problems in design through the use of technical
drawings, model building, testing, and marketing. Students will research, design, and test solutions for
residential or commercial architecture, industrial engineering, and manufacturing. They will also examine
the educational requirements of a technical-design-related career in engineering, architecture, or industrial
design. PREREQUISITE: TDJ3M
TDJ4E Technological Design—Grade 12, Workplace (SJHS ONLY)

This course helps students develop a systematic process to design products or services based on an
understanding and analysis of consumer needs, material characteristics, fabrication methods, and design
principles. Students will develop design briefs, conduct marketing surveys, create freehand and computer-
generated illustrations, make models, generate technical reports, design packaging, and become aware of
design trends. They will also examine careers and small business opportunities in design, architecture,
manufacturing, or marketing. PREREQUISITE: TDJ3E
COMPUTER STUDIES
ICE3M ICE4M
Computer Engineering Computer Engineering
ICE3E ICE4E
Computer Engineering Computer Engineering
ICS3M ICS4M
Computer & Information Science Computer & Information Science
Grade 11 University/College Grade 12, University/College
TIK2O Computer and Information Science, Grade 10, Open

This course introduces students to computer science concepts. Students will learn about the stages in
software design; the fundamental programming constructs of sequence, selection, and repetition; the
functions of internal and external computer components; the relationship among networks, operating
systems, and application software and their uses; and how programming language evolve. Students
will also develop an awareness of computer-related careers. PREREQUISITE: None
ICE3M Computer Engineering—Grade 11, University/College

This course helps students understand how computer hardware and software are used to solve com-
puter-related problems from an engineering perspective. Students will explore ways of connecting com-
puters, interfaces, and peripherals using their knowledge of logic gates, computer components, periph-
erals, programming, networks, and operating systems. Students will also construct systems that use
computer programs to interact with hardware, install and configure key computer hardware and soft-
ware components, develop an understanding of the ethical use of computers, and explore careers in
computer engineering. PREREQUISITE: None
ICE3E Computer Engineering—Grade 11, Workplace

This course helps students develop a practical understanding of hardware and software operations,
computer networks, and operating systems. Students will learn to use utility and application software
and to install, maintain, and troubleshoot computer systems and networks following proper mainte-
nance and repair procedures. In addition to developing an understanding of the ethical use of com-
puters, students will identify related career opportunities and the skill sets required for the workplace,
including good customer service practices. PREREQUISITE: None
Page 61
COMPUTER STUDIES (cont’d)

ICS3M Computer and Information Science,- Grade 11, University/College Preparation
(SJHS ONLY)
This course helps students examine computer science
concepts. Students will outline stages in software
development, define standard control and data
structures, identify on- and off-line resources, explain the
functions of basic computer components, and develop
programming and problem-solving skills by using
operating systems and implementing defined practices.
As well as identifying careers in computer science,
students will develop an understanding of the ethical use
of computers and the impact of emergent technologies
on society. PREREQUISITE: None
ICE4M Computer Engineering—Grade 12,

University/College
This course helps students understand and apply
computer engineering concepts. Students will analyze and design computer components such as logic
circuits and interfaces; develop and construct systems and write the associated computer programs to drive
real-world devices such as traffic lights, models, and robots; and explore networking hardware, protocols,
and configurations. As well as developing project management skills, students will examine the ethics of
computer use and explore related educational requirements and careers. PREREQUISITE: ICE3M
ICE4E Computer Engineering—Grade 12, Workplace

This course helps students understand network topologies (how computers are connected in networks) and
associated hardware, and gain practical knowledge of hardware and software operations and trends.
Students will install and maintain computer systems and networks, and diagnose and solve problems in
them; develop maintenance and repair protocols and customize utility and application software to meet user
needs. As well as developing skills to communicate with customers, students will examine computer ethics
and identify skill requirements for computer support positions. PREREQUISITE: ICE3E
ICS4M Computer and Information Science - Grade 12, University/College Preparation (SJHS)
This course helps students use programming and software engineering principles to design and develop
algorithms and programs. Students will use software development and diagnostic tools, implement data
structures and algorithms, and use file management techniques in project settings. They will also develop an
understanding of the ethics of computer use and the impact of information technology on the community, and
will explore postsecondary education and career paths in computer science. PREREQUISITE: ICS3M
IDC4U Interdisciplinary Studies (Yearbook), Grade 12, University (BSCHS ONLY)

This course specifically addresses the multi-faceted needs of beginning journalism students by introducing
them to all phases of yearbook production. Students will demonstrate skills in the specific skills of
journalism, including layout and design, photography and publishing. An integral part of this course will be
the demonstrable production of newsletters and a school yearbook. These class-based activities are
envisaged as providing students with experience in the actual journalism concerns of interviewing, reporting,
meeting deadlines and producing a publication. The course will include studies of the following units:
- Concept Coverage
- Book and Ad Sales Reporting
- Writing
- Basic Design
- Graphic Design
- Photography
- Desktop Publishing
This course has an interview and paper requirement before entering.
Page 62
St. Joseph’s
Joseph's High School
Course
Course Calendar
Calendar 2006
2006-2008
–2008
TRANSPORTATION TECHNOLOGY
TRANSPORTATION TECHNOLOGY
TTJ2O Transportation Technology, Grade 10, Open
This course requires students to build projects and to learn service procedures related to different
TTJ2O Transportation
modes of transportation. Technology,
Students will learn about support systems for transporting people and prod-
Grade 10,
ucts; measurement Openand methods; the analysis, design, and construction of a system to convert
systems
and make practical use of energy ; the function of major vehicle system components; the impact of
This course requires students to build projects
transportation systems on the environment; communication skills; and transportation-related careers.
and to learn service procedures related to differ-
PREREQUISITE: None
ent modes of transportation. Students will learn
about support systems for transporting people
and products; measurement systems and meth-
ods; the analysis, design, and construction of a
system to convert and make practical use of en-
ergy ; the function of major vehicle system com-
ponents; the impact of transportation sys-
tems on the environment; communication skills;
and transportation-related careers. PREREQUI-
SITE: None
TTJ3C Transportation Technology, Grade 11, College

Preparation
This course examines the infrastructure required for the operation of
land, air and/or marine vehicles. Student will design, construct and mod-
ify vehicles and apply safe work practices and procedures using current
technology. They will also develop effective communication and team-
work skills when developing solutions to managing vehicle sup-
port systems; investigate the educational requirements for career oppor-
tunities in the transportation sector and analyze the impact of transporta-
tion technology on society and the environment. PREREQUISIT: None
TTJ3E Transportation Technology, Grade 11, Workplace Preparation

This course examines the various types of land, air and/or marine vehicles and vehicle systems found
within the transportation sector. Students will acquire identification, troubleshooting, repairing and
testing skills that meet industry standards and government regulations. In addition to developing
employability and technical skills, they will explore the broad range of career opportunities within this
sector and will examine the impact of the transportation sector on people, society and the environment.
PREREQUISIT: None
TTJ4C Transportation Technology, Grade 12, College Preparation (BSCH ONLY)

This course examines alternative modes of mass transit to enable students to develop the specialized
knowledge and skills required to work with sophisticated land, air and/or vehicles and transportation
systems; examine transportation related issues such as energy conversion, power transfer, control
systems and environmental and societal impact; and investigate the educational requirements of career
opportunities in the transportation sector. PREREQUISITE: Transportation Technology, Grade 11,
College Preparation
TTJ4E Transportation Technology, Grade 12, Workplace Preparation (BSCH ONLY)

This course examines the commonalities of land, air and marine vehicles and transportation systems.
Students will develop safe workplace habits and business management skills and will use diagnostic
hand and power tools effectively to service and repair vehicles to met industry standards and safety
inspections. They will also research the entry requirements for apprenticeship training programs and
develop the employability and technical skills required for entry into the workplace.
PREREQUISITE: Transportation Technology, Grade 11, Workplace Preparation
Page 63
VISION OF THE LEARNER
THE GRADUATE OF AN ONTARIO CATHOLIC SCHOOL IS EXPECTED
TO BE:
1. A discerning believer formed in the Catholic Faith community who
celebrates the signs and sacred mystery of God's presence through
word, sacrament, prayer, forgiveness, reflection and moral living.
2. An effective communicator who speaks, writes and listens hon-
estly and sensitively, responding critically in light of gospel values.
3. A reflective, creative and holistic thinker who solves problems
and makes responsible decisions with an informed moral con-
science for the common good.
4. A self-directed, responsible, lifelong learner who develops and
demonstrates their God-given potential.
5. A collaborative contributor who finds meaning, dignity and voca-
tion in work which respects the rights of all and contributes to the
common good.
6. A caring family member who attends to family, school, parish, and
the wider community.
7. A responsible citizen who gives witness to Catholic social teach-
ing by promoting peace, justice and the sacredness of human life.

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2006-2008

BISHOP SMITH CATHOLIC ST. JOSEPH’S

INSPIRED BY OUR RICH HERITAGE AND CHALLENGED BY THE STRUGGLES

IN A SPIRIT OF FREEDOM, AFFIR- OPEN TO MYSTERY AND ENDLESS DISCOV-

This is what Yahweh asks of you: only this,

A Message From Our

In a spirit of freedom, affirmation and celebration today, we strive to facilitate an

Yours very truly,

Welcome to the 2006-2008 Course Calendar, which we hope will last

The purpose of the Course Calendar is to provide you, in one place,

All the best as we walk on together!

Terry Fox Run For Cancer

ADMINISTRATION & GENERAL INFORMATION

ST. JOSEPH’S HIGH SCHOOL

WHERE YOU CAN FIND US

835 First Street, Renfrew, Ontario K7V 4E1

Program Leaders (Academic):

The School Secretaries: ………………………………………………...Nancy Lance & Susan Love

SCHOOL MOTTO: SCIENTIA CUM AMICITIA

Board Chairperson………………..……………………………………...Andy Bray

YOUR SCHOOL’S TIMETABLE AND DAILY SCHEDULE

Students in Grade 12 will be permitted partial timetables if they have obtained

CHAPLAINCY & RELIGIOUS SERVICES

RETURNING FROM AN ABSENCE

3. Absent students have a responsibility to make up missed work and assignments.

AN OUTSIDE JOB IS NEVER AN ACCEPTABLE REASON TO MISS SCHOOL.

If you are illegally absent from class, you can expect:

CLASS PREPARATION AND PARTICIPATION

ASSESSMENT AND EVALUATION

ABSENCE FROM FINAL EXAMINATIONS

ABSENCE FROM IN-CLASS TESTS and SUMMATIVE ASSIGNMENTS

FAILURE TO SUBMIT SUMMATIVE ASSIGNMENTS ON OR BY THE DUE DATE

TEXTBOOKS/MUSICAL INSTRUMENTS AND OTHER LOANED MATERIAL

A SPECIAL NOTE ON PLAIGIARISM

PART-TIME JOBS AND ACADEMIC WORK

LEAVING SCHOOL PROPERTY

RESPECT FOR PROPERTY

RESPECT FOR PROPERTY AND OUR NEIGHBOURS

ACCEPTABLE LANGUAGE AND BEHAVIOUR

RESPECT FOR SELF

RESPECT FOR OTHERS

ABUSE AND INTIMIDATION

ALERGIES AND HEIGHTENED SENSITIVITIES

CELLULAR PHONES / PAGERS / PERSONAL ELECTRONIC DEVICES

APPROPRIATE STANDARDS OF DRESS AND GROOMING

⇒ T-shirts with rude, vulgar or suggestive statements on them.

PHYSICAL EDUCATION DRESS

INAPPROPRIATE DISPLAYS OF AFFECTION

SKATEBOARDS AND ROLLER-SKATES

GUM CHEWING / CHEWING TOBACCO / SPITTING

DETENTIONS / SCHOOL COMMUNITY SERVICE

USE OF ALCOHOL OR DRUGS

DRUG / ALCOHOL - SEARCHES

STUDENT LOCKERS - SEARCHES

DISMISSAL AT THE END OF CLASS

CONSEQUENCES OF NOT FULFILLING RESPONSIBILITIES

PROGRAM AND DIPLOMA REQUIREMENTS

ONTARIO SECONDARY SCHOOL DIPLOMA

Compulsory Credits (Total of 18) Optional Credits (Total of 12)

2006 Junior Girls’ Volleyball

ONTARIO SECONDARY SCHOOL CERTIFICATE

Compulsory Credits (Total of 7) Optional Credits (Total of 7)

PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)