Course Calendar

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WELCOME TO IROQUOIS RIDGE HIGH SCHOOL

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Part One: Guiding Principles and Philosophy

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Part Two: Requirements for the Ontario Secondary School Diploma

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Part Three: Information About Earning Credits

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Part Four: School Support Services and Resources

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Part Five: Cooperative Education and Career Focused Secondary School Pathways

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Part Six: Regional HDSB E-Learning (Online) Courses

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Part Seven: Specialty Programs at Iroquois Ridge High School

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Part Eight: Course Descriptions

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THE ARTS

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BUSINESS STUDIES

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CANADIAN AND WORLD STUDIES (GEOGRAPHY)

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HISTORY, SOCIAL SCIENCE AND CIVICS COURSES

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ENGLISH

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FRENCH

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FRENCH IMMERSION COURSES

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SPANISH

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GUIDANCE, SUPPORT AND CAREER EDUCATION

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HEALTH AND PHYSICAL EDUCATION

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MATHEMATICS

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COMPUTER & INFORMATION SCIENCE

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SCIENCE

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SOCIAL SCIENCES AND HUMANITIES (FAMILY STUDIES)

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TECHNOLOGICAL EDUCATION

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Part Nine: Planning Template

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Websites for Educational Planning

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WELCOME TO

IROQUOIS RIDGE HIGH SCHOOL

At Iroquois Ridge High School, we provide opportunities to explore the world beyond the classroom.

For our students, staff and parents, meaningful engagement with school, local and global

communities is an expectation. From the first day of grade 9, every student is encouraged and

supported to find his or her voice through numerous student-created and student-led clubs and

activities. At The Ridge, “student-centered” and “student-led” are not clichés, but the definition of our

school culture.

It all starts for our incoming grade 9 students with

Link Crew

. This relationship driven mentorship

program allows students to establish a true sense of belonging while they explore learning in a variety

of ways. During the Grade 9 and 10 years, students are not only participating in a system of

intentionally integrated clubs and activities, but also learning and developing important leadership

skills.

As senior students the process continues with our expectation that they will actively participate in the

preparation of the next group of newcomers. Hence, an active and engaging school community

becomes self-sustaining as it thrives! Ridge culture is not just about clubs and programs. Here, our

students, staff and parents learn together to create and refine structures that allow for meaningful

involvement both inside the classroom and beyond.

Integral to the structure is our common lunch. Students recognize this as a valuable, daily opportunity

to connect with all members of our school community. We feel passionately about this hour together

to provide time to co-ordinate and plan for the myriad of activities and clubs as well as seek support

for learning within our subject clinics with staff. Our school goals, school portfolios, and focus on

building developmental assets drives our both our curricular and co-curricular offerings. Additional

information is easily accessible at

www.irhs.ca

.

This program book outlines all information regarding diploma requirements, IRHS course offerings

and regional programs within the Halton District School Board. Planning the high school journey

requires careful thinking. IRHS staff including PCC counsellors, program leaders, administration and

teachers are all committed to assisting in the development every student‟s secondary pathway plans.

We encourage students and parents to also utilize

www.irhs.ca

and the online education planner

www.myblueprint.ca

(activation key: trailblazers).

Best wishes for success as you plan your program at The Ridge!

Deb Robinson

Andrew Bigham

Patricia Clark

Principal

Vice-Principal

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Part One: Guiding Principles and Philosophy

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MISSION:

To be a centre for life-long learning responding to the community, through education.

GUIDING PRINCIPLES:

1. To provide high expectations for learning for all students and staff.

2. To have all students graduate.

3. To provide all students with the knowledge, skills and values needed to be

successful.

4. To reinforce the family and to respond to family needs.

5. To provide a culture which fosters co-operation and collegiality.

6. To provide the opportunity for direct input from the community.

7. To provide educational and social services to the community in a fiscally

responsible manner.

AT IROQUOIS RIDGE HIGH SCHOOL YOU CAN EXPECT:

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to be treated as an individual

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to feel that you belong and are accepted

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to have the structure that you require in order to become independent and

interdependent

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to be given responsibility in school and the community



to be given the opportunity to interact with others



to be treated equitably

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EDUCATION FOR A GLOBAL PERSPECTIVE AT

We believe that to instill the capacity and motivation for life-long learning we must encourage you, through a gradual process based upon individual growth and development, to accept responsibility for your own learning. This may be accomplished if we help you acquire the values, knowledge and skills necessary for you to

succeed in a complex, interconnected world. As students, you must not only appreciate the relationships among the political, economic, social, cultural and environment influences that shape our lives, but also you must have the skills to function effectively within the myriad of systems driven by these influences. The curriculum will provide you with the perspective necessary to understand your relationship to your community, country and world and demonstrate how you can influence your future. The development of this deeper understanding must begin in the Iroquois Ridge community. The staff at Iroquois Ridge High School is committed to this mission.

Our community is represented by the School Advisory Council comprised of parent, business, industry, student and teacher representatives. Its mandate is “to advise the Principal to ensure that the knowledge, skills and values of graduates are relevant”. This process ensures two things:

 The staff at Iroquois Ridge High School are accountable for the preparation of students for the interdependent nature of the world they face upon graduation.

 The community assumes with the staff, the responsibility for providing the educational experiences necessary to achieve this mission.

The courses offered by this school have been developed according to the requirements of the Ontario Ministry of Education. They will be offered within the broader context of the global perspective for, as a community of learners, we believe that through this approach we can achieve our mission and goals.

The Global Learner Anticipates Connections Understands Different Perspectives Commits to Personal

And Planetary Well Being Demonstrates Literacy for a Global Age Participates in Life-Long Learning

The global learner recognizes the interconnectedness of the world around them and develops the ability to think in terms of systems.

The global learner values the

commonality of the human experience and recognizes diverse culture views and beliefs.

The global learner adopts a healthy lifestyle to participate effectively as a citizen of the world.

The global learner has communication, numerical and technological skills required for active participation in a global society.

The global learner takes meaningful and responsible personal action to shape a sustainable and satisfying future.

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Part Two: Requirements for the Ontario Secondary School Diploma

In order to earn an OSSD a student must:

A. earn 30 credits (18 compulsory and 12 optional credits) B. complete 40 hours of community involvement activities

C. successfully complete the Ontario Secondary School Literacy Requirement

A. Credit Requirements

Compulsory Credits

Students must earn the following 18 compulsory credits in order to obtain the Ontario Secondary School Diploma:

 4 credits in English (1 credit per grade)*  1 credit in French as a second language

 3 credits in Mathematics (at least 1 credit in Grade 11 or 12)  2 credits in Science

 1 credit in Canadian History  1 credit in Canadian Geography  1 credit in the Arts

 1 credit in Health and Physical Education  0.5 credits in Civics

 0.5 credits in Career Studies

Plus one credit from each of the following groups:

Group 1: Additional credit in English, or French as a Second Language**, or a Native language, or a classical or an international language, or Social Sciences and the Humanities, or Canadian and World Studies, or Guidance and Career Education, or Cooperative Education***

Group 2: Additional credit in Health and Physical Education, or the Arts, or Business Studies, or French as a Second Language **, or Cooperative Education***

Group 3: Additional credit in Science (Grade 11 or 12), or Technological Education, or French as a Second Language **, or Computer Studies, or Cooperative Education***

* A maximum of 3 credits in English as a Second Language (ESL) or English Literacy

Development (ELD) may be counted towards the 4 compulsory credits in English, but the fourth must be a credit earned for a Grade 12 compulsory English course.

** In groups 1, 2, and 3 a maximum of 2 credits in French as a Second Language can count as compulsory credits, one from group 1 and one from either group 2 or group 3.

*** A maximum of 2 credits in Cooperative Education now count as compulsory credits.

Optional Credits

In addition to the 18 compulsory credits, students must earn 12 optional credits selected from the courses listed as available in the school course calendar. Please note that they may include up to 4 credits earned through approved dual credit courses.

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B. Community Involvement Requirements and Procedures

Students must complete a minimum of 40 hours of community involvement activities during their years in the secondary school program. This requirement is to be completed outside the student‟s normal instructional hours and in a variety of settings. Students may not complete the credit through activities that are counted towards a credit, through paid work or by assuming duties normally performed by a paid employee.

Parents and students play a major role in this initiative. Organizations or persons supervising the activities must confirm completion of the 40 hours. Documentation attesting to the completion of each activity must be submitted. For each activity this documentation must include the name of the person or organization receiving the service, the activity performed, the dates and hours, signatures of the student and his or her parents and a signed acknowledgment by the person (or representative of the organization) involved. Schools may provide a common form for this purpose.

The list of eligible activities for community involvement is available in the Community Involvement Information Manual which may be accessed by visiting www.hdsb.ca and follow the links  “Parent

Info”  “High School Graduation Requirements”  “40 Hour Volunteer Requirements”.

C. Ontario Secondary School Literacy Requirement

All students who earn a diploma must successfully complete the literacy requirement which is then noted on the student transcript. The majority of students will fulfill the requirement through successful completion of the Ontario Secondary School Literacy Test (OSSLT). Eligible students may fulfill the requirement through successful completion of the Ontario Secondary School Literacy Course (OSSLC). The preferred standard method for assessing the literacy skills of students in Ontario is still the OSSLT. Success in the Literacy Course is comparable to the same level of achievement that is demonstrated on the OSSLT. When a student has achieved either the OSSLT or the Literacy Course, the transcript will indicate that the student "has passed the Ontario Secondary Literacy Graduation Requirement" Ontario Secondary School Literacy Test (OSSLT)

All students who enter grade 9 in the 2000-2001 school year or in subsequent years must successfully complete the Ontario Secondary School Literacy Test in order to earn an Ontario Secondary School Diploma. Students will normally be administered the OSSLT when they are in grade 10. The test is based on Ontario curriculum expectations for language and communication, particularly reading and writing, up to and including grade 9.

The OSSLT will identify areas for remediation for students who are unsuccessful in completing the test. Students who write the test but do not succeed may re-take the test and complete it successfully in order to qualify for a secondary school diploma. There is no limit to the number of times the OSSLT may be re-taken.

 Accommodations:

Students who are receiving special education programs and services and who have an Individual Education Plan may receive the accommodations that are set out in the student‟s IEP.

 Deferrals:

Literacy test deferrals may include students who have been identified as exceptional and

students registered in English as a second language/English literacy development courses. The principal determines if a deferral should be granted and time period for the deferral.

 Exemptions:

Students whose IEP indicates that the student is not working towards the attainment of a secondary school diploma may, with parental consent and approval of the principal, be exempted from participating in the literacy test.

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Ontario Secondary School Literacy Course (OSSLC) OLC 30/40 This course is designed to help students acquire and demonstrate the cross-curricular literacy skills that are evaluated by the Ontario Secondary School Literacy Test (OSSLT). Students who complete the course successfully will meet the provincial literacy requirement for graduation. Students will read a variety of informational, narrative, and graphic texts and will produce a variety of forms of writing, including summaries, information paragraphs, opinion pieces, and news reports. Students will also maintain and manage a portfolio containing a record of their reading experiences and samples of their writing.

The Ontario Secondary School Literacy Course supports the diploma requirements by:  Satisfying the literacy requirement for graduation

and

 Serving as a compulsory grade 11 or grade 12 English credit or

 Serving as a Group 1 credit or

 Serving as an optional credit Eligibility to enrol in OSSLC

Students who have attempted the OSSLT at least once are eligible to enrol in the Ontario Secondary School Literacy Course (OSSLC). Students who have passed the Literacy Test may take the OLC at the Principal's discretion.

Part Three: Information About Earning Credits

Definition of a Credit

A credit recognizes the successful completion of a course for which a minimum of 110 hours has been scheduled. It is granted to a student by the Principal of a secondary school on behalf of the Minister of Education.

Definitions of Types of Courses

Four types of courses are offered in grades 9 and 10:

 Academic courses emphasize theory and abstractproblems.

 Applied courses focus on practical applications and concrete examples.

 Open courses are designed to prepare students for further study in certain subjects and to enrich their education generally.

 Locally developed (Essential) courses are designed to focus on the knowledge and skills that students need to be successful in workplace preparation courses.

Five types of courses are offered in grades 11 and 12:

 Open courses are appropriate for all students regardless of post-secondary destination. They are not designed with the specific requirements of a post-secondary destination in mind.

 Workplace Preparation courses are designed to prepare students for a variety of jobs, training programs and careers. These courses emphasize workplace applications but also explore theoretical material underlying practical applications.

 College Preparation courses are designed to prepare students for most college programs and related careers.

 University/College Preparation courses are designed to prepare students for entrance requirements for specific university and college programs, and related careers.

 University Preparation courses are designed to prepare students for entrance requirements for university programs and related careers.

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Access to Courses of Study

Additional information on courses offered in the school is available by contacting the school‟s Student Services/Guidance department and requesting a copy of the course outline.

Course outlines include:

 Course title, course code and course description

 What students are expected to learn … overall expectations/key learnings, achievement chart categories and learning skills

 How student will demonstrate their learning … 70% and 30% assessment evaluation strategies

 How students will learn and be supported when they are not learning … title of units, learning opportunities, resources appropriate to the course.

Course Coding System

The course code consists of a course title and a six character code: the Ministry of Education designates the first five characters. The sixth character is determined by the Halton District School Board.

Code Characters

Explanation Example - ENG 1 D 1

1st,2nd and 3rd Subject discipline of the course in letters

“ENG” English

4th

Grade level as a number * (see below) “1” grade 9 “3” grade 11

“2” grade 10 “4” grade 12

“1” grade 9 or first year

5th

Type of course as a letter

“D” Academic “E” Workplace “U” University

“P” Applied “C” College “L” Locally Developed “O” Open “M” University/College

“D” Academic course

6th

Board designated character that indicates credit value or may be used to differentiate between courses with similar codes

“1” group/organizer for school purposes * In the case of a language course the fourth character refers to the level of proficiency.

French Immersion

The Early French Immersion program is open to students who have completed the Early French Immersion program in a Halton elementary school or, by permission, to students from jurisdictions outside Halton.

Course Offerings:

Early Immersion students must accumulate a total of 10 immersion credits in order to receive a Certificate of Immersion Studies.

Students in the Early French Immersion Program will take the following courses: Year l - French Language Arts (FIF1D1)

Year 2 - French Language Arts (FIF2D1) Year 3 - French Language Arts (FIF3Ul)

Year 4 - French Language Arts (FIF4U1)

+ 6 additional courses in other subjects taught in French French Language students have the right to be educated in their first language. For information contact: the French System Principal or the Instructional Program Leader for French (School Programs) at (905) 631-6120.

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English as a Second Language (ESL) and English Literacy Development (ELD) Prerequisites and Pathways to English Chart

The chart below shows how most English language learners may progress through their ESL and/or ELD courses and into mainstream English courses. Not all students will follow this sequence exactly, and individual students may vary in the rate at which they progress through the levels.

Please note that the ELD program is designed specifically for students who have significant gaps in their education and therefore have more to catch up on. They need more intensive support for a longer period of time.

Students may count a maximum of three credits in ESL or ELD courses toward the four compulsory credits in English but must take the fourth compulsory credit in English at the grade 12 level (i.e.: ENG4E1, ENG4C1 or ENG4U1). Additional ESL or ELD credits may be counted as optional credits for diploma purposes.

English as a Second Language English Literacy Development

(when offered, these courses must all be completed PRIOR to taking ESL courses)

ELD Level 1 ELDAO ELD Level 2 ELDBO ELD Level 3 ELDCO ELD Level 4

ELDDO

ELD Level 5 ELDEO ESL Level 1 ESLAO ESL Level 2 ESLBO ESL Level 3 ESLCO ESL Level 4 ESLDO ESL Level 5 ESLEO

ENG 3U/3C

ENG 4U/4C

ENG 1P/1D

ENG 2P/2D

ENG 3E/4E

ENG LDCC

ENG 1P/2P

ENG 3E/4E

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Student Responsibilities

Regular attendance at school is critical for the student‟s learning and achievement of course expectations and development of learning skills.

There is a strong relationship between attendance and achievement. Therefore, it is critical that students attend all classes. If a student is absent, please ensure that a parent/guardian notifies the school of the absence, even if the student has spoken with the classroom teacher(s). Parents/guardians can report absences to the school office by phone 24 hours a day.. Furthermore, up-to-date student attendance, timetable and credit information can be accessed through the Online Student Information System at

http://info.hdsb.ca/sis/Login.aspx using the student‟s date of birth and student number.

If the school office has not been notified of a student absence, our automated system will call home in the evening ore-mail parents/guardians to advise them of an absence that day.

Code of Student Behaviour

The Iroquois Ridge Code of Behaviour is printed in the Student Agenda Planner which is part of the registration package each student received in September. This code is based on the Ministry of Education Code of

Behaviour and the Safe Schools Act. Students at Iroquois Ridge High School must also respect our Dress Code.

Part Four: School Support Services and Resources

Guidance and Career Education

The Personal and Career Counselling (PCC) office delivers guidance and support services to all students. PCC Counsellors meet with students to discuss course selection, pathway planning, graduation requirements, as well as personal issues. Within PCC, students may also access the support of our school social worker, public health nurse, parent engagement coordinator, and any visiting community agencies. Students and their parents may drop-in or book appointments with counsellors throughout the school day.

Information Technology

IRHS provides: high-speed wireless network, 11 computer labs with Ministry of Education licensed curricular software, multiple Smart Board classrooms, ceiling-mounted data projectors in most classrooms, numerous multimedia carts available for classroom use, and teacher websites accessible through www.irhs.ca

Library Resource Centre

The IRHS Library Resource Centre offers a large collection of fiction, non-fiction, reference, French, video and professional resources. Open from 8 am to 4 pm daily, 32 computers are also available for student on line research. Our library website at www.irhs.ca/library offers access to educational databases, encyclopaedias, citation builders, report and essay writing supports, and more. Seminar and media rooms, as well as

multimedia carts are available for booking and classes are able to schedule dedicated library sessions with our teacher-librarian.

School Wide Preventions and Interventions that Support Learning

The Student Success Program focuses on success for each grade 7-12 student in the Halton system. There are four areas of focus: literacy, numeracy, safety and well-being, and program pathways. Program pathways provides smooth transitions to the post-secondary destination of choice. Students who are at most risk of dropping out of school are those who are not earning credits.

In Halton, each secondary school is working to enhance strategies and supports for students. Schools may provide programs such as: credit recovery, homework clubs, study hall, after school remediation, learning strategies courses, peer tutoring, locally developed compulsory courses, Literacy Test support, multiple-credit technology programs, co-operative education, e-learning, specialized co-operative education, and substitutions for compulsory courses. These interventions are determined by local needs and available resources. For more information contact the guidance office or main office.

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At Iroquois Ridge student success programming provides mentoring and additional academic opportunities to help ensure success for all. These initiatives include:

Peer Mentoring - Link Crew (Grade 9 mentoring), and Beyond the Ridge (Grades 11 – 12 student engagement) Academic support – Zap the Zeros, Just Do It, Mathematical Minds, Literacy for Life, Ridge Room at Lunch, subject-specific lunchtime help clinics, Credit Recovery, peer tutoring, Exploration Education, enrichment and Advanced Placement opportunities.

Special Education

The Special Education Department provides a variety of programs to assist students identified as exceptional by an IPRC and to students who have needs beyond those met by regular classroom instruction.

Our goal is to create a nurturing environment in which students discover how to set goals for their learning and to advocate for their specific needs. We work closely with students to help them understand their unique learner profile and to recognize which accommodations and resources will enable them to achieve at their greatest potential. Support focuses on remedial work, the application of effective learning strategies, and the implementation of assistive technologies.

Learning Strategies Courses

Learning Strategies courses are offered to students in need of additional academic support. They are available through referrals by the Iroquois Ridge School Resource Team and/or from feeder school administration and special education staff.

The Ridge Room

Staffed by Special Education personnel, the Ridge Room provides academic support to all students throughout the day. It provides a quiet study/work area, individualized assistance with work completion & test preparation, access to networked school computers and assistive technologies, and an alternate location for test

completion. Classroom teachers may also mandate students to the Ridge Room for work completion during the lunch hour.

Special Education Advisory Committee

Special Education Advisory Committee (SEAC) members are representatives of local associations appointed by the Board, and, as such, attend monthly participatory meetings. They act in an advisory capacity to the Halton District School Board on issues and policy that affect Special Education.

They act as a liaison to their local associations. Therefore, issues, concerns, and recommendations of a local association can be brought to a SEAC meeting. Similarly, those changes in policy or procedure initiated by the Board or Ministry are shared with SEAC members. Each SEAC member in turn shares this information with his or her local association. There are also members at large who do not represent a local organization. (For more information on SEAC please call 905 631-6120 ext. 323)

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Resource Support – Secondary Gifted Placement, if chosen, will provide:

For students identified gifted in Grade 8 moving into high school and for all identified gifted students currently in high school the following placement is an option.

a) That Secondary Gifted students in grades 9 and 10 will have the option of being timetabled into the class/section of the core academic subjects of English, Math, Science, Geography and History, where common course selections occur, timetables permit and with student/parental input.

b) That Secondary Gifted students in grades 11 and 12 will have the option of being timetabled into the same class/section of the core University destination subjects of English, Math, Science, Geography and History, where common course selections occur, timetables permit and with student/parental input.

(Please note: not all high schools offer this placement – for further information please contact your secondary school Principal or Head of Special Education)

Clustered Classes

“Clustered Classes” are differentiated by depth, breadth and pace to offer a unique, enriched

learning environment. All course evaluations are based upon the same Ontario Curriculum

standards as Academic and University courses. Students will write the same exam and

complete the same Performance Task as those given in the same Academic or University

course. Students are encouraged to challenge themselves and one another to achieve their

academic and personal potential.

Course Offerings

For more information, contact our Gifted Program Coordinator, Kathryn Patterson, at

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Part Five:

Cooperative Education and Career Focused Secondary School Pathways

Each secondary school in Halton offers Cooperative Education (Co-op). Co-op provides students with an opportunity to extend their classroom learning into the work world. Students explore career options and gather information they need to make informed decisions about their post-secondary destination. Students get to know their strengths and learn valuable transferable skills for education and work.

Cooperative Education is a single or multi-credit option that includes a part or full day placement in the workplace. Students taking Cooperative Education relate their Co-op to a subject in which they are currently enrolled or one that they have taken previously. All Co-op courses begin with an in-school pre-placement preparation program followed by the placement experience. At regular intervals throughout the course, Co-op students meet in class at the school to debrief and reflect on their placement experience.

The classroom component of Co-op helps students:

 prepare for the work placement and develop a Personalized Placement Learning Plan (PPLP)  connect their workplace experiences to their learning in school

 reflect on and analyse their experiences in the workplace

The placement component of Co-op provides students with the opportunity to:  apply the knowledge and skills learned in a school subject - in the workplace Students enrolled in Cooperative Education:

 are regularly monitored and assessed by their Cooperative Education teacher and have regular performance appraisals by their placement supervisor

 are covered under the Workplace Safety and Insurance Board by the Ontario Ministry of Education Career-Focused Secondary School Pathways

Students who wish to combine their secondary school courses with practical work experience or who wish to go directly to work upon graduation from secondary school are encouraged to examine the following options:  Internship: Plan your high school path so that it includes courses required for any destination – university,

college, apprenticeship or work and a series of work experiences and Cooperative Education placements.

- See school course offerings for 2 credit packages that include a co-operative education credit  Regional School to Career Programs (See www.schooltocareer.ca for more information.)

These programs are offered at a limited number of sites and may require the planning of alternate transportation for the student. It is recommended that interested students meet with a school guidance counsellor to ensure that all compulsory credit requirements and all Regional Program requirements can be accommodated. The guidance counsellor will help students create a program pathway which, when

successfully completed, will lead to the chosen destination – apprenticeship, college, university or the world of work. Please see the Pathways guidance counsellor in your school for more information or go to

www.schooltocareer.ca to obtain more information.

You can go to www.onsorts.ca to register for any of these programs. OnSORTS.ca is a web-based registration system that is used by the Halton District School Board. Students will need their OEN number (found on most student cards or from a guidance counsellor) and their birth date in order to register online.

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Part Six: Regional HDSB E-Learning (Online) Courses

What is eLearning (Online Learning)?

In an online course, students interact and learn with their teacher, classmates and electronic resources using any Internet-connected computer. eLearning provides opportunities for Halton students to:

 earn the same secondary school credits in a different way while developing eLearning skills

 learn at a flexible time (eLearning courses do not have a scheduled period but follow regular semester timelines)

 access courses that may not be offered in their secondary school  interact in the online classroom with students from across Halton Which courses are available online for 2014-15?

Secondary school students may select online courses as a part of the course selection process via myBlueprint in February. The sixth character of the course code designates an Online (or eLearning) course.

 ENG3UO (Grade 11 English - ONLINE) - „O‟ indicates that the course is ONLINE  ENG3U1 (Grade 11 English) – ‘1‟ indicates a traditional classroom course

2014/2015 Course Offerings

Grade 10

Civics (CHV2OO) – half credit course (half a semester)

Career Studies (GLC2OO) – half credit course (half a semester) Literacy Skills (ELS2O)

Grade 11

American History (CHA3UO) Biology (SBI3UO, SBI3CO) *New Canadian Law (CLU3MO)

Chemistry (SCH3UO)

Communications Technology (TGJ3MO) *New Designing Your Future (GWL3OO)

Environmental Science (SVN3MO) English (ENG3UO, ENG3CO, ENG3EO) Music and Computers (AMM3MO) Health for Life (PPZ3OO)

Intro to Anthropology, Psychology and Sociology (HSP3UO)

Information and Communication Technology: The Digital Environment (BTA3OO)

Introduction to Computer Science (ICS3UO) Leadership and Peer Support (GPP3OO) Marketing (BMI3CO)

Media Studies (EMS3OO)

Music and Computers (AMM3MO)

Native Studies (NBV3EO, NBV3CO, NDA3MO)) Television, Video and Movie Production (TGV3MO) World Religions (HRT3MO)

Grade 12

Biology (SBI4UO) *New

Business Leadership Management Fundamentals (BOH4MO)

Canadian and World History (CHI4UO) *New

Canadian and World Politics (CPW4UO) Chemistry (SCH4CO)

Computer Science (ICS4CO, ICS4UO) Data Management (MDM4UO)

Earth and Space Science (SES4UO) Economics (CIA4UO)

English (ENG4UO, ENG4CO, ENG4EO)

Entrepreneurship: Venture Planning in an Electronic Age (BDV4CO)

Environment and Resource Management (CGR4MO) Exercise Science (PSE4UO)

Families in Canada (HHS4UO) International Business (BBB4MO)

Literacy Course (OLC4OO) *New

Mathematics for College Technology (MCT4CO) Mathematics (MHF4UO, MCV4UO)

Nutrition and Health (HFA4UO)

Philosophy: Questions and Theories (HZT4UO) Physics (SPH4CO)

Society Challenge and Change(HSB4MO, HSB4CO) The Writers Craft (EWC4UO)

World History (CHY4UO)

Are there any special requirements to take an online course?

 Online courses require as much time and effort as traditional courses to complete (e.g., 7-12 hours per week based on a typical class of 75 minutes per day plus homework).

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Additional information can be found on the Canadian AP website: www.ap.ca . For a list of exam options,

choose “Link to AP

Central”.

Part Seven: Specialty Programs at Iroquois Ridge High School

The Advanced Placement (AP) Program is a partnership between high schools and colleges and universities across North America. Designed to challenge academically capable students, the program allows students to work at an accelerated pace to complete the regular Ontario curriculum and to study the subject area at an advanced, university level. Students demonstrate their scholastic achievement on exams that represent the equivalent of a first year university course final examination. If students achieve at a level 4 or 5 (A or A+), they can receive credit, advanced placement, or both from thousands of colleges and universities participating the Advanced Placement Program.

To be successful in this rigorous program, students should meet the following criteria:  A demonstrated intellectual curiosity and a keen interest in the subject area  Academic excellence, with a mark greater than 80% in the requested subject area  Demonstrated self-motivation and commitment to scholarship

Applications to participate in the AP program are available at the beginning of December and students must register before the end of February to write exams in May.

Students accepted into the Advanced Placement program should be prepared to write the College Board Advanced Placement examination in May at the cost of approximately $90.00 (USD). Because these

opportunities are optional it is the responsibility of the participant to cover the cost of the exam and any required additional texts.

The AP Program is an excellent preparation for continued success in post-secondary studies and ensures a smooth transition to university course work. Interested students should consult with their parents, subject teachers and guidance counselors to discuss the expectations and their suitability for the

increased demands of the AP program. For more information, students and parents are welcome to contact our AP Coordinator, Kathryn Patterson, at [email protected] or (905) 845-0012 x240.

The Advanced Placement Program at Iroquois Ridge

Answers to FAQ‟s

 All Ontario Universities recognize AP.

 The Ontario University Application Centre has a check box for AP. This indicates that a student has experienced or committed to an AP exam when they apply to University.

 Scholarships are given to students who take 5 or more AP

exams/courses with a grade of 4 or better. IRHS has had two AP Scholars and two National Scholars.

 An AP International Diploma is also available to students who complete certain requirements.

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SHSM VISUAL ARTS AND DESIGN PATHWAY CHART

The following courses count toward certification in the SHSM Arts & Design program.

Four of the following must be completed:

Apprenticeship

Training

Pathway

College

Pathway

University

Pathway

Workplace

Pathway

Grade

11

Grade

12

Grade

11

Grade 12

Grade

11

Grade

12

Grade

11

Grade 12

Major

credits

(choose 2

per year)

AWM3O

AWO3O

EMS3O

HNC3O

TCJ3C

TCJ3E

AWA 3O

HNB4O

TCJ4C

TCJ4E

AVI3M

AWM3O

AWO3O

EMS3O

HNC3C

TCJ3C

TDJ3M

TGJ3M

TGI3M

TGV3M

AWA 3O

AVI4M

AWD4M

AWQ4M

TCJ4C

TDJ4M

TGG4M

TGJ4M

TGI4M

TGV4M

HNB 4M

AVI3M

TDJ3M

TGJ3M

TGI3M

TGV3M

HNC 3C

AWA 3O

AVI4M

AWD4M

AWQ4M

TDJ4M

TGG4M

TGJ4M

TGI4M

TGV4M

HNB 4M

AWM3O

AWQ3O

EMS3O

HNC3C

TCJ3E

AWA 3O

HNB4M

TCJ4E

English

credit (CLA

unit)

ENG4C

or

ENG4E

ENG4C

ENG4U

ENG4E

Business

credit (CLA

unit –

choose 1)

BMI3C or

BTA3O

BOG4E

BMI3C

CLU3M

BAF3M

BBB4M

BOH4M

BAF3M

CLU3M

BBB4M

BOH4M

CLN4U

IDC4U

BAT 4M

BTA3O

or

CLU3E

BOG4E or

IDC4O

Co-op

credits

(during the semester or during the summer)

2 co-op (linked to major credits)

Cooperative

Education

Planning

Summer Internship: After grade 11

□

After grade 12

□

During Grade 11

□

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RidgeBiz SHSM

Business Specialist High Skills Major

What will students in a business major study?



A bundle of nine Grade 11 and Grade 12 credits in which students earn:

o

Four business major credits

o

One English credit and two math credits tailored to include units focused on business

o

Two cooperative education credits to gain workplace experience that enables students to

refine, extend and practice sector-specific knowledge and skills



Experiential learning, career exploration and reach ahead activities within the sector



Certifications and training programs/courses in, first aid, CPR hazardous materials and customer

service



Essential Skills and work habits required in the sector

What are the future career paths for a business major?

For business majors,

possible

careers include:



Apprenticeship – parts technician, special events coordinator, entrepreneur



College – conference and event planner, legal secretary, entrepreneur



University – financial and investment analyst, web designer and developer, entrepreneur



Entry level workplace – accounting clerk, banking clerk, real estate agent, entrepreneur

How to apply:

Contact Personal Career Counselling (P.C.C.) or call 905-845-0012

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BUSINESS

SHSM

Apprenticeship

Training

Pathway

College

Pathway

University

Pathway

Workplace

Pathway

Grade 11

Grade

12

Grade

11

Grade

12

Grade

11

Grade

12

Grade

11

Grade

12

Major credits

(2 each year)

BTA3O

BMI3C

BDI3C

BDV4C

IDC4O

BTA3O

BMI3C

BAF3M

BDI3C

CIE3M

BBB4M

BOH4M

BAT4M

BDV4C

IDC4O

BAF3M

BMI3C

BDI3C

CIE3M

CLU3M

BTA30

IDC4U

CIA4U

CLN4U

BBB4M

BAT4M

BOH4M

BMX3E

BAI3E

BTA3O

BOG4E

BAN4E

English

credit(s)

(CLA unit)

ENG4C

ENG4U

ENG3E

ENG3C

ENG4E

Math credit(s)

(CLA unit)

MEL3E

MBF3C

MEL4E

MCT4C

MAP4C

MCF3M

MBF3C

MCT4C

MAP4C

MCR3U

MCF3M

MHF4U

MDM4U

MEL3E

MBF3C

Co-op credits

_{2 co-op (in}

Business sector, linked to a course in the SHSM bundle or GLC2O) 2 co-op (in Business sector, linked to a course in the SHSM bundle or GLC2O) 2 co-op (in Business sector, linked to a course in the SHSM bundle or GLC2O) 2 co-op (in Business sector, linked to a course in the SHSM bundle or GLC2O)

Cooperative

Education

Planning

Summer Internship: □ After Grade 11 □ After Grade 12 □ During Grade 11 □ During Grade 12

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Part Eight: Course Descriptions

THE ARTS

Grade 9

Grade 9, Dramatic Arts (Open) ADA1O 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 analyse drama, and then reflect on the experiences to develop an understanding of themselves, the art form, and the world around them.

Grade 9, Music (Open) AMU1O

This course emphasizes the creation and performance of music at a level consistent with previous experience and is aimed at developing technique, sensitivity, and imagination. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop an understanding of the conventions and elements of music and of safe practices related to music, and will develop a variety of skills transferable to other areas of their life.

Grade 9, Visual Arts (Open) AVI1O

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.

Grade 9, Music, Vocal/Choral (Open) AMV1O

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.

Grade 10

Grade 10, Dramatic Arts (Open) ADA2O

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 analyse and reflect on the experience.

Grade 10, Music (Open) AMU2O1 This course emphasizes the creation and performance of music at a level consistent with previous experience. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop their understanding of musical conventions, practices, and terminology and apply the elements of music in a range of activities. They will also explore the function of music in society with reference to the self, communities, and cultures.

Grade 10, Music, Vocal/Choral (Open) AMV2O

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Grade 10, Visual Arts (Open) AVI2O

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.

Grade 11

Grade 11, Dramatic Arts (Open) ADA3O

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; analyse and reflect on dramatic works; and develop their communication skills and other skills useful in a variety of careers.

Prerequisite: Dramatic Arts, Grade 9 or 10, Open

Grade 11, Instrumental Music (University/College) AMU3M This course develops students' musical literacy through performance and the preparation and presentation of music productions. Students will perform works at a level consistent with previous experience. Independently and collaboratively, students will use current technology and the creative and critical analysis processes to plan, produce, present, and market musical productions. Students will respond to, reflect on, and analyse music from various genres and periods, and they will develop skills transferable to other aspects of their life and their careers.

Prerequisite: Music, Grade 9 or 10, Open

Grade 11, Music, Repertoire (Open) AMR3O

Grade 11, Music, Vocal/Choral (Open) AMV3O1 This course develops students‟ artistic knowledge and skills through the performance of music and the

Grade 11, Music, Guitar (Open) AMG3O

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. All students are expected to provide their own acoustic guitar and have it in class each day.

Grade 11, Visual Arts (University/College Preparation) AVI3M 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 analyse art works and study aspects of Western Art History, as well as art forms from Canada and other parts of the world.

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Grade 11, Craft Design (Open) AWA3O This course focuses on enabling students to design, create, produce, and market functional art pieces. An emphasis will be placed on studio work, the creative process, feasibility, and marketability. The course will explore a wide range of craft and design such as jewelry making, ceramics, textile design, tye-dye, paper making, recycling and up-cycling. This course will make historical and contemporary connections to the work of artisans internationally and it will explore the role of the hand-crafted object in an increasingly industrialized and computerized society. Experiential learning opportunities may include Sheridan College, artisan studios and craft shows.

Prerequisite: No prerequisite is required, however, a course in grade 9 to 11 Art would be beneficial Grade 11, Photography & Printmaking, The Art of Image Reproduction (Open) AWO3O The studio and historical focus of this course includes a balance of work related to digital photography and various genres of traditional and non-traditional printmaking including relief printmaking, lithography and screen printing.

Prerequisite: No prerequisite is required, however, a course in grade 9 to 11 Art would be beneficial. Grade 11, Drawing & Painting (Open) AWM3O This course provides students with opportunities to further develop their drawing and painting skills and knowledge. Students will further explore a range of traditional and non-traditional drawing and painting techniques. Students will also analyze and study aspects Western and Non-Western Art.

Prerequisite: No prerequisite is required, however, a course in grade 9 to 11 Art would be beneficial. Grade 12

Grade 12, Dramatic Arts (University/College) ADA4M 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 analysing and interpreting dramatic literature, including Canadian works and works from various cultures in the late twentieth century. Students will also examine the significance of dramatic arts in various cultures.

Prerequisite: Dramatic Arts, Grade 11, University/College Prep or Open

Grade 12, Music (University/College) AMU4M

This course enables students to enhance their musical literacy through the creation, appreciation, analysis, and performance of music. Students will perform traditional, commercial, and art music, and will respond with insight to live and recorded performances. Students will enhance their understanding of the function of music in society and the impact of music on themselves and various communities and cultures. Students will analyse how to apply skills developed in music to their life and careers.

.Prerequisite: Music, Grade 11, University/College Preparation or Open

Grade 12, Vocal (University/College) AMV4M

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.

Prerequisite: Music, Grade 11, University/College Preparation or Open

Grade 12, Visual Arts (University/College) AVI4M

This course focuses on the refinement of students‟ skills and knowledge in visual arts. Students will analyse art forms. They will use theories of art in analysing and producing art, and increase their understanding of stylistic changes in modern and contemporary Western art, Canadian art, and art forms from various parts of the world. Students will produce a body of work demonstrating a personal approach.

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Grade 12, Portfolio Development AWD4M This course enables students to develop a comprehensive and professional portfolio for application to post-secondary art or design studies. The students will use the creative process to explore a wide range of themes and media, in both traditional and non-traditional art. Students will also explore art-historical themes appropriate to their area of concentration.

Prerequisite: AVI 3M

Grade 12, Photography, Forays in Photography (University/College Preparation) AWQ4M1 This course focuses on the refinement of students‟ skills and knowledge in visual arts, specifically in

PHOTOGRAPHY. Emphasis will be placed on non-traditional applications of photography, digital photography and new media. Students will analyse art forms, use theories of art in analysing and producing art, and increase their understanding of stylistic changes in modern and contemporary Western art, Canadian art, and art forms from various parts of the world. Students will produce a portfolio containing a body of work demonstrating a personal approach.

Prerequisite: Any Visual Arts or Communication Technology course.

Grade 12, Communications Technology – Yearbook (University/College) TGG4M Students in this program will be involved with the production and design of the Iroquois Ridge High School Yearbook. Instruction in graphic design, design theory, graphic application, writing and editing, layout,

photography and technology will provide the curriculum content of this course. Technical aspects include the use of the computer for photo enhancing, illustration and page layout, as well as the use of traditional forms of art, depending on the needs of the course. Students will work cooperatively to meet all the required timelines of the yearbook production.

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BUSINESS STUDIES

Courses in business provide opportunities to develop business skills, attitudes, knowledge, and concepts that you will require for personal use and can apply to practical situations within the school and the business community. You will also develop an awareness and understanding of the

interconnectedness of decisions and their effect on business, law and economics, at the local, federal and global levels. The business, personal, and interpersonal skills, knowledge, and attitudes you acquire will better prepare you for work and/or post-secondary education.

A SHSM Diploma is available to students who qualify. For more information, please see earlier

in this document or contact Personal Career Counselling (P.C.C). Students with 6 or more

Business Studies courses are eligible to receive a Business Studies certificate.

Grade 9

Grade 9, Information and

Communication Technology in Business (Open) BTT1O This course introduces students to the use of information and communication technology in a business environment and builds a foundation of digital literacy skills necessary for success in a technologically driven society. Students will develop word processing, spreadsheet, database, desktop publishing, presentation software, and website design skills. Throughout the course, there is an emphasis on digital literacy, effective electronic research and communication skills, and current issues related to the impact of information and communication technology.

Grade 10

Grade 10, Introduction to Business (Open) BBI2O

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

Grade 10, Career Studies (Open) GLC2O

This course teaches students how to develop and achieve personal goals for future learning, work, and community involvement. Students will assess their interests, skills and characteristics and investigate current economic and workplace trends, work opportunities and ways to search for work. The course explores

postsecondary learning and career options, prepares students for managing work and life transitions, and helps students focus on their goals through the development of a career plan.

Prerequisite: None

NOTE: This is a compulsory half credit that is connected with the compulsory Grade 10, Civics (CHV20) half credit.

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Grade 11

Grade 11, Financial Accounting Fundamentals (University/College) BAF3M 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

Grade 11, Accounting Essentials (Workplace Preparation) BAI3E This course introduces students to the accounting cycle of a service business. Students will use computer applications software to record business transactions and to prepare financial statements. Students will also investigate banking and cash management, decision making, ethical behaviour, and career opportunities in the field of accounting.

Prerequisite: None

Grade 11, Entrepreneurship: The Venture (College) BDI3C This course focuses on ways in which entrepreneurs recognize opportunities, generate ideas, and organize resources to plan successful ventures that enable them to achieve their goals. Students will create a venture plan for a student-run school-based. Through hands-on experiences, students will have opportunities to develop the values, traits, and skills most often associated with successful entrepreneurs.

Grade 11, Information and Communication

Technology: The Digital Environment (Open) BTA3O 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 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 Recommended: BTT101

Grade 11, Marketing: Goods, Services, Events

(College)

BMI3C

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.

Grade 11, The Individual and the Economy (University/College) CIE3M This course examines the changing Canadian economy and helps students develop an understanding of their own role as economic agents. Students will apply economic models and concepts to assess the roles of the various stakeholders in the Canadian economy and analyse the interactions among them. Students will consider the economic behaviour of the individual as consumer, contributor, and citizen in a mixed economy and will apply economic inquiry, critical-thinking, and communication skills to make and defend informed economic decisions. Prerequisite: Canadian History in the Twentieth Century, Grade 10, Academic or Applied

Grade 11, Understanding Canadian Law (University/College) CLU3M 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.

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Grade 12

Grade 12, Accounting for a Small Business (Workplace Preparation) BAN4E

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 a merchandising business. Students will use computer applications software to learn how accounting is practised in the workplace. Students will acquire an understanding of payroll systems, inventory, specialized journals, subsidiary ledgers, income tax reporting, and budgeting.

Prerequisite: Accounting Essentials, Grade 11, Workplace Preparation

Grade 12, Financial Accounting Principles (University/College) BAT4M 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 expands students‟ knowledge of sources of financing, further develops accounting methods for assets, and introduces accounting for partnerships and corporations.

Prerequisite: Financial Accounting Fundamentals, Grade 11, University/College Preparation

Grade 12, International Business Fundamentals (University/College) BBB4M This course provides an overview of the importance of international business and trade in the global economy and explores the factors that influence success in international markets. Students will learn about the techniques and strategies associated with marketing, distribution, and managing international business effectively. This course prepares students for postsecondary programs in business, including international business, marketing and management.

Grade 12, Entrepreneurship:

Venture Planning in an Electronic Ag (College Preparation) BDV4C This course provides students with the opportunity to develop and apply entrepreneurial skills through the creation of a venture plan that capitalizes on the potential of e-commerce. Students will research and identify an opportunity for a venture. They will then complete the components of a venture plan that includes a website. Prerequisite: None

Grade 12, Business Leadership: Becoming a Manager (Workplace Preparation) BOG4E This course helps students prepare for managerial positions in their future careers. Students will focus on the development of core skills required to become a successful manager, including operations management, inventory control, marketing, financial planning, scheduling and communication. Students will also explore the management challenges of hiring, training, and motivating employees and complying with legal requirements. This course is designed for those students who may be entering the workforce directly from high school or who may be interested in pursuing HR or management studies at the college level.

Grade 12, Business Leadership: Management Fundamentals (University/College) BOH4M

This course focuses the development of leadership skills used in managing a successful business. Students will analyse the role of a leader in business with a focus on decision making, management of group dynamics, workplace stress and conflict, motivation of employees, and planning. Effective business communication skills, ethics, and social responsibility will be emphasized throughout the course.

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Grade 12, Analysing Current Economic Issues (University) CIA4U

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 judgements, and present their findings.

Prerequisite: Any university or university/college preparation course in Canadian and World Studies, English, or Social Sciences and Humanities

Grade 12, Canadian and International Law (University) CLN4U This course examines elements of Canadian and international law in social, political, and global contexts.

Students will study the historical and philosophical sources of law and the principles and practices of international law and will learn to relate them to issues in Canadian society and the wider world. Students will use critical-thinking and communication skills to analyse legal issues, conduct independent research, and present the results of their inquiries in a variety of ways.

Prerequisite: Any university or university/college preparation course in Canadian and World Studies, English, or Social Sciences and Humanities

Grade 12, Sports, Entertainment and Event Marketing (Open) IDC4OB This Interdisciplinary course will develop skills for students in the areas of advertising, public relations, publicity, event marketing, endorsement, sponsorship, product distribution, consumer research, ethics and career

opportunities. Business management and administrative skills will be developed through the study of both amateur and professional sports. Students will select strategies to define problems, research alternative solutions, access their thinking in reaching decisions and adapt to change as they acquire new knowledge. Students will apply their knowledge in the areas of business marketing, social sciences, media studies, and physical education.

Grade 12, Building Financial Security (University) IDC4UB

This course investigates financial management, capital markets, and ways in which capital is acquired. Students will use diverse information skills, resources, and technologies to gather information related to a variety of

Canadian and international financial institutions, investigate the conceptual and mathematical foundations of increasing net worth, and examine investment in the stock market (e.g., the risks and safeguards in stock trading, stocks as investments, creating investment portfolios). They will also analyze the social impact of personal and corporate investment decisions and will learn to solve problems through theoretical investigation, systems thinking approaches, and case studies.

This course combines the expectations for Interdisciplinary Studies, Grade 12, University Preparation with selected expectations from two or more other courses (e.g., Principles of Financial Accounting, Grade 12, University/College Preparation; Analyzing Current Economic Issues, Grade 12, University Preparation;

Mathematics of Data Management, Grade 12, University Preparation; Challenge and Change in Society, Grade 12, University/College Preparation).

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