Académique Documents
Professionnel Documents
Culture Documents
COURSE CALENDAR
OUR VISION
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
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.
Lorne Keon
Director of Education
Page 4
St. Joseph's High School
Course Calendar 2006 –2008
THE PRINCIPAL’S
MESSAGE
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.
Jaimie L. Perry
Principal
Page 5
St. Joseph's High School
Course Calendar 2006 –2008
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
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
Students from Grades 9 to 11 are expected to be enrolled in four courses each semester.
Page 6
St. Joseph's High School
Course Calendar 2006 –2008
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!”
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
St. Joseph's High School
Course Calendar 2006 –2008
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.
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.
Page 8
St. Joseph's High School
Course Calendar 2006 –2008
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.
(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.
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.
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
St. Joseph's High School
Course Calendar 2006 –2008
(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.
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.
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
St. Joseph's High School
Course Calendar 2006 –2008
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
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.
Page 11
St. Joseph's High School
Course Calendar 2006 –2008
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.
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.
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:
Page 12
St. Joseph's High School
Course Calendar 2006 –2008
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.
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.
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.
Page 13
St. Joseph's High School
Course Calendar 2006 –2008
Page 14
St. Joseph's High School
Course Calendar 2006 –2008
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.
⇒ 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.
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
St. Joseph's High School
Course Calendar 2006 –2008
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.
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.
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!
Page 16
St. Joseph's High School
Course Calendar 2006 –2008
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.
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:
Page 17
St. Joseph's High School
Course Calendar 2006 –2008
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.
Page 18
St. Joseph's High School
Course Calendar 2006 –2008
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.
OYAP CO-OP
Page 19
St. Joseph's High School
Course Calendar 2006 –2008
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.
Page 20
St. Joseph's High School
Course Calendar 2006 –2008
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 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.
• 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
St. Joseph's High School
Course Calendar 2006 –2008
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.
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
St. Joseph's High School
Course Calendar 2006 –2008
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
St. Joseph's High School
Course Calendar 2006 –2008
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.
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.
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
St. Joseph's High School
Course Calendar 2006 –2008
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
St. Joseph's High School
Course Calendar 2006 –2008
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
St. Joseph's High School
Course Calendar 2006 –2008
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:
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
St. Joseph's High School
Course Calendar 2006 –2008
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
Page 28
St. Joseph's High School
Course Calendar 2006 –2008
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
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.
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.
Page 29
St. Joseph's High School
Course Calendar 2006 –2008
ARTS
DRAMATIC ARTS
ADA1O ADA3M ADA4M
Dramatic Arts Dramatic Arts Dramatic Arts
Grade 9. Open Grade 11, University/College Grade 11, University/College
Page 30
St. Joseph's High School
Course Calendar 2006 –2008
MEDIA ARTS
Any Grade 9 or 10
arts course Any Grade 11 arts course
Page 31
St. Joseph's High School
Course Calendar 2006 –2008
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
Page 32
St. Joseph's High School
Course Calendar 2006 –2008
VISUAL ARTS
AVI1O AVI3M
Visual Arts Visual Arts
Grade 9. Open Grade 11, University/College
AVI4M
Visual Arts
Grade 12, University/College
AVI2O AVI3O
Visual Arts Visual Arts
Grade 10, Open Grade 11, Open
Page 33
St. Joseph's High School
Course Calendar 2006 –2008
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
Page 34
St. Joseph's High School
Course Calendar 2006 –2008
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
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
St. Joseph's High School
Course Calendar 2006 –2008
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
Page 36
St. Joseph's High School
Course Calendar 2006 –2008
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
CIE3M
CIA 4U
The Individual
Analysing Current Economic
and The Economy
Issues-Grade 12, University
Grade 11, University/College
Preparation
CHC2D
Canadian History Since World
War 1
Grade 10, Academic
Law
CLU3M
Understanding Canadian Law
Grade 11, University/College
CHC2P
Canadian History Since World
War 1 CLU3E
Grade 10, Applied Understanding Canadian Law
Grade 11, Workplace
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
St. Joseph's High School
GEOGRAPHY
CGF3M
CGW4U
Physical Geography: Patterns,
Canadian & World Issues: A
Processes & Interactions
CGC1D Geographic Analysis Grade 12,
Grade 11, University/College
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
Page 38
St. Joseph's High School
Course Calendar 2006 –2008
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
Canadian History Since World
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.
Page 39
St. Joseph's High School
Course Calendar 2006 –2008
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.
Page 40
St. Joseph’s High School
Course Calendar 2006-2008
ENGLISH
EWC4U(BSCHS ONLY)
The Writer’s Craft
Grade 12, University
ETC3M EWC4C
Canadian Literature English
Grade 11, University/ Grade 12, College
College
EMS3O
Media Studies
Grade 11, Open
ELS3O
NOTE: Shaded areas are compulsory courses. Literacy Skills:
Reading and Writing
OLC4O
Grade 11, Open
Ontario Secondary
School Literacy
Page 41
St. Joseph's High School
Course Calendar 2006 –2008
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
Page 42
St. Joseph's High School
Course Calendar 2006 –2008
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.
Page 43
St. Joseph's High School
Course Calendar 2006 –2008
Page 44
St. Joseph's High School
Course Calendar 2006 –2008
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.
Page 45
St. Joseph's High School
Course Calendar 2006 –2008
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
St. Joseph's High School
Course Calendar 2006 –2008
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.
Page 48
St. Joseph's High School
Course Calendar 2006 –2008
MATHEMATICS (Cont’d)
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
Page 49
St. Joseph's High School
Course Calendar 2006 –2008
MATHEMATICS (Cont’d)
Page 50
St. Joseph's High School
Course Calendar 2006 –2008
MATHEMATICS (cont’d)
Page 51
St. Joseph's High School
Course Calendar 2006 –2008
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
Page 52
St. Joseph's High School
Course Calendar 2006 –2008
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
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
Page 53
St. Joseph's High School
Course Calendar 2006 –2008
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
PHYSICS
Page 54
St. Joseph's High School
Course Calendar 2006 –2008
Page 55
St. Joseph's High School
Course Calendar 2006 –2008
PHILOSOPHY
Page 56
St. Joseph's High School
Course Calendar 2006 –2008
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
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
Grade 11, Workplace Grade 12, Workplace
Page 57
St. Joseph's High School
Course Calendar 2006 –2008
Page 58
St. Joseph's High School
Course Calendar 2006 –2008
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
Page 59
St. Joseph's High School
Course Calendar 2006 –2008
MANUFACTURING TECHNOLOGY
TMJ3C
Manufacturing Engineering
Technology
Grade 11, College
TECHNOLOGICAL DESIGN
TDJ3M TDJ4M
Technological Design Technological Design
Grade 11, University/College Grade 12, University/College
TDJ2O
Technological Design
Grade 10, Open TDJ3E TDJ4M
Technological Design Technological Design
Grade 11, Workplace Grade 12, Workplace
TDJ4E
Technology Design
Grade 12, Workplace
Page 60
St. Joseph's High School
Course Calendar 2006 –2008
COMPUTER STUDIES
ICE3M ICE4M
Computer Engineering Computer Engineering
Grade 11, University/College Grade 12, University/College
ICE3E ICE4E
Computer Engineering Computer Engineering
Grade 11, Workplace Grade 12, Workplace
ICS3M ICS4M
Computer & Information Science Computer & Information Science
Grade 11 University/College Grade 12, University/College
Page 61
St. Joseph's High School
Course Calendar 2006 –2008
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
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
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.