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"Dreams and dedication are a powerful combination." - W. Longwood
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ABOUT OUR SCHOOL |
These pages are designed to aid students and their parents in creating appropriate school programs based on students' individual needs and abilities. If you have any questions or require an appointment, please contact the Guidance and Career Education Department at 987-4771.
Course outlines for all courses are kept on file at the school and are available to parents and students. The courses offered by this school have been developed according to the requirements of the Ontario Ministry of Education and Training.
Courses are offered based on the number of student requests.
Specific evaluation procedures for each course are listed on the one-page curriculum outline that is distributed in each class to all students on the first day of the semester. All students will take a final examination in all courses, some of which may be authentic evaluation. In extraordinary circumstances, when a student may not be able to complete the final evaluation as scheduled, the parent(s)/guardians(s), or student who is an adult, shall make written request for alternative arrangements for one (1) or more components of the final evaluation. Such circumstances may include medical issues (supported by a medical certificate), bereavement, legal matters or other unique circumstances that cannot be arranged for another day. Student achievement will be formally reported twice in each semester (mid-November, February, mid-April and June) and once informally each semester by a computer generated progress report. Further details of specific assessment and evaluation are outlined in the student agenda along with all dates for examinations.
Students are encouraged to select courses which seem appropriate to their abilities and expectations of achievement. The Principal and staff may make recommendations about specific preparatory courses or sequences of learning; however, students and their parents have the right and the responsibility to make alternative course selections, provided that the prerequisites and diploma requirements are being met. All selections, transfers, or changes of courses require parental approval, except where the student has reached the age of majority. Changes to subject selection should be made within the first week of each semester and are subject to availability.
The Ontario Student Transcript (OST) provides a comprehensive record of a student's overall achievement in high school. The credits that a secondary school student has earned towards fulfilment of the requirements for the graduation diploma will be recorded on the OST. This record will include all the credits gained by the student.The transcript, which is part of the Ontario Student Record (OSR), will include the following information:
- 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 the percentage grades earned and the credits gained
- all attempts at courses for upgrading purposes will be reported by an "R"
- any course dropped five days after the first official mid-semester report will be reported by a "W"
- identification of any course that has been substituted for one that is a diploma requirement
- confirmation that the student has completed the community involvement requirement of 40 hours
- the student's final result on the provincial secondary school literacy test
- an indication of any extraordinary circumstances affecting the student's achievement in a Grade 11 or 12 course (indicated by an "S")
"Responsibility is the price of greatness" Winston Churchill
SCHOOL CODE OF
BEHAVIOUR
RATIONALE
The Ministry of Education and Training requires that all schools develop a code of behaviour which communicates to all members of the school community the types of behaviour expected from them. Members of the school community include: students, staff, parent(s)/guardian(s) and others such as visitors, volunteers.
Common School Community Member Rights:
Everyone has the right to
- take part in an environment that is safe and conducive to learning/working, free from discrimination, physical and/or psychological abuse; and
- be treated with sensitivity, respect and dignity.
Additional Student Rights
Each student has the additional right to
- receive instruction appropriate to the individual's abilities, and
- learn.
Additional Teaching Staff Rights:
Every teacher has the additional right to
- teach.
Additional Parent(s)/Guardian(s) Rights:
Parent(s)/guardian(s) has/have the additional right to
- be informed of their child's programs and progress in a timely fashion.
- students must be allowed to learn;
- teachers must be allowed to teach;
- physical, verbal (oral or written), sexual or psychological abuse, bullying, or discrimination on the basis of race, culture, religion, gender, language, sexual orientation, or any other attribute is not permitted; and
- damage to property in the school environment (including school grounds, school buses) is not permitted.
NOTE: The Principal may also apply these rules to a pupil when the pupil's conduct outside the school environment has a negative impact on the school.
CONSEQUENCES FOR UNACCEPTABLE BEHAVIOUR
Consequences shall be appropriate to the individual and related to the circumstances and/or actions. Consequences may include the following:
- warnings time-outs
- time-owed restricted privileges
- suspension expulsion
- restitution, i.e. financial, community service
- uttering a threat to inflict serious bodily harm on another person
- possessing alcohol or illegal drugs
- being under the influence of alcohol
- swearing at a teacher or at another person in a position of authority
- committing an act of vandalism that causes extensive damage to school property at the pupil's school or to property located on the premises of the pupil's school
- engaging in another activity that, under a policy of the board, is one for which a suspension is mandatory
PROVINCIALLY SET INFRACTIONS FOR WHICH
A SUSPENSION IS MANDATORY
uttering a threat to inflict serious bodily harm on another person
possessing alcohol or illegal drugs being under the influence of alcohol
swearing at a teacher or at another person in a position of authority
committing an act of vandalism that causes extensive damage to school property at the pupil’s school or to property located on the premises of the pupil’s school
engaging in another activity that, under a policy of the board, is one for which a suspension is mandatory
PROVINCIALLY SET INFRACTIONS FOR
WHICH
EXPULSION IS MANDATORY
- possessing a weapon, including possessing a firearm
- using a weapon to cause or to threaten bodily harm to another person
- committing physical assault on another person that causes bodily harm requiring treatment by a medical practitioner
- committing sexual assault
- trafficking in weapons or in illegal dugs
- committing robbery
- giving alcohol to a minor
- engaging in another activity that, under a policy of the board is one for which expulsion is mandatory
TYPES OF EXPULSIONS
LIMITED AND FULL
LIMITED: A limited expulsion is from the student's school and school related activities, from 21 days up to one year.
FULL: A full expulsion is from all schools of the board and school related activities. The student cannot return to any regular publicly-funded school in Ontario until re-entry requirements are met.
"Actions speak louder than words." - Benjamin Franklin
" The door to success is always marked push." - Anonymous
ONTARIO SECONDARY SCHOOL DIPLOMA (OSSD)
(for students enrolled after September 1999)
18 Compulsory Credits:
| English (1 credit per grade) | 4 |
| French as a Second Language | 1 |
| Mathematics (at least 1 credit in Grade 11 or 12) | 3 |
| Science | 2 |
| Canadian History | 1 |
| Canadian Geography | 1 |
| Arts | 1 |
| Healthy Active Living Education | 1 |
| Civics and Career Education | 1 |
AND
Group One - One additional credit from: Canadian and World Studies, English, Social Science, 3rd Language
Group Two - One additional credit selected from: The Arts (art, dance, drama, music), Business Studies, Healthy Active Living (Physical Education)
Group Three - One additional credit selected from: Science (Grade 11 or 12), Technological Education (Grade 9 - 12)
PLUS:
12 elective credits selected from the menu of available courses, 40 hours community involvement, as well as successful completion of a high school literacy test.
TOTAL COMPULSORY CREDITS 18
ELECTIVE CREDITS 12
TOTAL REQUIRED CREDITS 30
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THE ONTARIO SECONDARY SCHOOL CERTIFICATE (O.S.S.C.) The Ontario Secondary School Certificate will be granted on request to students who leave school before earning the Ontario Secondary School Diploma, provided that they have earned a minimum of 14 credits distributed as follows: Compulsory credits (total of 7) 2 credits in English 1 credit in Canadian geography or Canadian history 1 credit in mathematics 1 credit in science 1 credit in health and physical education 1 credit in the arts or technological education Optional credits (total of 7) 7 credits selected by the student from available courses |
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THE CERTIFICATE OF ACCOMPLISHMENT Students who leave school before fulfilling the requirements for the Ontario Secondary School Diploma or the Ontario Secondary School Certificate may be granted a Certificate of Accomplishment. The Certificate of Accomplishment may be a useful means of recognizing achievement for students who plan to take certain vocational programs or other kinds of further training, or who plan to find employment after leaving school. The Certificate of Accomplishment will be accompanied by the student's Ontario Student Transcript. For those students who have an IEP, a copy of the IEP may be included. Students who return to school to complete additional credit and non-credit courses (including courses with modified or alternative expectations in special education programs) will have their transcript updated accordingly, but will not be issued a new Certificate of Accomplishment. The Ontario Secondary School Diploma or Ontario Secondary School Certificate will be granted when a student has fulfilled the appropriate requirements. |
GENERAL INFORMATION
All OSS students must successfully complete the provincial secondary school literacy test in order to earn a secondary school diploma. The test will be based on the Ontario curriculum expectations for language and communication - particularly reading and writing - up to and including Grade 9. Students who are unsuccessful may try the test again each year when it is administered by the Education Quality and Accountability Office. (EQAO)
Accommodations.
The necessary accommodations must be made to ensure that students who are receiving special education programs and services and who have an Individual Education Plan (IEP) have a fair and equal opportunity to successfully complete the secondary school literacy test. Students needing such accommodations may or may not have been formally identified as exceptional by an Identification, Placement, and Review Committee (IPRC). The accommodations made will be the same as those that are set out in the student's IEP and/or that are available to the student in the course of his or her regular school work, including examinations and other forms of evaluation. While accommodations such as alternative forms of print and extra time are acceptable, the actual content of the secondary school literacy test must not be altered.
Deferrals.
If a parent or an adult student requests a deferral, the principal will determine whether or not a deferral should be granted and, if so, for what period of time. A principal may also initiate consideration of a deferral.
Exemptions.
Students whose IEP indicates that the student is not working towards the attainment of a secondary school diploma may, with parental consent and the approval of the principal, be exempted from participating in the secondary school literacy test.
Substitutions For Compulsory Courses
In order to allow flexibility in designing a student's program and to ensure that all students can qualify for the secondary school diploma, substitutions may be made for a limited number of compulsory credit courses using courses from the remaining courses offered by the school which meet the requirements for compulsory credits. To meet individual students' needs, principals may replace up to three of these courses (or the equivalent in half courses) with courses from the remainder of those that meet the compulsory credit requirements. In all cases, however, the sum of compulsory and optional credits will not be less than thirty for students aiming to earn the Ontario Secondary School Diploma and not less than fourteen for those aiming to earn the Ontario Secondary School Certificate.
Community Involvement
As part of the diploma requirements, students must complete a minimum of 40 hours of community involvement activities. These activities may be completed at any time during their years in the secondary school program.
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. Students may not fulfil the requirement through activities that are counted towards a credit (cooperative education and work experience, for example), through paid work, or by assuming duties normally performed by a paid employee. The requirement is to be completed outside students' normal instructional hours - that is, the activities are to take place in students' designated lunch hours, after school, on weekends, or during school holidays.
Further information about community involvement and the forms required for recording participation will be provided by the teacher adviser and are also available in the guidance office.
Prior Learning Assessment and Recognition
Prior learning includes the knowledge and skills that students have acquired, in both formal and informal ways, outside secondary school. This formal evaluation and accreditation process is known as Prior Learning Assessment and Recognition (PLAR).
The PLAR process involves two components: "challenge" and equivalency. The "challenge process" refers to the process whereby students' prior learning is assessed for the purpose of granting credit for a course developed from a provincial curriculum policy document. Determining equivalency involves the assessment of credentials from other jurisdictions.
PLAR has a specific, limited function in the Ontario secondary school program. For students who are under the age of eighteen, or who are eighteen or over but have never left high school for a year or more, a maximum of four credits may be granted through the challenge process for Grade10, 11 and 12 courses, with no more than two in one subject area. Students may challenge a course when they have been in place for at least one year.
PLAR Challenge Process
If students are interested in challenging a course for credit, they should obtain an information package from the Principal. This package will outline the detailed, subject specific requirements for the process. Students and their parents or guardians should be aware of the following:
The curriculum for secondary schools is organized into several types of courses. The system of courses is intended to enable students to choose courses that are suited to their strengths, interests, and goals. In Grades 9 and 10, three types of courses are offered: academic, applied, and open. Courses in Grades 11 and 12 are designed to prepare students for a post-secondary destination - that is, for university, college, apprenticeship training, or the workplace.
Types of Courses in Grades 9 and 10
The three types of courses in Grades 9 and 10 are defined as follows:
Academic courses develop students' knowledge and skills through the study of theory and abstract problems. These courses focus on the essential concepts of a subject and explore related concepts as well. They incorporate practical applications as appropriate.
Applied courses focus on the essential concepts of a subject and develop students' knowledge and skills through practical applications and concrete examples. Familiar situations are used to illustrate ideas, and students are given more opportunities to experience hands-on applications of the concepts and theories they study. Students must choose between academic and applied courses in each of the core subjects : English, French as a second language, mathematics, science, geography, and history.
Both types of courses set high expectations for students while preparing them for studies in the senior grades. The two types of courses differ in the balance between essential concepts and additional material, and in the balance between theory and application. In planning courses of study, teachers take into account the need to adapt instructional approaches and materials to reflect the differences between the two course types.
Locally Developed courses prepare students for success in the grade 11 and 12 Workplace Preparation courses, enhance the development of literacy and mathematical literacy skills, and take into consideration the knowledge and skill upgrading that students will require
Open courses are the only type of course offered in most subjects other than those listed above. They are designed to prepare students for further study in a subject and to enrich their education generally. Open courses comprise a set of expectations that are appropriate for all students.
Students in Grades 9 and 10 will make the choice between academic and applied courses primarily on the basis of their strengths, interests, and needs. Their parents and teachers, including their teacher-adviser, will help them make their choices, which will be reflected in their annual education plan. The selection of courses for exceptional students should also be guided by information in the student's Individual Education Plan.
Students who are successful in any academic or applied course in Grade 9 will be able to proceed to either the academic or the applied course in the same subject in Grade 10. When a student plans to switch from one course type in Grade 9 to the other in Grade 10, the principal must inform the student and his or her parents that the student will be strongly encouraged to successfully complete additional course work, as defined by the ministry, of up to 30 hours, 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 referred to as crossover material and is available on the web at www.ilccei.com or on cd-rom or hard copy at the Guidance and Career Education office. The exception to this rule is if a student wishes to switch from applied grade 9 mathematics to academic grade 10 academic mathematics. In this case, the student is required to complete a transfer credit, usually at summer school, in order to acquire the skills necessary to be successful.
Grade 10 academic and applied courses will prepare students for particular Grade 11 courses, for which prerequisites are specified in the curriculum policy documents for Grades 11 and 12.
In Grades 11 and 12, students will choose from among four destination-related course types: university preparation, university/college preparation, college preparation, and workplace preparation.
Open courses are also offered in Grades 11 and 12. Students will make their choices on the basis of their interests, achievement, and career goals. All university preparation courses, university/college preparation courses, college preparation courses, and workplace preparation courses have been developed in collaboration with representatives of universities, colleges, apprenticeship programs, or the business community, as appropriate, and are designed to enable students to meet the entrance requirements of postsecondary institutions or apprenticeship or other training programs, or the expectations of employers in the workplace.
The following is a brief description of the types of courses that are available in the various disciplines of the Ontario curriculum in Grades 11 and 12:
University preparation courses are designed to equip students
with the knowledge and skills they need to meet the entrance
requirements for university programs (designated by a "U").
University/college preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for specific programs offered at universities and colleges (designated by a "M").
College preparation courses are designed to equip students with the knowledge and skills they need to meet the requirements for entrance to most college programs or for admission to apprenticeship or other training programs (designated by a "C").
Workplace preparation courses are designed to equip students with the knowledge and skills they need to meet the expectations of employers, if they plan to enter the workplace directly after graduation, or the requirements for admission to certain apprenticeship or other training programs (designated by a "E").
Open courses are designed to broaden students' knowledge and skills in subjects that reflect their interests and to prepare them for active and rewarding participation in society. They are not designed with the specific requirements of universities, colleges, or the workplace in mind.
Prerequisites are specified for many of the courses offered in Grades 11 and 12. They are identified in the curriculum policy documents.
Transfer Courses
A transfer course is a partial-credit course that bridges the gap between courses of two different types in the same subject and grade. Students who revise their educational and career goals and who wish to change from one destination-related stream to another in a particular subject may often do so by taking a transfer course. Transfer courses enable students to achieve the expectations not covered in one course type but required for entry into a course in the next grade. For example, the prerequisite for the Grade 11 university preparation course in English is the Grade 10 academic course in English. A student who is taking the applied English course in Grade 10 but who decides to enter the university preparation course in Grade 11 may do so by taking a transfer course.
Transfer courses will be offered for students who wish to change from one course type to another in the same subject between Grade 9 and 10 Mathematics, Grade 10 and Grade 11 or between Grade 11 and Grade 12. A transfer course can be taken as a summer course.
Program Pathway is a collection of courses and other supports that will prepare students for employment immediately upon leaving secondary school. Leaving does not always mean graduating.
Program Pathways provide the opportunity for students to:
- complete secondary school graduation diploma or certificate requirements
- meet the entry level requirements of a specific industry
- develop employability and industry-specific skills
- obtain experience in the workplace (raise awareness in Grades 7-10 and experience employment based learning in Grades (11-12) earn industry-recognized certification.
"Nothing strengthens the judgment and quickens the conscience like individual responsibility." - Elizabeth Cady Stanton
The following table lists the Grade 9 courses offered at Clarke High School.
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CHOOSE EITHER ACADEMIC or APPLIED | |
| English, Academic | ENG 1D1 |
| English, Applied | ENG 1P1 |
| English, Locally Developed | ENG 1L1 |
| Core French, Academic | FSF 1D1 |
| Core French, Applied | FSF 1P1 |
| Principles of Mathematics, Academic | MPM 1D1 |
| Foundations of Mathematics, Applied | MFM 1P1 |
| Mathematics, Locally Developed | MAT 1L1 |
| Science, Academic | SNC 1D1 |
| Science, Applied | SNC 1P1 |
| Geography of Canada, Academic | CGC 1D1 |
| Geography of Canada, Applied | CGC 1P1 |
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TAKEN BY ALL GR. 9 STUDENTS | |
| Healthy Active Living Education | PPL 1O1 |
| CHOOSE ONE OF | |
| Visual Arts | AVI 1O1 |
| Music | AMU 1O1 |
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CHOOSE ONE OF - IN ORDER OF PREFERENCE | |
| Business Information Technology | BTT 1O1 |
| Family Studies | HIF 1O1 |
| Integrated Technologies | TTI 1O1 |
| Learning Strategies | GLE 101 |
GUIDELINES FOR SELECTING A PROGRAM FOR A GRADE NINE STUDENT
It is recommended that a student have a minimum of 70% in a subject in grade 8 in order to select academic programming
A combination of academic, applied and locally developed programming is possible
Students who are working below grade level in math, science and/or English should select locally developed courses
Students who have an IEP in place may replace French with an additional elective or Learning Strategies
Students who select all three locally developed courses (math, science and English) will have the option of choosing Learning Strategies to replace the Canadian Geography; French will be replaced with an additional elective
Students who are keen may choose both Art and Music as electives
If a student is not successful in a course, summer school should be considered.
OSS Course Codes
Characters 1-3 designate subject ie: ENG = English D = Academic
Character 4 designates grade ie: 2 = Grade 10
Character 5 designates course type -
P = Applied
O = Open
Ex: ENG 2P1 means Grade 10 Applied English, 1 credit
The following table lists the Grade 10 courses offered at Clarke
High School.
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CHOOSE EITHER ACADEMIC OR APPLIED |
| Canadian History in the Twentieth Century, Academic | CHC 2D1 |
| Canadian History in the Twentieth Century, Applied | CHC 2P1 |
| History, Locally Developed | CHC 2L1 |
| English, Academic | ENG 2D1 |
| English, Applied | ENG 2P1 |
| English, Locally Developed | ENG 2L1 |
| Principles of Mathematics, Academic | MPM 2D1 |
| Foundations of Mathematics, Applied | MFM 2P1 |
| Mathematics, Locally Developed | MAT 2L1 |
| Science, Academic | SNC 2D1 |
| Science, Applied | SNC 2P1 |
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COMPULSORY OPEN COURSES TAKEN BY ALL GRADE 10 STUDENTS | |
| Career Studies, Open (.5 credit) | GLC 2O1 |
| Civics, Open (.5 credit) | CHV 2O1 |
| CHOOSE ANY 3 OPTIONAL COURSES | |
| Grade 10 options may be chosen from grade 10 or grade 11 courses for which the student has the prerequisite. | |
GUIDELINES FOR SELECTING A PROGRAM FOR A GRADE 10 STUDENT
- If a student achieves a credit at the academic level in grade nine, he/she may continue at that level or choose applied courses for grade 10
- Students who achieve below a 70% at the academic level in grade nine should consider taking the grade ten course at the applied level
- Students who have struggled in math and English in grade 9 at the applied level should consider taking the locally developed grade 10 math and English courses
- Levels may be mixed. For example, a student could do ENG 2D1 and MFM 2P1, etc.
- It is important to pay attention to prerequisite courses as students must have completed the prerequisite first before moving to the next grade level
- The student’s teacher is an excellent resource when making a decision about levels
- Grade 10 students choose nine courses on their option sheet, two of which must be GLC 2O1 and CHV 2O1. Both are worth half a credit.
- Summer school could be considered either as a full credit, an upgrade or to bring a failing mark to a pass
OSS Course Codes
Characters 1-3 designate subject ie: ENG = English
Character 4 designates grade ie: 2 = Grade 10
Character 5 designates course type -
- D = Academic
- P = Applied
- O = Open
- L = Locally Developed
- E = Workplace
- C = College
- U = University
- M = University/College
Ex: ENG 2P1 means Grade 10 Applied English, 1 credit
The intent of the secondary school special education program is to provide adolescents, identified as exceptional through the S.E.I.P.R.C. process, with the opportunity to be: successful, responsible, independent
PROGRAM OPTIONS
Clarke High School values and supports all students and their chosen pathways. We are committed to providing Special Education services to all students identified through the Identification Placement and Review Committee (I.P.R.C.) to enable them to reach their full potential. Clarke High School will offer an inclusionary model of program delivery. Students will have the opportunity to access credit-based courses and potentially earn credits towards their Ontario Secondary School Certificate, Certificate of Accomplishment or Ontario Secondary School Diploma.
Formerly referred to as "Host" programs or "Prep" programs, students were grouped in regional schools to provide specialized support. As of September, 2006, these programs designed to address the needs of students requiring highly modified curriculum will be delivered in an integrated setting at all Kawartha Pine Ridge secondary schools. Students currently enrolled in Host/Prep programs will have the opportunity to remain at their current school or elect to attend their local school
Resource Withdrawal
For the majority of students with special education needs, Resource Withdrawal will provide opportunities to augment the integrated classroom.INDIVIDUAL EDUCATION PLAN (I.E.P.)
An I.E.P. must be developed for every student who has been identified as an "exceptional pupil" by an Identification, Placement and Review Committee (I.P.R.C.), in accordance with Regulation 181/98. An I.E.P. is a written plan describing the special education program and/or services required by a particular student. It identifies learning expectations that are modified and/or any accommodations and special education services needed to assist the student in achieving his or her learning expectations.
A program offered in partnership with Frontenac Youth Services (Oshawa) for students from the Kawartha Pine Ridge District Board of Education with behavioural difficulties.
The Special Education Advisory Committee is a legislated standing committee of the Board. The community representatives are nominated by their association and their appointment is approved by the Board. It is the role of the Special Education Advisory Committee to report and make recommendations to the Board regarding any matter affecting the establishment and development of special education programs and services for exceptional students.
The Kawartha Pine Ridge SEAC endeavours to:
The Kawartha Pine Ridge District School Board invites all parents and interested members of the public to attend Special Education Advisory Committee meetings. Please contact the Board Office at 877-741-4577, extension 2174, or a committee member for information or confirmation of attendance if you plan to attend.
"Your future depends on many things, but mostly on you" - Frank Tyger
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CAREER STUDIES COURSE (GLC 2O1- .5 credit open) |
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This course teaches students how to develop and
achieve personal goals for future learning, work and community involvement.
Students will assess their interests, skills, and characteristics and
investigate current economic and workplace trends, work opportunities, and
ways to search for work. The course explores post-secondary learning and
career options, prepares students for managing work and life transitions,
and helps students focus on their goals through the development of a career
plan. Compulsory for graduation.
Prerequisite: None |
The goals of the guidance and career education program are outlined in the policy document entitled Choices Into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999. As stated in this document, students are expected to:
To help students achieve these goals, the content of the guidance and career education program is organized into three areas of learning
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STUDENT SUCCESS
Supports for Student Success:
The Student Success Teacher (SST) is a link to programs and strategies aimed at supporting students who are struggling in secondary school.
These programs and strategies:
- help increase students’ sense of engagement with school, as well as their level of participation;
- provide varied supports and interventions that meet the needs of the individual student;
- may involve adjustments to enable interdisciplinary teaching and blocking of student timetables;
- involve close monitoring of student attendance and participation;
- may involve specialized support from district school board personnel.
Clarke H.S. Student Success Team
Principal
Student Success Teacher (SST)
Guidance Facilitator
Special Education Facilitator
Referral
(by Administration, staff, student, parent/guardian)
SSTeam
Implementation "strategy for success"Strategies for Success
Strategy
Description
Save-a-credit
throughout a course if student’s credit is in jeopardy there is an opportunity to complete outstanding assignments Credit redemption
an opportunity for students to recover lost credits in a classroom setting must have earned 35% in course
see a guidance counsellor
through referral only
Learning Skills
GLE1O1 (Learning Strategies) in combination with the Learning Resource Program for identified students GLS1O1 (Learning Strategies) in combination with the Credit Redemption program - see a guidance
Experiential Learning:
Cooperative Education and Apprenticeship training (OYAP) in Grade 11 and 12. Speak to a Guidance or Cooperative Education Teacher. Gold Collar program - Kaitlin (through BHS)
Literacy:
OSSLT training - practice test prior OSSLT for all grade 10s
ELS 3O1 (Literacy Skills)
OLC4O1 (Ontario Literacy Course)Store Front
alternative education for students under 16 (off site Transition Planning
Grade 8 to 9 - in cooperation with the Pines Senior P.S.
School leaving to the work force, apprenticeship, college or university
Leaders are Supporting Teens transition support for incoming grade 9 students from trained senior students Learning Resource Program
supports identified and "at-risk" students by providing one-on-one assistance to meet course expectations in a small group setting At-Risk Committee
--meets on a monthly basis to discuss and problem solve for students who are at-risk emotionally
--involves Board CounsellorNumeracy
Drop-in Math Room Peer Tutoring
Students helping students - assigned to many grade 9 & 10 classes Job Connect
Seminars - resume preparation, interview skills, job search skills
counsellor on site on a regular basis
Tutoring
List available in Guidance "The true perfection of man lies not in what man has,
but in what man is." - Oscar Wilde
AMU 1O1
Music Open
This course emphasizes the performance of music at a level that strikes a balance between challenge and skill and is aimed at developing technique, sensitivity, and imagination. Students will participate in creative activities that teach them to listen with understanding. They will also learn correct musical terminology and its appropriate use.
Course Fee: $5.00
AMU 2O1
Music Open
This course emphasizes performance of music at an intermediate level that strikes a balance between challenge and skill. Student learning will include participating in creative activities and listening perceptively. Students will also be required to develop a thorough understanding of the language of music, including the elements, terminology, and history.
Course Fee: $5.00
Ministry Prerequisite: None
AMU 3M1
Music University/College
This course emphasizes the appreciation, analysis, and performance of various kinds of music including baroque and classical music, popular music, and Canadian and non-Western music. Students will perform technical exercises and appropriate repertoire, complete detailed creative activities, and analyse and evaluate live and recorded performances. They will continue to increase their understanding of the elements of music while developing their technical and imaginative abilities.
Course Fee: $5.00
Ministry Prerequisite: AMU 1O1 or AMU 2O1
AMU 4M1
Music University/College
This course emphasizes the appreciation, analysis, and performance of music from the romantic period and from the twentieth century, including jazz, popular music, art 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 in which they make use of new technologies.
Course Fee: $5.00
Ministry Prerequisite: AMU 3M1 or AMU 3O1
AMS 2O1 Open
Music, Strings
This course emphasizes performance of music at an intermediate level that strikes a balance between challenge and skill. Student learning will include participating in creative activities and listening perceptively. Students will also be required to develop a thorough understanding of the language of music, including the elements, terminology, and history. Instruction provided on the violin, viola, cello and string bass.
Course Fee: $30.00
Ministry Prerequisite: None
AMS 3O1 Open
Music, Strings
See AMS 2O1
Course Fee: $30.00
Recommended Background: AMS 2O1
AMS 4M1
Music, Strings
This course emphasizes the appreciation, analysis, and performance of music from the romantic period and from the twentieth century, including jazz, popular music, art 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 in which they make use of new technologies.
Course Fee: $30.00
Recommended Background: AMS 3O1
"When you look for the good in others,
you discover the best in yourself." - Martin Walsh
AVI 1O1 Open
Visual ArtsThis 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.
Art Kit: $23.00
AVI 2O1 Open
Visual Arts
This course emphasizes learning through practice; building on what students know; and introducing them to new ideas, materials, and processes for artistic thinking and experimentation. Student learning will include the refined application of the elements and principles of design, incorporating the creative and design processes, and the relationship between form and content. Students will also learn about the connections between works of art and their historical contexts. Course objectives may be achieved either through a comprehensive program or through a program focused on a particular art form (e.g., drawing, painting).
Art Kit: $23.00
Ministry Prerequisite: None
AVI 3M1 University/College
Visual Arts
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 Canadian art forms and art forms from various parts of the world.
Art Kit: $23.00
Ministry Prerequisite: AVI 1O1 or AVI 2O1
AVI 4M1 University/College
Visual Arts
This course focuses on the refinement of students' skills and knowledge in visual arts. Students will analyse art forms; use theories of art in analysing and producing art; and increase their understanding of stylistic changes in Western art, Canadian (including Native Canadian) art, and art forms from various parts of the world. Students will produce a body of work demonstrating a personal approach.
Art Kit: $25.00
Ministry Prerequisite: AVI 3M1 OR AVI 3O1
"The best and most beautiful things in the world cannot be seen or even touched. They must be felt with the heart." - Helen Keller
BTT 1O1 Open
Information and Communication Technology in Business
This course introduces students to information and communication technology in a business environment and builds a foundation of digital literacy skills necessary for success in a technologically driven society. Students will develop word processing, spreadsheet, database, desktop publishing, presentation software, and website design skills. Throughout the course, there is an emphasis on digital literacy, effective electronic research and communication skills, and current issues related to the impact of information and communication technology.
Lab Fee: $5.00
BBI 2O1 Open
Introduction to Business
This course introduces students to information and communication technology in a business environment and builds a foundation of digital literacy skills necessary for success in a technologically driven society. Students will develop word processing, spreadsheet, database, desktop publishing, presentation software, and website design skills. Throughout the course, there is an emphasis on digital literacy, effective electronic research and communication skills and current issues related to the impact of information and communication technology.
Ministry Prerequisite: None
BAF 3M1 University/College
Financial Accounting Fundamentals
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.
Workbook: $22.00 approx.
Ministry Prerequisite: None
ENTREPRENEURIAL STUDIES BDI 3C1 College
Cycled course (offered 2006-2007)
Entrepreneurship: The Venture
This course focuses on ways in which entrepreneurs recognize opportunities, generate ideas, and organize resources to plan successful ventures that enable them to achieve their goals. Students will create a venture plan for a student-run school-based or summer business. Through hands-on experiences, students will have opportunities to develop the values, traits, and skills most often associated with successful entrepreneurs.
Ministry Prerequisite: None
MARKETING
BMI 3C1 CollegeCycled course (offered 2007-2008)
Marketing: Goods, Services, Events
This course introduces the fundamental concepts of product 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.
Ministry Prerequisite: None
BOH 4M1 University/College
Organizational Behaviour & Human Resources
This course focuses on the development of leadership skills used in managing a successful business. Students will analyse the role of a leader in business with a focus on decision making, management of group dynamics, workplace stress and conflict, motivation of employees, and planning. Effective business communication skills, ethics, and social responsibility will be emphasized throughout the course.
Ministry Prerequisite: Any university/college, or college course in business studies or Canadian and world studies.
"What we do today, right now, will have an accumulated effect on all our tomorrows". - Alexandre Stoddard
CGC 1D1 Academic
Geography of CanadaThis course draws on a variety of frameworks, such as the ecozone framework, and principles of physical, human, and economic geography, to explore Canada's distinct and evolving character. Students will investigate the interconnections among the landforms, climate, soils, plants, animals, and human activities in Canadian ecozones to develop geographic knowledge and skills that contribute to an understanding of Canada's diversity and its role in the world.
CGC 1P1 Applied
Geography of CanadaThis course draws upon students' everyday experiences and uses a variety of frameworks, including the ecozone framework, to help students learn about the geography of Canada and the country's place in the global community. Students will investigate the interconnections among the country's land forms, climates, soils, plants, animals, and human activities in order to understand Canada's character and diversity.
CGG 3O1 Open
Regional Geography: Travel & TourismThis course focuses on travel and tourism as a vehicle for the study of selected world regions. Using a variety of geotechnologies and inquiry and communication methods, students will conduct and present case studies that develop their understanding of the unique characteristics of selected world regions; the environmental, cultural, economic, and political factors that influence travel and tourism; and the impact of the travel industry on communities and environments around the world.
Field Trip: $15.00
CGW 4U1 University
Canadian and World Issues: A Geographic AnalysisThis course focuses on travel and tourism as a vehicle for the study of selected world regions. Using a variety of geotechnologies and inquiry and communication methods, students will conduct and present case studies that develop their understanding of the unique characteristics of selected world regions; the environmental, cultural, economic, and political factors that influence travel and tourism; and the impact of the travel industry on communities and environments around the world.
Field Trip: $15.00
CHC 2D1 Academic
Contemporary Canadian HistoryThis course explores the local, national, and global forces that have shaped Canada’s national identity from World War I to the present. Students will investigate the challenges presented by economic, social, and technological changes and explore the contributions of individuals and groups to Canadian culture and society during this period. Students will use critical-thinking and communication skills to evaluate various interpretations of the issues and events of the period and to present their own points of view.
School Trip: $15.00
Ministry Prerequisite: None
CHC 2P1 Applied
Contemporary Canadian HistoryThis course explores some of the events and experiences that have influenced the development of Canada’s identity as a nation, from World War I to the present. By examining how the country has responded to economic, social, and technological changes and how individuals and groups have contributed to Canadian culture and society during this period, students will develop their ability to make connections between historical and current events. Students will have opportunities to formulate questions, locate information, develop informed opinions, and present ideas about the central issues and events of the period.
School Trip: $15.00
Ministry Prerequisite: None
CHV 2O1 Open
Civics (.5 credit)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.
School Trip: $10.00-$15.00
Ministry Prerequisite: None
CHT 3O1 Open
Twentieth-Century History:
Global and Regional PerspectivesThis course focuses on events and issues in twentieth-century world history. Students will analyse issues relating to the two world wars, the Cold War, post-1945 regional conflicts, human rights, changes in everyday life, and the problems facing developing countries. The skills and knowledge developed in the course will help students understand and analyse the challenges facing peoples, both historically and at the present time, in various parts of the world.
Ministry Prerequisite: CHC 2D1 or CHC 2P1
CHY 4U1 University
World History: The West and the WorldThis 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.
Field Trip: $15.00
Ministry Prerequisite: Any university or university/ college course in Canadian and world studies, English, or humanities and social science.
CLU 3M1 University/College
Understanding Canadian LawThis course explores legal issues that directly affect students' lives. Students will acquire a practical knowledge of Canada's legal system and learn how to analyse legal issues. They will also be given opportunities to develop informed opinions on legal issues and to defend those opinions and communicate legal knowledge in a variety of ways and settings, including legal research projects, mock trials, and debates.
Field Trip: $15.00
Ministry Prerequisite: CHC 2D1 or CHC 2P1
Cooperative education may be the culmination of a series of experiential learning opportunities that include job shadowing, job twinning, and work experience, and is often an integral part of school-work transition programs, including the Ontario Youth Apprenticeship Program (OYAP).
A cooperative education course must be based on a related course (or courses) from an Ontario curriculum policy document or on a ministry-approved locally developed course in which the student is enrolled or which he or she has successfully completed. The co-operative education course and the related course (or courses) together constitute a student’s preparation for the future.
Cooperative education courses include a classroom component, comprising preplacement and integration activities, and a placement component. Students earn credits through co-operative education by integrating classroom theory with planned learning experiences in the community to achieve learning based on the curriculum expectations of the related course.
Students apply to take a cooperative education course during the course selection process. A counselling and interviewing process conducted by cooperative education teachers in collaboration with guidance counsellors, teacher-advisers, and administrators, determines applicants’ suitability for the program.
Prior to their placements, students attend structured orientation sessions as part of the classroom component of the program.
In collaboration with students, subject teachers, and placement supervisors, co-operative education teachers prepare personalized placement learning plans that include a description of the curricular knowledge and skills and the employability skills that students will demonstrate at their placements. Co-operative education teachers also conduct placement learning assessments and evaluate their students’ performance in pre-placement, placement, and reflective learning activities. Students share and analyse their placement experiences with their teachers and peers in structured integration sessions.
Application Procedures for Cooperative Education
- Choose appropriate code(s) on option sheet.
- Pick up package in Guidance and Career Education Office.
- Complete application form, resume and cover letter.
- Attend mandatory seminar with coop teacher to discuss specific placements.
- Submit paperwork by specified date. This must be done or no interview will be scheduled.
- Attend seminar on interview procedures.
- Attend one or more interviews to obtain a placement. Students and their parents should be aware that interviews are competitive.
Use the following codes on your option sheet:
One credit peer helping where you work in a classroom with a teacher at Clarke H. S. GLC2OC (peer) One credit co-operative education where you work in a classroom at The Pines or if you have done a Peer Helping credit already COOP (1 cr) Two-credit co-operative education where you work at a placement in the community (half day) COOP (2 cr) Four-credit co-operative education where you work at a placement in the community (full day) COOP (4 cr) Gold Collar (Kaitlin Construction) program where you work at the Port of Newcastle construction site (full day) Gold Collar (4 cr) Ontario Youth Apprentice Program where you attend classes at Sir Sandford Fleming College in Peterborough and also begin an apprenticeship in the community (full day) OYAP Canadian Forces Reserves Cooperative Education Program Ontario Regiment Oshawa CFRC (4 cr) ONTARIO YOUTH APPRENTICESHIP PROGRAM (O.Y.A.P.)
Exciting opportunities for skilled trade apprenticeships are available through this program. Two types of OYAP exist.
One program is a unique combination of college trades training and a high school co-operative education work placement. Students are registered as apprentices and attend the college 2-3 days a week to earn Basic Part 1 of their trade qualifications. The remainder of the week is spent at a work placement with an employer earning 3-4 high school credits and hours towards their apprenticeship requirements. This is a full-day program for a single semester. Positions in this program are limited and available to students in Grade 12. Candidates demonstrating the requirement competencies in Math, Science, English and Technological Studies will be selected for entry into the program by a panel of interviewers consisting of college staff and industry. A related cooperative education placement is required. Transportation to the college is provided where possible. The cost of College training is absorbed by the Ministry of Training, Colleges and Universities.
Apprenticeship Trades offered in this program may include, IMM/General Machinist and Automotive Service Technician at Durham College in Oshawa, General Carpenter, Cook, Commercial Vehicle Service Technician, at SS Fleming in Peterborough, Construction Craft Worker in Cobourg and Automotive Service Technician and Cook at Loyalist College in Belleville. Different programs are offered to different schools throughout the Board. Further specifics will be made available as they arrive.
A second form of OYAP participation is also available to any student who participates in a Co-operative Education placement in an apprenticeship occupation trade. The student will have a Learning Plan developed that is based on the training standards for the trade. Students are not formally registered as apprentices but competencies achieved through the co-op placement are recognized towards the apprenticeship. The student will also earn between 2-4 secondary credits. An OYAP student in this program can participate in any recognized trade. Examples include Hairstylist, Construction Electrician, Motor Vehicle Mechanic, Educational Assistant and many others.
Contact your Guidance, Technological or Co-operative Education teacher for more information.
Canadian Forces Reserves
Cooperative Education Program
Students interested in exploring careers in law enforcement, security or military service may apply for a 4 credit cooperative education course in this unique program with the Ontario Regiment (R.C.A.C.) in Oshawa. The program will be offered in semester two only in 2006-2007. The course includes Basic Military training, first-aid, orienteering, field craft, career awareness, communication, self defense and training in the operation of military equipment used by an Armoured Corps. Responsibility, discipline, leadership and team work are concepts mastered by graduates of this course.
Admission to this program requires students to be 17 years of age, a Canadian citizen and have parental approval if under 18 years of age. It is strongly recommended that students apply to participate in this program in their final semester before graduation. Students become full time employed members of the Canadian Forces Reserves for the duration of this program and must be prepared to commit fully to the demands of military training.
Students must first apply to the Cooperative Education program and attend an information session given by Canadian Forces Recruiting personnel. Students may then choose to proceed with the multi-stage application process to enter the Canadian Forces. The final selection of candidates is made by the Canadian Forces Recruiting Centre and the Ontario Regiment. Upon acceptance into the Canadian Forces Reserves, students are sworn in and begin their Basic Military training with Ontario Regiment instructors at the Col. R. S. McLaughlin Armoury in Oshawa. Students attend the program daily, with some training taking place over night and weekends. Students must be aware that daily hours of attendance may vary greatly and that total commitment to meeting the demands of this program is expected. Students must arrange their own transportation to/from the Oshawa Armoury daily, but all other transportation is provided within the program.
"Gold Collar Worker Program"
Construction Technology & Co-operative Education
(4 credit package)
This program is a partnership between Bowmanville High School and the Kaitlin Group Residential Developers. Students attend class on the Port of Newcastle construction site where they build a house and work with a variety of trades people. This is a four-credit, full-day program resulting in 2 construction credits (described below) and 2 coop credits. It is available to both grade 11 and 12 students. Bussing to and from school is provided daily.TCJ 3C2/TCJ 3CD College
Construction Technology (level 1)/Coop
This course focuses on residential and light construction systems related to commercial, industrial and/or recreational construction. Students will learn about the tools, materials, equipment and methods used in the light construction industry; structural analysis and design; presentation and working drawings; and auxiliary systems. They will also estimate materials and labour costs; study industry standards and building codes; consider health and safety issues and energy conservation; and explore careers and the impact of construction technology on society and the environment. Students will be registered at Bowmanville H.S. for 1 semester.
Required materials: basic tools and safety boots.
Fee: $5.00
TCJ 4C2/TCJ 4CD Workplace
Construction Technology (level 2)/Coop
This course focuses on residential construction, more complex construction systems and the introduction to heavy construction related to commercial, industrial and/or recreational construction. Students will learn about the tools, materials, equipment and methods used in the light and heavy construction industries; structural analysis and design; presentation and working drawings and auxiliary systems. They will also estimate materials and labour costs; study industry standards and building codes; consider health and safety issues and explore energy conservation, careers and the impact of construction technology on society and the environment. Students will be registered at Bowmanville High School for 1 semester.
Required materials: basic tools and safety boots.
Fee: $5.00
Prerequisite: TCJ 3E1/TCJ 3C1
(Circle Gold Collar on option sheet)
"Freedom is not free." - Martin Luther King
ENG 1D1 Academic
EnglishThis course emphasizes the analytical 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 short stories, poems, 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.
ENG 1P1 Applied
EnglishThis course emphasizes key reading, writing, oral communication, and thinking skills that students need for success in secondary school and their daily lives. Students will study plays, short stories, and newspaper and magazine articles, and will describe and create media works. An important focus will be the correct use of spoken and written language.
ENG 1L1 Locally Developed
EnglishThis course emphasizes the key reading, writing, oral communication and thinking skills students need for success in secondary school and in their daily lives. In particular, the program works toward preparing students to enter the grade eleven workplace English course and to complete the literacy test successfully. Students read a variety of narrative and expository forms, poetry, and drama and practise the skills necessary for clear and accurate spoken and written language. In particular, course activities will help develop confidence and self-esteem and provide motivation to succeed in school and life.
ENG 2D1 Academic
EnglishThis course extends the range of analytic, reading, writing, oral communication, and thinking skills that students need for success in secondary school academic programs. Students will study and interpret challenging texts from contemporary and historical periods, including novels, poems, plays, and opinion pieces, and will analyse and create effective media works. An important focus will be the thoughtful use of spoken and written language.
Note: There is a $2.00 fee for the Language Work Book.
Ministry Prerequisite: ENG 1D1 or ENG 1P1
ENG 2P1 Applied
EnglishThis course extends the range of key reading, writing, oral communication, and thinking skills that students need for success in all areas of the curriculum. Students will study novels, poems, magazines, and reports, and will describe, design, and produce effective media works. An important focus will be the clear and coherent use of spoken and written language.
Note: There is a $2.00 fee for the Language Work Book.
Ministry Prerequisite: ENG 1D1 or ENG 1P1
ENG 2L1 Locally Developed
EnglishIn this course, students focus on extending their literacy and communication skills to prepare for success in their daily lives, in the workplace or in the English Grade 11 Workplace Preparation course. The course is organized by strands that extend listening and talking skills, reading and viewing skills, and writing skills. In all strands, the focus is on refining foundational literacy skills and in using language clearly and accurately in a variety of authentic contexts. Students build on their strategies and engage in the processes involved in talking, listening, reading, viewing, writing, and thinking, and reflect regularly upon their growth in these areas.
Note: Course Fee $5.00 (workbook)
ENG 3U1 University
EnglishThis course emphasizes the development of literacy, critical thinking, and communications skills. Students will analyse challenging texts, both contemporary and historical; conduct research and analyse the information gathered; write persuasive and literary essays; and analyse the relationship among media forms, audiences, and media industry practices. An important focus will be on understanding the development of the English language.
Ministry Prerequisite: ENG 2D1
ENG 3C1 College
EnglishThis course emphasizes the development of literacy, critical thinking, and communication skills. Students will study the content, form, and style of informational texts and literary works from Canada and other countries; write reports, correspondence, and persuasive essays; and analyse media forms, audiences, and media industry practices. An important focus will be on establishing appropriate voice and using business and technical language with precision and clarity.
Ministry Prerequisite: ENG 2D1 or ENG 2P1
ELS 3O1 Open
EnglishThis course emphasizes the strengthening of essential reading and writing skills. Students will read short plays, short stories, novels, poems, and newspaper and magazine articles and opinion pieces, with particular attention to locating important information, identifying main ideas and supporting details, extending personal knowledge, responding imaginatively, and using specific strategies to expand vocabulary. An important focus will be on writing clear, accurate, and coherent narratives, summaries, reports, letters, and short essays, using correct grammar, punctuation, and spelling.
Ministry Prerequisite: None
EMS 3O1 - Media Studies Open
This course emphasizes knowledge and skills that will enable students to understand media communication in the twenty-first century and to use media effectively and responsibly. Through analyzing the forms and messages of a variety of media works and audience responses to them, and through creating their own media works, students will develop critical thinking skills, aesthetic and ethical judgement, and skills in viewing, representing, listening, speaking, reading and writing.
Ministry Prerequisite: ENG 2D1 or ENG 2P1
ENG3E1 Workplace
EnglishThis course emphasizes the development of literacy, critical thinking, and communication skills. Students will study the content, form, and style of informational texts and literary works; write explanations, letters and reports; and investigate the connections among media forms, audiences, and media industry practices. An important focus will be on using language clearly, accurately, and effectively in a variety of contexts.
Note: Course Fee $5.00 (workbook)
Minstry Prequisite: ENG 2P1
EWC 4U1 University
The Writer's CraftThis 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.
Ministry Prerequisite: ENG 3U1
ENG 4U1 University
EnglishThis course emphasizes consolidation of literacy, critical thinking, and communication skills. Students will analyse a range of challenging texts from various time periods, countries, and cultures; write analytical and argumentative essays and a major paper for an independent literary research project; and apply key concepts to analyse media works. An important focus will be on understanding academic language and using it coherently and confidently in discussion and argument.
Ministry Prerequisite: ENG 3U1
ENG 4C1 College
EnglishThis course emphasizes consolidation of literacy,
