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Clarke High School Course Calendar 2008- 2009 |
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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. Course outlines are also available at www.kprdsb.ca
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 be evaluated on term work as well as an exam and/or culminating activity. 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" (repeated)
- any course dropped five days after the first official mid-semester report will be reported by a "W" (withdrawn)
- 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
Funds are available to assist a student with financial need who would not otherwise be able to participate in a classroom or extra-curricular activity. A student in this situation should see a school administrator or guidance counsellor.
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
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
THE PROVINCIAL CODE OF CONDUCT
Standards of Behaviour
Respect, Civility, and Responsible Citizenship
All members of the school community must:
* respect and comply with all applicable federal, provincial, and municipal laws;
* demonstrate honesty and integrity;
* respect differences in people, their ideas, and their opinions;
* treat one another with dignity and respect at all times, and especially when there is disagreement;
* respect and treat others fairly, regardless of, for example, race, ancestry, place of origin, colour, ethnic origin, citizenship, religion, gender, sexual orientation, age, or disability;
* respect the rights of others;
* show proper care and regard for school property and the property of others;
* take appropriate measures to help those in need;
seek assistance from a member of the school staff, if necessary, to resolve conflict peacefully;
* respect all members of the school community, especially persons in positions of authority;
* respect the need of others to work in an environment that is conducive to learning and teaching;
* not swear at a teacher or at another person in a position of authority.
Safety
All members of the school community must not:
* engage in bullying behaviours;
* commit sexual assault;
* traffic weapons or illegal drugs;
* give alcohol to a minor;
* commit robbery;
* be in possession of any weapon, including firearms;
* use any object to threaten or intimidate another person;
* cause injury to any person with an object;
* be in possession of, or be under the influence of, or provide others with alcohol or illegal drugs;
* inflict or encourage others to inflict bodily harm on another person;
* engage in hate propaganda and other forms of behaviour motivated by hate or bias;
* commit an act of vandalism that causes extensive damage to school property or to property located on the premises of the school.
"Actions speak louder than words." - Benjamin Franklin
FROM
THE MINISTRY OF EDUCATION
6 WAYS TO HELP
GRADUATE FROM HIGH SCHOOL
Every student is an individual with unique interests, goals and strengths. Each student should be give the same opportunity to succeed in high school. That’s why we’ve developed the six innovative programs that are at the heart of our Student Success initiative. They give Ontario high school students more ways to accumulate credits to graduate, while allowing students to customize their high school experience around studies that are relevant to them.
Students Success Teams
Every high school student now has access to a Student Success Team made up of a principal, a Student Success Teacher or Teachers, a special education teacher and a guidance counsellor. This team helps identify and support struggling students, provides options for learning and monitors student progress. These teams are made possible through the hiring of 1,600 high school teachers over the past two years, including 1,100 dedicated to Student Success programs.
Expanded Co-op Credit
Now high school students in Ontario can apply two co-op credits towards their core graduation requirements, which broadens opportunities for experiential learning and gives more students a chance to start working and "test-drive" career options.
Specialist High Skills Major
This allows students to earn a high school diploma and focus on a career path that matches individual skills and interests Majors include construction, hospitality and tourism, manufacturing primary industries and arts and culture. 27 school boards have launched pilots this fall; a broader rollout is planned for September 2007.
Dual Credit Program
Students can take courses that count towards their high school diploma and their post-secondary diploma, degree or apprenticeship certification. An estimated 1,142 students will be enrolled in 21 dual credit pilot programs this fall with more to come.
Lighthouse Projects
These encourage youth to return to or stay in school by helping them acquire credits, offering alternative education, ESL training, college connections, special needs and more. In the first year of the initiative, more than 8,000 students earned over 14, 000 credits through these innovative local projects. There will be 159 new or expanded projects in 2006-07 to help students having difficulty in the regular classroom.
Grade 8-9 Transition
Grade 8 and 9 students have a higher risk of dropping out during the difficult transition from elementary school to high school. To provide support to transitioning students, this initiative includes more teachers, intensive professional development, and improved tracking of students and their progress.
For more information about these six innovative new programs, please visit www.ontario.ca/6ways or contact your local school or school board.
" The door to success is always marked push." - Anonymous
ONTARIO SECONDARY SCHOOL DIPLOMA (OSSD)
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: English, or French as a second language, or a Native language, or a classical or an international language, or social sciences and the humanities, or Canadian and world studies, or guidance and career education or cooperative education
Group Two - One additional credit selected from: The Arts (art, dance, drama, music), Business Studies, Healthy Active Living (Physical Education) or Cooperative Education
Group Three - One additional credit selected from: Science (Grade 11 or 12), Technological Education (Grade 9 - 12) or Cooperative Education
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)
The Ontario Secondary Literacy Course (OSSLC)
Students who have had one opportunity to write the OSSLT and were unsuccessful in their attempt may be offered the OSSLC. This course will fulfill the requirements of the Ontario Secondary School Graduation Diploma and may be used as a compulsory English credit.
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 |
| Science, Locally developed | SNC 1L1 |
| 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 1OB, PPL 10G |
| 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 |
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FOR STUDENTS DOING LOCALLY DEVELOPED PROGRAMMING |
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| 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 each student who has been identified as exceptional by an Identification, Placement and Review Committee (I.P.R.C.), in accordance with Regulation 181/98. In addition an I.E.P. may be developed for a student who has not been formally identified as exceptional but who requires a special education program and/or services. An I.E.P. is a written plan describing the special education program and or service required by a particular student, based on an assessment of the students strengths and needs that affect the student’s ability to learn and to demonstrate learning. It is a record of the accommodations needed to help the student achieve his or her learning expectations. It also will identify learning expectations that are modified from the age appropriate grade level.
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
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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POST-SECONDARY PLANNING ID: Clarke Password: Raiders |
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GLE/GLS 1O1 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. GLC 2O5 Open 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 GLE 2O1 and GLD 2O1
Open These courses will be offered as a two-credit package and will build upon those skills developed in GLE 1O1.Students will be provided with opportunities to discover and develop the workplace essentials skills and work habits required to be successfully employed. Students will develop an understanding of work through practical hands-on experiences in the school and in the community, using real workplace materials. They will investigate occupations of interest through experiential opportunities (e.g., worksite visits, hearing guest speakers, job shadowing, work experience, simulations, entrepreneurial projects). This course helps students make plans for continued learning and work. Prerequisite: None GUIDANCE AND CAREER EDUCATION SUPPORTS
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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
Vic
Student Success Teacher (SST)
Guidance Facilitator
Special Education Facilitator
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Referral (by Administration, staff, student, parent/guardian) |
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SSTeam |
Strategies for Success
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Strategy |
Description |
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Individual Timetabling |
To meet the needs of students |
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Save-a-credit/Credit
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Throughout a course if student’s credit is in jeopardy there is an opportunity to complete outstanding assignments |
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Credit Recovery |
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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 |
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Experiential Learning: |
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Literacy: |
OSSLT training - practice
test prior OSSLT for all grade 9
and 10 students ELS 2O1 (Literacy Skills) OLC 4O1 (Ontario Literacy Course) Individual mentoring for students at risk |
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Store Front |
Alternative education for students under 16 (off site |
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Transition Planning |
Grade 8 to 9 - in cooperation
with the Pines Senior P.S. School leaving to the work force, apprenticeship, college or university |
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Learning Resource Program |
Supports identified and "at-risk" students by providing one-on-one assistance to meet course expectations in a small group setting |
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At-Risk Committee |
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Numeracy |
Drop-in Math Room |
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Peer Tutoring |
Students helping students - assigned to many grade 9 & 10 classes |
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Credit Substitution |
Substitution may be made for a limited number of compulsory credit courses using courses from the remaining courses offered by the school that meet the requirements for compulsory credits |
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Tutoring |
List of available tutors in Guidance |
"The true perfection of man lies not in what man has,
but in what man is." - Oscar Wilde
AMU 1O1 Open
MusicThis 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 Open
MusicThis 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 University/College
MusicThis 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 University/College
MusicThis 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, StringsThis 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, StringsSee AMS 2O1
Course Fee: $30.00
Recommended Background: AMS 2O1
AMS 4M1
Music, StringsThis 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 ArtsThis 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 ArtsThis 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 ArtsThis 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 BusinessThis 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 BusinessThis course introduces students to the world of business. Students will develop an understanding of the functions of business, including accounting, marketing, information and communication technology, human resources, and production, and of the importance of ethics and social responsibility. This course builds a foundation for further studies in business and helps students develop the business knowledge and skills they will need in their everyday lives.
Ministry Prerequisite: None
BDI 3C1 College
Entrepreneurship: The VentureCycled course (offered 2008-2009)
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
BMI 3C1 College
Marketing: Goods, Services, EventsCycled course (offered 2009-2010)
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 ResourcesThis 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 This 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. Field Trip; $8:00
This 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. Field Trip: $8:00
Geography of Canada
CGC 1P1 Applied
Geography of Canada
CGG3O1
Open
Travel & Tourism: A Regional Geographic Perspective
This 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 Analysis
This course examines the global challenges of creating a sustainable and equitable future, focusing on current issues that illustrate these challenges. Students will investigate a range of topics, including cultural, economic, and geopolitical relationships, regional disparities in the ability to meet basic human needs, and protection of the natural environment. Students will use geotechnologies and skills of geographic inquiry and analysis to develop and communicate balanced opinions about the complex issues facing Canada and a world that is interdependent and constantly changing.
Field Trip: $15.00
Ministry Prerequisite: Any university or university/college course in Canadian and world studies, English, or social sciences and humanities.
CHC 2D1 Academic
Contemporary Canadian History
This course explores the local, national, and global forces that have shaped Canada’s national identity from World War I to the present. Students will investigate the challenges presented by economic, social, and technological changes and explore the contributions of individuals and groups to Canadian culture and society during this period. Students will use critical-thinking and communication skills to evaluate various interpretations of the issues and events of the period and to present their own points of view.
Ministry Prerequisite: None
CHC 2P1
Applied
Contemporary Canadian History
This 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
CHC 2L1
Locally Developed
History
This course emphasizes strengthening history-related knowledge and skills and to prepare students for success in everyday life, in the workplace, and in Grade 11 Workplace courses. Students are given the opportunity to continue developing their skills in reading, writing, and oral language through relevant and practical History activities. They are given opportunities to improve their subject-area knowledge and skills and to practice using them in order to strengthen their literacy skills. This course encourages students to examine their conceptual understandings and beliefs, develop and enhance their critical thinking skills, and engage in meaningful dialogue with teachers and with peers.
CHV 2O5
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.
Ministry Prerequisite: None
CHT 3O1
Open
Twentieth-Century History:
Global and Regional Perspectives
This 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 World
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.
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 Law
This 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.
Ministry Prerequisite: CHC 2D1 or CHC 2P1Cooperative education is a form of experiential learning which involves students’ working either in a school setting or in the community. Students are encouraged to take co-op to find out if they are suited to a career area for the future.
Co-op credits can now be counted as compulsory credits towards an Ontario Secondary School Diploma (OSSD). They can fulfill either the group one, two or three requirement.
Peer Helping and one credit co-op are for students who want to work in a classroom at Clarke HS or The Pines Senior PS. Peer Helpers assist a teacher in a classroom and throughout the semester attend seminars to complete the classroom component of co-op.
Morning, afternoon and full-day co-op include a pre-placement classroom component which is held during the first week of the semester at Clarke HS. Students then begin their placements in the community and return to Clarke HS for integration seminars once a month.
There are four specialty co-op programs offered at Clarke HS: Gold Collar, Universal Worker, Canadian Forces Reserves, and OYAP. Each of these co-op programs is unique and has a specific classroom and placement component.
Transportation
Clarke HS is a rural school that relies on busing for all its transportation needs. Due to the cost of busing, Clarke provides one way transportation for two-credit co-op students at lunch time. The co-op bus provides transportation to Bowmanville, Newcastle, and Orono. Morning students would need to arrange their own ride to co-op in the morning and the co-op bus would bring them back to school at lunch for their afternoon classes. Afternoon co-op students would be able to take the co-op bus at lunch to their placement but would need to arrange a ride home a the end of the day.
Students apply to take co-op during the course selection process. A co-op information session will be held in February for students interested in taking co-op. Parents are invited to attend an information session on Parent’s Night in March.
For more information contact Lisa Burkholder, Head of Co-op, at 905-987-4771 ext. 227.
APPLICATION PROCESS
1. Attend co-op information session for students in February.
2. Select appropriate code on option sheet.
3. Complete application form, cover letter and resume.
4. Attend a meeting with a co-op teacher to discuss specific placement options.
5. Attend one or more interviews to obtain a placement. Students and their parents should be aware that interviews are competitive. Transportation to interviews is available for students if their parents are unable to provide it.
Students shoul
